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At least 919 records · Page 51Linked to original sources
PubMed2002

A tutorial platform suitable for surgical simulator training (SimMentor).

BACKGROUND: The introduction of simulators in surgical training entails the need to develop pedagogic platforms adapted to the potentials and limitations provided by the information technology. As a solution to the technical challenges in treating all possible interaction events and to obtain a suitable pedagogic approach, we have developed a pedagogic platform for surgical training, SimMentor. METHODS: In SimMentor the procedure to be practiced is divided into a number of natural phases. The trainee will practice on one phase at a time, however he can select the sequence of phases arbitrarily. A phase is taught by letting the trainee alternate freely between 2 modes: 1: A 3-dimensional animated guidance designed for learning the objectives and challenges in a procedure. 2: An interactive training session through the instrument manipulator device designed for training motoric responses based on visual and tactile responses produced by the simulator. The two modes are interfaced with the same virtual reality platform, thus SimMentor allows a seamless transition between the modes. RESULTS: We have developed a prototype simulator for robotic assisted endoscopic CABG (Coronary Artery Bypass Grafting) procedure by first focusing on the anastomosis part of the operation. Tissue, suture and instrument models have been developed and integrated with a simulated model of a beating heart comprises the elements in the simulator engine that is used in construction a training platform for learning different methods for performing a coronary anastomosis procedure. CONCLUSION: The platform is designed for integrating the following features: 1) practical approach to handle interactivity events with flexible-objects 3D simulators, 2) methods for quantitative evaluations of performance, 3) didactic presentations, 4) effective ways of producing diversity of clinical and pathological training scenarios.

Anastomosis, Surgical↗
PubMedDate not supplied

Stylistic learning differences between undergraduate athletic training students and educators: Gregorc mind styles.

CONTEXT: Learning theory and pedagogic research are unfamiliar to many educators trained in the sciences. Athletic training educators must learn to appreciate the theoretic and practical value of pedagogic research, including learning styles. OBJECTIVE: To extend the learning styles research in athletic training by introducing the Mind Styles model and Gregorc Style Delineator instrument to investigate students' and program directors' baseline style preferences and to study the effects of sex, education level, and academic role on mean composite Gregorc Style Delineator scores. DESIGN: Correlational research design. SETTING: Instruments were mailed to program directors and administered in classroom settings. PATIENTS OR OTHER PARTICIPANTS: Ten of 10 athletic training programs accredited by the Commission on Accreditation of Allied Health Education Programs formed sample 1, with 200 undergraduate athletic training students (68 men, 132 women, age = 20.12 +/- 2.02 years). A total of 43 program directors (22 men, 21 women, age = 40.05 +/- 9.30 years) created sample 2. MAIN OUTCOME MEASURE(S): We used the Gregorc Style Delineator to measure participants' perceptual and ordering abilities, combining them in a quaternary design to create mean composite scores for the Concrete Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random (CR) Mind Styles subscales. We also noted each subject's sex, education level, and academic role. RESULTS: We obtained a response rate of 100% of undergraduates and 43% of program directors. The CS style was preferred by 44.5% (n = 89) of students and 58.1% (n = 25) of program directors. Program directors preferred the CS style more (P < .001) and the AS and AR styles less (P < .001) than predicted by chi(2) testing. Students preferred the CS style more (P < .001) and the AS style less (P < .001) than expected also. Men students preferred the AS style more (P < .01) and the AR style less (P < .01) than women students. Students by chi2 testing were also less likely to prefer the CS style (P < .01) and more likely to prefer the AR style (P < .001) than program directors. No significant main effect was noted for education level (P = .310) or the interaction (P = .108). CONCLUSIONS: Our findings add 2 unique elements to the athletic training literature by extending the investigation of styles to an original model (Mind Styles) and the effect of academic role on style. Program directors should strongly consider sex and academic role style differences when designing and implementing pedagogic methods.

Journal Article↗
PubMed1980

[Psychoanalytic research on psychopathology and its significance for pedagogy].

