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PubMedDate not supplied

Work-based learning: challenges and opportunities.

This article discusses some of the challenges and opportunities arising from the development and implementation of an innovative work-based open and distance learning programme available exclusively to healthcare assistants working in general health and mental health practice. The programme is based on a partnership between the sponsoring organisation and the Open University. The focus is on the development of standards of proficiency, service user involvement, partnership working, skills development and the pedagogic implications of a work-based learning format.

Adult↗
PubMedDate not supplied

[The forms and analysis of the results of work in preventing HIV infection among youth].

Specialists of the AIDS Centre distributed questionnaires, specially developed by them, among a group of students of the Pedagogical University. The questionnaire contained 35 questions; of these, 21 questions were intended to find out what information on HIV infection and AIDS the students had and 14 questions dealt with their sexual history and their attitude to the problem. The answers to the questionnaires distributed among 100 students (68% were females and 32% were males) showed that 58% of the respondents had previous sexual experience. 68.5% of the respondents had sexual intercourse after taking alcohol, 7.4% always used condoms, 38.8% seldom and 53.7% never used condoms. The behavior of 68.8% of the respondents was not influenced by information on HIV infection they received, 16% reduced the number of casual sexual partners, 8.6% started using condoms, 6.5% reduced the number of sexual partners.

Adolescent↗
PubMed1997

Facilitating higher order thinking skills in nurse education: a prototype database for teaching wound assessment and management skills.

The introduction of university based nurse education in Australia has nursing students spending more time in the classroom and less time in clinical settings. This decrease in clinical exposure may result in reduced opportunities for students to develop pertinent patient assessment and management skills. This is particularly true of skills required for effective wound assessment and management. Computerised databases offer an innovative method of teaching or refining these skills in a cost and time-effective manner without risk to patients or students. Such technology can also provide important grounding in data identification, hypothesis testing, problem solving and clinical decision making skills. This paper explores the underlying pedagogical principles of database use and describes the development of the prototype closed database, DECUBITUS. The prototype database included the following data fields; physical assessment, clinical diagnosis, risk assessment, wound assessment and treatment modality. The introduction of more sophisticated databases will permit the storage of visual images of actual wounds thus providing an additional dimension to the teaching of wound assessment and management.

Australia↗
PubMed1998

Some evaluation criteria for educational multimedia applications.

This article is a fragmented overview of my personal baggage and considerations of evaluation criteria for educational multimedia. So let me begin with the single most important evaluation criteria: Use you own common sense. Your first impression normally says a lot, and you will quite soon sense it if it is quality stuff you are dealing with. Having said that, of course a number of more or less explicit pedagogical and technical evaluation criteria can be formulated. For many years various bodies have produced checklists for the evaluation of educational software. Some are just headlines, others are more detailed. Notice that multimedia is not a new thing, only the word is. Ten years ago 'multi' meant text (and drawings). Now the technical communication tools have become more sophisticated, adding sound, photos and video to the scene, not forgetting improved and more easy interaction with the software. But it is still educational software. A number of previous evaluation studies have been excellently summarised and commented upon by Squires and McDougall [1]. Many others exist, e.g. back in 1985, 1987 helpful software evaluation guidelines were published by the Council of Ministers of Education, Canada [2], and The Toronto Board of Education. [3].

Computer-Assisted Instruction↗
PubMed1998

3D-brain 2.0--narrowing the gap between personal computers and high end workstations.

