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At least 109 records · Page 6Linked to original sources
PubMed1990

Basic Training Program in Medical Pedagogy: a 1-year program for medical faculty.

In 1979 université de Montréal developed the Basic Training Program in Medical Pedagogy; the program has since been offered at two other Canadian medical schools. The learning activities are spread over an academic year so that the teachers are able to continue their clinical or research duties. The program, which follows a model of systematic instruction, comprises 17 self-instructional modules on basic educational topics adapted to medical teaching. The topics are related to four components of an integrated system: student needs and learning objectives, instructional methods, student evaluation and program evaluation. The instructional format is aimed at three levels--understanding, analysis and application--to which assignments and assessments are related. In addition to the modules, the program offers 15 half-day sessions for small groups (five participants and one instructor) to discuss aspects of the program, especially home assignments and the application of personal educational projects. A minimum of 100 hours of personal time is requested. The program's main goal is that students be placed at the centre of the educational process. Of 215 participants since 1979, 171 (80%) have completed the program and reported high satisfaction. Issues related to any faculty development program are discussed.

Attitude of Health Personnel↗
PubMed1992

Alternate methods of teaching: use of self-learning packets.

Self-directed learning takes multiple forms, all of which allow a person to study at an individual pace and direction. By applying principles of adult learning and various other styles of learning, self-directed learning can be used as an alternative method of education. The focus of this article is one type of self-directed learning, self-learning packets. The step-by-step process of designing a self-learning packet is covered. Various methods of topic selection and the key components of self-learning packet design are included. Finally, the usefulness of alternative methods of education such as self-learning packets is examined by cost analysis.

Costs and Cost Analysis↗
PubMed1995

One-session therapist directed exposure vs two forms of manual directed self-exposure in the treatment of spider phobia.

Fifty-two patients with spider phobia, fulfilling the DSM-III-R criteria for simple phobia, were assessed with behavioral, physiological and self-report measures. They were randomly assigned to five different treatment conditions: (1) one session therapist-directed exposure (maximum 3 hours), (2) specific manual-based treatment in the home, (3) specific manual-based treatment at the clinic, (4) general manual-based treatment in the home and (5) general manual-based treatment at the clinic. The results show that therapist-directed one-session treatment was significantly more effective than three of the manual-based treatments, both at the post-treatment and follow-up stages. Specific manual-based treatment at the clinic was significantly more successful than the other manual-based treatments, but only at follow-up. The proportion of clinically significant improved patients at follow-up was 80% in the therapist-directed group compared to 63% for the specific manual-based treatment at the clinic, 10% for specific manual-based treatment in the home, 9% for general manual-based treatment in the home, and 10% for general manual-based treatment at the clinic. The conclusion that can be drawn is that one-session therapist-directed treatment is the treatment of choice for spider phobia but manual-based treatment is a good alternative in some cases.

Adolescent↗
PubMed1989

Efficacy of a minimal contact version of a multimodal smoking cessation program.

A five-week multimodal smoking cessation program was delivered in two formats: Weekly Contact Group meetings led by graduate student leaders versus a minimal contact By-Mail version consisting of weekly mailings of program materials. By-Mail subjects also had access to a "hotline" number they could call with questions and problems. Of 43 smokers who began the Contact Group program, 37% were abstinent at one-year follow-ups; 41% of the 49 By-Mail subjects were abstinent at one year. These results suggest that cost effective minimal contact cessation programs can benefit the many smokers who are unwilling or unable to visit cessation clinics.

Adult↗