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PubMed1976

Appraisal, validation, and evaluation utilized in the assessment of instructional materials.

To maintain the highest standards of instructional quality, it is essential that self-instructional materials used in the teaching effort be systematically assessed. This paper has presented three types of assessment that have proven effective for the Office of Education, College of Dental Medicine, Medical University of South Carolina. The commitment to a regular assessment program has resulted in a more informed selection of materials and a more appropriate use of self-instructional materials by the faculty. Obviously, all of the approaches described may not be appropriate for all institutions. However, all institutions utilizing self-instructional materials have an obligation to assess the effectiveness of the materials to the best of their ability and resources.

Educational Measurement↗
PubMed1977

Audiotape and booklet self-instructional materials in physiology: an evaluation of their effectiveness and acceptability in the pre-clinical curriculum.

Audiotape and booklet self-instructional materials in physiology have been evaluated for their effectiveness and acceptability in the pre-clinical course. Learning effectiveness was determined by comparison of pre-test and post-test scores on multiple choice tests, and acceptability was determined by scores on a specially constructed and validated Likert type questionnaire. It is concluded that in three out of the four physiology topics studied, audiotape and booklet was a significantly more effective method of study than the conventional method of text books and lecture notes. Self-instructional material in the form of audiotape and booklet is acceptable to students both in absolute terms and when compared with other methods of learning. Use of the self-instructional material enabled students to achieve the required learning objectives.

Audiovisual Aids↗
PubMed1989

Realistically meeting the educational needs of hospitalized acute and short-stay patients.

Patient teaching in acute care hospital settings isn't much different from teaching in other settings. The main differences have to do with the amount of time available and the condition of the patients. Using good assessment practices, sticking to "need to know" survival content, simplifying instructions, streamlining programs, providing for practice, providing reference and resource materials, and referring patients for further education are the ingredients that will help get the job done efficiently and effectively.

Aftercare↗
PubMed1989

Dental health knowledge in a group of Latin American refugees in Sweden.

Sixty-nine Latin American refugees with a mean age of 31 years participated in this study. The knowledge about dental health before and after reading a self-instructional manual in Spanish was tested by questionnaires. The test persons were also interviewed about their dietary habits. The results showed an improvement of 30% of right answers after reading the manual and that a frequent sugar consumption was common. This indicates that a self-instructional manual can be of value in oral health prevention in a similar group of non-resident immigrants.

Adult↗
PubMed1992

Preadmission self-instruction effects on postadmission and postoperative indicators in CABG patients: partial replication and extension.

Fifty adult coronary artery bypass graft surgery patients were randomly assigned to preadmission self-instruction or posthospital admission instruction of therapeutic exercises (e.g., coughing). Self-instructed subjects reported higher positive mood scores, performed correctly significantly more exercise behaviors, and required less teaching time following hospital admission. Postoperatively, no group differences were found on mood states, physical activity, analgesic use, or length of hospital stay. Both groups, however, tended to use less pain medication than that reported by other researchers and experience shorter hospital stays than that assigned under the Diagnostic Related Groups prescription.

Adaptation, Psychological↗
PubMed1985

Evaluation of a training manual for the acquisition of behavioral assessment interviewing skills.

Two procedures were used to teach behavioral assessment interviewing skills: a training manual and one-to-one instruction that included modeling, rehearsal, and feedback. Two graduate students and two advanced undergraduates were trained with each procedure. Interviewing skills were recorded in simulated assessment interviews conducted by each student across baseline and treatment conditions. Each training procedure was evaluated in a multiple baseline across students design. The results showed that both procedures were effective for training behavioral interviewing skills, with all students reaching a level of 90%-100% correct responding. Finally, a group of experts in behavior analysis rated each interviewing skill as relevant to the conduct of an assessment interview and a group of behavioral clinicians socially validated the outcomes of the two procedures.

Adult↗