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At least 1,333 records · Page 74Linked to original sources
PubMed2003

Effect of an Intelligent Prosthesis (IP) on the walking ability of young transfemoral amputees: comparison of IP users with able-bodied people.

OBJECTIVE: To make a comparative study of energy expenditure and walking speeds between able-bodied people and young Intelligent Prosthesis (IP) users and to demonstrate the effect of IP on the walking ability of young amputees. DESIGN: The test subjects were eight young traumatic transfemoral amputees. Fourteen able-bodied persons served as controls. All amputees used an IP, and they had all undergone a prosthetic rehabilitation program for 8 wk. IP users, who had completed the rehabilitation program, were instructed to walk at speeds of 30, 50, 70, 90, and 110 m/min. Measurements of energy expenditure while walking were taken. The most metabolically efficient waking speed was also determined. RESULTS: On average, the IP users experienced an oxygen uptake that was 24.1% and 24.2% higher than those for the controls at speeds of 70 and 90 m/min, respectively. It was also determined that the most metabolically efficient walking speed for the IP users was the same as for the controls. CONCLUSIONS: This study showed that young IP users who undergo an adequate prosthetic rehabilitation program can achieve remarkably improved walking performance. Young IP users could walk at the normal speeds of able-bodied people, with only around a 24% increase in energy expenditure.

Adaptation, Physiological↗
PubMed1991

Establishment of a laparoscopic cholecystectomy training program.

A recently developed alternative to traditional laparotomy and cholecystectomy is laparoscopic-guided cholecystectomy. This procedure has the advantages of reduced hospital stay, early return to work, diminished abdominal wall scarring, and less patient discomfort. The complex nature of this procedure and the current lack of extensive clinical experience preclude the traditional "hands-on" training normally practiced in surgical residency programs. At the University of Maryland, we have developed a program to instruct both surgeons and surgical residents in the techniques of laparoscopic surgery. Technical competence is achieved under the close supervision and guidance of an experienced laparoscopic surgeon. Training of residents in this procedure, therefore, is not very different than that for other general surgical procedures. Surgeons already in clinical practice, however, gain experience under somewhat different circumstances. Initial training involves didactic instruction through laparoscopic surgical atlases and educational videotapes. Further training uses a simulation device which enables the trainee to practice techniques of laparoscopic suturing, knot-tying, and clip application. Actual operative experience is acquired primarily in experimental animal preparations. Laparoscopic-guided removal of the gallbladder is performed in young swine (20-25 kg) under conditions that mimic those in the operating room. Further clinical experience can be acquired by assisting on several laparoscopic operations, usually involving diagnostic or pelvic procedures. Actual operative experience with laparoscopic cholecystectomy, of course, comprises the final phase of the educational program. The introduction of clinical laparoscopic training into general surgery residency programs should influence the widespread adoption of this new procedure.

Cholecystectomy↗
PubMed1988

[A method of education at a distance for nurses' aides in the community area of Guatemala].

The authors describe in detail a self-tutorial system that has been used for some ten years in Guatemala to train auxiliary nursing personnel. This model addressed both training and service objectives, and it proved to be consistent with a health policy of integrating teaching and service which the country was implementing at the time. The system involved a national effort to develop self-tutorial units and materials on basic subjects such as nursing procedures, mother and child health, first aid, management, guided therapy, community development and health education. Materials were divided into three categories: for self-tutorial instruction, for recording, supervision and evaluation, and for coordination and feedback within the system. Lastly, greater detail is given on the functions and tasks performed at the different levels of staff involved in managing the system, and the mechanisms which were implemented in the country's health areas are described.

Guatemala↗
PubMed1981

The marketing of instructional materials to health practitioners.

With the increasing costs of education, for both practitioners and academic health centers, the time for a different format for continuing education has arrived. An educational resource department is the logical center to the development and management of a project as described in this paper. The educational resource department, the academic health center, and the practitioners can all benefit from turning attention outside academic walls.

Costs and Cost Analysis↗
PubMed1989

Improving learning disabled students' skills at composing essays: self-instructional strategy training.

This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.

Child↗
PubMedDate not supplied

Comparison of classroom instruction and independent study in body mechanics.

This study was designed to determine which method of instruction in body mechanics results in the higher subsequent use of the techniques taught. Two groups were formed from nursing personnel at a rural general medical-surgical hospital in the southwestern United States. Subjects from the direct care nursing staff were randomly assigned to one of the two groups. One group attended two hours of classroom instruction in body mechanics, while the other completed an independent study module. Subjects were pre- and posttested using the Work-Related Body Mechanics Evaluation (Carlton, 1987) while performing a standardized lifting task in the clinical setting. Using analysis of covariance, no significant differences were found in the posttest scores of the two groups.

Biomechanical Phenomena↗
PubMed1976

A partially self-instructional system that any teacher can develop and implement.

Some authors have suggested that the teacher has two basic choices of style which can be used to influence learning: he/she can manage learning resources or he/she can function as such a resource. Part of the appeal for the authors of the course format described here is the blurring of that distinction. Functioning both as a manager and a resource appears to us a near optimal role for the teacher.

