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PubMed1997

A use of self-instruction to extend the generalization of a self-instructed in-common discrimination.

Three typically developing preschool children were presented with an in-common sorting problem involving colored and marked shapes; the task was to see what two pictures had in common and to sort a deck of pictures according to that feature. The children failed to sort accurately. They were then taught to name the common features of any pair and to answer the question, "What are you looking for?" before sorting, to produce the form of a self-instruction (e.g., "I'm looking for blue triangles"). They still failed to sort accurately until they were taught to link their sorting to that potentially self-instructive answer. They then showed perfect accuracy in sorting and occasional spontaneous overt self-instructions, when told only, "Put here what these pictures have in common," across ever-changing pairs (much like the children of prior reports). The present report asks whether that finally correct performance would generalize to new stimuli. Accordingly, the children were probed with steadily changing sample pairs of three new stimulus sets-recombinations of the colored, marked shapes used in training; letters; and pictures. One child showed near-perfect generalization to all three of these new sets (like many children in prior reports). But the other two children showed near-perfect generalization to only two of the sets and not to the third Set-letters. Merely reintroducing the content-free question, "What are you looking for?" and acknowledging correct answers to it (i.e., self-instructions about letters) yielded largely accurate sorting of letter problems; this way of remediating failures of generalization had not been studied before. In general, sorting problems with two elements in common proved more difficult than those with one element in common; this difference diminished in the child told to self-instruct about letters after that self-instruction.

Child, Preschool↗
PubMedDate not supplied

Self-guided instructional materials in the physician office laboratory.

The effectiveness of systematically designed print-based materials in teaching (a) knowledge of laboratory tests and (b) laboratory test skills to laboratory staff in small office practices was measured. Self-guided packets on Gram stain performance and interpretation, rapid streptococcal testing, and vaginal wet preparations were developed by a multidisciplinary team. A total of 21 staff members (14 treatment, 7 control) in 12 family practice offices with three or fewer physicians participated in the study. A posttest-only control group design was used to determine the effects of using the self-guided instructional packets. The treatment group, in relation to the control, scored significantly higher on tests of knowledge for all packets, demonstrated no difference in scores for Gram stain or streptococcal test skills, and scored significantly higher for identification of elements in photographs of vaginal wet preparations. Results affirmed both the usefulness and limitations of print-based instruction for knowledge level outcomes. For developing laboratory test skills additional forms of instruction are needed.

Clinical Laboratory Techniques↗
PubMedDate not supplied

What are blood counts? A computer-assisted program for pediatric patients.

The diagnosis of cancer in a child leaves the parents and child faced with a life-threatening illness in addition to the need to learn about how the illness will impact their lives. Education about the disease process, treatment regimen, and possible side effects of therapy must occur. The educational process, often consisting of didactic teaching sessions, often does not lend itself well to the individual learning needs of the child. A more individualized and developmentally appropriate method of educating children was developed, consisting of the development of a computer-assisted instructional (CAI) program on blood counts.

Adolescent↗
PubMed1989

Comparison of programs for teaching personal safety skills to preschoolers.

We compared the relative effectiveness of two educational approaches for teaching personal safety skills with 100 preschoolers. A behavioral skills training program was compared with a feelings-based program, which instructs children to trust their feelings when making safety decisions. Children's abilities to discriminate between appropriate- and inappropriate-touch requests, their prevention skills, and levels of emotional distress were assessed before, immediately, and one month after program participation. Parents and teachers were surveyed regarding children's reactions. Compared with a control presentation, both programs were effective in enhancing children's knowledge and prevention skills without making them fearful, suggesting that preschool children can benefit from such programs. However, children in the feelings-based program had difficulty recognizing the appropriateness of certain touch requests, suggesting that this approach may have limited utility with preschool-age children.

Accident Prevention↗
PubMed1989

Treatment outcome in a private-sector residential care program.

The treatment outcomes of 60 chronic mentally ill patients who received services at Community Care, a private-sector residential care program, were analyzed. In addition to psychiatric services, the program offers instruction in living skills and vocational preparation, helps patients find jobs and housing, and operates an outpatient support network. Forty-two percent of the patients discharged during the study period achieved independence or near independence in the program and functioned at that level during a three-year follow-up period. Patients' level of education, degree of participation in the program, levels of residential and vocational achievement at discharge, and discharge status were significantly related to outcome. Patients with good participation in the program who stayed with the outpatient support network at discharge had at least a 95 percent probability of good outcome.

