[Play materials and teaching materials Index 72 for rehabilitation and socialization of handicapped].
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Adolescent↗
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Interactive television presentation style and teaching materials.
Special teaching techniques and presentation style are required for an effective telecourse. This article describes modification of a traditional graduate nursing course for televised delivery to remote students. Teacher appearance and behaviors as well as student activities for telecourses are proposed.
Education, Nursing, Continuing↗
Development and evaluation of the e-learning teaching materials for surgical nursing training.
We investigated e-learning teaching materials with a questionnaire for 55 nursing students. Students thought the materials easy to use. In addition, the teaching materials which we developed gave them the confidence of thinking, "I can do it". We affect training by imaging a nursing procedure and think anxiety to training to be be relieved. However, load of PC became high in these teaching materials to display of two motion pictures simultaneously in one screen, so it would be necessary to produce the teaching materials considered transmission rate.
Humans↗
The Positively Aging teaching materials improve middle school students' images of older people.
PURPOSE: The Positively Aging program is an innovative set of interdisciplinary teaching materials that uses examples from geriatrics and gerontology to teach sixth through eighth grade curricular elements. The purpose of this study was to determine if use of the Positively Aging teaching materials by regular classroom teachers could change middle school students' images of elders. DESIGN AND METHODS: At the beginning of the 1998-1999 school year, students at two San Antonio, Texas, middle schools were asked to draw a typical older person. These drawings were coded as positive, neutral, or negative portrayals of elders. One school then used the Positively Aging materials as part of the curriculum; the other school served as the control. Second drawings were obtained from the students at the end of the school year and compared to those from baseline. RESULTS: Both drawings were completed by 60% of students at the intervention school and 55% of students at the control school. Of the 782 paired drawings from the intervention school, 34% were more positive at Time 2 compared to 25% of 591 paired drawings from the control school (chi2 = 13.9, p < .001). In addition, only 20% of the second drawings from the intervention school were more negative than the first drawing compared to 27% from the control school (chi2 = 11.3, p < .001). Using a generalized logit model, we adjusted for each student's baseline drawing (positive-neutral-negative), grade level, gender, ethnic group, and socioeconomic status. After adjustment, students in the intervention school were more likely to draw positive (odds ratio [OR] 1.48, 95% confidence interval [CI] 1.13, 1.94) or positive and neutral images (OR 1.58, 95% CI 1.21, 2.19) at follow-up compared to the control school. IMPLICATIONS: This controlled study demonstrated that use of the Positively Aging teaching materials and activities moved middle school students toward a more positive view of elders. Interdisciplinary teaching materials based on geriatrics and gerontology can be successfully developed and tested in public school systems to affect attitudes about aging.
Adolescent↗
Evaluation of audiovisual teaching material in family practice: a report of review activities, 1977--1978.
Audiovisual teaching materials have found increasing use in medical education in recent years, and a large number of excellent materials have been produced. The plethora of existing audiovisual teaching programs has made it difficult for educators and potential users to be aware of what is available and to select programs relevant to specific learning needs. The Audiovisual Review Committee has functioned over the last five years as a subcommittee of the Education Committee of the Society of Teachers of Family Medicine. This paper describes the experience of this group over the last two years and presents a complete listing of audiovisual teaching materials which have been reviewed and appraised during that period.
Audiovisual Aids↗
Evaluation of audiovisual teaching materials in family practice: a report of review activities 1974-1976.
Recent years have seen increasing interest in the use of audiovisual teaching materials throughout medical education. There is good evidence that different individuals learn best in different ways according to their particular learning styles, personalities, and learning needs. Audiovisual materials can provide flexible approaches to meet varied learning needs and facilitate self-instruction. In the past, there has been no systematic method of identification and evaluation of audiovisual teaching materials relevant to family practice. This paper describes the experience of a review process which was initiated three years ago. A complete list is presented of audiovisual teaching materials which have been reviewed for family practice and future directions of the review process are discussed.
Audiovisual Aids↗
Development of innovative teaching materials: clinical pharmacology problem-solving (CPPS) units: comparison with patient-oriented problem-solving units and problem-based learning--a 10-year review.
