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PubMed2004

Passive vs. active virtual reality learning: the effects on short- and long-term memory of anatomical structures.

This pilot study compares the differences in learning outcomes when students are presented with either an active (student-centered) or passive (teacher-centered) virtual reality-based anatomy lesson. The "active" lesson used UCSD's Anatomic VisualizeR and enabled students to interact with 3D models and control presentation of learning materials. The "passive" lesson used a digital recording of an anatomical expert's tour of the same VR lesson played back as a QuickTime movie. Subsequent examination of the recall and retention of the studied anatomic objects were comparable in both groups. Issues underlying these results are discussed.

Anatomy↗

PubMed2002

How we implemented a service-learning elective.

This paper describes the process used to introduce a service-learning course into the medical curriculum at the University of Kentucky College of Medicine. The rationale for taking the initiative to begin such a project is outlined and curriculum planning considerations are reviewed, including how to identify project team members, choose community agency partners, develop the instructional plan, and define roles and responsibilities of the participants. The importance of understanding the philosophy of service learning and taking time for reflection are underscored. Also discussed are program evaluation issues and strategies are suggested for evaluating service learning, obtaining information relevant to the continuation of the project, and disseminating information about the service learning outcomes.

Community-Institutional Relations↗

PubMed2002

Reflective practise in clinical teaching.

The present paper describes the process of reflective practise in clinical teaching through a workshop entitled 'Effective Clinical Teaching'. The clinical teachers were invited to analyze the content of a videotape in which various clinical teaching scenarios were presented. Following this, they discussed a series of questions designed to promote reflective activities and evaluated the interaction among the student, the client and the clinical teachers in each scenario. The teachers also identified the positive and negative aspects of the teaching approaches portrayed on the tape. Finally, the participants made recommendations that would improve the interaction and suggested alternate teaching strategies to enhance the learning outcome. In addition, there was sharing of clinical teaching experiences among the clinical teachers. Through this process of reflection on action, the clinical teachers were able to understand various teaching approaches as perceived by students, and to address the issues that might hinder student learning in clinical settings. Different reflective activities have also been proposed to enhance student's reflective learning skills.

Clinical Medicine↗

PubMed2000

Acquiring counseling skills in mid-career: outcomes of a distance education course for practicing audiologists.

Although considered an essential component of audiology service delivery, counseling skills often are not adequately addressed in graduate training programs. One of the many goals of the audiology doctorate is to address this deficit by providing formal course work in counseling for both traditional graduate students and practitioners. This study describes the outcomes of a counseling class taught via distance education to mid-career audiologists, who initially were found to provide informational or technical responses to affective patient comments (a so-called "communication mismatch"). In spite of inherent limitations in electronic instruction, students demonstrated learning outcomes comparable to those obtained from conventional classroom instruction, including an improvement in their ability to respond to the affective nature of patient comments.

Audiology↗

PubMed2006

A principal calling: professionalism and health care services.

UNLABELLED: As heath care professionals, our "product" is clinical service. We demonstrate professionalism by attitudes, knowledge, and behaviors that reflect a multi-faceted approach to the standards, regulations, and principles underlying successful clinical practices. The issues facing practitioners who work in health care environments are complex, forming an infrastructure for conducting clinical and business operations. Issues discussed include: clinical quality and outcomes management; patient safety and medical errors; accreditation and compliance. A thorough knowledge of these topics forms the context within which we integrate our services with the larger health care community. In this age of accountability, inquiry, introspection and integrity are the keys to professionalism. LEARNING OUTCOMES: As a result of this activity, the reader will be able to: (1) discuss basic points related to the complex requirements and issues facing clinical practitioners today; (2) understand the components of "professional" practice within the health care community; (3) integrate quality management, regulatory compliance, and accreditation standards into every clinical practice. Profession: A calling requiring specialized knowledge and often long and intensive academic preparation; a principal calling, vocation, or employment. Professionalism: The conduct, aims, or qualities that characterize or mark a profession or professional person. -Webster's New Collegiate Dictionary.

Accreditation↗

PubMed2006

The internationalisation of prehospital education: a merging of ideologies between Australia and the USA.

