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At least 1,225 records · Page 68Linked to original sources
PubMed2002

Some objective measures indicative of perceived voice robustness in student teachers.

One of the problems confronted in the teaching profession is the maintenance of a healthy voice. This basic pedagogical tool is subjected to extensive use, and frequently suffers from overload, with some teachers having to give up their profession altogether. In some teacher training schools, it is the current practice to examine the student's voice, and to refer any perceived susceptibility to strain to voice specialists. For this study, a group of vocally healthy students were examined first at the teacher training schools, and then at the ENT clinic at the University Hospital of Nijmegen. The aim was to predict whether the subject's voice might be at risk for occupational dysphonia as a result of the vocal load of the teaching profession. We tried to find objective measures of voice quality in student teachers, used in current clinical practice, which reflect the judgements of the therapists and phoniatricians. We tried to explain such measures physiologically in terms of robustness of, and control over voicing. Objective measures used included video-laryngostroboscopy, phonetography and spectrography. Maximum phonation time, melodic range in conjunction with maximum intensity range, and the production of soft voice are suggested as possible predictive parameters for the risk of occupational voice strain.

Adolescent↗
PubMedDate not supplied

Screening Internet websites for educational potential in undergraduate medical education.

This paper addresses the difficulty of finding suitable websites to support undergraduate medical students in learning key concepts and skills in plastic surgery in particular, and other areas of undergraduate medical education in general. Based on a model of the pedagogical elements contained in educational websites, the authors developed a short objective scoring system with five criteria. Pre-university students were used to find websites in plastic surgery. One hundred and fifty of those that were still in place after a year were evaluated using the objective scoring system. Sixty of these were then selected and were subjectively evaluated by final year medical students in terms of their perceived educational potential. There was only a moderate correlation between the objective and subjective scores. Our conclusion is that it does not seem possible to construct any objective system of medical website evaluation. The discussion of the results of this study focuses on the issues involved in finding suitable web-based material and the diversity between students. New strategies such as formally organized consortia involving agreements between medical schools may evolve.

Education, Distance↗
PubMed2006

A software framework for the development of Web-based medical education using learning object classes.

A software framework for the development of Web-based medical education is proposed. The objective is to optimize the development process by introducing Learning Objects (LO) and Learning Object Classes (LO Classes) so that the content preparation can be separated from the educational issues, ergonomic design, and technical realization. Based on the concept of case-based, problem-oriented education, different learning scenarios were analysed and then modelled as different LOs. These LOs can be further abstracted in several reusable LO Classes that represent certain patterns of content structure, pedagogical concept, and user interface. With the help of LO input templates, the educational material can be prepared by the authors in the authoring process easily and appropriately. An LO content management system was developed to store and maintain different LOs and to generate the Web-presentation of LOs adaptively and dynamically in the tutoring process. This software framework has been applied to the exemplary development of an interactive course in orthopaedics. The LOs and LO Classes also help to maintain consistency of the course representation to users. As a result, more efficiency in the development phase and good usability and quality of the end products can be achieved.

Education, Medical↗
PubMed2003

Development and evaluation of a biomechanics concept inventory.

To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub-sample of the students showed that the BCI was reliable with typical errors in internal consistency and test-retest conditions of 1.4 and 2.0 questions, respectively. Mean pre-test scores (8.5 +/- 2.0) significantly (p < 0.0001) improved to 10.5 +/- 3.2 in the posttest (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre-test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course.

Biomechanical Phenomena↗
PubMed2003

Using service learning in death education.

The authors describe the integration of service learning into 2 upper-division general education death-related courses. An overview of these courses, 1 in sociology and 1 in political science, is followed by an explanation of the rationale and the specific ways in which service learning infused these educational offerings. The discussion then proceeds by outlining the preparation, action, reflection, and evaluation involved in making service learning an indispensable course feature. Feedback gathered from students, on-site supervisors, and the authors clearly indicates that this pedagogical strategy offers exciting potential for grounding death education in real life experiences.

Curriculum↗
PubMed2005

Training and the generalist's vision in the history of science.

Commentators have often complained about specialization in the history of science. This essay discusses recent intellectual trends within our discipline in the light of significant changes in graduate training: both a relatively recent consensus as to the types of sources that are appropriate to analyze in a dissertation and the tremendous growth in the number of new dissertations completed each year in our field. It suggests that this kind of focus on pedagogical concerns provides useful analytic tools for historians investigating other fields in various times and places.

Academic Dissertations as Topic↗
PubMed2005

Nature, not books: scientists and the origins of the nature-study movement in the 1890s.

Scientists played a key role in the first systematic introduction of nature study into North American public schools in the late nineteenth century. The initiatives of Wilbur Jackman and John Merle Coulter, affiliated with the young University of Chicago, and Liberty Hyde Bailey and Anna Botsford Comstock, at Cornell University, coincided with the "new education" reform movement that found object lessons and experience-based education superior to textbook teaching. Educational psychologists and philosophers of the 1890s, including G. Stanley Hall, related curriculum methods to perceived developmental stages in children, with a focus on immediate experience. Putting these pedagogical ideas--gained in summer institutes, normal schools, and programs at Chicago and Cornell--into practice were administrators and classroom teachers in both urban and rural classrooms. By 1900, a consensus about the value of nature study among scientists, community leaders, and teachers established it as the recognized general method of studying the natural world in public schools across much of the United States.

