SEARCH · PubMed Health

Results for “Interactive Tutorial”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 109 records · Page 6Linked to original sources

PubMed2005

Taking well-child care into the 21st century: a novel, effective method for improving parent knowledge using computerized tutorials.

BACKGROUND: Despite expert panel recommendations, few pediatric providers administer sufficient anticipatory guidance and educational counseling during well-child visits, largely owing to lack of time. OBJECTIVES: To design a waiting room educational kiosk that uses interactive, self-guided, computerized tutorials to give anticipatory guidance to parents at the 6-week and 4-month well-child visits, and assess impact on parent knowledge. The intervention required no additional provider time, and automatically printed a summary for the medical record. SETTING: A government-funded hospital serving Navajo patients in New Mexico. METHODS: After a well-child visit, knowledge regarding issues such as fever management, dental care, sleep position, nutrition, and car seat use was tested in a group of parents receiving standard care (control), and a group using the computerized tutorials in addition to standard care (intervention). RESULTS: Fifty-two parents in the control group and 49 parents in the intervention group completed the knowledge assessment. Ninety-five percent of intervention subjects completed the computerized tutorial without clinic staff involvement. Compared with the control group, the intervention group had superior knowledge in all tested areas. The percentage of correct responses to all questions was higher for the intervention group in the following categories: car seat use (49% vs 31%, P<.01), dental care (80% vs 27%, P<.001), and nutrition (43% vs 21%, P<.001). Among parents of 6-week-old infants, a greater number of parents in the intervention group identified fever as 100.4 degrees F or higher (86% vs 50%, P<.001), and fewer replied that they would give antipyretics to a febrile child younger than 3 months old without consulting a provider (52% vs 100%, P<.001). The percentage of parents with a perfect score or only one question wrong on the 21-item test was 17-fold higher in the intervention group (P<.001). CONCLUSION: Computerized anticipatory guidance at well-child visits increases knowledge over printed materials alone and is usable by the majority of parents.

Adult↗

PubMed2001

Student perceptions about the occurrence of critical incidents in tutorial groups.

The study reported here examines student perceptions about the occurrence of critical incidents in tutorial groups across years of medical training. The study investigates the following research questions. (1) Which factors underlie the occurrence of critical incidents in the tutorial group? (2) How do students rate the incidents with respect to whether they occur in the tutorial groups? (3) Are there differences in scores on the factors identified across years of medical training? The subjects consisted of a stratified random sample of 200 students at the Medical School of the University of Maastricht. In general, the results of the confirmatory factor analyses indicate that a six-factor model showed a good fit. The results show that students frequently perceive lack of elaboration, lack of interaction and unequal participation in tutorial groups. For most of the factors (lack of elaboration, difficult personalities, lack of cohesion, and lack of motivation) the average scores differ significantly (p<0.01) across the years.

Journal Article↗

PubMed2003

Increasing physician awareness of the common uses and contraindications of herbal medicines: utility of a case-based tutorial for residents.

OBJECTIVES: To determine the need for incorporating herbal medicine into residency curricula and to assess efficacy of a case-based tutorial. DESIGN: Pilot survey of residents' knowledge, practice, and desire to learn about herbal remedies indicated need for instruction. A case-based tutorial was given as a required conference for residents. Participants were pretested, post-tested within 2 weeks, and their satisfaction evaluated. The pretest, tutorial text, and post-test were distributed at clinic to residents who had missed conference. The tutorial was also placed online. SETTINGS/LOCATION: Stony Brook University Hospital and Northport VA Medical Center, affiliates of the State University of New York at Stony Brook, School of Medicine, Stony Brook, NY. They serve a suburban/rural population. SUBJECTS: Eight-two (82) residents were pretested (49 medicine, 7 preventive medicine, 12 family medicine, 10 obstetrics-gynecology, and 4 anesthesia). Sixty-six (66) participated in the tutorial. Residents in the pilot group (n = 12) graduated before the tutorial was given. It was not offered to anesthesia residents (n = 4). Because of scheduling, only 37 tutorial participants were available for post-testing. INTERVENTION: Tutorial on uses, contraindications, and drug interactions of popular herbal medicines was presented as a live session, text-only exercise, and online. RESULTS: Pretest scores revealed a knowledge deficit, room for improvement in doctor-patient dialogue, and demand for instruction on herbal medicine. The mean knowledge score of all post-tested participants (n = 37) rose from 34% to 61% (p < 0.0001). The live lecture group (n = 29) increased from 32% to 63% (p < 0.0001). The text-only group (n = 8) increased from 40% to 55% (p = 0.004). Satisfaction was high. Residents did not access the online tutorial, so it was not evaluated. CONCLUSIONS: Residents request instruction on uses, contraindications, and drug interactions of herbal medicines and should ask patients about use more routinely. A live, case-based tutorial appears effective for introducing herbal medicine into residency curricula.

