Gastrostomy feeding in cerebral palsy: too much of a good thing?
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Adolescent↗
Biomedical subjects
Erika Gisel
Publications and source records attributed to Erika Gisel.
A web-based tutorial to enhance student learning of activity analysis.
BACKGROUND: This paper describes the impact on learning of a web-based tutorial for the application of activity analysis, with occupational therapy students, at McGill University, Montreal, Quebec. This tutorial offers unique, interactive instructional strategies allowing for self-directed higher cognitive and reflective learning, which has not been possible, to date, in current web-based technology. SCOPE: Through repeated practice, students collaboratively (in dyads) apply concepts of activity analysis, and receive immediate feedback by comparing their answers to a standard. METHODS AND RESULTS: Comparisons of performance outcomes on summative exams before and after implementation of the tutorial are made, suggesting a decrease in variance scores indicating fewer students are falling below the class average. These results are attributed to opportunities to practice activity analysis and to receive immediate feedback. PRACTICE IMPLICATIONS: Web-based instruction can impact student learning if the instructional strategies ensure coherence with all other instructional components, match the learning outcomes, facilitate self-directed and collaborative learning, and allow for practice and feedback.
Canada↗
Oral stimulation accelerates the transition from tube to oral feeding in preterm infants.
OBJECTIVE: To assess whether an oral stimulation program, before the introduction of oral feeding, enhances the oral feeding performance of preterm infants born between 26 and 29 weeks' gestational age. STUDY DESIGN: Preterm infants (n = 32) were randomized into an experimental and control group. Infants in the experimental group received an oral stimulation program consisting of stimulation of the oral structures for 15 minutes. Infants in the control group received a sham stimulation program. Both were administered once per day for 10 consecutive days, 48 hours after discontinuation of nasal continuous positive air pressure. RESULTS: Independent oral feeding was attained significantly earlier in the experimental group than the control group, 11 +/- 4 days (mean +/- SD) versus 18 +/- 7 days, respectively (P =.005). Overall intake and rate of milk transfer were significantly greater over time in the experimental group than the control group (P =.0002 and.046, respectively). There was no difference in length of hospital stay between the 2 groups. CONCLUSION: An early oral stimulation program accelerates the transition to full oral feedings in preterm infants. This was associated with greater overall intake and rate of milk transfer observed in the experimental group when compared with the control group.
Administration, Oral↗