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PubMed2005

Teaching Chinese health care professionals about community-based long-term care (CBLTC) in China.

Academic exchanges between the U.S. and other countries around the world are increasing and teaching students abroad is part of this trend. China is in its initial stage of developing gerontology education and is in great need of new concepts and ideas for dealing with its rapidly aging population. This paper discusses the challenges and rewards of teaching gerontology to health care professionals in China. To achieve the desired learning outcomes in another country requires culturally appropriate course materials and teaching methods; drawing on students' knowledge and expertise by using an interactive format and gaining students' respect.

Aged↗

PubMed2006

Technology-based training in cognitive behavioral therapy for substance abuse counselors.

This study compared the learning outcomes achieved by 166 practicing substance abuse counselors who were randomized to one of three conditions: (1) a Web-Based Training (WBT) module designed to familiarize practitioners with the "Coping with Craving" module from the NIDA treatment manual, "A Cognitive-Behavioral Approach: Treating Cocaine Addiction" (www.nidatoolbox.org), (2) a face-to-face training workshop covering the identical content, or (3) a delayed training control condition. Participants in all three conditions completed an identical test of knowledge before and after the session. Results indicated that participants in both the WBT and face-to-face workshop conditions showed improvement in mean test scores, while participants in the delayed training control condition did not. Improvements in test scores for participants in both the WBT and face-to-face conditions were statistically significant and equally modest in magnitude. The finding of equivalent rates of knowledge transfer across these two delivery mechanisms highlight one function for which WBT may be particularly well-suited, and suggest that the most effective clinical training applications may use a "blended delivery" format that leverages the strengths of both WBT and face-to-face training.

Adult↗

PubMed2001

Identifying and assessing the conceptions of teaching of secondary school physics teachers in China.

BACKGROUND: Recent research indicates that how lecturers think about the nature of teaching influences both the way they teach and the way their students learn and ultimately the learning outcomes they achieve. Such research has primarily been conducted at the tertiary level in Western countries and its relevance for school teaching and in non-Western contexts has yet to be demonstrated. AIMS: Study 1 aimed to develop a model of the conceptions of teaching of Chinese secondary school teachers of physics and an instrument to assess these conceptions. Study 2 then tested the reliability and within-construct validity of responses to the latter and the relationships between teaching experience and gender and teaching conceptions were investigated. SAMPLE: The interview sample in Study 1 comprised 18 teachers of physics in Guangdong, China. The instrument was administrated to 450 physics teachers from the province in Study 2. METHOD: An in-depth emic approach involving both interviews and classroom observations was utilised to develop the model. Confirmatory factor analysis was used to test the fit of responses to the instrument to the proposed model. RESULTS: Five lower order conceptions (Knowledge Delivery, Exam Preparation, Ability Development, Attitude Promotion, and Conduct Guidance) and two higher order orientations (Moulding and Cultivating) were identified. Responses to the instrument were found to be of satisfactory internal consistency reliability and to fit the expected underlying factor model. Neither teaching experience nor gender was found to be related to conceptions of teaching. CONCLUSIONS: The model developed differed in some respects from those found in the Western tertiary literature due probably to cultural factors which emphasise more an affective, moral view of teaching and to a school contextual emphasis on exams. The instrument developed had very adequate psychometric properties and seems promising as a tool for assessing teaching conceptions in future research within China and across cultures.

Adolescent↗

PubMed2000

A systematic review of effective cognitive-behavioural supervision.

OBJECTIVES: A systematic review was undertaken of studies that have assessed objectively the impact of supervision and consultancy. As well as gauging effectiveness, we examined the methodological rigour of these studies. METHOD: Twenty-eight empirical studies of the change processes occurring between participants within the educational pyramid, 'consultant-->supervisor', 'supervisor-->supervisee' and 'supervisee-->patient', were analysed. The inclusion criteria also required that supervision was analysed under field conditions and there were objective measures of learning outcomes. Each study was analysed by reference to an evaluation manual, with two independent raters obtaining satisfactory reliability. RESULTS: Studies meeting the above criteria came mainly from the intellectual disability specialty and included many studies using cognitive-behavioural methodologies. The studies included in this sample had more rigorous methodologies than those reviewed by Ellis, Ladany, Krengel, and Schult (1996). The findings of the review suggested that the pyramid approach benefited patients. Closely monitoring the supervisee, modelling competence, providing specific instructions, goal setting and providing contingent feedback on performance were the dominant methods of supervision and were associated with benefits to supervisees. CONCLUSION: Despite the large body of literature on supervision, there have been relatively few empirical investigations of the educational pyramid. This work identified a number of studies with good methodological rigour, although these too often failed to provide adequate background and assessment details regarding each of the members of the pyramid, particularly the consultant. The results of cognitive-behavioural supervision were found to be positive.

Cognitive Behavioral Therapy↗

PubMed2004

Philippine academic visit: brief but life-changing.

