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PubMed1996

Mixed mode education learning and the use of textual resources.

Economic and market forces, as well as beliefs about sound educational practice, are prompting faculty to adopt mixed mode education, drawing upon both established and in-house material production. There is much to be gained, both from the student, purchaser and provider (institution and tutor) point of view, but implementation of such programmes requires careful planning. This paper stems from the 1994 Nurse Education Tomorrow Conference (Durham) and discusses pragmatic considerations when textual resources are used to fuel education innovation. It argues that the use of 'study guides' may free precious tutor resources for higher taxonomy roles, and afford opportunities to review the ways in which the management of effective learning can assist in the development of quality assurance criteria.

Audiovisual Aids↗
PubMed1997

The ellipsis of prognosis in modern medical thought.

Contemporary textbooks of internal medicine give scant attention to the prognosis of diseases. Has this always been the case? If not, when and why did prognosis come to be de-emphasized? Using a highly regarded, standard medical textbook initially authored by William Osler, The Principles and Practice of Medicine, I performed qualitative and quantitative content analysis of entries regarding lobar pneumonia in selected editions published between 1892 and 1988, with special attention to the period between 1892 and 1947. I chose lobar pneumonia because it was a leading cause of death throughout this period and because it is recognizable across time, thus making it possible to follow the evolution in clinical thinking about prognosis while holding constant the diagnosis. I argue that two powerful forces converged to lead to the ellipsis of prognosis: (1) the emergence of effective therapy, and (2) a fundamental change in the cognitive basis of medicine. With respect to the former, I show that there is a complementary, inverse relationship between the clinical acts of prognostication and therapy; as one increases in salience in the management of a disease, the other decreases. With respect to the latter, I argue that the particular clinical facts deemed to be important about a patient's case have shifted over time, and I explore changes in the clinical and cognitive foundations of physicians' estimation of patients' prognoses-in particular, "symptoms" and "complications." I conclude that, concurrent with a shift in clinical thought from an individual-based to a diagnosis-based conceptualization of disease, prognosis came to be seen as intrinsic to diagnosis and therapy, and explicit attention to prognosis consequently diminished.

Curriculum↗
PubMed2002

Obstetrical textbooks: recommendations about drinking during pregnancy.

BACKGROUND: For the past 2 decades, public health authorities have recommended that pregnant women abstain from alcohol. We reviewed obstetrical textbooks published over the last 4 decades to identify trends in recommendations for drinking during pregnancy. The study was begun in 2000 and completed in 2001. DESIGN: Eighty-one texts were identified from a national listing service (n =51) and local library shelves (n =30). RESULTS: Only 14 (17%) of the texts contained a consistent recommendation that pregnant women should not drink alcohol. Although there was a slight upward trend toward recommendations for abstinence in more recent texts, only 24% of the 29 texts published after 1990 were in this category. Fifty-three percent of all texts and 52% of texts published after 1990 contained a sentence condoning drinking at some level. The remaining texts (30%) contained no recommendations. CONCLUSIONS: Many texts, even those published recently, have not embraced public health recommendations and, in some instances, contradict them.

Alcohol Drinking↗
PubMed2005

[Readability of informed consent forms for subjects participating in biomedical research: updating is required].

OBJECTIVE: We compared informed consent forms of subjects participating in biomedical research with those of references texts in order to determine the factors that influence readability. METHODS: We assessed the readability of 73 informed consent forms of research protocols conducted in the clinical investigation centres in the Rhone-Alpes area, and then compared them with 33 reference texts corresponding to 5 French school grades (first year infant, primary school, GCS level, high school, and classics aggregation), using the Flesch test and Cordial" analyser. RESULTS: Median Flesch scores were 66 for the first year infant level, 62 for the primary school level, 58 for the GCS level, 42 for the high school level, and 43 for the aggregation level. It was 22 for the informed consent forms. Median Cordial scores were 86 for the first year infant level, 77 for the second, 74 for the third, 49 for the fourth, 43 for the fifth. It was 1 for the informed consent forms. No methodological factor correlated with Flesch and Cordial" results. CONCLUSION: The quantitative readability scores for informed consent forms for subjects participating in biomedical research are low, lower than those proposed to aggregation candidates, whatever the type of protocol. Some thought must be given to the impact of the reduced readability on patients' understanding, and steps should be taken to improve the readability of the forms.

Adolescent↗
PubMed1993

Angle versus Case.

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History, 19th Century↗
PubMed1993

Angle versus Case.

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History, 19th Century↗
PubMed2002

Learning by computer simulation does not lead to better test performance than textbook study in the diagnosis and treatment of dysrhythmias.

STUDY OBJECTIVE: To compare computer-based learning with traditional learning methods in studying advanced cardiac life support (ACLS). DESIGN: Prospective, randomized study. SETTING: University hospital. MEASUREMENTS: Senior medical students were randomized to perform computer simulation and textbook study. Each group studied ACLS for 150 minutes. Tests were performed 1 week before, immediately after, and 1 week after the study period. Testing consisted of 20 questions. All questions were formulated in such a way that there was a single best answer. Each student also completed a questionnaire designed to assess computer skills, as well as satisfaction with and benefit from the study materials. MAIN RESULTS: Test scores improved after both textbook study and computer simulation study in both groups, although the improvement in scores was significantly higher for the textbook group only immediately after the study. There was no significant difference between groups in their computer skill and satisfaction with the study materials. The textbook group reported greater benefit from study materials than did the computer simulation group. CONCLUSIONS: Studying ACLS with a hard-copy textbook may be more effective than computer simulation for acquiring simple information during a brief period. However, the difference in effectiveness is likely transient.

Adult↗
PubMed1994

Longitudinal comparison of multimedia textbook instruction with a lecture in radiology education.

RATIONALE AND OBJECTIVES: The purpose of this prospective randomized study was to compare the long-term instructional effectiveness of a computer-based radiology multimedia textbook (MMTB) with that of a traditional lecture. METHODS: Volunteer faculty/fellows and residents were randomly assigned to either a computer-based MMTB group or to a lecture group. The course content for each instructional group was the same. Pretests, posttests, and 1-year long-term retention tests were administered to both groups. The same 10 questions were on all tests. The resulting data were analyzed using analysis of variance procedures available on the Statistical Analysis System. RESULTS: A comparison of the long-term instructional effectiveness of an MMTB versus a lecture showed that the MMTB computer instructional method was at least comparable in spite of the initial short-term appearance of lecture superiority. CONCLUSION: These results suggest a promising future for MMTB and other forms of computer-based education in radiologic instruction for medical students and radiologists.

Analysis of Variance↗