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PubMed2004

Small groups and problem-based learning: are we singing from the same hymn sheet?

Recently, commented that there is a need for better ways of looking at how teaching and learning work in the PBL approach before it is banished to the wilderness of other educational innovations. The premise of this paper is that better ways of looking at how PBL works are dependent on better ways of understanding PBL. The recent exchange of views in the literature about the value of the small-group learning environment in PBL suggests that there is a variety of perspectives on the role and purpose of the small group. The debaters will have difficulty settling their differences or even understanding each other's point of view if they are not 'singing from the same hymn sheet'. In pursuit of clarifying the issue and contributing to an enhanced understanding of PBL, this paper critiques published views of the small-group learning environment against a way of looking at PBL as a whole approach to learning medicine.

Australia↗
PubMed2004

Do you know?

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Clinical Competence↗
PubMed2006

Greater knowledge gain with structured than student-directed learning in Child Health: cluster randomized trial.

The aim of this study was to detect a difference in knowledge gain between students receiving structured versus student-directed learning for the two-week Child Health outpatient module. A total of 138 phase 3 (year 4) medical students in 10 two-week paediatric outpatient blocks at the Department of Child Health, University of Dundee, Scotland, were randomized to student-directed or structured learning between January and December 2002. Pre- and post-course tests were administered at the start and the end of the attachment; 129 students sat both tests. Results are presented as mean scores with standard deviations or 95% confidence intervals (CI) in parentheses. The primary outcome measure was gain in knowledge of the Child Health core curriculum that is covered in the outpatient setting. Although pre-course scores were similar (student-directed 25.3 (7.3); structured 24.8 (7.5)) the structured approach resulted in higher post-course scores in comparison with the student-directed approach (student-directed 41.8 (9.4); structured 53.8 (8.8); p < 0.01). Knowledge gain showed significant differences between the two learning approaches (student-directed 16.5 (3.7); structured 29.1 (3.8), difference = 12.6 (95% CI 11.3 to 13.9)). Low pre-course scores or gender did not affect knowledge gain. In the Child Health outpatient setting, the 'traditional' structured approach led to significantly greater knowledge gain in comparison with the 'novel' student-directed approach. The findings emphasize the importance of careful evaluation of novel medical education strategies before their implementation in medical schools, and the need for further research to define the effective methods for delivering medical education in Child Health.

Child↗
PubMed2006

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Anesthesiology↗
PubMed2006

A comparison of medical students' perceptions of their initial basic clinical training placements in 'new' and established teaching hospitals.

This study has examined students' perceptions of the factors influencing learning during initial hospital placements and whether differences in perceived experiences were evident between students attending new and established teaching hospitals. Five focus groups were conducted with Year III students at the University of Birmingham Medical School (UBMS): three with students attending three established teaching hospitals and two with students attached to a new teaching hospital (designated as part of the UBMS expansion programme). Extensive variation in student perception of hospital experiences was evident at the level of teaching hospital, teaching firm and individual teacher. Emergent themes were split into two main categories: 'students' perceptions of teaching and the teaching environment' and 'the new hospital learner'. Themes emerging that related to variation in student experience included the amount of structured teaching, enthusiasm of teachers, grade of teachers, specialty of designated firms and the number of students. The new teaching hospital was generally looked upon favourably by students in comparison to established teaching hospitals. Many of the factors influencing student experience relate to themes grouped under the 'new hospital learner', describing the period of adjustment experienced by students during their first encounter with this new learning environment. Interventions to improve student experience might be aimed at organisations and individuals delivering teaching. However, factors contributing to the student experience, such as the competing demand to teaching of heavy clinical workloads, are outside the scope of medical school intervention. In the absence of fundamental change, mechanisms to equip students with 'survival skills' as self-directed hospital learners should also be considered.

Clinical Clerkship↗
PubMed2006

Understanding the internet-based distance learning preferences of European respiratory specialists.

We studied the learning preferences of 160 respiratory specialists from four European countries who participated in ten internet-based learning modules and answered linked survey questions. Specialists were enthusiastic for internet learning amongst all national groups and particularly wanted to access material for teaching others. The value of social interactive learning was acknowledged but British and German subjects appeared more reluctant to participate. Internet delivered distance learning is well perceived amongst respiratory specialists. There is potential for both individual and group learning that could be realized by developing Europe-wide continuing professional development communities.

Choice Behavior↗
PubMed2005

The development, implementation, and evaluation of a clinical leadership program for mental health nurses.