Curriculum↗
PubMed1993

Comparing two modes of teaching a question-answering strategy for enhancing reading comprehension: didactic and self-instructional training.

This study investigated the comparative efficacy of two instructional approaches--didactic teaching and self-instructional training--in teaching average and poor readers a comprehension question-answering strategy. Forty-five average students and 45 poor readers from Grades 5 and 6 participated. These 38 girls and 52 boys were equally and randomly assigned to one of three treatment conditions: didactic teaching of the strategy, self-instruction, or control (no training). Students in the first two treatment conditions learned a mnemonic strategy ("Here," "Hidden," and "in my Head") to indicate question-answer relationships that are text explicit, text implicit, or script implicit, respectively. Essentially, the 3H mnemonic cued students to use appropriate text and/or knowledge-base information in answering comprehension test questions. In addition, students in the self-instruction group learned three self-questions to guide their use of the 3H strategy. Specifically, the self-questions focused students' attention on the task, provided a basis for decision making concerning the categorization of comprehension test questions, and reminded students to check their answers. The results indicated that both didactic teaching and self-instructional training of the strategy effected significant improvements in students' reading comprehension performance. However, self-instructional training was more effective in enhancing and maintaining students' reading comprehension performance than didactic teaching. Moreover, results from the oral questionnaire indicated that the 3H strategy training increased students' general meta-cognitive knowledge. Lastly, of the 60 trained students, 52 wrote that they would encourage other children to learn the 3H strategy. Thus, the response to strategy learning was clearly positive.

Attention↗
PubMedDate not supplied

Preparing nurses for the inevitable: the New Madrid earthquake.

Although this article discusses earthquake preparedness for the New Madrid seismic zone, registered nurses in any location will be on the front line as patient caregivers and managers in the event of a damaging earthquake. Two self-instructional modules were developed to educate registered nurses about earthquake preparedness. Statistical analyses of pretest and posttest scores from nurses who completed the modules and from nurses who participated in a control group reveal that the modules are effective educational tools. This information will make them more effective as nurses during and after an earthquake and emphasizes the need for their involvement in disaster mitigation and planning.

Disaster Planning↗
PubMedDate not supplied

Cardiac rehabilitation: not just exercise anymore.

SUMMARY: The treatment of older and sicker patients and decreasing length of stays are forcing a rethinking of approaches to cardiac rehabilitation. As a result, cardiac rehabilitation programs are becoming more flexible, emphasizing life-style changes and psychosocial support to meet patient needs. KEY POINTS: Today's rehabilitation patients are likely to be older and to stay in the hospital fewer days than patients in the past, and they may have congestive heart failure or be candidates for cardiac transplantation. Newer therapies, such as angioplasty, result in some patients being diagnosed, treated, and discharged quickly. These patients often do not stay in the hospital long enough to undergo the first phase of cardiac rehabilitation. With the decreasing length of stays for most cardiac events, it is not reasonable to expect that inpatient rehabilitation will produce tangible improvement in physical capacity or significant retention of information and instructions. Rehabilitation programs need to be changed accordingly. Low-risk patients undergoing angioplasty may still need cardiac rehabilitation to decrease the risk of restenosis and to reduce cardiac risk factors. Programs that include aggressive risk-factor modification may produce regression in stenosis of coronary arteries, but compliance is difficult to elicit and maintain.

Aged↗
PubMed1977

[Formative evaluation of education].

The formative evaluation tries to obtain, analyze and furnish information over the planning and development of a course, which is brought about through a continuous performance of the students during the course. This method allows for the adoption of corrective measures with reference to the course (presentation of other learning opportunities, preparation of instructive materials, revision of curriculum, etc.) and with reference to the student (studies prescribed). The formative evaluation may be fulfilled by means of repeated tests which the student himself will correct and, subsequently, will discuss with the professor; it can also be processed by means of the students self-evaluation, interacting with computer terminals. CLATES/Rio presents its experience employing minicomputers to allow for self-evaluation in bioscience courses.

Computers↗
PubMed1981

[Training of community health aides by means of a self-instruction "package"].

This paper describes the results of a teaching experiment carried out in the state of Querétaro, Mexico, in which a self-teaching "package" was used to train community workers in basic concepts of health education. This teaching method was used as a practical educational device that offered training which, while rapid, was based on principles of educational technology. It was shown that the system was useful for the acquisition of information applicable to primary health care activities and could also find application in other areas of public health.

Community Health Workers↗
PubMed1990

Cognitive networking as a learning strategy.

A concept map, concept network, or hierarchical concept tree is an instructional tool which graphically arranges information to help students build better mental connections among concepts. The ability to retain and recall concepts by building such mental connections is called cognitive networking. In the pilot study described here, we tested whether this arrangement of graphics could enhance senior medical technology students' ability to create effective cognitive networks on bacterial features. The self-instructional slide/tape program we designed made use of the graphics to show the relationships among general and specific bacterial features. Students who viewed the slide/tape and used the graphics when studying for the exam performed significantly better on objectives illustrated on the slide/tape than did the previous class which did not view the graphics. There was no significant difference between the two groups on objectives which were the base from which the graphics were built.