Adolescent↗
PubMed2003

An integrated biopsychosocial approach to palliative care training of medical students.

In 1996 the University of Rochester School of Medicine, Rochester, New York, began a major curricular reform called the Double Helix Curriculum, integrating basic science and clinical training over 4 years of medical school. This transition provided a unique opportunity to develop and implement a fully integrated, comprehensive palliative care curriculum. In this three-part paper, we will describe: (1) our process of finding curricular time, setting priorities, and deciding on pedagogical strategies; (2) an overview of how palliative care teaching was integrated into the general curriculum, including examples of different teaching opportunities; and (3) our evaluation process, and some ongoing challenges. Because palliative care is a core element in the care of all seriously ill patients, we chose to integrate our teaching into multiple courses over 4 years of undergraduate medical education, and not isolate it in a particular course. We view this report not as an ideal curriculum to be emulated in its entirety but as a work in progress that may be somewhat unique to our institution. We intend to illustrate a process of incremental curriculum building, and to generate some fresh teaching ideas from which palliative care educators can select depending on their own curricular needs and objectives.

Curriculum↗
PubMed2002

An online astrobiology course for teachers.

A continuing challenge for scientists is to keep K-12 teachers informed about new scientific developments. Over the past few years, this challenge has increased as new research findings have come from the field of astrobiology. In addition to trying to keep abreast of these new discoveries, K-12 teachers must also face the demands of the content and pedagogical goals imposed by state and national science education standards. Furthermore, many teachers lack the scientific content knowledge or training in current teaching methods to create their own activities or to implement appropriately new teaching materials designed to meet the standards. There is a clear need for special courses designed to increase the scientific knowledge of K-12 science teachers. In response to this need, the authors developed a suite of innovative, classroom-ready lessons for grades 5-12 that emphasize an active engagement instructional strategy and focus on the recent discoveries in the field of astrobiology. They further created a graduate-level, Internet-based distance-learning course for teachers to help them become familiar with these astrobiology concepts and to gain firsthand experience with the National Science Education Standards-based instructional strategies.

Computer-Assisted Instruction↗
PubMed2006

Virtual and physical toys: open-ended features for non-formal learning.

This paper examines the integrated toy--both physical and virtual--as an essential resource for collaborative learning. This learning incorporates rehabilitation, training, and education. The data derived from two different cases. Pedagogical issues related to non-formal learning and open-ended features of design are discussed. Findings suggest that social, material, and expressive affordances constitute a base for an alterative interface to encourage children's play and learning.

Child↗
PubMed2006

The metabolic syndrome: is this diagnosis necessary?

Values of insulin-mediated glucose disposal vary continuously throughout a population of apparently healthy persons, and a difference of > or = 600% exists between the most insulin-sensitive and the most insulin-resistant persons. Approximately 50% of this variability can be attributed to differences in adiposity (25%) and fitness (25%), with the remaining 50% likely of genetic origin. The more insulin-resistant a person, the more likely that he or she will develop some degree of glucose intolerance, high triacylglycerol and low HDL concentrations, essential hypertension, and procoagulant and proinflammatory states, all of which increase the risk of cardiovascular disease (CVD). To identify persons at greater CVD risk because of these abnormalities, the World Health Organization, the Adult Treatment Panel III, and the International Diabetes Federation created a new diagnostic category, the metabolic syndrome. Although the components of the 3 versions of the metabolic syndrome are similar, the specific values for those components that define an abnormality are somewhat different, and the manner in which the abnormalities are used to make a positive diagnosis varies dramatically from version to version. This review will summarize the similarities in and differences between the 3 versions of the metabolic syndrome, point out that the clustering of components that make up all 3 definitions of the metabolic syndrome is not accidental and occurs only in insulin-resistant persons, develop the argument that diagnosing the metabolic syndrome in a person has neither pedagogical nor clinical utility, and suggest that the clinical emphasis should be on treating effectively any CVD risk factor that is present.

Adipose Tissue↗
PubMed1999

A treatise from enlightenment Sweden on 'teaching the mute to read and speak'.

This note introduces the earliest Swedish treatise on the education of the deaf. It arose in the unlikely circumstances of a manse and the residence of the director of a saltpeter boilery in a small town in eighteenth-century Finland. Its interest today is in its distant reflection of the pedagogical trials (and errors) then taking place in Enlightenment Europe and in its combination of humanity, respect for signing, and goals of intelligible speech and literacy.

Journal Article↗
PubMed2006

Parental resources, parental stress, and socioemotional development of deaf and hard of hearing children.