The aim of this project was to promote internationalisation of prehospital education collaboratively between students and teachers from EMS Education and Training, Montana, USA, and Monash University Centre for Ambulance and Paramedic Studies (MUCAPS), Victoria, Australia. The project required students and teachers to engage in a series of face to face lectures, which was reinforced through distance education strategies, such as online learning. The overall project aim was to establish an objective and descriptive view of the internationalisation of prehospital and community based emergency health education using e-learning as the educational approach. A cross sectional survey design using paper based evaluation was adopted in this project. Results revealed a positive student reaction, with flexible pedagogical processes broadening student learning and facilitating an international dimension otherwise not achievable. Given the current state of globalisation, internationalisation has the capacity to improve educational standards, quality, student interactions and specific learning outcomes in prehospital education.

Attitude of Health Personnel↗

PubMedDate not supplied

Effects of four years of exercise, language, and social interventions on Alzheimer discourse.

UNLABELLED: This article describes a comprehensive cognitive-linguistic intervention program for mild to moderate Alzheimer's disease (AD) patients that provided communication skills practice in the context of health-enhancing and esteem-building community-based activities: physical fitness training and supervised volunteer work. The interventions were administered by undergraduate students who completed academic work, received faculty supervision, and earned three credits for one semester of participation. Effects of the interventions on the discourse of four participants who completed all 4 years of the program are reported in detail. The maintained or improved performance on multiple discourse outcome measures provides powerful rationale for making such interventions more widely available and preliminary support for their effectiveness in preserving communicative function. An additional role for speech-language pathologists (SLPs)--as trainers and supervisors of non-professional rehab partners for persons with dementia--is proposed. LEARNING OUTCOMES: From this article, participants will be able to (1) list specific language tasks that can be used to assess discourse in individuals with AD; (2) identify several cognitive-linguistic interventions appropriate for use with AD patients; and (3) understand how long-term cognitive-linguistic interventions may affect the language performance of individuals with AD.

Aged↗

PubMed2004

Teachers as scholars of their students' conceptions of learning: a Hong Kong investigation.

BACKGROUND: The need for effective teachers to reflect on their students' thinking is now generally recognized. Moreover, the study of students' conceptions of learning and their impact on learning outcomes has become a popular area of research. But are teachers aware of their students' conceptions and do they reflect on them when planning their teaching? AIMS: This paper reports two interview studies of Hong Kong teachers designed to find out whether they considered their views of learning differed from those their students held and if they took into account any such differences in their teaching. SAMPLE: In Study 1 and Study 2 the interviewees were 30 and 32 Hong Kong secondary school teachers, respectively. These teachers varied widely in terms of their teaching experience, subject areas, and the ages and ability grouping of the students they taught. METHOD: In-depth semi-structured interviews were conducted in Cantonese and transcribed into English by a class of trained Chinese post-graduate students of education using a phenomenographic approach. The transcripts were analysed independently by groups of 4-5 of the interviewers and the author. RESULTS: The conceptions of learning espoused by Hong Kong Chinese teachers interviewed in both studies were similar to those reported in the literature for more advanced Western students and their teachers. However, they perceived the great majority of their students to hold much less sophisticated views. Twenty-one of the 32 teachers interviewed in Study 2 claimed to take differences between their own and their students' views of learning into account when planning their teaching. But in most cases it seemed that they were simply trying to adapt their teaching according to their perception of their students' ability and motivation levels. Implications for educational reform in Hong Kong are discussed.

Adolescent↗

PubMedDate not supplied

Discourse-based intervention for word finding in children.

UNLABELLED: A discourse-based, contextual intervention approach for increasing children's word finding proficiency was evaluated. The clinician's role was to (a) identify overt word finding behaviors as they occurred, (2) allow their completion, and (c) provide appropriate feedback, including requests for associative information, requests for clarification, comments to confirm the appropriateness of word choices, and comments to facilitate discourse restructuring. Subjects were three 9-year-old boys with diagnosed language-learning disabilities (LLD) characterized by word finding problems. Intervention proceeded following a within-subjects multiple baseline design involving three tasks: picture-elicited narratives, story-retelling, and conversation on familiar topics. All three subjects exhibited a decrease in the average number of problematic word finding behaviors from initial baseline to posttreatment measurement. Discourse-based intervention provided naturalistic contexts for the study of word finding behaviors, specifically effects of linguistic contexts and effects of task complexity. LEARNING OUTCOMES: (1) As a result of this activity, the participant will be able to identify and categorize children's overt word finding behaviors as they occur in discourse. (2) As a result of this activity, the participant will be able to discuss various aspects of a contextualized philosophy of learning as applied to language intervention. (3) As a result of this activity, the participant will be able to compare and contrast traditional intervention approaches for improving children's word finding with one discourse-based approach.

Child↗

PubMed1995

Reflection and critical incident analysis: ethical and moral implications of their use within nursing and midwifery education.