Cognition↗
PubMed1999

Body size categorization in anorexia nervosa using a morphing instrument.

OBJECTIVE: To test the feasibility of the technique of "morphing" for body image assessment purposes and to investigate whether females with anorexia nervosa (AN) categorize other female's body sizes similarly to controls. METHOD: A morphing movie showing the transformation of a thin woman into an obese woman was presented. Females with AN and thin controls selected the sizes corresponding to the transitions between the body size categories thin, normal, fat, and obese. They were instructed to look at the woman in the movie as themselves (Self) versus someone else (Other). RESULTS: The AN group chose significantly lower transitions associated with the categories thin, normal, fat, and obese under the Self instruction than controls. Similarly, they selected lower settings for all but the obese category when looking at the body as someone else's. It was concluded that females with AN display a harsher judgment not only of their own body size and shape, but also of that of another woman, than women without an eating disorder. DISCUSSION: The morphing instrument was found to be sufficiently realistic, detailed, and sensitive for its intended purposes.

Anorexia Nervosa↗
PubMed1996

Comparison of modes of oral hygiene instruction in improving gingival health.

195 Hong Kong Chinese employees from a single company participated in a 10-month longitudinal study on the effects of various modes of delivery of oral hygiene messages on their gingival health. Subjects were allocated to one of the following modes of oral hygiene education: (1) personal instruction; (2) self-education manual; (3) video; (4) a combination of 2 or more of these modes of instruction. Scaling or any other form of periodontal treatment was not given throughout the study period. Full mouth clinical examinations were carried out using a Williams Periodontal probe to examine for the presence or absence of plaque and bleeding on probing from the gingival sulcus. At 2 weeks, 4 months and 10 months, results showed significant reductions in the mean % of plaque and bleeding when compared with baseline. No significant differences were found between the groups given the various modes of oral hygiene education. The study does confirm the effectiveness of oral hygiene alone in improving gingival health, but the lack of difference in the outcome of various oral hygiene education approaches indicates that the mode of instruction is not crucially important to the end result. However, it has to be acknowledged that improvement in oral hygiene may be related to factors other than the oral hygiene programme itself. The findings have significant implications in oral health promotion programmes to improve the periodontal status of the local community.

Adult↗
PubMed1980

Biofeedback-assisted sexual arousal in females: a comparison of visual and auditory modalities.

This study was undertaken to investigate the effects of instructional set and biofeedback modality upon the ability of 23 females to achieve control over sexual arousal. Two levels of instructional set (increase, decrease) were completely crossed with three feedback modalities (audio, visual, no feedback). Changes in vaginal blood volume (VBV) and vaginal pulse amplitude (VPA) were monitored by a vaginal plethysmograph and reduced on line by a microcomputer. During feedback trials, all subjects received audio- or visual feedback of the VBV response. Subjects participated in two sessions, each consisting of six 3-minute trials, one in each instruction/feedback combination. Order of trials was counterbalanced. Subjective levels of arousal, VBV, and VPA were significantly higher under increase instructions. Also, a significant feedback effect was noted in the subjective measure and the VBV measure, favoring visual feedback for overall control of sexual arousal. However, the feedback effect accounted for a small portion of the variance, and it was concluded that performance was not appreciably superior with or without feedback. Thus practical considerations may determine the feedback modality to be used for vaginal vasocongestion in future research. Higher positive correlations of subjective ratings with vaginal blood volume occurred during feedback trials, which suggests that biofeedback may be helpful in discrimination training to facilitate awareness of the feelings associated with different arousal levels and correct labeling of increased vasocongestion as sexual. Further research is necessary to see if sexually dysfunctional women can benefit from a biofeedback component in a comprehensive therapy program and to determine the effect of many training sessions on discrimination and self-control of arousal.

Adult↗
PubMed1990

Supplemental group discussions in memory training for older adults.

Memory training was compared in adults aged 60-80. Groups 1 and 2 studied a self-instructional memory training manual; Group 2 also attended supplementary group discussions of typical problems of later life, related coping methods, and the techniques in the self-instructional manuals. Group 3 was a wait-list control group. Memory performance on 2 word lists significantly improved in the supplemental discussion group but not in the group that only studied the self-instructional manual. Enhanced performances were maintained at a 1-month follow-up. Bibliotherapy alone may be inferior to treatment involving a group component, although the mechanisms of such enhancement remain unexplored with respect to memory training. Neither treated group improved their digit span or recall of names and a brief prose passage; teaching older adults the strategies of chunking and use of imagery may not be beneficial.

Aged↗
PubMed2003

[Systematic application of visualized solution algorithms and verbal self-instruction in spelling remediation: initial results of general practice outcomes].

In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Achievement-related pre- and posttest data of two treatment cohorts including children and adolescents with severe spelling disabilities were analyzed. The treatment was administered in single-case or small group sessions and took about 85 hours in average. In each cohort empirical results could demonstrate statistically significant increases in students' spelling test performance.

Adolescent↗