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PubMed1978

Consultation-liaison versus other psychiatry clerkships: a comparison of learning outcomes and student reactions.

The authors present the results of a one-year study showing equivalent mastery of basic psychiatric knowledge and skills and equally favorable student reactions after psychiatry clerkships on a consultation-liaison service and on other more traditional psychiatry services. They recommend further research highlighting the unique contributions of consultation-liaison clerkship training to knowledge, skills, and attitudes for holistic primary care.

Attitude↗
PubMed2001

Lessons learned: Outcomes and methodology of a coping skills intervention trial comparing individual and group formats for patients with cancer.

OBJECTIVE: Nucare, a short-term psychoeducational coping skills training intervention was evaluated in a randomized controlled clinical trial (RCT) of 225 newly diagnosed breast and colon cancer patients. METHOD: Measures of psychosocial distress, well being and optimism were evaluated every four months during a one-year period. Patients were randomized to one of four arms: Nucare presented in an individual basis; Nucare presented in a group format; a non-directive supportive group; and a no-intervention control. The interventions were provided in five sessions of ninety minutes each. RESULTS: Patients with breast cancer who received Nucare presented in an individual format showed more significant improvements in well-being over time compared to those in the control and group arms. CONCLUSIONS: We were unable to develop functioning groups within the RCT. Partial explanations for the latter finding include the structural limitations of the RCT: the groups were small, difficult to schedule and patients indicated that they would have preferred to choose whether or not to participate in a group. The positive changes in women with breast cancer who received Nucare persisted at 12 months.

Adaptation, Psychological↗
PubMed2006

Selecting and applying taxonomies for learning outcomes: a nursing example.

In this manuscript procedures for selecting and applying taxonomies using nursing-related examples are described. Bloom's taxonomy and Gagne's instructional theory are compared. The author concludes that both taxonomies have much in common and are appropriate for use in nursing education.

Education, Nursing↗
PubMed2000

Maximizing learning outcomes by videotaping nursing students' interactions with a standardized patient.

1. Videotaping is a beneficial instructional methodology to help undergraduate students develop awareness of their strengths and opportunities for growth in therapeutic interactional skills. 2. Educational interventions with undergraduate students provide an opportunity to involve doctoral students in vital instruction, research, and knowledge dissemination through publication and presentation. 3. Allowing novice nurses to view their interactional skills with a simulated patient can reduce the anxiety they experience in first therapeutic encounters with assigned patients. 4. Continuous quality improvement in educational methodology is dependent on listening carefully to students who have invaluable feedback to offer and making appropriate correction as indicated.

Depressive Disorder↗
PubMed1997

Computer literacy: expected learning outcomes in nursing studies and the reality.

Information technology has been taught as part of nursing curricula for several years. With computer literacy now a basic requirement in clinical nursing practice, it is important to look more seriously at the standards and methods of teaching information technology at nursing colleges. In this study the objectives of teaching information technology and the content of information technology studies were evaluated by nurse educators (n = 162) and by an expert panel (n = 15). Nurse educators and the expert panel had more or less identical views on what those objectives should be. The quality and outcomes of information technology teaching in nurse education have never been measured in Finland before. In order to find out the consumers' point of view, student nurses were asked to assess their knowledge and skills in computer use. The student nurses (n = 373) felt that they had a reasonable command of the theoretical knowledge in information technology. However, their keyboard skills were confined to the use of word processors.

Attitude to Computers↗
PubMed2005

Clinical management of a child with Prader-Willi Syndrome from maternal uniparental disomy (UPD) genetic inheritance.

UNLABELLED: Prader-Willi Syndrome (PWS) is reported in 1 in 10,000-15,000 individuals. Unfortunately, many cases are missed due to clinicians' lack of familiarity with the syndrome as well as clinical and laboratory diagnostic criteria. Although common clinical characteristics are reported, variety exists in the nature and severity of dysfunction associated with PWS. Case studies can provide information to understand relationships between phenotypic characteristics and genetic inheritance, which can in turn lead to effective clinical management. The purpose of this case study was to describe the characteristics of a child with PWS due to maternal uniparental disomy inheritance pattern and to describe clinical management and treatment outcomes. LEARNING OUTCOMES: The reader will obtain information about: (1) the genetic inheritance patterns and clinical characteristics of Prader-Willi Syndrome, (2) genotypic/phenotypic relationships specific to Prader-Willi Syndrome, and (3) clinical implications, management, and outcomes in a case description of a child with PWS due to maternal uniparental disomy inheritance pattern.

Articulation Disorders↗
PubMed2005

Comparing fixed- and randomized-interval spaced retrieval in anomia treatment.

