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PubMedDate not supplied

Multimedia courseware. Transforming the classroom.

This article describes a project that integrates faculty-developed computer courseware into a baccalaureate curriculum. The courseware was implemented as a teaching-learning strategy to enhance mastery of content and assist in development of decision-making skills. Curriculum, course, and unit objectives served as the foundation for the computer courseware lessons. The courseware is produced by a design team of six faculty. Computer lessons are interactive and actively involve students in the learning process. Students in six of eight clinical nursing courses are using faculty-developed courseware.

Audiovisual Aids↗
PubMed1997

Seniors-on-line: introducing older people to technology.

Retired Engineers are playing an important role in ensuring that older people are not excluded from the benefits of technological advances. Technology is playing an increasingly important role in the lives of older people as it is incorporated into assistive devices, home security, access to health care, banking, communication and many other areas. However, if older people are unfamiliar with new technologies and find them daunting, they may not benefit fully from these advances. In order to minimize difficulties arising from unfamiliarity with technology, an introductory computer course was offered to people aged 55 and over. Teaching methods appropriate to the needs of older people were used: small classes, students and instructors from same age cohort, slow pace of presentation and ample opportunity to ask questions. Retired Engineers make up the majority of instructors. Three hundred and sixty nine older people have participated in the course and most plan to continue using a computer.

Aged↗
PubMedDate not supplied

The role of Web agents in medical knowledge management.

The intelligent agent approach offers the promise of remaking a traditional enterprise into a learning organization, one that uses progressive information technology and information strategies to study its outcomes prospectively, to avoid repetition of past errors, and to improve its effectiveness continuously. This paper explores whether agent technology can fulfill this promise in health care, both in a general sense and in terms of knowledge management and performance support. A case study is presented to illustrate some lessons learned and the pitfalls that need to be avoided as the development of agents proceeds.

Artificial Intelligence↗
PubMed2005

Digital literacy in a landscape of data: a plea for a broader definition for citizens and patients.

The term 'digital literacy' is taking on a broader definition and greater urgency, as ubiquitous computing becomes a reality, and individuals and communities find their bodies and actions creating an exuberant wellspring of rich, complex data. These biological and sociological data can be ignored, used alone or shared with others for various reasons - for personal or social good or ill. Although strategies to protect our data from commercial, criminal, and governmental access are already being debated daily in the media, this paper is a brief plea for why we need to expand our concerns beyond the current financial and medical record security issues.

Biomedical Technology↗
PubMed2002

An electronic learning portfolio for reflective continuing professional development.

OBJECTIVES: These were to measure the uptake and use of an electronic learning portfolio to support reflective continuing professional development, and to characterize attitudes towards its use and obstacles to its adoption. DESIGN: Uncontrolled, longitudinal intervention study with quantitative and qualitative evaluation. PARTICIPANTS: Physicians with a specialty interest in endocrinology and diabetes mellitus, registered for continuing professional development with the Royal College of Physicians, London. INTERVENTION: All registered consultants were offered a 1-year free trial of PC Diary. Those who accepted were offered a training workshop. MAIN OUTCOME MEASURES: Quantitative and qualitative responses to a simple questionnaire. Two researchers independently used a template approach to analyse free-text responses and jointly agreed a final system of coding. RESULTS: 22% of registered consultants applied to participate; 14% attended training workshops. Of registered participants, 94% returned the questionnaire. PC Diary was used by 34%, but only 10% used it regularly. Among the registrants, 54% asked to continue their subscription for a second year, and 40% asked for further training. There were emotive expressions of both like and dislike, often coupled with statements about the individual's learning style. Time pressures and lack of computer access, literacy and support were dominant obstacles to adoption. CONCLUSIONS: There was considerable support for reflective learning using an electronic portfolio. Acceptability and use were influenced by individual learning style, resources, training and technical support, and these were often inadequate. The balance for consultants between workload demands and support provided did not favour a reflective type of learning.

Attitude to Computers↗
PubMed2000

Cognitive, mood, and functional evaluations using touchscreen technology.

We describe the design and development of the Cognitive Evaluation Protocol (CEP), a computer software program for evaluating cognitive and functional capacities and mood. The program is self-administered by subjects using touchscreen monitors for input. Stimuli in CEP subtests are randomized to reduce the effects of learning on repeated assessments. Findings demonstrate that a) minimum instruction is required for touchscreen use, even for computer-naive subjects; c) both normative subjects and psychiatric patients respond positively to self-administered evaluations; and c) CEP can be used for within-subject repeated evaluations with minimal distortion of results due to practice effects. The CEP Report Generator provides immediate printed performance results and creates a database for long-term digital storage and information use.

Affect↗
PubMed1998

Computer anxiety: a comparison of pen-based personal digital assistants, conventional computer and paper assessment of mood and performance.