As one way of inculcating international perspectives in its graduates, the University of South Australia includes in its programs various opportunities for students to study abroad. It also encourages incoming short-term exchange and full-program international students. In 2001, the Discipline of Nursing and Rural Health (Whyalla Campus) sent two graduating students to a developing country in Asia, the Philippines, for a twelve-week academic experience. Despite problems causing the visit to be curtailed, much was learned. Participant and organiser insights are described, sharing valuable lessons to inform future plans and ensure better results. What could be regarded as a failed academic visit, nevertheless offered a life-changing opportunity and significant learning outcomes, reinforcing the belief that international academic experiences are extremely worthwhile for students and participating institutions. These experiences provide an important path to cultural understandings, and to personal and professional development.

Australia↗

PubMed2005

Evaluation of a clinical teaching method involving stories.

A clinical teaching method involving stories was evaluated in this study. A total of 25 ASN and BSN students participated in Phase I evaluation and another 16 ASN students were included in Phase II. Each student created a story about an obstetric or a pediatric topic. The story was then read by the story writer to peers and faculty. The faculty member facilitated dialogues and reflections on the meanings of the story. In Phase I, students offered written responses about the effectiveness of the story teaching. In Phase II, a 5-item questionnaire measured pre- and post-test scores of perceived improvement in five knowledge areas. Results showed that students perceived the story teaching positively because it brought learning to a personal level and facilitated in-depth discussion and critical thinking. Perceived knowledge improvement was evident after the story teaching in nursing interventions, the physiological and psychosocial alterations, legal/ethical/cultural issues, and community resources. In conclusion, this teaching method was acceptable to students and may have contributed to positive learning outcomes.

Adult↗

PubMed2007

Systematic review of comparative studies examining alternatives to the harmful use of animals in biomedical education.

OBJECTIVE: To systematically review the published literature for controlled studies comparing learning outcomes of traditional methods that require the terminal use of animals (eg, dissection, live-animal surgery, and live-animal laboratory demonstrations) with outcomes obtained with alternative teaching methods. DESIGN: Systematic review. STUDY POPULATION: Controlled studies published between 1996 and 2004. PROCEDURES: PubMed was searched with the following keywords, used alone and in combination: educational alternatives, nonlethal teaching methods, veterinary alternatives, medical education, and nonterminal animal use. Cited references of retrieved reports were reviewed to identify additional reports. Reports were selected for review only if a comparison group was included. RESULTS: 17 studies that were randomized controlled trials or nonrandomized trials that included a comparison group were identified. Five involved veterinary students, 3 involved medical students, 6 involved university undergraduate students, and 3 involved high school biology students. Sample size ranged from 14 to 283 students. Eleven studies appeared to be randomized, parallel-group trials, 4 involved comparative groups to which participants were not randomly assigned or for which the randomization process was not clear, 1 was a 2-period crossover study, and 1 involved a retrospective review of grades. In all 17 studies reviewed, results associated with the alternative method of instruction were not significantly different from or superior to results associated with the conventional method. CONCLUSIONS AND CLINICAL RELEVANCE: Although the number of controlled studies identified was small, the results seem to support more widespread adoption of alternative teaching methods in biomedical education.

Animal Welfare↗

PubMed2004

The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.

This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.

Adult↗

PubMed2002

Teaching psychology as a laboratory science in the age of the Internet.

For over 30 years, psychologists have relied on computers to teach experimental psychology. With the advent of experiment generators, students can create well-designed experiments and can test sophisticated hypotheses from the start of their undergraduate training. Characteristics of new Net-based experiment generators are discussed and compared with traditional stand-alone generators. A call is made to formally evaluate the instructional effectiveness of the wide range of experiment generators now available. Specifically, software should be evaluated in terms of known learning outcomes, using appropriate control groups. The many inherent differences between any two software programs should be made clear. The teacher's instructional method should be fully described and held constant between comparisons. Finally, the often complex interaction between the teacher's instructional method and the pedagogical details of the software must be considered.

Internet↗

PubMed2000

Students' perceptions of field experience in professional development: a comparative study.

The movement of the health care and education professions from an apprenticeship model in the early half of the century to the tertiary education sector has brought an awareness of the key role field experience or practicum plays in professional development. The literature has demonstrated that field experience during teacher education and clinical education is a valuable part of preparation for entry into the teaching and nursing professions. The purpose of this study was to compare and contrast the perceptions of final year students from three distinct undergraduate field experiences. Queensland University of Technology students from adult and workplace education, secondary education, and nursing participated in the study. Data were collected through a series of focus group interviews with groups of five to nine participants across the three discipline areas. Students described their expectations of the practical side of their learning and the learning outcomes that eventuated during the practicum.

Adult↗

PubMed2002

Theoretical foundations of service-learning in nursing education.

Although somewhat new to nursing, service-learning has had a long history of development. To be successful, a service-learning program must have institutional support, interested faculty and motivated students, potential for strong community partnerships, and an ongoing orientation and development component. Reflection is an important link between the service students perform and the learning outcomes of that service.

Education, Nursing↗

PubMed2003

Evaluation of classroom-based, Web-enhanced, and Web-based distance learning nutrition courses for undergraduate nursing.

