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PubMed2002

Age-related differences in vision and proprioception in a lower limb interceptive task: the effects of skill level and practice.

This study examined age-related differences in the role of visual proprioception during a lower limb interceptive action and how this varies as a function of skill and practice. In Experiment 1, skilled and less-skilled 8-, 10-, and 12-year-old boys controlled a soccer ball using their preferred foot under full vision and when sight of the effector was occluded. With the exception of the high-skilled 12-year-olds and low-skilled 8-year-olds, participants showed a decrement in peformance when denied access to visual proprioception. In Experiment 2, the effect of practicing under different informational constraints was examined for 12 year-old boys. Children performed varying amounts of practice under full vision, or in a condition where sight of the foot was occluded, before being transferred to the alternative viewing condition. Participants who practiced under occluded viewing conditions showed greater relative improvement in performance over practice and transfer sessions compared with a full vision control group. Some support is provided for the manipulation of visual informational constraints as an effective pedagogical approach to motor learning.

Age Factors↗
PubMed2005

Pedagogy research through the years in RQES.

This paper examines the growth in research on teaching, curriculum, and teacher education in Research Quarterly for Exercise and Sport, describing how this body of work has evolved over the past 75 years. The research stream progressed from "expert" discourses about what physical education should be to scientific approaches that have generated a body of knowledge based on evidence rather than beliefs. Investigations focused on the teaching and learning process have evolved to provide research-based benchmarks for designing teacher education programs and evaluating instruction as well as informing effective teaching practice. We advocate for a broad view of pedagogy and argue that pedagogical researchers can make an important contribution to efforts to increase levels of physical activity through interdisciplinary projects.

Exercise↗
PubMed2005

Low-budget method for lifestyle improvement in primary care. Experiences from the Göteborg Health Profile Project.

OBJECTIVE: To describe a self-administered preventive tool dealing with risk factors for cardiovascular disease and its effect with special reference to the question: did the project involve persons most in need of lifestyle changes? DESIGN: Screening questions offered to consecutive patients and followed by a self-administered health profile, intervention, and follow-up. Setting. Primary healthcare area of Askim, Sweden. SUBJECTS: Men and women between 18 and 65 years of age visiting GPs for acute disorders or planned visits during a three-month period were offered screening questions and, if wanted, a health profile. MAIN OUTCOME MEASURES: Participation rates, effects on lifestyle factors. RESULTS: There was an overrepresentation of subjects with a less favourable lifestyle among those who asked for the health profile. There was good agreement for all variables between self-estimation in screening questions and grading in the basal health profile. Lifestyle improvement was observed for dietary habits, physical activity, and mental stress at the one year follow-up. CONCLUSIONS: The results indicate that a relevant selection of persons with a "risk profile" can be made by means of simple screening questions. The pedagogic model using self-administered health profile in combination with own responsibility seems to be a tool for low-budget preventive work in primary healthcare.

Adult↗
PubMed2005

Using curriculum design principles to improve health education for adolescent girls.

Learning and teaching are main concepts within health contexts, but curriculum theory is generally overlooked in the design of health education. In this paper, we describe the curriculum development component of a health research study designed to develop and present educational interventions for adolescent girls. Through the use of these interventions, we encouraged the girls to recognize and address potential health compromises in their dating relationships. By blending our disciplinary approaches of nursing and education to address the challenges of this research, we developed a curriculum that would effectively meet the needs of the participants. To do this, we assessed humanistic, social reconstructionist, technological, and academic curriculum approaches to determine that our approach is one of social reconstruction. We then considered teacher-centered, learner-centered, and problem-centered curriculum designs, choosing both learner and problem centered, and analyzed six dimensions of these designs. We describe these approaches, designs, and dimensions of curriculum considering pedagogical issues, criteria for evaluation, and appropriateness to educational health intervention programs.

Adolescent↗
PubMed1993

Sex, truth, and womantalk: what your mother never taught you.

This article describes a project based on feminist theory and pedagogical techniques that used students as peer facilitators. The program was designed to maintain and enhance health-promoting sexual behaviors among female college students in response to the premise that women's gender socialization limits their ability to translate knowledge about HIV transmission and prevention into risk-reducing behavior. The project used workshops and small support groups to focus student attention on sexuality, gender socialization, values clarification, assertiveness training, and intimate negotiation.