UNLABELLED: Recent advances in personal computer hardware and software have pushed the graphic capacity of these easier to use and, more importantly, cheaper computers to a level approximating the current standard of high end workstations. The interactivity and graphic complexity of a modern PC is rapidly approaching the current standard on Silicon Graphics (although with respect to texture mapping, the SGI is still ahead of the PCs). The modern medical student laboring under increasingly higher demands with respect to versatility, not only in basic science and traditional medical knowledge, is also faced with the requirement to learn and understand modern scientific visualization and analytical instruments. Furthermore, basic knowledge of information technology and computer literacy is expected of the next generation medical professionals. These demands forces medical schools to increasingly invest in computers and information technology for educational purposes. Due to common class sizes, these computers are most commonly Windows PCs or Apple Macintoshes. For distance education, telematics or studies at home, personal computer versions of the workstation graphics are a necessity. 3D-Brain 2.0 is an educational software package intended to run on basic personal computers and utilizing modern software technologies such as QuickTime VR 2.0 and VRML 2.0, to provide the students with insight into modern clinical and scientific visualization, focusing on the anatomy and functionality of the human brain. The aim of this paper to test the validity and usefulness of these new visualization techniques. METHODS: 3D-Brain is based on human brains sliced in 1 mm sections (NB. NOT based on NLMs Visual Human). Each slice was photographed, digitized, optimized and aligned using proprietary software. The datasets were then created by manual tracing followed by triangulation, smoothing and 3D visualization using Silicon Graphics computers. For the QuickTime VR project, 684 images with a 10 degrees angle were generated for each scene and ported to an Apple Macintosh computer for further manipulation. VRML code was generated directly from the original dataset. All interactivity was programmed on a Macintosh and subsequently ported to the Windows95 PC platform. The minimum requirements to run the software are either a PowerPC based Macintosh computer or a Pentium based Windows 95 computer with 16 Mb, 16 bit display and a 4 speed CD-ROM. RESULTS AND DISCUSSION: 3D-Brain 2.0 provides medical students at Goteborg University the means to complement traditional teaching using visualization techniques and three-dimensional models. These techniques also serve as an insight into the different clinical means of visualization the student will encounter throughout his/her continued education and professional career. For educational purposes, it has been established that among the tested new visualization techniques, CD-ROM based software utilizing QTVR is still the best methodology to use for pedagogical software. VRML shows promise in porting these software packages to the Web while Open Inventor is the preferred format for research purposes.

Brain↗
PubMed1976

[Delimitation and cooperation between pediatric neuropsychiatry, child health protection, psychology and pedagogy in the diagnosis, treatment, and rehabilitation of behaviorally disturbed children with normal intelligence].

This article describes the complexity and dynamics of the disease with reference to the diagnosis of "behavioral disorder in the case of normal intelligence". In addition, the authors discuss differences in manifestation and the need for cooperation between experts in pedoneuropsychiatry and clinical psychology, on the one hand, and pedagogics and special education, on the other.

Child↗
PubMed1998

[Report from the conference on "safe and hygienic learning conditions as indispensable elements of elementary schools' functioning"].

The conference was organized in Warsaw on the 14th of November 1997, by the Main Section of School Hygiene of the Polish Society of Hygiene. 202 people took part in the conference. They represented following institutions: a sanitary inspection, a health care service, academy institutes, pedagogical institutions, community councils. The purpose of the meeting was to point out and widespread local initiatives and ideas, appearing in various regions of Poland, that concern the following topics: 1: improvement of health conditions in schools, 2) improvement of conditions and realization's methods of increased number of physical training lessons in schools (a gradual increase from 3 hours a week at the present time to 5 in the year 2000), 3) providing actions to minimize the number of accidents among children and adolescents. There were panel discussions concerning the problems mentioned above. Many conclusions were formulated as the result of the discussion, out of which the most important are: ad 1) Maintaining the conditions of proper education demands cooperation between schools' headquarters and community councils and an initiative in seeking allies and sponsors. Examples of the activities of community councils to maintain proper safe and hygienic conditions in education should be propagated. These examples can be applied in another areas. ad 2) There is a dramatic shortage of facilities. Schools try to fulfil the increased requirements by: utilizing elements of natural environment, profiting from the spontaneous activity of children and parents, extending a traditional curriculum offered by new elements of physical culture. Increasing the number of physical training classes gives a chance to create social attitudes during these classes and health behaviour. ad 3) Accident risk in schools should be eliminated by carrying out a systematic many-sided and preventive activity. The coordination of actions should exist on all levels of local and national administration. In schools decisions concerning organizational solutions should be taken up, with the active involvement of headquarters, teachers, administrative workers and parents.

