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PubMedDate not supplied

Comparing the learning outcomes of lecture and self-instruction methods in a senior clinical laboratory science course.

OBJECTIVE: To compare the relative effectiveness of lecture and self-instruction methods of instruction in a senior clinical laboratory science course. DESIGN: Posttest repeated measures design or within subject design. SETTING: The Department of Medical Technology in the School of Allied Health Professions, Louisiana State University Medical Center, New Orleans. PARTICIPANTS: Clinical laboratory science students (27) enrolled in clinical parasitology agreed to participate, which was a sample of convenience. There were 16 females and 11 males; 70% Caucasian, 23% Asian, and 7% African-American. The 2 students who did not sign a consent form were excluded from the study. INTERVENTION: Subjects were taught clinical parasitology course material by 2 different methods of instruction, lecture and self-instruction. All subjects received both treatments. MAIN OUTCOME MEASURE: Examination scores from each half of the course were compared using descriptive statistics and a paired t-test to determine the effectiveness of each instructional format. RESULTS: Results showed no statistically significant difference in learning outcomes between the 2 instructional formats (a = 0.05, p = 0.13). CONCLUSION: The results of the study generally support the hypothesis that the self-instruction method is as effective as the lecture method in teaching clinical parasitology. By incorporating self-instruction into a clinical laboratory science curriculum, many hours of lecture can be eliminated, and students can learn the material at their own pace. Students comprehend the material effectively, and are relieved from some of the intensity of the didactic approach to instruction that dominates clinical laboratory science curricula.

Educational Measurement↗
PubMed2002

Use of a computer tutorial on nutritional assessment by three different groups of health professions students.

A computer tutorial on nutritional assessment was developed and used with three different groups of health professions students. Complete data were available for 45 nursing students, 36 physician assistant students, and 68 physical therapy students. Overall for the three groups there was a significant increase (p < 0.0001) from pretest to posttest scores. This increase was not significantly different among the groups, suggesting that a single computer tutorial can be used effectively to teach basics of nutritional assessment to different groups of health professions students and allow sharing of cost for computer instruction among programs.

Adult↗
PubMed1991

Comparison of self-instruction methods for teaching diagnostic testing.

In a randomized controlled trial, self-teaching booklets and computer media were evaluated for teaching diagnostic testing to dental students as a foundation for further development of clinical decision making skills. Effectiveness was assessed by pre- and post-tests. Reliability of these test instruments was examined by analyzing the pre- and post-test scores of 49 first year dental students who received no instruction. Forty-one second year dental students were exposed to clinical epidemiological principles applied to endodontic diagnosis through either self-teaching booklets or computer media. No statistically significant difference was found between the mean test scores of the students through self-teaching booklets and computer media. Although first and second year students showed a statistically significant improvement between the pre-test and post-test, the improvement in the second year class was greater. An addendum was later made to the main trial to compare the self-teaching booklet to the traditional lecture format in teaching endodontic diagnosis. Seventy-one third year dental students were exposed to these same materials through either a lecture or the self-teaching booklet and then similarly tested. There was no significant difference between the self-teaching booklet and traditional lecture for the third year students.

Computer-Assisted Instruction↗
PubMedDate not supplied

Characteristics of ovulation method acceptors: a cross-cultural assessment.

Five programs of instruction in the ovulation method (OM) in diverse geographic and cultural settings are described, and characteristics of approximately 200 consecutive OM acceptors in each program are examined. Major findings include: the religious background and family size of acceptors are variable, as is the level of previous contraceptive use. Acceptors are drawn from a wide range of socioeconomic and religious backgrounds; however, family planning intention was similarly distributed in all five countries. In sum, the ovulation method is accepted by persons from a variety of backgrounds within and between cultural setting.

Adult↗
PubMedDate not supplied

Effectiveness of medication calculation enhancement methods with nurses.

