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PubMed2006

The effects of variation on learning word order rules by adults with and without language-based learning disabilities.

UNLABELLED: Non-adjacent dependencies characterize numerous features of English syntax, including certain verb tense structures and subject-verb agreement. This study utilized an artificial language paradigm to examine the contribution of item variability to the learning of these types of dependencies. Adult subjects with and without language-based learning disabilities listened to strings of three non-words for which the first and third elements had a dependent relationship. In the low variability condition, 12 non-words occurred in the middle position, and in the high variability condition, 24 non-words occurred in this position. Non-disabled adults were able to learn the non-adjacent contingencies and generalize the underlying structure to new strings, but only when variability was high. Adults with language-based learning disabilities did not perform above chance levels under either variability condition. Thus, this group showed poor sensitivity to statistical information in speech input that both infants and non-disabled adults are known to track. LEARNING OUTCOMES: As a result of this activity, the reader will: (1) understand the advantages of using an artificial language to investigate language learning; (2) become familiar with a paradigm for studying the rapid learning of syntactic contingencies; (3) comprehend how the ability to map language structure differs for non-disabled adults and adults with a history of language/learning disability as a function of variability in the input the listener receives.

Adolescent↗

PubMed2004

Developing concept maps from problem-based learning scenario discussions.

AIMS: This paper reports a study examining the effects of adopting concept mapping in problem-based learning scenario discussions on the improvement of students' learning outcomes in a nursing course. BACKGROUND: Students in Taiwan usually have a high degree of anxiety about whether or not they have learned enough. Problem-based learning is a method of teaching that uses a patient situation or scenario to stimulate students to acquire and apply information to solve problems. Concept mapping can promote problem-solving and critical thinking to help students organize complex patient data, process complex relationships and offer holistic care to patients. METHODS: An experimental design was used, with participants randomly assigned either to a control or experimental group. The experimental group participated in six problem-based learning scenario discussions during the 16-week semester, while the control group attended a traditional course. RESULTS: The experimental group had significantly higher proposition and hierarchy scores for their concept maps compared with the control group. There were no significant differences in the cross-link and example scores between the two groups. In general, the total score difference between the groups did not reach statistical significance levels. Only one student in the experimental group obtained a high score; most participants in both groups (over 50%) obtained low scores. CONCLUSIONS: Concept mapping strategies may be useful for analysis of individual student's thinking processes for (1) emphasizing key concepts or main ideas, (2) understanding relationships between different concepts, including cause-effect and part-whole relationships, (3) reviewing propositions, hierarchies and cross-links in a logically scientific way, and (4) revising concept structures to agree with theory and experience.

Adult↗

PubMed2005

Learner-control vs. program-control instructional multimedia: a comparison of two interactions when teaching principles of orthodontic appliances.

BACKGROUND: Many studies have compared computer assisted learning (CAL) to more traditional learning formats and have shown CAL to be as effective as or superior to the alternative resources. However, there are only scarce attempts to show which style of CAL leads to the best learning outcomes in orthodontics. AIM: To compare the effectiveness of a learner-control (group A) vs. program-control (group B) multimedia learning environment courseware packages regarding knowledge, understanding and transfer of content when applied to teaching principles of orthodontic appliances to undergraduate students. METHODS: Pre- and post-test assessments of undergraduate dental students (n = 30) who either studied a learner-control multimedia learning environment courseware package (n = 15) or a program-control version (n = 15) on equivalent material of the orthodontic appliances curriculum. Both groups were evaluated by means of multiple-choice questions covering knowledge, understanding and application. A one-way ANOVA was carried out in order to check for statistical difference between the two groups. The P-value was set at 0.05. RESULTS: There was no difference in prior knowledge between both groups at baseline. Although, both groups significantly improved their scores after having studied the course, no significant difference was found between both groups in relation to answers to questions about knowledge, understanding and application. CONCLUSIONS: In this study, the learner-control instructional multimedia program was found to be as effective as the program-control version when teaching principles of the orthodontic appliances to undergraduate students. The focus needs to be on improving the value of CAL. Comparative evaluations of how different CAL approaches compare with or complement one another are certainly needed.

Comprehension↗

PubMed2002

Transfer of training: an evaluation study.

This article describes an evaluative study focused on the transfer of trained knowledge and skills back to the practice setting. A model of transfer was developed based on factors identified in the literature. Survey methodology was used to obtain data from training participants at the completion of training and again six months later. They assessed attainment of learning outcome and its other model components. The regression model that resulted accounted for 52% of the variance in participants' perceptions of their learning. Training participants having an opportunity to perform new tasks on the job, support of peers for using new skills and familiarity with the content prior to training were the variables in the model. Recommendations for training and evaluation of training efforts are also presented.

