Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “PEDAGOGICS”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,297 records · Page 72Linked to original sources
PubMed2003

Extraction of periodic multivariate signals: mapping of voltage-dependent dye fluorescence in the mouse heart.

In many experimental circumstances, heart dynamics are, to a good approximation, periodic. For this reason, it makes sense to use high-resolution methods in the frequency domain to visualize the spectrum of imaging data of the heart and to estimate the deterministic signal content and extract the periodic signal from background noise in experimental data. In this paper, we describe the first application of a new method that we call cardiac rhythm analysis which uses a combination of principal component analysis and multitaper harmonic analysis to extract periodic, deterministic signals from high-resolution imaging data of cardiac electrical activity, We show that this method significantly increases the signal-to-noise ratio of our recordings, allowing for better visualization of signal dynamics and more accurate quantification of the properties of electrical conduction. We visualize the spectra of three cardiac data sets of mouse hearts exhibiting sinus rhythm, paced rhythm and monomorphic tachycardia. Then, for pedagogical purposes, we investigate the tachycardia more closely, demonstrating the presence of two distinct periodicities in the re-entrant tachycardia. Analysis of the tachycardia shows that cardiac rhythm analysis not only allows for better visualization of electrical activity, but also provides new opportunities to study multiple periodicities in signal dynamics.

Action Potentials↗
PubMed2006

Orthogonal search-based rule extraction (OSRE) for trained neural networks: a practical and efficient approach.

There is much interest in rule extraction from neural networks and a plethora of different methods have been proposed for this purpose. We discuss the merits of pedagogical and decompositional approaches to rule extraction from trained neural networks, and show that some currently used methods for binary data comply with a theoretical formalism for extraction of Boolean rules from continuously valued logic. This formalism is extended into a generic methodology for rule extraction from smooth decision surfaces fitted to discrete or quantized continuous variables independently of the analytical structure of the underlying model, and in a manner that is efficient even for high input dimensions. This methodology is then tested with Monks' data, for which exact rules are obtained and to Wisconsin's breast cancer data, where a small number of high-order rules are identified whose discriminatory performance can be directly visualized.

Algorithms↗
PubMed2003

Healthy viewing: the reception of medical narratives.

This paper draws on two reception studies. One focuses on an American medical drama which respondents perceived as entertainment but also as a reliable source of information from which they collected medical and social data by using emotional and ludic strategies. The second compares parallel illness narratives in a soap opera and a documentary. Soap operas were described by informants as good pedagogic tools because they attracted large audiences and promoted identification and repetition which enhance learning. On the other hand, they criticised the documentary for being incomplete and artificial. The conclusion argues that viewers are media-literate, astute and insightful. They produce sophisticated, subtle interpretations which cannot be predicted by content analyses of programmes alone. More reception research is therefore needed, particularly since television is increasingly omnipresent and provides a considerable portion of the public's medical knowledge.

Attitude to Health↗
PubMed2004

Site-specific updating and aggregation of Bayesian belief network models for multiple experts.

A method for combining multiple expert opinions that are encoded in a Bayesian Belief Network (BBN) model is presented and applied to a problem involving the cleanup of hazardous chemicals at a site with contaminated groundwater. The method uses Bayes Rule to update each expert model with the observed evidence, then uses it again to compute posterior probability weights for each model. The weights reflect the consistency of each model with the observed evidence, allowing the aggregate model to be tailored to the particular conditions observed in the site-specific application of the risk model. The Bayesian update is easy to implement, since the likelihood for the set of evidence (observations for selected nodes of the BBN model) is readily computed by sequential execution of the BBN model. The method is demonstrated using a simple pedagogical example and subsequently applied to a groundwater contamination problem using an expert-knowledge BBN model. The BBN model in this application predicts the probability that reductive dechlorination of the contaminant trichlorethene (TCE) is occurring at a site--a critical step in the demonstration of the feasibility of monitored natural attenuation for site cleanup--given information on 14 measurable antecedent and descendant conditions. The predictions for the BBN models for 21 experts are weighted and aggregated using examples of hypothetical and actual site data. The method allows more weight for those expert models that are more reflective of the site conditions, and is shown to yield an aggregate prediction that differs from that of simple model averaging in a potentially significant manner.