Adult↗

PubMed2004

MAVL and StickWRLD: visually exploring relationships in nucleic acid sequence alignments.

Many powerful tools have been created to detect and describe the similarities between nucleic acid or protein sequences. Frequently these take the form of a sequence consensus, expressing simple most popular positional identities, positional identities with allowances for varying positions or some type of statistical description of the positional frequency characteristics of the defining sequence family. Despite the fact that some provide intuitively interpretable descriptions of the consensuses themselves, they typically do not give the viewer any information about regions of the sequence that might have inter-positional dependencies, and that therefore do not obey a strict consensus behavior. Herein, we present MAVL (Multiple Alignment Variation Linker) and StickWRLD. MAVL is our web-based application for detecting and displaying both positive and negative inter-positional correlations in nucleic acid sequences. MAVL examines all positional pairs in each of a collection of pre-aligned sequences and determines any pairs that occur with either greater or lesser frequency than a positional frequency matrix would predict. These data are then composited into a StickWRLD representation and supplied back to the user as a VRML (virtual reality modeling language) file. MAVL and StickWRLD can be accessed at http://www.microbial-pathogenesis.org/stickwrld/. A tutorial that explains MAVL features and demonstrates typical user interactions with StickWRLD graphs is available at http://www.microbial-pathogenesis.org/stickwrld/tutorial/sticktut2.html. This tutorial is quite large; please be patient while it loads.

Algorithms↗

PubMed1995

CXT: a programme for analysis of linear dynamic systems in the frequency domain.

In this paper, the computer programme CXT (CompleX Tools for Linear Dynamic System Analysis), using the frequency response method, is described and exemplified. The method is based on the approximation of the frequency response of the linear or linearised dynamic system, measured or calculated from input-output measurements, by the frequency model of the system transfer function in the form of the ratio of two frequency-dependent polynomials. The form of the programme is sufficiently general to permit application in many areas, e.g., in modelling linear or linearised dynamic biological systems consisting of several subsystems arranged in serial and/or parallel fashion, with or without time delays. The programme is a menu-driven software taking data from a keyboard or disk file to produce outputs on a screen, printer, or disk file in tables and plots. The programme can run interactively or in an automatic tutorial mode, under DOS and/or WINDOWS. Numerical examples are taken from pharmacokinetics and indocyanine green liver function tests.

Humans↗

PubMed1990

The effective learning of spatio temporal concepts of human structure.

The recent availability of increasingly powerful and user friendly computers is making a noticeable impact in the field of medical education. Over the past year, the power of the computer is being harnessed here in the field of anatomy to enable medical and dental students to learn the subject more effectively. Machines with excellent graphics, text and animation capabilities have made it possible to allow students to comprehend structural complexity as seen in gross anatomy or, temporal alterations of structure as seen in embryology by the use of computer based, tutorial style or self paced interactive style of learning. Positive student response to sample learning packages has encouraged the undertaking of courseware development for future use at computer workstations.

Anatomy↗

PubMed2006

Can virtual reality improve anatomy education? A randomised controlled study of a computer-generated three-dimensional anatomical ear model.

