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At least 919 records · Page 51Linked to original sources
PubMed2006

Development and evaluation of an interactive multimedia clinical skills teaching program designed for the pediatric clerkship.

BACKGROUND AND PURPOSE: We evaluated the physical-examination section of a multimedia program developed to teach infant history and physical-examination skills. METHODS: A total of 71 students participated: one group viewed only the physical-examination section (PX), one the history section (HX), one none of the program (CX). We assessed physical-examination skills by direct observation of medical students performing an abdominal exam and scored using a checklist at baseline, immediately after intervention, and at the end of the pediatric clerkship. We analyzed results using analysis of variance with repeated measures. RESULTS: Baseline scores were PX = 2.5, HX = 2.8. The PX group scored significantly higher immediately postintervention at 6.8 compared to the HX group (3.1). At the end of the clerkship, significant differences between the groups remained. Final group mean scores were PX = 5.5, HX = 4.4, and CX = 2.7. CONCLUSION: The program improved examination skills with attenuation over 6 weeks.

Child↗
PubMed2005

Benefits and challenges in developing a program of research.

The ultimate goals of nursing research are knowledge generation and improvement in nursing practice. Designing studies that provide the evidence needed for practice change and that have clear implications for immediate application to current practice environments is particularly challenging. Research programs that consist of sequential studies, each building on and expanding on the results of the previous work, offer the greatest promise for generating understanding of the human phenomenon relevant to nursing practice. The authors review their experience with a series of studies of inpatient and postdischarge needs and interventions associated with chronic critical illness to illustrate the benefits of developing a longitudinal research program as well as the importance of strategies that will foster application of results. Recommendations for developing such a program are discussed.

Chronic Disease↗
PubMed2002

Using CAVE technology for functional genomics studies.

We have established the first Java 3D-enabled CAVE (CAVE automated virtual environment). The Java application programming interface allows the complete separation of the program development from the program execution, opening new application domains for the CAVE technology. Programs can be developed on any Java-enabled computer platform, including Windows, Macintosh, and Linux workstations, and executed in the CAVE without modification. The introduction of Java, one of the major programming environments for bioinformatics, into the CAVE environment allows the rapid development applications for genome research, especially for the analysis of the spatial and temporal data that are being produced by functional genomics experiments. The CAVE technology will play a major role in the modeling of biological systems that is necessary to understand how these systems are organized and how they function.

Automation↗
PubMedDate not supplied

Professional nursing series by videoconferencing.

A consortially developed continuing education series for rural nurses was implemented using videoconferencing technology. This article provides an overview of distance education technologies, the history and goals of the demonstration project at Edinboro University, and the coordination activities and instructional issues faced by the faculty. Participants became acquainted with distance education technology as they developed a process for program development, delivery, evaluation, and for awarding continuing education credits. The project was well received by instructors and students and testified to previous findings in the literature that distance education is a viable delivery system in terms of a teaching tool, learner satisfaction, and cost effectiveness.

Computer-Assisted Instruction↗
PubMedDate not supplied

A community research partnership to improve the diet of African Americans.

OBJECTIVE: To describe a community research partnership in which a national parent education organization collaborated with academic institutions to develop a dietary change program for underserved African American parents. METHODS: Qualitative methods were used to characterize issues that impacted partnership operations. RESULTS: Data are reported on partnership activities including program development and implementation with African American parents. Lessons learned and strategies for improving the partnership are presented. CONCLUSIONS: Ongoing assessment and evaluation of how a partnership operates, especially in the context of multiple sites, are important to sustaining successful functioning.

Black or African American↗
PubMedDate not supplied

The need for a statewide pediatric trauma program.

