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M S Stinson

Publications and source records attributed to M S Stinson.

6 recordsLinked to original sources
PubMed2001

College Students' Perceptions of the C-Print Speech-to-Text Transcription System.

C-Print is a real-time speech-to-text transcription system used as a support service with deaf students in mainstreamed classes. Questionnaires were administered to 36 college students in 32 courses in which the C-Print system was used in addition to interpreting and note taking. Twenty-two of these students were also interviewed. Questionnaire items included student ratings of lecture comprehension. Student ratings indicated good comprehension with C-Print, and the mean rating was significantly higher than that for understanding of the interpreter. Students also rated the hard copy printout provided by C-Print as helpful, and they reported that they used these notes more frequently than the handwritten notes from a paid student note taker. Interview results were consistent with those for the questionnaire. Questionnaire and interview responses regarding use of C-Print as the only support service indicated that this arrangement would be acceptable to many students, but not to others. Communication characteristics were related to responses to the questionnaire. Students who were relatively proficient in reading and writing English, and in speech-reading, responded more favorably to C-Print.

Journal Article↗
PubMed1997

Penicillin dosing for pneumococcal pneumonia.

Most textbook authors still endorse penicillin G as the specific antibiotic of choice for pneumococcal pneumonia. However, problems with early precise etiologic diagnosis of pneumonia and the emergence of drug-resistant pneumococci cause penicillin to be seldom used for this purpose today. A third explanation for the infrequent use of penicillin is lack of clear consensus dosing guidelines. Emergence of pneumococci resistant to the newer cephalosporins and concerns about overuse of vancomycin, however, have prompted renewed interest in the development of precise, rapid methods for diagnosis of pneumococcal pneumonia with the implication that penicillin might be used more frequently. We review several issues concerning penicillin dosing: intermittent vs continuous therapy, high dose vs low dose, relationship of dose to resistance, and cost-effective pharmacology. An optimum "high-dose" regimen for life-threatening pneumococcal pneumonia in a 70-kg adult consists of a 3 million unit (mu) loading dose followed by continuous infusion of 10 to 12 mu of freshly prepared drug every 12 h. The maintenance dose should be reduced in elderly patients and in patients with renal failure according to the following formula: dose (mu/24 h = 4+[creatinine clearance divided by 7]). This regimen provides a penicillin serum level of 16 to 20 microg/mL, which should suffice for all but the most highly resistant strains (minimum inhibitory concentration > or = 4 microg/mL). Newer cephalosporins and vancomycin can be reserved for patients with suspected meningitis or endocarditis or for localities in which highly resistant pneumococci are known to be prevalent.

Adult↗
PubMed1996

Conflicts in consultation.

Conflicts in the medical care of patients are to be expected, since much of patient care remains an art. No less an art is the practice of inter-physician communication which should be the cornerstone of consultation medicine. Improved clarity of the reason for the consult and improved compliance with the recommendations themselves will result from effort devoted to these communications. When conflicts arise, however, and progress to the extreme, ethical guidelines as outlined in this article may help to provide an approach toward resolution.

Aged↗
PubMed1991

Students' perceptions of communication ease and engagement. How they relate to academic success.

The extent to which students' self-perceptions of communication ease and engagement relate to their academic achievement was assessed in a study of 95 high school students enrolled in a large urban school for the deaf. Four dimensions of classroom communication were measured: students' understanding of teachers, students' understanding of peers, and positive and negative feelings about communication at school. Engagement, the extent students report being excited and actively involved in the classroom, predicted only teacher-assigned grades when the variance of background variables such as residual hearing and IQ was removed. However, communication ease made a significant contribution to the prediction of the three standardized achievement test scores, as well as grades, when background variance was removed. The results suggest that students are more likely to learn if they perceive themselves as being effective in communicating and have positive feelings about the communication that occurs.

Adolescent↗