As we were able to show that endogenous psychoses may also be understood and attended in psychotherapeutic treatment, the research results in the field of psychopathology are also relevant for the discussion of pedagogic problems. The developments of the psychoanalytic research work on psychoses are shown by the work of Paul Matussek. The following points are important for pedagogic discussion: (1) The importance of enrivonmental factors, especially those of parents, for the manifestation of the disease is proved. (2) Psychotherapy is an efficient process of learning. (3) Psychotherapy has a central aim of learning: the strenthening of the self as an assumption of working off unconscious conflicts. (4) The concept of creativity, which Matussek has gained from psychotherapeutical experience, might become especially important for pedagogic terms.

Humans↗
PubMedDate not supplied

Practical enzymology course based on bioluminescence.

We describe our experience with laboratory courses in enzymology based on the phenomenon of bioluminescence. The soluble and immobilized enzymes of luminous bacteria are used and the practical enzymological course consists of four main courses: (1) training in measuring the activities of soluble and immobilized enzymes; (2) the investigation of kinetic characteristics (kinetic constants) and enzyme-substrate and enzyme-inhibitor interactions in the bacterial bioluminescent reaction; (3) The testing of physico-chemical characteristics of enzymes (pH, temperature, ion strength, etc.); (4) the effect of inhibitors on enzymes. Training is possible in groups of about ten persons. Our practice work has been introduced in the biological, pedagogical and physical departments of Krasnoyarsk State University. Students of the pedagogical department have created a popular and interesting series of laboratory works for high school children aged 14-17 years.

Biochemistry↗
PubMed2003

Development of multimedia learning modules for teaching human anatomy: application to osteology and functional anatomy.

Computer-assisted learning (CAL) is growing quickly within academic programs. Although the anatomical commercial packages that are available for this learning have attractive advantages, they also have drawbacks: they are frequently not in the local language of the students, they do not perfectly answer the needs of the local academic program, and their cost is frequently more than students can afford. This study describes a relatively inexpensive method to create CAL tutorials, whose content can be fully customized to local academic needs in terms of both program and language. The study describes its use in creating multimedia learning modules (MLMs) about Osteology and joint kinematics. The pedagogical content in these modules was collected from objective experiments to give students the opportunity to access new scientific knowledge during their education. It can be replaced, as desired, by almost any content due to the flexibility of the production method. Each MLM consists of two complementary subelements: a multimedia theoretical lecture and a three-dimensional interactive laboratory. Such MLMs are in use at both the University of Brussels (ULB) and the National University of Rwanda (NUR). The development of this work was part of the VAKHUM project, and the pedagogical validation is currently being performed as part of the MULTIMOD project.

Anatomy↗
PubMed2002

Horizontal and vertical integration of academic disciplines in the medical school curriculum.

A rapid expansion of new scientific information and the introduction of new technology in operative and diagnostic medicine has marked the last several decades. Medical educators, because of and parallel to these developments, initiated a search for a more effective system of presenting core material to medical students. The new educational trends, although varying somewhat from one institution to another, concentrated on the following pedagogical shifts: 1) expansion of conceptual presentation of material at the expense of detail-oriented education; 2) amplification of an integrated approach, as opposed to subject-oriented instruction; 3) scheduling of elective courses to compliment required courses in the curriculum; and 4) institution of small group instruction (i.e., problem-based learning) to actively involve students in the educational process and to develop deductive reasoning based on clinical cases. The future pedagogical system in medical schools will most likely be a combination of "classical" presentation of material combined with concept-oriented, subject-integrated and small group instruction based on either hypothetical or real clinical cases. It is imperative for the success of the new curriculum, however, that certain criteria are satisfied: 1) reorganize basic science departments to determine course ownership; 2) establish a reward system for teaching faculty; and 3) establish new course objectives.

Concept Formation↗
PubMed2005

Focal dystonia in musicians: treatment strategies and long-term outcome in 144 patients.

