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At least 1,189 records · Page 66Linked to original sources
PubMed1996

Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities.

This article discusses current knowledge about teaching problem solving to students with learning disabilities (LD), using computers for teaching math to students with LD, and using computers for teaching problem solving to students with learning problems. Building upon identified effective learning strategies, direct instruction procedures, and principles of effective instructional design, the case is presented for the use of hypermedia in helping students with learning disabilities to improve their mathematics problem-solving abilities. Specific ideas and suggestions for applying hypermedia to cognitive strategy instruction and the graduated word problem sequence are given. Several cautions regarding hypermedia use are presented.

Child↗
PubMed2004

Description and evaluation of an EBM curriculum using a block rotation.

BACKGROUND: While previous authors have emphasized the importance of integrating and reinforcing evidence-based medicine (EBM) skills in residency, there are few published examples of such curricula. We designed an EBM curriculum to train family practice interns in essential EBM skills for information mastery using clinical questions generated by the family practice inpatient service. We sought to evaluate the impact of this curriculum on interns, residents, and faculty. METHODS: Interns (n = 13) were asked to self-assess their level of confidence in basic EBM skills before and after their 2-week EBM rotation. Residents (n = 21) and faculty (n = 12) were asked to assess how often the answers provided by the EBM intern to the inpatient service changed medical care. In addition, residents were asked to report how often they used their EBM skills and how often EBM concepts and tools were used in teaching by senior residents and faculty. Faculty were asked if the EBM curriculum had increased their use of EBM in practice and in teaching. RESULTS: Interns significantly increased their confidence over the course of the rotation. Residents and faculty felt that the answers provided by the EBM intern provided useful information and led to changes in patient care. Faculty reported incorporating EBM into their teaching (92%) and practice (75%). Residents reported applying the EBM skills they learned to patient care (86%) and that these skills were reinforced in the teaching they received outside of the rotation (81%). All residents and 11 of 12 faculty felt that the EBM curriculum had improved patient care. CONCLUSIONS: To our knowledge, this is the first published EBM curriculum using an individual block rotation format. As such, it may provide an alternative model for teaching and incorporating EBM into a residency program.

Clinical Competence↗
PubMed2003

Effects of reducing frequency of intrinsic knowledge of results on the learning of a motor skill.

The guidance hypothesis suggests too much knowledge of results during skill acquisition can be detrimental to long-term performance. Possibly, the learner becomes dependent on augmented KR and is unable to use intrinsic feedback. This study examined this hypothesis with three groups performing a golf putting task. One group received continuous KR about ball path and final location; the other groups were deprived of specific KR on 50% or 100% of the acquisition trials. As expected, the continuous KR group performed better during acquisition, but the KR-deprived groups performed better on delayed retention trials, especially when KR was absent.

Adolescent↗
PubMed2003

Early intervention critical to autism treatment.

It is still not universally accepted within the scientific community that the habilitation of autistic children is possible, or that their ability to function without supports in regular education by third, fourth, or fifth grade happens as a direct result of EIBI. However, using the outcome studies that have been reported, the rate of children reaching a best-outcome status appears to be between about 10% and 47%. There is a more global way to look at the effects of EIBI or behavioral intervention. Even if the child retains many characteristics of autism, the usual outcome of treatment is that the child learns useful skills. Behavioral intervention results in effective and efficient learning, which is precisely what it aims to accomplish and what behavioral techniques have been developed to do. Children and families have been able to achieve much more than many would ever have believed before EIBI became a realistic possibility.

Age Factors↗
PubMed1991

Real life learning. Alternative to clinical skills development.

1. Pressure from educational institutions on clinical facilities necessitates the creation of alternative strategies that enable students to develop clinical skills outside the artificial atmosphere of a nursing laboratory or the formal clinical setting. 2. Assignments covering grief and loss experienced by the elderly; problems in performing activities of daily living experienced by the non-elderly; and existential anxieties experienced by the elderly help students to realize that such problems are not confined to those residing in institutional settings. 3. Each of these assignments sensitizes students to the practical reality of a variety of theoretical frameworks, which provides students with the opportunity of applying theory to practice in a nonthreatening environment.

Adaptation, Psychological↗
PubMed1994

The hospital CEO: meeting the conflicting demands of the board and physicians.

This article examines the relationship between the hospital CEO and the governing board and physicians in Canada. Conflicts that result from the interaction of the three groups are identified. A CEO requires technical, human, and conceptual skills to manage conflict effectively but can be successful with minimal technical or human skills by relying on subordinates for these skills. This article argues that survival of health care organizations in the 1990s will depend on CEOs with strong conceptual skills. Although some believe conceptual skills are innate, it may be possible to learn such skills through coaching or mentoring.

Canada↗
PubMed1999

ED staff and clinicians learn essential human relations skills.

Smile training for the emergency department? An increasingly popular customer service training program for physicians and staff in the emergency department teaches how to improve personal interactions with patients. Without focusing on how patients are treated beyond their medical ailments, course developers warn, hospitals may be alienating patients who might decide not to pay their hospital bill or might take their business elsewhere in the future.

Attitude of Health Personnel↗
PubMed2000

Pain as a mutual experience for patients, nurses and families: a perspective from Shanghai, China.

The author of this article visited China for the purpose of helping the faculty of the School of Nursing learn research skills by participating in research--a kind of learn by doing. Both investigators had conducted quantitative studies in the US--one with children and one with adults--that were adapted for use in China. Seeking to also include a qualitative study, the investigators explored several possible research areas. Because pain is a universal phenomena, it was chosen as the subject for the study using the qualitative methodology reported in the first part of this article.

Adult↗
PubMedDate not supplied

Make the connection: dealing with the differences in people.

Positive attitudes like trust, cooperation, understanding and acceptance help us to cope with people who can be demanding and frustrating. Learn why we all find some people more problematic to deal with. Learn how to connect with and develop mutual respect for everyone. Acquire methods to cope with others when we find their behavior difficult to deal with. Interpersonal communication can be complicated, both personally and professionally. Avoid many communication pitfalls and obstacles by learning the various behavioral patterns people can exhibit. Understanding yourself and others is like having a road map showing you the way to improved interpersonal communication and personal success. Learn to better understand yourself, sharpen your relationship skills and learn what you can do to increase your effectiveness as a manager. Gain self-awareness and improve your ability to think, feel and act with self-confidence. No matter where we go, some people will present challenges to us. Learn to change your attitude from one of dealing with difficult people to one of coping with the differences in people.

Humans↗
PubMed2002

Self-directed learning: looking at outcomes with medical students.

BACKGROUND AND OBJECTIVES: Self-directed learning (SDL) skills are thought to be associated with lifelong learning. This study assessed the degree of readiness for SDL in third-year medical students who participated in a problem-based learning (PBL) curriculum during thefirst 2 years of medical school. METHODS: A total of 182 third-year medical students at the University of Texas Medical Branch at Galveston were given the Self-directed Learning Readiness Scale (SDLRS). RESULTS: The observed mean (235.81 [range 183-284]) for the combined group was significantly higher than the mean reported for general adult learners (214), though slightly lower than scores reported in studies of other medical students and professionals. Ratings of students by clinical preceptors correlated with SDLRS scores. CONCLUSIONS: Students in our integrated medical curriculum had scores on the SDLRS that correlated with clinical performance and probably represented a readiness for SDL.

Adult↗