The First Teaching Clinic in Clinical Pharmacology, sponsored by the American College of Clinical Pharmacology in September 1992, was designed for the preparation and development of new clinical pharmacology problem-solving (CPPS) units. CPPS units are case histories that illustrate pertinent principles in clinical pharmacology. Each unit consists of the following sections: introduction, learning objectives, pretest, four clinical pharmacology scenarios, posttest, answers to pre- and posttest questions, and selected references. The clinical pharmacology content of the CPPS units place greater emphasis on clinical information, drug selection, and risk/benefit analyses, and thus they complement the basic pharmacology presented in the patient-oriented problem-solving (POPS) units. In general, the CPPS units are intended for use by students more advanced in clinical pharmacology than first- and second-year medical students. The CPPS unit "Clinical Pharmacology of Antiepileptic Drug Use: Clinical Pearls about the Perils of Patty" was developed for use by third- and fourth-year medical students doing rotations in neurology or clinical pharmacology; advanced pharmacy students; residents in neurology, pediatrics, internal medicine, and family practice; fellows in clinical pharmacology, and those taking the board examination in clinical pharmacology. The CPPS unit titled "Geriatric Clinical Psychopharmacology" was written for third- and fourth-year medical students; residents in psychiatry, family practice, and internal medicine;fellows in clinical pharmacology; and those studying for boards in clinical pharmacology. The CPPS unit "Anisocoria and Glaucoma" was written for more advanced students of clinical pharmacology. The CPPS unit titled "Antiepileptic Drugs" was intended for second-year medical students. The second teaching clinic was held in November 1993 and focused on the development and editing of the CPPS units and their evaluations by faculty and students from academic centers. Evaluations by faculty and students have been overwhelmingly positive. Requests to use the CPPS units in various clinical pharmacology teaching programs were received from numerous schools within the United States and from abroad. The third teaching clinic in September 1995 included a follow-up focused on the uses of drug information databases in case problem exercises. These examples are presented to demonstrate the variety of educational activities the American College of Clinical Pharmacology is sponsoring to fulfill its strategic initiative dedicated to offer innovative teaching programs and to develop new teaching materials in clinical pharmacology. Collectively, all of the teaching clinics, symposia, and workshop efforts, sponsored by the various academic professional societies alone or together over the past decade, are necessary if new and innovative teaching materials in the field of basic science and in the fields of pharmacology and clinical pharmacology are to be continuously developed to keep pace with the new, rapidly changing developments in medicine to provide the best treatment for patients in the 21st century.
Anisocoria↗
Sources of oral health information and teaching materials for primary schoolteachers in Rungwe District, Tanzania.
OBJECTIVE: To determine the various major sources of Oral Health Education (OHE) for primary school teachers in Rungwe District, Mbeya Region, Tanzania. DESIGN: Cross-sectional study using a self-administered close-ended questionnaire. PARTICIPANTS AND SETTING: 232 rural and urban in-service primary school teachers and 195 final-year-teacher trainees at college. MAIN OUTCOME MEASURES: Socio-demographic factors, common teachers' OHE sources, common sources of OHE teaching aides, and teachers' previous OHE training opportunity. RESULTS: Textbooks and a dental clinic were found to be the most common sources of OHE for a large proportion of in-service and trainee teachers, while neighbours and a teachers' college were reported by a smaller proportion. The District Dental Officer was the only significant source of oral health education teaching materials in this study. CONCLUSION AND RECOMMENDATION: While primary schoolteachers' sources for oral health education information was mainly textbooks and from a dental clinic, the source of teaching materials was largely a District Dental Officer. Details on the particular sources were not sought and further studies are therefore required. However, the findings highlight a need for standardised and equally distributed oral health material sources both for valid information and for teaching in schools.
Cross-Sectional Studies↗
Patients' use of health-teaching materials at three readability levels.
The extent to which patients use and learn from drug literature written at three different readability levels was examined. A two-way analysis of variance showed an interaction effect on knowledge score between the readability level of the leaflet and the amount of schooling subjects reported: persons with higher education learned most from the hardest pamphlet and persons with the least formal education learned the most from the easiest pamphlet. A similar interaction was found in testing the likelihood that patients had read the leaflet. The results suggest that persons with little formal education would benefit from teaching materials with a readability level considerably lower than even many "easy-to-read" health-teaching materials available today.
Adult↗
Teaching materials for pediatric health professionals.
Nurses can update their use of pre-op teaching materials with medical playthings. Anatomical dolls, medical puppets and stuffed animals, toys and games, as well as replicas of medical equipment and furniture are now available to demonstrate more clearly to patients what will be happening to them. Using actual medical supplies for supervised play also helps child patients understand procedures, vent feelings and express beliefs. The careful selection or creation of medical toys enhances existing teaching programs.
