Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Programmed Instruction”

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 1,369 records · Page 76Linked to original sources
PubMed1998

Oxygen therapy for children. Need-based preparation and evaluation of a self-instructional module for staff nurses on care of a child receiving oxygen therapy.

The present study was carried out with the objectives of determining the learning needs of Staff Nurses regarding care of children receiving Oxygen Therapy; finding association between learning needs and selected variables: age, total years of experience, experience in Paediatric Ward, married with or without children; determining validity of self-instructional module, on "care of child receiving Oxygen Therapy", and evaluating the effectiveness of the self-instructional module or SIM. The study was conducted in two phases. A survey approach was used for Phase-I and one group pre-test post-test design was adopted for Phase-II. The total sample of the study was 30 Staff Nurses, of 6 months experience in Paediatric Ward. The findings of the study showed high learning need status in most of the areas and the Staff Nurses also expressed the desirable need for learning in detail. It was found that age, total years of experience, experience in Paediatric Ward and married with or without children were independent of their learning need. SIM was effective in terms of gain in knowledge score as well as acceptability and utility scores of Staff Nurses.

Adult↗
PubMed1993

Inducing adaptive coping self-statements in children with learning disabilities through self-instruction training.

This study investigated the efficacy of a coping strategy in reducing math anxiety in children with learning disabilities (LD). The coping strategy was based on cognitive behavior modification (CBM). Twenty children from Grades 4 to 7 participated in the study. Half of them were children with LD and the remaining were normally achieving children. The dependent measures were self-talk data and performance data on math (fraction) problems. Pretest data indicated that normally achieving children produced substantially more positive self-talk than children with learning disabilities. Subsequent to training in the use of the CBM-based coping strategy, children with LD produced a comparable amount of positive self-talk at posttest as found in normally achieving children. Moreover, there was a moderate, positive correlation between increased positive self-talk and math performance among the children with LD. The results clearly indicated that the children with LD had learned to cope with their math anxiety via a CBM-based strategy. More generally, the results of the study suggest that CBM strategies can be effectively applied to the affective domain. This broader implication and the limitations of the study are discussed.

Achievement↗
PubMed2006

Estimating transfer of learning for self-instructional packages across dental schools.

The most common topic of research in dental education is assessing the effectiveness of self-instructional units in various formats compared to lectures covering the same material. Generally, these studies are of high methodological quality and reveal mixed results or results slightly favoring self-instruction. All such studies, save one, have been conducted in the context of various single schools, thus confounding the effects of self-instructional format with factors particular to schools and their students. A reanalysis, using Cronbach's generalizability analysis, was performed on a study in the literature that was conducted at six schools and measured student aptitude. The reanalysis found that the largest source of variance on immediate post-test quizzes for knowledge following a three-hour unit on disturbances in tooth development was the school at which the study was conducted (24 percent), followed by student aptitude measured by DAT score (20 percent). Difference in format among lecture, booklet, and audiotape presentations accounted for 5 percent of the variance. This reanalysis demonstrated that statistically significant results from rigorous experimental designs can overrepresent what is revealed by such research. The context-specificity of educational innovations may be underestimated because few studies are replicated across schools. Studies conducted as single schools, regardless of their methodological rigor, fail to address issues associated with potential transfer of findings to other schools.

Analysis of Variance↗
PubMed1998

Beyond curriculum reform: confronting medicine's hidden curriculum.

Throughout this century there have been many efforts to reform the medical curriculum. These efforts have largely been unsuccessful in producing fundamental changes in the training of medical students. The author challenges the traditional notion that changes to medical education are most appropriately made at the level of the curriculum, or the formal educational programs and instruction provided to students. Instead, he proposes that the medical school is best thought of as a "learning environment" and that reform initiatives must be undertaken with an eye to what students learn instead of what they are taught. This alternative framework distinguishes among three interrelated components of medical training: the formal curriculum, the informal curriculum, and the hidden curriculum. The author gives basic definitions of these concepts, and proposes that the hidden curriculum needs particular exploration. To uncover their institution's hidden curricula, he suggests that educators and administrators examine four areas: institutional policies, evaluation activities, resource-allocation decisions, and institutional "slang." He also describes how accreditation standards and processes might be reformed. He concludes with three recommendations for moving beyond curriculum reform to reconstruct the overall learning environment of medical education, including how best to move forward with the Medical School Objectives Project sponsored by the AAMC.

