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At least 937 records · Page 52Linked to original sources
PubMed1992

A longitudinal evaluation of computer-assisted instruction on contraception for college students.

This study assessed changes in contraceptive knowledge of 58 white female undergraduate college students following use of a computer-assisted instruction (CAI) program on contraceptive methods. The CAI program consisted of a personal-computer-based instructional lesson covering facts about and appropriate use of oral contraceptives and barrier methods, and myths about sexuality and sexually transmitted diseases. Baseline contraceptive knowledge was first compared with 171 white female undergraduate students. This comparison indicated that, overall, there were knowledge deficits regarding the safety of oral contraceptives and what to do if oral contraceptives are not used correctly. At immediate posttest, significant knowledge gains were observed for danger signs associated with using oral contraceptives, the rationale for triphasic and biphasic pills, potential medication synergism, health benefits of using oral contraceptives, potential contraceptive effect of withdrawal, and the reasons women stop using the pill. At six-month follow-up, students evidenced long-term knowledge gains on duration of pill use, the rationale for triphasics and biphasics, appropriate contingencies for missing two days of the pill, danger signs associated with using contraceptives, medication synergism, and health benefits of using oral contraceptives. The results of the evaluation are considered in the context of the widely held assumption that young women's contraceptive failure is unrelated to knowledge deficits about methods of birth control.

Adolescent↗
PubMedDate not supplied

The relationship between planned change and successful implementation of computer assisted instruction.

The purpose of this study was to examine planning for the implementation of computer assisted instruction (CAI). The sample consisted of 77 nursing programs representing 35 states. A mail survey method was used to collect the data from 278 nurse faculty employed by the nursing programs in the sample. The first hypothesis predicted a relationship between planned change and successful implementation of CAI and was supported (r = .86, p less than .001). Testing of the second hypothesis with multiple regression analysis revealed that continued faculty support, continued adequate resources, and administrative support (R = .68, p less than .0001), account for 46.5% of the variance within successful implementation of CAI. The findings of this study have the potential to assist nurse educators and those who award grant money for CAI use to better predict success with the implementation of CAI.

Attitude to Computers↗
PubMed1990

[A new universal program of postgraduate physician instruction in dermatology and venereology].

The Chair for Dermatology and Venereology at the Central Institute for Advanced Medical Training has developed a new universal programme for advanced training of physicians in this field; this programme is the sole document regulating continuous education of dermatologists and venereologists. It was approved by the Head Administration of Educating Institutions of the USSR Ministry of Health. The programme structure is based on a block system. Of the 8 blocks (courses) one deals with organizational aspects of dermatological and venereological care, five with dermatology, one with syphilis, one with gonorrhea and nongonorrheal diseases. The Programme includes curricula for two cycles of general and eight cycles of topical continuous education, defines the purposes of these cycles, and specifies who should be admitted for these cycles. The Universal Programme may be used parallel with other forms of continuous education (workshops, ten-day courses, etc.) and for individual education.

Curriculum↗
PubMed1977

An operational model for teaching geriatric medicine in a family practice residency program.

Increased concern for our aging population has necessitated an evaluation of the role of gerontology and geriatric medicine in both undergraduate and graduate medical education programs. The instructional model developed for the Family Practice Residency Program at the University of Minnesota Medical School emphasizes removing barriers to health care for the aged and modifying attitudes of physicians toward normal aging. Three general components make up the Geriatric Medicine Program: (1) clinical rotations in geriatric medicine in ambulatory residential facilities, in multilevel long-term care facilities, and in an acute care hospital; (2) geriatric case conferences; and (3) a seminar in gerontology and geriatric medicine. Evaluation of these components by the residents indicates a high degree of satisfaction with the experience and belief in its applicability to future practice.

Aged↗
PubMedDate not supplied

A national survey of medical risk assessment instruction in general practice residency programs: Part III.

This is the third of a three-part series reporting a national survey of general practice residency directors and their evaluation of the medical risk assessment (MRA) instruction curriculum in their programs. The purpose of Part III was to report the program directors' narrative comments in response to six essay-style questions regarding problems, suggestions, and innovations encountered in their efforts. Availability of physician faculty was the most frequently mentioned problem in providing MRA instruction for general practice residents. Defining and communicating goals and objectives were also of major concern. Proposed solutions included attempts to recruit additional physician faculty and improved supervision and management of program activities, especially off-service rotations. There was no consensus as to what future modifications the Commission on Dental Accreditation should make in its approach to teaching MRA as defined in Standard 14. The majority of responses indicated a desire to decrease total experience, especially in physical examination requirements other than head and neck.

Accreditation↗
PubMed1996

Sports medicine training during pediatric residency.

OBJECTIVES: To assess how sports medicine is taught within pediatric residency programs and to determine the level of comfort that pediatric graduates have in managing common sports injuries. INTERVENTION: Investigator-prepared cross-sectional survey. METHOD: A survey questionnaire was mailed to 203 pediatric chief residents of pediatric residency programs in the United States. MEASUREMENTS/MAIN RESULTS: Seventy-three percent of the questionnaires were returned. Most pediatric chief residents (73%) reported that their program provided lectures on pediatric sports medicine topics. Lecture time devoted to sports medicine topics was reported to be less than 6 hours for many residency programs (83%). Instruction on the medical criteria for exclusion from sports was provided to 64% of the chief residents. Of those residents who completed the survey, 55% reported that clinical sports medicine training was available in their programs. Rotations in adolescent medicine (28%), pediatric orthopedics (26%), and ambulatory pediatrics (9%) provided the bulk of clinical training. Clinical exposure to sports medicine was reported to be less than 5 hours in a large number of programs (43%). Most of the chief residents reported that they would refer six of eight pediatric sports injuries for diagnosis and management. CONCLUSIONS: The pediatric chief residents who completed the survey received limited didactic instruction or clinical training in sports medicine. Because pediatricians are primary care physicians for many children and adolescents who participate in sports, pediatric residency directors should consider integrating sports medicine instruction into their programs.

Athletic Injuries↗
PubMed1976

Concurrent modification of incorrect responses and off-task behaviors occurring during articulation instruction.

Incorrect articulation responses and inappropriate off-task behaviors occurring during programmed articulation instruction were concurrently modified by the presentation of an identical punishing stimulus for both groups of behaviors or by the presentation of different punishing stimuli for each group of behaviors. Results indicated that both procedures were equally effective in reducing both groups of undesirable behaviors. The nature of the relationship between articulation responses and off-task behaviors is discussed in detail, especially in terms of behavioral covariation.

Behavior Therapy↗