Child↗
An electronic filing cabinet for "classic" articles and other teaching materials: something old, something new.
OBJECTIVE: "Classic" articles remain an important resource in teaching psychiatry. But, such materials are often buried in a faculty member's filing cabinet, effectively lost in today's world of instant access. We attempt to recover these materials through a marriage of traditional reading lists and contemporary technology. METHOD: The authors created a sharable electronic filing cabinet to store frequently used teaching materials. CONCLUSION: An electronic filing cabinet can organize teaching materials and increase efficiency in teaching.
Electronic Data Processing↗
Development of electrocardiographic teaching materials using an MC68000-based, interactive graphics microcomputer.
Interactive computer-graphics methods of computer-aided design (CAD) have been applied to problems in physical science and industry for several years; however, at the present time CAD methods have not been widely used to solve similar problems in medical education. Electrocardiogram waveform fabrication for the production of teaching materials seemed to be a well-defined area for CAD application. The availability of inexpensive, 16/32 bit word, MC68000-based microcomputers (e.g. Apple, Macintosh) and interactive graphics software (e.g. MacPaint and MacDraw) seemed to provide the necessary tools to make this application. This paper describes the authors' initial experience (from June 1984 to March 1985) in developing and employing an interactive computer graphics routine to produce ECG teaching materials.
Cardiovascular Diseases↗
Morphing as a means of generating variation in visual medical teaching materials.
In computer-based medical education, there is frequently a need to present students with pictorial data representative of the natural variation associated with disease presentations as well as the progression of disease within an individual. Because of the difficulty in acquiring such data, image acquisition is often the most resource-intensive phase of multimedia courseware development. In light of the resource demands associated with image content, many courseware designers do not make opportune use of image data, but rely instead upon text descriptions to provide variation in content. The resulting lack of adequate pictorial content often lessens the overall impact of the courseware. To overcome constraints imposed by the difficulty in acquiring pictorial content of sufficient richness, a methodology of generating variation in visual teaching materials has been developed through the use of morphing. These techniques have general applicability in creating variation in pictorial teaching materials in a variety of image-intensive domains.
Ascites↗
The development of interactive teaching material in forensic science at the University of Strathclyde.
As part of the continued development of the forensic science teaching programme at the University of Strathclyde, a CD-ROM multi-media package for integration into the undergraduate teaching programme in the analysis of drugs of abuse has been developed. The perceived need for the programme is described. The required resources for development of the package, including staff time, teaching material, hardware and software and technical skills are outlined. The developmental process for the design and production of the package is described. The final outcome of the project is discussed.
Computer-Assisted Instruction↗
Evaluation of audiovisual teaching materials in family practice: a report of review activities, 1979-1980.
Although audiovisual teaching materials are commonly used in medical education at all levels, it remains difficult for educators and interested learners to become aware of what is available, of good quality, and relevant to specific learning needs. The Audiovisual Review Committee has functioned since 1974 as a subcommittee of the Education Committee of the Society of Teachers of Family Medicine. This paper lists the audiovisual materials that have been reviewed during the last two years, and briefly comments upon the review process that has been used over the last seven years.
Audiovisual Aids↗
[Visual representation of biological structures in teaching material].
Parameters must be defined for presenting and handling scientific information presented in the form of teaching materials. Through library research and consultations with specialists in the health sciences and in graphic arts and design, this study undertook a comparative description of the first examples of scientific illustrations of anatomy and the evolution of visual representations of knowledge on the cell. The study includes significant examples of illustrations which served as elements of analysis.
Anatomy↗
Evaluation of breast self-examination teaching materials in a primary care setting.
A study was designed to determine the effectiveness of breast self-examination teaching materials in a primary care setting. The Women's National Cancer Control Campaign tape/slide programme and leaflets were displayed in a health centre, both independently and in combination. Women leaving the health centre were interviewed about breast cancer and the information on breast self-examination contained in the educational material.Both the leaflet and tape/slide programme, independently, increased knowledge about breast cancer and self-examination, but only to a small extent. They were more effective in combination, mainly in increasing knowledge of breast self-examination, rather than knowledge of breast cancer or breast abnormalities.
Adolescent↗
Creating teaching materials.
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Education, Medical↗