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At least 883 records · Page 49Linked to original sources
PubMed1997

[Long-term patients also need their history. The socio-geographic reconstruction of the life history as social pedagogic method for work with long-term patients].

"Socio-geographic reconstruction" means to recall important places and stations of life, accompanied by another interested person. Students of social paedagogics have created these reconstructions together with long-term psychiatric patients. The method is based on social science participation studies. The aim is the rediscovering and reacquiring the prepsychiatric biography of the patients as well as the understanding of this history by the students. The focus of interest is not the "history of illness" but the "history of life" as it was connected with family, school, work and leisure time.

Female↗
PubMed1997

[Management of violent acts within the scope of a pedagogic concept of self and social development--or: talking with school children about violence].

In order to deal with physical aggression in schools it is necessary to develop an educational concept in which the teachers parallel to their observations of the subject orientated learn-track include the relationship- and the self-development-track (three-track-education). In this concept of classifying dialogs which follow the conflict situations have equal importance to other events during school-lessons. The dialogs take place parallel to the lessons. This method requires a flexible organisation of the lessons in which the pupils are used to work on their own. An extension of the teachers competence is necessary. The extension of competence is related to a close observation of social events and to a development of models to explain the problematic behavior of pupils. If it becomes possible for example to interpret part of the pupils' behavior as scenic acting this new point of view may lead to new solutions. The educational concept is orientated on a model of psychoanalytical explanation in which the current situation stands in the foreground. The problem which thus becomes apparent can be now be handled by reconstructing the exterior events (interactions) and by the symbolic presentation of the interior perception (annoyance, anger, rage). Thus the pupils learn to deal with their inner turbulences in the constructive manner. For the acting in the public forms of making amends are practised. Physical aweness and fitness is seen as an important base for self- and social processes. The work of a man within a boys' group and of a woman within a girls' group offers the possibility of sexual identity.

Adolescent↗
PubMed1997

[Integration of preventive medicine in an emergency department. A pedagogic model for improvement of communication].

At the Medical Department, Telemark Central Hospital, a project has been going on for five years now to evaluate consultations in lifestyle groups in preference to individual consultations for persons with dyslipidemia. 363 persons were recruited to participate in a series of 5 group consultations at intervals of 3 months, each session to last for 2 hours. Altogether 1469 consultations were of this type. After the first session 79% said they preferred lifestyle group consultations, rather than spending their share of the allotted time on personal consultations, and after the fifth session 81%. The concept has been extended to include patients with chronic disease (asthma and chronic inflammatory bowel disease), with the principal aim of improving the patients' understanding of their disease, and showing them how to control it themselves. The project has attracted much attention, and a consultant in preventive medicine has recently been appointed to the staff. We think it important in terms of impact that the initiative to establish local expertise in preventive medicine emerged from a department that deals with emergency admissions due to lifestyle-related diseases.

Adolescent↗
PubMed2004

[Life style based on a system of classical moral values in preventing drug addiction as a risk factor for HIV infection].

The aim of this work was to examine spread of harmful habits in student youth, as risk factors for HIV infection, in correlation with way of life. In this work survey method with survey questionnaires was used. We have examined two groups of students from Pedagogic academy and Islamic pedagogic academy. Students of Pedagogic academy are smokers in percent of 41.1%, 52.2% male and 36.25% female, and on Islamic pedagogic academy 8.75% students smoke, 16.6% male, and there are no female smokers. Smokers mostly come from medium educated families (66.6%). Alcohol drinks are consumed by 41% of students Pedagogic academy, 56.6% male and 37.2% female, while that habit is not present among students of Islamic pedagogic academy. Students with this habit mostly come from medium educated families (60.4%). Narcotics are consumed by 5.1% students of Pedagogic academy, 4.3% male and 5.3% female, while that habit is not present among students of Islamic pedagogic academy. Students with this habit mostly come from medium educated families (50.0%) and high educated families (33.4%). Students which smoke come from smoking families (in 86%), parents of half of students which consume alcohol also have that habit (47.9%), while use of narcotics is not present among parents of students which consume those. Smoking is considerably more spread among students of Pedagogic academy (40.1%), than among students of Islamic pedagogic academy (8.7%). Consuming of alcohol drinks and narcotics is not present among students of Islamic pedagogic academy. For prevention of HIV infection infallible component is a call for reaffirmation of classical moral values among people.

Adolescent↗
PubMed2006

The acquisition of tacit knowledge in medical education: learning by doing.

AIM: This study was designed to assess medical school teachers' tacit knowledge of basic pedagogic principles and to explore the specific character of the knowledge base. METHODS: We developed a 50-item, multiple-choice question test based on important pedagogic principles, and classified all questions as requiring either declarative or procedural knowledge. A total of 72 medical teachers representing 5 different groups of clinicians and educators agreed to sit the test. RESULTS: Teachers in all 5 groups performed well on the test of tacit pedagogic knowledge but those with advanced education degrees, or local recognition as experts, performed best. All test takers performed best on questions requiring procedural knowledge. CONCLUSION: Medical teachers possess tacit knowledge of basic pedagogic principles. Superior test performance on questions requiring procedural knowledge is consistent with their working in a clinical environment characterised by repeated procedural activities.

Education, Medical↗
PubMed1990

Indication of different forms of therapy in long-term in-patient treatment.

The contribution presented attempts to demonstrate disturbance characteristics in children who are used in practice as differential indication criteria in the choice between medical-pedagogical and psychotherapeutic methods of treatment. 171 of a total of 238 children in a medical-pedagogical/psychotherapeutic children's home were examined; these children were discharged between the foundation of the institution in 1968 and July 1987. Apparently, the presence of a partial performance weakness, a hyperkinetical/development-dependent or dissocial disturbance as well as a disturbance of the central nervous system can be regarded as indicators for medical-pedagogical measures, the diagnosis of a neurotic/emotional disturbance as well as at least average intelligence level as indication criteria for an analytical child therapy. The disturbance conditions found correspond with the indicators for a medical-pedagogical and/or psychotherapeutical treatment described in specialist literature. Moreover, the success quota was compared with the remission rate known in child psychiatric practice.

Adolescent↗
PubMed2004

Web-based teaching in nursing: lessons from the literature.

Many in nurse education have partially adopted the Internet as a pedagogical approach. This has highlighted serious contentious issues for educators. These include, pedagogical vs. technological approaches to teaching, face-to-face vs. online communication and classroom vs. online teaching. This paper attempts to reassure educators about this new Internet-based pedagogy, by applying traditional educational theories and discussions on curriculum to web-based teaching. In particular, cognitive learning theories such as constructivism and the process model of curriculum development are discussed. These provide a solid theoretical framework from which to expand the Internet-based pedagogical approach among those whose interest is the promotion of learning. The paper concludes with the implications of web-based teaching for the personal and professional development of nurse educators.

Communication↗