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At least 73 records · Page 4Linked to original sources
PubMed2003

Information literacy skills of occupational therapy graduates: a survey of learning outcomes.

OBJECTIVES: The purpose of this study is to assess whether recent graduates of the Ohio State University's Occupational Therapy division are applying information-seeking skills they learned as undergraduates, and to seek their advice on ways to improve information-literacy instruction for current and future occupational therapy students. METHOD: A survey was sent to a sample of graduates from 1995-2000. The results were entered into an SPSS database, and descriptive and inferential results were calculated to determine the information-seeking patterns of these recent graduates. RESULTS: A majority of the occupational therapy graduates who responded to the survey prefer to use information resources that are readily available to them, such as advice from their colleagues or supervisors (79%) and the Internet (69%), rather than the evidence available in the journal literature. Twenty-six percent (26%) of the graduates have searched MEDLINE or CINAHL at least once since they graduated. Formal library instruction sessions were considered useful by 42% of the graduates, and 22% of the graduates found informal contacts with librarians to be useful. CONCLUSIONS: Librarians and occupational therapy faculty must intensify their efforts to convey the importance of applying research information to patient care and inform students of ways to access this information after they graduate. In addition to teaching searching skills for MEDLINE and CINAHL, they must provide instruction on how to assess the quality of information they find on the Internet. Other findings suggest that occupational therapy practitioners need access to information systems in the clinical setting that synthesize the research in a way that is readily applicable to patient-care issues.

Computer Literacy↗
PubMed2006

Problem-based learning outcomes: ten years of experience at the University of Missouri-Columbia School of Medicine.

PURPOSE: To add to a previous publication from the University of Missouri-Columbia School of Medicine (UMCSOM) on students' improvement in United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores after the implementation of a problem-based learning (PBL) curriculum by studying the performance of ten PBL class cohorts at the UMCSOM. METHOD: Characteristics of graduating classes matriculating in both traditional and PBL curricula, 1993-2006, were compared for Medical College Admission Test component scores, undergraduate grade point averages, performance on the USMLE Step 1 and Step 2 exams, faculty contact hours, and residency directors' evaluations of UMCSOM graduates' performance in the first year of residency. RESULTS: Mean scores of six of the ten comparisons for USMLE Step 1 and six of nine comparisons for USMLE Step 2 are significantly higher (p < .01) for UMCSOM PBL students than for first-time examinees nationally. These differences cannot be accounted for by preselection of academically advantaged students, increased time on task, or reduced class size. Gains in performance continue into residency, as evidenced by program directors' perceptions of superior performance of UMCSOM PBL graduates. CONCLUSIONS: The PBL curricular changes implemented with the graduating class of 1997 resulted in higher performances on USMLEs and improved evaluations from residency program directors. These changes better prepare graduates with knowledge and skills needed to practice within a complex health care system. Outcomes reported here support the investment of financial and human resources in our PBL curriculum.

Academic Medical Centers↗
PubMed2006

Evaluation of learning outcomes in Web-based continuing medical education.

BACKGROUND: There has been significant growth in use of Web-based continuing medical education (CME) by physicians. A number of evaluation and metareview studies have examined the effectiveness of Web-based CME to varying degrees. One of the main limitations of this literature has been the lack of systematic evaluation across different clinical subject matter areas using standardized Web-based CME learning formats. METHOD: One group of pretest-postest designs were used to evaluate knowledge and self-reported confidence change across multiple Web-based courses using a standardized instructional format but comprising distinct clinical subject matter. Participants also completed a participant satisfaction survey and a self-reported retrospective skill/ability change survey. RESULTS: The majority of courses evaluated demonstrated significant pre to post knowledge and confidence effect size change, as well as significant self-reported retrospective practice change. CONCLUSIONS: A Web-based CME instructional format comprising multimedia-enhanced learning tutorials supplemented by asynchronous computer-mediated conferencing for case-based discussions was found to be effective in enhancing knowledge, confidence, and self-reported practice change outcomes across a variety of clinical subject matter areas.

Attitude of Health Personnel↗
PubMed2004

Medical students' self-appraisal of first-year learning outcomes: use of the course valuing inventory.

