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PubMed1997

Learning in dental education.

Learning in dental education has long been a subject of academic research. There are different types of student learning which directly or indirectly contribute to the learning outcomes. In this paper, the various classifications of different types of learning; superficial, deep, individual, collaborative and resource-based learning are explored. In order to achieve the learning objectives, different teaching methods such as group-work, rôle-play and problem-based learning are employed. The types of resources used in present day teaching are diverse and multiple: such as print-based, computer-based technologies and audio-visual technologies. In order to assess the effectiveness of such teaching, different methods of assessment have been adopted for use in higher education. In the context of good teaching in higher education, there are a number of constraints placed upon the individual and the institution. These constraints are discussed and recommendations made whereby they may be overcome.

Education, Dental↗

PubMed2002

An innovative approach to developing the reflective skills of medical students.

BACKGROUND: Development of the reflective skills of medical students is an acknowledged objective of medical education. DESCRIPTION: Description of an educational exercise which uses an email-based process for developing the reflective skills of undergraduate medical students. Student quotations illustrate learning outcomes qualitatively. DISCUSSION: The process described is immediate, direct, linked to learning objectives, enables rapid responses to be given to the students individually, and is followed by group sharing of learning. It provides a rigorous and robust feedback loop for students. It is relatively economic for teachers and incidentally benefits curriculum design and evolution. The approach supports development of a reflective approach to learning.

Education, Medical, Undergraduate↗

PubMed2003

A collaborative approach for improving information literacy skills of dental hygiene students.

BACKGROUND: Evidence-based practitioners need to develop proficiency in locating and evaluating necessary information from a variety of sources, a concept known as information literacy. One potential source of information is the World Wide Web; however, the wide range in the quality of information available through the Internet indicates a need for strong critical appraisal skills. OBJECTIVES: To facilitate development of these skills in dental hygiene students, dental hygiene faculty collaborated with a librarian to implement a project to improve information literacy skills and integrate the use of the Internet into dental hygiene course work. METHODS: Students were required to develop a scenario about an aspect of dental hygiene practice, such as client health concern, practice management, or selection of an appropriate dental hygiene therapy. Students were to search the Internet, locate and evaluate a website that could address their scenario, and post this information and additional comments to a text-based computer conferencing section of a class website. Web CT software, particularly the computer conferencing function, was used to support asynchronous online activities. Student evaluation of the assignment was conducted using a 5-point Likert scale. RESULTS: Mean ratings for structure variables ranged from 3.94 to 3.81. Slightly lower mean ratings for process variables, ranging from 3.74 to 3.21, suggest room for improvement to activities. Mean ratings for outcome variables, ranging from 4.42 to 3.29, suggest achievement of the desired learning outcomes. CONCLUSION: Evaluation results warrant the continued inclusion of asynchronous online activities in conjunction with face-to-face classroom instruction.

Computer Literacy↗

PubMed2002

School nursing in an underserved multiethnic Asian community: experiences and outcomes.

Based on an Asian faculty's previous work, University of South Alabama College of Nursing conducted a project targeting the Asian population in Bayou La Batre, Alabama. The Helene Fuld Health Trust, HSBC, Trustee funded the project to demonstrate effective models for involving nursing students and faculty members in community-based practice. This project provided health services and developed educational programs for this underserved population. To facilitate entry into the Asian community, the College established clinical sites at 2 schools in Bayou La Batre that had the highest concentration of Asians in Mobile County's public school system. The purpose of the project was to develop a new curriculum, to involve nursing students in community-based practice, and to provide health care services in the community. The health services, educational programs, and community instructional activities generated substantial outcomes for the targeted population as well as nursing students. Nursing students learned to assess aggregates, plan, and evaluate interventions. The learning outcomes of the nursing students were evaluated using objectives developed in accordance with Bloom's (1956) Taxonomy. The project not only complemented and expanded existing school health services and programs but also filled the void in some health service and program areas. Preliminary evaluation of the project revealed overwhelmingly positive feedback from both the nursing students and Bayou La Batre school teachers. This article also explores the implications of the newly issued "National Standards for Culturally and Linguistically Appropriate Services in Health Care" for nursing education in the contexts of the Census 2000 and the megatrend of globalization.

