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PubMed2006

Systematic review of the effectiveness of mass communication programs to change HIV/AIDS-related behaviors in developing countries.

This review systematically examined the effectiveness of 24 mass media interventions on changing human immunodeficiency virus (HIV)-related knowledge, attitudes and behaviors. The intervention studies were published from 1990 through 2004, reported data from developing countries and compared outcomes using (i) pre- and post-intervention data, (ii) treatment versus control (comparison) groups or (iii) post-intervention data across levels of exposure. The most frequently reported outcomes were condom use (17 studies) and knowledge of modes of HIV transmission (15), followed by reduction in high-risk sexual behavior (eight), perceived risk of contracting HIV/acquired immunodeficiency syndrome (AIDS) (six), interpersonal communication about AIDS or condom use (six), self-efficacy to negotiate condom use (four) and abstaining from sexual relations (three). The results yielded mixed results, and where statistically significant, the effect size was small to moderate (in some cases as low as 1-2% point increase). On two of the seven outcomes, at least half of the studies did show a positive impact of the mass media: knowledge of HIV transmission and reduction in high-risk sexual behavior. Further rigorous evaluation on comprehensive programs is required to provide a more definitive answer to the question of media effects on HIV/AIDS-related behavior in developing countries.

Communication↗
PubMedDate not supplied

Positive communication and management techniques: essential components of effective QA programs.

Communication is a process that is complex but of great importance in successful development of quality assurance programs. Good communication is never fully achieved by an individual, but is constantly being developed. The quality assurance program is for everyone in the organization, not just the quality assurance staff. In summary, the following techniques will help you in your role as quality assurance coordinator or in any management role. 1. Use positive feedback. 2. Prepare for meetings by using an agenda and displaying data graphically or visually. 3. Be available to talk to staff and physicians by letting people know when they can find you. Return phone calls and answer correspondence. 4. Learn to listen. People often have excellent ideas for problem resolution. Let others help you!

Communication↗
PubMed1993

Staffing patterns and practices in programs in communication disorders.

Allied health programs in higher education present unique academic and administrative challenges. Clinical education, the practice of providing students with hands-on experience, is frequently the norm rather than the exception. This paper reports results of a study that examined faculty staffing patterns and practices in undergraduate and master's programs in communication disorders. Specifically, the study examined 1) employment of full- and part-time faculty/supervisors, 2) teaching/supervisory responsibilities of faculty/supervisors, 3) degree requirements for clinical supervisors, 4) teaching load for clinical supervisors, and 5) methods for determining supervisory load in clinical teaching. Results address the "traditional" model for determining the number of faculty positions needed and the implications for change in communication disorders. This study is directly related to allocation of faculty resources.

Allied Health Personnel↗
PubMed2003

Communication between programs and applicants during residency selection: effects of the match on medical students' professional development.

PURPOSE: Communication between programs and applicants during the Match has raised concern among medical educators. This study explores the patterns of such communication and its effect on the ethical and professional development of medical students. METHOD: In March and April 2001, the authors made a secure, anonymous questionnaire available online to 1,362 medical students who were graduating from ten U.S. medical schools and who participated in the 2001 Match. Data analysis included chi square, ANOVA, and correlation tests as appropriate. RESULTS: A total of 740 students (54.3%) completed the questionnaire. Patterns of communication between programs and applicants varied significantly by medical school and specialty. Communication initiated by applicants came predominantly from those from less highly ranked medical schools (p =.000), and those applying to specialties with lower fill rates (p =.000). Programs initiated significantly more communication with applicants from more highly ranked schools (p =.006), and with those applying to specialties with higher fill rates (p =.000). The amount of pressure felt by applicants was related to the level of communication, whether initiated by applicants (p =.028) or programs (p =.000). Applicants who felt more pressure were significantly more likely to make misleading statements to programs (p =.000). CONCLUSIONS: Communication between applicants and programs during the Match varies and may have adverse effects on the ethical and professional development of medical students. This study provides support for proposals to limit communication between programs and applicants during the residency selection process.

Analysis of Variance↗
PubMed1988

An evaluation of a communications training program within a self-help group for sexually abusive families.

Remediating the dysfunctional communications patterns of sexually abusive families is an important step in treating them. No communications training program for such families has been evaluated, however. This paper describes an evaluation of a communications training program carried out within the context of a self-help group for sexually abusive families. Group members were randomly assigned to receive an eight-week communications training program or to continue participating at self-help meetings. No group differences were apparent on a preintervention communications questionnaire, but the posttraining scores of experimental subjects were higher than controls. Experimental subjects maintained these scores upon follow-up and the scores of controls increased when the program was administered to them by a student therapist. It is suggested that the procedures and findings of this study contribute to the community mental health field by a) underscoring communications concepts that are helpful to abusive families; b) modeling a novel design for evaluating interventions that includes self-help participation as a nonspecific treatment; and c) illustrating the value of collaborative efforts between self-help groups and human services providers when they serve their mutual interests.

Adult↗