Despite the dearth of rigorous empirical investigation, reflection and reflective practice have become buzz words in nursing and midwifery education. Reflection and critical incident analysis may be tools which can facilitate the integration of theory and practice. It is proposed that in the absence of explicit and thorough preparation of lecturers and students, together with very careful curriculum planning, these activities may be counter-productive or even harmful. In the absence of structure, reflection and associated critical incident analysis may lead to student disaffection or, worse, the potential for actual psychological disturbance. Empirical studies on the use of identified models of reflection and critical incident analysis are urgently needed to assist nursing and midwifery lecturers and students to achieve predictable learning outcomes for this potentially valuable activity.

Attitude of Health Personnel↗

PubMed1998

The dynamics of education: making a match.

The education process when applied to the renal population offers challenges to the health educator. Complexity of information, the numerous and often changing diet restrictions, along with the learning abilities of clients present potential obstacles to the education process. Selecting materials that match the client's learning abilities can enhance learning outcomes. The various methods to assess teaching materials are presented along with guidelines for the development of educational tools.

Audiovisual Aids↗

PubMed2006

Assessment of school discourse: is the PICAC an option?

UNLABELLED: This study examines the feasibility of using the Porch Index of Communicative Ability in Children (PICAC), a standardized test of general communication, as an out-of-setting school discourse evaluation tool. The rationale for considering the PICAC was based on the expectation that the test creates a teaching-learning context where materials, tasks, instructional talk and assistance reflect the practices that occur in traditional classrooms. The comparison of the PICAC test to full day school transcripts provided support for using the PICAC as a criterion reference measure that could facilitate sharing of information and results among professionals and could promote use of classroom learning processes more individualized to a particular student. LEARNING OUTCOMES: The reader will be able to: (1) describe school discourses and (2) describe similarities between PICAC administration and classroom instruction.

Aptitude↗

PubMed2005

Independent student study groups.

BACKGROUND AND OBJECTIVES: Teachers and students regulate learning to varying degrees in educational programmes in higher education. We present evidence that students in a student-centred medical programme self- and co-regulate their learning in independently formed study groups. We describe the perceived benefits of study groups and the effect of study group membership on student achievement. SETTING: Years 1-2 of a 4-year, graduate-entry problem-based medical programme. METHODS: We surveyed 233 year 2 students about features of their study groups and their study group membership in years 1-2. We compared study group membership with students' scores on a written summative assessment held at the end of their second year. RESULTS: For students who joined 1 study group, the length of time their group stayed together was positively related to achievement in the written summative assessment. There were no differences in summative assessment results between students who had been in a study group and students who had not been in a study group. CONCLUSION: Effective study groups are supportive, socially cohesive groups who generate mutual trust and loyalty, and self- and co-regulate their learning by giving and receiving explanations and summaries and motivating individual study. Teachers can support the formation of study groups by using small-group teaching/learning activities, providing clear learning outcomes and assessment criteria, minimising competition for grades and allocating room space.

Clinical Competence↗

PubMedDate not supplied

A five-phase model for clinical-outcome research.

UNLABELLED: Through a variety of approaches, speech-language pathologists and audiologists have produced strong evidence that treatments are generally potent. However, we have largely ignored the accepted standards for clinical-outcome testing used throughout the broader research community (e.g., by other clinical disciplines, federal regulators, and third-party payers). Several clinical professions recognize a comprehensive model for organizing and scaffolding the many forms of clinical-outcome research. An adaptation of this five-phase model of clinical-outcome research is examined as a means for structuring forms of clinical research throughout audiology and speech-language pathology. Within the organizing structure, relationships become apparent between types and grades of scientific evidence and the processes underpinning evidence-based practice which ultimately lead to decisions on the status of intervention protocols. LEARNING OUTCOMES: Readers will be able to distinguish the phases of clinical-outcome research in a comprehensive model. Readers will be able to identify relationships between the structure of the model and broadly recognized concepts associated with the terms 'efficacy' and 'effectiveness.' Readers will be able to identify indicators of quality for controlled clinical trials.

Biomedical Research↗

PubMed2004

Assessment in undergraduate dermatology.

Assessment should be considered at an early stage in curriculum planning and must strive for the best balance between validity (testing what is important) and reliability (providing inferences about the student's competence). The primary purpose of summative assessment in clinical medicine is to determine whether the candidate is competent. Dermatologists should use a range of summative assessment techniques that are appropriate for testing the curricular outcomes. These will include tests of application of knowledge and of clinical skills. All students should also receive regular formative assessment to allow them to measure their progress, but this is not used for summative decisions. We review the key issues surrounding assessment and some specific techniques that might be appropriate for testing learning outcomes in undergraduate dermatology, either in the context of a clinical placement or in an integrated assessment involving a number of specialties or systems.

