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[Family-oriented after-care as a means of rehabilitation and secondary prevention for children with cancer and their families].

In a prospective longitudinal study 44 families, where one child had a cancer disease, were questioned about the effect of family oriented change in the physical condition of the patients and their parents, improvement of the psychic state of health of the patients and their brothers and sisters, improvement of the measured depressive general attitude of the fathers and mothers and a positive change in the relationship between the spouses. Apart from the medical aftercare the spare-time and pedagogical offers of the clinics where the most appreciated and the most frequented by the parents and the children.

Adaptation, Psychological↗

PubMed2000

Inverse cascade via Burgers equation.

Burgers equation is employed as a pedagogical device for analytically demonstrating the emergence of a form of inverse cascade to the lowest wavenumber in a flow. The transition from highly nonlinear mode-mode coupling to an ordered preference for large scale structure is shown, both analytically (revealing the presence of a global attractor) and via a numerical example. (c) 2000 American Institute of Physics.

Journal Article↗

PubMed2004

Computing time scales from reaction coordinates by milestoning.

An algorithm is presented to compute time scales of complex processes following predetermined milestones along a reaction coordinate. A non-Markovian hopping mechanism is assumed and constructed from underlying microscopic dynamics. General analytical analysis, a pedagogical example, and numerical solutions of the non-Markovian model are presented. No assumption is made in the theoretical derivation on the type of microscopic dynamics along the reaction coordinate. However, the detailed calculations are for Brownian dynamics in which the velocities are uncorrelated in time (but spatial memory remains).

Computer Simulation↗

PubMed2002

Representing motion in a static image: constraints and parallels in art, science, and popular culture.

Representing motion in a picture is a challenge to artists, scientists, and all other imagemakers. Moreover, it presents a problem that will not go away with electronic and digital media, because often the pedagogical purpose of the representation of motion is more important than the motion itself. All satisfactory solutions evoke motion-for example, dynamic balance (or broken symmetry), stroboscopic sequences, affine shear (or forward lean), and photographic blur-but they also typically sacrifice the accuracy of the motion represented, a solution often unsuitable for science. Vector representations superimposed on static images allow for accuracy, but are not applicable to all situations. Workable solutions are almost certainly case specific and subject to continual evolution through exploration by imagemakers.

Art↗

PubMed1983

Derivation of the relation between the linear Onsager coefficients and the equilibrium one-way cycle fluxes of a biochemical kinetic diagram.

The Onsager flux-force coefficients L(ij) for any biochemical system at a steady state near equilibrium have a simple interpretation: they are linear combinations of the equilibrium one-way cycle fluxes of the kinetic diagram for the system. An explicit and general expression for L(ij) is derived. This supplements the more pedagogical argument published elsewhere, which was based on a particular special case.

Journal Article↗

PubMed2003

E-learning in sexuality education.

The use of computers in learning and communication is not new to health professional education. However, the rapid developments in technology and the increasing competence of students in computer- and web-based learning make the need for health professional education to take the next step to e-learning a necessity rather than a choice. This paper describes an e-learning unit in sexuality developed in response to a felt need for a flexible online unit in the topic. The use of online tools for e-learning in sexuality are discussed and course evaluation presented. The need for a strong pedagogic model and the careful development of learning activities to utilize the facilities available for assessment, feedback and especially synchronous and asynchronous communication are discussed as they apply to the sexuality unit.

Education, Distance↗

PubMed2002

Guidelines for developing an online learning strategy for your subject.

In the academics' quest for curriculum implementation of flexible learning and flexible delivery methods, the tendency is simply to reformat subject materials and learning strategies to fit the technology and present them thus online. Attention is too often focused on the technology rather than the educational underpinnings, which eventually leads to compromising both the students and the subject. A multifaceted approach, integrating technological, disciplinary and pedagogical expertise, was found essential in solving this problem. Using this approach and the experience gained during the conversion of a subject taught face-to-face through an online distance mode, this paper aims to focus on the processes that characterize the design and development of educationally sound online subjects. The guidelines include: identifying the target group, consideration of the five stages of developmental cycles, implementation of the subject, and evaluation. Favourable responses from participants, together with a 10% increase in graded passes, suggest that the guidelines are sound.