Female↗
PubMed1979

The availability of education on death and dying: a survey of U.S. nursing schools.

A stratified random sample of 226 U.S. nursing schools was surveyed to determine the extent and nature of current death education training for nursing students. Of the 205 responding schools, 5 percent reported offering a required death and dying course, while an additional 39.5 percent indicated that a death and dying course was available for their students on an elective basis. The authors challenge the current pedagogical approach toward death education in U.S. nursing schools. They propose the need for the development of a model that would formally link a death education course, or courses, with the clinical phase of training. It is hypothesized that such an approach would enhance the nursing students' recognition and management of their feelings regarding death and dying and therefore result in more effective means of relating to terminally ill patients.

Attitude to Death↗
PubMed1983

Right-and left-brain approaches to death education.

Some recent advances in the understanding of brain function are considered in terms of their potential impact on death education. The notion of right- and left-brain cognitive styles is examined in terms of the pedagogic impact it may have on an individual's capacity to understand and therefore be educated on the subject of death. The idea that the human brain (mind?) relates to death in two diametrically opposed ways is discussed and a holistic death educational format is proposed based on the synthesis of these two oppositional styles.

Attitude to Death↗
PubMed2000

Influence of the initial management regimen and family social situation on glycemic control and medical care in children with type I diabetes mellitus.

It is well known that social family factors are of importance in diabetes care, but it is not clear whether the initial management regimen can buffer these factors. In a prospective, randomized intervention study, 36 children with diabetes mellitus (type I) were followed, the aim being to study if a family psychosocial intervention at diagnosis could improve glycemic control and minimize hospital admissions. The control group was treated initially in a hospital ward, while the study group received problem-based learning and family-therapeutic and social support in an out-hospital training apartment. A number of family social variables were evaluated at the time of diagnosis and 6, 12 and 24 mo later. Family function was assessed using the self-estimated Family Climate Test at these same time-points. HbAlc values and information concerning in- and out-hospital visits to the pediatric clinic were collected for the 5-y period following diagnosis. We found no association between the offered management regimen and glycemic control or rate of readmission. In the study group only, both parents reported a significant improvement of the family climate. An increased risk for poor glycemic control was recorded in children living in one-parent families (p = 0.03) or in families where the father had a low level of education (p = 0.04). Younger age (p = 0.05), a single-parent family (p = 0.05) and poor glycemic control (p = 0.02) were associated with more days of rehospitalization. The rate of divorce in the whole group was at least as high as in the normal population but, surprisingly, maternal dysfunction was associated with lower HbAlc value. The conclusion is that even with an initial management regimen designed to offer a family-individual care regimen based on accurate estimation of the psychological and pedagogical needs, the social family background is a most important factor for the glycemic control and need for readmission.

Adolescent↗
PubMed2002

Technology available in nursing programs: implications for developing virtual end-of-life educational tools.

BACKGROUND: To overcome insufficient attention to end-of-life (EOL) care in nursing education, the authors are developing the "Toolkit for Nursing Excellence at End-of-Life Transition" (TNEEL). METHOD: An evidence-based design process was used to create a computerized (CD-ROM) multimedia toolkit of instructional aides. An online survey of all U.S. undergraduate nursing programs was conducted to identify their current technologic infrastructures available for innovative teaching aides. Expert review process guided pedagogic decisions. RESULTS: Survey findings enabled TNEEL development to be responsive to nurse educators' needs and preferences. CONCLUSION: Educators can use TNEEL to actively engage students in meaningful learning about EOL care.

Clinical Competence↗
PubMedDate not supplied

Computer-assisted learning: cyberPatient--a step in the future of surgical education.