Alabama↗

PubMedDate not supplied

The clinical achievement portfolio: an outcomes-based assessment project in nursing education.

Dynamic healthcare market forces impel educators to search for innovative methods of academic assessment to measure learning outcomes. The clinical achievement portfolio is a creative and systematic tool for documenting continuous improvement of student clinical learning. The authors describe the use of the portfolio as a pilot project aimed at introducing reflective thinking and measuring clinical learning in undergraduate nursing education. Potential benefits of the clinical portfolio and implications for future research are proposed.

Attitude of Health Personnel↗

PubMedDate not supplied

Student learning.

This paper reviews important practical aspects of student learning. Some student learn by memorizing important parts of the text by dividing the content into bits and pieces. In this approach, the surface approach, they may not be able to derive full meaning of the content. The other method used by the students is deep approach, wherein a student tries to understand the meaning of the materials. In medical education, it is important for the student to relate contents of study material to other ideas, and to map-put subject areas. In the present context, a medical student also needs to become an autonomous learner, for which a student needs to develop certain skills. Teachers have a significant role in providing opportunities to the students to learn actively and meaningfully. Learning outcome is related to characteristics of the student, the teachers, the institution, the learning styles and processing of the learned subject.

Humans↗

PubMed1991

Self-directed learning and student supervision.

Nurse education in the United Kingdom is undergoing major changes arising from proposals for a new preparation for practice entitled Project 2000 (UKCC 1988). Self-directed learning is identified as an important element in most Project 2000 qualifying education programmes. There is, however, some lack of clarity about self-directed learning and how it should be managed in the curriculum. This paper addresses the fundamental meaning of the self-directed learning concept and the advantages in this approach. It is suggested that a balance must be established between maximising the student's control of her own learning and the constraints imposed by statutory educational requirements, particularly with regard to learning outcomes. The issue of the locus of control at various stages in the learning process is considered. The paper concludes by identifying the teacher's role as a supervisor of studies and a partnership model for student supervision is proposed.

Education, Nursing↗

PubMed2006

Pro-nominal reference skills of second and fourth grade children with language impairment.

UNLABELLED: Pro-nominal referencing was evaluated in a sample of 569 children comprising four diagnostic subgroups: typical language (TL), specific language impairment (SLI), nonspecific language impairment (NLI), and typical language with low nonverbal IQ (LNIQ). Participants generated oral narratives in second grade and again in fourth grade. The narratives of the females in the TL group included a significantly higher rate of pro-nominal references than the narratives of both the males in the TL group and the females in the NLI group. A higher percentage of complete pro-nominal references was found in the TL group compared to the SLI group. These findings suggest that pro-nominal referencing measures are not sensitive enough to differentiate school-aged children with typical language development from those with language impairment. LEARNING OUTCOMES: The reader will: (1) become familiar with narrative language measures and (2) learn how groups of children with varying language and cognitive profiles perform on measures of referential cohesion.

Analysis of Variance↗

PubMed2006

Measuring word learning: dynamic versus static assessment of kindergarten vocabulary.

UNLABELLED: This preliminary study investigated the potential of using a dynamic approach to assessing expressive word mapping. Because measuring word mapping with productive language responses is much more difficult than measuring receptive word mapping, incorporating a dynamic measure allowed us to tap partial mapping and provided useful information on word learning. Participants were 24 typically developing African American children, from high-risk backgrounds and low-risk backgrounds, as determined by school and family demographics. Performance was compared on the PPVT-III and on the dynamic assessment of word mapping. The dynamic assessment of word mapping provided information about complete and partial mapping of words. Additionally, there was an interaction between risk and performance on the vocabulary and word learning measures. These data suggest that the use of the dynamic measure in conjunction with traditional vocabulary measures may have the potential to provide an estimate of word-learning ability. LEARNING OUTCOMES: Readers will (1) be able to identify the need for word-learning measures and (2) become familiar with the combined technique of using dynamic assessment and fast mapping.