Development and maintenance of an effective regional trauma care system mandates on-going assessment of those at risk, patterns of injury and types of resources available. It is known that a significantly higher injury and traumatic death rates exists for children in a rural environment, and there is also evidence to support improved outcomes for children treated at verified trauma centers. While many still rely on practice-based statistics, we postulated that population-based statistics are much more reflective as to what is actually happening and provide crucial information on how improvements can be achieved. To test this theory, we reviewed all pediatric traumatic deaths for children 18 years old and younger from Jan. 1, 1990 to Dec. 31, 1998 at the Jon Michael Moore Trauma Center at West Virginia University, a rural pediatric trauma center. We compared this data to trauma mortality within the center's 13 county primary region from the Office of Vital Statistics. Our research revealed that mortality from pediatric trauma is higher in rural environments than in urban environments, and that population-based statistics more accurately reflect the true impact of what is actually happening in any given region. Age appears to be an important factor in determining which children are transferred to the trauma center and this may represent a critical factor in outcome.

Adolescent↗
PubMed1983

An institutional staff training and self-management program for developing multiple self-care skills in severely/profoundly retarded individuals.

Although considerable attention has been given to the development of institutional staff training and management programs, the generalized effects of such programs on staff and resident behavior have seldom been examined. This study evaluated a program for teaching institutional staff behavioral training and self-management skills during self-care teaching sessions with severely and profoundly retarded residents. Following baseline observations in three self-care situations (toothbrushing, haircombing, handwashing), four direct care staff were sequentially taught to use verbal instruction, physical guidance, and contingent reinforcement in the toothbrushing program. During maintenance, staff were simultaneously taught to record, graph, and evaluate resident and their own behavior in the toothbrushing sessions. Staff were taught use of the training and self-management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Observer presence and experimenter supervision were gradually decreased during the maintenance condition. Results indicated that during training and maintenance staff: (a) learned to use the training skills appropriately and consistently in the example situation (toothbrushing); (b) applied the skills in the generalization situations (haircombing and handwashing); and thereafter (c) maintained consistent and appropriate use of the skills with infrequent supervision. In addition, important changes in retarded residents' independent self-care responding occurred as staff training skills developed. Results are discussed in terms of their implications for future research and continued development of effective staff training and management programs.

Activities of Daily Living↗
PubMed2005

DNA degradation in development and programmed cell death.

Most mammalian cells have nuclei that contain DNA, which replicates during cell proliferation. DNA is destroyed by various developmental processes in mammals. It is degraded during programmed cell death that accompanies mammalian development. The nuclei of erythrocytes and eye lens fiber cells are also removed during their differentiation into mature cells. If DNA is not properly degraded in these processes, it can cause various diseases, including tissue atrophy, anemia, cataract, and autoimmune diseases, which indicates that DNA can be a pathogenic molecule. Here, I present how DNA is degraded during programmed cell death, erythroid cell differentiation, and lens cell differentiation. I discuss what might be or will be learned from understanding the molecular mechanisms of DNA degradation that occurs during mammalian development.

Animals↗
PubMed2004

p63 is the molecular switch for initiation of an epithelial stratification program.

Development of stratified epithelia, such as the epidermis, requires p63 expression. The p63 gene encodes isoforms that contain (TA) or lack (DeltaN) a transactivation domain. We demonstrate that TAp63 isoforms are the first to be expressed during embryogenesis and are required for initiation of epithelial stratification. In addition, TAp63 isoforms inhibit terminal differentiation, suggesting that TAp63 isoforms must be counterbalanced by DeltaNp63 isoforms to allow cells to respond to signals required for maturation of embryonic epidermis. Our data demonstrate that p63 plays a dual role: initiating epithelial stratification during development and maintaining proliferative potential of basal keratinocytes in mature epidermis.

Animals↗
PubMedDate not supplied

Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.

A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.

Adolescent↗
PubMed1995

Layer-specific programs of development in neocortical projection neurons.

