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PubMed1992

The effects of adjunct questions in prose for deaf and hearing students at different reading levels.

In two studies, the author investigated interactions among adjunct question position, reading ability, and direct versus indirect learning outcomes for deaf postsecondary and hearing middle-school students. Adjunct questions were inserted immediately preceding or following brief sections of instructional prose for the purpose of focusing and cognitively activating the readers. Different effects were observed for deaf and hearing readers and for different levels of assessed reading ability. The findings are discussed in terms of reading ability, adjunct activities while reading prose, and direct versus indirect instructive effects.

Adolescent↗

PubMedDate not supplied

Speech and language outcomes of children with bronchopulmonary dysplasia.

UNLABELLED: A prospective follow-up of very low birth weight infants (VLBW) with (n = 89) and without (n = 71) bronchopulmonary dysplasia (BPD) and Term control children (n = 93) was conducted at 8 years of age. Groups were compared on measures of articulation, receptive and expressive language, verbal and performance IQ, oral motor skills and gross and fine motor skills. The BPD group demonstrated reduced articulation, receptive language skills, performance IQ, and overall gross and fine motor skills when compared to VLBW and Term groups. The BPD and VLBW groups did not differ on expressive language, oral motor skills, or verbal IQ. The groups also differed in enrollment in special classes and speech-language therapy, with almost half (48%) of the BPD group enrolled in speech-language therapy compared to 21% of the VLBW group, and 9% of the Term group. These results suggest that BPD may have adverse effects on speech development as well as on performance IQ, motor skills, and receptive language over and above the effects of VLBW. LEARNING OUTCOMES: (1) As a result of this activity the reader will be able to describe what BPD is and how it impacts speech and language. (2) As a result of this activity the reader will be able to discuss how children with VLBW with BPD differ from children with VLBW without BPD in their developmental outcomes.

Bronchopulmonary Dysplasia↗

PubMed2006

Follow the patient: process and outcome evaluation of medical students' educational experiences accompanying outpatients.

BACKGROUND: To instill patient-centred attitudes in medical students, several medical schools in Japan have recently started to offer educational experiences in which medical students accompany outpatients throughout entire visits to hospitals. OBJECTIVE: To evaluate the processes and outcomes of the educational experience of Year 5 medical students accompanying outpatients at Nagoya University Hospital. METHODS: An integrated, multimethod approach was adopted using a written survey with open-ended questions for students, focus groups with students, and a written evaluation survey for patients. In all, 99 students completed the survey, 19 students participated in 3 focus groups, and 46 patients participated in the evaluation. RESULTS: Many students were sceptical about the objectives of the exercise. We were able to gain insight into student perceptions about facets of the exercise such as the ratio of students to patients and whether or not students should wear white coats. In particular, there was consensus among students about the importance of the debriefing session after the experience. Students achieved different learning outcomes depending on their particular individual experiences. In the student survey, 49% were satisfied with this experience, 6% were dissatisfied, and 43% were neither. In contrast, patients were highly satisfied with the experience (mean score 4.2 out of 5.0 on a Likert scale). Some students expressed concern about being a burden to patients, while many patients reported feeling emotionally supported by being accompanied by students. CONCLUSION: An integrated approach to programme evaluation, using quantitative and qualitative methods, was useful in the process and outcome evaluation of this new educational experience. The results have been taken into consideration for quality improvement of this curricular element.

Ambulatory Care↗

PubMed2006

The challenge of cross-cultural assessment--The Test of Ability To Explain for Zulu-speaking Children.

UNLABELLED: A culturally appropriate test, The Test of Ability To Explain for Zulu-speaking Children (TATE-ZC), was developed to measure verbal problem solving skills of rural, Zulu-speaking, primary school children. Principles of 'non-biased' assessment, as well as emic (culture specific) and etic (universal) aspects of intelligence formed the theoretical backdrop. In addition, specific principles relating to test translation; test content; culturally appropriate stimulus material; scoring procedures and test administration were applied. Five categories of abstract thinking skills formed the basis of the TATE-ZC. These were: (a) Explaining Inferences, (b) Determining Cause, (c) Negative Why Questions, (d) Determining Solutions and (e) Avoiding Problem. The process of test development underwent three pilot studies. Results indicate that the TATE-ZC is a reliable and valid test for the target population. A critical analysis of the efficacy of creating a test of verbal reasoning for children from the developing world concludes the article. LEARNING OUTCOMES: As a result of this activity (1) the participant will have a clearer understanding of the principles that need to be followed when developing culturally appropriate test material; (2) the participant will understand the process of developing culturally appropriate test material for non-mainstream cultures; (3) the participant will be able to apply the process and principles to other cross-cultural testing situations.

