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PubMed2003

Rethinking education in psychology and psychology in education. The inaugural Education Leadership Conference.

The inaugural Education Leadership Conference was convened by the American Psychological Association (APA) in October 2001 to provide a forum for groups and organizations across all levels of education and training to address issues of mutual concern, to promote a shared disciplinary identity among education and training leaders in psychology, and to influence public policy regarding education in psychology and psychology in education. Participants from 23 national education and training organizations, 25 APA divisions, and national credentialing organizations in psychology identified 8 major issues for education and training in psychology and addressed a number of specific questions relevant to ongoing work of the Board of Educational Affairs.

Credentialing↗
PubMed1997

Humanist ideology and nurse education. 2. Limitations of humanist educational theory in nurse education.

This article questions the viability of humanist educational theory in nurse education and raises the issue of which interests are served by humanist ideology. The limitations of the humanist approach are traced. Self-directed learning is shown to be problematic in nurse education, leading to tensions between independent learning and required course content, and the appropriateness of student-centred learning to the professional education of nurses is queried. The need to produce safe practitioners compromises the humanist model. Lifelong learning, for example, becomes institutionalized, and its self-directed character transformed into a mandatory process of lifelong professional education. The humanist model has become the new orthodoxy in nurse education and operates as a form of social control. Through its individualism the approach supports a competency model, which in turn restricts the potential diversity of 'product'. This individualistic bias denies the social reality of nursing and fails to empower the nurse by emphasizing individual growth at the expense of social learning. The article concludes that humanist ideology serves the needs of a free-market philosophy. If nurse education is to be challenging it must break with individualism and seek to develop a different rationale, that of a collectivist ideology.

Bias↗
PubMed2002

Effects of peer education on the peer educators in a school-based HIV prevention program: where should peer education research go from here?

Although many HIV/AIDS prevention programs for adolescents have used peer educators to deliver risk reduction information, few researchers have evaluated the effects of participation in educational activities on the peer educators themselves. The present study compares several outcomes experienced by peer educators involved in a school-based HIV prevention program with those of their classmates to determine areas in which involvement in the curriculum had an effect on peer educators. Analyses revealed few differences between peer educators that could be attributed to the implementation of the intervention. The findings are discussed in terms of their implications for prevention programs targeting adolescent populations, and suggestions are made concerning the importance of future research on the selection, training, and integration of peer educators into school-based programs.

Adolescent↗
PubMed2003

Using electronic technology for Taenia solium education: educating the educators.

In Taenia solium endemic areas, intervention programs include a variety of actions aimed to improve sanitary infrastructure and environment, pig husbandry conditions, detection and treatment of tapeworm carries and cysticercosis cases, among others. For a successful long-term effect, these actions must be associated with community participation and health education programs. Prior to designing/conducting health education programs tailored to specific populations, individuals involved in delivering education, as well as other professionals, students, and community leaders, must be well prepared, their knowledge increased, updated or strengthened. Educators must first be well educated to convey clear and accurate messages. Current electronic technology provides invaluable resources for teaching and learning. Learners using electronic materials benefit from a dynamic, non-linear and flexible interaction that can render long lasting effects compared to traditional passive methods. Electronic resources also provide the capability of producing one standardized template, versatile enough to be adapted, translated, modified, and updated. In this presentation, we introduce our preliminary work on the first interactive media presentation on T. solium which will hopefully, soon, become an interactive tutorial that could be utilized in health education in both developing and developed countries.

Adult↗
PubMed1988

Evaluation of continuing education in health education: the Society for Public Health Education's 1983, 1984 and 1985 mid-year scientific symposia.

The Society for Public Health Education's (SOPHE) first three mid-year scientific symposia were evaluated three months after each meeting with questionnaires mailed to all national SOPHE members who attended and a 10% sample of members who did not attend. 3% of SOPHE members attended the first meeting, rising to 7% and 12% in subsequent years. Persons spending their time in direct education and program planning/development and persons less active in health education professional organizations were under-represented at the meetings. About 90% of those who attended the meetings learned something that they had applied to their health education work. A third to a half had made contact with another health educator on health education business, and about one fifth had increased their participation in SOPHE affairs due to the meeting. Those who attended the mid-year meetings were significantly more likely to plan attendance at the next annual meeting than those who did not attend. Over half of those polled felt that SOPHE should continue to hold mid-year meetings; most of the rest were not sure. Strengths and weaknesses of the individual meetings are discussed, as well as suggestions for improvement, topics and forums for future meetings.

Congresses as Topic↗
PubMed1992

Changing the cancer curriculum: a curriculum committee's response to the results of the AACE Cancer Education Survey II. Cancer Education Survey II: cancer education in United States medical schools.