Australia↗

PubMed2004

If formal CME is ineffective, why do physicians still participate?

Formal or traditional CME can be criticized because organizers often ignore adult learning principles when designing courses. Critics also suggest that formal CME courses have limited impact on attendees' behaviors and practices. The authors agree that attention must be paid to pedagogic principles to assure success of educational courses, but feel that the extant negative evidence related to the impact of formal CME is narrow in scope and of inadequate strength to seriously damn formal approaches. Survey responses were received from 853 practicing physicians who say they still regularly attend formal CME courses. They are motivated to attend to satisfy specific professional needs and for personal reasons. Formal CME is still popular despite what its critics say. The authors are convinced that attention to physicians' perceived needs, effective use of social marketing strategies, and adherence to adult learning principles can assure successful delivery of CME and that formal CME is a useful complement to physician-driven informal CME.

Clinical Competence↗

PubMed2004

A cardiological web as an adjunct to medical teaching: prospective analysis.

The aim of the study was to deliver and evaluate an educational web for medical students. A web of the complete cardiovascular course was prepared as an adjunct educational material for the classes. The use and utility of the web was assessed through a questionnaire (frequency of use, impact on in-class attendance and students' satisfaction). The number of visits, the time of the week and the hour when the web was used were registered. A total of 76 students returned the questionnaire. The web was available for 10 weeks and was visited 1062 times, especially at weekends. An increase in visits was noted prior to final examination. The web was accessed preferentially from the faculty or hospital computers. The quality of the web was assessed and rated a mean of 7.7 (score: 1-10); 93.4% students attended the class, but the web freed them from transcribing the contents; 88.2% of students evaluated the web as a useful or very useful adjunct to medical teaching. The Internet can be used to deliver learning in medical students and could be considered as added value to the pedagogic process and did not deter students from attending ordinary classes.

Cardiology↗

PubMed2004

A case study in the globalization of medical education: assisting overseas-born students at the University of Melbourne.

Over the past decade there has been a remarkable increase in ethnic diversity among Australian medical students. This phenomenon has been driven by two forces: the disproportionate school-level academic success achieved by first-generation migrant and refugee-origin youth, and the rapid globalization of Australia's tertiary education system, in a context where reduced government funding has accelerated the development of 'academic capitalism' (Slaughter & Leslie, 1997 ). This paper briefly examines each trend, prior to exploring select pedagogical implications of these changes for the University of Melbourne, the destination of choice by 2001 for 30% of all international students electing to study medicine in Australia. Two key questions are addressed: (1) What are the potential problems in delivering Western-style medical education to culturally and linguistically disparate groups?; (2) What model of international student support has been developed by the Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne? The paper suggests the model may have potential relevance for other universities, in the context of the accelerating globalization of medical education.

Cultural Diversity↗

PubMed2005

Formative assessment: a key to deep learning?

A paradigm shift in assessment culture has emphasized the importance of formative assessment. The existing evidence supports the identification of feedback as the central component of formative assessment. Feedback provides information about the existing gap between the actual and desired levels of performance. The existing evidence suggests various characteristics of effective feedback, for example, ensuring that feedback is construct-referenced and student referenced. An exploration of the existing educational literature provides evidence for the emphasis on formative assessment. This paper evaluates the pedagogical implications of formative assessment to deep learning. A constructivist approach, emphasizing the principles of adult learning and placing emphasis on the student is advocated. However, in applying the wider educational literature to healthcare, it is questioned if the paradigm shift in assessment culture has occurred as the majority of the existing literature is centred on summative assessment.

Educational Measurement↗

PubMed2006

Tuning medical education for rural-ready practice: designing and resourcing optimally.