How are long-range axonal projections from the cerebral cortex orchestrated during development? By using both passively and actively transported axonal tracers in fetal and postnatal ferrets, we have analyzed the development of projections from the cortex to a number of thalamic nuclei. We report that the projections of a cortical area to its corresponding thalamic nuclei follow highly cell-specific programs of development. Axons from cells in the deepest layers of the cerebral cortex (layer 6 and superficial subplate neurons) appear to grow very slowly and be delayed for several weeks in the cerebral white matter, reaching the thalamus over a protracted period. Neurons of layer 5, on the other hand, develop their projections much faster; despite being born after the neurons of deeper layers, layer 5 neurons are the first to extend their axons out of the cortical hemisphere and innervate the thalamus. Layer 5 projections are massive in the first postnatal weeks but may become partly eliminated later in development, being overtaken in number by layer 6 cells that constitute the major corticothalamic projection by adulthood. Layer 5 projections are area-specific from the outset and arise as collateral branches of axons directed to the brainstem and spinal cord. Our findings show that the early development of corticofugal connections is determined not by the sequence of cortical neurogenesis but by developmental programs specific for each type of projection neuron. In addition, they demonstrate that in most thalamic nuclei, layer 5 neurons (and not subplate or layer 6 neurons) establish the first descending projections from the cerebral cortex.

Animals↗
PubMed2000

The significance of definitions of success in program evaluation.

In program evaluation, determining whether a program is reaching its goals is key to evaluating program success. Having an understanding of the stated goals of each organization within a system rather than simply knowing the formal system goals can aid in program development and inform policy making. Evaluability assessments were used initially as a means of learning how Philadelphia delinquency prevention programs define success. Subsequent surveys of programs were conducted to ascertain whether any changes in definitions of success had occurred. Examination of programs' definitions of success over time has facilitated program development and policy making.

Adolescent↗
PubMed2007

Discovery of antiepileptic drugs.

Since 1993, the Anticonvulsant Drug Development Program has contributed to the successful development of nine clinically effective drugs for the symptomatic treatment of epilepsy. These include felbamate (1993), gabapentin (1994), lamotrigine (1994), fosphenytoin (1996), topiramate (1996), tiagabine (1997), levetiracetam (1999), zonisamide (2000), and oxcarbazepine (2000). Despite the apparent success of the current discovery process, a significant need persists for more efficacious and less toxic antiepileptic drugs (AEDs). This is particularly true for patients whose seizures remain refractory to the currently available AEDs. This chapter will review the current process for AED discovery employed by the Anticonvulsant Drug Development Program at the University of Utah and other laboratories working toward the common goal of discovering better therapeutic options for patients living with epilepsy. It will discuss some of the inherent advantages and limitations of the primary animal models employed, while offering insight into potential future directions as we seek to better understand the pathophysiology underlying acquired epilepsy, therapy resistance, and epileptogenesis.

Animals↗
PubMed1988

Undergraduate allied health leadership development: a program evaluation and follow-up study.

The present study reports the 15-year experience of an undergraduate program in preparing allied health professionals for educational leadership positions. Seventy-three professionals completed the BS degree as of August 1986. A substantial percentage of the graduates were attracted to faculty positions in institutions of higher education; 34% had achieved positions of department chair or the equivalent. Over 50% had completed some form of graduate study. The diversified settings and job titles reported indicate that the curriculum possesses validity for a variety of health care educational and administrative positions. Overall, this undergraduate program appears to contribute to the development of leadership personnel in allied health, particularly for those professions that provide entry-level health credentials at the level of associate degree or the equivalent.

Allied Health Personnel↗
PubMedDate not supplied

Effect of a teaching skills program on faculty skills and confidence.