Child↗

PubMed2003

Using a linked learning activity to foster nursing students' professional growth.

Linked learning assignments employ a learner-centered approach that views differences among students as educationally enriching, rather than problematic. This article describes a linked learning activity that systematically incorporated differences between first-year and fourth-year nursing students to enrich learning outcomes related to professional growth and the image of nursing. The process of developing, implementing, and evaluating this professional growth-linked learning activity is described. Thematic analysis of students' and faculty's reflective writing about their experience of the learning activity generated three themes--experiencing collegiality, sharing insider perspectives, and re-envisioning nursing. Suggestions for using linked learning activities to actively engage the diversity present in nursing undergraduate programs are offered. The value of facilitating and providing supportive environments for dialogue among students at various stages of development to promote positive socialization in nursing is discussed.

Clinical Competence↗

PubMed2005

Maturation of outcomes of behavioral and electrophysiologic tests of central auditory function.

UNLABELLED: The human peripheral auditory system is fully developed at birth; however, myelination continues for several years in the higher auditory pathways. The aim of the present study was to assess the maturation course of the frequency and duration pattern tests and the middle latency response (MLR). One hundred and fifty normal participants ranging from 7 to 16 years of age were tested using conventional protocols. Results showed increased performance with increased age on both the behavioral tests up to age 12. However, there was no significance change across this age range for either latency or amplitude measures on the MLR. The MLR showed less variability for older children. High variability was a likely factor for the statistical outcome of the MLR. The data obtained on the frequency and duration pattern tests were applied to the development of age related norms. LEARNING OUTCOMES: As a result of this experience, the reader will obtain information about (a) the normal development of the auditory system; (b) performance of children on several standard tests of auditory function; and (c) the characteristics of MLRs in the same group of children.

Adolescent↗

PubMed2002

4.1 Web-based interactive learning programmes.

In the future, the training of competent dentists will need to take advantage of up-to-date digital technologies and learning practices. In order to accomplish this, the following goals should be considered: i) the design of 'customizable' web-based curriculum matrices that accommodate the training philosophies and resources of individual dental schools; ii) the development of digital instructional modules that can be incorporated or downloaded into specific parts of a curriculum; iii) the establishment of an e-consortium, which provides peer view and guidance in the design of teaching modules, and which is responsible for the storage, maintenance, and distribution of teaching modules within the consortium; iv) the development of central human and physical resources at each dental school to enable the seamless delivery of instructional modules in a variety of learning environments; and v) the assessment and provision of ICT training to students and faculty with respect to the use of computers and related digital technologies and educational software programmes. These goals should lead to the creation of a 'virtual dental school'. Within this project summative and formative evaluations should be performed during both the production and development of teaching material (e-learning material) and the learning process. During the learning process the following aspects should be measured and evaluated: i) students' behaviour; and ii) effectiveness, retention and the transfer of e-learned material into the clinical situation. To obtain evidence of the efficacy of e-learning material a certain amount of research has to be done in the near future. It is suggested that all parameters currently known have to be implemented during the development of a learning programme. Previous workers have evaluated the following elements with e-learning: i) planning, ii) programming and technical development, iii) learning behaviours, iv) learning outcomes of both the programme and the student, v) the acquisition of knowledge, skills and attitude and vi) the transfer of e-learned skills into clinical situations.

Competency-Based Education↗

PubMed2003

Using Polvika's model to create a service-learning partnership.

Collaboration can maximize limited resources of universities, school systems, and public health departments by offering learning from experience. Polvika's theoretical model and principles from Community-Campus Partnerships for Health guided development of a service-learning partnership among a university, a county health department, and an alternative school in a large public school district. Of three commonly identified patterns of service-learning, this partnership demonstrated the pattern that equally emphasizes service to a community or agency, and mutual learning by all participants. All organizations in the partnership share a common goal to optimize the health of children in schools, and to provide quality learning for professional students. The partnership is in its fourth year. Formal interagency agreements now exist among all partners. Individuals continue to demonstrate flexibility and mutual awareness of strengths and limitations of respective organizations. Public school students receive more services, many high-risk children achieve better learning outcomes, school nurses offer expanded services in many schools with the help of nursing students, and undergraduate and graduate nursing students gain meaningful learning experiences. Some nursing students state that school nursing has become a career goal. The partnership continues to evolve to meet changing needs of the partners. Members remain satisfied with the collaboration.