Child↗

PubMed2006

Making a difference: the early impact of an Aboriginal health undergraduate medical curriculum.

OBJECTIVE: To describe the implementation of an integrated Aboriginal health curriculum into the medical course at the University of Western Australia (UWA) and the early effect on students' perceptions of their knowledge and ability in the area of Aboriginal health. DESIGN, SETTING AND PARTICIPANTS: Final-year medical students at UWA in 2003 (first cohort) and 2004 (second cohort) were surveyed by questionnaire (with answers on a five-point Likert scale) to assess their attitudes to various aspects of Aboriginal health. A subset of students provided open-ended comments on key priorities in Aboriginal health, cultural security and suggestions for Aboriginal health policy. INTERVENTIONS: Integrated learning experiences were implemented within each year of the medical course, based on specific learning outcomes in Aboriginal health. MAIN OUTCOME MEASURES: Changes in students' self-perceptions of their preparedness for and future commitment to working for change in Aboriginal health. RESULTS: Response rates were 76% and 85% in the 2003 and 2004 cohorts, respectively. Compared with first-cohort students, second-cohort students were more likely to agree with items relating to their preparedness and ability to work with and care for Aboriginal and Torres Strait Islander people (P < 0.05); second-cohort students also reported greater preparedness to advocate and improve the health of Aboriginal people (P < 0.05); 65% of respondents in the second cohort (versus 34% in the first) agreed they had a social responsibility to work for change in Aboriginal health (P < 0.05). CONCLUSION: With a relatively small amount of targeted and structured teaching and learning in Aboriginal health, significant shifts in students' self-perceived levels of knowledge, skills and attitudes are possible.

Adult↗

PubMed2006

Analysis of a mammography teaching program based on an affordance design model.

RATIONALE AND OBJECTIVES: The wide use of computer technology in education, particularly in mammogram reading, asks for e-learning evaluation. The existing media comparative studies, learner attitude evaluations, and performance tests are problematic. Based on an affordance design model, this study examined an existing e-learning program on mammogram reading. MATERIALS AND METHODS: The selection criteria include content relatedness, representativeness, e-learning orientation, image quality, program completeness, and accessibility. A case study was conducted to examine the affordance features, functions, and presentations of the selected software. Data collection and analysis methods include interviews, protocol-based document analysis, and usability tests and inspection. Also some statistics were calculated. RESULTS: The examination of PBE identified that this educational software designed and programmed some tools. The learner can use these tools in the process of optimizing displays, scanning images, comparing different projections, marking the region of interests, constructing a descriptive report, assessing one's learning outcomes, and comparing one's decisions with the experts' decisions. Further, PBE provides some resources for the learner to construct one's knowledge and skills, including a categorized image library, a term-searching function, and some teaching links. Besides, users found it easy to navigate and carry out tasks. The users also reacted positively toward PBE's navigation system, instructional aids, layout, pace and flow of information, graphics, and other presentation design. CONCLUSION: The software provides learners with some cognitive tools, supporting their perceptual problem-solving processes and extending their capabilities. Learners can internalize the mental models in mammogram reading through multiple perceptual triangulations, sensitization of related features, semantic description of mammogram findings, and expert-guided semantic report construction. The design of these cognitive tools and the software interface matches the findings and principles in human learning and instructional design. Working with PBE's case-based simulations and categorized gallery, learners can enrich and transfer their experience to their jobs.

Breast Neoplasms↗

PubMed2006

A study of network education application on nursing staff continuing education effectiveness and staff's satisfaction.

