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PubMed2000

Ethics in the classroom: a reflection on integrating ethical discussions in an introductory course in computer programming.

In this paper, we describe our recent approaches to introducing students in a beginning computer science class to the study of ethical issues related to computer science and technology. This consists of three components: lectures on ethics and technology, in-class discussion of ethical scenarios, and a reflective paper on a topic related to ethics or the impact of technology on society. We give both student reactions to these aspects, and instructor perspective on the difficulties and benefits in exposing students to these ideas.

California↗
PubMed1994

The different effects of aging on normal sensitivity in flicker and light-sense perimetry.

PURPOSE: To verify whether or not an accelerated loss at an older age for normal sensitivity in the central visual field is present when using the stimulus configuration of conventional white/white automated light-sense perimetry and the stimulus configuration of the automated flicker perimeter developed by one of the authors (BJL). METHODS: One hundred thirty eyes of 130 normal subjects aged 9 to 86 years were tested with the Humphrey-Field-Analyzer 640, program 30-2, and our automated flicker perimeter. In addition, short introductory learning programs were used for both techniques. All tests were performed in random order. RESULTS: Mean critical flicker fusion frequency shows a linear loss over the entire age range (r = -0.5546, P < 0.0001, slope a = -0.3820 dB/decade), whereas mean light difference sensitivity decreases only slightly up to 46 years of age (r = -0.0118, P = 0.9226, slope a = -0.0153 dB/decade), with a marked acceleration above 46 years of age (r = -0.7304, P < 0.0001, slope a = -2.0640 dB/decade). CONCLUSIONS: The absence of an accelerated loss at an older age for critical flicker fusion frequency (CFF) and the presence of such a loss for light-difference sensitivity (LDS) might be attributed to the independence of a flickering stimulus from distributing effects induced by the ocular media at an older age as proposed by one of the authors. The different age effects for CFF and LDS could also be explained by different age-related losses at different sites and for different neuronal populations throughout the visual pathways.

Adolescent↗
PubMed2006

Promoting physical activity in independent living communities.

PURPOSE: Recent studies evaluating physical activity programming in independent living facilities reveal that oftentimes programs have poor attendance rates, with difficulty in motivating older residents identified as a primary barrier. To better understand how to promote physical activity in the independent living setting, a brief cognitive-behavioral feedback intervention was evaluated as a means to mobilize older adults to attend introductory activity programs. METHODS: Residents in three independent living communities (N = 79; mean age = 81.6 (SD = 6.1) yr) were randomly assigned to either a brief tailored feedback session, based on social cognitive theory and recent research on risk perception, or to a standard information-only condition. All participants were provided information advertising an introductory physical activity session. RESULTS: Of the 38 participants randomized to the cognitive-behavioral intervention, 20 attended the physical activity session, as compared to five of the 41 participants in the information-only condition. The difference between groups for attendance at the session was significant (chi2 (1, N = 79) = 24.31, P < 0.001). CONCLUSION: The findings support the efficacy of a brief intervention to generate interest in physical activity. Effective and feasible interventions intended to make environments more engaging are warranted and should include individualized feedback that emphasizes the role played by physical activity in independent living.

Aged↗
PubMed2026

Bridging the Python Training Gap for Bioscientists in Brazil: Improvements and Challenges.

The rapid evolution of high-throughput technologies in biosciences generates vast and diverse datasets, demanding that bioscientists develop advanced data manipulation and analysis skills. Python, with its versatility and powerful libraries, has become a crucial tool for managing these datasets. However, a significant lack of programming training for bioscientists persists in many countries. To address this knowledge gap in Brazil, the Brazilian Python Workshop for Biological Data was introduced several years ago, focusing on fundamental programming concepts and data handling techniques using popular Python libraries. Despite positive feedback from earlier editions, persistent challenges necessitated continuous adaptation to meet the evolving needs of bioscientists. This work describes the advancements implemented in the 2021 and 2022 editions of the workshop and discusses suggestions for its ongoing enhancement. Key innovations were introduced in the workshop's structure and coordination, including new committees and a code of conduct. Feedback forms were updated for real-time adjustments, and the event's reach was expanded to increase geographical diversity. New didactic strategies, such as pair-teaching, code clubs, and the integration of ICTs, were implemented to enhance learning outcomes. Programming best practices and scientific reproducibility were emphasized through talks and hands-on activities guided by PEP8 conventions. Furthermore, scientific dissemination was intensified through an increased social media presence and participation in international events. Finally, we present updated recommendations for students, researchers, and educators interested in organizing similar initiatives.