Medication calculation errors occur in all settings and can cause serious disruption in treatment protocols. This experimental study used a pretest-posttest, control group design. Sixty-seven RNs from three healthcare agencies completed all phases of the study. All nurses completed a 20-item medication calculation test, used both as the pretest and the posttest, and completed a short questionnaire that contained demographic and attitudinal items. After taking the pretest, nurses were assigned randomly to one of three experimental groups or a control group. Intervention times for the experimental groups totaled 3 hours, followed by a posttest 4 to 5 months after the pretest. Scores on the pretest ranged from 25% to 100% (mean = 75.5%, standard deviation = 15.13) and from 30% to 100% on the posttest (mean = 80%, standard deviation = 14.72). Scores improved for all groups except the self-study workbook group. No significant difference was found between the experimental groups or the control group for posttest medication calculation test scores. The classroom intervention was most costly, and the workbook intervention was least costly. The nurses identified the workbook intervention as the most satisfying method and computer-assisted instruction (CAI) as least satisfying. A strong positive correlation existed between the nurses' self-assessment of comfort and skill levels with medication calculation test scores. Questions necessitating multiple calculations and those necessitating a conversion not provided were the most difficult to answer correctly. Staff development educators need to address their role in improving the effectiveness of medication calculation.

Clinical Competence↗
PubMed2001

Assessment techniques for web-based instruction: lessons learned from teaching a graduate course in instructional technology.

In an attempt to discover how students learn in an online learning environment, as well as to investigate how online communication patterns differ from those in a face-to-face class, the authors used students participating in a graduate program in instructional technology in Philadelphia, PA. Various activities and assignments were used to elicit information about student learning with, and attitudes toward an online learning environment. Over a period of 3 semesters, student data were collected through qualitative and quantitative methods, including observations, surveys, tests, in-class discussions, and e-mail communication analysis. Results for these assessment methods are included in this article, as well as implications for future investigation into this topic.

Attitude of Health Personnel↗
PubMed1999

Radiation safety instruction for non-radiation workers.

In today's society, neglecting to provide adequate hazard-awareness instruction to workers can be successfully used to file suit against institutions where radioactive material (RAM) or radiation generating devices (RGDs) are used. Because of the lack of instruction, in some cases, just the perceived risk (even where no significant exposure to radiation existed) has proven to be more important than the actual risk. Groups of non-radiation workers such as custodian, maintenance and laboratory personnel, whose duties may require them to work in the vicinity of RAM and RGDs, sometimes do not receive proper hazard-awareness instruction. Misinterpretation of the applicable hazard-awareness regulations is a reason why institutions sometimes fail to instruct their workers. The objectives of this paper are to help radiation safety program managers become more aware of the importance of having well-instructed non-radiological personnel and to develop and provide basic information to help implement an effective hazard-awareness instruction program for workers. Topics discussed in this paper include regulatory aspects regarding the instruction to non-radiation workers, a list of radiological incidents that could have been prevented with proper instruction to workers and recommendations for the development and implementation of an effective instruction program.

Curriculum↗
PubMed1999

Incorporating veterinary preventive dental instruction into a traditional dental hygiene program.

A traditional dental hygiene program at the University of Texas Health Science Center, San Antonio, (UTHSCSA) incorporates veterinary preventive dental instruction into its community dentistry course. Students in the Certificate in Dental Hygiene Program attend two hours of didactic instruction on veterinary dentistry during the fall semester of their final year. The following spring semester students may choose a rotation in a veterinary clinic as one of their optional alternative practice sites. In addition, students are given the opportunity to participate in community service activities that are structured around veterinary dental care.

Community Dentistry↗
PubMed1981

Application of programmable calculators to Mastitis control programs.

Three programs pertaining to subclinical mastitis losses and control are described for use in handheld programmable calculators. Subclinical mastitis losses are calculated on the basis of lost milk estimates for California Mastitis Test evaluations. A cost profile for control programs using costs of single use towels, teat dips, and dry cow treatment is described. The cost-benefit value of a mass lactating cow antibiotic treatment regimen is presented. The programs quickly calculate the magnitude of the present subclinical mastitis loss, estimate the cost of control programs, and present information to aid in deciding whether to treat all the infected cows during lactation in an effort to reduce herd infection. User instructions and program listings are included.

Animals↗