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PubMed1989

[Methods of pedagogical assessment of qualifications in postgraduate medical education].

The methods of pedagogical assessment of qualification in postgraduate medical education play a decisive role in assessing both the effectiveness of training and the level of professional competence of physicians. The methods of pedagogical assessment of qualification provide an opportunity to measure and evaluate each of the didactic categories--knowledge, professional competence, practical skills, professional credo. The described methods of assessing the knowledge, professional competence and practical skills can form an objective picture of the level of educational goals achieved (in the process of education) and determine whether the level of professional training of physicians meet professional requirements.

Clinical Competence↗

PubMed1985

[Perspectives of pedagogic approaches to rehabilitation in the psychosocial care of the elderly].

Rehabilitative pedagogics deal with the entirety of "educational", or "pedagogical", approaches and activities that seek to diminish the physical, mental and/or psychosocial handicaps faced by disabled people, or to develop alternatives enabling them to compensate for existing disabilities Specific difficulties are present in the care and treatment of older persons, which--despite a lack of empirical substantiation--have entailed a widespread assumption that there is only very limited benefit in rehabilitating older people. This view is critically discussed, and perspectives for "worthwhile" rehabilitative-educational approaches in the psychosocial and psychosomatic care of elderly people are presented.

Aged↗

PubMed1979

[Curative-pedagogic aspects of mental deficiency].

Curative pedagogy is nothing else but a theory on education and teaching of the mentally handicapped. The author presents the following seven thesis: 1. Mental deficiency is not a definite state. It should be considered as a "relative" state, bound to its origins but with possibilities of change. It is thus to be considered as a state that can be influenced, modified and within the reach of education. 2. The notion that every child can be educated is inherent to pedagogic theory. The mentally deficient child forces us to examine, more often, our teaching methods. 3. It is only when the doctor and the pedagogue seriously collaborate that it becomes possible to elaborate early developmental programmes. 4. The pedagogue does not remain centered on diagnosis, but allows himself to be directed by the developmental possibilities of the child. 5. Pedagogy is not only concerned with the impairment of intelligence, but seeks a global approach in which the affective relationship is taken into account. This global approach is possible only with a multidisciplinary team. 6. Pedagogy takes into account the parents as well as the child in order to assist them and help them accept the situation. 7. Pedagogic help should not terminate with the end of official schooling, but should remain a permanent support which should be continuously improved.

Child↗

PubMed1977

[Pedagogical experience and learning models in neurologic semiology].

Programmed teaching of neurologic semiology, charted in agreement to subsequent learning in clinical neurology, is conceived. The basis of the pedagogic system consists of respecting the systems that bind physiologically among themselves. The goal is the creation of areas of comprehension, dramatizing common functions and signology. To know "all" is of less validity than to posses an engram prepared by key information. The anatomic physiology memory, previous to the course and the weekly partial evaluation, is considered useful. The problematic of the competitive test is analyzed and its negative and positive criterions are exposed. Anatomy, physiology, semiology and clinical neurology spun together are estimated to favor pedagogic goals redundantly.

Argentina↗

PubMed1976

Noise and "pedagogic efficiency" in school activities.

A group of 8 pupils born in 1962 and a group of 8 future teachers between 25 and 40 years of age, were submitted in 1975 to two types of tests in the presence of environment noises at various levels (45 to 75 dBa), in order to assess the influence of this nuisance on the pedagogic efficiency. The results show a nocivity threshold for the pupils at around 55 dBA and for the teachers at aroung 65 dBA. Furthermore, backward pupils suffer more in this context from the interference of noise than the advanced ones.

Adolescent↗

PubMed2005

Teaching research ethics: can web-based instruction satisfy appropriate pedagogical objectives?

Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the moral agent, (3) teaching researchers how to make moral judgments about actions, and (4) learning to engage in preventive ethics. If web-based research ethics education is intended to be adequate and sufficient for research ethics education, then it must meet those objectives. However there are reasons to be skeptical that it can.

Computer-Assisted Instruction↗

PubMed1985

A minicomputer approach to consultation-liaison data basing: Pedagog-Admin-CLINFO.

Minicomputer systems have been designed for researchers who have no prior computer experience and, therefore, require no computer training, that is, programming knowledge. Such systems allow immediate access to the data, their retrieval, reduction, and analysis, and the retention of direct control over the data base by the researcher. In addition, CLINFO offers a wide range of calculations and statistical procedures. The three-dimensional, time-oriented data-base format of CLINFO allows for a longitudinal study of a particular variable, and its repeated measure over time in the same patient. This system has been adapted for use in the consultation-liaison setting to provide pedagogic, research, and administrative functions from a field-tested data base.

Computers↗

PubMed1995

Electroencephalographic coherences discriminate between children with different pedagogical evaluation.