Activities of Daily Living↗
PubMed2002

Real-time, evidence-based medicine instruction: a randomized controlled trial in a neonatal intensive care unit.

PURPOSE: The study assesses potential for improving residents' evidence-based medicine searching skills in MEDLINE through real-time librarian instruction. SUBJECTS: Ten residents on a rotation in a neonatal intensive care unit participated. METHODOLOGY: Residents were randomized into an instruction and a non-instruction group. Residents generated questions from rounds and searched MEDLINE for answers. Data were collected through observation, search strategy analysis, and surveys. Librarians observed searches and collected data on questions, searching skills, search problems, and the test group's instruction topics. Participants performed standardized searches before, after, and six-months after intervention and were scored using a search strategy analysis tool (1 representing highest score and 5 representing lowest score). Residents completed pre- and post-intervention surveys to measure opinions about MEDLINE and search satisfaction. RESULTS: Post-intervention, the test group formulated better questions, used limits more effectively, and reported greater confidence in using MEDLINE. The control group expressed less satisfaction with retrieval and demonstrated more errors when limiting. The test and control groups had the following average search scores respectively: 3.0 and 3.5 (pre-intervention), 3.3 and 3.4 (post-intervention), and 2.0 and 3.8 (six-month post-intervention). CONCLUSION: Data suggest that measurable learning outcomes were achieved. Residents receiving instruction improved and retained searching skills six-months after intervention.

Adult↗
PubMed1987

Effects of mailed preoperative instructions on learning and anxiety.

This study sought to contrast mailing a booklet to accomplish preoperative instruction with teaching performed by nurses after hospital admission. Sixty-six patients were studied in a 700-bed medical center and were assigned to three teaching groups and a control group which did not receive teaching. The researcher compared the four groups preoperatively after admission to determine the patients' knowledge and ability to perform surgical exercises, as well as their anxiety levels. Findings were that patients who received a booklet by mail preadmission learned surgical exercises equally well compared to patients taught postadmission, and mastered significantly more exercise behaviors than those receiving no instruction. No statistical difference in anxiety level was found among groups. One may infer that mailing preadmission material should be considered as an effective teaching mode and alternative to postadmission instruction.

Adolescent↗
PubMed1976

Computer-aided-instruction in the emergency department.

The Massachusetts General Hospital Laboratory of Computer Science created a library of computer-aided-instruction (CAI) programs in 1972. An experimental network of Cai programs, made possible by National Library of Medicine (NLM) support, was set up in July 1972, operating over commercial communication lines. Programs developed by Massachusetts General, Ohio State University and the University of Illinois Medical College were made available to users with terminals in about 36 cities through a local telephone number. During the first two years of the program over 80 institutions participated. A trial of the Massachusetts General programs, in conjunction with the Continuing Education Committee of the American College of Emergency Physicians, was conducted in five representative community hospitals. The hospitals put up the cost of the terminals and the telephone charges. Results of the study showed that 12 of the 40 (30%) emergency physicians in the target population took 10 or more programs. They gave the programs a favorable overall rating--1.6 on a scale of 1 (strongly positive) to 5 (strongly negative).

Computer-Assisted Instruction↗
PubMedDate not supplied

Immediate and enduring changes in knowledge and self-efficacy in APNs following computer-assisted home study of The Pharmacology of Alcohol.

BACKGROUND: 18 advanced practice nurses (APNs) evaluated a two contact hour home-study computer-assisted instructional (CAI) program on the pharmacology of alcohol developed by the author. Changes in knowledge and self-efficacy were measured immediately following program use and 5 months later. METHOD: The APNs were recruited from two seminar sections of a traditional lecture-based continuing education course for nurses enrolled in a primary care nurse practitioner program. Participants completed cognitive and self-efficacy instruments in class pre-program use and 5 months post-program use. The APNs completed immediate post-program evaluation instruments at home and returned them by mail. RESULTS: Significant gains in knowledge and self-efficacy with large effect sizes were achieved immediately following program use. Cognitive and self-efficacy scores decayed significantly 5 months post-program use but were still significantly greater than pre-program scores. CONCLUSION: These findings indicate that continuing education in substance misuse or other pharmacology content may be effectively implemented at home via CAI.

Alcohol Drinking↗