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PubMed1993

Guidelines for training, credentialing, and maintenance of competence for the performance of coronary angioplasty: a report from the Interventional Cardiology Committee and the Training Program Standards Committee of the Society for Cardiac Angiography and Interventions.

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Angioplasty, Balloon, Coronary↗

PubMed1996

Text comprehension training for disabled readers: an evaluation of reciprocal teaching and text analysis training programs.

We are particularly grateful to Dr. Annemarie Sullivan Palincsar for her helpful advice and generosity in sharing materials, procedures, and sample dialogues for use in the version of Reciprocal Teaching used in the present study. This research was supported by an operating grant to the first author from the Ontario Mental Health Foundation. We gratefully acknowledge the contributions of Janet Hinchley and Karen Steinbach in assisting with data collection and Nancy Benson, Carolyn Kroeber, and Karen Steinbach in assisting with data analysis. We thank Sheila Wroblewski and Rosemary Slyne for their contributions in program development and lesson planning. We are grateful to the Principals and staff of Winona and Jesse Ketchem Schools and the Toronto Board of Education for providing satellite locations and support for our programs. The enthusiasm and efforts of the 46 students enrolled in the present programs, and the cooperation and interest of their parents and teachers, are particularly acknowledged.

Adult↗

PubMed1997

Impact of a problem-based learning conference on surgery residents' in training exam (ABSITE) scores. American Board of Surgery in Training Exam.

The impact of problem-based learning on surgery residents' education is unknown. In this study we measured the impact of a weekly structured problem-based learning conference on surgery residents' ABSITE scores and compared it to traditional clinical conferences and self-studying. A questionnaire was designed to determine the perceived quality of the basic (PQCB), and the clinical (PQCC) conferences as well as self-studying (PQCS). The Pearson correlation between PQCB, PQCC, PQCS, and attendance at the basic science conference and each of the ABSITE total score (ABSITE), basic science (BS) and clinical science (CS) component scores were calculated. PQCS (4.2) was significantly higher than PQCB (2.9) and PQCC (2.5) (P = 0.0002). PQCS and PQCB correlated highly with each of ABSITE, CS, and BS while PQCc did not show any correlation. A high correlation was also observed between attendance at basic science and each of ABSITE, CS, and BS but narrowly missed significance. It was also observed that BS scores highly correlated to the CS scores at all postgraduate levels (P = 0.0001). We conclude that performance on all components of the ABSITE is mostly dependent on individual residents. This individual factor is boosted by self-studying which can be motivated by instituting a problem-based learning technique within the program. Traditional conferences even if popular among residents have no impact on measurement tests.

Educational Measurement↗

PubMed1998