The relationship of reading-writing ability and EEG coherences was studied in 84 subjects from two age groups 7.0-8.9 and 9-11.2 years old. All children were divided into three groups according to their performance on a pedagogical test: ped1, normal children; ped2, children with mild problems; ped3, children with reading-writing disability. The following results were obtained: in general, children showed higher coherences in groups with poor performance in the delta, theta and beta bands. In the alpha band, higher coherence values were related to better performance. The exceptions to this general pattern were rare. Group ped2 had higher coherences in delta, theta and alpha bands than ped1 and ped3, in left temporal leads. In older children the same tendency was observed, but group differences in the theta, alpha and beta bands were few. In this age range, the significant group differences were almost all interhemispheric coherences. The discriminant analysis that classified subjects by their coherence values gave very good results, fact that demonstrates, that EEG coherence is a highly sensitive measurement indicating not only the existence of a reading-writing problem, but also the degree of its severity.

Age Factors↗

PubMed2006

Pedagogical efficiency of melodic contour mapping technology as it relates to vocal timbre in singers of classical music repertoire.

The purpose of this investigation was to ascertain the pedagogical viability of computer-generated melodic contour mapping systems in the classical singing studio, as perceived by their resulting effect (if any) on vocal timbre when a singer's head and neck remained in a normal singing posture. The evaluation of data gathered during the course of the study indicates that the development of consistent vocal timbre produced by the classical singing student may be enhanced through visual/kinesthetic response to melodic contour inversion mapping, as it balances the singer's perception of melodic intervals in standard musical notation. Unexpectedly, it was discovered that the system, in its natural melodic contour mode, may also be useful for teaching a student to sing a consistent legato line. The results of the study also suggest that the continued development of this new technology for the general teaching studio, designed to address standard musical notation and a singer's visual/kinesthetic response to it, may indeed be useful.

Adolescent↗

PubMed2003

A new theory of health promoting schools based on human functioning, school organisation and pedagogic practice.

This paper outlines a novel explanatory frame for understanding how schools may intervene in order to promote pupils' health. The new theory is synthesised from an Aristotelian interpretation of human functioning and a theory of cultural transmission. In keeping with recent influential theoretical developments, it is proposed that health has its roots in human functioning. It follows from this concept that the promotion of pupils' health is facilitated by the promotion of pupil functioning and the primary mechanisms through which schools promote pupil functioning and, hence, health, are through the influences of school organisation, curriculum development and pedagogic practice on pupil development. According to the new theory, good human functioning is dependent on the realisation of a number of identified essential human capacities and the meeting of identified fundamental human needs. Two essential capacities, the capacity for practical reasoning and the capacity for affiliation with other humans, plan and organise the other essential capacities. The realisation of these two capacities should, it is argued, be the primary focus of health promoting schools. Additionally, health promoting schools should ensure that fundamental human needs concerning non-useful pain and information about the body are met. A number of testable hypotheses are generated from the new theory. Comparisons with existing interpretations of health promoting schools indicate there are similarities in the actions schools should take to promote health. However, the new theory can, uniquely, be used to predict which pupils will enjoy the best health at school and in adulthood. Additionally, according to the new theory, schools do not need designated health education classes or teaching staff with specialist health education roles in order to be health promoting. It is concluded that the new theory may have a number of advantages over existing theories at both the policy and intervention levels.

Acculturation↗

PubMed2005

[The human body and the computer as pedagogic tools for anatomy: review of the literature].

Since the first dissections, the human body has been the main tool for the teaching of anatomy in medical courses. For the last 30 years, university anatomy laboratory dissection has been brought into question and the total hours of anatomy teaching have decreased. In parallel, new technologies have progressed and become more competitive and more attractive than dissection. The aim of this review of the literature was to evaluate the use of the human body as a pedagogic tool compared to today's computer tools. Twenty comparative studies were reviewed. Their analysis showed that the human body remains the main tool in anatomy teaching even if anatomic demonstration (prosection) can replace dissection, and that the computer tools were complementary but not a substitute to dissection.

Anatomy↗

PubMed2000

Developing health-promoting practice with families: one pedagogical experience.

As the significance of social determinants of health has been revealed and the socio-environmental perspective of health promotion has become prominent, family nurses have attempted to move away from disease-treatment models of practice towards emancipatory, health promoting practice. This paper describes a multidisciplinary team's pedagogical experience of developing emancipatory family health promoting practices. The discussion includes a description of the significant educational processes that supported the development of health promoting family practice and an outline of the transformative changes the team members experienced as they evolved their health promoting practices.

Family Health↗

PubMed2000

Pedagogical implications of approaches to study in distance learning: developing models through qualitative and quantitative analysis.

The need for flexibility in the delivery of nurse education has been identified by various initiatives including: widening the entry gate; continuous professional development; and the specialist practitioner. Access to degree level programmes is creating the need to acquire academic credit through flexible learning. The aim of this study was to further develop relationships between the need for guidance, materials design and learning styles and strategies and how these impact upon the construction of meaning. The study is based on interviews of 20 female community nurses purposively selected from the 96 respondents who had previously completed a survey questionnaire. The interviews were underpinned by theories relating to learning styles and approaches to study. Of particular concern was how these variables are mediated by student context, personal factors and materials design, to influence the need for support and guidance. The interview transcripts were first analysed using open and axial coding. Three approaches to study emerged from the data - systematic waders, speedy-focusers and global dippers - which were linked to other concepts and categories. Categories were then assigned numerical codes and subjected to logistical regression analysis. The attributes of the three approaches to study, arising from both qualitative and quantitative analysis, are explained in detail. The pedagogical implications of the three approaches to study are explained by their predicted relationships to other variables, such as support and guidance, organization of study, materials design and role of the tutor. The global dipper approach is discussed in more detail due to its association with a variety of predictor variables, not associated with the other two approaches to study. A feedback model is then developed to explore the impact of guidance on the global dipper approach. The paper makes recommendations for guidance to students using different approaches to study in distance learning.