Education, Nursing↗

PubMed2001

Students' expectations of learning key skills and knowledge.

Students' expectations of the key skills and knowledge they acquire and how their perceptions of these change during the four year period of their speech and language therapy (SLT) degree programme are explored. This is important because students are central to the teaching and learning process so their expectations of learning have to be taken into account in order to best help them to achieve the required learning outcomes. Over 100 De Montfort University (DMU) SLT under-graduate students from the four years were surveyed by questionnaire. The research findings are discussed to examine the significance of differences between and within year cohorts. The outcomes of this research will provide a basis for recommendations for DMU and other universities' SLT programmes, and for the improvement of student learning guidance.

Health Knowledge, Attitudes, Practice↗

PubMedDate not supplied

Preschool health education program (PHEP): analysis of educational and behavioral outcome.

A health education curriculum structured around age-appropriate types of behavior that enable children to assume more responsibility for their own health was developed, taught, and evaluated in an early childhood learning center. The curriculum was then field-tested and evaluated in several additional preschools utilizing a design which included comparable nonintervention preschools. The findings indicate that the curriculum contributed to learning and suggest that it has some potential in influencing health related behavior. It is not possible to determine from the findings the precise contribution of the curriculum to the observed changes in children's learning outcomes and health behavior. It is likely that the curriculum and the children's general maturation and development all contributed to the changes observed. The studies demonstrated that the curriculum was effectively structured to be appropriate for the targeted age group, acceptable for use by preschool staff and easily implemented into a variety of preschool settings.

Age Factors↗

PubMed2006

Cooperative learning: a new application of problem-based learning in mental health training.

Interaction in problem-based learning (PBL) tutorials is not necessarily cooperative, which may account for variation in learning outcomes. Therefore, a cooperative assessment structure was introduced in a PBL course and the difference examined between this method and individual, lecture-based learning in mental health training. Experimental student groups gained more knowledge between pre- and post-test than did control groups, and the experimental students who scored low on the pre-test made the greatest gains. Groups that reported greater cooperation tended to have higher achievement scores. Experimental students felt that cooperation helped them learn but it also took more time and was sometimes chaotic.

Clinical Clerkship↗

PubMed1988

AIDS: what you and your friends need to know--a lesson plan for adolescents.

The AIDS knowledge and attitudes of students attending an urban high school in Seattle were pretested. Subsequently, a 50-minute AIDS lesson plan was designed using the findings. Instruction occurred one month following the pretest, with a posttest administered one week after instruction. Significant increases in knowledge about AIDS, and parallel changes in tolerant and compassionate beliefs about people with AIDS were observed. Learning outcomes were retained at retesting eight weeks after instruction. Prior to receiving the AIDS lesion, 34% of students listed schools as their source of learning about AIDS. Schools became the major source of learning (82%) after one hour of instruction.

Acquired Immunodeficiency Syndrome↗

PubMed1990

When pupils do not understand the determinants of their success and failure in school: relations between internal, teacher and unknown perceptions of control and school achievement.

Both dispositional and attributional perspectives on perceptions of control assume that people have some idea of outcome determinants. This, however, may not always be so. This study tested the hypothesis that pupils do not always understand the determinants of their learning outcomes, and that such a sense of unknown control will be associated with poor achievement in school. The study was unusual in that it tapped both dispositional control perceptions, using the new MMPCC, and causal attributions for success and failure in a school examination. Subjects were 186 10-year-old Israeli pupils of heterogeneous SES. Results confirmed that unknown control emerged as a distinct dimension of perceived control in both dispositional and attributional measures, and was consistently associated with poor achievement in school. Attributions of test outcomes to unknown causes were strongly related to dispositional unknown control, and were not affected by success or failure. In contrast, dispositional and attributional internality were unrelated, and did not predict achievement. It is argued that internal beliefs reflect internalised social-educational norms, and as a result have less impact on motivation than perceptions of unknown control. The implications of these findings for educational practice and motivational interventions are discussed.

Achievement↗

PubMedDate not supplied

Teaching students in the classroom and clinical skills environment.

This article demonstrates that careful planning and management can help to ensure effective learning for pre-registration students during theory and practical skills teaching. It highlights two lesson plans with intended learning outcomes, one for a didactic teaching session and the other for a psychomotor clinical skills session. The article identifies a variety of teaching and learning strategies that could be adopted.

