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PubMedDate not supplied

Identifying information technology competencies needed in Singapore nursing education.

The purpose of the study was to identify Singapore's healthcare industry's minimum information technology (IT) performance standard expectations for nurses' competencies. A needs assessment was conducted with a panel representing nursing education, nursing management and nursing practice. The findings in this study would provide suggestions to improve the current diploma and advanced diploma nursing programs curricula to meet the present workforce demands. The experts agreed that information technology is necessary and there were two main categories of IT skills identified, basic IT skills and work-related IT skills.

Attitude of Health Personnel↗
PubMed1998

The current and future role of the Internet in patient education.

The Internet technology known as the World Wide Web is rapidly emerging as the most powerful medium of mass communication this century and it can be harnessed to dispense global, cost-effective, high-quality, multimedia patient education material. This paper reviews how the Internet has progressed from delivering simple static, text-based material to sophisticated interactive Web sites based on CGI Technology. Interactive Web sites can be used to deliver health assessment questionnaires and Web-based decision-support systems can give patients advice on the emergency management of acute medical problems. The advantages and drawbacks of this new technology, including information regulation and quality are discussed. The role of the Hospital Intranet as a patient education resource is described. The paper concludes by illustrating how patients can appreciate the 3-D structure of bones and organs using virtual reality in a VRML Web environment.

Decision Support Techniques↗
PubMed1999

Technological applications in the treatment of acquired neurogenic communication and swallowing disorders in adults.

Clinicians can use the computer as an effective clinical tool by incorporating what is known about neurogenic communications disorders, treatment, and technology. Computers can be used to administer activities designed by clinicians, vary stimulus characteristics, adjust response requirements, present cues, and select tasks, all in response to patient performance. Specialized devices can be used to measure small physiologic changes, help patients communicate with and control their environment, and allow clinicians to view closely what we could only imagine only a few years ago. Users of technology must focus not only on effectiveness and operational efficiency, but also ensure an optimal quality of treatment. This article reviews many of the ways technology is used in the treatment of people suffering from neurogenic communication and swallowing problems.

Aphasia↗
PubMed2006

Curriculum development and technology incorporation in teaching neuroscience to graduate students in a medical school environment.

Today's neuroscience faculty member wears multiple hats and requires diverse skills to succeed in the competitive environment in which they find themselves. A common refrain from graduates is that there is a need for better training in the diverse, multiple skills that they will need to succeed in obtaining a faculty position and excelling in that position once it is obtained. Our university recently developed a new neuroscience graduate program that allowed us to create a curriculum and core courses de novo and that could be tailored to provide training in diverse skills used by everyday neuroscience faculty members. The current article details our rationale, design, and implementation of this new curriculum and its two major core courses. The genesis of the new curriculum also provided an opportune time to introduce and test new teaching technology in the two neuroscience core courses. The technology incorporated included on-line WebCT course sites, computer performance system, and the Tegrity system. Herein, we elaborate on our experiences with the use of this technology in the small class graduate course setting and provide insight on student feedback on the perceived effectiveness of the technology. The mechanisms and considerations that are needed for incorporation of such technology are also discussed. While no single curriculum or technology incorporation scheme will be applicable to all programs, it is hoped that our experiences in curriculum design and technology incorporation will be beneficial to other universities as they consider refining existing programs or beginning new ones.

Curriculum↗
PubMedDate not supplied

Technology as an instrument to improve quality, accountability, and reflection in academic medicine.

OBJECTIVE: This article describes two complementary technology systems used in academic medicine to 1) improve the quality of learning and teaching, and 2) describe the barriers and obstacles encountered in implementing these systems. METHOD: The literature was integrated with in-depth, case-based experience with technology related to student progression, faculty promotion and school administration. RESULTS: Academic medicine concerns itself with data and outcomes. Psychiatrists need to attend to their learning and teaching paths as much as to developing the knowledge and skills to manage their patients. CONCLUSIONS: Technology enables us to track, manage, and report these data with increasing ease, making transparency and accuracy more achievable.

