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PubMed2005

[Preoperative information].

BACKGROUND: Many empirical studies have identified the quality and communication of patient information as a major weak point in the treatment process. Patient information can be made considerably more effective by multimedia communication of contents tailored to the patient's needs. Computer-based training (CBT) takes the multimedia presentation one step further. METHODS: Using the Macromedia Director 8.5 authoring software, a multimedia system for pre-operative patient information was developed on CD-ROM for a limited area of oral and maxillofacial surgery. This information system was evaluated for quality assurance on the basis of a random sample of 85 patients in a test lasting about 20 min. Impressions were determined with regard to design features, motivation, understanding, the subjective communication of knowledge, the newly acquired competence and acceptance compared with other media (information leaflets, Internet, conventional information). RESULTS: The analysis of the program test revealed a hugely positive assessment of the interactive program in respect of layout, functionality and design as well as in respect of structuring and the subjective understanding of the underlying complaint, therapy and potential complications. In a comparison with other information media such as information leaflets and the Internet, the program was rated just as good or better by over 70% of the respondents. Only conventional consultation with a doctor came off better in a direct comparison. CONCLUSION: It was shown that the quality of preoperative patient information can be improved through multimedia presentation and that it would be sensible to make use of modern media for the purposes of giving patients graphic information.

Adolescent↗

PubMed2005

A computerised guidance tree (decision aid) for hypertension, based on decision analysis: development and preliminary evaluation.

This paper discusses the piloting of a computerised decision aid that provides individualised information about hypertension to patients. The program is based on decision analysis, using decision trees as a way of structuring information. It incorporates the Framingham risk equation to assess a users' risk of coronary artery disease, together with a detailed assessment of the patient's current lifestyle and their willingness to change behaviour. Users of the program can decide how much or how little information they access. The program assesses individual's preferences for different treatment outcomes, before providing them with guidance on what might be the best treatment option for them. The program was evaluated by 10 patients with a diagnosis of mild to moderate hypertension and 8 health care professionals. Overall, both health care professionals and patients assessed the program positively. The use of a decision aid based on decision analysis may be a useful way of providing information to patients in order to promote shared decision making.

Aged↗

PubMed2005

Attitudes toward Web-based distance learning among public health nurses in Taiwan: a questionnaire survey.

BACKGROUND: Public health nurses (PHNs) often cannot receive in-service education due to limitations of time and space. Learning through the Internet has been a widely used technique in many professional and clinical nursing fields. The learner's attitude is the most important indicator that promotes learning. OBJECTIVES: The purpose of this study was to investigate PHNs' attitude toward web-based learning and its determinants. DESIGN: This study conducted a cross-sectional research design. SETTINGS: 369 health centers in Taiwan. PARTICIPANTS: The population involved this study was 2398 PHNs, and we used random sampling from this population. Finally, 329 PHNs completed the questionnaire, with a response rate of 84.0%. METHODS: Data were collected by mailing the questionnaire. RESULTS: Most PHNs revealed a positive attitude toward web-based learning (mean+/-SD=55.02+/-6.39). PHNs who worked at village health centers, a service population less than 10,000, PHNs who had access to computer facility and on-line hardware in health centers and with better computer competence revealed more positive attitudes (p<0.01). CONCLUSIONS: Web-based learning is an important new way of in-service education; however, its success and hindering factors require further investigation. Individual computer competence is the main target for improvement, and educators should also consider how to establish a user-friendly learning environment on the Internet.

Adult↗

PubMed2004

Can nursing facility staff with minimal education be successfully trained with computer-based training?

This study compares the effects of computer-based and instructor-led training on long-term care staff with a high school education or less on fire safety knowledge, attitudes, and practices. Findings show that both methods of instruction were effective in increasing staff tests scores from pre- to posttest. Scores of both groups were lower at follow-up three months later but continued to be higher than at pretest. Staff with a high school education increased scores more than those without a high school diploma.

Adult↗

PubMed2004

Flexible learning for postgraduate nurses: a basis for planning.

This paper describes a survey undertaken with postgraduate nursing students in a New Zealand University based School of Nursing in 2002 to establish their access to and use of computers and information technology for study. Whilst there is minimal flexibility and use of technology to support student learning for postgraduate nurses in the University's School of Nursing presently, the University proposes increasing flexibility across all courses. This is in part a response to the increased internationalisation of education and developments in technology affecting programme design, delivery and support that can benefit teachers and students. The findings of this survey form a basis for planning the introduction of flexible learning. Results indicate that not all students have convenient access to technology for study purposes, nor are they at the same level in terms of using technology. The implications of the survey for planning flexible learning, including the need to be explicit about requirements for access to technology and upskilling opportunities are discussed.

