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Results for “Programmed Instruction”

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At least 1,567 records · Page 87Linked to original sources
PubMed1999

Structured packs for independent learning: a comparison of learning outcome and acceptability with conventional teaching.

OBJECTIVES: The GMC recommends that students become independent learners, while tutor time is an increasingly precious resource. A set of structured learning materials requiring students to undertake and reflect on practical tasks in five learning areas was developed. DESIGN: The study used a randomized control trial to evaluate the effectiveness of using these structured learning materials in place of conventional teaching for 228 third-year undergraduate students and 55 teachers, on both hospital and community based medical and general practice firms. Evaluation involved assessing student performance on an examination question and a writing task, together with a student and tutor satisfaction questionnaire. SETTING: King's College School of Medicine and Dentistry, London. SUBJECTS: Third-year medical (first-year clinical) undergraduates. RESULTS: No significant difference in learning outcome was found for students on community- and hospital-based medical and general practice firms between students who had used the structured materials and those who had had conventional teaching on the same topic. The packs were acceptable to tutors and students. CONCLUSIONS: Such resources represent a mid-point between formal didactic teaching and self-directed learning. They may be particularly suitable for promoting independent learning for students on traditional medical courses. They offer an appropriate way to cover certain topics in the clinical curriculum and help to protect tutor time for topics which cannot be effectively taught in other ways.

Clinical Medicine↗
PubMed1999

Evaluation of a self-paced education package on violence against women for rural community-based health workers.

There are no reported education programs specifically focusing on the needs of rural health workers in the area of violence against women. The most commonly reported contact sought by women experiencing injuries and health problems associated with violence and abuse is with health workers. Women report a failure by health workers to make direct enquires, which may be due to their lack of education and confidence in responding to these issues. A convenience sample of 60 community-based rural health workers from a range of occupations and settings within the Wide Bay Health Region, Queensland, participated in the evaluation of a self-paced, distance education package on violence against women. The package contained seven modules. These included written and audio tape material, and activities that together formed a community development approach to addressing the needs in the participants' local community. Participants were given a mentor and teleconference support during the 8 weeks allocated to complete the package. A pre- and post-course evaluation, containing quantitative and qualitative data, was completed. Analysis of the quantitative data identified significant changes in participants' knowledge, and the qualitative data highlighted an increased sense of confidence in assisting women, forming support networks and using resources more effectively. Participants reported the most useful aspects of the package were: (i) modular- and user-friendly format; (ii) flexible, practical, health-focused content; and (iii) real world examples.

Adult↗
PubMed1998

The use of an interactive computer program for the education of parents of asthmatic children.

OBJECTIVE: To assess whether an interactive computer program improves the asthma knowledge of parents of asthmatic children attending a respiratory clinic, and to assess the acceptability of this educational method to parents. METHODOLOGY: Parents' knowledge was assessed before and one month after using the computer program. Knowledge scores were compared using paired Student's t-tests. Parents' comments about the program were invited. RESULTS: Whilst knowledge scores improved after exposure to the computer program, the improvement was not statistically significant (P=0.06). However, parents felt subjectively that the program was both enjoyable and useful to them. CONCLUSION: Used as the sole instrument for asthma education, the program did not produce a large increase in asthma knowledge in the study population. It was, however, universally popular and may prove useful in other settings and in combination with other forms of asthma education.

Adult↗
PubMed1999

Evaluation of open learning material designed for part of the diploma level research module for pre- and post-registration nurses.

With the increase in the number of nurses wishing to upgrade their professional qualification to diploma or degree level, there has been a corresponding increase in the number of research modules purchased by education purchasing consortia. One approach to deal with this increase in the number of students, and also to enable students to study at their own pace and in a location convenient to them, is to develop open learning materials. The data presentation and analysis session for the diploma level research module delivered by the Institute of Health Studies at the University of Plymouth has recently been designed using text based material. An opportunity to evaluate this material has arisen during the author's participation in a teaching and learning in higher education course. Twelve out of 25 post-registration students undertaking the diploma level module agreed to take part in the study; six were randomly allocated to the self-study group, and six to the taught session. Information was also collected from the students who did not wish to take part (n = 11). A questionnaire was designed to evaluate knowledge, attitudes to presentation of the material and the method of teaching. Results revealed few differences between the two groups in terms of knowledge and attitudes to presentation of the material and the method of teaching. Of note is that there was an increase in knowledge scores between pre- and post-session assessments for more of the taught session group than the others; and the overall rating was higher for the teaching method than for the self-study material. Reasons given by the 11 who did not wish to take part in the study all related to a preference for a taught session. The implications of these findings are discussed in the context of the limitations of the study, and the development of teaching material in general.