Algorithms↗
PubMed1980

Educating teachers of nursing: a survey of the opinions of students.

In this paper an account of an opinion survey is reported, which was carried out in order to determine how student teachers of nursing rated aspects of their course. The opinion survey included questions on pedagogical and education studies, teaching practice, research methods, statistics, related science and supporting studies. In the last section the method of course assessment is evaluated. Finally there is a discussion about the implications and limitations of the survey.

Curriculum↗
PubMed1990

Power for nursing education.

The topic of power and politics is a recurrent theme in the nursing literature, but not, I wish to suggest, in the nursing educational literature. This paper introduces the topic of power as a nursing educational issue. It is divided into three sections: (a) what a concept of power might mean for nursing education; (b) the nature and form of power relationships within nursing education; and (c) the nature, form and efficacy of the current professional strategies to gain power. First, two definitions of power for nursing education are explored: (a) the power inherent in organizational structures; and (b) the notion of practising nursing education as an empowering profession. Next, a theoretical framework is applied to specific examples of power relationships within nursing education. Two views of power and their inter-relationship with decision-making in curriculum matters are described: 'overt conflict' and 'control of the institution's agenda'. It is argued that these still fail to pick up important instances of the strategies to gain power. Finally, examples of strategies used to gain power in colleges of nursing are made explicit. Concurrently, questions are raised in relation to their efficacy and alternative strategies more congruent with the role of professional educator are advocated. It is argued that nursing education's most lasting form of power will rest in the development of pedagogical knowledge expertise and a research basis: in essence, the development of an academic identity in nursing education.

Career Mobility↗
PubMed2006

Using narrative pedagogy: learning and practising interpretive thinking.

AIM: This paper reports a hermeneutic study undertaken to explicate students' experiences in educational courses in which teachers enact Narrative Pedagogy. BACKGROUND: International interest in developing and implementing discipline-specific pedagogies is becoming commonplace as teachers respond to the challenges of preparing students for contemporary practice. Lifeworld Pedagogy, developed in Scandinavia, and Narrative Pedagogy, developed in the United States of America, Canada and New Zealand, are two approaches developed from nursing research for nursing education that provide teachers with research-based alternatives to conventional pedagogy. Further research is needed, however, that addresses how new pedagogies are experienced in schools of nursing. METHOD: Teachers and students from 22 schools of nursing in the United States of America were interviewed over a 4-year period between 2002 and 2005. Using interpretive phenomenology as the philosophical background and Heideggerian hermeneutics as the method, accounts from 52 participants were analysed by a research team. FINDINGS: The theme Learning and Practising Interpretive Thinking reveals how reform is occurring in schools of nursing that use Narrative Pedagogy. It documents how Narrative Pedagogy helps students challenge their assumptions and think through and interpret situations they encounter from multiple perspectives. Findings suggest that by focusing teachers' and students' attention on thinking and interpreting as communal experiences, interpretive pedagogies such as Narrative Pedagogy engage teachers and students in pooling their wisdom, challenging their preconceptions, envisioning new possibilities for providing care and engaging with others to ensure patient-centred care and safety. CONCLUSION: By documenting students' experiences in courses in which Narrative Pedagogy is used, this study provides teachers with research-based evidence to guide their pedagogical decisions. It extends international efforts to develop discipline-specific pedagogies and offers a practical, student-centred approach teachers can use to enhance students' thinking.

Education, Nursing↗
PubMed2006

In search of details of patient teaching in nursing documentation--an analysis of patient records in a medical ward in Sweden.