The AACE Cancer Education Survey-II offers an unusual opportunity based on data from 125 medical schools and 1,035 experienced cancer educators to effect constructive change with regard to cancer education. The changes suggested include more coordination; integration; and a shift of emphasis to include more on topics of prevention, early diagnosis, tumor biology, rehabilitation, palliative care, and psychosocial issues. Ample opportunities, especially in the ambulatory care arena, exist at most medical schools, and there is a great deal of interest in improving the situation. This article reviews the factors contributing to resistance to change, the data on adult learning, and the major movements and dilemmas facing medical education today. It also discusses some of the external forces like the Liaison Committee on Medical Education (LCME) and foundation support, which are being harnessed to effect change. Given these barriers, forces, and opportunities, the article ends with a possible action plan for an individual, an institution, and national bodies interested in cancer education. The knowledge, skills, values, and attitudes must be defined, taught effectively, and evaluated. It is an opportune time, armed with this useful data, to bring about change in how cancer subjects are taught. The ultimate goal is more knowledgeable and effective practitioners and scientists who can decrease the morbidity and mortality from cancer.

Curriculum↗
PubMed1998

International standards in medical education: assessment and accreditation of medical schools'--educational programmes. A WFME position paper. The Executive Council, The World Federation for Medical Education.

WFME has recently decided to extend its 'International Collaborative Programme for the Reorientation of Medical Education', aiming at the implementation of its educational policy at the institutional level. The first objective is to stimulate educational institutions to formulate their own plans for change and for quality improvement to align with international standards. The second objective is to establish a system to assure minimum quality standards for medical school programmes. Both objectives can be accomplished by publishing a World Register of Medical School, which will constitute an instrument of quality assurance in medical education. The Register should specify designation of a World Register Accreditation of medical schools, which fulfil internationally accepted and approved standards of medical education programmes. The accreditation could be differentiated in various categories.

Accreditation↗
PubMedDate not supplied

Visually impaired (VI) education in Romania and the United Kingdom: special education in Romania since 1990 for blind and partially sighted children and young people, with comparisons drawn from similar experiences of legislative and educational changes in England and Wales since 1981.

This article reviews the educational facilities available in the last decades of the 20th century for blind and partially sighted children and young people in Romania and the UK. A turning point in England and Wales came with the Education (Special Educational Needs) Act 1981. For Romania, the turning point came in 1990 with the overthrow of the Ceaucescu regime in late 1989. Romania is seeking entry to the European Union in 2007. This has provided an incentive to bring special educational philosophy and facilities quickly into line with other countries in the European Union. Similar problems regarding inclusion are encountered in both countries. Differentiating features are their different demographic characteristics and the educational resources and assets available at the time of the major changes. Finally, there is a brief review of the number of people with sight loss in paid employment as the next logical focal point for a national inclusion strategy. The UK has been able to develop and advance further than Romania in this sphere, but the legal framework is in place in Romania. The generic terms visually impaired (VI) and sight loss are both used throughout when referring to blind and partially sighted people.

Blindness↗
PubMedDate not supplied

The scope of practice for diabetes educators and the standards of practice for diabetes educators. American Association of Diabetes Educators.

The American Association of Diabetes Educators is a professional organization dedicated to enhancing the competence of health professionals who teach people with diabetes, advancing the specialty practice of diabetes education, and improving the quality of diabetes education and care. In keeping with this mission, a multidisciplinary task force of health professionals has developed a Scope of Practice for Diabetes Educators and a Standards of Practice for Diabetes Educators. These guidelines will not only foster high professional standards for those who teach people with diabetes, but will also provide a consistent point of reference for developing evaluation tools, quality assurance programs, orientation procedures, and professional appraisal systems.

Diabetes Mellitus↗
PubMedDate not supplied

Evaluation of end-of-life nursing education for continuing education and clinical staff development educators.

This article presents data from the 1-year follow-up of the three conferences targeted toward continuing education (CE) providers and staff development (SD) educators and reviews the train-the-trainer model used in disseminating the End-of-Life Nursing Education Consortium (ELNEC) curriculum. The analysis has implications for educators to promote improved end-of-life (EOL) care in their own institutions.

Curriculum↗
PubMed1999

Who should be educated? Education strategies: could children educate their parents?

The International Obesity Task Force (IOTF) concluded that the prevention of weight gain is easier, less expensive and more effective than treating obesity after it has fully developed. The objective of prevention programmes is to reduce the exposure of populations to the environmental causes of obesity. Public health prevention is based on education and behavioural changes aiming at promoting physical activity and a less energy dense diet. Effective management of overweight in children proved to reduce the number who carry their weight problems into adulthood. It has been proposed that school could play an important role in encouraging healthy eating habits. School-based prevention strategies consider the child as the target of the education programme. A complementary approach considers that the child could play an active role in the transmission of the message of prevention. It is the hypothesis of a prospective intervention study in northern France, the 'Fleurbaix-Laventie-Ville-Santé' Study, that nutritional education of children aged 6-12y at school may not only improve their nutritional knowledge but also influence the dietary habits of the family. Preliminary results indicate that the education programme resulted in encouraging changes in dietary habits, mainly a decreased intake of lipid-rich foods in the family. The effects on body weight evolution remain to be evaluated. The study is in progress with a 10-year follow-up.

Child↗
PubMed1992

Cancer prevention education in United States medical schools. Cancer Education Survey II: cancer education in United States medical schools.

