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Results for “Programmed Instructions as Topic”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

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At least 1,009 records · Page 56Linked to original sources
PubMed1989

[Schedule sensitivity in human operant behavior: instructed versus shaped verbal behavior].

Presses on left and right buttons by undergraduate students occasionally produced points exchangeable for money, according to a multiple random-ratio random-interval schedule. During interruptions in the schedule, the subjects were required to fill out sentence-completion guess sheets about how they should press the buttons to gain the points available. Three of six subjects were instructed about the rules of button pressing (the instructed group), whereas the others received no instructions but their guesses were shaped with differential points also worth money (the shaped group). The schedule was changed so that button pressing relying on the instructed or shaped rules substantially decreased the available points in the contact condition but not in the no-contact condition. A schedule change in the no-contact condition produced no performance change in either groups. In the contact condition, shaped group subjects showed a performance change, whereas instructed group subjects did not until they temporarily encountered an extinction schedule. When the no-contact condition was reintroduced, sensitive responding occurred in the shaped group but not in the instructed group suggesting that prior experience in the contact condition increased the schedule sensitivity of the shaped group. The findings clearly demonstrated that responding was more sensitive to schedule changes when the rules were shaped than when they were instructed.

Adult↗
PubMed1982

Arthritis: preferred learning methods among Arizona therapists.

Arizona occupational and physical therapists were surveyed about their needs for education in arthritis. Responses to statements regarding attitudes, knowledge, willingness to learn, and preferred methods of learning were subjected to chi-square analysis. The results showed that a significant number of both occupational and physical therapists are deficient in knowledge about the disease and maintain negative attitudes about patients with rheumatoid arthritis. Both groups indicated a high interest in continuing education about arthritis. The preferred method of learning was self-study guides.

Arthritis↗
PubMed1992

Efficacy and efficiency: self-designed versus instructor-designed study tools.

During the course of their education, occupational therapy students learn to administer complex structured assessments. For easier administration of these assessments, students design note cards, which then replace cumbersome test manuals during administration. This study considered whether students could learn test administration with equal efficiency and efficacy if given test administration note cards rather than having to design their own. The results showed that the subjects using instructor-designed cards earned written test and practical examination scores similar to those of the subjects using self-designed cards. The subjects using instructor-designed cards spent significantly less (p = .003) total time in study than did the subjects using self-designed cards. The difference in time between the two groups was attributable to the time spent designing note cards. Therefore, distribution of instructor-designed note cards appears to offer equally effective and significantly more efficient learning when compared with that produced when students design their own cards. The differences in efficacy and efficiency were similar for students of different learning styles (as classified by Witkin's field-dependence/field-independence continuum) [corrected].

Audiovisual Aids↗
PubMed1987

A method of self-directed learning in continuing medical education with implications for recertification.

A method of self-directed learning for physicians that can be used to satisfy a portion of specialty board recertification requirements integrates contract learning (self-formulated learning plans), information brokering (linking physicians with consultants and community resources), and collegial networking (discussion groups). The method encourages physicians to focus on educational objectives, supplies learning resources, and promotes interactions with colleagues in study groups. Fifty-nine (53%) of the 102 learning goals update physicians' knowledge. Print sources and discussions with experts were the commonest resources used. Forty-five (49%) of 91 participants completed their learning plans. Forty-nine (74%) completed projects were judged successful in achieving their goals. Twenty-five (45%) of 56 physicians responding to a questionnaire stated that the method was superior to traditional continuing medical education. Fifty-two percent of the participants found the method as effective as traditional continuing medical education. Proof of accomplishment allows the method to be used as part of a specialty board recertification process.

Certification↗
PubMedDate not supplied

A flexible approach.

Explore the source record for details and available documents.

Education, Nursing, Continuing↗
PubMedDate not supplied

The subject of caring.

Gordon Mitchell argues that the observational skills of nurses are an important tool in helping to identify when a patient admitted with depression is, in fact, suffering from a medical condition.

Aged↗
PubMedDate not supplied

Open learning. Support for the learner-led team.

Employing open learning in educational programmes relies for its success on a firm integral structure. Patsy Poppleton argues that clearly defined roles with adequate support for all participants is essential.

Education, Nursing, Continuing↗
PubMedDate not supplied

Teachers' and students' views on self-directed learning.

AIM: To explore teachers' and students' understanding of the term 'self-directed learning', and elicit their views of its value in paediatric intensive care nurse education. METHOD: A qualitative case study, including a field diary, document examination, interviews with teachers and students, observation, and a student learning diary, was used to collect data. RESULTS: The study showed that teachers and students experienced some difficulty in articulating an exact definition of self-directed learning. They considered it to be of some value, but only when used in conjunction with teacher-led methods of learning. CONCLUSION: Attempts to implement self-directed learning in an observable form have led to confusion about its nature. It is also important to consider how far an educational philosophy or approach is congruent with the reality of any given course of study, as opposed to focusing on observable teaching and learning tools or methods.

Attitude of Health Personnel↗
PubMedDate not supplied

Student attendance during college-based lectures: a pilot study.

AIM: To identify the factors that influence attendance and absenteeism among a group of second-year nursing students during the theory component of the Fitness for Practice (FFP) curriculum. METHOD: In 2004, a non-randomised questionnaire was used to elicit information about the factors surrounding absenteeism from 75 adult branch nursing students within the first FFP cohort. The questionnaire consisted of 48 questions and was designed to generate a mixture of quantitative and qualitative data. Absence was recorded for the first 91 weeks of the programme. RESULTS: The main reasons identified for absence included: illness, family commitments, dental and medical appointments, and impending assignment submissions. Other factors that might influence college attendance included a dislike of certain subjects, with ethics, law and social policy identified as the least popular subjects. Students also admitted to an increase in absence around the time when assignments are due for submission and occasionally pretended to be ill. CONCLUSION: Further studies should be undertaken with other pre-registration nursing student cohorts to compare the results with this research. There should be: an increase in self-directed learning; a 'family-friendly' approach to the curriculum by allocating self-directed study during school holidays; a reduction in the number of theory hours to coincide with students' external commitments and to assist them with the demands of studying; and time for private study before the submission of theoretical assignments.

Absenteeism↗
PubMedDate not supplied

A structured learning programme for venepuncture and cannulation.

This article discusses a structured learning programme that offers a standardised assessment for all healthcare staff to learn venepuncture and/or cannulation. Nurses from four NHS trusts in London and the south east, with a special interest and expertise in cannulation and venepuncture, devised the programme to reduce the need for repeated training and assessment when staff take up new posts within these trusts. The authors in their respective trusts have used the tool over a four-year period and findings from a study in Chelsea and Westminster Healthcare NHS Trust are presented to demonstrate its use by staff. The tool has recently been reviewed by its authors and is being disseminated to organisations across the United Kingdom (UK). These organisations will evaluate it, with a long-term objective to standardise the training and assessment of venepuncture and cannulation across the UK.

Catheterization↗