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PubMed1975

Educational methodology in an obstetric and gynecologic medical school curriculum: a comparison of self-instructional with traditional methods.

Five successive groups of third-year medical students were identically tested on the subject "diagnosis of early pregnancy" at the end of their course in obstetrics and gynecology. The first group served as control, receiving no specific instruction on the subject. The next four groups did receive instruction on the subject and in the following ways: tape-slide program, lecture, instructional objectives alone, and instructional objectives plus the same tape-slide program. The average examination scores with S. D. were 40 plus or minus 11, 68 plus or minus 15, 48 plus or minus 17, 42 plus or minus 14, and 83 plus or minus 20 respectively. Analysis of these results reveals that the tape-slide program produced significantly better scores than an identical lecture or the objectives alone, but that accompanying the tape-slide program with the objectives maximized learning. Ramifications and causes of these findings are discussed in detail.

Achievement↗
PubMed1986

Using computers to teach basic facts in the nursing curriculum.

This article reports on the field testing of a set of flexible computer assisted instruction (CAI) programs to supplement more traditional approaches to a unit of instruction on respiratory assessment for undergraduate nursing students. The results indicate that the students reacted favorably to the CAI materials and that the performance of students improved significantly when they used the experimental programs. This field test offers useful insights into how microcomputers can be integrated into the nursing curriculum.

Computer-Assisted Instruction↗
PubMed1976

Evaluation of an instruction programme on diabetes diet by means of a teaching machine.

In 119 patients with diabetes, student nurses, social workers, dietitians and medical students a pretest was carried out with multiple-choice questions on the subject of diabetes diet. The group was then exposed to programmed diet instruction with a teaching machine. There was a significant learning effect as measured by the score differences with identical and analogue post-tests. Programmed self-teaching with feed back by multiple-choice questions seems to be an efficient method of instruction of basic facts of nutrition for diabetics thus enabling the physician to spend more time on the patient's personal problems.

Diet, Diabetic↗
PubMed2000

Effects of an oral health program on the occurrence of oral candidosis in a long-term care facility.

OBJECTIVES: The aim was to evaluate the effectiveness of a preventive oral health program on the prevalence of oral candidosis in 237 frail or dependent residents in a long-term care facility. Half of the residents were included in an experimental group which benefited from a preventive oral hygiene program including instruction of the carers and implementation of a recall program for professional oral hygiene care. METHODS: Intraoral examinations and yeast cultures from the oral mucosa and the fitting denture surface were carried out at baseline and 18 months later. The outgrowth of yeast was estimated on Oricult-N dip slides using the scale: no growth; 1-20 colonies; 21-100 colonies; >100 colonies. RESULTS: At baseline (n = 237) and at 18 months (n = 159) the experimental and the control groups were similar with regard to the residents' distribution by age, sex, dental and prosthetic status and prevalence of denture stomatitis. The 78 residents lost had the same baseline characteristics as the survivors, except for being older. In the experimental group the severity of the inflammation of the palate decreased (P = 0.005) as well as the prevalence of glossitis (P = 0.005). At baseline high yeast scores from the mucosa (>20) were observed in about 50% of the residents in the experimental as well as the control group. At 18 months this figure was 23.4% for the experimental and 48.7% for the control group (P = 0.001). There was also a reduction of the number of residents with positive cultures and the denture yeast scores at 18 months in the experimental group (P = 0.05). CONCLUSIONS: This study has shown that the preventive program was effective in reducing the colonization of the oral mucosa and dentures by Candida and thereby improving the health of the oral mucosa.

Aged↗
PubMedDate not supplied

A national survey of medical risk assessment instruction in general practice residency programs (Part II).

This is the second part 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 II is to evaluate the degree of success of the implementation of the ADA Commission on Accreditation's standard for MRA programs. Acceptable levels of achievement were attained in most areas of basic and intermediate-level skills. However, approximately one-third to one-half of general practice residency directors report that they are not achieving the standard for some intermediate or advanced assessment skills. When various instructor categories were compared, physicians scored significantly higher than oral and maxillofacial surgeons or other dentists in their ability to achieve acceptable outcomes in MRA instruction. The results of this survey, coupled with available literature concerning medical risk assessment instruction, support that changes in the undergraduate curriculum, a mandatory additional year of training, or modification of defined goals and outcomes should be considered.

American Dental Association↗
PubMed1986

Instructional computing in American nursing programs.

This paper summarizes more than a decade of progress on computing in nursing education and reports the results of a two-phase study of instructional computing in American nursing programs. The study reveals an enormous range of activity in nursing education, the importance of various barriers to growth and use of computers and the perceptions of deans and directors of potential remedies and the feasibility of each.

Computer-Assisted Instruction↗
PubMed1995

Interactive computer-based programs for a cancer learning center.

This paper describes the design and evaluation of a computer-based instruction (CBI) program that was integrated into a multidisciplinary cancer curriculum at the Medical College of Pennsylvania. Instruction took place in a cancer learning center. Modules contained literature, posters, slide sets, videocassette films, and "see, touch, and feel" models to teach and practice breast, testicular, rectal, laryngeal, and colonoscopic examinations. The CBI (programmed on HyperCard) contained tutorials divided into three levels of learning objectives: level one, epidemiology and prevention; level two, diagnosis and staging; and level three, management and prognosis. Simulated cases and test items were developed for each level. To evaluate students' perceptions of the program and provide them with feedback about their performances, the authors designed a questionnaire, held a focus group, and developed a built-in tracking system for the CBI. Results showed that the program was well received, the students answered the test items correctly, and the students wanted more time to study cancer. A description of some of the problems encountered with technology and equipment is provided for faculty who may be interested in designing and implementing similar CBI programs.