Attitude of Health Personnel↗

PubMed2006

A feasibility study on the adoption of e-learning for public health nurse continuing education in Taiwan.

The purpose of this study is to investigate the feasibility of developing e-learning and to examine reasons for adopting or rejecting e-learning as an alternative way to conduct continuing education (CE) for public health nurses (PHNs). A nationwide-based cross-sectional study was conducted with a randomly selected sample of 233 PHNs in Taiwan. A structured questionnaire was used to collect data by mailing methods. The majority of PHNs (88.84%, n=207) showed an affirmative intention towards adopting e-learning as their one way of CE. Reasons for adopting e-learning included achieving life learning, fulfilling personal interests, time-saving, based on job needs, information diversity, flexible in time and space, self-regulatory learning, cost-effectiveness, less impact on family duties and life. Twenty-six PHNs (11.16%) who rejected e-learning as their way of CE indicated main reasons including poor computer competence, lack of personal computer and without internet access, heavy work load, heavy family duties, conflict with personal preference, heavy economic burden, lack of motivation, and low self-control. This study reveals a high feasibility of developing e-learning that coexists with other CE models (e.g. traditional instruction). Reasons analyses provide directions for decreasing barriers for developing a learning model of this new medium for nurses' CE.

Adult↗

PubMed2004

Comparative analysis of conventional and an adaptive computer-based hypoglycaemia education programs.

Adaptive interactive computer-based education programs which can be personalized to patients' needs and skills might be more suitable for patients' training as compared to conventional ones. We tested whether there are differences between an adaptive and a conventional version of a computer-based hypoglycaemia education program concerning successful training and user friendliness. One hundred and twenty randomized diabetic patients were enrolled in this study. The two different programs were compared by using the following criteria: (1) the number of actions needed to get out of or prevent hypoglycaemia, (2) the need for external help, (3) the average time needed for completing one task and (4) user friendliness as determined by a questionnaire. Patients using the adaptive computer-based hypoglycaemia education program needed less actions to get out of or prevent hypoglycaemia, less external help and less time to finish tasks. Furthermore, the user friendliness of the adaptive computer program received a significantly better rating by the patients. The adaptive computer-based hypoglycaemia education program shows significantly better results as compared to a conventional one. Therefore, using adaptive computer-based programs might be helpful for education of patients.

Attitude to Computers↗

PubMed2005

Patients' perception of preoperative information by interactive computer program-exemplified by cholecystectomy.

Patients' perception of preoperative information by interactive computer program informing about cholecystectomy was assessed. Patients were asked to qualify the computer program after hospital discharge by an anonymous questionnaire. Two hundred and fifty-seven of 278 consecutive patients completed the questionnaire resulting in a response rate of 92%. Sixty-three percent were very satisfied and 37% were satisfied, whereas none were dissatisfied or undecided. Patients' satisfaction was not associated with sex, age, surgeon or prior knowledge of computers. Most of the patients considered the clarity of text and illustrations and the volume of information as good or excellent and found the information well adapted to their prior knowledge. Ninety-eight percent stated that they would like to be informed again by an interactive computer program in case of another surgical intervention. Thus, interactive computer programs seem to be a valuable adjunct to written and oral information in the preoperative informed consent procedure.

Adult↗

PubMed2006

Randomized clinical trial of an Internet-based versus brief office intervention for adolescent smoking cessation.

OBJECTIVE: Evaluation of novel treatment delivery methods, such as the Internet are notably absent from the adolescent smoking treatment literature. METHODS: Adolescent smokers ages 11-18 years were randomized to a clinic-based, brief office intervention (BOI; N=69) consisting of four individual counseling sessions; or to Stomp Out Smokes (SOS), an Internet, home-based intervention (N=70). Adolescents in SOS had access to the SOS site for 24 weeks. RESULTS: The 30-day, point-prevalence smoking abstinence rates for BOI and SOS were 12% versus 6% at week 24 and 13% versus 6% at week 36, with no significant treatment differences. Among participants who continued to smoke, SOS was associated with a significantly greater reduction in average number of days smoked than BOI (P=0.006). The BOI was found to be feasible with high session attendance rates. SOS participants accessed the site a mean+/-S.D. of 6.8+/-7.1 days. SOS use dropped to less than one-third of participants by week 3. CONCLUSION: Additional research is needed to tap the potential capabilities of the Internet for adolescent smoking cessation using proactive, personalized, patient-education components. PRACTICE IMPLICATIONS: Augmenting the SOS type of intervention with more structured, personal and proactive patient-education components delivered in-person or by telephone or electronic mail is recommended.

Adolescent↗

PubMed2000

A new way for surgical education--development and evaluation of a computer-based training module.

