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Results for “Programmed Instructions as Topic”

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PubMed1976

The efficacy of programmed instruction in the training of paraprofessionals.

The authors assessed the efficacy of a self-instructional psychiatric learning program to provide training for paraprofessional psychiatric personnel. The self-regulated learning system, which originally was developed to train medical students, was designed to impart basic psychiatric knowledge and diagnostic skills. Changes along personality dimensions that occurred as a function of participating in the programmed learning project also were examined. Participation in this program was associated with substantial pre-post changes in dogmatism and locus of control for males as well as significant increments in psychiatric knowledge and diagnostic skills for the group as a whole. The benefits derived from this easily administered training procedure suggest its feasible inclusion in paraprofessional inservice training programs.

Attitude of Health Personnel↗
PubMedDate not supplied

Development of a nursing care manual to improve the knowledge of nurses caring for hospitalized patients with diabetes.

Nurses have a responsibility to ensure that they have adequate knowledge in order to provide competent care. A wide literature search failed to identify adequate documentation of the specific nursing care of people with diabetes, although the medical aspects are covered in detail. In addition, several papers document a deficiency of knowledge among nurses about diabetes and the appropriate care of patients with diabetes. This project sought to address the apparent lack of documentation. The aim was to formulate a Manual of Nursing Care of People with Diabetes Mellitus (the manual), to be used as a self-directed learning resource in the clinical setting. This article reports the development and evaluation of the manual.

Diabetes Mellitus↗
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↗
PubMed1978

Learning modules as a supplement to existing audiovisual aids.

The development and use of supplementary learning modules for audiovisual aids designed for wider audiences was found to be a feasible approach for the education of family practice residents. This approach allows programs to direct learner attention to areas of greatest interest in family practice. It was not excessively time consuming to develop the two modules and extensive technical expertise with media was not required. It was found that the modules were adaptable to individual or group use. This teaching method appears to be an excellent learning tool for residents. Supplementary learning modules may be useful for medical students and other health-care providers in family practice. Further economy of time and other innovations using this basic approach could result from recruiting family practice residents and other students to develop their own learning modules on topics of individual interest.

Audiovisual Aids↗
PubMed1982

Developing a clinical education program from the clinician's perspective.

As the number of physical therapy programs increases, more physical therapy departments will be developing clinical education programs. A guide for clinicians who are developing clinical education programs is presented. Suggestions are made for developing a philosophy of clinical education and for structuring the program. Topics discussed include guidelines for clinical instructors and students, learning contracts, negotiable time, and program evaluation. Examples adapted from the clinical education materials developed at Massachusetts Rehabilitation Hospital are included.

Philosophy, Medical↗
PubMed1993

Three methods of oral health education in secondary schools.

In 1990, three methods of oral health education (OHE) were implemented in three secondary schools in the city of Pori, Finland, one method in each school. The traditional OHE consisted of a lecture given by a dentist with the aid of transparencies and slides. The peer OHE consisted of a lecture given by six pupils from the upper grades. These pupils used transparencies and extracts of video films and had a classroom exhibition with pictures, slogans, and dental aids and instruments. The self-teaching OHE was based on an exhibition from which the pupils searched for the information themselves. After the programs, the pupils' opinions about the method itself, its contents and implementation, knowledge about certain oral health issues, and the possible effect of the method were determined by a questionnaire. The attitudes and opinions were most positive in the peer OHE group. The traditional OHE was quite well accepted, but the self-teaching method was not very successful. The participants in the traditional OHE more often felt that they had been encouraged to pursue good oral health habits. In all groups, the topic considered to be the most boring was tooth brushing. Peer OHE can be recommended for Finnish secondary schools. The issue of tooth brushing should be played down, however, as too frequent repetition of the topic may cause more negative attitudes towards oral health education and practices.

Adolescent↗
PubMed1986

Randomized clinical trials: alternatives to conventional randomization.

The randomized allocation format remains an exceedingly powerful tool for clinical research. Because humans are the subjects in clinical research, this area of scientific study must operate within the limits dictated by such basic principles as individual autonomy, justice, and beneficence. As randomized studies have become more common in clinical research, it has become apparent that there is often need for modification of the basic randomized format or for alternatives. The most widespread modification is the use of sequential analyses to monitor the progress of a trial and ensure early identification of either unanticipated adverse effects or more pronounced differences than expected. Although this modification does not affect the basic randomized allocation format, it does provide a protection that is lacking in the conventional trial and should be utilized whenever feasible. Modifications that do affect the basic structure of the randomized trial include adaptive allocation and pre-randomization. The former is attractive and useful but limited to studies in which results from early enrollees are known before late enrollees are allocated. The greater the linkage between preceding subject results and subsequent assignments, the greater is the protection afforded by such a format. Pre-randomization, more universally applicable than adaptive allocation, suffers from pronounced cross-over potential and has been criticized on ethical grounds, a combination of weaknesses that raises questions of whether pre-randomization truly offers advantages to conventional randomized formats. True alternatives to the randomized format include the self-controlled study and the historical control design. Both possess significant ethical advantages over the simple randomized study. Unfortunately, both are at some methodological disadvantage when the same comparison is made. The self-controlled study is limited to the study of conditions sufficiently stable or recurrent that they permit two or more treatment courses in a single patient. In emergency medicine and critical care, this description fits only a small proportion of the illness spectrum. This design is underutilized in clinical research focused on less severe problems of the type seen in ambulatory and primary-care settings. Such problems can be suitable topics for research by emergency medicine specialists. Historical control studies are eminently applicable in the emergency and critical-care setting.(ABSTRACT TRUNCATED AT 400 WORDS)

Antihypertensive Agents↗
PubMed1977

The development of a computer assisted instruction and assessment system in pharmacology.

We describe the construction of a computer based system for instruction and assessment in pharmacology, utilizing a large bank of multiple choice questions. Items were collected from many sources, edited and coded for student suitability, topic, taxonomy and difficulty and text references. Students reserve a time during the day, specify the type of test desired and questions are presented randomly from the subset satisfying their criteria. Answers are scored after each question and a summary given at the end of every test; details on item performance are recorded automatically. The biggest hurdle in implementation was the assembly, review, classification and editing of items, while the programming was relatively straight-forward. A number of modifications had to be made to the initial plans and changes will undoubtedly continue with further experience. When fully operational the system will possess a number of advantages including: elimination of test preparation, editing and marking; facilitated item review opportunities; increased objectivity, feedback, flexibility and descreased anxiety in students.

Anxiety↗