Accident Prevention↗
PubMed1996

Twenty-four-hour ambulatory blood pressure monitoring in the evaluation of antihypertensive drugs: methodological aspects.

Ambulatory blood pressure monitoring (ABPM) provides reproducible measurements over 24 h, avoiding the alerting reaction. However, the reproducibility of mean hourly ambulatory values is poorer by far than the whole day average. In phases II and III clinical triams ABPM seems to evaluate the time-course of the antihypertensive effect and helps to determine the trough: peak ratio. The potential advantage of the method could be an increase in statistical power of the trial, with regard to the number of patients to include, according to the study design. ABPM led to the identification of 'white-coat' hypertension with elevated clinic blood pressure measurements and persistently normal ABPM over time. No epidemiological evidence to include patients in trials according to ABPM criteria has been provided to date, but a subsequent stratification on the initial ABPM data has to be performed. Although an insignificant effect on the 24 h mean blood pressure values in short-term trials, the use of placebo seems to be necessary to supply reference blood pressure values for dosing and trough: peak ratio determination. Whether ABPM is able to decrease the number of patients to include remains debated. It has been noted that an increasing number of readings could lead to a decrease in SD and that a decrease in the number of patients required can be expected both in parallel and in cross-over design trials. However, it has been reported that the advantage of the higher reproducibility of ABPM could be lost in parallel design trials and that analysis of the antihypertensive effect of the drug throughout the 24 h could then require more patients. In order to conduct multicentre trials using ABPM, a consensus among investigators is needed for the presentation and analysis of the results. We have to overcome these difficulties in order to avoid a 'centre effect' and to allow for the expected increase in power of the trial. In such a trial the comparability of parallel groups could be jeopardized by a misadherence to the ABPM protocol. How can ABPM modify the doctor-patient relationship?. A pedagogical approach seems necessary, namely to inform the patients concerning technical and medical prerequisites of the method, in order to conform to the 'guidelines'. ABPM might constitute a new determinant of compliance with treatment; but its influence, beneficial or not, remains to be assessed. Compliance evaluation could be combined with ABPM, in order to provide a better evaluation of the antihypertensive effect of the drugs.

Journal Article↗
PubMedDate not supplied

Minimizing resistance to death education.

Death education is now an accepted phenomenon within institutions of higher education. Death education is also being taught at the elementary and secondary school levels though less is known about its acceptance as a worthwhile pedagogical endeavor by parents of school-age children. This article addresses the potential sensitivity and hesitation parents may demonstrate relative to death education's delicate, multifaceted subject matter and offers some suggestions for minimizing possible resistance to death and dying pedagogy. Any resistance that parents demonstrate is generally due to their own fear of death and dying and their inability to deal realistically with it. Certain antecedents of fear and strategies for coping with fear are offered.

Attitude to Death↗
PubMedDate not supplied

Tailoring pattern of pastoral care. Five models for achieving quality.

Facilities can restructure pastoral care delivery in a number of ways without sacrificing quality. Five models for pastoral care services attempt to define and evaluate what "quality" in pastoral services means: The departmental model offers a formal pattern of defined relationships within the pastoral care department and requires a certified director and properly trained and certified staff. The shared services model provides for one pastoral care director serving several facilities in close proximity. A pastoral services advisory council, consisting of community members, identifies and recruits pastoral care staff, participates in program development and implementation, and creates appropriate models of evaluation. In the contractual services model, members of local churches or organizations with trained ministers contract to provide pastoral care. The pedagogical model employs either a certified clinical pastoral education supervisor or a trained pastoral professional who educates and supervises pastoral care staff and students. The model of pastoral care delivery must fit a particular facility or community's needs and finances, with an honest, fair, and qualitative assessment of a facility's pastoral care strengths and weaknesses together with an acknowledgement and realization of pastoral care trends.

Chaplaincy Service, Hospital↗
PubMed1989

Links between economic and financial theory in graduate health administration education.

