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At least 1,387 records · Page 77Linked to original sources
PubMed2000

Multifactorial approach to the prevention of coronary heart disease: from computer to paper and pencil?

BACKGROUND: In Europe the multifactorial clinical approach to the prevention of coronary heart disease is based on the Framingham equation presented in graphical form including age, sex, level of total serum cholesterol, systolic blood pressure and smoking. OBJECTIVE: To propose a straightforward paper-and-pencil score (Global Coronary Risk Score) including level of high-density lipoprotein cholesterol for the Belgian or more broadly western European population derived from 10-year follow-up mortality of a Belgian national population sample. RESULTS: This score has the same predictive power as the Framingham equation both for men aged 35-74 years and for women aged 50-74 years. It gives a ranking of subjects into four groups according to their relative risks. CONCLUSION: Coronary Risk Score is user friendly and probably has pedagogical virtues.

Adult↗
PubMed2006

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education.

BACKGROUND: We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' - an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). DISCUSSION: Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. SUMMARY AND CONCLUSION: If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.

Audiovisual Aids↗
PubMed2006

Can antibiotic prescriptions in respiratory tract infections be improved? A cluster-randomized educational intervention in general practice--the Prescription Peer Academic Detailing (Rx-PAD) Study [NCT00272155].

BACKGROUND: More than half of all antibiotic prescriptions in general practice are issued for respiratory tract infections (RTIs), despite convincing evidence that many of these infections are caused by viruses. Frequent misuse of antimicrobial agents is of great global health concern, as we face an emerging worldwide threat of bacterial antibiotic resistance. There is an increasing need to identify determinants and patterns of antibiotic prescribing, in order to identify where clinical practice can be improved. METHODS/DESIGN: Approximately 80 peer continuing medical education (CME) groups in southern Norway will be recruited to a cluster randomized trial. Participating groups will be randomized either to an intervention- or a control group. A multifaceted intervention has been tailored, where key components are educational outreach visits to the CME-groups, work-shops, audit and feedback. Prescription Peer Academic Detailers (Rx-PADs), who are trained GPs, will conduct the educational outreach visits. During these visits, evidence-based recommendations of antibiotic prescriptions for RTIs will be presented and software will be handed out for installation in participants PCs, enabling collection of prescription data. These data will subsequently be linked to corresponding data from the Norwegian Prescription Database (NorPD). Individual feedback reports will be sent all participating GPs during and one year after the intervention. Main outcomes are baseline proportion of inappropriate antibiotic prescriptions for RTIs and change in prescription patterns compared to baseline one year after the initiation of the tailored pedagogic intervention. DISCUSSION: Improvement of prescription patterns in medical practice is a challenging task. A thorough evaluation of guidelines for antibiotic treatment in RTIs may impose important benefits, whereas inappropriate prescribing entails substantial costs, as well as undesirable consequences like development of antibiotic resistance. Our hypothesis is that an educational intervention program will be effective in improving prescription patterns by reducing the total number of antibiotic prescriptions, as well as reducing the amount of broad-spectrum antibiotics, with special emphasis on macrolides.

Anti-Bacterial Agents↗
PubMed2006

Multimedia Bootcamp: a health sciences library provides basic training to promote faculty technology integration.

BACKGROUND: Recent research has shown a backlash against the enthusiastic promotion of technological solutions as replacements for traditional educational content delivery. Many institutions, including the University of Virginia, have committed staff and resources to supporting state-of-the-art, showpiece educational technology projects. However, the Claude Moore Health Sciences Library has taken the approach of helping Health Sciences faculty be more comfortable using technology in incremental ways for instruction and research presentations. In July 2004, to raise awareness of self-service multimedia resources for instructional and professional development needs, the Library conducted a "Multimedia Bootcamp" for nine Health Sciences faculty and fellows. METHODS: Case study. RESULTS: Program stewardship by a single Library faculty member contributed to the delivery of an integrated learning experience. The amount of time required to attend the sessions and complete homework was the maximum fellows had to devote to such pursuits. The benefit of introducing technology unfamiliar to most fellows allowed program instructors to start everyone at the same baseline while not appearing to pass judgment on the technology literacy skills of faculty. The combination of wrapping the program in the trappings of a fellowship and selecting fellows who could commit to a majority of scheduled sessions yielded strong commitment from participants as evidenced by high attendance and a 100% rate of assignment completion. Response rates to follow-up evaluation requests, as well as continued use of Media Studio resources and Library expertise for projects begun or conceived during Bootcamp, bode well for the long-term success of this program. CONCLUSION: An incremental approach to integrating technology with current practices in instruction and presentation provided a supportive yet energizing environment for Health Sciences faculty. Keys to this program were its faculty focus, traditional hands-on instruction, unrestricted access to technology tools and support, and inclusion of criteria for evaluating when multimedia can augment pedagogical aims.

