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At least 127 records · Page 7Linked to original sources

PubMed2006

Cooperative learning: a new application of problem-based learning in mental health training.

Interaction in problem-based learning (PBL) tutorials is not necessarily cooperative, which may account for variation in learning outcomes. Therefore, a cooperative assessment structure was introduced in a PBL course and the difference examined between this method and individual, lecture-based learning in mental health training. Experimental student groups gained more knowledge between pre- and post-test than did control groups, and the experimental students who scored low on the pre-test made the greatest gains. Groups that reported greater cooperation tended to have higher achievement scores. Experimental students felt that cooperation helped them learn but it also took more time and was sometimes chaotic.

Clinical Clerkship↗

PubMed2005

Diagnostic instrumentation aboard ISS: just-in-time training for non-physician crewmembers.

INTRODUCTION: The performance of complex tasks on the International Space Station (ISS) requires significant preflight crew training commitments and frequent skill and knowledge refreshment. This report documents a recently developed "just-in-time" training methodology, which integrates preflight hardware familiarization and procedure training with an on-orbit CD-ROM-based skill enhancement. This "just-in-time" concept was used to support real-time remote expert guidance to complete ultrasound examinations using the ISS Human Research Facility (HRF). METHODS: An American and Russian ISS crewmember received 2 h of "hands on" ultrasound training 8 mo prior to the on-orbit ultrasound exam. A CD-ROM-based Onboard Proficiency Enhancement (OPE) interactive multimedia program consisting of memory enhancing tutorials, and skill testing exercises, was completed by the crewmember 6 d prior to the on-orbit ultrasound exam. The crewmember was then remotely guided through a thoracic, vascular, and echocardiographic examination by ultrasound imaging experts. RESULTS: Results of the CD-ROM-based OPE session were used to modify the instructions during a complete 35-min real-time thoracic, cardiac, and carotid/jugular ultrasound study. Following commands from the ground-based expert, the crewmember acquired all target views and images without difficulty. The anatomical content and fidelity of ultrasound video were adequate for clinical decision making. CONCLUSIONS: Complex ultrasound experiments with expert guidance were performed with high accuracy following limited preflight training and multimedia based in-flight review, despite a 2-s communication latency. In-flight application of multimedia proficiency enhancement software, coupled with real-time remote expert guidance, facilitates the successful performance of ultrasound examinations on orbit and may have additional terrestrial and space applications.

Aerospace Medicine↗

PubMed2004

Discovering protein-protein interactions.

The ongoing genomics and proteomics efforts have helped identify many new genes and proteins in living organisms. However, simply knowing the existence of genes and proteins does not tell us much about the biological processes in which they participate. Many major biological processes are controlled by protein interaction networks. A comprehensive description of protein-protein interactions is therefore necessary to understand the genetic program of life. In this tutorial, we provide an overview of the various current high-throughput methods for discovering protein-protein interactions, covering both the conventional experimental methods and new computational approaches.

Artificial Gene Fusion↗

PubMed1993

[Computer-assisted interactive didactic system in radiology].

A computer-assisted didactic interactive system for radiology is described; it was implemented on a widely available, cost-effective personal computer with advanced graphic features. A set of suitable CT images was selected and digitized with a specific software that also allowed to process the acquired images. After adding graphic and textual comments, the images were ready to be put in the tutorial. A second software tool was used to manage the image display and to control the correct sequence of the interactive steps of the tutorial. A series of computer-driven multiple-choice questions was prepared to provide the user with a tool improving his/her knowledge of the topics covered by the system, in a simple and unconventional way. The tutorial was designed so that both the absolute number and the percentage of correct answers can be displayed and the critical evaluation of incorrect answers is automatically performed; in the end, the system goes back to the first screen and the tutorial can be run again. The system performance is good with standard hardware; it can be markedly improved with the integration of peripherals--i.e. hard disk. In the next future, the commercial availability of more advanced storage media (videodisks and optical disks) will dramatically improve the archiving capacity and will reduce access times.

Computer-Assisted Instruction↗

PubMed2004

Design of chiral dimesogens containing cholesteryl groups; formation of new molecular organizations and their application to molecular photonics.

Photoresponsive liquid crystals and organogels are finding increasing application in information technology and photonics. In this tutorial review, the authors describe how weak intermolecular interactions facilitate molecular organization of cholesterol-containing dimesogens to form such materials. Design considerations and photoresponsive properties of both organogels and glassy liquid crystals are discussed and their applications to molecular photonics highlighted. The review will be of value to readers interested in the development of new materials which respond to the different properties of light.