Computer-assisted learning is a hot topic and is evolving parallel with the rapidly growing computer technology. Today, modern computers with sophisticated software are able to create a new dimension in the application of many important pedagogical principles and philosophies. Modern computers with excellent multimedia applications are capable of simulating a realistic situation that enriches the educational environment, improves the learning process, and brings new challenges to the process of "learning by doing." The use of computers in medical industry and in medical education lags far behind other applications in the industrial world. Although a great many computer-assisted learning programs have been developed in the last decade and patient simulation has been attempted, there are no computer programs in the market that are capable of simulating the realism of the patient-doctor relationship. cyberActive Technology Ltd. has been able to complete this mission. The computer software cyberPatient developed by cyberActive Technology Ltd. is able to realize this long-term dream of medical students and educators. The discrepancy between theoretical and practical medical knowledge in the classical medical education was greater than in any other aspect of science. In classical medical education, diseases were taught beginning with etiology and pathogenesis to signs and symptoms. In practice, the patient comes to the doctor with complaints, and the doctor has to think backward to find out about the etiology and pathogenesis. This discrepancy created enormous difficulties for interns and young doctors with respect to the application of theoretical medicine to medical practice. This was one of the reasons why medical schools turned to a new problem-based learning curriculum. The new curriculum, however, has brought new challenges and problems of its own. Some of the problems include patient availability, increased demands for teachers, and, in turn, significant increases in the costs of medical education. Intensive use of computers may be a solution for problem-based learning. The aim of this article is to give an overview of computer-based learning and its place in the future of medical education.

Computer-Assisted Instruction↗
PubMed2003

Health promotion and rehabilitation: a case study.

BACKGROUND: Since the number of people in Sweden on long-term sick leave has rapidly increased since 1996, new non-biomedical models of occupational rehabilitation are at stake. A group of seven women who had finished medical treatment and rehabilitation but were still on sick leave or temporary disability pension for several years, worked in a problem-based rehabilitation group for 6 months. Focus for the group was on a process of change towards health and work ability. PURPOSE: The aim of this case study was to improve understanding of effects of a problem-based rehabilitation model (PBR) on health promoting processes amongst a group of women on long-term sick leave. METHOD: Data source was a focus group interview. The analysis follows the guidelines of qualitative analysis that emerges from grounded theory. RESULTS: The pedagogical model of PBR enhanced the participant's internal resources such as self-confidence and ability to act in a social setting. External resources such as social support were improved. An individual follow-up was conducted 2 years after the rehabilitation process and four out of seven women had returned to work. CONCLUSION: Among this group of women PBR launched health-promoting processes. When the more medically oriented treatment is finished or is not able to contribute further to the individual's recovery, other aspects of the individuals abilities and health resources will be focused upon.

Adult↗
PubMedDate not supplied

Dual diagnosis--policy and practice in Italy.

In Italy, dual diagnosis issues are affected by distinctive historical pathways. Since the end of the 1970s, the addiction field has been starved of psychiatric contribution, with the emphasis being on a pedagogical model of substance-related disorders and a bio-psycho-social model for mental health. As such, dual diagnosis treatment, service models, and research have only been developed in the last fifteen years. Substantial training needs with regard to dual diagnosis are identified in addiction and mental health professionals, and new graduate and undergraduate programs are required. Further research is needed as well as an evidence-based health policy from national and regional government.

Adolescent↗
PubMedDate not supplied

The state of EMS education research project: characteristics of EMS educators.

OBJECTIVES: The preparation of emergency medicine practitioners occurs at a variety of levels, via individuals with various levels of experience and training, and through a variety of oversight organizations. The purpose of this study was to quantify the characteristics of those recognized as prehospital emergency medical services (EMS) educators, the type and amount of infrastructure available to facilitate the learning process, and what attributes and common practices the profession values. METHODS: The respondents (n = 1,691) were generated randomly from a nationwide systematic sample of all known EMS instructors. The sample was adequate to generalize to the 15,000 EMS educators. Face validity and content validity were assured through use of a 24-member focus group of EMS educators, practitioners, and administrators, who reviewed the questionnaire. Reliability estimates were generated via Cronbach's alpha and Kuder-Richardson 20 and 21 and ranged from 0.59 to 0.83, with a grand mean for the seven study constructs of 0.70. Factor analysis with varimax rotation explained 40% to 66% of the respective construct variance, with a grand mean of 56% of the response variance explained. RESULTS: The respondents were satisfied with their teaching experience (98%), expected to continue (80%), and taught because of a perceived dearth of qualified instructors. Only half of the respondents utilized federally generated curricular materials, and approximately 20% were uncomfortable in assessing psychomotor skills. The relationship of testing to assessment and skill performance appeared to be the most significant pedagogic challenge. CONCLUSIONS: The respondents were a senior group of educators committed to the training of new providers who will comprise the foundation of future EMS educational efforts at the national level.