Education, Medical↗
PubMedDate not supplied

Nursing faculty concerns regarding the adoption of computer technology.

This article describes a study conducted to determine nursing faculty concerns about the use of computer technology. Study participants answered a standardized questionnaire (Stages of Concern) designed to measure concern about innovation adoption, and an author-developed survey, which included questions on level of technology use. The questionnaire and survey were given to nursing faculty before and after their participation in a series of computer technology and literacy workshops. Initially, most workshop participants were low-level computer users whose concerns about technology decreased after the workshops. Some workshop participants also experienced a statistically significant increase in their comfort levels in the use of computer applications. Results support the Stages of Concern questionnaire as a tool to monitor the technology integration process and to guide ongoing faculty development efforts.

Attitude to Computers↗
PubMed2006

Critical thinking: back to square two.

Tracking the development of critical thinking in students presents challenges for nursing programs. After 8 years of measuring critical thinking with mixed results, faculty at one school analyzed current beliefs and practices with a focus on the type of thinking that is reinforced in both classroom and clinical settings and the effects of classroom technology on critical thinking. Recommendations for the conceptualization of critical thinking and its measurement, as well as teaching strategies to emphasize principles over "coverage," are proposed.

Attitude of Health Personnel↗
PubMed2001

Web-based tailored nutrition education: results of a randomized controlled trial.

There is ample evidence that printed, computer-tailored nutrition education is a more effective tool for motivating people to change to healthier diets than general nutrition education. New technology is now providing more advanced ways of delivering tailored messages, e.g. via the World Wide Web (WWW). Before disseminating a tailored intervention via the web, it is important to investigate the potential of web-based tailored nutrition education. The present study investigated the immediate impact of web-based computer-tailored nutrition education on personal awareness and intentions related to intake of fat, fruit and vegetables. A randomized controlled trial, with a pre-test-post-test control group design was conducted. Significant differences in awareness and intention to change were found between the intervention and control group at post-test. The tailored intervention was appreciated better, was rated as more personally relevant, and had more subjective impact on opinion and intentions to change than the general nutrition information. Computer literacy had no effect on these ratings. The results indicate that interactive, web-based computer-tailored nutrition education can lead to changes in determinants of behavior. Future research should be aimed at longer-term (behavioral) effects and the practicability of distributing tailored interventions via the WWW.

Adult↗
PubMed2004

Geospatial information technology: an adjunct to service-based outreach and education.

This exemplar highlights how geospatial information technology was effective in supporting academic practice, faculty outreach, and education initiatives at the University of Mississippi School of Nursing. Using this cutting-edge technology created a community-based prototype for fully integrating point-of-service research, practice, and academics into a cohesive strategy to influence change within the health care delivery system. This exemplar discusses ways this knowledge benefits practice and curriculum development; informs critical decision making affecting the people we serve; underscores the vital role nurses play in linking this technology to practice; and develops community residents as partners in their own health and that of the community.

Community Health Nursing↗
PubMed2005

A look at allied dental education in the United States.

BACKGROUND: The American Dental Association conducts surveys of educational programs in dental assisting, dental hygiene and dental laboratory technology. The 2002-2003 survey included questions about enrollment, graduates, program information and trends. METHODS: The ADA Survey Center mailed the Survey of Allied Dental Education to 548 program directors of dental assisting, dental hygiene and dental laboratory technology educational programs. They also sent several follow-up notices as a reminder to complete the survey. A 100 percent response rate is mandatory for continued accreditation by the Commission on Dental Accreditation. Association staff members resolved inconsistencies in the data and analyzed them before producing a final report. RESULTS: The number of applications to, first-year enrollment in and number of graduates in dental hygiene and dental assisting educational programs have increased during the last five years. During the same period, the number of applications to, and graduates of, dental laboratory technology educational programs decreased, but first-year enrollment increased slightly. CONCLUSIONS: Results from these surveys help address the concerns of the public and the profession regarding allied dental manpower levels. They also provide information for those interested in applying to individual allied dental educational programs. PRACTICE IMPLICATIONS: Private dental practices employ the majority of graduates of allied dental educational programs. Recent graduates of dental assisting and hygiene programs continue to supply the office staff members needed to support the delivery of dental care.