UNLABELLED: Spaced retrieval (SR) has recently been modified to target anomia in persons with aphasia (PWA). It relies on a strict management of the inter-stimulus interval (ISI) where the time between stimulus presentations is doubled or halved based on response accuracy. Although SR is successful in treating anomia, it remains to be studied whether the strict ISI management is necessary. The present study compared fixed-interval spaced retrieval (FISR) to randomized-interval spaced retrieval (RISR) in anomia treatment. Using alternating treatments single subject design, three PWA were trained to name 30 target items. Although both treatments were successful, the present data did not reveal one approach as superior even though fewer FISR sessions were needed and more FISR items were maintained on the post-treatment probes. This difference was only minimal suggesting that a less stringent stimulus schedule, as used in RISR, is sufficient for successful treatment outcome. LEARNING OUTCOMES: Readers will be able to describe the spaced retrieval treatment approach using both fixed- and randomized-interval stimulus schedules, as well as applications of this technique in the treatment of anomia in aphasia.

Aged↗
PubMed2004

Students' perceptions of educational environment: a comparison of academic achievers and under-achievers at kasturba medical college, India.

CONTEXT: No country, least of all poorly resourced countries such as India, can afford to lose too many medical students in their undergraduate years. It would be useful to have an instrument to identify those students who are vulnerable to academic failure at this level of training and to identify the features of the educational environment that they perceive differently from students who are succeeding academically in order to design intervention strategies. Gender differences in perceptions of the educational environment might well emerge in particular academic or cultural contexts, with particular curricula. The present study was motivated by this concern and focused on comparisons between academic achievers and under-achievers and male and female students of Kasturba Medical College, India. OBJECTIVES: (1) To compare the perceptions of the educational environment of academic achievers and under-achievers and to identify problem areas that should be remediated. (2) To identify whether there is any gender difference in the perceptions. METHODS: The Dundee Ready Educational Environment Measure (DREEM) was administered to 508 medical students studying in the clinical years at the Kasturba Medical College in India. Item as well as scale scores were compared between academic achievers and under-achievers. FINDINGS: Overall sample of the present study rated educational environment in this institution as average. The overall mean DREEM score was significantly higher for academic achievers. Compared to under-achievers, academic achievers scored significantly higher on perceptions regarding teachers, academic atmosphere and social self-perceptions. In addition to this, the overall rating (total DREEM score) of female students was significantly less compared to males in the academically vulnerable group. CONCLUSIONS: Perceptions of poor performers are significantly different from those of better performers in the same institution. More importance should be given to the perceptions of students to improve the educational environment, as perceptions are associated positively with learning outcome, learning approach and attitude toward studying. Use of the DREEM as a monitoring tool might permit timely interventions to remediate problematic educational environments.

Achievement↗
PubMed2006

Becoming better health care providers: outcomes of a primary care service-learning project in medical school.

Medical educators have begun to embrace service-learning as a method for teaching medical students to be more socially responsible, patient-oriented practitioners. However, research documenting the learning outcomes of service-learning in medical education is limited. In this paper, written documents generated through evaluation of a mandatory, structured community service-learning experience were analyzed qualitatively to discover the diverse learning outcomes among 24 students who participated in the experience. Preliminary findings indicate that students developed skills and attitudes directly related to competencies of concern in most U.S. medical programs. These preliminary findings may help other programs articulate learning outcomes for their service-learning programs. Further, these preliminary findings may stimulate more systematic research (qualitative and quantitative) in this area.

Adult↗
PubMed1998

Learning by reflection: the effect on educational outcomes.

Learning by experience involves being able to reflect on a personal happening and through a process of analysis, come to understand it. Such an activity should result in 'deep learning' when carried out in a structured way. Higher education establishments are keen to develop such learning methods in students, as a secondary effect of this form of learning is to create student independence from the teacher. This is a much sought after ability as recent government changes have meant higher student numbers without a corresponding rise in teacher numbers. This threatens the quality of student knowledge unless it is compensated for in some way. This study sets out to examine the learning of two student groups. The experimental design was that of group comparison using matched pairs of students. One group, the experimental group, were exposed to reflective teaching methods, whilst the other group (the control group) were exposed to conventional teaching methods only. At the end of a set period of time, the learning achieved in both groups was estimated using an especially designed test paper. The results obtained from both groups were compared and it was found that there was no significant difference obtained in the learning between the groups (P>5%) Therefore, we concluded that students learnt just as well using reflective methods when compared to the conventional methods of learning. However, the potential for enhancement of learning was evident and invites further investigation. All the students in this study were on the Diploma in Higher Education (Nursing) course. The subject area used throughout the study was in the biological sciences.

Adolescent↗
PubMed2000

The relationship between CVLT-C process scores and measures of executive functioning: lack of support among community-dwelling adolescents.

In an effort to characterize how a child goes about learning and recalling information, the developers of the California Verbal Learning Test for Children (CVLT-C) provided normative data related to both learning outcome and learning process. The present study examined the assertion that CVLT-C process indices relate to executive functioning in a sample of community-dwelling adolescents. Contrary to predictions, measures of executive functioning typically correlated poorly with measures of learning process, despite displaying significant correlations with measures of learning outcome. Although further research is recommended, these findings do not support the clinical interpretation of CVLT-C process indices as reflections of executive functioning.

Adolescent↗