A structured clinical leadership program was developed to assist nurses working in a metropolitan mental health service to develop and consolidate clinical leadership skills. The Nurses' Self-Concept Questionnaire (NSCO) was used to elicit responses from participants prior to commencement of the leadership program and again at completion. Findings indicate that the program was considered useful and its benefits were carried over into the workplace via the sharing of information. The self-directed nature of this program was found to be an effective way for clinical nurses to undertake continued professional development within the exigencies of clinical practice.

Adult↗
PubMed1992

Syntax PAL: a system to improve the written syntax of language-impaired users.

In our work with children who have difficulty with spelling or with the physical action of writing, we have found a number of children who also have difficulty with written grammar. As an extension of PAL, an existing predictive spelling and typing aid, we have developed a writing aid to help these children with sentence construction. The enhanced system uses the syntax of the initial part of a sentence to enhance the position in the prediction list of syntactically correct words. It was postulated that this would discourage the use of incorrect syntax and encourage the use of correct syntax. In two case studies, the use of Syntax PAL significantly improved the quality and quantity of one child's written output, but had little effect on the other child's work.

Adolescent↗
PubMed2003

Teaching clinical skills in developing countries: are clinical skills centres the answer?

CONTEXT: There is growing international interest in teaching clinical skills in a variety of contexts, one of which is Clinical Skills Centres. The drivers for change making Skills Centres an important adjunct to ward and ambulatory teaching come both from within and outside medical education. Educationally, self-directed learning is becoming the accepted norm, encouraging students to seek and maximize learning opportunities. There are global changes in health care practice, increased consumerism and increasing student numbers. In some countries, professional recommendations influence what is taught. Increasingly, core skills curricula and outcome objectives are being defined. This explicit definition encourages assessment of the core skills. In turn, all students require equal opportunities to learn how to practise the skills safely and competently. The moves towards interprofessional education make joint learning in a"neutral" setting, like a Clinical Skills Centre, appear particularly attractive. OBJECTIVE: To discuss the potential role of Clinical Skills Centres in skills training in developing countries and to consider alternative options. DISCUSSION: Many developing countries seek to establish Clinical Skills Centres to ensure effective and reliable skills teaching. However, the model may not be appropriate,because fully equipped Clinical Skills Centres are expensive to set up, staff; and run. They are not the only way to achieve high quality clinical teaching. Suggested options are based on the philosophy and teaching methods successfully developed in Clinical Skills Centres that may fulfil the local needs to achieve low cost and high quality clinical teaching which is reflective of the local health needs and cultural expectations.

Clinical Competence↗
PubMed2006

In-home cognitive training with older married couples: individual versus collaborative learning.

Research has demonstrated that older adults' cognitive performance can be enhanced via formal intervention, as well as more informal intervention including collaboration or working with a partner. The current study investigated the effects of an inductive reasoning training program adapted for in-home use among older adults assigned to individual training (n = 30), collaborative training (n = 34), or a no-treatment control group (n = 34). The training consisted of 10 sessions, and all participants completed a pretest followed by a post-test 6 weeks later. Findings suggest that older adults could effectively "train themselves" without the guidance of a formal instructor. The results, however, did not indicate immediate added benefit in reasoning performance for collaborative versus individual training using the current reasoning program.

Aged↗
PubMed2002

Effectiveness of virtual reality for teaching pedestrian safety.

Sixty percent to 70% of pedestrian injuries in children under the age of 10 years are the result of the child either improperly crossing intersections or dashing out in the street between intersections. The purpose of this injury prevention research study was to evaluate a desktop virtual reality (VR) program that was designed to educate and train children to safely cross intersections. Specifically, the objectives were to determine whether children can learn pedestrian safety skills while working in a virtual environment and whether pedestrian safety learning in VR transfers to real world behavior. Following focus groups with a number of key experts, a virtual city with eight interactive intersections was developed. Ninety-five children participated in a community trial from two schools (urban and suburban). Approximately half were assigned to a control group who received an unrelated VR program, and half received the pedestrian safety VR intervention. Children were identified by group and grade by colored tags on their backpacks, and actual street crossing behavior of all children was observed 1 week before and 1 week after the interventions. There was a significant change in performance after three trials with the VR intervention. Children learned safe street crossing within the virtual environment. Learning, identified as improved street-crossing behavior, transferred to real world behavior in the suburban school children but not in the urban school. The results are discussed in relation to possibilities for future VR interventions for injury prevention.