American Dental Association↗
PubMed1997

Continuing medical education in Wales: a survey of geriatricians.

OBJECTIVE: to determine what practising geriatricians in Wales do to continue their education; what they would prefer to do; and what their views are on study leave, resources and funding. DESIGN: questionnaire survey. SETTING: the principality of Wales. PARTICIPANTS: hospital-based, career-grade geriatricians. RESULTS: the overall response rate from a total of 56 questionnaires was 87%. More than half [26 (53%)] of the respondents stated they were able to take only half of their study leave entitlement of 10 days a year. Twenty-five (51%) considered this to be due to service commitment. Geriatricians regarded attendance at routine hospital meetings [47 (96%)] and specialist society meetings [45 (92%)], reading books and journals [49 (100%)] and discussion with colleagues [44 (90%)] as their preferred methods of keeping up to date. Most respondents [44 (90%)] said that the resources and funding required to underpin the system of continuing medical education (CME) should be provided by the employing authority. CONCLUSIONS: the many barriers to the continuing education of geriatricians in Wales include service commitments and funding constraints. Geriatricians placed great emphasis on the traditional CME methods such as reading books and journals, attending meetings and conferences and discussion with colleagues and were reluctant to use technology-based educational methods. The results of this study have implications for the way in which geriatricians fulfil CME obligations in the future and provide directions for the planners of CME.

Adult↗
PubMedDate not supplied

Evaluation of a virtual reality simulator for arthroscopy skills development.

We evaluated a virtual reality shoulder arthroscopy simulator using a standardized skills-assessment algorithm in 3 specific groups with various degrees of surgical expertise. The simulator (Mentice Corp, Gothenberg, Sweden) consists of a computer-based, dual-force feedback system with video monitor. Modeled structures include cartilage, labrum, ligaments, biceps tendon, and rotator cuff. The study included 3 groups of volunteers: group 1, medical students interviewing for orthopaedic residency (n = 35); group 2, orthopaedic residents interviewing for sports medicine fellowship (n = 22); and group 3, experienced faculty at a shoulder surgery course (n = 21). Data were collected anonymously and subjects completed a standardized test protocol designed to assess accuracy and efficiency. Subjects used the probe to "touch" a sphere that appeared at various locations within the joint (11 positions total). The sphere changed location immediately on contact with the tip of the probe. The following parameters were calculated by the computer: time (from touching the first ball until touching the eleventh ball), path ratio (percent of measured path length relative to the ideal path), collisions (number of times the probe / arthroscope contacted any tissue), and injuries (collisions beyond a threshold force). Test time and path ratio differed significantly as a function of surgical experience. There was no significant difference in probe collisions between the groups. Arthroscope collisions and injuries averaged 2 or less in all of the groups. There was significant correlation between path ratio and time to complete the test in groups 1 and 2 (r =.527 and r =.827, respectively, P <.001), but not in group 3 (r =.376, P =.10). There was essentially normal distribution of time performance in groups 1 and 2. Time was shorter and more consistent in group 3, suggesting greater consistency in the experienced surgeons. These data suggest that this arthroscopy simulator facilitates discrimination of arthroscopic skills. Computer-based simulation technology provides a major opportunity for surgical skills development without morbidity and operating room inefficiency.

Arthroscopy↗
PubMed2002

How do consumers search for and appraise health information on the world wide web? Qualitative study using focus groups, usability tests, and in-depth interviews.