The rapid development of computer technology pushes Internet's popularity and makes daily services more timely and convenient. Meanwhile, it also becomes a trend for nursing practice to implement network education model to break the distance barriers and for nurses to obtain more knowledge. The purpose of this study was to investigate the relationship of nursing staff's information competency, satisfaction and outcomes of network education. After completing 4 weeks of network education, a total of 218 nurses answered the on-line questionnaires. The results revealed that nurses who joined the computer training course for less than 3 hours per week, without networking connection devices and with college degree, had the lower nursing informatics competency; while nurses who were older, at N4 position, with on-line course experience and participated for more than 4 hours each week, had higher nursing informatics competency. Those who participated in the network education course less than 4 hours per week were less satisfied. There were significant differences between nursing positions before and after having the network education. Nurses who had higher nursing information competency also had higher satisfaction toward the network education. Network education not only enhances learners' computer competency but also improves their learning satisfaction. By promoting the network education and improving nurses' hardware/software skills and knowledge, nurses can use networks to access learning resources. Healthcare institutions should also enhance computer infrastructure, and to establish the standards for certificate courses to increase the learning motivation and learning outcome.

Computer-Assisted Instruction↗

PubMedDate not supplied

Concept mapping: promoting science learning in BN learners in Australia.

BACKGROUND: We reviewed the process of using concept mapping as a methodology to teach science to RNs in a bachelor degree of nursing program in Australia. METHOD: The technique was used for two classes of students in the science unit during 1995 with work packages and independent student learning being the focus of the unit. RESULTS: Both instructors and students found the experience mainly positive. It helped the students become more independent learners, have a greater confidence in their knowledge of science, and allowed their understanding of science in their practice to become more meaningful and personalized. For the instructors it allowed them to concentrate on students with learning difficulties because they had less face-to-face teaching hours. Major issues arising from the process related to how to balance science content and the techniques of concept mapping and how to more effectively assess the learning outcomes of the students. CONCLUSION: Concept mapping is a useful technique to link science and nursing practice. Not only can it be used in academic programs to teach the science underlying practice, it can be used in the clinical area to teach patients. As a technique it works well in staff development and continuing education where the focus is on elucidating the rationale for inuring practice and providing evidence for the value of this practice.

Australia↗

PubMedDate not supplied

Associations with Minspeak icons.

UNLABELLED: Although the Minspeak approach is used on communication devices worldwide, little research has been conducted on its applicability within specific cultural contexts. The impact that users' familiarity of symbols and associations can have on learnability necessitates more systematic research. This study was an investigation into the associations which young South African adults from a tertiary education institution make with selected Minspeak icons, used in Unity software. Associations with the 12 core icons of the UniChat program were elicited from 480 able-bodied tertiary education students, using a cueing questionnaire. Each participant completed one questionnaire on one icon, so that 40 response questionnaires were obtained per icon. The responses from the questionnaires were pruned and computerised. Two analyses were done from these data: Firstly, the percentage of common associations per icon was calculated, and secondly, the elicited associations were compared to the current Unity vocabulary on a word and conceptual level. The results indicate that some of the icons and their encoded vocabulary items might be used successfully in the South African context, while others need to be adapted to be locally relevant. The results emphasize that iconic encoding systems based on commercially available graphic representational systems cannot merely be imported to South Africa due to the multicultural and multilingual nature of the context. LEARNING OUTCOMES: As a result of this activity (1) the participant will be able to understand different types of associational responses based on icons used in Minspeak; (2) the participant will be able to understand the cultural relevance of some aspects of the Unity application programme; and (3) the participant will be able to identify different strategies that can be used to describe the cultural relevance o of the Unity application programme.

Adolescent↗

PubMed2005

Methods to improve teaching interdisciplinary teamwork through computer conferencing.

This study evaluated how initiatives that oriented students to the virtual classroom and faculty feedback that promoted increased student interaction affected teaching teamwork skills in a 6-week, interdisciplinary health professions module. Outcomes from a control group were compared with those from an experimental group that had greater technical support, a print-based study guide, enhanced faculty guidance, and weekly grades rewarding student interaction. Two researchers independently recorded the number of messages each student wrote and coded faculty message content. A t test compared the difference in students' pretest and posttest scores on the Interdisciplinary Education Perception Scale (IEPS) between groups. Fisher exact test was used to compare the total student messages, total faculty messages per team, and faculty message content between modules. The experimental group had greater IEPS belief changes and more faculty messages per team but no difference in total student postings. Faculty messages in the experimental group contained fewer vague messages and more messages containing introductions, restated assignments, reinforcement, and technical information. Providing students with resources to aid their orientation to the virtual classroom and coaching faculty to increase student interaction improved learning outcomes. Faculty messages that restated assignments and contained reinforcement, introductions, and technical information impacted student participation the most.