INTRODUCTION: The use of computer-generated 3-dimensional (3-D) anatomical models to teach anatomy has proliferated. However, there is little evidence that these models are educationally effective. The purpose of this study was to test the educational effectiveness of a computer-generated 3-D model of the middle and inner ear. METHODS: We reconstructed a fully interactive model of the middle and inner ear from a magnetic resonance imaging scan of a human cadaver ear. To test the model's educational usefulness, we conducted a randomised controlled study in which 28 medical students completed a Web-based tutorial on ear anatomy that included the interactive model, while a control group of 29 students took the tutorial without exposure to the model. At the end of the tutorials, both groups were asked a series of 15 quiz questions to evaluate their knowledge of 3-D relationships within the ear. RESULTS: The intervention group's mean score on the quiz was 83%, while that of the control group was 65%. This difference in means was highly significant (P < 0.001). DISCUSSION: Our findings stand in contrast to the handful of previous randomised controlled trials that evaluated the effects of computer-generated 3-D anatomical models on learning. The equivocal and negative results of these previous studies may be due to the limitations of these studies (such as small sample size) as well as the limitations of the models that were studied (such as a lack of full interactivity). Given our positive results, we believe that further research is warranted concerning the educational effectiveness of computer-generated anatomical models.

Anatomy↗

PubMed2006

Dipolar interactions and hydrogen bonding in supramolecular aggregates: understanding cooperative phenomena for 1st hyperpolarizability.

Weak intermolecular forces like dipolar interactions and hydrogen-bonding lead to a variety of different packing arrangements of molecules in crystals and self-assemblies. Such differences in the arrangements change the extent of excitonic splitting and excitation spectra in the multichromophore aggregates. In this tutorial review, the role of such interactions in fine tuning the linear and 1st non-linear optical (NLO) responses in molecular aggregates are discussed. The non-additivity of these optical properties arise specifically due to such cooperative interactions. Calculations performed on dimers, trimers and higher aggregates for model systems provide insights into the interaction mechanisms and strategies to enhance the 1st hyperpolarizabilities of pi-conjugated molecular assemblies. Flexible dipole orientations in the alkane bridged chromophores show odd-even variations in their second-harmonic responses that are explained through their dipolar interactions in different conformations. Parameters for the optical applications of molecules arranged in constrained geometry, like in Calix[n]arene, have been elucidated. We also highlight the recent developments in this field of research together with their future prospects.

Journal Article↗

PubMed2003

Problem-based learning in online vs. face-to-face environments.

UNLABELLED: This study compared outcomes of problem-based learning between synchronous online groups and face-to-face tutorial groups. Specifically, the study compared learning outcomes, time-on-task and learning issue generation. METHODS AND PROCEDURES: A post-test only control group design was used to investigate the effects of learning conditions on learning outcomes and processes. The experimental learning condition was defined as computer-mediated problem-based learning (CMPBL) and the control condition was traditional problem based learning in face-to-face groups (TPBL). The learning process consisted of four elements: an initial tutorial, a period of self-directed learning, a second tutorial and a laboratory session. During the initial tutorial students generated learning issues that they submitted to the research assistant. In the self-directed learning phase, students researched their learning issues and returned for the second tutorial with their findings. Students in the CMPBL groups interacted with the resource person electronically via email, chat room or bulletin board. At the second tutorial, groups shared information related to their learning issues and completed their products for the problem. RESULTS: There was no difference in learning outcomes between groups. The CMPBL group spent significantly more time on learning than the TPBL group. There was no overall difference between groups on generation of learning issues; however, there was a significant relationship between number of learning issues generated and higher score on the examination regardless of tutorial medium.

Computer-Assisted Instruction↗

PubMed1998

'When the talking starts': a framework for analysing tutorials.

The drive towards learner-centred learning which will equip doctors for the next century has encouraged the exploration of alternative ways of learning. A fundamental assumption is that a new learning strategy will either fit into existing patterns or trigger changes in the way that teachers and learners talk together. Despite the use of videotaped tutorials within re-accreditation visits in parts of the UK, the literature reveals no currently existing frameworks to analyse these teaching/learning interactions in the general practice setting. In this qualitative study of tutorials in general practice vocational training, a new grounded theory was developed. This study was innovative in its use of audiotaped tutorials as opposed to espoused theories of interaction. The new theoretical framework of Trainer/GP Registrar interactions consists of five categories: 'gaps to be filled', 'listening in', 'quick fix', 'problem solving' and 'talk on'. Each category illustrates whose agenda was met, who triggers the learning issue, time factors, the educational philosophy and the degree of reflection encouraged. The key principle underpinning this framework is that for learning to be effective a range of educational transactions may need to occur. If educational transactions occur exclusively around one point on the framework, the quality of training and opportunities for critical reflection may suffer. This framework may have implications for the analysis by Trainers of their teaching dialogues in the same way that consultation analysis has informed the development of consultation styles in general practice.