OBJECTIVES: To describe techniques for retrieval and appraisal used by consumers when they search for health information on the internet. DESIGN: Qualitative study using focus groups, naturalistic observation of consumers searching the world wide web in a usability laboratory, and in-depth interviews. PARTICIPANTS: A total of 21 users of the internet participated in three focus group sessions. 17 participants were given a series of health questions and observed in a usability laboratory setting while retrieving health information from the web; this was followed by in-depth interviews. SETTING: Heidelberg, Germany. RESULTS: Although their search technique was often suboptimal, internet users successfully found health information to answer questions in an average of 5 minutes 42 seconds (median 4 minutes 18 seconds) per question. Participants in focus groups said that when assessing the credibility of a website they primarily looked for the source, a professional design, a scientific or official touch, language, and ease of use. However, in the observational study, no participants checked any "about us" sections of websites, disclaimers, or disclosure statements. In the post-search interviews, it emerged that very few participants had noticed and remembered which websites they had retrieved information from. CONCLUSIONS: Further observational studies are needed to design and evaluate educational and technological innovations for guiding consumers to high quality health information on the web.

Adult↗
PubMed1998

Learning with technology: use of case-based physical and computer simulations in professional education.

This paper describes a multimedia technology project in midwifery education and how it is being developed to improve student learning experiences and outcomes. The role of the university providing quality education relevant to today's world and professional practice is emphasised. A collaborative (Royal Melbourne Institute of Technology and Australian Catholic University) interdisciplinary project 'Pregnancy Simulator: Developing and Enhancing Student Learning of Pregnancy Assessment Skills' was developed with university and direct Commonwealth support. This project consists of a physical simulation of a pregnant woman at term and case-based multimedia computer simulations designed to develop and enhance student learning of abdominal assessment skills. A key feature of the development has been to design a learning experience explicitly on an authoritative theory-based view of teaching, in this case Diana Laurillard's 'Conversational Framework'.

Computer Simulation↗
PubMed2005

The quality of podium presentations at the american society of colon and rectal surgeons: does a decade make a difference?

PURPOSE: The technology of the seven-minute scientific presentation has changed greatly with the universal acceptance of computerized slides and graphics. We performed this study to see whether the quality of delivery has improved pari passu with technical advances in presentation of data. METHODS: In 1993 and in 2003 a sample of the podium presentations given at The American Society of Colon and Rectal Surgeons annual scientific meeting was analyzed. Number of slides, type of slides, time of presentation, and quality of presentation were recorded. Quality was scored by the presence of poor presentation techniques such as presenting too fast for the slide to be comprehended, presenting data that were different to what was on the slide, using fonts that were too small to be read, and reading the exact wording of the slide. One point was awarded for each transgression and for any talk lasting more than 7.9 minutes; the higher the score, the worse the presentation. RESULTS: Thirty-eight presentations were analyzed from the 1993 meeting in Orlando and 40 were analyzed from the 2003 meeting in New Orleans. There was no difference in mean time of the presentation (1993, 7.5 minutes +/- 1.5 standard deviation vs. 2003, 7.2 minutes +/- 0.7 standard deviation), in mean number of slides used per presentation (1993, 16.4 +/- 3.3 standard deviation vs. 2003, 17.1 +/- 5.4 standard deviation), or in slides per minute (1993, 2.3 +/- 0.8 standard deviation vs. 2003, 2.5 +/- 1.0 standard deviation). Presentation technique was much worse in 1993, however, with a mean quality score of 2.2 +/- 1.1 standard deviation vs. 0.8 +/- 0.9 standard deviation in 2003 (P < 0.001). The most common fault in both years was presenting a slide too rapidly, a fault more pervasive in 1993 than in 2003 (1993, 30/38 presentations vs. 2003, 16/40). Only ten presentations went over the allotted time in 2003, by an average of one minute. In 1993, 18 presentations were too long, by an average of 1.8 minutes each. CONCLUSIONS: The basic structure of the seven-minute podium presentation has changed little over the last ten years, despite major advances in technology. The most notable improvements have been in the technique of delivering the talk.

Audiovisual Aids↗