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Results for “Programmed Instructions as Topic”

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At least 19 recordsLinked to original sources
PubMed2000

Self-study from web-based and printed guideline materials. A randomized, controlled trial among resident physicians.

BACKGROUND: On-line physician education is increasing, but its efficacy in comparison with existing self-study methods is unknown. OBJECTIVE: To compare knowledge, learning efficiency, and learner satisfaction produced by self-study of World Wide Web-based and print-based guidelines for care after acute myocardial infarction. DESIGN: Randomized, controlled trial. SETTING: 12 family medicine and internal medicine residency programs at four universities. PARTICIPANTS: 162 residents. INTERVENTIONS: In proctored sessions, participants were randomly assigned to study from printed materials or from SAGE (Self-Study Acceleration with Graphic Evidence), a Web-based tutorial system. Both methods used identical self-assessment questions and answers and guideline text, but SAGE featured hyperlinks to specific guideline passages and graphic evidence animations. MEASUREMENTS: Scores on multiple-choice knowledge tests, score gain per unit of study time, and ratings on a learner satisfaction scale. RESULTS: Immediate post-test scores on a 20-point scale were similar in the SAGE and control groups (median score, 15.0 compared with 14.5; P>0.2), but SAGE users spent less time studying (median, 27.0 compared with 38.5 minutes; P<0.001) and therefore had greater learning efficiency (median score gain, 8.6 compared with 6.7 points per hour; P = 0.04). On a scale of 5 to 20, SAGE users were more satisfied with learning (median rating, 17.0 compared with 15.0; P<0.001). After 4 to 6 months, knowledge had decreased to the same extent in the SAGE and control groups (median score, 12.0 compared with 11.0; P = 0.12). CONCLUSIONS: On-line tutorials may produce greater learning efficiency and satisfaction than print materials do, but one self-study exposure may be insufficient for long-term knowledge retention. Further research is needed to identify instructional features that motivate greater final learning and retention.

Acute Disease↗
PubMed1992

A meta-analysis of individualized instruction in dental education.

Although several dozen studies on individualized instruction in dental education have been conducted over the past 30 years, little has been done to summarize quantitatively these studies. The present investigation used Glass' techniques of meta-analysis to integrate statistically findings from 34 comparative studies on individualized instruction. A majority of these studies favored individualized over conventional instruction. The overall magnitude of effect, however, was small to moderate. One study characteristic variable--pacing of instruction--related significantly to effect size, with instructor-paced versions of individualized instruction producing larger achievement gains than student-paced versions. On average, individualized courses required only three-quarters of the time needed for conventional teaching. The results suggest that more research is needed in this area, particularly concerning applications of computer-based instruction, to assess adequately the potential of individualized modes of instruction for dental education.

Computer-Assisted Instruction↗
PubMed1984

Factors affecting the use of self-instructional material by patients with ischemic heart disease.

This study addressed three questions concerning the feasibility of self-instruction by patients with ischemic heart disease in an acute-care teaching hospital. (1) Do patients complete a linear self-instructional booklet under conditions normally prevailing on a hospital ward? (2) Do patients perceive that activity in the ward environment and symptoms of illness affect use? (3) What aspects of activity and symptoms do patients report affect use? One hundred patients, 60 men and 40 women with an average age of 59 years, hospitalized with ischemic heart disease (acute myocardial infarction or unstable angina) were interviewed an average of six days after distribution of a self-instructional booklet as a component of a standard teaching program. Three subjects claimed not to have received the booklet; nine made no use of it; 73 made partial use of it; and 15 made complete use of it. Fifteen subjects claimed activity in the ward environment and 25 subjects claimed symptoms of illness affected use. Interruption, a noisy, busy atmosphere on the ward, and physical symptoms of ischemic heart disease were reported most frequently as factors affecting use. Results of the study suggest that a small percentage of patients will complete a self-instructional booklet. In addition to activity in the environment and symptoms of illness, factors not identified in this study also appear to influence the use of self-instructional material.

Adult↗
PubMed1978

Experimental validation of self-instructional modules on the topic of donor phlebotomy.

This validation study investigated the effectiveness of an instructional unit on the topic of donor phlebotomy. The unit consisting of 3 modules based on a videotape and 3 booklets covered (1) donor selection, (2) donor arm preparation, (3) donor phlebotomy. A separate-sample pretest-post-test design was used. All 3 modules were found to be instructionally effective as measured by objective referenced tests. Student appraisal data also was collected for the purpose of revising and improving these materials.

