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PubMed1979

[Continuing education through guidance--experiences with a continuing education programme related to practice, collected in a large psychiatric hospital (author's transl)].

The article reports on the setting-up of a continuing education programme related to practice, applicable in particular to nursing personnel of long-time wards in a large psychiatric hospital. The article describes the prerequisites of "continuing education within the framework of the hospital itself", organised in various sub-sections such as guidelines for group work with patients on the wards, and topic-centered continuing education groups for co-workers. The planning and execution of group work is demonstrated by means of model examples. The assumption that continuing education can help to change the atmosphere prevalent in wards and can also change the degree of activation of the patients, has been confirmed by the experience collected so far. This illuminates once again the need for practice-related continuing education an subject-specific further training for psychiatric nursing staff, even though in the long-term therapeutic field, possibilities of rehabilitation may probably gain more ground in psychiatric treatment of the future.

Adult↗
PubMed1997

[Computer-based training--a new method in surgical education and continuing education].

Computer-based training (CBT) programs teach the material of a specific field and at the same time offer various ways of objectively checking the knowledge gained. The interactive use of multimedia components, such as text, graphics, animation, sound, digital slide shows, videos and quizzes, facilitates the learning process. The aim of this study was the development and evaluation of a CBT program for use by surgeons teaching students. Using SuperCard, a teaching module for distal radius fracture (DRF) was developed, containing detailed clinical information. Video clips and vivid animation combine theoretical knowledge with practical experience. Fourth-year medical students (n = 103) were tested after using the module for 90 min. Other students (n = 47) served as the control group. In a 90-min lecture, DRF was discussed. In all evaluated criteria (distinctness, detailed description, presentation of materials, structure, motivation to learn, time saved while learning and memory retention), CBT gained 15-20% better scores than the lecture. Although 87% of the students stated that their experience with computers was limited or insufficient, 100% found the use of CBT systems helpful in student teaching. Most of them suggested the use of such programs as a exam preparation/self study method (90%) or as a supplement to a lecture (40%). Based on these evaluations, it is clear that CBT modules are an appropriate future teaching and learning system that will be well accepted. In conclusion, CBT programs should be integrated into medical education as a valuable supplement. With this aim, CBT systems should be developed and used at universities as an information system for the surgical residency program.

Achievement↗