AIM: The aim of this study was to identify terms and expressions indicating patients' need for knowledge and understanding, as well as nurses' teaching interventions, as documented in nursing records. BACKGROUND: Previous international studies have shown that nursing documentation is often deficient in terms of recording patient teaching. METHODS: Patient records (N = 35) were collected in a general medical ward in a hospital in Sweden. The data contain 206 days of nursing documentation. The records were analysed with regard to content and structure. Terms and expressions indicating patients' need for knowledge and understanding and terms and expressions indicating nurses' teaching activities were analysed. RESULTS: The results showed that patients' need for knowledge is implicitly indicated by conceptions and experiences as well as questions. Furthermore, nurses' implicit teaching interventions consist of information, motivating conversations, explanations, instructions and setting expectations. However, the content and structure of the pedagogical activities in the patient records are fragmented and vague. RELEVANCE TO CLINICAL PRACTICE: Efforts must be directed towards elaborating upon the above-mentioned terms and expressions as indications of patients' need for knowledge and nurses' teaching interventions. Moreover, these terms and expressions must be recognized and acknowledged.

Adult↗
PubMed1994

The concept of supervision in psychiatric care--compared with mentorship and leadership. A review of the literature.

The purpose of the paper is to describe supervision and its significance compared with mentorship and leadership in health care. In addition, supervision is compared with other forms of processes for staff training in psychotherapy and psychosocial work. Supervision can be defined as a pedagogical process, where clinical experiences are made clear and systematized in a professional context. This requires a continual and systematic review process with an emphasis on solving problems.

Education, Nursing, Continuing↗
PubMed2006

The effect of a training course on mental health nurses' attitudes on the reasons of patient aggression and its management.

Aggression in healthcare systems poses a major problem for nurses because they are the most susceptible to suffer violence. Studies demonstrate that attitudes of nurses influence their behaviour regarding aggression and violence. Training programmes can positively change nurses' attitudes. This quasi-experimental study aimed to examine the effects of a systematic training course in aggression management on mental health nurses' attitudes about the reasons for patients' aggression and on its management. Sixty-three nurses (29 in the intervention and 34 in the control group) participated in this quasi-experimental pre-test and post-test study. The attitude of the participants of a training course was recorded by the German version of the Management of Aggression and Violence Attitude Scale (MAVAS). No significant attitude changes occurred in the intervention group at post-test. It is concluded that trainings intending to influence attitudes regarding the reason for patient aggression should consider the impact of the pedagogical quality of the training course, organizational support, and the user's perception. Moreover, it remains questionable to what extent a single instrument of measurement can record attitude changes.

Adult↗
PubMed1988

Learning human anatomy: does learning occur during a lecture?

Information uptake during a formal lecture was evaluated using a sample of 43 second-year medical students to whom a topic on human developmental anatomy was presented. The sample was divided into two groups: Blue (group B) (21 students) and Red (group R) (22 students). Prior to the lecture, a pre-test of 20 multiple choice questions was administered to each group. The lecture was then delivered over 50 minutes. Both in its preparation and presentation, the lecture conformed to the principles of programmed instruction. After a 10-minute students' question-and-answer session, a post-test was served. For group B, this was group R's pretest while group R, in turn, received group B's pretest. No question in the pre-test was repeated in the post-test. Intergroup comparisons of pre-test scores and of post-test scores revealed non-significant differences (P greater than 0.05), thus confirming that the pre- and the post-tests were of comparable difficulty. In each group, the mean post-test score was significantly higher than the pre-test score (P less than 0.001). The pooled scores indicated that the percentage mastery of material presented during the lecture increased from -1.8% to 58.4%. These results demonstrate that significant learning can occur during a lecture prepared and delivered in accordance with sound pedagogical principles.

Anatomy↗
PubMed1989

Computer-enhanced learning in neuroanatomy.