In an effort to bring doctors back to the bush the Australian government has resourced a number of rural clinical schools (RCS). At the RCS in the University of Western Australia students were allocated in small groups to rural sites for the entire fifth year of a six-year course, sitting the same final examinations as city students. Key factors guiding the successful outcome were the resourcing and implementation of the infrastructure and teaching and learning pedagogy. In designing support, the disconnection of students from their city colleagues was anticipated as an issue, as was the pedagogical indoctrination of the teachers. The curriculum implementation was adapted in this light. The role of the Web in teaching and learning, and their status as 'student colleagues' and independent learners were pivotal aspects. As students settled at their site, their confidence grew and their anxiety over urban disconnection dissipated. By benchmarking themselves using Web-based formative assessments and in formative 'objective structured clinical examinations' staged for them by the RCS, the students received ongoing feedback on their progress. This model of embedding students in rural centres for an extended period with rural practitioners as teachers was successfully implemented at multiple sites geographically vastly separate.

Anxiety↗

PubMed2006

An expert patient-led approach to learning and teaching: the case of physiotherapy.

With patient expertise being afforded greater legitimacy in healthcare provision, there is a strengthening case for involving patients more creatively in the education of healthcare professionals. This paper reports on the results of a small-scale educational research project designed to explore how third-year physiotherapy students experienced a teaching session on the subject of strokes, led by two expert patients, and what they learnt from it. Applying a qualitative methodology, six students were interviewed in depth about the experience. Four key pedagogic themes emerged from the analysis of the interview transcripts. The first related to the differences between the expert patients in terms of their backgrounds and their reactions to experiencing a stroke and of their respective contributions to the session. A second concerned the anxieties students felt in participating in a session of this kind, since there were various departures from the norm, and what they should take from it in terms of their learning. A third theme was uncertainty regarding the relationship between the presenters and students. The fourth theme was the impact on student learning given that it had not been a conventional session. Notwithstanding any misgivings the session helped to validate the contribution that those who have direct experience of a clinical condition can make to the education of healthcare professionals, particularly in the affective domain. In planning sessions of this kind it is recommended that presenters are chosen with a view to challenging stereotypes and that they are encouraged to tell their stories in an open and flexible manner, albeit within a framework of intended learning outcomes. Students need to approach the session with an open mind and, above all, tutors need to be prepared to take risks.

Adult↗

PubMed1994

Ergonomic analyses of downhill skiing.

The purpose of this study was to provide electromyographic feedback for (1) pedagogical advice in motor learning, (2) the ergonomics of materials choice and (3) competition. For these purposes: (1) EMG data were collected for the Stem Christie, the Stem Turn and the Parallel Christie (three basic ski initiation drills) and verified for the complexity of patterns; (2) integrated EMG (iEMG) and linear envelopes (LEs) were analysed from standardized positions, motions and slopes using compact, soft and competition skis; (3) in a simulated 'parallel special slalom', the muscular activity pattern and intensity of excavated and flat snow conditions were compared. The EMG data from the three studies were collected on location in the French Alps (Tignes). The analog raw EMG was recorded on the slopes with a portable seven-channel FM recorder (TEAC MR30) and with pre-amplified bipolar surface electrodes supplied with a precision instrumentation amplifier (AD 524, Analog Devices, Norwood, USA). The raw signal was full-wave rectified and enveloped using a moving average principle. This linear envelope was normalized according to the highest peak amplitude procedure per subject and was integrated in order to obtain a reference of muscular intensity. In the three studies and for all subjects (elite skiers: n = 25 in studies 1 and 2, n = 6 in study 3), we found a high level of co-contractions in the lower limb extensors and flexors, especially during the extension phase of the ski movement. The Stem Christie and the Parallel Christie showed higher levels of rhythmic movement (92 and 84%, respectively).(ABSTRACT TRUNCATED AT 250 WORDS)

Electromyography↗

PubMed1994

Analysis of the biomechanical characteristics of different swinging techniques in alpine skiing.