BACKGROUND: Although education is a central mission of medical schools, effectiveness of faculty as teachers is variable, with many faculty lacking formal training. Therefore, a series of sessions around teaching skills was developed. OBJECTIVE: To improve the skill, confidence, and comfort levels of faculty who teach general pediatrics. METHOD: A faculty development program consisting of nine 1-hour sessions on a variety of topics and a 3-hour workshop on Feedback and Evaluation was provided to all faculty members in a single academic division. The program was evaluated with a needs assessment and a quantitative postprogram self-assessment. A qualitative e-mail survey was performed 3 years after completion to assess durability. RESULTS: The 13 full-time faculty members (10 women) in the Community and General Pediatrics Division attended a mean of 6.5 sessions each (range 4-10). All 13 participants completed the 22-item postprogram survey regarding comfort with and knowledge of teaching techniques. Statistically significant change was seen for all items. Comments from the open-response section reflected specific improvement in the area of feedback and the need for increased time to focus on teaching. Responses to the follow-up survey (46% response rate) were positive about the program in general and about the continued use of the skills that were learned in the program. CONCLUSIONS: Busy general pediatric faculty attended a majority of sessions in a faculty development program on teaching. Skill and comfort levels significantly improved in many of the areas covered, and the skills were still being used 3 years later.

Ambulatory Care↗
PubMed1996

[The practical theory of occupational health planning: Part Two--The theoretical background from the priority setting procedure to the post project appraisal making procedure (OPST research report 3)].

This report focuses on the final six procedures of the 8-stage OPSS. The first two procedures were covered in an earlier report. This paper examines the theoretical underpinnings of these six procedures. In the Priority Setting procedure, three factors are compared (TCP; Time/timing, cost, and population) for the OPSS in the general community, and also those in industry. These sometimes differ, especially with respect to responsibility and implementation. TCP allows the appropriate factors to be considered for a more objective prioritization of the various factors. As discussed earlier, the first TCP is used for prioritizing occupational health problems through the Needs assessment procedure. The second TCP prioritizes the countermeasures of those problems selected in the first TCP. In the Program Design procedure, we discuss the MIO (Merit, Impact, Outcome). Merit is defined as the effectiveness of a program as viewed by the company, taking into account the managerial and social merits. Impact refers to the behavioral effectiveness and behavioral change from the viewpoint of the program designer. Outcome refers to the effectiveness of the program from the traditional medical and epidemiological view-point. The study goes on to discuss the relationship amongst participation level, program development, and the subject's compliance, as a means to ensure that subjects participate indirectly through both steps of OHQ. In the Presentation procedure, we summarize the flow of effective presentations in the company setting. This covers initial understanding of the target audience wants, together with what the planner wants to focus on. In this way common issues and themes can be developed. Further assistance is given with strategy formation, presentation aids, time category presentations, evaluation and feedback. In the Process and Final Evaluation procedures, we discuss the objectives, and their significance to the overall process. In the Post Project Appraisal Making procedures, the previous three procedures are strongly affected by each proceeding procedure. In OPSS, we did not include the program development step in the Program Design procedure because the development skills can be referred from behavioral sciences methodologies. In the final part of this paper, we discuss the merits of the underlying theories of behavioral sciences, which have potential to apply to the occupational health settings.

Health Planning↗
PubMed1994

Information for integration. A senior services program spurs development of a multi-hospital integrated network.

In 1985 St. Charles Hospital, Oregon, OH, and Mercy Hospital of Toledo, OH, launched a plan to jointly offer a continuum of services to area seniors. A multidisciplinary team of professionals from both hospitals decided that a membership program (titled the Senior Advantage Program) would be the most effective way to market the services and make them available. As part of the program's development, professionals from the two facilities created a personal computer-based software package that enabled them to capture and update information about Senior Advantage participants. The software program includes a detailed application form and a section for recording enrollees' service utilization. The program enables care givers to enter data when they interact with clients in any healthcare or community-based setting. To complement the personal computer software, a program to construct a central data base was written for the two hospitals' main computer systems. In 1991 St. Charles and Mercy hospitals joined two other facilities to form First InterHealth Network, a for-profit integrated delivery network. The Senior Advantage Program became the basis for the first package of services offered by First InterHealth. In 1992 the program became the catalyst for yet another collaborative venture, linking two rural Ohio Mercy hospitals to St. Charles and Mercy hospitals. The expanded network encouraged rural patients to remain within the Mercy network, utilizing inner-city and suburban Mercy-sponsored hospitals when appropriate.

Aged↗