Journal Article↗
PubMed2004

Thermodynamics of weight loss diets.

BACKGROUND: It is commonly held that "a calorie is a calorie", i.e. that diets of equal caloric content will result in identical weight change independent of macronutrient composition, and appeal is frequently made to the laws of thermodynamics. We have previously shown that thermodynamics does not support such a view and that diets of different macronutrient content may be expected to induce different changes in body mass. Low carbohydrate diets in particular have claimed a "metabolic advantage" meaning more weight loss than in isocaloric diets of higher carbohydrate content. In this review, for pedagogic clarity, we reframe the theoretical discussion to directly link thermodynamic inefficiency to weight change. The problem in outline: Is metabolic advantage theoretically possible? If so, what biochemical mechanisms might plausibly explain it? Finally, what experimental evidence exists to determine whether it does or does not occur? RESULTS: Reduced thermodynamic efficiency will result in increased weight loss. The laws of thermodynamics are silent on the existence of variable thermodynamic efficiency in metabolic processes. Therefore such variability is permitted and can be related to differences in weight lost. The existence of variable efficiency and metabolic advantage is therefore an empiric question rather than a theoretical one, confirmed by many experimental isocaloric studies, pending a properly performed meta-analysis. Mechanisms are as yet unknown, but plausible mechanisms at the metabolic level are proposed. CONCLUSIONS: Variable thermodynamic efficiency due to dietary manipulation is permitted by physical laws, is supported by much experimental data, and may be reasonably explained by plausible mechanisms.

Journal Article↗
PubMed2006

Globalization, migration health, and educational preparation for transnational medical encounters.

Unprecedented migration, a core dimension of contemporary globalization, challenges population health. In a world of increasing human mobility, many health outcomes are shaped by transnational interactions among care providers and care recipients who meet in settings where nationality/ethnic match is not an option. This review article explores the value of transnational competence (TC) education as preparation for ethnically and socially discordant clinical encounters. The relevance of TC's five core skill domains (analytic, emotional, creative, communicative, and functional) for migration health and the medical-school curriculum is elaborated. A pedagogical approach that prepares for the transnational health-care consultation is presented, with a focus on clinical-clerkship learning experiences. Educational preparation for contemporary medical encounters needs to include a comprehensive set of patient-focused interpersonal skills, be adaptable to a wide variety of service users and global practice sites, and possess utility in addressing both the quality of patient care and socio-political constraints on migration health.

Journal Article↗
PubMed2005

"Shrink wrapping" lectures: teaching cell and molecular biology within the context of human pathologies.

Students are most motivated and learn best when they are immersed in an environment that causes them to realize why they should learn. Perhaps nowhere is this truer than when teaching the biological sciences to engineers. Transitioning from a traditionally mathematics-based to a traditionally knowledge-based pedagogical style can challenge student learning and engagement. To address this, human pathologies were used as a problem-based context for teaching knowledge-based cell biological mechanisms. Lectures were divided into four modules. First, a disease was presented from clinical, economic, and etiological standpoints. Second, fundamental concepts of cell and molecular biology were taught that were directly relevant to that disease. Finally, we discussed the cellular and molecular basis of the disease based on these fundamental concepts, together with current clinical approaches to the disease. The basic science is thus presented within a "shrink wrap" of disease application. Evaluation of this contextual technique suggests that it is very useful in improving undergraduate student focus and motivation, and offers many advantages to the instructor as well.

Biology↗
PubMed2006

Criticism and interpretation: teaching the persuasive aspects of research articles.

Research articles are an excellent tool for promoting active learning about the scientific process. One difficulty in teaching research articles is that they address a professional audience and often seek to be persuasive as well as informative. This essay discusses pedagogical strategies that are intended to help students differentiate the purely informative aspects of research articles, such as descriptions of the methods and results, from the persuasive aspects, such as interpretation of results and critical evaluation of the work of other scientists.

Evaluation Studies as Topic↗
PubMedDate not supplied

Investigating users' requirements: computer-based anatomy learning modules for multiple user test beds.

OBJECTIVE: User data and information about anatomy education were used to guide development of a learning environment that is efficient and effective. The research question focused on how to design instructional software suitable for the educational goals of different groups of users of the Visible Human data set. The ultimate goal of the study was to provide options for students and teachers to use different anatomy learning modules corresponding to key topics, for course work and professional training. DESIGN: The research used both qualitative and quantitative methods. It was driven by the belief that good instructional design must address learning context information and pedagogic content information. The data collection emphasized measurement of users' perspectives, experience, and demands in anatomy learning. MEASUREMENT: Users' requirements elicited from 12 focus groups were combined and rated by 11 researchers. Collective data were sorted and analyzed by use of multidimensional scaling and cluster analysis. RESULTS: A set of functions and features in high demand across all groups of users was suggested by the results. However, several subgroups of users shared distinct demands. The design of the learning modules will encompass both unified core components and user-specific applications. The design templates will allow sufficient flexibility for dynamic insertion of different learning applications for different users. CONCLUSION: This study describes how users' requirements, associated with users' learning experiences, were systematically collected and analyzed and then transformed into guidelines informing the iterative design of multiple learning modules. Information about learning challenges and processes was gathered to define essential anatomy teaching strategies. A prototype instrument to design and polish the Visible Human user interface system is currently being developed using ideas and feedback from users.

