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At least 1,171 records · Page 65Linked to original sources
PubMed2002

A method for training combat medics during stability and support operations.

Regardless of the conflict situation, highly trained combat medics (medics assigned in maneuver units) are a combat multiplier for military operations. Keeping medics (and physicians) well trained and motivated has many challenges, and we propose a program of instruction in six different nationally recognized courses to address these concerns and achieve the objective of providing medical training in this environment. We tested our program during our recent deployment to Kosovo. A total of 138 certifications were given during a 30-day period to 90% of our population of 120 medics.

Allied Health Personnel↗
PubMedDate not supplied

Comparing methods of cardiopulmonary resuscitation instruction on learning and retention.

This article describes a study of two methods of teaching CPR where immediate and long-term retention of CPR skills and knowledge were compared. Forty-nine subjects were randomly assigned to either a control group (didactic instruction) or an experimental group (modular instruction). Knowledge retention was evaluated by means of a written examination. Skills retention was evaluated by the Mandel observation instrument. The knowledge and skills performance of both groups, immediately following the class and at 3 months follow up, were not significantly different. Based on these results, modular instruction appears to be an effective alternative to the conventional time-consuming and expensive method commonly used for CPR instruction.

Adult↗
PubMed1998

A qualitative model for computer-assisted instruction in cardiology.

CARDIOLAB is an interactive computational framework dedicated to teaching and computer-aided diagnosis in cardiology. The framework embodies models that simulate the heart's electrical activity. They constitute the core of a Computer-Assisted Instruction (CAI) program intended to teach, in a multimedia environment, the concepts underlying rhythmic disorders and cardiac diseases. The framework includes a qualitative model (QM) which is described in this paper. During simulation using QM, dynamic sequences representing impulse formation and conduction processes are produced along with the corresponding qualitative descriptions. The corresponding electrocardiogram (ECG) and ladder diagram are also produced, and thus, both qualitative notions and quantitative facts can be taught via the model. We discuss how qualitative models in particular, and computational models in general can enhance the teaching capability of CAI programs.

Cardiology↗
PubMed2002

End-of-life care education in internal medicine residency programs: an interinstitutional study.

BACKGROUND: Integrating end-of-life care (EOL) education into medical residency programs requires knowledge of what programs currently teach and what residents learn. OBJECTIVE: Evaluate EOL teaching content and practices in internal medicine residency programs and the EOL knowledge of their faculty and residents. DESIGN: An interinstitutional pilot study. We examined patterns of EOL education, discerned from program directors' responses to structured surveys of institutional teaching and evaluation practices, and EOL knowledge, derived from the performance of faculty and residents on a 36-item knowledge examination. SUBJECTS: Program directors, faculty, and residents at 32 accredited U.S. internal medicine residency programs. RESULTS: Although all programs cited inclusion of some EOL education, expected EOL domains were not systematically taught or assessed. Pain assessment and treatment training was required in only 60% of programs. Even fewer programs required instruction on nonpain symptoms (<30%) or hospice and nonhospital care settings (22%). EOL assessment depends primarily on faculty's general ratings of residents' global competency; few programs use knowledge examinations or structured skill assessments. Directors identified barriers and support for improving education. On the knowledge examination, the mean score of residents increased across training levels (F = 21.7, p < .001), and the mean score of faculty was higher than residents' (57.6%: 48.9%, t = 51.6, p < .001). CONCLUSIONS: Existing internal medicine residency education lacks training in critical EOL care domains. Residency programs need additional training for residents and teaching faculty in EOL content and skills, with assessment practices that demonstrate competencies have been acquired. Program directors perceive institutional support for making these changes.

Analysis of Variance↗
PubMed1987

Survey of combined residency programs in internal medicine and pediatrics on curricula.

Combined residency programs in internal medicine and pediatrics began to emerge during the past decade. Combined programs provide four years of training that leads to board eligibility in both disciplines. To learn more about the curricula of these programs, the authors sent a questionnaire to the directors of the 81 known combined programs. Sixty-eight such programs were active as of July 1986. Of these, 54 had been active in the 1985-86 academic year and had a total enrollment of 390 residents, an average of 7.2 residents per program. Fourteen new programs were activated in July 1986 and enrolled 46 residents, with an average of 3.3 residents per program. Virtually all the programs emphasized training in primary care and included the use of outpatient clinics where residents often work with nonphysician health-care providers. Many programs provided instruction in the use of community resources, preceptorships, and outpatient-oriented conferences and emphasized data-gathering skills. Areas that need to be addressed by program directors and the accrediting organizations are discussed by the authors.

Ambulatory Care↗
PubMed1992

A meta-analysis of individualized instruction in dental education.

Although several dozen studies on individualized instruction in dental education have been conducted over the past 30 years, little has been done to summarize quantitatively these studies. The present investigation used Glass' techniques of meta-analysis to integrate statistically findings from 34 comparative studies on individualized instruction. A majority of these studies favored individualized over conventional instruction. The overall magnitude of effect, however, was small to moderate. One study characteristic variable--pacing of instruction--related significantly to effect size, with instructor-paced versions of individualized instruction producing larger achievement gains than student-paced versions. On average, individualized courses required only three-quarters of the time needed for conventional teaching. The results suggest that more research is needed in this area, particularly concerning applications of computer-based instruction, to assess adequately the potential of individualized modes of instruction for dental education.

Computer-Assisted Instruction↗
PubMed1993

Reducing antipsychotic drug use in nursing homes. A controlled trial of provider education.

OBJECTIVE: In the United States, 20% or more of nursing home residents receive antipsychotic drugs, primarily for the behavioral manifestations of dementia. This high level of use of drugs with substantial toxicity has engendered a strong and persistent controversy and recently has led to explicit regulatory measures to curtail use (Omnibus Budget Reconciliation Act of 1987). We developed and tested a comprehensive program to reduce antipsychotic use through education of physicians, nurses, and other nursing home staff. The primary elements of the program were instruction in use of behavioral techniques to manage behavior problems and encouragement of a trial of gradual antipsychotic withdrawal. DESIGN: In a nonrandomized controlled trial, the program was implemented (beginning in August 1990) in two rural Tennessee community nursing homes with elevated antipsychotic use; two other comparable homes were selected as concurrent controls. PATIENTS: Throughout the study 194 residents were in the education homes and 184 were in the control homes. Residents in both groups of homes had comparable demographic characteristics and functional status, and each group had a baseline rate of 29 days of antipsychotic use per 100 days of nursing home residence. MAIN OUTCOME MEASURES: The primary end points were postintervention changes in administration of antipsychotics and other psychotropic drugs, use of physical restraints, and frequency of behavior problems. RESULTS: Days of antipsychotic use decreased by 72% in the education homes vs 13% in the control homes (P < .001). No significant changes were noted in the use of other psychotropic drugs in either group. Days of physical restraint use decreased 36% in the education homes vs 5% in the control homes (P < .001). Behavior problem frequency did not increase in either group, even among the 48% of baseline antipsychotic users in the education homes who had antipsychotic drug regimens discontinued for 3 or more months. CONCLUSIONS: The educational program led to a substantial reduction in antipsychotic use with no increase in the frequency of behavior problems. This suggests that for many antipsychotic drug users benefits may be marginal and that programs to reduce such drug use among the 250,000 US nursing home residents receiving these drugs should have high priority.

Aged↗