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PubMedDate not supplied

Ecologic study of children's use of a computer nutrition education program.

The purpose of this research was to describe the context created by students as they worked in groups on a nutrition computer-assisted instruction (CAI) program. Students worked on the program in groups of three. Observational methods were used to collect data from students in two sixth-grade classrooms that were part of an experimental program designed to restructure the educational process. Thirty-two students, from 12 groups, were observed as they completed the program. The groups were assigned by the teachers according to standard principles of cooperative learning. Students completed "Ship to Shore," a program designed specifically for this research. The program required three to five 50-minute classroom periods to complete. The objectives of the program were to change children's knowledge structure of basic nutrition concepts and to increase children's critical thinking skills related to nutrition concepts. We collected observational data focused on three domains: (1) student-computer interaction, (2) student-student interaction, and (3) students' thinking and learning skills. Grounded theory methods were used to analyze the data. Specifically, the constant-comparative method was used to develop open coding categories, defined by properties and described by dimensions. The open coding categories were in turn used in axial coding to differentiate students' learning styles. Five styles of student interaction were defined. These included (1) dominant directors (n = 6; 19%), (2) passive actors (n = 5; 16%), (3) action-oriented students (n = 7; 22%), (4) content-oriented students (n = 8; 25%), and (5) problem solvers (n = 5; 16%). The "student style" groups were somewhat gender specific. The dominant directors and passive actors were girls and the action-oriented and content-oriented students were boys. The problem solvers group was mixed gender. Children's responses to computer-based nutrition education are highly variable. Based on the results of this research, nutrition educators may recommend that nutrition CAI programs be implemented in mixed gender groups.

Adolescent↗
PubMedDate not supplied

CAI: a strategy for retaining minority and academically disadvantaged students.

A computer assisted instruction (CAI) program was implemented as a teaching-learning strategy to retain students with academic deficiencies and increase their chances of being successful. The CAI programs were based on curriculum, course, and specific unit objectives. The CAI programs helped reduce the number of student failures in a medical-surgical nursing course which previously had a high attrition rate. The authors discuss the potential CAI has for assisting minority and disadvantaged students in successfully completing the baccalaureate nursing program.

Computer-Assisted Instruction↗
PubMed1976

Utilizing learning theory to promote effectiveness of instruction in preclinical operative dentistry.

In comparing two methods of instruction, one must be cautious about forming conclusions because of certain variables which can influence results. Such variables are differences in populations, in instructor effectiveness, and in availability of instructional aids. The comparison does, however, demonstrate differences between the two groups. The fact that the entire class taught by the modified course passed the proficiency examination after nine trials, compared to 12 for those from the traditional course, is not in itself significant. The impressive fact is that in the early trials the rate of students who qualified for clinical practice was nearly doubled in the learning theory group. This might imply that the learning theory group demonstrated a greater degree of problem-solving ability because of opportunities for discovery learning within the course. Since both classes were given the proficiency examination approximately two-and-a-half months after they had completed the preclinical course, it would seem that the learning theory design resulted in retention of the objectives of the course by a significant number of students. Consequently, it is the authors' opinion that the learning theory design provided a more effective method of instruction. Clinical operative dentistry consists of highly intricate procedures which for their successful completion require complex psychomotor responses in the operator. Therefore a program of instruction in operative dentistry must be highly effective. When such a program is organized, utilization of learning theory principles, especially those of skill learning, may aid in achieving this goal.

Dental Cavity Preparation↗
PubMedDate not supplied

Meeting the educational needs of clinical equipment users.

Training equipment users to operate medical equipment effectively and safely is one of the most important and difficult tasks of clinical engineers. As medical equipment proliferates and becomes more complex, the task of education also becomes more difficult. The Joint Commission on Accreditation of Healthcare Organizations (JCAHO) requires that all equipment users be trained annually in proper operating procedures for the equipment they use and that the training be documented. Therefore, each hospital must develop educational programs to meet those needs. This paper illustrates the use of an interactive computer-assisted instruction (CAI) program, entitled EquipTeach, to provide an effective, standardized and cost-effective method of training equipment users at the John Dempsey Hospital of The University of Connecticut Health Center in Farmington, Connecticut.

Computer-Assisted Instruction↗
PubMed1980

Computer-aided instruction as a part of an undergraduate programme in anaesthesia.

Medical students should learn certain facts and comprehension of these facts during an elective month spent in a Department of Anaesthesia. This enables them to make the most of the tutorial situation in which they work with clinical anaesthetists. Pre- and post-elective multiple choice questions were used to test the efficacy of computer based non-linear programmes of multiple choice questions and explanations in adding to the students' knowledge. They were associated with an improvement in student performance and were acceptable to students and instructors. However, computer based instruction should only be used to improve certain learning situations and should not be employed as an alternative to interaction with physicians and patients.

Alberta↗
PubMedDate not supplied

Computer storage of toxicology methods and postmortem drug determinations.

Two data bases have been developed by toxicologists from the Department of Scientific and Industrial Research in New Zealand. The data bases are designed to store and retrieve postmortem drug and poison levels (TOXFILE) and methods used in drug and poison determinations (TOXMETH). TOXFILE contains a list of all the analytical results determined in toxicological cases received by the three laboratories. This method of storing the data has been found superior to the previously used card systems. The file also contains a reference to the analytical method which is very important for the interpretation of the results. TOXMETH contains a list of the analytical methods which have been developed and are in use in one or more of the three Chemistry Division toxicology laboratories. Methods can be added, modified and superseded as approaches change. A Chemistry Division Report (Pannell, L.K. et al., Chemistry Division Report No. CD: 2195, 1983) has been published containing all the programs and instructions. Copies of this are available from the authors on request. Computer magnetic tapes of the programs, the report and the data are also available. The names of the deceased on the TOXFILE data file are encrypted to provide increased security of the information. The TOXFILE data file which will be supplied on magnetic tape to overseas laboratories will have the name file on all records changed to 'CD' to provide complete confidentiality.

Autopsy↗
PubMed2003

A pilot study comparing the effectiveness of conventional training and virtual reality simulation in the skills acquisition of junior dental students.

The use of virtual reality (VR) in the training of operative dentistry is a recent innovation and little research has been published on its efficacy compared to conventional training methods. To evaluate possible benefits, junior undergraduate dental students were randomly assigned to one of three groups: group 1 as taught by conventional means only; group 2 as trained by conventional means combined with VR repetition and reinforcement (with access to a human instructor for operative advice); and group 3 as trained by conventional means combined with VR repetition and reinforcement, but without instructor evaluation/advice, which was only supplied via the VR-associated software. At the end of the research period, all groups executed two class 1 preparations that were evaluated blindly by 'expert' trainers, under traditional criteria (outline, retention, smoothness, depth, wall angulation and cavity margin index). Analyses of resulting scores indicated a lack of significant differences between the three groups except for scores for the category of 'outline form', for group 2, which produced significantly lower (i.e. better) scores than the conventionally trained group. A statistical comparison between scores from two 'expert' examiners indicated lack of agreement, despite identical written and visual criteria being used for evaluation by both. Both examiners, however, generally showed similar trends in evaluation. An anonymous questionnaire suggested that students recognized the benefits of VR training (e.g. ready access to assessment, error identification and how they can be corrected), but the majority felt that it would not replace conventional training methods (95%), although participants recognized the potential for development of VR systems in dentistry. The most common reasons cited for the preference of conventional training were excessive critical feedback (55%), lack of personal contact (50%) and technical hardware difficulties (20%) associated with VR-based training.

Competency-Based Education↗