Accreditation↗
PubMed1989

Teaching lip-reading: the efficacy of lessons on video.

Studies of the efficacy of filmed and videotaped materials for lip-reading self instruction have provided encouraging results. The recent increase in private ownership of VCRs allows widespread home use of video lessons for improving lip-reading skills. Such an approach is particularly, useful for hearing-impaired adults who have no access to lip-reading classes. To fill this need in Australia a 3-hour video cassette of nine lip-reading lessons was produced. The video lessons were tested over a period of 5 weeks. The study showed a significant improvement in the lip-reading skill of students who studied the video cassette compared to a control group who did not. The extent of improvement did not differ for students who studied the video in a class, at home, or as supplementary teaching material. While the age and sex of the subjects did not influence improvement of lip-reading skills, the study showed greater improvement for the relatively poorer lip-readers. More detailed testing of one group of students showed generalization of lip-reading skills to unfamiliar speakers and materials.

Adult↗
PubMedDate not supplied

Comparison of independent and traditional registered nurse learners in a physical assessment course.

The purpose of this study was to determine if there was a significant difference in the time used to complete a neurological assessment by students who studied physical assessment and practiced independently when compared to students who used the traditional lecture method of instruction and practiced with the instructor. The research methodology utilized a descriptive comparative design. The convenience sample consisted of 20 Registered Nurses (RNs) randomly selected from a class of 34 RN students in one section of an undergraduate Physical Assessment course. A watch was used to measure the time the student used to complete the neurological assessment. A one-tailed independent samples t-test was used to compare the difference in time used as indicated by the means of the two groups. The level of significance was 0.05. The result of the study is that there was no significant difference found between the two groups on the amount of time used to complete a neurological assessment p > .05, t = 1.151, p = .303. The conclusion of this study was that RN students are able to learn physical assessment independently and successfully complete a neurological assessment in a similar amount of time as RN students who use the traditional classroom method. Recommendations include replicating the study with a larger sample and with students in a Graduate Health Assessment course to determine if similar results will occur.

Education, Nursing↗
PubMedDate not supplied

[Treatment effects of combined cognitive behavioral therapy with parent training in hyperkinetic syndrome].

In the past cognitive behavioral treatment concepts failed to demonstrate their clinical effectiveness in the treatment of ADHD children. We combined a cognitive treatment package (CBT) with a special focus on self-instructional and self-management skills with a subsequent parent management training (PMT) in order to reduce academic problems and oppositional/aggressive behavior. 18 children with a diagnosis of ADHD combined type and Oppositional Defiant Disorder participated in the study. In an A-B study design the effects of a 12 weeks treatment phase (6 weeks CBT; 6 weeks PMT) were compared with a preceding 4 weeks baseline. Core symptoms of ADHD, conduct and homework problems were assessed by weekly administration of parent and teacher questionnaires. CBT was effective in reducing the core symptoms of ADHD at home, in school and concerning homework problems. Moreover conduct problems at home and in school were reduced. PMT resulted in a further amelioration of the cited symptoms. We conclude that CBT is an important component in the treatment of ADHD provided that aspects of generalization are considered. PMT is a useful adjunct to CBT due to its effectiveness in situations where children still have problems of self guidance.

Aggression↗
PubMed2003

The design of distance-learning programmes and the role of content experts in their production.

This paper describes an effective and efficient approach to the production of distance-learning materials in which content experts, editors and instructional designers collaborate. The approach is based on the development of a clearly defined agreed educational strategy and the use of a template for the programme. This allows the content experts to assemble the first draft of the programme in an appropriate format, with further revisions being carried out by the educationists in collaboration with the content editor. A task-based approach was adopted in the programme and a two-column layout incorporating nine different types of educational enhancements was used. Useful educational strategies which should be considered in the development of the template for a distance learning programme can be categorized into the following three areas: (1). interactivity enhancements including questions posed, think points for reflection, and case scenarios linking theory to practice; (2). enrichment enhancements including illustrations, readings and quotes from experts; (3). action/practice enhancements highlighting the application of portfolio building--provides useful advice on topics covered as they relate to the AFRC examination, and encourages trainees to apply their knowledge. The use made of the enhancements varies in the different modules. This project was challenging and ambitious but our objectives were met with all 39 authors satisfactorily producing the 42 SELECT Units.