The Cancer Education Survey collected data from 126 of 128 US Medical Schools on the current status of cancer-related educational activities for undergraduate medical students. The study was conducted by a Supervisory Committee of the American Association for Cancer Education, with funding from the American Cancer Society. The survey obtained data concerning institutional characteristics in support of undergraduate medical student cancer education, ie, administrative structures, current cancer-related curricula, sources of financial support, and anticipated changes in these characteristics. Institutions were also queried on specific topics of cancer prevention, detection, and diagnosis that might be taught as identifiable areas of instruction for medical students. Three-fourths of the institutions had a lecture on the principles of cancer screening, and, among those, nearly three-fourths classified it as a part of a required course or rotation. Detection of common cancers is taught in virtually all institutions. The least likely cancer prevention lecture topics are related to prevention and cessation of smoking, a well-verified cancer risk. Also, no consistent pattern emerges that might indicate that association with a cancer center imparts to a medical school a greater emphasis on delivery of cancer prevention topics.

American Cancer Society↗
PubMed1998

Educating health educators: a survey of hospital staff completing a certificate in health education course.

Health care professionals (nurses, a midwife, a physiotherapist and an occupational therapist) working in a large NHS Trust hospital who had completed the Certificate in Health Education with the support of their employer, were interviewed. The study objectives were to seek their views on the quality of the course, to determine the extent to which participants were able to apply their new found knowledge and skills in the care they provided to patients and the level of support received to allow them to do this. Barriers that prevented staff from routinely applying health education in their work were identified. The findings indicated that the majority found the course content to be good and relevant to their clinical work but they identified lack of time due to the pressure of routine clinical work as the main barrier to the promotion of health education in their clinical area.

Allied Health Personnel↗
PubMed2001

Assistance to States for the Education of Children with Disabilities. Office of Special Education and Rehabilitative Services, Department of Education. Final regulations.

The Secretary amends the regulations for the Assistance to States for the Education of Children with Disabilities program under Part B of the Individuals with Disabilities Education Act (IDEA; Part B). This amendment is needed to implement the statutory provision that for any fiscal year in which the appropriation for section 611 of the IDEA exceeds $4.1 billion, a local educational agency (LEA) may treat as local funds up to 20 percent of the amount it receives that exceeds the amount it received during the prior fiscal year. The amendment is intended to ensure effective implementation of the 20 percent rule by clarifying which funds under Part B of IDEA can be included in the 20 percent calculation, and, as a result, to reduce the potential for audit exceptions.

Child↗
PubMed2002

[Functional re-education, self-education, and education of patients with leg arthrosis].

EXPERT OPINIONS: Functional rehabilitation, self-rehabilitation in the patient's home and patient education are the basis of non-drug management of patients with osteoarthritis. This approach helps reduce pain and the frequency of consultations, and improves physical activity and quality of life. FUNCTIONAL REHABILITATION: The objective is to limit pain, to maintain joint mobility and muscle force, and to learn how to manage one's disease. Evidence in the literature demonstrates the efficacy of functional rehabilitation. SELF-REHABILITATION: The objective of self-rehabilitation is the same as functional rehabilitation and data in the literature indicate positive results on pain and functional symptoms. PATIENT EDUCATION PROGRAMS: Presented in the form of advise booklet or videos (CD-Room Arthemus), patient education programs improve non-drug management of osteoarthritis. COMPLEMENTARITY: It is logical to associate the different modalities of non-drug management of osteoarthritis since their objectives are complementary and synergetic.

Humans↗
PubMedDate not supplied

[Educational packages: adult education about basic and advanced methods of life support measures. Analysis of some educational systems].

Educational courses are increasingly being offered in Italy to health care workers who want to acquire or improve their basic (BLS) or advanced (ACLS) resuscitation skills. Since 1994 the Italian Resuscitation Council planned and implemented educational BLS and ACLS packages. Their content, methodology and implementation strategies was analysed on the basis of the educational and informational materials offered to the learners and instructors. The duration of the courses varies (never exceeding the three days): the performance of the participants is evaluated and certified. The courses are open to critical care doctors, nurses, technicians and in some cases to the lay people. They are based on the adult learning principles and the learning strategies are both formal and interactive. The course instructors are doctors and nurses specifically trained after a successful result (with optimal performance) of a BLS and ACLS course. At least 50,000 people attended to a BLS course and a lower number (1270) to an ACLS course. To date, the number of recognised BLS instructors is 229 and 79 for the ACLS courses. The recommended costs are around 120 US $ for a BLS course and 400 US $ for an ACLS course. Although the debate on the effectiveness of such a training on the survival of people treated for a cardiac arrest is still ongoing, the learning packages show the feasibility of a multi-professional approach to a systematic training in a critical health area.

Adult↗
PubMed1994

Educating the educators--do university lecturers require training in educational practice?

Universities are coming under increasing pressure to improve their quality and accountability, both in research and in teaching. However whilst there has always been a formal training programme in research, teaching in higher education has generally been carried out by an 'untrained profession'. To accede to the demands of their university, teachers may do two things, either improve their teaching or help students to improve their learning. In order to do either they must have an adequate understanding of educational principles.

Education, Dental↗