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At least 1,189 records · Page 66Linked to original sources
PubMed1979

The dietetic student's introduction to the medical record.

With the goal of introducing the dietetic student to the medical record and her role as a professional in the use of this document, a series of self-instruction modules was developed, evaluated, and revised. Field testing indicated that students attained a significant gain in knowledge after exposure to the modules. Further, students' comments indicated that the self-instructional approach was well received and quite helpful.

Dietetics↗
PubMed2006

Development and prospective evaluation of a multimedia teaching course on aortic valve replacement.

BACKGROUND: Participation in heart surgery requires procedural and factual knowledge and intensive preparation. There is evidence in the literature that multimedia driven learning has advantages in medical fields where an understanding of complex temporal and spatial events plays an important role. This work describes the development and evaluation of a multimedia driven, online teaching course on aortic valve replacement for students and residents. METHODS: The instructional model followed a methodological approach with scalable information for different user groups. Various interactive multimedia development tools were employed. In a prospective study, 20 students and 10 residents were exposed to the program in a standardized environment. Both groups completed a 20-item multiple choice pre- and post-test. Psychometric evaluation with HILVE (Heidelberg inventory for the evaluation of teaching courses, 50 items) was performed. RESULTS: The multimedia course integrates more than 200 high quality surgical video and audio sequences, interactive 2 D and 3 D models, as well as illustrations and text. It is available at www.lamedica.de. Study time in the student group was 103 +/- 11 min and 70 +/- 10 min in the resident group. Mean number of correct responses to the knowledge pre-test was 6.23 +/- 2.71 in the student group and 12.2 +/- 2.66 in the resident group. Mean number of correct responses to the knowledge post-test was 15.24 +/- 2.06 in the student group ( p < 0.0001 vs. pre-test) and 17 +/- 2.98 in the resident group ( p = 0.004 vs. pre-test). The HILVE test showed positive results for teaching conditions, the program's instructional competence, student motivation and individual learning. CONCLUSION: Our data demonstrate that multimedia driven training can adapt to the individual needs of learners and improves procedural knowledge required for open heart surgery. Consequently, the whole course forms part of the training of residents and students.

Aortic Valve↗
PubMed1988

A computer-aided programme for promoting unsupervized activities for multihandicapped adolescents.

The present study was aimed at developing a computer-aided programme for promoting performance of unsupervized activities with two multihandicapped adolescents. Simple household and occupational tasks already familiar to the subjects were selected as activities. Both subjects discriminated the pictorial representations of those activities. In order to control for the effects of the computer-aided programme, the subjects were also exposed to a card programme. Data indicate that the computer-aided programme was successful with both subjects. Advantages and limitations of this programme are discussed.

Activities of Daily Living↗
PubMed1978

A progress report on six year's experience with a flexible, modular dental curriculum.

A flexible, modular curriculum, using self-instructional teaching packages, was implemented in 1972 with the first class of students at the University of Florida College of Dentistry. With only minor modifications in design, this program has been utilized continuously since that time. A reaction to the preconceived advantages and disadvantages of this system is presented. In general, the program has been well received, and is considered a feasible and appropriate approach to dental education.

Curriculum↗
PubMed1981

Comparison of didactic lecture, self-reading and self-instruction as learning methods in medical students of western India.

A controlled study was conducted on a batch of fifty-four medical students in the paraclinical period of study, to compare the relative effectiveness of self-reading of books, didactic lecture and use of self-instruction kits as teaching-learning experiences. The assessment was done by an immediate and delayed objective type examination as well as questionnaire. The results indicate self-reading to be relatively ineffective. Didactic lectures and use of self-instruction kits have a similar rating in objective assessment while, subjectively, the students expressed a marginal preference for self-instruction kits. Comparison of the performance of the students grouped according to merit reveals that there is no significant difference between the three methods of learning in the lower group while the upper group did perceptibly better with self-instruction kits than with didactic lecture.

Education, Medical, Undergraduate↗