The recent growth of pen-based devices, such as the Personal Digital Assistant (PDA), offer mobility and a more natural interface than that of a conventional computer. The feasibility and application of the PDA for mood and cognitive assessment were investigated by examining possible interactions of individual characteristics and administration medium. Previous studies have provided evidence that individual characteristics of 'computer anxiety' and 'private self-consciousness' divergently covaried with mood scores measured by computer and paper methods. To investigate the relationship between individual characteristics and medium effects, 136 paid participants were allocated to and completed mood assessment tasks and a short battery of cognitive tasks by either the computer, PDA or the paper method. Self-ratings of mood measured by these three modalities covaried divergently with measures of computer anxiety and private self-consciousness. In addition, computer anxiety covaried with reaction time on the visual search task obtained on computers, but there was no such relationship when measured by a PDA. These results show that computer anxiety can affect the results of assessments of cognitive function as well as of mood ratings, and suggest that pen-based systems may have advantages over conventional computers in this respect.

Adolescent↗
PubMed2005

Situated, strategic, and AI-Enhanced technology introduction to healthcare.

We work hard on creating AI-wings for physicians to let them fly higher and faster in diagnosing patients--a task that physicians do not want to automate. What we do not work hard on is determining the ENVIRONMENT in which physicians' AI wings are supposed to function. It seems to be a job for social/business analysts that have their own separate kingdom. For the sake of all of us (potential patients!) social/business consultants and their methodologies should not be treated as a separate kingdom. The most urgent task is to achieve synergy between (1) AI/Fuzzy/Neural research, (2) Applied medical AI, (3) Social/Business research on medical institutions. We need this synergy in order to assure humanistic medical technology; technology flexible and sensitive enough to facilitate healthcare work while leaving space for human pride and creativity. In order to achieve humanistic technology, designers should consider the impact of technological breakthroughs on the organizations in which this technology will function and the nature of work of humans destined to use this technology. Situated (different for each organization), Strategic (based on an in-depth knowledge of Healthcare business), and AI-Enhanced (ended with a dynamic model) method for introducing technology to Healthcare allows identifying areas where technology can make medical work easier. Using this method before automating human work will get us closer to the ideal where there is no discontinuity between design and use of programs; where the technology matches users' needs perfectly--the world with humanistic technology and healthcare workers with AI-wings.

Artificial Intelligence↗
PubMed1993

"Pre-medical" informatics.

Many authors have presented arguments in the recent medical literature discussing the premedical preparation of medical students. Much of this work seems to center upon the need to balance the strong science concentration with an increased emphasis on humanities courses. This paper investigates another potential shortcoming of premedical education, that of information literacy. It defines the problem, argues its existence, and proposes the ready availability of a solution.

Computer Literacy↗
PubMed1998

A vertical curriculum to teach the knowledge, skills, and attitudes of medical informatics.

It is becoming increasingly apparent that medical schools must begin teaching the knowledge, skills and attitudes of information literacy and applied medical informatics as core competencies in undergraduate medical education. The University of Vermont College of Medicine recognized that these core competencies were lacking in its curriculum, and in 1992 it implemented a four year, integrated program to give students the information habits essential to twenty-first century practice. The first graduates of the program are now in residencies and feedback has enabled the College to refine the program to better meet the informatics education needs of the next generation of physicians. The result of these efforts is the Vertical Curriculum in Information Literacy and Applied Medical Informatics; its process of development, the product of the process, and its outcomes are discussed.

Computer Literacy↗
PubMedDate not supplied

Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach.

As part of a system-wide initiative to advance evidence-based practice among clinicians, graduate students, and educators, the New York University Division of Nursing embarked on a curricular initiative to integrate components of information literacy in all core courses of the master's program. Increasing competency in information literacy is the foundation for evidence-based practice and provides nursing professionals with the skills to be literate consumers of information in an electronic environment. Competency in information literacy includes an understanding of the architecture of information and the scholarly process; the ability to navigate among a variety of print and electronic tools to effectively access, search, and critically evaluate appropriate resources; synthesize accumulated information into an existing body of knowledge; communicate research results clearly and effectively; and appreciate the social issues and ethical concerns related to the provision, dissemination, and sharing of information. In collaboration with the New York University Division of Libraries' Health Sciences Librarian, instructional modules in information literacy relevant to each of the 5 core nursing master's courses were developed, complemented by a Web-based tutorial: http://library.nyu.edu/research/health/tutorial. The Web site is multifaceted, with fundamentals for the beginner, as well as more complex content for the advanced user. Course assignments were designed to promote specific competencies in information literacy and strategies for evaluating the strength of the evidence found. A survey of information literacy competencies, which assessed students' knowledge, misconceptions, and use of electronic information resources, was administered when students entered the program and at 1-year intervals thereafter.

Computer Literacy↗
PubMed2000

Teaching information literacy skills: an evaluation.

This paper describes an evaluation of a curriculum-integrated information literacy programme in an undergraduate nursing course. The aim of the programme was to provide students with an awareness of the discipline's literature and the skills to locate and retrieve the literature. A multidimensional process for determining nursing students' development was utilised in the evaluation of the programme. Pre- and post-programme questionnaires were distributed to a cohort of students who undertook the programme. A cohort of more senior students who had not undertaken the information literacy programme was utilised as a comparison group. Questionnaire results were analysed using a range of inferential statistics. This paper will focus on two main findings related to objective measures of information literacy skills. These include pre-programme/post-programme change in student performance and differences in student performance between those who undertook the programme and those who did not. The programme demonstrated its effectiveness in developing information literacy skills, however the challenge remains for both academics and students to ensure that these skills are consolidated and extended for effective life-long learning.

Catalogs, Library↗