The aims of this paper were: to appraise how medical students perceive the meaning and value of their first-year experiences in medical studies, as measured by the Course Valuing Inventory (CVI); and to identify the relationships between the CVI responses and the learners' attributes and expectations. The study involved 282 second-year students of a six-year medical programme over a four-year timeframe. Factor analysis identified five dimensions of CVI responses: worthiness of learning experience, emotional awareness, personal development, cognitive enhancement and task drive. Higher CVI scores related positively and significantly to female gender, stronger self-confidence as a learner, greater motivation to learn, meaning orientation and reflection in learning. The CVI score was the strongest independent predictor of intention to continue the studies as a motivational consequence of first-year learning experience. In addition, a separate test showed significant relationships between the dimensions of CVI responses and the DREEM score (Dundee Ready Education Environment Measure). In conclusion, CVI responses that are more positive are likely to be associated with a quest for meaning, reflection in learning and autonomous motivation, given the relevance of the educational environment for the proximal interests of the students.

Analysis of Variance↗
PubMed2002

Personal understanding and target understanding: mapping influences on the outcomes of learning.

BACKGROUND: Among the many theories of learning, few have been developed specifically for education. Most have explained learning in terms of either the individual activities of the learner or the design of the learning context; yet both are important in education. Each theory applies strictly only to the context for which it was developed, and yet quite general implications for education are often suggested. AIMS: 1. To review qualitative research on learning carried out within the classroom and to identify some of the major influences on the quality of learning outcomes. 2. To develop a conceptual framework based on this research which seeks to explain differences in levels and forms of understanding. METHOD: Model building based on reviews of research on learning in schools and universities. ANALYSIS: A conceptual framework was developed from the review of the literature which emphasises the activities of both teachers and students and the influences on learning outcomes of both the individual and the social context. The framework introduces a distinction between 'target' and 'personal' understanding to draw attention to the differing ways in which curriculum designers, teachers and students define knowledge and conceptualise the teaching-learning process. It also suggests how these conceptualisations influence the level of understanding reached by students. The framework is intended to encourage teachers and curriculum designers to think about the likely effects of the tasks and conditions they are providing for students, and to consider ways of strengthening the emphasis on conceptual understanding. By drawing on research findings from both schools and universities, a way of thinking about teaching and learning is indicated which can, to some extent, be generalised across educational contexts.

Cognition↗
PubMed2005

Learning outcomes of a group behavioral modification program to prevent urinary incontinence.

This study describes acquisition of knowledge and motor skill in bladder training (BT) and pelvic floor muscle training (PFMT) and adherence following a behavioral modification program (BMP). Essentially continent (0-5 episodes in past year) community-dwelling older women (n = 359) were randomized to treatment (n = 164), a 2-h group education session supplemented by one brief individualized session of approximately 10 min, or control (n = 195), no instruction, and followed for 12 months. Knowledge, motor skill, and adherence to the BMP were documented. Changes in pelvic muscle function and voiding interval were used to validate self-reported adherence. Following group instruction, mean BT and PFMT knowledge was 90 and 86%, respectively; 68% demonstrated correct PFMT technique without additional instruction, 29% required brief instruction, and 3% were unable to learn PFMT technique. Adherence ranged from 63 to 82% for PFMT and 58 to 67% for BT. Group instruction supplemented with brief individual instruction as needed is an effective teaching method for BT and PFMT.

Aged↗
PubMed2002

The influence of tutor qualification on the process and outcome of learning in a problem-based course of basic medical pharmacology.