Career Choice↗

PubMedDate not supplied

Computer-based tutorial in MR imaging.

PURPOSE: To test the effectiveness of customized software as a teaching tool to help the novice understand basic physics concepts underlying the creation of MR images via various pulse sequences. METHODS: The authors have developed animating graphic and highly interactive electronic MR audiovisual software for the Macintosh computer in the C programming language, and have integrated it into the classroom setting for teaching MR imaging physics concepts such as T1, T2, T2*, proton density, RF excitation, TR, TE, TI, flip angle, static magnetic field strength, gradient magnetic fields, section thickness, number of phase-encoding gradients, number of excitations, field of view, intersection gap, receiver bandwidth, contrast agent(s), etc. The program interactively demonstrates the effects of these variables upon such imaging objectives as voxel dimensions, section quantity, total scanned volume, signal-to-noise ratio, contrast, contrast-to-noise ratios, resolving power, and scan acquisition time. Partial saturation, gradient echo, inversion recovery, and fat-saturation imaging techniques are included. Written posttests on the syllabus covered in our basic MR course were administered to three groups: 43 student professionals (technologist/physicist/radiologist) (control professional group) before, 149 student professionals (exposed professional group) after the addition of the tutorial software into the MR course as an integral part of the teaching process, and a group of 200 pharmaceutical sales staff with little to no prior MR or scientific background (exposed pharmaceutical group). The scores were then evaluated and compared among the groups. One hundred ten students exposed to this software also anonymously rated the software on a 1 to 5 scale (harmful to very helpful, respectively) as to their feeling regarding its role in their MR educational experience and the ease with which they were able to understand the material covered in the basic MR course curriculum. RESULTS: Mean test scores were statistically significantly lower in the Control Professional Group (60%, +/- 2.59 standard error of the mean (SEM)) than in either the Exposed Pharmaceutical (73% +/- 0.75 SEM) or Exposed Professional Groups (77% +/- 0.99 SEM). The mean subjective assessment score regarding the software was 4.8 (scale 1 to 5). CONCLUSION: This custom-developed interactive MR tutorial software is demonstrated to be effective in assisting even those new to MR imaging in understanding the concepts underlying MR imaging physics in a manner that is felt to be significantly more palatable than lectures, articles, and/or textbooks alone.

Computer-Assisted Instruction↗

PubMed1988

Female visual displays affect the development of male song in the cowbird.

The role of social stimulation in avian vocal learning is well documented. The separate contribution of social, as opposed to vocal, stimulation has been difficult to address, however, because in almost all cases both tutor and pupil sing. The opportunity to isolate such effects arose in cowbirds (Molothrus ater ater) after discovering that males housed with non-singing female cowbirds made vocal changes which related directly to the female preferences for native song. Here we report how females communicate with males about songs. We describe a visual display by females, a wing stroke, that is elicited by specific vocalizations. The songs that trigger wing strokes are in turn highly effective releasers of copulatory postures, and thus this previously unnoticed female display has biological significance. The data not only provide the first evidence of the tutorial role of male-female interactions during song ontogeny, they also clearly implicate visual stimulation in song learning, a process that has until now been assumed to be affected only by auditory information.

Animals↗

PubMed1989

An evaluation of the effectiveness of a computer simulation of anaesthetic uptake and distribution as a teaching tool.

Gas Man is an interactive, microcomputer-based simulation and tutorial designed to teach the principles of anaesthetic uptake and distribution. Using two resident groups, one at a primary university-teaching hospital and the other at a medical school affiliated community hospital, the authors compared residents' knowledge of the subject prior to exposure to the tutorial and the average time spent using the program during a self-paced instruction period. Both groups not only significantly improved their knowledge of uptake and distribution 8 weeks after using this program, but wished to spend additional time with it, implying that it was a pleasant and satisfying way to learn. Computer simulation has the potential to be an important teaching tool in an anaesthesia residency training programme.

Anesthesiology↗

PubMed1999

A Web-based digitized video image system for the study of motor coordination.