As a consequence of the increase in popularity of skiing as a leisure sport, ski teaching has become an important pedagogic and economic issue. Unfortunately, most ski teaching curricula lack a thorough evaluation of the most important swinging techniques. Therefore, this study analyses the biomechanical characteristics of swinging techniques in alpine skiing. The data were collected using biodynamic, kinematic and electromyographic methods, employing 21 test skiers, all of whom were state-certified Austrian ski instructors. For all techniques, the individual turns were divided into a steering phase and an initiation phase. In the main, the fundamental differences between the single techniques became apparent in the initiation phase. There it seemed useful to distinguish between turns with 'up-unweighting' and turns with 'down-unweighting'. It was found that turns with up-unweighting were initiated either from the downhill ski only or from both skis. Turns with down-unweighting were used primarily on mogul pistes and in deep powder snow. Finally, some conclusions for training methodology are given.

Acceleration↗

PubMed1989

Qualitative research: comments and controversies.

Larry Locke's timely and well-written introduction to qualitative research procedures will undoubtedly serve its purpose. It makes us reassess our traditional beliefs and practices, educates us on the rudiments of qualitative methodology, and, hopefully, makes us more tolerant and appreciative of alternate ways of conducting research. Although Locke focuses his paper on pedagogical research issues, it is important to realize that many other sub-disciplines within the general field of physical education also utilize qualitative procedures. For example, 10 years ago Martens (1979) called for a paradigm shift in sport psychology by appealing to researchers to abandon their labs and to embark on naturalistic field studies. While North American sport psychologists, and psychologists in general, have been slow to formalize qualitative techniques, the European psychology community has been much more active (e.g., Ashworth, Giorgi, & de Koning, 1986). Perhaps Locke's article will encourage researchers in all our sub-disciplines to consider the utility of qualitative research. Hopefully, readers will treat Locke's article as an introduction to the broad area of qualitative research and not as a rigorous set of procedures for conducting participant observation research in school physical education studies. Additionally, it must be recognized that there are other approaches and other applications, that the area has its critics and its unresolved methodological problems, and that qualitative research does not necessarily exclude the application of formalized data analyses. Keeping these issues in mind, the addition of qualitative approaches to our repetoire of research methodologies can only enhance the quality of research in physical education and exercise and sport science.

Data Interpretation, Statistical↗

PubMed1998

The development of in-service teachers' knowledge of a constructivist approach to physical education: teaching beyond activities.

The purpose of this paper is to describe three aspects of learning a movement approach that were salient and initially problematic for 1 experienced teacher, 2 early career teachers, and 1 student teacher. A constructivist perspective was the theoretical base. Across 3 years, the researcher conducted 11 weeks of observations, 15 formal interviews, 3 group interviews, and daily informal interviews. Three problematic aspects were: (1) knowing to what extent they should give information and tell children what to do when teaching less structured content, (2) knowing the whole of the approach and how components connected, and (3) knowing content (i.e., pedagogical content knowledge) in enough depth and detail. Knowledge development was facilitated by more experienced teachers, experience, and a set of key ideas.

Education, Continuing↗

PubMed1999

Manipulating visual informational constraints during practice enhances the acquisition of catching skill in children.

Previous motor learning studies examining the effects of practicing to catch one-handed under varying informational constraints on subsequent skill acquisition are equivocal, perhaps due to the use of relatively inexperienced adult participants. Ecological theory predicts that directing the learner's search for information in the perceptual-motor workspace can enhance skill acquisition. This study manipulated visual informational constraints on novice children (ages 9-10 years) learning to catch one-handed. A crossover transfer design was implemented in which one group acted as controls while two other groups practiced either without visual restrictions before transferring to full vision, or vice versa. The data indicated that learners forced to seek additional information sources under restricted viewing conditions demonstrated a greater positive, accumulative residual effect on acquiring a catching skill. The findings contradict current work on the specificity of practice hypothesis and suggest that varying visual informational constraints to encourage exploratory practice may represent a significant pedagogical approach to motor learning in sport.

Child↗