The recent development of powerful microcomputers and the introduction of object-oriented programming languages has now made available to educationists software that can be easily used to design and develop computer-based learning material. We have developed courseware and tutorware in the field of neuroanatomy which are pedagogically structured and yet provide multiple paths of learning for the individual student. Neuroanatomy is a difficult subject to learn because of the structural intricacy and functional correlations that it entails. The courseware enables students to approach the subject at different levels of difficulty and progress at their own pace towards a comprehensive understanding of structure and function aided by text integrated with graphics, sound and animation. A significant advantage to authors of similar courseware is the option to update the contents easily when necessary in the future.

Computer-Assisted Instruction↗
PubMed1993

Foundations of problem-based learning: some explanatory notes.

The present article elaborates on cognitive effects of problem-based learning put forward by Schmidt, De Volder, De Grave, Moust & Patel (1989) and Norman & Schmidt (1992). Its purpose is to discuss, in some detail, the theoretical premises of this approach to learning and instruction. It is argued that problem-based learning, above all, promotes the activation of prior knowledge and its elaboration. Evidence is reviewed demonstrating that these processes actually occur in small-group tutorials and that the processing of new information is indeed facilitated by discussion of a relevant problem. These effects must be attributed to a reorganization taking place in the knowledge structures of students as a result of problem-oriented study. In addition, a cognitive process called epistemic curiosity (or intrinsic interest) is enabled. Some directions for further research are outlined. The contribution starts, however, with a discussion of the philosophical and pedagogical roots of problem-based learning.

Cognition↗
PubMed1995

Comprehensive evaluation of specialist training: an alternative to board examinations in Europe?

Demands for specialist examinations grow in a new Europe with open borders for labour force, including medical doctors. Significant mechanisms stimulating this development are outlined. In the light of an analysis of the purpose of evaluation of postgraduate medical education, a warning is expressed against simplistic approaches and solutions. The measurement of clinical competence is complex and requires clarification of concepts, unveiling of needs, understanding of methodology, acceptance of consequences, and consideration of resource aspects of the different types of evaluation available. In order to emphasize the educational purpose of specialist training, a comprehensive formative evaluation process is suggested as an alternative to specialist examinations. This should involve both the trainee and the institution. Europe should not automatically imitate North America, and a supernational examination system with its many pedagogical, methodological, legal, and resource problems may not be the right approach to the assurance of quality in postgraduate medical education in Europe.

Education, Medical↗
PubMed2004

Prospective randomised comparison of traditional, personal bedside and problem-oriented practical dermatology courses.

PURPOSE: This paper reports a prospective, randomised study comparing a problem-oriented practical (POP) course based on paper cases to a personal bedside teaching (PBT) practical course and a standard practical course. METHODS: During 2 consecutive terms, students were randomly allocated to either 2 POP groups/term (n = 10/group), 2 PBT groups/term (n = 10/group) or the standard practical course, which consisted of a rotating system of lectures and bedside teaching with randomly appointed tutors. Each course was evaluated with the same 12-item questionnaire and multiple-choice test administered at the beginning and end of the course. RESULTS: The numbers of students evaluated were 36 for the POP groups, 37 for the PBT groups, and 155 for the standard course. The PBT and POP courses were rated significantly better (P < 0.001) than the standard course for all items. Aggregate marks (mean +/- SD) were: 1.59 +/- 0.8 for the POP course; 1.69 +/- 0.68 for the PBT course, and 2.71 +/- 0.98 for the standard course. There were no significant differences between the POP and PBT courses. Significantly better learning rates as indicated by an increase in the number of correctly answered questions were observed in students attending the POP and PBT courses. CONCLUSION: This prospective study demonstrated that there was no difference in the rating of a POP course and a bedside teaching course by students randomly assigned to 1 of 3 different pedagogical approaches. Furthermore, both alternative options achieved better ratings than the standard course, which is current teaching practice in our medical school. The PBT and POP approaches provided superior learning success and POP helped solve the problems of standardisation and patient recruitment.

Curriculum↗
PubMed2005

Influence of new educational technology on problem-based learning at Harvard Medical School.