A Web-based instructional project for the study of motor coordination is presented. The project includes two components: a tutorial on motor coordination and an interactive digitized video image system developed for the analysis of motion, including topics in biomechanics, motor coordination, motor control, and motor skill. This interactive system allows for the quantitative analysis of stored video images that are accessible from the World-Wide Web. The use of this digitizing system for the measurement and analysis of human locomotion coordination patterns is presented.

Computer-Assisted Instruction↗

PubMed2005

Development and validation of a questionnaire to identify learning-oriented group interactions in PBL.

Collaborative learning attracts attention because of its potential as a powerful learning strategy. This also holds for PBL. However, group work in PBL sometimes encounters problems and the quality of interaction is not always at the desired level. The aim of the present study was to develop and validate a questionnaire to assess the quality of learning-oriented group interactions in PBL in an uncomplicated way. The questionnaire, to be completed by students involved in PBL, contained items on three group-interaction dimensions: exploratory questions, cumulative reasoning and handling conflicts. It was validated by means of confirmatory factor analysis and regression analysis, the latter to investigate the relation between the three-dimension model and the tutorial group's productivity. The factors underlying the questionnaire were confirmed by the data in a linear structural analysis of the data. The regression analysis showed that the 'exploratory questions' and 'cumulative reasoning' factors explained together 26% of the variance of the tutorial group's productivity. This study provided evidence for the validity of the questionnaire. The instrument contains tips for students and tutors to stimulate deep processing interactions in the tutorial group. Nevertheless, it seems useful to investigate the external validity of the questionnaire.

Cooperative Behavior↗

PubMed1999

Waveform interactions and the segregation of concurrent vowels.

Two experiments investigated the effects of small values of fundamental frequency difference (delta F0) on the identification of concurrent vowels. As delta F0's get smaller, mechanisms that exploit them must necessarily fail, and the pattern of breakdown may tell which mechanisms are used by the auditory system. Small delta F0's also present a methodological difficulty. If the stimulus is shorter than the beat period, its spectrum depends on which part of the beat pattern is sampled. A different starting phase might produce a different experimental outcome, and the experiment may lack generality. The first experiment explored the effects of delta F0's as small as 0.4%. The smallest delta F0 conditions were synthesized with several starting phases obtained by gating successive segments of the beat pattern. An improvement in identification was demonstrated for delta F0's as small as 0.4% for all segments. Differences between segments (or starting phase) were also observed, but when averaged over vowel pairs they were of small magnitude compared to delta F0 effects. The nature of delta F0-induced waveform interactions and the factors that affect them are discussed in detail in a tutorial section, and the hypothesis that the improvement in identification is the result of such interactions (beat hypothesis) is examined. It is unlikely that this hypothesis can account for the effects observed. The reduced benefit of delta F0 for identification at smaller delta F0's more likely reflects the breakdown of the same F0-guided segregation mechanism that operates at larger delta F0's.

Biomechanical Phenomena↗

PubMed1979

A description of the DAVID interactive instructional television system and its application to post-high school education of the deaf.

This describes the unique DAVID instructional system, which merges motion, color, and audio capacities from instructional television with individualized student interaction, answer analysis, immediate reinforcement, individualized lesson content, branching, and data gathering from computer-assisted instruction. DAVID (Digital And Video Interactive Device) instruction includes drill and practice, tutorial, and dialogue strategies based on existing and new TV lessons. The system was created for the National Technical Institute for the Deaf by Dr. vonFeldt and was operational in November 1977. This paper includes (1) a description of deaf student needs, which were the basis for system development; (2) description of the completed prototype (DAVID); and (3) results of preliminary testing of the system with deaf students.

Computer-Assisted Instruction↗

PubMed2005

A research program in medical physics for remote students.

The University of Adelaide in co-operation with the Royal Adelaide Hospital offers a degree of Master of Science (Medical Physics) which is available both to students resident in Adelaide and to remote students employed in hospitals in Australia or New Zealand. The program comprises research carried out in the work place, and courses delivered from Adelaide. The courses Radiation Biology, Protection and Epidemiology and Radiotherapy Physics are currently delivered on-line. A project has commenced to modify the presentation of all courses so that remote students can interact with their fellow students in weekly tutorials and engage in informal discussions through a discussion forum.

Australia↗