Limited access to expert tutors is a problem that can be addressed by using tutors from different stages of medical or non-medical (under-, post-) graduate education. To address whether such differences in qualification affect the results of process evaluation by participants or their learning outcome (exam results), we analysed the data of a 4-year prospective study performed with 787 3rd-year medical students (111 groups of 5-10 participants) taking an obligatory problem-based learning (PbL)-course of basic pharmacology. We compared peer tutors (undergraduate medical students, >/=4th year), non-expert (junior) staff tutors (physicians, pharmacists, veterinarians, biologists, or chemists during postgraduate education), and expert (senior) staff tutors (completed postgraduate education). Evaluation scores related to PbL gave the highest values for senior staff-led groups. The tutor's performance score of peer-led groups did not differ from those of staff-led groups, but the score obtained from groups tutored by junior staff was lower than that obtained with senior staff tutors. Students' weekly preparation time tended to be lower in peer-led groups, while learning time spent specifically on exam preparation seemed to be increased compared to PbL-groups of staff tutors. As a putative confounding variable, tutors' experience in coaching PbL-groups was also investigated. Groups led by experienced tutors, defined as tutors with at least one term of previous PbL tutoring, were found to have significantly higher evaluation scores. Interestingly, neither tutors' subject-matter expertise (peer students, junior staff, or senior staff) nor their teaching-method expertise showed any influence on PbL-groups' mean test scores in a written exam. This indicates that the effect of tutor expertise on the learning process is not associated with a difference in learning outcome when just factual knowledge is assessed by traditional methods.

Analysis of Variance↗
PubMed2004

Assessing the impact of a comprehensive sexually transmitted disease curriculum on learning outcomes.

OBJECTIVE: Our purpose was to assess the impact of a curriculum designed to improve third-year medical students' knowledge of sexually transmitted diseases, measured by sexually transmitted disease-related items from the National Board of Medical Examiners subject examination and by a locally developed sexually transmitted disease test. STUDY DESIGN: All students (n = 108) were exposed to a new sexually transmitted disease curriculum: a 2-hour laboratory module, lectures, syllabus, and locally developed pretest/posttest with review of the test prior to taking the National Board of Medical Examiners subject examination. Students were randomized to a attend sexually transmitted disease clinic (n = 47) versus no sexually transmitted disease clinic (n = 61). RESULTS: Students performed equal to or better than the national average on 85% of the National Board of Medical Examiners sexually transmitted disease-related items after curriculum institution, compared with 56% of the test items prior ( P < .001). Magnitude of improvement was dependent on clerkship timing, with greater improvement in students taking the obstetrics-gynecology clerkship earlier in the third year. Mean postcurriculum test scores of sexually transmitted disease improved significantly ( P < .001), independent of clinic site and clerkship timing. CONCLUSION: The curriculum for sexually transmitted disease produced significant improvement in third-year medical students' knowledge of sexually transmitted disease. This might have an impact on future prevention and control of sexually transmitted diseases in communities in which these students practice.

Alabama↗
PubMed1993

Learning outcomes of an ambulatory care rotation in internal medicine for junior medical students.

OBJECTIVE: To assess the educational outcomes of training junior medical students in an eight-week combined ambulatory/inpatient rotation compared with those of training exclusively on inpatient services. DESIGN: Participants were randomly assigned to one of three groups: those who volunteered for the ambulatory/inpatient rotation and were randomly selected; those who volunteered and were not selected; and those who did not volunteer. SETTING: University-based internal medicine (IM) inpatient services and community-based clinics and private practices. PARTICIPANTS: Seventy-five third-year medical students taking the required eight-week IM clerkship. INTERVENTION: Assessment included both pre- and posttest measurement of students' knowledge of general internal medicine and a profile of the types of patients problems seen by students in ambulatory settings. RESULTS: While students' general medicine knowledge scores increased significantly from pre- to posttest (p < 0.001), there was no significant difference in scores between the ambulatory/inpatient and exclusive inpatient groups. Patient log data indicated notable differences in the diagnostic compositions of students' patient loads. For instance, 38% of the ambulatory diagnoses were infectious disease, neurologic, endocrine, rheumatologic, or dermatologic problems, and another 15% were non-IM (e.g., obstetric/gynecologic; ear, eye, nose, and throat) problems. Only 24% of the inpatient diagnoses reflected these specialty areas. CONCLUSIONS: Ambulatory training did not significantly affect students' knowledge gain compared with that for exclusive inpatient training, but student evaluations of the rotation plus patient log data suggested that ambulatory training can provide a more complete view of general medicine practice than can exclusive inpatient training.

Analysis of Variance↗