Adult↗

PubMed2001

Competency-based education in a clinical course in conservative dentistry.

The conceptual difference between a competency-based education and an education based upon a conventional dental curriculum is, perhaps, the starting point for the development of new curricula. The two systems are not, in themselves, exclusive. There is common ground to be found, and the concept of combining instruction with competency-based learning experiences is emerging in recent publications. This paper describes a competency-based approach applied to a clinical course in conservative dentistry. The learning outcomes of the fourth-year dental students in the new course were assessed using methods that included continuous clinical assessments, student presentations and peer-group reflective evaluations, patient management reviews, a clinical progress examination, the range and amount of work completed, and a written examination and viva voce. Different weightings were given to various elements of the assessment. A formal student assessment of the course rated it as being satisfactory.

Clinical Competence↗

PubMedDate not supplied

Cultural discovery: an innovative philosophy for creative learning activities.

The purpose of this article is to describe a philosophical approach for integrating general transcultural nursing concepts and skills within a first semester associate degree nursing course. The authors wished to design a learning activity that would provide meaningful experiences and stimulate critical thinking among nontraditional, culturally diverse students who must learn to care for many clients of diverse cultural backgrounds. With a focus on culture, aging, and health, this creative learner-centered approach, called Cultural Discovery, emphasizes learning outcomes in both the cognitive and affective domains. Cultural Discovery includes several components in conjunction with the Leininger Acculturation Health Care Assessment Enabler for Cultural patterns in Traditional and Nontraditional Lifeways, specifically: background reading assignments, classroom activity component, collaborative library introductory program, videotape program, interview, literature review, reflection, and written paper assignment. Implemented over an eight week period, Cultural Discovery assisted beginning nursing students to systematically conduct a basic general cultural assessment, identify some similarities and differences among individuals within cultural groups, distinguish between varying dimensions of acculturation, and discover the importance of culturally congruent nursing care.

Acculturation↗

PubMed1998

Applying Senge's concepts of organizational learning to clinical outcomes research and practice.

The purpose of this article is to use Senge's concepts of organizational learning as a framework for discussing issues and challenges in clinical outcomes research. Clinical outcomes research is about learning how to improve clinical practice. A learning organization balances attention to the structure and the culture in order to produce effective results. Future health care leaders will need to understand and attend to the importance of the organization's structure, but their greatest contribution will be in attending to the organizational culture to produce enduring organizational change.

Humans↗

PubMed2005

Specialist educational intervention for mental health nursing staff: delivery, content and personal impact.

AIM: This paper reports a study to ascertain the views of acute ward-based mental health nursing staff on the delivery, content and personal impact of an innovative 18-day, whole team educational intervention in acute mental health care. BACKGROUND: There are grave concerns internationally about the quality of inpatient mental health care for people with acute psychiatric problems. Educational courses are needed to improve these services. However, existing schemes are often selective, hard to access and limited to developing highly specialist skills for senior nurses. They have also been criticized for making no difference to clinical practice. There is little evidence to guide the development of these or alternative team-based courses. METHOD: Qualitative data were collected over a 6-week period using 12 focus group interviews and individual questionnaires. RESULTS: Four themes were identified. The joint education of nursing staff from different organizations was welcomed and reduced feelings of ward isolation. Mixing qualified and unqualified staff was not regarded positively. In terms of course content and learning themes, unqualified staff were more likely to report positive learning outcomes for knowledge, skills, attitude, morale and personal development; qualified nurses were more likely to indicate positive outcomes in anonymized data from questionnaires than from focus groups. Both groups reported little chance of knowledge implementation without changes in the organization of care. CONCLUSION: Whilst it may be desirable to educate whole nursing teams, more benefit might be gained from shared education between several organizations and separating the education of qualified and unqualified staff before combining these groups in team education. Participants remained pessimistic about their chances of implementing new knowledge and skills in current acute inpatient mental health environments.

Acute Disease↗

PubMed2004

"Learning by teaching": a peer-teaching model for diversity training in medical school.