Aptitude↗

PubMedDate not supplied

"They're just going to get worse anyway": perspectives on rehabilitation for nursing home residents with dementia.

UNLABELLED: In recent years, researchers have provided data to show that individuals with Alzheimer's disease (AD) can learn new information and functional behaviors, despite significant declarative memory deficits. However, clinicians in long-term care frequently have difficulty justifying and providing needed services to persons with Alzheimer's disease in LTC settings. In this paper, implicit learning will be discussed as a theoretical rationale to support rehabilitation along with practical issues related to the provision of speech-language pathology services for residents with Alzheimer's disease in LTC settings. LEARNING OUTCOMES: After reading this article, learners will be able to: (1) Define implicit learning; (2) discuss evidence for implicit learning in Alzheimer's disease; (3) describe how to capitalize on implicit learning during rehabilitation for individuals with Alzheimer's disease; (4) explain how to justify and provide interventions for individuals with Alzheimer's disease in LTC settings.

Aged↗

PubMed2003

Can't learn without you: predictive value coding in orbitofrontal cortex requires the basolateral amygdala.

Basolateral amygdala and orbitofrontal cortex are implicated in cue-outcome learning. In this issue of Neuron, Schoenbaum et al. show that, following basolateral amygdala lesions, cue-selective neurons in orbitofrontal cortex are more sensory driven and less sensitive to the motivational value of an outcome, suggesting that predictive value coding in orbitofrontal cortex is dependent on input from basolateral amygdala.

Amygdala↗

PubMed2001

A framework for developing excellence as a clinical educator.

The current emphasis on providing quality undergraduate and postgraduate medical education has focused attention on the educational responsibilities of all doctors. There is a greater awareness of the need to train doctors as educators and courses have been set up to satisfy this need. Some courses, such as those on how to conduct appraisal, are specific to one task facing a medical educator. Other courses take a broader view and relate educational theory to practice. In this paper we describe an outcome-based approach in which competence in teaching is defined in terms of 12 learning outcomes. The framework provides a holistic approach to the roles of the teacher and supports the professionalism of teaching. Such a framework provides the basis for the development of a curriculum for teaching excellence. It helps to define important competences for different categories of teachers, communicate the areas to be addressed in a course, identify gaps in course provision, evaluate courses, assist in staff planning and allow individuals to assess their personal learning needs. The framework is presented to encourage wider debate.

Curriculum↗

PubMedDate not supplied

A student nurse's learning in a leg ulcer outpatient department.

A descriptive case study was used to examine a student nurse's learning experience during her clinical placement in an outpatient department at a general hospital in the South of England. A specific leg ulcer clinic in the outpatient department was selected. Research questions were formulated to consider the learning outcomes achieved, the patient's experience of participation, the use of evidence-based practice and the learning environment. The results indicated that the staff nurse teacher was able to facilitate learning for the student within this clinic, despite constraints of time, environment and the patient's presence. The research questions were addressed, areas for further research arising from the outcomes of the study were identified, and recommendations were made for future practice.

Ambulatory Care↗

PubMed1994

The outcome problem in psychotherapy: what have we learned?

The outcome problem in psychotherapy has usually been studied without much regard to the theories underlying the methods used. It is suggested that theories are vital to scientific advancement, and that without them we cannot even specify criteria to judge outcomes. Numerous studies since the 1950s have in essence failed to disconfirm the view that various forms of psychotherapy do not show greater effectiveness than spontaneous remission or placebo treatment. An effort is made to clarify the nature of spontaneous remission and placebo treatment, and to discuss the consequences of the many empirical findings and meta-analyses published over the past 50 years. A theory is suggested linking spontaneous remission, placebo treatment, psychotherapy and behaviour therapy, leading to a discussion of ethical considerations and cost-effectiveness issues.