Accidents, Traffic↗
PubMed2005

eQuest: case study of a comprehensive online program for self-study and personal growth.

eQuest is an online program that guides participants through a variety of online activities in order to help them address some specific personal issue, as well as encourage self-insight on a broader level. These activities include locating and evaluating information, joining discussion/support groups, establishing one-on-one relationships with knowledgeable people, experimenting with different types of online communication, utilizing and evaluating online psychological tests, creating a personal web page, and experimenting with freeform browsing techniques. eQuest stimulates integrated learning by encouraging people to compare and combine what they discover in these different online activities, and to bring their online and offline lifestyles together. It includes educational/therapeutic exercises to help people prepare for and benefit from these activities. Unlike traditional forms of clinical intervention, in which a professional "does" psychotherapy with a client, the eQuest consultant assists people through the program, helps them evaluate their experiences, and encourages the integration process. Underlying all these therapeutic activities is a philosophy that advocates the therapeutic value of developing an online lifestyle and integrating it into one's offline life, while also recognizing the potential pitfalls of cyberspace.

Group Processes↗
PubMed1997

Continuing medical education in Wales: a survey of geriatricians.

OBJECTIVE: to determine what practising geriatricians in Wales do to continue their education; what they would prefer to do; and what their views are on study leave, resources and funding. DESIGN: questionnaire survey. SETTING: the principality of Wales. PARTICIPANTS: hospital-based, career-grade geriatricians. RESULTS: the overall response rate from a total of 56 questionnaires was 87%. More than half [26 (53%)] of the respondents stated they were able to take only half of their study leave entitlement of 10 days a year. Twenty-five (51%) considered this to be due to service commitment. Geriatricians regarded attendance at routine hospital meetings [47 (96%)] and specialist society meetings [45 (92%)], reading books and journals [49 (100%)] and discussion with colleagues [44 (90%)] as their preferred methods of keeping up to date. Most respondents [44 (90%)] said that the resources and funding required to underpin the system of continuing medical education (CME) should be provided by the employing authority. CONCLUSIONS: the many barriers to the continuing education of geriatricians in Wales include service commitments and funding constraints. Geriatricians placed great emphasis on the traditional CME methods such as reading books and journals, attending meetings and conferences and discussion with colleagues and were reluctant to use technology-based educational methods. The results of this study have implications for the way in which geriatricians fulfil CME obligations in the future and provide directions for the planners of CME.

Adult↗
PubMed2006

SynView: a GBrowse-compatible approach to visualizing comparative genome data.

UNLABELLED: We present SynView, a simple and generic approach to dynamically visualize multi-species comparative genome data. It is a light-weight application based on the popular and configurable web-based GBrowse framework. It can be used with a variety of databases and provides the user with a high degree of interactivity. The tool is written in Perl and runs on top of the GBrowse framework. It is in use in the PlasmoDB (http://www.PlasmoDB.org) and the CryptoDB (http://www.CryptoDB.org) projects and can be easily integrated into other cross-species comparative genome projects. AVAILABILITY: The program and instructions are freely available at http://www.ApiDB.org/apps/SynView/ CONTACT: jkissing@uga.edu.

Algorithms↗
PubMed1984

Learning by contract in family medicine training.

The Family Medicine Programme (FMP) of the Royal Australian College of General Practitioners is a national programme of vocational training for general/family practice. In 1981 the decision was made to adopt 'learning by contract' as an educational method leading to the certification of training. This paper describes the educational philosophy of the FMP and its importance in this decision. The experience of the authors in the implementation of learning by contract is also described.

Australia↗
PubMed1985

Memory-skills training, memory complaints, and depression in older adults.

This study examined the effectiveness of a self-taught program of memory-skills training for older adults complaining of memory difficulties in an immediate-treatment/waiting-list design. Analyses of covariance of measures of memory performance, memory evaluation (complaints), and a self-rating depression scale revealed a significant impact of training on memory performance but not on memory complaints or symptoms of depression. Subsequent evaluation of the waiting-list group, which was provided training after participation in the initial portion of the study, provided a partial replication of the design. The pattern of results was remarkably consistent with that obtained in the controlled evaluation of the training program. Finally, those complaining of memory problems were compared with a group of noncomplaining older adults. The two groups were comparable in memory performance and depression scores. Thus, memory complaints do not appear to reflect, systematically, memory problems or depression.

Aged↗