Bloodletting↗
PubMed2002

[Multicenter prospective study of respiratory patient education and instruction in the use of inhalers (EDEN study)].

OBJECTIVES: To evaluate patients' knowledge of the inhalers they use and to assess the effect of knowledge acquired in an instruction session on correct technique. MATERIAL AND METHODS: Multicentric, prospective, descriptive study before and after one instruction session dealing with the technique to apply in using an inhaler: a pressurized canister, an inhalation chamber Autohaler, or one of two dry powder inhalers (the Turbuhaler or the Accuhaler). We studied 349 patients who used their inhalers regularly to treat their respiratory diseases. After assessing their theoretical knowledge of the airways (common), of the particular device they used, and their inhalation technique, we gave instruction in correct technique. Both types of knowledge were then evaluated 2 and 8 months after instruction. RESULTS: Before instruction, common theoretical knowledge was 3.2 (1) on a 6-point scale and knowledge of the device used was 2.7(1) on a 4-point scale. Technique was assessed as 77 (21) on a 100-point scale. After instruction both theoretical knowledge and technique improved significantly. Common knowledge after instruction was assessed as 5.1 (1) at 2 months and 5.2 (1) at 8 months; knowledge of the inhaler was 3.5 (0.6) and 3.6 (0.7), respectively. Technique was assessed at 95 (11) and 96 (11) at 2 and 8 months, respectively. CONCLUSIONS: The EDEN study demonstrates that knowledge of inhalers in a large sample of the population of respiratory disease patients in Spain, although acceptable, can be improved by an appropriate instruction program. After a standardized instruction program, correct use of all the inhalers studied was achieved. We believe that we thereby contribute to improving symptoms and quality of life of respiratory disease patients.

Administration, Inhalation↗
PubMed1997

Patient information systems: unbiased information is key.

Successful patient information systems must have user-friendly services to transfer vast amounts of information. Whether it is preprinted discharge instructions for standard wound care, an algorithm-based triage discussion of one's chest pain, or simply a database to search out the current recommendations for flu shots or pediatric immunizations, the challenge for patient education in the communications revolution is high stakes indeed.

Humans↗
PubMed1977

Programming for articularion modification.

Within the past decade, principles and techniques of programmed instruction have been applied to the procedures of articulation modification in a number of preconstructed programs. The analysis of nine of these programs reveals that the majority of them are characterized by precisely stated objectives, ordered sequences of materials and procedures, clearly established criteria and rigorously controlled methods of reinforcement and recording of responses. Evaluation of the preconstructed programs raises some questions about the appropriateness of certain aspects of the technology to the process of articulation modification.

Evaluation Studies as Topic↗
PubMed2005

Disseminating a smokeless tobacco cessation intervention model to dental hygienists: a randomized comparison of personalized instruction and self-study methods.

This study evaluated 2 methods of disseminating an empirically validated smokeless tobacco intervention delivered during routine dental care. Twenty cities within 12 states were stratified and then randomized to 1 of 3 groups: personalized instruction (PI), self-study (SS), or delayed training (DT) control. Dental hygienists in the SS condition were sent a manual and video. Those in the PI condition were recruited to attend a workshop. Thirty-seven percent of eligible hygienists agreed to participate. At 12 months postenrollment, hygienists in the SS and PI conditions significantly increased their "Assist" behaviors (discuss cessation techniques, help patient set a quit date, and provide cessation materials) and reported fewer perceived barriers to delivering the intervention as compared with hygienists in DT. An economic analysis suggests that SS is more cost-effective than PI.

Adult↗
PubMedDate not supplied

Evaluation of a self-teaching program.

A self-teaching booklet on hypertension was evaluated in two populations: clients attending public health screening clinics and inpatients at a Veterans Administration hospital. Participants were randomized into an education or a control group. Evaluation consisted of measuring knowledge gained from the booklet immediately after reading it and retention of key concepts two weeks later. Men did better than women, and VA education participants did better than VA controls. No differences were detected between the public health education and control groups or the combined VA and public health) education and control groups. The self-teaching booklet alone did not appear to yield a measurable amount of new knowledge. Health professionals, when educating patients and evaluating programs, should consider combinations of educational methods when using self-teaching programs.

Adult↗