Cost-Benefit Analysis↗

PubMed2006

The presence of mathematics and computer anxiety in nursing students and their effects on medication dosage calculations.

AIM: To determine if the presence of mathematical and computer anxiety in nursing students affects learning of dosage calculations. METHOD: The quasi-experimental study compared learning outcomes at differing levels of mathematical and computer anxiety when integrative and computer based learning approaches were used. Participants involved a cohort of second year nursing students (n=97). RESULTS: Mathematical anxiety exists in 20% (n=19) of the student nurse population, and 14% (n=13) experienced mathematical testing anxiety. Those students more anxious about mathematics and the testing of mathematics benefited from integrative learning to develop conditional knowledge (F(4,66)=2.52 at p<.05). Computer anxiety was present in 12% (n=11) of participants, with those reporting medium and high levels of computer anxiety performing less well than those with low levels (F(1,81)=3.98 at p<.05). CONCLUSION: Instructional strategies need to account for the presence of mathematical and computer anxiety when planning an educational program to develop competency in dosage calculations.

Analysis of Variance↗

PubMedDate not supplied

Sensitivity to word order cues by normal and language/learning disabled adults.

UNLABELLED: Sixteen adults with language/learning disabilities (L/LD) and 16 adults who lacked a personal or familial history of L/LD participated in a study designed to test sensitivity to word order cues that signaled grammatical versus ungrammatical word strings belonging to an artificial grammar. In an exposure phase, participants heard word strings constructed of novel CVC words for a period of 5 min. In a test phase, participants were asked to judge new sentences as either obeying or violating the rules of the grammar they heard. L/LD participants performed significantly below the comparison group on this task. The results suggest that this skill, which emerges early in life for normal children, is problematic for adults with L/LD. LEARNING OUTCOMES: The reader will become familiar with a paradigm that allows assessment of rapid learning of word order rules and how this learning differs for normal and language/learning disabled adults.

Adolescent↗

PubMed1994

Student experiential learning: a collaborative community practice project.

Theoretical and experiential learning in community assessment are essential components of the preparation of first-level community health nurses. This article describes a collaborative community practice project in which faculty incorporated senior baccalaureate community health nursing students as participants. Students assessed availability and utilization patterns of health care services in Spokane, Washington. Data derived from the survey were used by community planners in addressing issues of access to health care by low-income persons. Learning outcomes of this experiential process are described within the context of Burnard's Experiential Learning Model and community health nursing course objectives. Recommendations for design of similar experiential learning opportunities are made.

Clinical Competence↗

PubMed2005

Student learning in clinical nursing education: perceptions of the relationship between assessment and learning.

There is a wealth of literature demonstrating that clinical nursing education is an important part of the baccalaureate programme in preparing students for entry into the nursing profession. While much attention has been given to the factors that can affect learning outcomes in the clinical environment, student and teacher perceptions of the relationship between assessment and learning has remained an under-researched area. The purpose of this study was to explore the perceptions about what students learned and how they learned during their clinical practicum, and to examine the role played by assessment in influencing student learning. Data were collected through a series of focus group interviews with groups of nursing students, graduates, and teachers. It was revealed that students' learning during the clinical practicum was, to a large extent, affected by their perceptions of the assessment tasks. As a result, they adopted a surface approach to learning and focused on preparing for the assessment tasks to the detriment of their learning. Assessment, in this study, exerted what has been described as a negative "backwash" effect on learning. Since assessment may also foster student learning in a positive way, suggestions are offered as to what can be done to bring about a positive "backwash" effect.

Attitude of Health Personnel↗