PURPOSE: Computers with 50-inch, wall-mounted plasma screens and broadband Internet access were installed in all small group tutorial rooms at Harvard Medical School. This study examines how the introduction of this educational technology impacted on the problem-based learning tutorials. METHOD: A total of 37 tutorial groups, stratified by year of student, were observed at separate timepoints (autumn 2002, spring 2003) to document the patterns of use of the technologies. Based on these observations, end-of-course surveys were developed and distributed to students and tutors. Observational field notes and open-ended survey responses were qualitatively analysed for themes. RESULTS: Using a 5-point rating scale, both students and tutors indicated that the technologies had a positive impact on their tutorials. In autumn 2002, plasma screens were used for an average of 17.8 and 22.1 minutes per 1-hour observation in Year 1 and 2 tutorials, respectively; in spring 2003, usage declined to 6.9 and 5.9 minutes, respectively. Resources utilised included Internet sites (54% total use time), PowerPoint presentations by students (22%), and course-specific postings (24%). Marked course-specific variation in usage was noted. Observational and survey data revealed that the technologies interrupted the flow of tutorial discussion. Students and tutors expressed concerns that the plasma screens might be altering the process of problem solving in the tutorials. CONCLUSIONS: Both students and tutors reported that the introduction of computers and wall-mounted plasma screens had impacted positively on tutorials. Questions were raised as to how this technology might alter tutorial dynamics. Further research will be needed to investigate these pedagogical concerns.

Attitude↗
PubMed2005

How can medical students learn in a self-directed way in the clinical environment? Design-based research.

AIM: This study aimed to establish whether and under what conditions medical students can learn in a self-directed manner in the clinical environment. METHOD: A web-based learning management system brought 66 placement students, in a problem-based learning (PBL) medical curriculum, into closer touch with their clinical learning objectives and ways of achieving them. Free response comments from 16 of them during the 7 weeks they used it, transcripts of group discussions before and after the period of use, and responses from all 66 students to a questionnaire were analysed qualitatively. RESULTS: Students were rarely fully autonomous or subservient. They valued affective and pedagogic support, and relied on teachers to manage their learning environment. With support, they were motivated and able to choose how and when to meet their learning needs. The new system was a useful adjunct. CONCLUSIONS: Self-direction, interpreted literally, was a method of learning that students defaulted to when support and guidance were lacking. They found "supported participation" more valuable. Learning in the clinical environment was a social process with as many differences from, as similarities to, PBL.

Computer-Assisted Instruction↗
PubMed2005

Stress and depression among medical students: a cross-sectional study.

OBJECTIVE: To assess the exposure to different stressors and the prevalence of depression among medical students at different levels of education, taking gender differences into account. DESIGN: Students were asked to complete a new stress inventory called the Higher Education Stress Inventory (HESI), the Major Depression Inventory (MDI), slightly modified, and questions on suicidal ideation developed by Meehan. SETTING: The study was carried out at the Karolinska Institute Medical University, Stockholm, Sweden. Matched controls from the general population were used. PARTICIPANTS: All registered students in Years 1, 3 and 6 were enrolled in the study (n = 342). The response rate was 90.4%. RESULTS: Year 1 students gave high ratings to the workload and lack of feedback stressors. Year 3 students gave high ratings to 'Worries about future endurance/competence' and 'Pedagogical shortcomings'. In Year 6, both the latter factors were rated highly, but Year 6 students also gave higher ratings than the 2 other groups to 'Non-supportive climate'. In all 3 cohorts students complained of lack of feedback. Female students gave higher ratings than males to 4 out of 7 factors. Several stress factors were identified as being associated with depression. The prevalence of depressive symptoms among students was 12.9%, significantly higher than in the general population, and was 16.1% among female students versus 8.1% among males. A total of 2.7% of students had made suicide attempts, but none during the previous year. CONCLUSION: Year 1 students indicated experiencing the highest degree of pressure from studies. A gender difference regarding stress levels was also seen, where women reported higher levels of stress than men. Medical students had higher depression rates than the general population, and women students had higher rates than men.

Adolescent↗