Adult↗
PubMed2005

Cultural considerations in interprofessional education and practice.

Promoting cultural competency in health care was examined from the Canadian perspective, and explored practice environments and educational programs for future health professionals that foster cultural awareness and support culturally sensitive care. Many of the issues raised are generic and likely to occur whenever patients' health practices and beliefs differ from conventional Western care. The main theme that emerged with respect to the practice environment was the use of a participatory action approach to foster collaboration with patients, traditional healers and the community. Successful collaboration is likely to result in a blend of ideas and perspectives from traditional health practices and conventional Western health care. With respect to education, programs need to focus on providing opportunities both in the classroom and in the clinical arena for students to work in interprofessional teams. These teams should not only comprise partners from medicine, nursing, physical therapy and other health professions but also include aboriginal paraprofessionals. Pedagogical initiatives also need to incorporate case-based formats and interactive sessions with patients and families. The principles underlying this approach: openness, mutual respect, inclusiveness, responsiveness and understanding one's roles should be fundamental to the delivery of culturally competent health care to all ethnic communities.

Canada↗
PubMed2005

Australian evidence for interprofessional education contributing to effective teamwork preparation and interest in rural practice.

A pilot interprofessional education (IPE) placement for undergraduate health care professional students was undertaken in rural Victoria, Australia from 2001 to 2003. Medical, nursing, physiotherapy and pharmacy students were involved, and the project is ongoing. This paper briefly outlines the educational model, then focuses on the evaluation methods and results obtained from student evaluations. The placement experience improved self-reported teamwork skills and knowledge, and supported participating students' belief in the value of interprofessional practice. Placements strengthened nursing and allied health students' intention to work in rural health settings after graduation. The rural interprofessional educational experience improved interprofessional abilities in a group of students who have the potential to influence change towards collaborative practices in their future workplaces. The results obtained provide sufficiently strong evidence to justify the continuation and expansion of this educational model in the Australian setting. Pedagogical and evaluation modifications are discussed that may benefit future IPE programs.

Education, Medical, Undergraduate↗
PubMed2006

Developing common learning: the new generation project undergraduate curriculum model.

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education.

Allied Health Occupations↗
PubMed2001

Design principles for the use of simulation as an aid in interventional cardiology training.

Learning complex skills through simulation is a goal for training physicians in specialties such as interventional cardiology, where traditional training puts patients at risk. Intuitively, interactive simulation of anatomy, pathology and therapeutic actions should lead to shortening of the learning curve for novice or inexperienced physicians. An accurate recreation of the interactions among anatomy, pathology and therapeutic actions is a necessary, but not sufficient, condition for the development of a simulation-based training system. In addition to real-time graphic interactivity coupled with haptic response, a successful training tool will require features of a 'learning system' such as: an embedded curriculum, functionality that allows rehearsal and practice, hypertext links to educational information, personal archiving, and instructor review and testing capabilities. We describe how such a system might look for the field of interventional cardiology, and suggest that designing a simulation with both technical and pedagogical fidelity is essential in developing simulation-based training systems in any field of medicine.

Journal Article↗
PubMed2000

Respiratory function in operatic singing: effects of emotional connection.

The respiratory patterns of five professional operatic singers when performing with "emotional connection" (EC) as if communicating to an audience were compared with "technical" (T) singing as if rehearsing. Recordings of the performances were played to experienced listeners to provide independent confirmation of the singers' intentions. The findings show that, in comparison with T singing, EC singing, especially in the aria task, used more air with a greater percentage of vital capacity (VC) expired per second, but without a simple association with sound pressure level (SPL) or breath (phrase) duration. These findings suggest that the performing state of mind itself can effect technical results in operatic singing. Pedagogical implications are discussed.

Adult↗