Computer-Assisted Instruction↗
PubMed2001

Occupational and environmental medicine in a family medicine residency.

Well-rounded instruction in occupational medicine as part of family medicine residency training is feasible through a program that balances a longitudinal curriculum of monthly occupational and environmental medicine (OEM) lectures, community-based OEM patient care, and worksite assessment. Such training would help equip family medicine residents to integrate occupational medicine into their practices, which, in light of a shortage of board-certified practitioners in OEM, would help fill community needs. The Intern-Resident Training Committee of Carson City Hospital in rural Michigan established both learner and institutional goals and objectives for such a program of instruction. A learner-needs assessment found appreciable interest among the residents for occupational medicine training. In addition, results of a survey of the occupational health community suggested there is inadequate coverage of OEM in medical schools and residencies. Furthermore, a focus group of occupational health managers revealed that clarity of communication and standardization of reporting were paramount concerns. Instruments for standardized OEM history and for OEM case management were developed for use within the residency continuity clinic. The curriculum was implemented with a variety of teaching strategies, including worksite assessment. Practice-based, case-oriented instruction was subsequently phased into the program as residents assumed responsibility for managing cases under the supervision of family medicine preceptors knowledgeable in OEM. An occupational medicine rotation was developed that included focused clinical exposure to OEM patients and studies that would lead to eligibility for a certificate of additional qualification in occupational medicine. Learner evaluations included chart reviews and patient satisfaction surveys. Program evaluations included interviews with occupational health managers. The residents were judged by their preceptors to have performed well. The responses of the health managers and the patients were positive. This program in occupational medicine was found to be educationally sound with demonstrated community benefit and patient satisfaction. Further, it is cost-effective, requiring no external funding.

Adult↗
PubMed1993

Simplified preventive dentistry program for Chilean refugees: effectiveness of one versus two instructional sessions.

A simplified dental health program for newly arrived refugees was evaluated. The efficacy of presenting the program in one instructional session or two was compared. 193 Chilean refugees, granted residency in Stockholm in Spring 1981 or in Spring 1982, participated. The subjects were divided into two groups. One group received a dental health program only at the first visit, in conjunction with the baseline examination, and the other group was recalled for a further session 3 months after the baseline examination. Both groups were recalled for evaluation 6 months after the initial visit. At follow-up the groups comprised 94 and 65 subjects respectively. The mean relative reductions in gingivitis (relating GBI reduction to baseline GBI) were 33.2% (95% < I: 29.1 to 37.3%) in the single-visit group and 40.5% (95% < I: 35.9 to 45.8%) in the two-visit group. The reduction in periodontal pocket depth was mainly a reduction of shallow pockets. The maximum effect was attained after one instructional session.

Adult↗
PubMed1983

Preparing low-income hispanic, black, and white patients for psychotherapy: evaluation of a new orientation program.

Examined the effectiveness of a new orientation program designed to prepare low-income white and ethnic minority outpatients for psychotherapy. Sixty-two Hispanic, 51 black, and 60 white psychiatric outpatients in a large public psychiatric clinic participated prior to their first psychotherapy interview. Patients were presented with one of two experimental conditions; the oriented patients saw an audiovisual program that instructed them about psychotherapy, and the control patients saw a program that was neutral with regard to psychotherapy. The patients' knowledge and attitudes toward psychotherapy were assessed with two questionnaires. Results indicated that patients who were oriented were more knowledgeable about psychotherapy and more positive in their attitudes toward psychotherapy than were patients who had not been oriented. The role and utility of brief orientation programs for low-income and ethnic minority outpatients in public mental health facilities are discussed.

Adult↗
PubMed1982

The good toothbrushing game: a school-based dental hygiene program for increasing the toothbrushing effectiveness of children.

There has been a serious lack of experimentally verified, effective dental hygiene programs in the schools. In and of themselves, the instruction-alone programs which comprise children's dental education do not produce proper toothbrushing skills. In the present study, a school-based contingency dental hygiene program designed to increase the effectiveness of children's toothbrushing skills at home was implemented with grade one and two classes. Each class was divided into teams and participated in the "Good Toothbrushing Game." Each day four children fron each team had the cleanliness of their teeth assessed according to the Simplified Oral Hygiene Index (Greene & Vermillion, 1964). The team with the lowest mean oral hygiene score was declared the daily winner. Winning teams received stickers and had their names posted. A multiple baseline across classrooms single-subject group design. (Hersen & Barlow, 1976, pp. 228-229) established that the good toothbrushing game greatly increased the effectiveness of children's oral hygiene skills. the treatment terminal levels for the grade one scores was 2.0 as compared to a baseline terminal level of 5.0 and for the grade two's was 2.3 compared to 5.7 at the end of baseline. A 9-mo follow-up indicated that these results were maintained. The data strongly suggest that proper implementation of behavioral principles is essential to the success of oral hygiene programs.

Behavior Therapy↗
PubMed1981

Self-instruction in dental education: 1960-1980.

An extensive, critical review of the dental education literature of the last two decades, related to self-instruction, reveals that this method is capable of significantly increasing cognitive knowledge in a shorter period of time and with increased student satisfaction, compared to conventional instructional methods. Suggestions for more detailed investigation of self-instructional techniques, and the need to develop a more integrated curriculum using self-instructional materials, small group interaction, and formal lectures are presented.

Attitude↗