Critical Care↗
PubMed1997

CPR training without an instructor: development and evaluation of a video self-instructional system for effective performance of cardiopulmonary resuscitation.

Traditional classroom-based instruction of cardiopulmonary resuscitation (CPR) has failed to achieve desired rates of bystander CPR. Video self-instruction (VSI) is a more accessible alternative to traditional classroom instruction (TRAD), and it achieves better CPR skill performance. VSI employs a 34-min training tape and an inexpensive manikin. VSI combines simplified and reordered content focusing on the delivery of one-rescuer CPR with the 'practice-as-you-watch' approach of an exercise video. Performance of CPR skills immediately following VSI was compared to performance immediately following TRAD using an instrumented manikin, a valid and reliable skill checklist, and an overall competency rating. Compared with TRAD subjects, VSI subjects performed more compressions correctly (P < 0.001), more ventilations correctly (P < 0.001), and more assessment and sequence skills correctly (P < 0.001). TRAD subjects delivered twice as many compressions that were too shallow, and underinflated the lungs twice as often. VSI subjects were rated 'competent' or better 80.0% of the time, compared with TRAD subjects, who achieved this rating only 45.1% of the time (P < 0.001). TRAD subjects were rated to be 'not competent' in performing CPR nearly 10 times more often than VSI subjects (P < 0.001). Subjects 40 years of age and older performed better after VSI than after TRAD. Superior skill performance among subjects exposed to VSI persisted 60 days following training. VSI has the potential to reach individuals unlikely to participate in TRAD classes because of its greater convenience, lower cost, and training in about 0.50 h compared with 3-4 h for TRAD classes.

Adult↗
PubMed2001

Impact of problem-based learning on residents' self-directed learning.

OBJECTIVE: To examine the effect of a problem-based learning (PBL) curriculum on self-directed learning behaviors among a group of pediatric residents. METHODS: A controlled comparison study was conducted with 80 pediatric residents at a large urban academic medical center. Residents were observed over 3 distinct but consecutive periods. First, all residents participated in a 3-month-long daily lecture series (pre-exposure phase). Then, for another 3 months, 39 residents (PBL group) were exposed to twice-weekly PBL sessions while 41 residents continued with the daily lectures (lecture-based group) and served as controls. Problem-based learning was withdrawn after 3 months and all residents returned to the lecture series (follow-up phase). Residents' self-directed learning behaviors were assessed through self-administered questionnaires during the pre-exposure, exposure, and follow-up phases. RESULTS: There were no significant preexposure differences in self-directed learning behaviors between the groups. During the exposure phase, the PBL group had significantly higher self-directed learning: 5 or more hours of independent study (26% vs 7%) [corrected] (P=.001); 5 or more hours of medical discussions (28% vs 4%) (P=.008); 2 or more computer literature searches (51% vs 30%) (P=.005); and total hours of self-study per week (6 vs 4 hours) (P<.05). At the 3-month follow-up, the PBL group had returned to baseline levels of self-directed learning and there were no significant differences between the groups. CONCLUSION: Residents exposed to PBL engaged in significantly higher levels of self-directed learning than their counterparts.

Adult↗
PubMed1971

Challenge and change.

Explore the source record for details and available documents.

American Medical Association↗
PubMed1996

Anxiety sensitivity and treatment outcome in panic disorder.

The purpose of this study was to examine the relationship between change in anxiety sensitivity, as measured by the Anxiety Sensitivity Index (ASI), and treatment outcome in a sample of 106 subjects with a DSM-III-R diagnosis of panic disorder (with or without agoraphobia) who were participants in an evaluation study of cognitive-behavioral treatment. Results revealed that subjects who received active treatment had significantly lower anxiety sensitivity scores at post-treatment than the wait-list control group. We also examined change in anxiety sensitivity from pre- to post-treatment in reference to Clinical Global Improvement (CGI) ratings and with the effect size statistic. Subjects who showed improvement based on CGI ratings also demonstrated a reduction in anxiety sensitivity. Furthermore, the effect sizes obtained with the ASI were greater in magnitude than those obtained with other widely used anxiety self-report measures. Taken together, the finds supported the use of the Anxiety Sensitivity Index as a treatment outcome measure in panic disorder research.

Adult↗