We present the long-term outcome of 144 musicians with focal dystonia after treatment with botulinum toxin (n = 71), trihexiphenidyl (n = 69), pedagogical retraining (n = 24), ergonomic changes (n = 51), or nonspecific exercises on the instrument (n = 78). Outcome was assessed by patients' subjective rating of cumulative treatment response and response to individual therapies. Seventy-seven patients (54%) reported an alleviation of symptoms: 33% of the patients with trihexiphenidyl, 49% with botulinum toxin, 50% with pedagogical retraining, 56% with unmonitored technical exercises, and 63% with ergonomic changes.

Adult↗
PubMed2006

Words and wards: a model of reflective writing and its uses in medical education.

Personal, creative writing as a process for reflection on patient care and socialization into medicine ("reflective writing") has important potential uses in educating medical students and residents. Based on the authors' experiences with a range of writing activities in academic medical settings, this article sets forth a conceptual model for considering the processes and effects of such writing. The first phase (writing) is individual and solitary, consisting of personal reflection and creation. Here, introspection and imagination guide learners from loss of certainty to reclaiming a personal voice; identifying the patient's voice; acknowledging simultaneously valid yet often conflicting perspectives; and recognizing and responding to the range of emotions triggered in patient care. The next phase (small-group reading and discussion) is public and communal, where sharing one's writing results in acknowledging vulnerability, risk-taking, and self-disclosure. Listening to others' writing becomes an exercise in mindfulness and presence, including witnessing suffering and confusion experienced by others. Specific pedagogical goals in three arenas-professional development, patient care and practitioner well-being - are linked to the writing/reading/listening process. The intent of presenting this model is to help frame future intellectual inquiry and investigation into this innovative pedagogical modality.

Affect↗
PubMed2004

[Assessment of teaching methods of anaesthesiology and intensive care medicine in France: opinions of teacher and residents].

OBJECTIVE: The objective of this study was to provide informations about French practice of anaesthesiology and intensive care graduation. STUDY DESIGN: Prospective study. MATERIAL AND METHODS: [corrected] Surveys relative to evaluation tools were sent to professors, and students in anaesthesiology and intensive care in France. RESULT: About 95% of French students in anaesthesiology and intensive care want to be evaluated all over their cursus, by using "Carnet de stage", tutor-student agreement or written examinations. Pedagogical evaluation is hardly wished by students and professors despite that "Carnet de stage" and written examinations are frequently used before professional certification. In order to improve the professional competence, the patronage and use of simulator are frequently quoted by professors. CONCLUSION: Despite the fact that "Carnet de stage" and written examinations are frequently used, pedagogic dimension of evaluation need to be improved.

Anesthesiology↗
PubMed2006

Implementing tutoring strategies into a patient simulator for clinical reasoning learning.

OBJECTIVE: This paper describes an approach for developing intelligent tutoring systems (ITS) for teaching clinical reasoning. MATERIALS AND METHODS: Our approach to ITS for clinical reasoning uses a novel hybrid knowledge representation for the pedagogic model, combining finite state machines to model different phases in the diagnostic process, production rules to model triggering conditions for feedback in different phases, temporal logic to express triggering conditions based upon past states of the student's problem solving trace, and finite state machines to model feedback dialogues between the student and TeachMed. The expert model is represented by an influence diagram capturing the relationship between evidence and hypotheses related to a clinical case. RESULTS: This approach is implemented into TeachMed, a patient simulator we are developing to support clinical reasoning learning for a problem-based learning medical curriculum at our institution; we demonstrate some scenarios of tutoring feedback generated using this approach. CONCLUSION: Each of the knowledge representation formalisms that we use has already been proven successful in different applications of artificial intelligence and software engineering, but their integration into a coherent pedagogic model as we propose is unique. The examples we discuss illustrate the effectiveness of this approach, making it promising for the development of complex ITS, not only for clinical reasoning learning, but potentially for other domains as well.

Computer Simulation↗
PubMed2006

Neural network explanation using inversion.