The curricula of graduate health administration programs have, historically, not articulated the theoretical links between health economics and health finance, although an understanding of these links could enhance comprehension of both disciplines. We provide a pedagogical approach that can be used to clarify these interconnections. It compares the standard neoclassical microeconomic concept of the hospital with the financial concept of the hospital, for the purpose of relating the optimal output decision in microeconomic theory to the optimal investment decision in financial theory. This approach can be taught in an advanced course in either economics or finance.

Curriculum↗
PubMed1976

[Physiological hygienic characteristics of the teaching by the new educational programs for grade III].

The effect of the new training curricula and plans on the reactivity, health state and physical development of third-grade pupils is studied. Simultaneously with researches into the experimental class, investigations are conducted in a control class also. The working-capacity curve in the experimental-class pupils yields more clearcut fluctuations in a negative sense, interpreted as an expression of greater fatigue, as compared to the control class. This is confirmed by reliable data about the changes in the functional state of the higher nervous activity, hemodynamics and neuroendocrine regulation. It is concluded that the hygiene-physiological characteristics of the reactivity and health state of pupils, trained according to the new curricula, gives sufficient reason to stress the necessity of accurate assessment and rather prolonged medico-pedagogic observation with a view to obviate the cumulation of the described above negative effects on the organism of teenagers.

Bulgaria↗
PubMed1999

[Apprenticeship in radiology at the University Hospital Center in Grenoble: research on the most effective methods].

From analyses of strengths and weaknesses of the apprenticeship of radiology in France, of existing pedagogic methods, of time constraints within clinical settings and of scientific theories of teaching and learning, the authors define objectives that teaching should target and propose a new method of instruction problem and practise-based. The method appears applicable in French radiology departments. It should forster early acquisition by residents of professional attitudes and way of thinking, and make them active self-directed learners.

Attitude of Health Personnel↗
PubMed1999

[Maternal mortality and referral maternities in Morocco: how to (re)motivate professionals?].

The very high rates of maternal mortality and perinatal mortality, as well as the deficiencies and dysfunctions observed in maternity hospitals, which play the role of referential maternity wards, led the Moroccan Minister of Public Health to implement a project in order to improve the quality of care of parturient women and new-borns. This project included 8 provinces in the country. The strategy chosen was "the team approach to resolving health problems", which is a learning process which leads local teams to implement and evaluate projects they have developed themselves. This pedagogical approach, which is carried out over a period of more than a year, proved itself to be very motivating and mobilising for the professionals included, despite the obstacles that were encountered. It also contributed to creating a true team spirit. Most activities planned within these projects were carried out and many indicators improved.

Attitude of Health Personnel↗
PubMed1999

On organizational models for clinical education.

For reasons more epistemological than pedagogical, the preclinical, theoretical part of allied health education can be provided by a relatively small number of faculty in a centralized educational institution. Clinical education, however, is pluralistic, requiring a variety of clinical teachers, who use a variety of clinical approaches, in various clinical settings. Three models for the organization of clinical education are explored: 1) the external model, in which theory teaching is offered in an educational institution relatively divorced from clinical teaching provided in clinical service settings; 2) the internal model, in which both theory and clinical teaching are provided in the same institution; and 3) the bridging model, in which educational and clinical service institutions remain organizationally separate but with bridging arrangements to facilitate the clinical education. The advantages and disadvantages of each model are considered.

Allied Health Personnel↗
PubMed1998

[Epidemiological research on violence against children: Ethical issues].

This article reports on a seminar held among a group of researchers, practitioners, lawyers, service managers, and members of an ethics committee. This seminar examined various important ethical questions raised by an epidemiological (population) research project. The project's objective was to establish the incidence of violence against children in the province of Quebec. The ethics committee of the organization responsible for health and well-being surveys in Quebec (Santé-Québec) had rejected the project on the grounds that several ethical constraints jeopardized the methodological requirements of the survey. The main issues discussed by the members of the seminar concerned: (a) balancing individual and collective rights, (b) identifying the status and the role of the researchers, (c) gauging the protection of individual children against the protection of research participants, (d) identifying the risks for children who could be linked to systematic reports of child maltreatment-like situations, and (e) dealing with the ambiguous notion of "reasonable doubt" as it presents itself in a survey context. Participants identified various paths for possible solutions to the problems which tackled legal, methodological, and pedagogical areas.