Computer-based training (CBT) programs teach the material of a specific field and at the same time offer various ways of objectively assessing the knowledge gained. The interactive use of multi-media components such as text, graphics, animation, sound, digital slide shows, and videos as well as quizzes can theoretically facilitate the learning process. The aim of this study was the development and evaluation of a CBT-program by surgeons for student training. Using SuperCard, a teaching module for Distal Radius Fracture (DRF) was developed, which contains detailed clinical information. Video clips and vivid animations combine theoretical knowledge with practical experience. Fourth-year medical students (n = 103) were tested after using the module for 90 min. Other students (n = 47) served as the control group. In a 90 min lecture, DRF was discussed. CBT gained in all evaluated criteria (distinctiveness, detailed description, presentation of materials, structure, motivation for learning, time saved learning and memory retention) 15-20% better scores than the lecture. Although 82% of the students stated that their experience with computers was limited or insufficient, 100% found the use of CBT systems useful in student teaching. Most of them suggested the use of such programs as a method of exam preparation/self study (90%) or as a supplement to a lecture (40%). Based on these evaluations, CBT modules are an appropriate future teaching and learning system that is well accepted. In conclusion, the results of this study show that CBT-programs could be a valuable supplement to medical education. In addition, further development of CBT-programs and their use as information systems for surgical residency programs at universities can be suggested.

Adult↗

PubMed2004

Using information technology for patient education: realizing surplus value?

Computer-based patient information systems are introduced to replace traditional forms of patient education like brochures, leaflets, videotapes and, to a certain extent, face-to-face communication. In this paper, we claim that though computer-based patient information systems potentially have many advantages compared to traditional means, the surplus value of these systems is much harder to realize than often expected. By reporting on two computer-based patient information systems, both found to be unsuccessful, we will show that building computer-based patient information systems for patient education requires a thorough analysis of the advantages and limitations of IT compared to traditional forms of patient education. When this condition is fulfilled, however, these systems have the potential to improve health status and to be a valuable supplement to (rather than a substitute for) traditional means of patient education.

Adult↗

PubMed1997

The DERWeb project--dental education resources on the Internet.

The delivery of dental education, in common with other forms of higher education, has altered considerably over the last decade. The introduction of the World Wide Web enabled resources for dental education to be delivered in a new and innovative manner. DERWeb was funded by HEFC-JISC. The primary resource consists of a library of 1600 clinical dental images each with keywords and a description. Selected images were used to create teaching materials to demonstrate to dental educators world wide how the image library could be used by individual institutions. Hands-on courses were held to demonstrate the new resource and to evaluate computer skills in the dental community. Since the commencement of the project in September 1994 DERWeb has become one of the leading resources for dental education world wide. The site has been accessed by 79 countries with approximately 107000 accesses in October 1996. DERWeb also designs and maintains the British Dental Association pages together with other professional organisations. Its resources also include dental contact addresses and links to quality dental sites world wide. Further funding has enabled DERWeb to expand further and explore new technologies to develop interactivity on the Web.

Computer Communication Networks↗

PubMedDate not supplied

Predictors of student satisfaction in distance-delivered graduate nursing courses: what matters most?

This article describes a study designed to investigate graduate nursing students' satisfaction with a course taught via interactive video teleconferencing (IVT) and the World Wide Web/Internet (WWW/INT). A correlational research design examined the relationships among 5 learner attributes and 3 instructional variables and student satisfaction. Regression analyses identified learner attributes and instructional variables predictive of student satisfaction. Forty-three graduate nurse students were surveyed using a 59-item Student Satisfaction Survey (SSS). Learner attribute predictors included: (1) previous technology courses, (2) technology competence, (3) between-class technology usage, (4) age, and (5) remote-site group size. Instructional predictors were clustered into 3 dimensions: instructor/instruction, technology, and course management. Student satisfaction was a composite of overall satisfaction with the course and comparison with conventional classroom courses. Instructor/instruction explained 21 percent of the variance in course satisfaction scores. Overall instructor rating strongly correlated with satisfaction. The most potent finding was that good pedagogy is important to students' perceived satisfaction with distance education. Students acclimate to the instructional reality-traditional, campus-based face-to-face instruction, or technology-mediated distance education-and once accustomed, it is the quality and effectiveness of instructor and instruction, not the technology, that is associated with satisfaction. The findings of this study provide essential information to faculty responsible for the design and delivery of effective instruction and to students pursuing flexible and convenient options for advanced education.

Adult↗

PubMed2001

Students' evaluation of online course materials in fixed prosthodontics: a case study.