Attitude of Health Personnel↗
PubMed2001

Serving two masters: quality teaching and learning versus economic rationalism.

Nurse educators face the challenge of competing pressures. Programmes must be developed that more adequately prepare students to meet the demands of a changing and complex health care system. These programmes must reflect excellence in teaching and learning and this needs to be achieved within the constraints of economic rationalism. The design of a model based on principles of self directed learning assisted one university to deliver a high quality clinical skills programme.

Cost-Benefit Analysis↗
PubMed2002

A student-initiated interactive course as a model for teaching reproductive health.

OBJECTIVE: Medical students at Stanford University established an elective lecture series in reproductive health to teach 10 women's health competencies to preclinical medical students. In the second year, student organizers implemented interactive components to improve the number of competencies students learned. STUDY DESIGN: We surveyed students from the first two years this series was offered to assess their preferred modes of learning and the number of competencies students perceived they had gained. Students were asked to self-assess their learning of key reproductive health competencies taught in the course. RESULTS: We identified 4 factors associated with statistically significant improvements in the number of competencies students learned, according to self-assessment. CONCLUSION: Students who felt they learned more competencies agreed that they were active participants in the course, that their preferred style of learning was matched by the course, and that they had received academic credit for the course. Furthermore, students who attended an innovative reproductive health fair organized by students participating in the course perceived that they had learned significantly more competencies. We expect these self-assessed improvements to correlate with increased demonstration of the competencies as students progress to the clinical level.

California↗
PubMed2002

Student learning preferences reflect curricular change.

This study measured the learning preference profile development and readiness for self-directed learning over time of two undergraduate student cohorts experiencing different curricular presentations of essentially the same syllabus. The results from three measurement points are reported following each cohort through their first half of the BSc (Honours) Physiotherapy Course, Cardiff. At intake both cohorts preferred a concrete, fact-based learning environment, which was teacher structured. Over time, the cohorts responded significantly differently to their curricula in respect of the student-structured learning preference (LP) variable (p < 0.05), and displayed trends (p < 0.1) towards response difference for the concrete, interpersonal and individual LP variables. Cohort differences are discussed in terms of the planned curriculum changes made during the intervening revalidation exercise. It is suggested that curricula mould students' learning profile development. The impact of this statement on future curriculum development is discussed and educational research-in-action promoted.

Adult↗
PubMed2002

Student-selected projects: can they enhance lifelong learning skills?

Student-selected projects with clearly identified transferable skill objectives have been introduced in Year 1, to help students focus on developing their lifelong learning skills. This study aimed to assess the impact of this innovation on students' perceptions of their skills, and to compare these views with those of students from the previous course. Students' views of their skill abilities were assessed by questionnaire at the beginning and end of the first year, and at the end of each project. Students report improvements, particularly in their IT and presentation skills, but an overall decrease in confidence in their transferable skills at the end of the year compared with the previous cohort. Students appear to recognize development of new skills, but seem less able to identify improvement in existing skills. Increased emphasis on skills development, together with practice of self-evaluation, has reduced students' self-confidence, probably to a more realistic level.

Attitude↗
PubMed2003

Flexible teaching for inflexible schedules: an online resident curriculum in acute ambulatory care.

The authors report on a work in progress: a web-based curriculum for residents working shifts, addressing management of common acute outpatient problems. All components of the curriculum are available online, and residents may complete modules and submit tests at a time and from any location. There are few reports of web-based curricula in postgraduate training. Our interactive model avoids scheduling conflicts, is easily updated, encourages self-directed earning and facilitates resident assessment.

Acute Disease↗
PubMed2004

Demonstration of the effectiveness and acceptability of self-study module use in residency education.

Educators face increasing challenges to promote lifelong learning skills, to include new content areas in an already full curriculum and to maximize limited resources for curriculum implementation. Self-study modules (hereafter modules) offer potential solutions. Three modules on preventive medicine topics were evaluated in Family Medicine residencies. A retrospective pre-/post-test of a resident's ability to meet the module's objectives was used for evaluation. Additionally, residents rated the appropriateness and acceptability of the modules, their preference for 13 methods of learning, and completed a multiple-choice knowledge test. This study demonstrates the effectiveness of modules at multiple levels of evaluation in accordance with a modified version of Kirkpatrick's hierarchy of levels of evaluation. Residents found the modules to be acceptable and useful. Significant gains were seen in residents' abilities to meet objectives. The multiple-choice knowledge test was used to demonstrate mastery of the module materials at an appropriate performance level for future practitioners. Module use was in the top five choices of preferred learning methods. No correlation was seen between residents' preference for learning using modules and educational outcomes. Modules are an effective and acceptable learning method for residents. Even those who prefer other learning methods show improved educational outcomes.

Humans↗