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At least 937 records · Page 52Linked to original sources
PubMed2000

Vocational students' learning preferences: the interpretability of ipsative data.

A number of researchers have argued that ipsative data are not suitable for statistical procedures designed for normative data. Others have argued that the interpretability of such analyses of ipsative data are little affected where the number of variables and the sample size are sufficiently large. The research reported here represents a factor analysis of the scores on the Canfield Learning Styles Inventory for 1,252 students in vocational education. The results of the factor analysis of these ipsative data were examined in a context of existing theory and research on vocational students and lend support to the argument that the factor analysis of ipsative data can provide sensibly interpretable results.

Adolescent↗
PubMed1993

Teaching anatomical pathology in an integrated self-directed learning programme: the Newcastle experience.

In accordance with the teaching philosophy of the Faculty of Medicine at the University of Newcastle we attempt to "teach" Anatomical Pathology by directing the students' own learning. Thus we do not give a standard general and systematic pathology course. We aim to integrate pathology with other disciplines and in this we feel we are very successful. We use the small number of Fixed Resource Sessions to lay the foundations in basic pathology and to provide an overview of major areas for study. Further guidance is given in the form of Learning Goals. Clinico-Pathological Conferences are used extensively to highlight various areas. These sessions are supplemented by the wide availability of microscopy material and open access to autopsies. A high level of interest in Anatomical Pathology is exhibited by the medical students in the Faculty, as demonstrated by the large numbers who attend autopsies and who choose to undertake electives in Anatomical Pathology.

Education, Medical, Undergraduate↗
PubMed1991

Managing the initial period of implementation of educational change.

Three years ago the Universiti Kebangsaan Malaysia medical school changed its curriculum from the traditional discipline based curriculum to the integrated organ-system approach. Once change was effected a process of 'refreezing' had to be initiated whereby new responses had to be reintegrated into the ongoing personality or emotional relationships of important people so that the change process will endure and become stable. During this refreezing process the faculty encountered several problems which could thwart further development of the new curricula if left unresolved. The nature of the problems seemed to indicate that curricular change involves more than just efforts at bettering the what and ways of student learning and assessment. A lot of energy was also spent on keeping things going, keeping people motivated, making sure the work was done (at least as well as it has in the past), looking for better ways to do things, weighing new solutions and to be alert to new problems. In ensuring the continuance of change it was important to ensure, from the outset the institutionalization of policies, programmes, procedures and practices for continuing reward, routinization, structural integration into the system, continuing evaluation and providing for continuing maintenance.

Adaptation, Psychological↗
PubMed1989

Teaching lip-reading: the efficacy of lessons on video.

Studies of the efficacy of filmed and videotaped materials for lip-reading self instruction have provided encouraging results. The recent increase in private ownership of VCRs allows widespread home use of video lessons for improving lip-reading skills. Such an approach is particularly, useful for hearing-impaired adults who have no access to lip-reading classes. To fill this need in Australia a 3-hour video cassette of nine lip-reading lessons was produced. The video lessons were tested over a period of 5 weeks. The study showed a significant improvement in the lip-reading skill of students who studied the video cassette compared to a control group who did not. The extent of improvement did not differ for students who studied the video in a class, at home, or as supplementary teaching material. While the age and sex of the subjects did not influence improvement of lip-reading skills, the study showed greater improvement for the relatively poorer lip-readers. More detailed testing of one group of students showed generalization of lip-reading skills to unfamiliar speakers and materials.

Adult↗
PubMedDate not supplied

The use of intelligent terminals in MEDLINE training courses.

A number of self-instructional packages for students at the School of Librarianship, Leeds Polytechnic are described. The teaching packages have been written for use with a Hewlett-Packard HP2645A 'intelligent' terminal and cover the use of the terminal, access to the host (BLAISE) and information retrieval from MEDLINE. In addition a questionnaire is available on the terminal to test the students' understanding of the BLAISE system and the MEDLINE data-base, the students' responses are monitored automatically by the terminal. A preliminary evaluation of the teaching packages is included, the general reaction of the users to the packages being favourable.

Humans↗
PubMedDate not supplied

Multi-media orientation and education programs for MEDLARS used the the Medical Information Center (MIC), Stockholm.

The Mediatron is a modified stereo-tape recorder which is designed to carry out simultaneous recording of audio-commentaries, trigger pulses for photographic slides, and digital signals from a computerized information-retrieval system. Two MEDLARS programs were produced: an orientation program and a self-instructional package. Technical procedures and experiences are briefly discussed.

Humans↗
PubMed2005

Why self-directed learning is not learned and practiced in veterinary education.

Veterinary education as it is frequently implemented creates numerous impediments for the majority of students to achieve self-directed learning. Self-directed learning is a state in which the student is prepared to engage in learning activities defined by him- or herself. Essential components of veterinary education (i.e., curriculum and assessment) inhibit the development of self-directed learning in many ways. This article will make suggestions on how we can promote self-directed learning within traditional veterinary education and discuss how teaching based upon the principles of problem-based learning (PBL) may foster self-directed learning.

Animals↗