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A comparison of three educational techniques used in a venereal disease clinic.

The communications methods that could be used in educational programs for venereal disease patients were examined as to their relative effectiveness: a programed learning guide, an audiovisual (cinematographic) technique, and an interview method. An experimental design was used to study three groups of patients at a venereal disease clinic; (a) persons who were pretested, exposed to an educational method, and tested again, (b) a control group whose members were pretested and post-tested but not exposed to an educational method, and (c) another control group whose members were exposed to an educational method and then took a post-test. Each of those groups exposed to the educational techniques was further subdivided according to the technique applied. Analysis of the data collected from 443 subjects led to the following tentative conclusions: 1. Representation in the nine groups was demographically uniform as measured by age, sex, marital status, and ethnic origin. 2. All three educational techniques significantly raised the subjects' level of knowledge about venereal disease, as measured by their test scores. 3. All three techniques were favorably received by the subjects. The majority reported that the techniques were the right length (10 to 15 minutes), interesting, informative, useful, and anxiety-reducing. The three techniques apparently accounted for an increase of more than 20 percent in subjects' scores on tests about venereal disease, and the subjects perceived all three techniques as interesting and beneficial. The interview method proved significantly more effective than the other two techniques in raising the knowledge level. It was also the technique most favorably received by the subjects. As expected, those persons who entered the clinic with a low level of knowledge learned much more when exposed to an educational techniques than persons entering the clinic with a high level of knowledge. Reaction to the three methods did not differ significantly by the subjects' age or sex.

Achievement↗
PubMed1981

[Adaptation of human morphology to the teaching requirements of professional training].

This paper discusses the method by which self-teaching modules were evaluated in the Faculty of Anatomy in McMaster University. More than one hundred modules on morphology were prepared for self-teaching purposes, based on the needs of the professional. The effectiveness of the module was determined on the basis of the records on its use, evaluation tests, and student comments. The evaluation system also permitted ongoing corrections and changes in the modules.

Anatomy↗
PubMed1976

Evaluation of an instruction programme on diabetes diet by means of a teaching machine.

In 119 patients with diabetes, student nurses, social workers, dietitians and medical students a pretest was carried out with multiple-choice questions on the subject of diabetes diet. The group was then exposed to programmed diet instruction with a teaching machine. There was a significant learning effect as measured by the score differences with identical and analogue post-tests. Programmed self-teaching with feed back by multiple-choice questions seems to be an efficient method of instruction of basic facts of nutrition for diabetics thus enabling the physician to spend more time on the patient's personal problems.

Diet, Diabetic↗
PubMed1983

Hospital diabetes education: classroom and self-instruction.

This study was conducted to assess the effectiveness of two approaches to instructing hospitalized patients with diabetes mellitus on the food exchange system. Both groups were given the same pretest and post-test, but one group received self-instruction and the other group received classroom instruction. The pretest scores of the two groups indicated differences in their initial understanding of the food exchange system. The mean score on the pretest for the classroom instruction group was 1.95 points higher than for the self-instruction group on the 18-point test. The self-instruction group gained 3.45 more points than the classroom instruction group on their post-test scores. An analysis of gain between pretest and post-test for both groups indicated that both treatments could be considered effective. However, when the pretest was analyzed as an independent variable, it was shown to have an influence on the post-test results. In controlling for the pretest in the analysis of covariance, the LAP treatment was found to be more effective than the classroom instruction for teaching patients with diabetes mellitus about the food exchange system. As diabetes affects persons from all demographic groups, a variety of programs are needed to meet individual needs (15). Demands for education programs in institutions are being met as patients' needs change. The two instructional approaches assessed in this research are recommended as viable options to use in educating the increasing number of persons with diabetes mellitus.

Adolescent↗