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At least 1,351 records · Page 75Linked to original sources
PubMed1998

Oral cancer education training methods: a comparison of self-study and didactic approaches.

BACKGROUND: Dentists' competence and comfort level in detecting oral cancer may be strongly influenced by their dental school training. The purpose of this study was to compare the demonstrated knowledge of oral cancer topics among students receiving lectures and those learning the material through self-instruction at two dental schools. METHODS: Students at School 1 received 17 hours of lectures on various topics in oral cancer, including epidemiology, etiologic factors, histopathology, clinical appearance, clinical management and treatment, and oral complications. Lecture topics reflected material in the assigned text. Students at School 2 received only an introductory lecture, followed by a ten-week self-paced course using the same text used in School 1. At the end of the courses, the students at the two schools received identical 50-item final examinations. RESULTS: The students who had received the lectures and assigned readings scored significantly higher than did those assigned self-instruction alone (mean score of 91.2% vs 81.3%; p < 0.0001). This difference remained after statistical adjustment for entering grade-point average and Dental Aptitude Test score. CONCLUSIONS: Self-study of assigned readings may result in lower levels of knowledge of oral cancer topics than more traditional lecture-based teaching. The impact of this difference on clinical performance has not yet been demonstrated.

Analysis of Variance↗
PubMed1985

Competitive employment: teaching mentally retarded employees self-instructional strategies.

The purpose of this study was to teach two mentally retarded employees to perform tasks associated with their jobs. Typically, they served meals during lunch and dinner hours; however, they failed to wipe counters, and check and restock supplies. A self-instructional package, similar to the package introduced by Bornstein and Quevillon (1976), was incorporated to improve their performance in these areas. A multiple-baseline design was utilized in which training was sequentially introduced across subjects. The subjects were taught to ask questions about which tasks needed to be completed, answer their questions, and guide their performance in the task by self-instructing. The self-instructional strategies were introduced just prior to lunch and dinner (30-min period) and during the first 30 min of the lunch and dinner service periods, respectively. During training, both subjects demonstrated that they were capable of rehearsing each of the self-instructional strategies in a specific sequence. Following training, both subjects performed at least one of the three tasks (i.e., wiping counters, checking supplies, restocking supplies) during 84 and 88% of the observed work periods. Additionally, the results of the intervention indicated that both subjects spent more time working and met or exceeded nonprobationary, nonhandicapped coworkers' production standards (social validation measure). The results of this study are compared with those reported by others. Future areas of research are indicated.

Adult↗
PubMed1998

What makes people study more? An evaluation of factors that affect self-paced study.

Allocation of study time across items was investigated in three experiments. According to the norm-affects-allocation hypothesis, when studying an item, a person changes the sought-after degree of learning for the item (called the norm of study) in an attempt to achieve task goals. As the norm of study is increased, more time will be allocated for study. This hypothesis was evaluated by having people pace their study of items for an eventual test of recall. As predicted, study time was greater (a) when points awarded for recalling an item increased, (b) when instructions emphasized mastering each item rather than quickly learning each item, (c) when points deducted for each second of study decreased, and (d) when the likelihood an item would be on the test increased. Also, although allocating more study time was usually accompanied by an increase in eventual recall, under several conditions people's allocation of study time appeared sub-optimal. Discussion focuses on current theory of self-paced study and people's apparent sub-optimal allocation of study time.

Adult↗
PubMed1995

[The challenge of adult didactics: is self-instruction with support the solution?].

The current teaching approach in nursing is mainly tutor-centred: during a formal lecture the tutor provides the facts, the students stays a passive listener and has to memorize facts for reproduction during evaluation. In this paper the argument is focused on a student-centered approach that implies selfstudy with accompaniment when needed. The rationale for this approach is to develop a academic-scientific student, as it is impossible to provide all the information to learners in this technological despensation. The student is expected to remain a lifelong learner "A student cannot claim to have been educated successfully at university or college unless he has learned to study independently".

Education, Nursing, Baccalaureate↗
PubMed1992

Preadmission self-instruction effects on postadmission and postoperative indicators in CABG patients: partial replication and extension.

Fifty adult coronary artery bypass graft surgery patients were randomly assigned to preadmission self-instruction or posthospital admission instruction of therapeutic exercises (e.g., coughing). Self-instructed subjects reported higher positive mood scores, performed correctly significantly more exercise behaviors, and required less teaching time following hospital admission. Postoperatively, no group differences were found on mood states, physical activity, analgesic use, or length of hospital stay. Both groups, however, tended to use less pain medication than that reported by other researchers and experience shorter hospital stays than that assigned under the Diagnostic Related Groups prescription.

Adaptation, Psychological↗
PubMedDate not supplied

The use of intelligent terminals in MEDLINE training courses.

A number of self-instructional packages for students at the School of Librarianship, Leeds Polytechnic are described. The teaching packages have been written for use with a Hewlett-Packard HP2645A 'intelligent' terminal and cover the use of the terminal, access to the host (BLAISE) and information retrieval from MEDLINE. In addition a questionnaire is available on the terminal to test the students' understanding of the BLAISE system and the MEDLINE data-base, the students' responses are monitored automatically by the terminal. A preliminary evaluation of the teaching packages is included, the general reaction of the users to the packages being favourable.

