Biomedical subjects

A J Frisby

Publications and source records attributed to A J Frisby.

5 recordsLinked to original sources

PubMed2000

The initiation of distance learning at Thomas Jefferson University: the library as integral partner.

In 1998 Thomas Jefferson University offered its first entirely online course. Librarians and library staff were integral in the development, support, evaluation, and refinement of this course. While staff members may have taken non-traditional roles in this effort, their roles generally fell within the broad guidelines of assisting University faculty with information and knowledge management. The development and support of distance course offerings will continue to be a focus at Scott Memorial Library.

Curriculum↗

PubMed1996

The Internet and medical education.

The Internet is a watershed event. Access to information resources throughout the world has never been greater or easier. The Internet's effect on medicine, education and practice, is being expanded and redefined daily. Understanding what the Internet is and how it is effecting medical education and medical practice will be vital to the successful practitioner. This paper will provide historical information on the development of the Internet and define the current terminology used by computer professionals and the media. It will discuss how the Internet is currently being used and why you want to be a part of it.

Computer Communication Networks↗

PubMed1995

Computer-based learning for ESRD patient education: current status and future directions.

Computer use in everyday life has expanded human potential in virtually every possible arena. In health care, computer technology affects direct clinical care through diagnostics, treatment, monitoring, and documentation processes. Patient care systems use computer technology to manage billing, scheduling, and multiple other administrative functions. Computer technology for education of health care professionals has been primarily in selected undergraduate, graduate, and professional degree programs. Computer-based continuing education for health care professionals has been available for at least a decade, but computer-based patient education is just now beginning to emerge as a learning option. This article describes examples of patient education programs using different types of hardware and software and explores potential areas for further development of this area for end-stage renal disease patients and families. Computer technology is not a replacement for professional involvement in patient education, but rather offers a new arena of media to enhance and expand current teaching and learning resources. Computer-based learning is characterized by features representative of many highly regarded principles of adult education. Further, instructional design concepts used for program development are fundamentally sound for patient education.

Computer-Assisted Instruction↗

PubMed1992

Using interactive videodiscs to teach gross anatomy to undergraduates at the Ohio State University.

To determine whether interactive-videodisc lessons can effectively replace some of the labor-intensive laboratories in human gross anatomy, pre-nursing and allied-medical-professions undergraduates at The Ohio State University were randomly assigned to either a traditional cadaver-demonstration lab or an interactive-videodisc computer lab covering the same material. In a one-unit pilot study in the autumn quarter of 1989 (involving 190 students) and a full-quarter course in the spring quarter of 1991 (283 students), the performances of the computer-lab students were not significantly different from those of the students in the traditional cadaver-demonstration-lab groups.

Allied Health Personnel↗

PubMedDate not supplied

Evaluation of the effectiveness of a Web-based graduate epidemiology course.

An online epidemiology course was developed, implemented, and evaluated for graduate nursing students through the collaborative efforts of nursing faculty and information, education, and instructional design staff of the library at a health sciences university. This epidemiology course is a core curriculum course for graduate nursing students. The course was piloted with 14 students (one student in Romania); the initial online offering ran concurrently with a traditional classroom section. Extensive evaluation data were collected and analyzed to compare the effectiveness of the classroom and distance-learning formats. Areas of evaluation included objective measures, such as midterm and final examination scores and content analysis comparisons, as well as subjective ratings by the students of time commitments, course objectives, technical aspects of the web-based course, areas of satisfaction or dissatisfaction, and self-confidence regarding epidemiology and computer skills. Recommendations for course development, implementation, and evaluation for similar distance-learning courses will be included.

Computer-Assisted Instruction↗