Brazil↗
PubMed1991

[Patient satisfaction at a university hospital].

The results of a research project into the level of satisfaction/dissatisfaction of 158 first-time patients attending by an University hospital, Brazil, are presented. The interviews were carried out by first year medical students as part of a comprehensive project concerned with the restructuring of the Medical Curriculum. Its prime objective was to expose the students to patients/consumers as early as possible in their studies. After an introductory training program, the students asked the patients arriving at the hospital out-patient clinic for permission to observe them throughout the attendance given. A questionnaire was used which covered the various aspects of the consumers relationship with a medical institution (socio-economic variables, "art of care", outcome of the medical encounter and suggestions for improvement). Both patients and students were able to perceive the different problems that patients confront in the course of their dealings with a medical institution (reception, registration, nursing, social service and medical attention). The data showed a difference of opinion between students and patients regarding several aspects of the satisfaction/dissatisfaction items, partly because of their different social class status and party due to the different expectations regarding medical care.

Brazil↗
PubMed2003

Using open-source solutions to teach computing skills for student research.

A course that relies on open-source software for teaching introductory computer programming and Web development to psychology graduate and advanced undergraduate students is described. The rationale, content, learning goals and outcomes of the course are described, along with the specific software used. The advantages of relying on open-source solutions rather than commercial software for implementing such a course are discussed.

Computer-Assisted Instruction↗
PubMed1988

How to be a good consumer (both buyer and manager) of programming services.

This article provides a straightforward and clear introductory explanation of programming, the process of developing a formal statement of the requirements of a facility project. It offers recommendations on process management, includes examples of programming "products," and cautions about potential pitfalls. A health care executive is typically faced with one or more facilities projects (new construction and/or renovation) during his or her career. The development of facilities projects is cloaked in an aura of horror stories and old wives' tales, interspersed with caveats and jargon. One key step in a successful facilities project is the development of a "program"--planners' jargon for a formal description of project requirements. This article is intended to provide future health care executives with an understanding of, and an insight into, the development of a program. It is not intended to develop a rigorous programming methodology, but, rather, to define programming, describe its attributes and uses, provide an overview of how programming should be accomplished, and caution the new executive about some pitfalls.

Architecture↗
PubMed1991

Preparing faculty to teach in a problem-based learning curriculum: the Sherbrooke experience.

Over the last 6 years Sherbrooke Medical School has undertaken a major reform of its undergraduate curriculum. A new student-centred, community-oriented curriculum was implemented in September 1987. Problem-based learning (PBL) is now the main educational method. To adequately prepare teachers for the curriculum a series of faculty development programs in pedagogy were offered: first, a 2-day introductory workshop to initiate teachers into educational principles and their application in the new program; second, a 1-year basic training program in medical pedagogy; third, a 1-day workshop on PBL; and fourth, a comprehensive 3-day training program in PBL tutoring. Over 60% of all full-time teachers attended the introductory program and 80% the tutor training program. The 1-year basic training program was completed by 33% of the faculty members. The implementation of these programs, coupled with a high participation rate, resulted in a more student-centred educational philosophy and a greater interest in medical education. This had a significant impact when the new curriculum was instituted. Lessons learned from the experience are discussed.

Curriculum↗
PubMed1994

The Lactational Amenorrhea Method (LAM): a postpartum introductory family planning method with policy and program implications.