Humans↗
PubMed2000

[Self instruction, multiple choice questions. Daily management of diabetes in children and adolescents].

The practitioner has usually relatively little experience in the daily management of pediatric diabetes, a complex issue due to multiple factors and individual variability. Seventeen multiple choice questions are proposed, which have been created for an interactive teaching session (see next article). For each question, a single answer is considered to be the most or the only correct one. This answer is given after the questions together with a brief comment about some of the proposed answers. The objective for the reader is self-teaching. The questions are not intended for self-evaluation.

Adolescent↗
PubMed1998

A pilot study of computer-aided vicarious exposure for obsessive-compulsive disorder.

OBJECTIVE: This study reports the use of an interactive computer program to instruct vicarious exposure and ritual prevention for obsessive-compulsive disorder (OCD). METHOD: Thirteen OCD volunteers and 10 non-OCD volunteers completed three 45-minute sessions at weekly intervals. Subjects with OCD completed the Yale-Brown Obsessive-Compulsive Scale (Y-BOCS), the Padua Inventory (PI) and the Beck Depression Inventory (BDI) 1 week prior to and 1 week after the three computer treatment sessions. Non-OCD subjects only completed these measures at baseline, allowing confirmation that they had no significant level of OCD symptomatology. RESULTS: In the OCD subjects, scores fell significantly on the PI and BDI, and Y-BOCS scores fell non-significantly. Engagement in vicarious exposure with ritual prevention improved from sessions 1-3. Compared to the non-OCD participants, OCD subjects did less vicarious exposure in session 1 but not sessions 2 and 3. Performance of vicarious exposure by OCD subjects in session 1 correlated with pre-post improvement in PI and BDI scores. CONCLUSIONS: The vicarious exposure program may have a role to play as an adjunct in behaviour therapy.

Adolescent↗
PubMed1995

Determining the collateral effects of peer tutor training on a student with severe disabilities.

In one experiment and two case studies, we evaluated the impact of training peer tutors without disabilities to provide effective instructional procedures with a student with severe disabilities who exhibited aberrant behaviors in the classroom. Peer tutors received training on how to provide appropriate commands and specific praise statements, as well as to decrease negative statements. In the experiment, two peer tutors were taught these skills in a multiple baseline design. Two case studies further clarified the impact of the peer tutor training. In Case Study 1, one peer tutor received training on the three skills concurrently and data were assessed in an AB design. In Case Study 2, one peer tutor was trained prior to working with the student to determine if a peer tutor who had no prior history with the student could work effectively with minimal disruptions from the onset. Data were also measured on the student's aberrant behaviors and his compliance before, during, and after training the peer tutors. Results indicated that the peer tutors learned to provide appropriate commands and specific praise and to reduce negative statements. More important, as a collateral effect of the training program, the student's aberrant behaviors decreased and his compliance to requests improved.

Behavior Therapy↗
PubMed1987

Planning disorder after closed head injury: a case study.

Disturbances of executive functioning after traumatic brain injury represent significant obstacles to social and vocational recovery and may require specific remedial intervention. We report the treatment of a client with impaired planning ability and poor self-control after closed head injury. Intervention consisted of a self-instructional procedure that required him to verbalize a plan of behavior before and during execution of the training task and gradually faded overt verbalization. There was systematic reduction of off-task behaviors and problem-solving errors over the eight weeks of training. Pre- and postmeasures showed significant changes consistent with increased planning ability. Self-control ratings of everyday behaviors improved with explicit training to promote generalization. Training of plan-ahead and self-verbalization strategies appears effective for remediation of executive functioning after traumatic brain injury. Generalization to real-life situations can be observed with extended training.

Adult↗
PubMedDate not supplied

A comparison of three teaching methods on learning and retention.

The purpose of this study was to examine the relationship of the teaching method used with cognitive learning and learning retention outcomes of nurses when instructed in Imogene King's Theory of Goal Attainment. This study's quantitative, quasi-experimental design examined relationships and/or differences between variables or groups. Cognitive learning and learning retention outcomes were measured by pre-, post- and 1-week posttests. Statistically significant learning took place in all three methods. However, no statistically significant difference was found between teaching method used and cognitive learning or retention. The information gained from this study may provide a stepping stone for enhanced education in the orientation phase of employment, and will provide the impetus for further study.

Adult↗
PubMed1985

Evaluation of a training manual for the acquisition of behavioral assessment interviewing skills.

Two procedures were used to teach behavioral assessment interviewing skills: a training manual and one-to-one instruction that included modeling, rehearsal, and feedback. Two graduate students and two advanced undergraduates were trained with each procedure. Interviewing skills were recorded in simulated assessment interviews conducted by each student across baseline and treatment conditions. Each training procedure was evaluated in a multiple baseline across students design. The results showed that both procedures were effective for training behavioral interviewing skills, with all students reaching a level of 90%-100% correct responding. Finally, a group of experts in behavior analysis rated each interviewing skill as relevant to the conduct of an assessment interview and a group of behavioral clinicians socially validated the outcomes of the two procedures.