Anatomy↗
PubMed2000

Two techniques for teaching the estimation of prior probabilities.

BACKGROUND: Studies indicate that practicing clinicians do not employ quantitative techniques in diagnosis. If evidence-based approaches to clinical care are to succeed, there is a need to develop pedagogical tools to introduce the relevant techniques in clinical medicine. DESCRIPTION: This article describes 2 heuristic techniques that can be used by clinical teachers to introduce residents and medical students to the practice of estimating prior probabilities in diagnostic reasoning. The techniques are the probability pie and the probability dollar. The techniques require learners to divide either a pie or a dollar according to the probability they assign in the differential diagnosis. The techniques also introduce related ideas such as likelihood ratios, posterior probabilities, diagnostic accuracy and intra- and interrater variability. EVALUATION: An example of a 60-year-old man presenting with chest pain is presented to illustrate the technique. CONCLUSION: This article presents a simple and clinically relevant method of introducing important concepts in quantitative reasoning. More systematic evaluation is required to assess its effectiveness.

Diagnosis, Differential↗
PubMedDate not supplied

Creating a culture of patient-focused care through a learner-centered philosophy.

This paper will discuss the teaching-learning process used in the Patient-Focused Care Course at a major teaching hospital in Canada that is transforming nursing practice from a provider driven to a patient-focused approach. The experiential and reflective nature of the course offers opportunities for nurses to link theory with practice, to think critically and reflectively about their own values and beliefs and to translate that meaning into practice. The learning process reflects principles of adult learning based on Knowles andragogical model which differs from the traditional pedagogical model of teaching. The essence of andragogy is a constant unfolding process of discovery based on dialogue. Utilization of adult learning principles that support critical thinking and foster transformational change present an alternative to traditional ways of teaching and learning the art and science of nursing practice.

Adult↗
PubMedDate not supplied

Self-directed and student-centred learning in nurse education: 2.

Based on a study of student nurses' expectations at the start of their Project 2000 training, this article, the second of two, argues for the need to develop a new approach to self-directed learning. Termed the cooperative model, it places emphasis on tutors providing initial direction and leadership so that students can gradually develop the skills needed to become self-directed. This requires the use of pedagogical approaches which recognize the value of didactic as well as experiential teaching strategies. The characteristics of the cooperative model, which is located within the continuum of self-directed learning suggested by D'A Slevin and Lavery (1991), are outlined.

Education, Nursing, Baccalaureate↗
PubMed1990

Man-boy friendships on trial: on the shift in the discourse on boy love in the early twentieth century.

Ideas on man-boy friendships prevailing in early 20th century Germany are analyzed in this paper. The friendships based on the concept of pedagogical Eros, as propagated by Gustav Wyneken (1875-1964) in his Wickersdorf Free School Community, are presented as an example. Wyneken's conviction in 1921 for acts of vice with minors and the diverse reactions in the homosexual and youth movements and the popular press shed light on the viewpoints then held regarding these friendships. As a result of this confrontation, the Platonic model was superseded by the medico-sexological model which has continued to dominate thought on man-boy friendships up to the present day.

Adult↗
PubMed2006

Supervision as pedagogy and support in the Swedish eldercare - a developmental project.

The number of elderly people is gradually increasing, and with it the number of persons receiving some kind of care in their everyday lives. However, researchers and the mass media recurrently report great difficulties for many caregivers in their work situations. This article considers process-oriented supervision as a pedagogic method for training and support of nurse aids and managers in Swedish eldercare. With reference to a developmental project, the author discusses the clash between the supervisor's process-oriented manner and the staffs' problem-oriented attitudes. This shows that supervision in this form may not necessarily be an effective way of reforming care. Instead the caregivers point out organisational changes and better leadership as more adequate methods.

Administrative Personnel↗
PubMed2006

Impact of an infusion model on social work students' aging knowledge, attitudes, and interests.

