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At least 109 records · Page 6Linked to original sources
PubMed1976

Evaluation of an integrated multi-media learning system.

Two teaching methods were compared: (1) the traditional way with textbooks, practical guidance, personal demonstration, and (2) an integrated multimedia system with text programme, slide-sound-show accompanying the experiment, and lecturer. Two samples of thirty-one students each were classified in twin groups by means of psychological tests. Both groups worked with the identical pretest/post-test and different training procedures. The integrated multi-media system produced highly significant more gain in the theoretical sphere, greater personal confidence, and lower experimental error. Furthermore positive attitude of the students towards the experiment was demonstrated. The improved performance was statistically proved by t-test and covariance analysis.

Audiovisual Aids↗
PubMedDate not supplied

Enhancement of basic computer skills. Evaluation of an intervention.

A series of self-paced tutorials was developed for use by graduate students on the assumption that acquisition of skills in accessing e-mail accounts, use of the World Wide Web, file-transfer protocols, Excel spreadsheet, and PowerPoint presentation software would help students succeed in their program of graduate studies. The postproject evaluation tool was sent to participants via e-mail, to reinforce the acquired skills and demonstrate the successful accomplishment of project objectives. Pre- and postevaluation data indicated an increase in self-rated skill level after participation in the tutorial series. Analysis showed an overall mean gain score of 2.3 points, with pre- and posttutorial gain scores significantly increased for all topic areas.

Adult↗
PubMed1990

Basic Training Program in Medical Pedagogy: a 1-year program for medical faculty.

In 1979 université de Montréal developed the Basic Training Program in Medical Pedagogy; the program has since been offered at two other Canadian medical schools. The learning activities are spread over an academic year so that the teachers are able to continue their clinical or research duties. The program, which follows a model of systematic instruction, comprises 17 self-instructional modules on basic educational topics adapted to medical teaching. The topics are related to four components of an integrated system: student needs and learning objectives, instructional methods, student evaluation and program evaluation. The instructional format is aimed at three levels--understanding, analysis and application--to which assignments and assessments are related. In addition to the modules, the program offers 15 half-day sessions for small groups (five participants and one instructor) to discuss aspects of the program, especially home assignments and the application of personal educational projects. A minimum of 100 hours of personal time is requested. The program's main goal is that students be placed at the centre of the educational process. Of 215 participants since 1979, 171 (80%) have completed the program and reported high satisfaction. Issues related to any faculty development program are discussed.

Attitude of Health Personnel↗
PubMed1992

Alternate methods of teaching: use of self-learning packets.

Self-directed learning takes multiple forms, all of which allow a person to study at an individual pace and direction. By applying principles of adult learning and various other styles of learning, self-directed learning can be used as an alternative method of education. The focus of this article is one type of self-directed learning, self-learning packets. The step-by-step process of designing a self-learning packet is covered. Various methods of topic selection and the key components of self-learning packet design are included. Finally, the usefulness of alternative methods of education such as self-learning packets is examined by cost analysis.

Costs and Cost Analysis↗