Adult↗

PubMed1999

Pedagogical methods and affect tolerance in medical students.

OBJECTIVES: There has been little evaluation, by means other than cognitive variables, of medical school curricula that include problem-based learning (PBL). This study aimed to investigate whether medical students' affect tolerance, an important prerequisite of empathy, was influenced by individual courses. DESIGN: The study is pseudo-randomised and cross-sectional, using a test of affect tolerance in students in their first, sixth and eighth term of medical school, during which they were kept together as one group for their pre-clinical studies, but were subsequently separated during the clinical part and were sent to two different university hospitals that used different teaching methods. SUBJECTS: Medical students. SETTING: University of Lund Medical School, Sweden. RESULTS: After receiving a short course in communications skills training, students in the sixth term had significantly higher mean scores on the test than students in their first term. In the eighth term, which is the surgery term, the mean scores for students attending the PBL course were still as high as those for students in the sixth term, while students in the course using conventional pedagogical methods had significantly lower mean scores. DISCUSSION: Since the content of the courses was similar and the composition of the two groups also fairly similar, we attribute the difference to the differing teaching methods. In the PBL course, the students were given continued and integrated communication skills instruction, in which it was possible for them to learn strategies to counteract the development of rigid psychic defences, which constitute an obstacle to affect tolerance and empathy.

Affect↗

PubMed2001

The pouch acting as a mediator between "being a person with an ostomy" and "being a professional": analysis of a pedagogical strategy.

OBJECTIVE: This study analyzes the process of constructing and reconstructing the meanings of the concepts ostomy, ostomy patient, and the nurse's role in managing an ostomy after the experience of wearing a pouch. SUBJECTS AND SETTING: Thirty nurses who were students in the Enterostomal Therapy Nursing Education Program in 1992 and 1993 participated in this study. All of the participants were female, ages 20 to 55 years, had graduated from nursing at least 6 years previously, and had been working at acute care hospital units or at outpatient care centers. The research was completed at the Enterostomal Therapy Nursing Education Program in the Nursing College of the University of São Paulo. METHODS: All participants wore a pouch and lived as an ostomy patient for a 24-hour period and then were interviewed about their experience. Two major themes were identified after analysis: "being a person with an ostomy" and "being a professional." RESULTS: The experience of wearing a pouch promoted changes in perceived role, self-esteem, body image, sexuality, and social relations. These changes were sometimes perceived as stigmatization and sometimes as enhancing social support. The perceptions caused a crisis that provoked the use of coping and social defense mechanisms that ultimately altered the participants' perceptions of the meaning of "being a nurse." Prior to this learning experience, the participants' management of patients with ostomies was fragmented and marked by a dissociation among activity, thinking, and feeling. Before the experiences, participants defined their management of patients with ostomies as mostly technical, focusing on the ostomy and the pouch. Following the experience, participants proposed changes in practice designed to care for the whole human being, revealing an incorporation of the affective, symbolic, and relational dimensions critical to managing the care of patients with an ostomy. CONCLUSION: The results showed that having subjects wear a pouch as a pedagogic strategy was successful in directing the participants' thinking about new meanings concerning "being a professional," resulting in some potential profound changes in the future nursing care of their patients.

Activities of Daily Living↗

PubMed1990

How medical school faculty regard educational research and make pedagogical decisions.

The authors studied a group of professors at a large school of medicine in the western United States to determine the extent to which they were aware of past or current educational research, their feelings about the enterprise of educational research, and how they made pedagogical decisions. The study emphasizes a qualitative analysis of the data by using in-depth, confidential interviews; many typical responses are quoted. The authors found little or no knowledge of past or current educational research even among those professors who thought such research to be valuable. The possible reasons for this finding are discussed.

Academic Medical Centers↗

PubMedDate not supplied

Embedding a pedagogical model in the design of an online course.

The importance of course design and its relationship to learning is overlooked when the electronic version of a course is static. The author discusses the process used to redesign a traditional course into a dynamic and interactive Web-based course by using a pedagogical model developed specifically for hypermedia. Congruence between the instructional methods and the media is a must for a successful design that meets the needs of a wide variety of learners. The hyperlearning model, Dimensions, provides the infrastructure to facilitate the congruence of methods and media while supporting multiple learning styles.

Computer-Assisted Instruction↗

PubMed1978

Educating teachers of nursing: the contribution of pedagogical studies.

This paper deals with the nature of pedagogical studies, starting with a discussion on aspects of the curriculum. This is followed by sections dealing with objectives, lesson presentation and teaching practice. The final sections deal with the assessment of learning and curriculum planning.

Curriculum↗