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At least 91 records · Page 5Linked to original sources
PubMed1998

Multimedia system based on programmed instruction in medical genetics: construction and evaluation.

A multimedia system used as an auxiliary didactic tool for teaching medical genetics, HGEN, is based on non-linear programmed instruction and multimedia. HGEN was implemented in layers for PC compatible using MULTIMEDIA TOOLBOOK and DELPHI. It includes basic medical genetics concepts (inheritance patterns and cytogenetics) and it is based on multiple choice questions with images, diagrams and animations. The student-program interaction occurs by choosing an alternative in a question and receiving a specific answer as feedback and additional information. Links send the students to a glossary, to short descriptions of diseases used as examples, or to references for further studies. In order to evaluate the performance of the HGEN the authors used two questionnaires: (a) about the students' background in using computers; and (b) the system efficiency as a didactic tool, the software quality and user satisfaction. HGEN was used by 63 students from three medical schools and it was considered efficient as a learning tool (100%). Furthermore the implementation of a navigation map for frequencies analysis of followed path enable the study to detect structure and content inadequacies that could be correct for version 1.1 and proved to be an efficient tool to optimize a didactic software.

Computer-Assisted Instruction↗
PubMed2002

Does professional counseling improve infant home monitoring? Evaluation of an intensive instruction program for families using home monitoring on their babies.

UNLABELLED: Home apnea/bradycardia monitoring was widely used in the 80s and 90s in the hope that Sudden Infant Death (SID) could be prevented. As no evidence could be found in favor of this hypothesis, HM today is restricted to symptomatic preterm infants, infants with cardiorespiratory problems and infants after an apparent life threatening event (ALTE). HM can impose substantial stress on families, especially mothers. We introduced an intensive counseling program (IC) for home monitoring and evaluated its effects, using a questionnaire. The control group consisted of families who were using a home monitor before the IC program was instituted, and were instructed according to the standard protocol given by the "Austrian SIDS-Consensus". The IC program consisted of standard monitor instruction as well as instruction in infant cardiopulmonary resuscitation, and was extended by providing intensive support at the beginning and throughout the monitoring period with special regard to the monitor weaning phase. RESULTS: Fifty-eight percent of the 90 questionnaires of the IC-families and 66% of the 70 questionnaires of the control families were returned. Home monitoring was considered to be reassuring by more than 60% of the families. We found the following differences between the two groups: parents taking part in the IC program liked the instruction better, were less stressed by the monitor and reacted less aggressively to monitor alarms. They used the monitor predominantly during sleeping periods and for a shorter period of time (6 vs. 7 1/2 months). IC could not reduce SID related anxiety or change the feelings associated with the use of the home monitor. CONCLUSION: Intensive counseling leads to a better use of home monitoring and reduces parents' stress. Even if home monitoring is used less frequently today, families should still be instructed and counselled intensively.

Consumer Behavior↗
PubMed2005

A pilot study of the effect of Direct Instruction programming on the academic performance of students with intractable epilepsy.

Fifty-five students with intractable epilepsy and learning difficulties, aged 6.5 to 14.1 years with a mean IQ of 71.25 (SD=13.56), attended a hospital-based classroom of no more than eight students where they received Direct Instruction programming for 3 to 4.5 days a week, typically for up to 16 weeks. Pretest-posttest academic gains were evaluated in comparison to normative test performance. At pretest the students were achieving below test means in reading and mathematics, particularly in calculation. Direct Instruction was associated with significant improvement in all academic areas except word identification in reading. IQ level was related to certain academic gains, but gains were not associated with seizure variables or the number of days students spent in the program. Despite severe learning difficulties, students with intractable epilepsy can make academic gains when taught by highly structured teaching methods such as Direct Instruction.

Achievement↗
PubMed1987

Emergency telephone calls: a multiple baseline study using instructional programming.

Three women with Down's syndrome and speech difficulties were taught to discriminate emergency fire situations and subsequently how to contact, with minimal verbal requirements, an emergency agency by telephone. A procedure modelled on Engelmann and Carnine's (1982) guidelines for instructional programs was applied using a multiple baseline design across subjects. Independent ratings of each learner at post-testing and follow-up confirmed the utility of the present program.

Adult↗
PubMed2006

An evaluation of computer-based programmed instruction for promoting teachers' greetings of parents by name.

Although greeting parents by name facilitates subsequent parent-teacher communication, baseline measures revealed that 4 preschool teachers never or rarely greeted parents by name during morning check-in. To promote frequent and accurate use of parents' names by teachers, the effects of a fully automated computerized assessment and programmed instruction (CAPI) intervention were evaluated in a multiple baseline design. The CAPI intervention involved assessment and training of relations among parents' and children's pictures and names, and produced rapid learning of parent names. The CAPI intervention also resulted in substantial improvements in the classroom use of parents' names for 3 of the 4 teachers; however, a supervisor-mediated feedback package (consisting of instructions, differential reinforcement, and error correction) was necessary to maintain name use for 2 of those teachers. The practical strengths and limitations of computer-based teacher training are discussed.

Adult↗
PubMed1978

Self-instructional program on pediatric parenteral nutrition.

A self-instructional package on pediatric parenteral nutrition was designed and its effectiveness in educating health-care practitioners was studied. Participants included eight medical students, 10 pediatricians, 10 pharmacists and 10 pharmacy students at a teaching hospital. Each participant reviewed the program and completed 25-point pre- and posttests. Participants consistently scored higher on the posttest than on the pretest. Further, participants felt that they better understood parenteral nutrition therapy and that they better understood how to write or check orders as a result of their participation in the program. It is suggested that a self-instructional package is an effective method of educating practitioners and students in total parenteral nutrition.

Health Occupations↗