BACKGROUND: The sociocultural medicine teaching experience examines the viability and efficacy of a peer teaching model in enhancing diversity-focused attitudes, knowledge, and skills in medicine among advanced level medical students. DESCRIPTION: This experience recruited 4th year students to facilitate diversity-focused case-based discussions for 2nd year students. Peer teachers participated in a training session that addressed personal exploration of sociocultural background, health care disparities, biosociocultural aspects of the patient case, and facilitation skills. Evaluation assessed learning outcomes, teaching experience; and attitudes, knowledge, and skills related to sociocultural medicine. EVALUATION: Paired t tests revealed a greater understanding of the relation among sociocultural background, health, and medicine (p <.05), and greater proficiency with teaching sociocultural medicine topics to peers (p <.01). Overall, peer teachers agreed the experience increased their exposure to sociocultural factors in patient care, enhanced their case conceptualization skills, and encouraged them to consider personal belief systems. CONCLUSION: Findings suggest peer teaching can be an effective model to refine knowledge, attitudes, and skills related to diversity issues in health care. The model may be a viable approach for diversity training in graduate and continuing medical education.

Attitude of Health Personnel↗

PubMed2005

Assessment of anatomy in a problem-based medical curriculum.

In the problem-based learning (PBL) approach to medical education, students are expected to be trained more by applying processes of reasoning than by memorization of facts. In a PBL curriculum, as with others, it is necessary to match the assessment to the learning process. A detailed description of the testing of anatomical teaching-learning outcomes at the Arabian Gulf University (AGU) is presented. In addition to describing the general principles and guidelines as well as the process of continuous assessment, we have given examples of the multiple-choice questions, patient management problems, and objective-structured practical examinations, which compose our end-of-unit examination and test both vertical and horizontal integration of themes. Students have the opportunity to review the examination after publication of the results. We believe that our approach to the assessment of anatomy tests effective integration of factual knowledge with the principles of problem-solving through the different formats of the components of our examinations.

Anatomy↗

PubMed1992

Effects of expert and non-expert facilitators on the small-group process and on student performance.

At the University of Michigan Medical School in 1990, the authors investigated the effects of faculty facilitators' levels of content expertise on the educational process and learning outcomes of small-group teaching sessions. The study was conducted in a microbiology course for second-year students in which four small-group sessions were used to replace 38 hours of lecture and laboratory time. The interactions between 11 expert and ten non-expert faculty facilitators and 156 students were observed and coded. The students' levels of knowledge and satisfaction were measured. The results indicate that, although significant differences in faculty-student interactions were not observed, the students in the 11 groups led by the content experts had higher levels of satisfaction and higher examination scores.

Attitude↗

PubMed2005

Revitalising PBL groups: evaluating PBL with study teams.

CONTEXT: In problem-based learning (PBL), students are actively engaged with psychological learning principles as activation of prior knowledge, elaboration and organization of knowledge. In their tutorial groups, however, students do not always apply these principles when working with a procedure like the "Seven-Jump" method. To stimulate students to use these principles more often, they were offered another format within a PBL context: PBL with study teams. During the period of self-study, students work on a regular basis in so-called study teams, small groups of 3-4 persons. In these groups they explain to each other their learning outcomes, clarify for each other their problems while studying texts and organize their knowledge to present this to the members of other study teams in their tutorial group. Previous research showed that students spent more time on self-study in a PBL with study team condition than in a traditional PBL context. In this study the achievement as well as appreciation of students participating in a PBL with study teams' environment, is compared with students working in a traditional PBL environment. OBJECTIVES: To determine whether PBL with study teams differs from the traditional PBL environment in students' appreciation and study time. METHODS: We conducted an experiment in two blocks over two years. Questionnaires were administered to collect data on appreciation and time for self-study. RESULTS: Students' appreciation of the two formats did not differ much. The large standard deviations indicate considerable differences in appreciation between individual students. Appreciation was slightly higher in the second experiment when instructions about how to collaborate were less strict. Students devoted twice as many hours studying in the study group format compared with the traditional PBL format. CONCLUSIONS: The students indicated that they enjoyed the format but that the increased workload disturbed their customary study rhythm. Assessment scores and tutors'impressions suggest that study teams foster deeper learning for understanding. Whether this can be attributed to more intensive individual and collaborative elaboration activities should be the subject of further studies.

Cooperative Behavior↗