PURPOSE: The purpose of this study was to assess a new online course format for dental students. Preclinical Fixed Prosthodontics I is a didactic and laboratory course given in the first year of the dental school curriculum. In the spring semester of 1999, the didactic portion of the course was offered in a web-based format as a supplement to the traditional lecture format. METHODS: The study population was 53 first year dental students at one school. The study design was a one group post test without a control group. The online questionnaire consisted of multiple choice questions, Leikert scale questions and open-ended questions. Data were collected using Filemaker Pro and analyzed using Epilnfo. RESULTS: Student response rate was 96% (52/53). All of the students responded that they felt comfortable with their computer skills in utilizing this course format. Most (96%) responded that the online materials were either very helpful or helpful to them. About half, (54%) recommended that the online format be continued as a supplement to traditional lectures, while 28% recommended replacing traditional lectures with the new format in order to provide more laboratory time in the course. The syllabus, lecture materials, bulletin board and handouts were found to be the most helpful online features. The least helpful features were the listserve, decision tree, and e-mail options. Most frequently mentioned strengths of the online material were listed as 1) the ability to view material at their own pace and at a time convenient to them, 2) quality photographs in lecture materials and 3) online quizzes. Weaknesses of the course were ranked by students as 1) problems with access to the materials and the intranet system, 2) taking quizzes online and 3) difficulty in printing the web-based lecture materials. CONCLUSIONS: The delivery of web-based material as a course supplement in Fixed Prosthodontics I was determined to be an overall success. Fine tuning of problems with access to the materials took place throughout the course. The student feedback will help direct future development of web-based course materials in the dental school curriculum.

Adult↗

PubMed2001

Minimal data sets.

Explore the source record for details and available documents.

Data Collection↗

PubMedDate not supplied

The evaluation of three computer-assisted learning packages for general dental practitioners.

Two studies were undertaken to determine the acceptability of computer-assisted learning (CAL) to general dental practitioners. The first was a single programme in two parts designed to give experience in orthodontic cases assessment and treatment planning, developed at the Bristol Dental School. The second contained two modules, one on the planning and management of dental biopsy and the other on surgical endodontics, developed within the Leeds Dental Institute. An identical self-administered questionnaire was completed by participants in the evaluation study. Knowledge and skill gains were indicated following study of the modules. The modules were also found to be easy to use and useful. The CAL approach was rated positively compared to audio tapes, books and journals, but a less consistent pictures when CAL was compared with videotapes. The study provides evidence for the acceptability and potential of the CAL approach to general dental practitioners.

Attitude to Computers↗

PubMed1997

A problem-based preclinical course for dental students.

In September 1994 the Turner Dental School, University of Manchester, introduced a new curriculum in which the first 2 years were problem-oriented. The 82 dental students share the first year and part of the second with 252 medical students, making this the largest cohort of students in a problem-based learning course in the world. It is one of two or three dental courses of its kind. In addition to the problem-oriented work, the course includes a substantial informatics component involving computer skills. The number of lectures has been reduced to a maximum of four per week in the first year and seven per week in the second. Most of the students' learning is achieved by group work in which they study clinical cases and search out the basic biological background to them. At the same time the students consider the social and psychological implications of the cases and develop their own communication skills. Thus far the course has resulted in students having a much broader but less detailed subject knowledge. Students are able to integrate their knowledge more effectively. In the new kinds of examination developed for the course the dental students achieve marks around 5% lower than their medical colleagues, as in more traditional combined courses. The first year of the course was designed for medical students and may not therefore be optimal for dental students but the second year has more specifically dental components.

Biology↗

PubMed2001

Learning to consult with computers.

OBJECTIVE: To develop and evaluate a strategy to teach skills and issues associated with computers in the consultation. INTERVENTION: An overview lecture plus a workshop before and a workshop after practice placements, during the 10-week general practice (GP) term in the 5th year of the University of Melbourne medical course. DESIGN: Pre- and post-intervention study using a mix of qualitative and quantitative methods within a strategic evaluation framework. OUTCOME MEASURES: Self-reported attitudes and skills with clinical applications before, during and after the intervention. RESULTS: Most students had significant general computer experience but little in the medical area. They found the workshops relevant, interesting and easy to follow. The role-play approach facilitated students' learning of relevant communication and consulting skills and an appreciation of issues associated with using the information technology tools in simulated clinical situations to augment and complement their consulting skills. The workshops and exposure to GP systems were associated with an increase in the use of clinical software, more realistic expectations of existing clinical and medical record software and an understanding of the barriers to the use of computers in the consultation. CONCLUSIONS: The educational intervention assisted students to develop and express an understanding of the importance of consulting and communication skills in teaching and learning about medical informatics tools, hardware and software design, workplace issues and the impact of clinical computer systems on the consultation and patient care.

Attitude to Computers↗