Clinical Competence↗

PubMed2001

Evaluation of the outcomes of a multi-professional education programme in health informatics.

A multi-professional continuing education programme on healthcare information systems was designed on the basis of the IMIA WG 1 recommendations for teaching health informatics. This paper presents the outcomes of the education programme on the basis of the participants' (n=19) narrative assessments and a questionnaire. According to the results, the participants were very satisfied with their personal learning outcomes and they felt that the programme content was useful for their duties at work. They regarded that particularly the multi-professional group had given them many ideas and rewarding discussions. The learning arrangements were assessed very successful and the learning methods rewarding. In conclusion we suggest that it is important to include different professions--healthcare and technical--into the same continuing education programmes in health informatics, and to include real life-like team projects. The validity of the results to undergraduate education programmes should be studied.

Education, Continuing↗

PubMed2006

Asking well-built questions for evidence-based practice in augmentative and alternative communication.

UNLABELLED: Evidence-based practice (EBP) is increasingly being advocated as the preferred approach to practice in augmentative and alternative communication (AAC). The EBP process involves multiple steps. The asking of a well-built question is the first step in the quest for answers. At the same time it is also often the first stumbling block for practitioners. To facilitate the asking of well-built questions it may be helpful to follow a template. The most frequently used template is PICO, which stands for patient, intervention, comparison, and outcome [Richardson, W., Wilson, M., Nishikawa, J., & Hayward, R. (1995). The well-built clinical question: A key to evidence-based decisions. ACP Journal Club, 123, A12-A13]. In this article, we examine the suitability of the PICO template for AAC in terms of the representativeness of the components, and the appropriateness of its subcomponents, and their terminology. Based on this analysis, we propose the PESICO template, which stands for person, environments, stakeholders, intervention, comparison, and outcome. This template is then illustrated with examples representing a range of decision-making areas in AAC. Finally, directions for future research are provided. LEARNING OUTCOMES: The reader will be able to: (1) appreciate the importance of asking well-built questions, (2) name the shortcomings of the PICO template, and (3) describe the components of the proposed PESICO template for asking well-built questions.

Adult↗

PubMed2004

Creating cohesion between the discipline and practice of nursing using Problem Based Learning.

For at least four decades there has been concern about the discontinuity between the discipline and practice of nursing. The learning traditions in nursing, including the traditional organization of professional educational curricula with an emphasis on general education, could be contributing to this discontinuity. Problem Based Learning (PBL) has been identified as one way to facilitate greater cohesion between the discipline and practice of nursing. Nursing learners exposed to PBL are challenged to achieve professionally desired liberal learning outcomes and acquire knowledge and skill in the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning activity. By combining reflection on existing knowledge essential to understanding the situation with research for new knowledge, PBL reflects the process of knowledge generation. Through PBL learners can achieve a deeper understanding of nursing as a discipline, the relationship of nursing to other disciplines and cohesion between the discipline and practice of nursing.

Education, Nursing↗

PubMed2004

Making portfolios work in practice.

BACKGROUND: A portfolio captures learning from experience, enables an assessor to measure student learning, acts as a tool for reflective thinking, illustrates critical analytical skills and evidence of self-directed learning and provides a collection of detailed evidence of a person's competence. AIMS: This paper reports data on how assessors and nursing students match learning outcomes and/or competencies to their practice and then reconstruct those experiences into the format required by the portfolio documentation. The data were gathered as part of a larger study to evaluate the use of portfolios in the assessment of learning and competence in England. METHODS: This three phase stakeholder evaluation was designed to gain the views of those involved in designing, implementing and using portfolios in nurse education. In phase 2, 122 students and 58 nurse teachers were interviewed about their perceptions of portfolio use, and a further 32 students and 26 assessors were interviewed after they had been observed taking part in an assessment process. Thematic data analysis was used. FINDINGS: Assessors and students underwent a complex process of deconstructing learning outcomes/competences to fit these to their practice. These then had to be reconstructed through the written medium to fit the structure of the portfolio. Confirmation that this met teachers' expectations was essential to allay feelings of insecurity. CONCLUSIONS: To achieve maximum benefit from the portfolio as a learning tool to link theory and practice, there needs to be a clear fit between the model of portfolio and the professional practice that is to be assessed. Outcomes and competences, as well as the type of evidence required to demonstrate their achievement, and integration of the whole experience should match the students' stage of professional and academic development. Over-complex approaches to practice assessment, particularly in the early stages of students' careers, can detract from clinical learning in favour of learning how to complete the portfolio successfully.

Clinical Competence↗