An important drawback of many artificial neural networks (ANN) is their lack of explanation capability [Andrews, R., Diederich, J., & Tickle, A. B. (1996). A survey and critique of techniques for extracting rules from trained artificial neural networks. Knowledge-Based Systems, 8, 373-389]. This paper starts with a survey of algorithms which attempt to explain the ANN output. We then present HYPINV, a new explanation algorithm which relies on network inversion; i.e. calculating the ANN input which produces a desired output. HYPINV is a pedagogical algorithm, that extracts rules, in the form of hyperplanes. It is able to generate rules with arbitrarily desired fidelity, maintaining a fidelity-complexity tradeoff. To our knowledge, HYPINV is the only pedagogical rule extraction method, which extracts hyperplane rules from continuous or binary attribute neural networks. Different network inversion techniques, involving gradient descent as well as an evolutionary algorithm, are presented. An information theoretic treatment of rule extraction is presented. HYPINV is applied to example synthetic problems, to a real aerospace problem, and compared with similar algorithms using benchmark problems.

Algorithms↗
PubMedDate not supplied

The tact of teaching RN-to-BSN students.

Despite the increased need for highly educated clinical registered nurses (RNs), recruitment and retention of RN-to-Bachelor of Science in Nursing (BSN) students have steadily declined since 1999. To explore the context of this problem in relation to faculty who teach these students, the following research question was addressed: How do faculty perceive the context of their teaching experiences with RN-to-BSN students? By using a hermeneutic phenomenological approach, unstructured interviews were conducted with 17 faculty teaching RN-to-BSN students. Data were analyzed with van Manen's (1997) approach to human science research analysis. One overarching pattern, "providing the fertile soil for teaching and learning," was revealed. Integrated into this pattern were three different characteristics faculty brought to their teaching: (1) cultivating, (2) pruning, and (3) drought-ridden. Fluidity was evidenced by faculty using more than one teaching approach. A defining factor for faculty using the cultivating approach was the "tact" that created pedagogical moments of connecting with a student. Data suggested that the accumulation of these pedagogical moments laid the foundation for a faculty member's connection with students. This tact of teaching provides an educational context that might help to recruit and retain RNs returning for a BSN.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Disability law and nursing education: an update.

Over the past decade, the courts have been called upon to apply the provisions of the Americans With Disabilities Act and Section 504 of the Rehabilitation Act in several cases with implications for programs of nursing education. Courts have restricted who may be considered a qualified individual with disabilities. They have clarified the relative obligations of both students and educators in determining accommodations. Courts have been especially deferential to educational programs preparing health care professionals when program standards and pedagogical requirements are clearly articulated. However, accessibility and compliance with recommendations for accommodations are required at all sites where students are educated. Less clear are judicial interpretations related to making technology accessible and to the disclosure by programs of information about students' disabilities during licensing. These findings lead to several conclusions. First is the need for development of profession-wide standards of competencies and skills for nurses. Second is the need for dialogue about the potential for disability discrimination between nursing educators and state licensing bodies. Last is that faculty and administrators can proceed with some degree of confidence in protecting program practices that are based on sound pedagogical reasoning.

Architectural Accessibility↗
PubMed2005

[Multimedia educational material. A tool of support to the Otolaryngology training].

Due to multimedia technologies, the medical information has taken an extraordinary growing. Nevertheless, the education at University will turn out to be a more complex pedagogic process. We present a multimedia educational material (MEM), developed as an online course to "Seminars of Otolaryngology", and available free at the University website. MEM was designed and edited by, ENT teachers, pedagogues, and image and computer experts. It has been structured as a series of modules that integrate texts, images, movie clips, video, audio and animations. The schematic presentation stands out with progressive access to the topics through internal and external links. The pedagogic resources give additional support by learning objectives, glossary, references, index and searcher. Finally, the activities and instrumental simulations complete the training in diagnosis and treatment. The MEM is an interactive useful software program for medical training in Otolaryngology, without avoiding the key figure of the teacher.

Humans↗
PubMed2003

HIV/AIDS in the visual arts: applying discipline-based art education (DBAE) to medical humanities.

