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At least 883 records · Page 49Linked to original sources
PubMed1984

Oral cleanliness and gingival health following oral hygiene instruction by self-educational programs.

The aim of the present study was to determine the motivational effect of using a periodontal self-examination manual prior to a self-instructional manual in oral hygiene and to examine whether instruction provided at a later time than the scaling procedure improves the effect of the instruction. 74 patients with periodontal disease were divided into 3 groups: (1) A group of 23 patients who performed a self-examination of their periodontal condition prior to self-instruction in oral hygiene; (2) a control group of 27 patients who used only the self-instructional oral hygiene manual; and (3) a group of 24 patients who were not given the self-instructional oral hygiene manual before 6 weeks after the baseline examination. All these patients had their teeth scaled at the start of the study and after 3 and 7 months. The effect of the various modes of instruction was evaluated by assessments of plaque and gingival bleeding scores. These parameters were determined at the baseline and after 2 and 6 weeks and 3 and 7 months. The results demonstrated a significant improvement in plaque and gingival bleeding scores following the use of the self-instructional manual in oral hygiene. The use of the periodontal self-examination manual or a delay of the instruction had no additional effect on oral cleanliness. The level of oral hygiene and gingival health achieved at 3 months was maintained in all 3 groups for an additional period of 4 months. After that time, they were divided into 2 other groups depending on whether or not their plaque score was less than 20%. A total of 26 in the group who had a plaque score higher than 20% demonstrated a plaque score of than 20% after having performed the tooth brushing test. 10 of the remaining patients, who still had a plaque score of more than 20% after the tooth brushing test, received additional instruction in oral hygiene which subsequently resulted in improved oral cleanliness after 6 months.

Adult↗
PubMed2002

[Usefulness of teaching how to manage the pressurized canister and the Turbuhaler system in hospitalized patients].

OBJECTIVE: [corrected] To assess knowledge of how to use a pressurized canister (PC) or Turbuhaler (TB) systems and to evaluate the usefulness of giving technical instruction to hospitalized patients, analyzing chronic obstructive pulmonary disease (COPD) patients according to degree of obstruction. METHOD: We evaluated the use of the PC by 107 consecutive patients and the TB by 79 patients upon their admission to the respiratory medicine ward, with reference to the guidelines of the Spanish Society of Respiratory Medicine and Thoracic Surgery. We then evaluated the usefulness of instruction PC or TB technique. We recorded age, sex, underlying respiratory disease, the patient's opinion and time in years the patient had been using the inhaler, FEV1, and technique upon admission and after instruction during the hospital stay. RESULTS: Only 19% of the patients used the PC and 32% of the TB patients used their inhaler correctly at first. After instruction, the rates of correct use improved to 42% and 70% for the PC and TB, respectively, over the course of an approximately 4-day hospital stay. Among the PC users, 77% believed they were performing the maneuver correctly. All steps for both inhalers improved, as the number of errors decreased, particularly errors considered most relevant (coordination of the trigger and inspiration from the PC or full expiration and breath holding with both systems). The number of correct techniques at the end of the study was similar for all levels of COPD obstruction, and particularly for those using the TB. CONCLUSIONS: Most patients admitted to our ward were unable to use either inhaler correctly, with incorrect use of the PC being particularly evident. It is possible to improve performance, however, if we take care to teach patients in short instruction sessions. This is true for all COPD patients, regardless of level of obstruction. Our results demonstrate that a program of instruction during a patient's hospital stay is both feasible and important.

Administration, Inhalation↗
PubMed1976

A statewide biomedical communications network for South Carolina.

In 1972, the Medical University of South Carolina was awarded a contract to establish 4 Area Health Education Centers in South Carolina. These centers, based in community hospitals, provide residency programs, clinical instruction for students, and continuing education programs for health professionals. In late 1974, contractual agreements between the Medical University of South Carolina's Library/Learning Resource Center and the Area Health Education Centers were negotiated to provide book and nonbook learning materials to all health practitioners in South Carolina. The history and the functions of the resulting network and evaluation of audiovisual and self-instructional learning materials procured and distributed by the network are described.

Area Health Education Centers↗
PubMed1987

A comparison of external and self-instructional teaching formats with mentally retarded adults in a vocational training setting.

A theory recently proposed by Whitman postulates that self-instructional training procedures should have special utility for low ability individuals. Although past studies have shown that self-instructional training programs can be employed to improve the performance of mentally retarded individuals in work situations, research has not examined whether this training format is superior to external instruction. To test Whitman's theory, mentally retarded adults were taught to perform a complex sequencing task through one of two training formats: self-instruction or external instruction. Performance was evaluated through the examination of accuracy measures obtained during training, maintenance, and generalization assessments. Results indicated that participants receiving self-instructional training were able to achieve and sustain a higher level of performance than participants receiving external instruction. While self-instructionally trained subjects also showed superior performance on the generalization assessment, these results were not statistically significant. Secondary analyses revealed that higher ability participants, self-instructionally trained participants, and participants who reached criterion on the training and generalization tasks self-verbalized more frequently during the various assessments. In contrast to prediction, there was no significant difference in the length of time required to train individuals in the two instructional groups.

Adolescent↗
PubMed1977

Computer-aided teaching in ophthalmology.

Computer-aided teaching is of a growing importance in ophthalmology. The following problems are particularly reviewed: sequential, ramified and tutorial teaching, exercises in simulation and the checking of knowledge. Most of the technical obstacles have now been resolved. The aim of this paper is to overcome some psychological obstacles due to partial ignorance of the subject by most lecturers in our field.

Computer-Assisted Instruction↗