Clinical Competence↗

PubMed2001

Implementing a virtual reality paradigm in human anatomy/physiology college curricula.

Modes of instruction in the college course called Human Anatomy/Physiology are changing. Due to ethical concerns and the ever-increasing source of new physiological data, there is a need for enhancements to assist the instructor and student. The computer science of virtual reality (VR) provides a method to electronically educate, train, prototype, test and evaluate new enhancements to the college curricula. This study detailed the modeling and simulation of a skeletal human hand with degrees of freedom of movement, which provided the students with a physiological representation of some of the movements of the hand. The primary objectives of the study were to assess the use of the VR simulation by college students and to assess the potential learning outcomes of students in their use of the VR simulation. The simulation was implemented into classes of Human Anatomy/Physiology as an adjunct enhancement for the students' use. The expectation centered on the constructivist theory that students develop an analytic outlook to the various articulations of the human skeleton. Positive results were shown based on the answers to the questionnaire, summary and post-test taken by the students, after their use of the VR simulation. The results supported the constructivist theory that critical thinking took place. The results showed that the virtual reality simulation enhanced the learning ability of the students. The recommendations of the study include future experimentation to be done on increasing the number of VR simulations, incorporating the VR simulations into undergraduate courses, testing the outcomes, and following the progression of students into graduate programs that are using VR simulations. Faculty and administration are advised to consider implementing the paradigm of VR simulations in undergraduate courses of Human Anatomy/Physiology.

Anatomy↗

PubMed1993

Residents' perceptions of their teachers: facilitative behaviour and the learning value of rotations.

Despite changes in modern medicine the role of the clinical teacher remains central to medical residents' education and rotations continue to be their dominant educational context. Residents have strong positive feelings for clinical teachers who are perceived as interested in teaching and for those rotations that provide a balance of educational opportunities and patient care responsibilities. Research in residency education has focused on teacher behaviours used to teach medical residents clinical information or patient care skills but has neglected teacher behaviours used to facilitate effective learning relationships with residents. To explore the impact of clinical teachers' use of facilitative behaviours on residents' educational experience, we use concepts stemming from the psychologist Carl Rogers' work previously shown to be associated with positive learning outcomes--empathy, unconditional positive regard, and congruence. These constructs are measured by the use of the four scales of the Barrett-Lennard Relationship Inventory (BLRI)--level of regard, unconditionality of regard, congruence and empathy. Our study measures the correlation between residents' perceptions of clinical teachers' use of facilitative behaviours and residents' evaluation of the learning value of rotations. Thirty-three residents completed the BLRI on a different clinical teacher for each of six monthly rotations. A total of 158 surveys were returned. There were strong positive correlations between three of the BLRI variables and residents' perception of the learning value of rotations. Potential uses of these findings are discussed.

Attitude of Health Personnel↗

PubMed2005

Cat dissection vs. sculpting human structures in clay: an analysis of two approaches to undergraduate human anatomy laboratory education.

Many human anatomy courses are taught using cat dissection. Alternatives are available, but information regarding learning outcomes is incomplete. In 2003, approximately 120 undergraduates enrolled in a human anatomy course were assigned to one of two treatment groups. In the control group, students performed cat dissections (emphasizing isolation and identification) of the muscular, digestive, and cardiovascular systems. In the experimental treatment group, students built clay sculptures of each human body system. Student learning was evaluated by using both low- and high-difficulty questions. On pre- and postexperiment control exams, there were no significant differences in student performance. On exams after a cat dissection vs. a human-clay sculpting experience, the students in the human-clay sculpting treatment group scored significantly higher than their classmates in the cat dissection group on both the low- and high-difficulty questions. Student attitudes toward dissection and taking future human anatomy courses were also measured. There were no differences in student attitudes at the beginning of the experiment; afterward, students exposed to a cat dissection experience viewed dissection more favorably than students in the human-clay sculpting treatment group. There were no treatment effects on student willingness to take future human anatomy courses. The experimental design makes it difficult to conclude precisely why students assigned to the human-clay sculpting experience performed better on exams, but as each method was performed in this particular human anatomy course, our data indicate that human-clay sculpting may be a viable alternative to cat dissection in an anatomy course in which the students focus on human anatomy.

Animals↗