Child↗
PubMed1999

[An epidemiological study of consultations of children under 5 years of age in Brazzaville (Congo)].

In most of the large cities in developing countries, geographic accessibility to health care is not a major problem. Thus, indifference to public services and a preference for home treatment, recourse to traditional medicine or to the private sector may be related to problems in the quality of services. A cross-sectional epidemiological study of hospital visits by under-5 children was carried out in health centres and hospital out-patient services in Brazzaville (Congo). Sampling in these health facilities was done using a systematic random sample with a proportion of 25%, during 4 periods chosen according to seasonal factors. An exhaustive investigation of the entire public sector serving children was done in the study. At the same time, the same data were gathered in a sample of private facilities (doctors' and nurses' offices, traditional healers, religious healing centres), chosen as a function of their permanence and the numbers of their clientele. This article analyses services offered during 2215 visits by children, who were under 1 year of age in more than 50% of cases. In the public sector, 75% of visits were to first-line health centres. Public services show marked dysfunctions: the complexity of internal referrals, clinical examinations which are inadequate in relation to symptoms, and poor communication (explanations as to cause of illness in less than 2% of cases, and on treatments in less than 50% of cases). Communication seems well developed among private physicians and traditional healers, the latter engaging in both preventive and curative activities. Communication during well-child visits and consultations at health centres is especially disappointing, in light of the very young age of the parents (1/4 are high-school or college students). There is a two-fold risk in this situation: flight towards non-conventional medicine on the one hand, and access to private medicine based on socio-economic status on the other. It thus appears necessary to standardise procedures and acts in first line public health services and to promote training of personnel in communication skills with families (training using social science perspectives and participative pedagogical techniques).

Age Factors↗
PubMed1999

[Vocational training for persons with psychiatric illnesses in Gütersloh BTZ. Occupational rehabilitation by training comprehensive key qualifications with concomitant social adjustment services, but without independent training centers--can it be done?].

Gütersloh BTZ has practiced vocational training for the mentally handicapped since August 1995. The main goal is to place the clients into employment in the regular workforce. This is done by intensive vocational training yet without having workshops attached to the institution itself. Gütersloh BTZ is comparable to other training centres in Germany like those in Hamburg, Duisburg, Köln, Dortmund, Paderborn, Straubing, Wiesloch and Schleusingen. They are similar in terms of personnel key, financial support for participants and standards of quality. The main difference between Gütersloh BTZ and other training centres is the absence of attached workshops. In Gütersloh training takes place on the job in the regular labour market like industrial firms, craftsmen establishments and service agencies. The "heart" of Gütersloh BTZ's concept is the reference group. It consists of not more than 8 participants. Two social workers are assigned to each group and provide intensive attention from the participant's first day in BTZ to aftercare on the regular job. The individual rehabilitation aim can only be achieved by establishing a tailor-made concept of support. This calls for a broad range of media, flexible methods and individual aims. In addition to the individual orientated concept, pedagogical group-work with three to five participants plays an important role in the work. Here the emphasis is on close relationship. Incentive, start, duration and contents of internships in agencies and firms are to a high degree individually structured. A flexible graduated plan helps the participants to progress from a trial practicum to a long-term practicum and finally to a regular (and subsidized) job in an agency. The Gütersloh BTZ's quota of successful placement into the regular labour market as well as into subsidized jobs is similar to those in other BTZs in Germany. Participants who can't be placed in a job have to achieve a defined perspective of life and an alternative to regular work. This standard of quality is established in the written concept of BTZ. Gütersloh BTZ compares its work and success with other BTZs through uniform social-scientific BTZ evaluation.

Adult↗