CONTEXT AND RATIONALE: Health professions educators have been systematically attempting to insert the humanities into health professions curricula for over 4 decades, with various degrees of success. Among the several medical humanities, the visual arts seem particularly adequate for the teaching/learning of crucial aspects of medicine. Educational efforts in the arts require, however, a sound pedagogical philosophy of art education. Health professions educators need therefore to be aware of educational frameworks in the arts. Discipline-based art education (DBAE) is a recognised contemporary educational framework for the teaching/learning of the arts, which may be adapted to medical humanities. OBJECTIVE: It is the ultimate objective of this essay to share the experience of applying this educational framework to a course in a medical curriculum. METHODS: The author describes a course on the representations of HIV/AIDS in the visual arts, with explicit reference to its objectives, content, instructional features and student assessment in the light of DBAE, whose principles and characteristics are described in detail. RESULTS AND CONCLUSION: Discipline-based art education may be applied to medical humanities courses in a medical curriculum. This essay throws light on how this structure may be particularly useful for designing other pedagogically sound art courses in health professions curricula.

Attitude to Health↗
PubMed2003

The ABCs of pedagogy for clinical teachers.

BACKGROUND: Clinical teachers rarely receive formal instruction in the basic concepts and principles of education. It is usually assumed that expertise as a practitioner will translate into effectiveness as a teacher. PURPOSE: To identify the important concepts and pedagogic principles, which, if known and understood by clinical practitioners, might enhance their teaching prowess and success. METHOD: We developed a long list of potentially important concepts identified in the education literature. We then conducted a 3-round Delphi expert opinion-soliciting process to identify which of the concepts were of most importance to clinical teachers. RESULTS: Thirteen of the 14 panel members successfully completed the process and achieved 94% reliability in rating the potential importance of the concepts on the e-mailed ratings list. CONCLUSION: We have identified a limited list of core pedagogic concepts, knowledge of which may enhance the success of clinical teachers.

Curriculum↗
PubMed2004

Student perceptions of effective small group teaching.

PURPOSE: The goal of this study was to assess student perceptions of effective small group teaching during preclinical training in a medical school that promotes an integrated, systems-based undergraduate curriculum. In particular, students were asked to comment on small group goals, effective tutor behaviours, pedagogical materials and methods of evaluation. METHODS: Six focus groups were held with 46 Year 1 and 2 medical students to assess their perceptions of effective small group teaching in the 'Basis of Medicine' component of the undergraduate curriculum. Ethnographic content analysis guided the interpretation of the focus group data. RESULTS: Students identified tutor characteristics, a non-threatening group atmosphere, clinical relevance and integration, and pedagogical materials that encourage independent thinking and problem solving as the most important characteristics of effective small groups. Tutor characteristics included personal attributes and the ability to promote group interaction and problem solving. Small group teaching goals providing included opportunities to ask questions, to work as a team, and to learn to problem solve. CONCLUSION: This study highlighted the benefits of soliciting student impressions of effective small group teaching. The students' emphasis on group atmosphere and facilitation skills underscored the value of the tutor as a 'guide' to student learning. Similarly, their comments on effective cases emphasised the importance of clinical relevance, critical thinking and the integration of basic and clinical sciences. This study also suggested future avenues for research, such as a comparison of student and teacher perceptions of small group teaching as well as an analysis of perceptions of effective small group learning across the educational continuum, including undergraduate, postgraduate and continuing professional education.

Attitude of Health Personnel↗
PubMed2003

Relational pedagogy. Embodiment, improvisation, and interdependence.

In this paper Gadow's philosophical themes are developed considering the pedagogical relation--the relation of teacher and student, nurse and patient, self and world. Relational pedagogy is discussed through exploration of embodiment (being the teaching), improvisation (doing the teaching), and interdependence (locating the teaching in a reciprocal world as home). The pedagogical relation explores the lived space between teacher and learner, nurse and patient, where new knowledge is constructed. Such knowledge 'resounds bodily' and is always under construction.

Education, Nursing↗