A traditional classroom-based course was transitioned during three semesters to a Web-enhanced and then a Web-based course. This nutrition course was part of the core curriculum for 58 undergraduate nursing students. Evaluation data were collected and analyzed to compare the effectiveness of the traditional classroom, Web-enhanced, and Web-based courses. Areas of evaluation included mid-term and final examination scores and course grades, as well as student self-reports of instructor preparation, instructor-student interaction, testing, course objectives and assignments, textbooks, and strengths and weaknesses of the course. No differences were found in student learning outcomes. Although the Web-based course received the lowest mean course evaluation score, which was significantly different from the scores of the other two instructional methods, the students' qualitative comments revealed both positive and negative aspects of online instruction.

Education, Distance↗

PubMed1985

Starting a level I fieldwork program.

In response to the occupational therapy students' need for meaningful early experiences in the clinical setting, an educational strategy was devised for marketing and implementing an occupational therapy clinical program for hospitalized psychiatric patients, which involves students in all aspects of its implementation. The pilot program was started at the Veterans Administration Medical Center in West Haven, CT, on a long-term psychiatric unit. This unit's previously limited occupational therapy services were expanded by the student program. The program has also extended into an acute psychiatric unit and a psychiatric day treatment program (which previously had not provided occupational therapy services). Sixteen to thirty Quinnipiac College junior occupational therapy students (per semester) were involved in assessment, treatment planning, program planning, administration, and documentation and evaluation under the close supervision of the occupational therapy educator. Students, patients, and administrators were surveyed, and the results were reported. For the first class of participants, the two significant learning outcomes were an improvement in attitude toward patients and an increased level of comfort in working with them.

Humans↗

PubMed1999

Dedicated education units: 1. A new concept for clinical teaching and learning.

The Dedicated Education Unit (DEU) is a new concept in clinical nurse education. The DEU plays a major role in enhancing links between health care providers and The Flinders University of South Australia (FUSA) School of Nursing. This collaborative venture has created a more positive clinical learning environment, maximized the achievement of student learning outcomes, and nurtured closer partnership between clinicians and academics. Recognition of mutuality, respect and trust among all stakeholders is central to its success. This paper (part one) explains the rationale for the DEU and describes its inherent values. Part two reports on an evaluation of the DEU.

Academic Medical Centers↗

PubMed2006

Improving safety and quality: how can education help?

National efforts to improve the quality and safety of health care present challenges for medical education and training. Today's doctors need to be skilled communicators who know how to identify, prevent and manage adverse events and near misses, how to use evidence and information, how to work safely in a team, how to practise ethically, and how to be workplace teachers and learners. These competencies (knowledge, skills and attitudes) are set out in the National Patient Safety Education Framework (NPSF) of the Australian Council for Safety and Quality in Health Care. The NPSF is designed to help medical schools, vocational colleges, health organisations and private practitioners develop curricula to enable health professionals to work safely. The NPSF describes what doctors (depending on their level of knowledge and experience) can do to demonstrate competencies in a range of quality and safety activities. Medical schools, vocational colleges, health organisations and private practitioners need to work collaboratively with one another and with other health professionals to ensure that patient safety and quality curricula are implemented and evaluated, and that valid and reliable assessments of learning outcomes are developed. Interdisciplinary and vertically integrated education and training are needed, incorporating innovative methods, to create a safer health care system.

Australia↗

PubMed1992

Independent studies program in the basic sciences. A curricular innovation.

The Independent Studies Program was initiated at the New York College of Podiatric Medicine during the early months of 1987, and it has achieved continued success and acceptance from the administration, faculty, and students. The program emphasizes competence as the constant within a relatively time-independent framework. This paper presents, in a longitudinal fashion, the Independent Studies Program as a program model that combines criterion-referencing concepts, mastery-based learning combinations, and self-learning strategies. As a result, students have taken the initiative for diagnosing their learning needs, formulating their learning goals, identifying their human and material resources, and evaluating their learning outcomes.

Curriculum↗

PubMedDate not supplied

Established osteoporosis.

AIM AND INTENDED LEARNING OUTCOMES: The aim of this article is to help nurses to understand the effects of osteoporosis on elderly people, enabling them to assess patients appropriately so that they can plan the most effective care to meet patients' needs. After studying this article the reader will be able to: Describe osteoporosis in simple terms List the most commonly seen effects of osteoporosis in the elderly person Recognise patients who may have osteoporosis during nursing assessment Plan care which minimises complications arising from established osteoporosis (secondary prevention)

Analgesia↗

PubMed1994

Competency-based certification project. Phase I: Job analysis.

The Canadian Association of Medical Radiation Technologists (C.A.M.R.T.) is transforming its existing certification process into a competency-based process, consistent with the knowledge and skills required by entry-level radiography, radiation therapy and nuclear medicine technology practitioners. The project concurs with the change in focus advocated by the Conjoint Committee on Allied Medical Education Accreditation. The Committee supports new accreditation requirements that, among other things, place more emphasis on competency-based learning outcomes. Following is the first of three papers prepared by the C.A.M.R.T. to explain the project and the strategy for its implementation, focusing respectively on each phase. This paper discusses Phase One: the job analysis.

Canada↗