In recent years, empowerment and resource orientation have become vital guidelines for many of the sciences. For the field of deaf education, it is also highly important to look carefully at these guidelines if we are to acquire a better understanding as regards both the situation of the parents involved and the development of the deaf and hard of hearing children themselves. A resource-oriented approach to deaf education has therefore proved especially helpful. If both the theoretical and practical aspects of educating deaf and hard of hearing children are to benefit, research on parental experience with deafness and research on the socioemotional development of the children must always be combined and studied in the context of resource availability. In a study of 213 mothers and 213 fathers of deaf and hard of hearing children, we used an array of different questionnaires (PSI, SDQ, SOC, F-SozU, etc.) to examine the correlation between parental resources, sociodemographic variables, parental stress experience, and child socioemotional problems by way of a path analysis model. The results show that high parental stress is associated with frequent socioemotional problems in the children, thus emphasizing the importance of a resource-oriented consulting and support strategy in early intervention, because parental access to personal and social resources is associated with significantly lower stress experience. Child development seems to profit enormously from a resource-oriented support concept. In addition, the results confirm two earlier findings: parents with additionally handicapped children are especially stressed and the child's communicative competence makes for a more sound prediction than its linguistic medium (spoken language or sign). The path models for mothers and fathers agree in all essential factors. The results are discussed with a view to their meaning for pedagogical practice, and recommendations for further research are given (longitudinal data, more representative samples, cochlear implant).

Adult↗
PubMed2006

Conversational skills in a semistructured interview and self-concept in deaf students.

The starting point for this study is the importance of linguistic competence in deaf students as part of their process of socialization and the formation of their self-concept. With the 56 deaf students who participated in the research, we consider the following sociodemographic variables: age, sex and degree of hearing loss, and the educational factor with respect to the mode of mainstream schooling. Self-concept was explored using the Spanish version of the Self Development Questionnaire (SDQ; I. Elexpuru, 1992) and the TST-Who Am I? test, adapted from M. H. Kuhn and T. S. McPartland (1954). To obtain the data for conversational competence, a conversation was held with a hearing adult. An explanation is given of the criteria for pragmatic analysis. The main results highlight the relationship between positive self-concept and most aspects of conversational competence. The study concludes with pedagogical procedures for integration, including specific strategies for teaching conversational skills to deaf pupils through nondeaf pupils and vice versa.

Cognition↗
PubMed2006

A study of technical signs in science: implications for lexical database development.

Both classroom instruction and lexical database development stand to benefit from applied research on sign language, which takes into consideration American Sign Language rules, pedagogical issues, and teacher characteristics. In this study of technical science signs, teachers' experience with signing and, especially, knowledge of content, were found to be essential for the identification of signs appropriate for instruction. The results of this study also indicate a need for a systematic approach to examine both sign selection and its impact on learning by deaf students. Recommendations are made for the development of lexical databases and areas of research for optimizing the use of sign language in instruction.

Databases as Topic↗
PubMed1992

Key factors in health counselling in the consultation.

To design an effective course in behaviour influence all GPs and general nurses at two health care centres were interviewed concerning procedure and perceived barriers to prevention. The results demonstrated that most doctors and nurses regarded health counselling as important in medical health service. They also maintained that they have time and space for this activity. However, most doctors and nurses were hesitant and/or disappointed concerning their perceived efficacy in affecting people's life habits. The explanation may be that the personnel lack an effective methodology to handle these issues. Few had a more developed educational theory where the starting-point was the patient. Another explanation may be that many doctors and nurses had a non-patient-centred style, which previous studies demonstrate to be less successful in affecting people's behaviour. This was expressed in the notion that the doctor/nurse has to be a model from which the patient can learn the 'right' life habits. It was also expressed in the notion that the reasons why patients do not change behaviour were mostly psychological, but no importance was attached to the role of different values. The results point out the need for education in patient-centred pedagogics.

Adult↗
PubMed1991

Teaching gerontological content to schoolchildren in Israel as preparation for adult life.

An Israeli public school made gerontological content and experiences available to pupils aged 13-14. The learning process included library research, interviewing older residents in their homes, friendly visiting to a nearby home for the aged, formal lectures, role-playing before video cameras operated by classmates, and homework assignments. Children who participated were reported to have improved relations with their own grandparents. The school received public recognition for its pedagogic pioneering, and "town-gown relations" between municipal officials and the University were enhanced.

Adolescent↗
PubMed2002

Values and voices in teaching gerontology and geriatrics: case studies as stories.

Case studies are used extensively in gerontological and geriatric education and practice, especially to present clinically relevant examples and to illustrate abstract concepts, principles, and theories in the study of aging. This article reviews the important pedagogical, clinical, and ethical issues involved in their design and use, and presents an argument that both case study developers and discussants need to become more reflective when they think about the nature of writing and listening to case studies as stories. The major themes from the literature in narrative and clinical ethics on case studies as stories are surveyed, including consideration of both facts and values, the debate on generalization versus specificity, and the need for interpreters and commentators. The implications of these insights for teaching and clinical education are considered, including the importance of addressing the need for rich description, multiple voices, open-endedness, and critical analysis.

Education, Medical↗