It is well accepted that breastfeeding contributes significantly to child survival and child nutrition. Healthful child spacing is associated with improved birth outcomes and maternal recovery. On a population basis, breastfeeding may contribute more to birth spacing than all family planning use combined in many countries. However, while breastfeeding does provide a period of infertility, until recently, there was no reliable way for an individual woman to capitalize on this lactational infertility for her own efficacious child spacing. The Lactational Amenorrhea Method (LAM) is a new introductory family planning method that simultaneously promotes child spacing and breastfeeding, with its optimal nutrition and disease preventive benefits for the infant. LAM, as it is called, is based on the utilization of lactational infertility for protection from pregnancy and indicates the time for the introduction of a complementary family planning method. LAM is recommended for up to six months postpartum for women who are fully or nearly fully breastfeeding and amenorrheic, and relies on the maintenance of appropriate breastfeeding practices to prolong lactational infertility, with the concomitant delay in menses return. A recent clinical trial confirmed the theoretical 98% or higher effectiveness of the method and field trials are demonstrating its acceptability. Nonetheless, some demographers and family planning organizations continue to debate its value. The development, efficacy, and sequelae of the method are presented using data from several studies by the authors.

Amenorrhea↗
PubMed1996

Clinical outcomes of two early postpartum IUD insertion programs in Africa.

Postpartum IUD insertion programs are new to Africa and few have been carefully evaluated. Also, data on the clinical outcomes of postpartum IUD insertions using the Copper T 380A IUD are sparse. Therefore, we conducted a study to evaluate introductory postpartum IUD programs using the Copper T 380A IUD in Kenya and Mali. Postpartum IUD acceptors in Kenya (n = 224) and Mali (n = 110) were interviewed at baseline and at 1, 3, amd 6 months after delivery. We compared expulsion, medical removal, and discontinuation rates by insertion characteristics in each country. Six-month cumulative expulsion rates were lower for immediate insertions (those within 10 minutes of placental delivery) than for late insertions (generally between 10 minutes and 72 hours after placental delivery) in both Kenya (0.01 vs 0.05) and Mali (0.15 vs 0.27). Medical removals occurred in 1% and 7% of Kenyan and Malian acceptors, respectively, while pelvic infections were rare in both countries (< or = 2%). Differences in 6-month cumulative discontinuation rates between immediate and late insertions were not significant in either Kenya (0.05 vs 0.07) or in Mali (0.24 vs 0.32). This study suggests that postpartum IUD insertions can be performed safely with acceptable expulsion rates in African settings. Previous studies of other IUDs showed that expulsion rates are lower for immediate insertions compared with late postpartum insertions. This study suggests that these findings can be extended to the Copper T 380A IUD.

Adult↗
PubMedDate not supplied

Teaching microsurgery to gynecologists.

The gynecologist must master microsurgical techniques in the laboratory prior to engaging in clinical microsurgical work. This article describes an introductory microsurgical workshop program that is sponsored by the American Association of Gynecologic Laparoscopists in cooperation with the University of California at Irvine. The program encompasses films and lectures as well as laboratory experience that progresses from inanimate objects to small animals to fresh-frozen human fallopian tubes. The goals, preliminary arrangements, and curriculum of the workshop are explained, and guidelines are offered for optimal workshop experience. The workshop can serve as a model for hospitals or educational institutions planning to create a microsurgical laboratory and for the physician who wishes to establish a small personal laboratory area.

Gynecology↗
PubMed2002

Comparison of 1 and 2 days per week of strength training in children.

The purpose of this study was to compare the effects of 1 and 2 days per week of strength training on upper body strength, lower body strength, and motor performance ability in children. Twenty-one girls and 34 boys between the ages of 7.1 and 12.3 years volunteered to participate in this study. Participants strength trained either once per week (n = 22) or twice per week (n = 20) for 8 weeks at a community-based youth fitness center. Each training session consisted of a single set of 10-15 repetitions on 12 exercises using child-size weight machines. Thirteen children who did not strength train served as age-matched controls. One repetition maximum (1RM) strength on the chest press and leg press, handgrip strength, long jump, vertical jump, and flexibility were assessed at baseline and posttraining. Only participants who strength trained twice per week made significantly greater gains in 1RM chest press strength, compared to the control group (11.5 and 4.4% respectively, p < .05). Participants who trained once and twice per week made gains in 1RM leg press strength (14.2 and 24.7%, respectively) that were significantly greater than control group gains (2.4%). On average, participants who strength trained once per week achieved 67% of the 1RM strength gains. No significant differences between groups were observed on other outcome measures. These findings support the concept that muscular strength can be improved during the childhood years and favor a training frequency of twice per week for children participating in an introductory strength training program.

Adaptation, Physiological↗