This study sought to provide data regarding the use of infusion of gerontological materials throughout curriculums to enhance students' attitudes toward older adults, their knowledge of aging-related issues, and their perceptions of gerontological social work. A quasi-experimental design was used to compare outcomes for graduate social work students who were and those who were not exposed to gerontological infusion. Results indicated that exposed students experienced a greater improvement in their view of aging-related career opportunities and in their belief in the importance of gerontological social work. Treatment group students also showed greater gains in self-rated aging knowledge. Both treatment and control group students had significant gains in a test of aging-related knowledge. Pedagogical implications are discussed.

Adult↗
PubMed2000

Implicit and explicit dialogue structuring in virtual learning groups.

BACKGROUND: The promotion of virtual learning groups by instructional means is gaining importance with the spread of telematic learning. In virtual learning groups, students discuss certain learning materials or cooperate in problem solving by means of computer-mediated communication. Due to the specific features of electronic communication, supportive means appear to be necessary for such learning situations. AIMS: The investigation focuses on testing two different forms of dialogue structuring in virtual learning groups, in which students discuss a given subject matter together and clarify problems in understanding by means of synchronous computer-mediated communication. SAMPLE: Forty-five students from various disciplines at the University of Tübingen, except students of physics, participated in the investigation. METHOD: An experiment was conducted involving three-person groups in a telematic setting with two different kinds of dialogue structuring: implicit structuring induced group discussion on the subject matter by working on key questions in a preceding learning phase, whilst explicit structuring provided additional rules for discussion. These rules prompted group members to argue and aimed at directing them to equal participation. RESULTS: Compared to a control group, both implicit and explicit structuring showed greater orientation on the subject matter and showed less off-task talk. Moreover, explicit structuring led to more coherence in subject matter discussion with regard to the completion of topics. However, post-test performance showed no significant difference in knowledge over that of the control group. CONCLUSION: The results of the investigation show that dialogue structuring can be an adequate pedagogical approach for virtual learning groups.

Humans↗
PubMed2003

Secondary school teachers' attitudes towards and beliefs about ability grouping.

BACKGROUND: Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK. AIMS: This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualifications. SAMPLE: The sample comprised over 1,500 teachers from 45 schools divided into three groups based on their ability grouping practices in years 7-9 (the students were aged 11-14). The sample included all the lower school teachers of mathematics, science and English and a random sample of teachers from other subjects in each school. METHODS: Teachers responded to a questionnaire which explored their attitudes towards ability grouping through the use of rating scales and open-ended questions. RESULTS: The findings showed that the teachers' beliefs broadly reflected research findings on the actual effects of ability grouping, although there were significant differences relating to the type of school they taught in and the subject that they taught. Separate analysis of school types showed that length of time teaching, individual school differences and teacher qualifications were also significant predictors of attitudes. CONCLUSIONS: Teachers' beliefs about ability grouping are influenced by the type of groupings adopted in the school where they work, the subject that they teach, their experience and qualifications. As pedagogical practices are known to be influenced by beliefs these findings have important implications for teacher training.

Adult↗
PubMed2005

National campaign effects on secondary pupils' bullying and violence.

BACKGROUND: Research on pupils' bullying (1991) and violence (1993) motivated the Dutch Ministry of Education, Culture and Science to initiate a national campaign on school safety. The government campaign was undertaken from 1995 to 2000. AIM: To test for differences in secondary pupils' bullying and violence before and after the campaign while controlling for different contextual variables. SAMPLES: In 1991, a representative survey on bullying was conducted in 36 secondary schools with 1,055 pupils from Year 2 and 4 classes (age range 13-16 years). In 1993, a survey on violent behaviour took place in 71 secondary schools with 1,998 pupils from Year 3 and 4 classes (age range 14-16 years). In 2000, a survey on bullying and violence was conducted in 60 secondary schools with 9,948 pupils from Year 1 to 6 classes (age range 12-18 years). METHODS: The data from pupils in identical school years were compared with respect to bullying (1991-2000) and violence (1993-2000). The statistical relations were analysed in two stepwise multiple regression analyses. Year of investigation (1991- 2000, 1993-2000) was the respective dependent variable. The independent variables were pupils' bullying or violence scores, sex, school year, contextual lesson, school, and community variables. RESULTS: In both regression analyses, the contextual lesson and school variables discriminated between the measurement years. Also, compared with 1991, the pupils in 2000 scored lower for being a bully and higher for being bullied directly. Compared with 1993, the pupils in 2000 scored lower for being a victim of intentional damage to property or emotional violence, lower for being a perpetrator of disruptive behaviour in school, and higher for being a perpetrator of intentional damage to property. CONCLUSIONS: The differences between the contextual variables measured before and after the campaign reflect changes in educational and instructional situations. Independent of these differences, the national campaign appears to have helped improve the awareness of pupils' social behaviour and elicit, in particular, a decrease in pupils' violent behaviour. However, more specific pedagogical and preventative support for pupils socially at risk appears to be needed to have a more prosocial impact on the behaviour of secondary school pupils.

Adolescent↗