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PubMed2002

Development and immediate impact of a self-instruction curriculum for an adolescent indicated drug abuse prevention trial.

This article describes the development and immediate impact of a self-instruction indicated drug abuse prevention program, Project Towards No Drug Abuse (TND). Self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education, and is a method of choice among educators at alternative high schools. This article describes the justification for the self-instruction program, keys to good programmed self-learning, and how a 12-session health educator delivered program was converted to a self-instruction format. In addition, the immediate impact of a 3-group experimental trial is presented. Health educator led, self-instruction, and standard care control conditions are compared on knowledge change, and the two program conditions are compared on process ratings. Self-instruction programming can be successfully adapted from a health educator-led format, though the lack of student group interaction in this modality may limit its receptivity among students.

Adolescent↗
PubMed1990

Are drinkers interested in inexpensive approaches to reduce their alcohol use?

This study examined whether adult drinkers would be willing to receive self-help and other minimal contact aids designed to help them drink more moderately. A total of 316 adults eighteen years of age and older residing in two adjacent communities in northwest Arkansas participated in a mail survey. Drinkers most frequently requested newspaper articles on how to drink more moderately (20.7%), followed by television and radio programs (15.5%). Over one-fourth (26.2%) of adult alcohol users reported an interest in receiving one or more of the aids to limit drinking. Heavier drinkers were more likely than lighter drinkers to be interested in television and radio programs, contests and cash awards, and newspaper articles aimed at helping them to drink more moderately (p's less than or equal to .01). Drinkers who were interested in receiving one or more self-help alcohol aids reported higher levels of alcohol consumption, and greater motivation to limit their alcohol use (p's less than or equal to .01). These data suggest that a considerable number of alcohol users would like to receive inexpensive aids to help them to drink more moderately.

Alcohol Drinking↗
PubMed2005

Free text versus structured format: information transfer efficiency of radiology reports.

OBJECTIVE: We discuss the effect of radiology report format on the accuracy and speed with which reviewers can extract case-specific information. MATERIALS AND METHODS: A Web-based testing mechanism was used to present radiology reports to each of 16 senior medical students and record their answers to 10 multiple choice questions about specific medical content for each of 12 cases. Subjects were randomly assigned to view the reports in either free text or structured format. In addition to number of answers correct for each case, we recorded the time taken for each case and an efficiency score (correctly answered questions per minute). These three outcomes were tested for differences on report format using multifactorial analysis of variance. A postexperimental questionnaire and a mediated focus group elicited subject preference as to radiology report format. RESULTS: There were no significant differences in the three outcomes (score, time, and efficiency) between the free text and structured format conditions. The power of the experiment was sufficient to detect small differences in these outcomes by format. Subjects strongly and consistently expressed a preference for the structured version. CONCLUSION: We assert that free text and itemized (structured) forms of radiology reports are equally efficient and accurate for transmitting case-specific interpretative content to reviewers of the document.

Adult↗
PubMed1990

Influence of frequency, time interval from initial instruction, and method of instruction on performance competency for blood glucose monitoring.

In a sample of 178 nurses who had been instructed in the performance of fingerstick monitoring of blood glucose (MBG), we investigated variables that may predict their proficiency at subsequent MBG performance. All nurses were given initial instruction in a classroom-type setting or via a self-instructional packet, and initial proficiency was documented by initial testing. All nurses were retested 1-8 mo later. To address whether actual frequency of performing MBG at work affected proficiency, the nurses were categorized based on the frequency of performing MBG groups: greater than 1 test/day (n = 53), greater than 1 test/wk (n = 51), greater than 1 test/mo (n = 52), and less than 1 test/mo (n = 22). No differences in test and retest scores were detected. To address whether the time interval from the original instruction and test to the retest affected proficiency, the nurses were divided into groups who had initial test less than 6 mo (n = 108) and greater than 6 mo (n = 70) before the retest. Mean change in test scores was less in the greater than 6-mo group than in the less than 6-mo group (P less than 0.01), and they had a lower retest fail rate (3 vs. 12%, P = 0.03). To explain this unexpected finding, test scores were analyzed by groups based on the type of original instruction. Nurses who attended class (n = 79) were compared with those who had self-instruction (n = 99). The classroom-trained group had less change in test-to-retest score (P = 0.0002) and a lower retest failure rate (3 vs. 12%, P less than 0.05).

Blood Glucose↗
PubMed1992

What makes information important and its influence on learning in self-directed study.

This study investigated what makes text-based information important and what is its influence on learning. College students studied an expository text following their own self-directed study procedures. Data from Exp. 1 (n = 60) and Exp. 2 (n = 40) showed that information was considered important if it (a) began and ended text, (b) began a paragraph, (c) appeared at somewhat equal intervals in text, and (d) contained enumerations of concepts. Subjects recalled information that (a) began the text and (b) contained examples of enumerations. It appeared that text-based variables established what was important and this influenced learning. Implications for the selective attention hypothesis and its volume-of-attention corollary, the cycles hypothesis, and the slot-filling hypothesis are discussed.

Achievement↗
PubMed2002

Curriculum enrichment with self-testing activities in development of fundamental movement skills of first-grade children in Greece.

The purpose of this study was to investigate the effect of self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group (n = 23 children) received the regular 12-wk. physical education school program and the Experimental group (n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 x 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

Child↗