Adult↗
PubMedDate not supplied

Comparison of two methods for teaching advanced arrhythmias to nurses.

An experimental study to compare the effectiveness of assisted self-directed learning (ASD) and traditional lecture methods (TLM) in acquiring competency for electrocardiogram interpretation was conducted within a conceptual framework of developmental and adult learning theory (Erickson, Tomlin & Swain, 1983; Knowles, 1980). After two teaching units were designed and an EKG posttest was constructed (r = .75) from actual patient records, registered nurse volunteers (N = 19) were randomly assigned to groups for simultaneous instruction. Because of the small sample size, statistical procedures were used to determine the effectiveness of randomization and to justify statistical procedures. EKG post-test scores for the experimental group (ASD, M = 81) and the control group (TLM, M = 71) were significantly different (one-tailed t = 1.79; p = .045); however, participants' prior knowledge of basic arrhythmias was not independent of method (ANCOVA, F[1, 16] = 21.373, p = .0003, covariate; F[1.16] = 2.312, p = .1479, main effects). EKG post-test scores were not related to critical care experience, cardiac monitoring experience, education level, or course satisfaction. While both methods are effective, ASD had higher mean scores and is more cost- and time-efficient.

Arrhythmias, Cardiac↗
PubMed1994

Improvement of neonatal care in Zhejiang Province, China through a self-instructional continuing education programme.

Major upheavals have taken place in medical education in the last three decades in China. This has meant that at every level there are personnel with a wide range of training backgrounds. Continuing education programmes to ameliorate the situation have been seen as a priority of the Ministry of Public Health (MOPH). However, many of the training courses offered are too academic in approach and do little to raise standards of clinical care. The shortcomings in neonatal education are particularly acute and this is reflected in the relatively high neonatal mortality rate. At the request of Zhejiang Provincial Bureau of Public Health (BOPH), Project HOPE, an American non-governmental organization (NGO), collaborated with Zhejiang Medical University (ZMU) on the development of a neonatal outreach programme. The programme was self-instructional in approach with individual hospitals having autonomy in the mode of implementation of the programme. There were 225 participants in four county level hospitals. Cognitive knowledge test scores improved by an average of 56%. Observation of clinical practices showed that 54% improved following the programme, with 34% meeting the criteria set by the modules. An inventory of facilities showed that of a list of essential items an average of 38% were present before the programme compared with 76% after completion of the programme. As a result of the success of the programme it is being expanded into a comprehensive teaching and evaluation package for use throughout Zhejiang Province and Eastern China.

China↗
PubMed2005

Disseminating a smokeless tobacco cessation intervention model to dental hygienists: a randomized comparison of personalized instruction and self-study methods.

This study evaluated 2 methods of disseminating an empirically validated smokeless tobacco intervention delivered during routine dental care. Twenty cities within 12 states were stratified and then randomized to 1 of 3 groups: personalized instruction (PI), self-study (SS), or delayed training (DT) control. Dental hygienists in the SS condition were sent a manual and video. Those in the PI condition were recruited to attend a workshop. Thirty-seven percent of eligible hygienists agreed to participate. At 12 months postenrollment, hygienists in the SS and PI conditions significantly increased their "Assist" behaviors (discuss cessation techniques, help patient set a quit date, and provide cessation materials) and reported fewer perceived barriers to delivering the intervention as compared with hygienists in DT. An economic analysis suggests that SS is more cost-effective than PI.

Adult↗
PubMed1982

The use of learning resource centers in the teaching of pulmonary medicine.

Learning resource centers (LRC) are areas designed for individual study which contain a variety of self-instructional materials. To evaluate the use of LRC in teaching pulmonary medicine, a survey was conducted of medical school pulmonary sections; responses were obtained from 30 sections with an NHLBI pulmonary Academic Award (PAA groups), and 21 sections without PAA (non-PAA group). LRC were established in 77 percent of the PAA group but only 14 percent of the non-PAA group. A higher percentage of pulmonary fellows than students used the resource center and student use was higher when the LRC was formally integrated into the curriculum. Textbooks and journals were more heavily used than materials utilizing audiovisual educational techniques. The results of this study suggest that pulmonary LRC use is modest, LRC cost is high, and LRC educational value may not be superior to general medical libraries.

Academic Medical Centers↗
PubMedDate not supplied

The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

Adult↗
PubMed1988

Therapist contact and outcome of self-exposure treatment for phobias. A controlled study.

Eighty-four chronic phobic patients were randomly assigned to self-exposure in vivo instructed by either a psychiatrist, a computer or a book; mean therapy time per patient was respectively 3.1, 3.2 and 0 hours. Seventy-one patients completed treatment. All three groups improved substantially and similarly to 6 months follow-up, with no significant difference between them; self-exposure treatment was effective even without therapist contact. Among the three groups, initial expectation of help and positive attitude to the psychiatrist were equally high and related to subsequent rating of help received. All three groups rated the psychiatrist as more tolerant, reliable, and understanding than the computer or book, but these attitudes did not relate to outcome, were initially similar among all three groups, and changed minimally at 6 months follow-up.

Adolescent↗