Cholesterol Esters↗

PubMed2006

Insights on polymer surfactant complex structures during the binding of surfactants to polymers as measured by equilibrium and structural techniques.

This tutorial review provides new insights into the binding interactions between anionic surfactant molecules and various macromolecules in solution. The systems are of inherent scientific interest because synergistic mixing between these two components leads to complexes commonly found in applications such as detergency, cosmetic products, rheology control, paint and pharmaceutical formulations. We describe how the basic foundations, which are prerequisite to characterize a given polymer/surfactant system are evaluated together with information on the binding mechanism and structure derived from several methodologies.

Anions↗

PubMed2002

Peer consultation as a method for promoting problem-based learning during a paediatrics course.

In problem-based learning (PBL) there are problems during tutorial group sessions, for example lack of participation, interaction and cohesion, and withdrawing. The authors evaluated whether these problems could be avoided with a peer consultation model. Peer consultation takes advantage of cooperation between students by encouraging them to accept more responsibility for learning from their peers. Forty-nine fifth-year students participated in three group sessions where they solved a paediatric case problem. The students were working in small groups, assuming the following roles in turn: presenters, facilitators and observers. The students reported that this consultative method forced one to actually define the problem, helped to develop communication skills and to identify problematic issues from different viewpoints and offered the possibility to evaluate personal problem-solving strategies. The method also gave an opportunity for students to learn in practice how to utilize new technology in data searching. These experiences suggest that the model of peer consultation adds new flavour, increasing enthusiasm in problem-based learning.

Cooperative Behavior↗

PubMed2001

Problem-based learning in medical education: the Singapore hybrid.

INTRODUCTION: Problem-based learning (PBL) is an innovative educational strategy to enhance student-centred, interactive and integrated learning through intensive small group tutorials. PBL is problem-first learning in which a commonly encountered medical problem serves as the primary focus of and stimulus for learning. Several adaptations have evolved since its implementation at McMaster University in 1969. In 1999, the Singapore medical school implemented PBL as a key feature within its new hybrid curriculum. METHODS: The review will focus on the educational implications and impact of the present curriculum reform with emphasis on the implementation of PBL within the new hybrid medical curriculum. RESULTS: Our early experience in implementing PBL resembles those of several other "traditional" medical schools, namely, a generally favourable and positive response from staff and students mixed with varying degree of anxiety to change. CONCLUSION: Appropriate training and changing the mindsets of staff and students, strong leadership from the Dean and a deep commitment by all concerned are essential to ensure the successful implementation of PBL within a "traditional" medical school. PBL will enhance the quality of medical education and the educational preparation of our students to meet the challenges of future medical practice.

Education, Medical↗

PubMed1997

Teaching normal physical examination in a large-group interactive using artists' models.

BACKGROUND: The innovative use of artists' models within the context of a large-group interactive teaching session, at Royal North Shore Hospital is reviewed. METHODS: The models were used to teach normal physical examination skills to a group of junior medical students, during their surgical rotation. This same group of students were also exposed to traditional bedside tutorials. The students evaluated both teaching experiences. RESULTS: In the four areas of evaluation (interaction, explanation, presentation, and organization), the large-group interactive sessions were consistently rated higher than the bedside tutorial (P < 0.001). CONCLUSIONS: The teaching technique is presented as an effective way of delivering quality clinical training to a group of junior medical students in an environment where access to good teaching material is becoming increasingly difficult.

Anatomy↗

PubMed2004

Nucleobases as supramolecular motifs.

The five main natural nucleobases adenine, cytosine, guanine, thymine and uracil are involved in the self-assembly of one of nature's most interesting and intriguing class of biopolymers, namely the nucleic acids DNA and RNA. As such, these nucleobases have held a fascination to researchers in a diverse range of fields. With the growth in the field of supramolecular chemistry and consequently a better understanding of how molecules interact with each other, more and more information is emerging on the complex supramolecular behaviour of these nucleobase. This tutorial review tries to bring together some of the basic concepts of how nucleobases can interact not only with each other, but also with other small organic molecules as well as metals and then looks at how such an understanding is starting to influence the development of new materials and polymers.

Adenine↗

PubMed2006

The use of (metallo-)supramolecular initiators for living/controlled polymerization techniques.

The introduction of supramolecular interactions in synthetic polymers seems to be a promising approach towards novel 'smart' materials that combine both the (reversible) supramolecular interactions and the properties of the polymers. In this tutorial review, the use of (metallo-)supramolecular initiators for the preparation of end-functionalized (metallo-)supramolecular polymers will be discussed in detail. The different polymerization techniques that have been applied as well as the different ligands and metal complexes that were used to initiate these polymerizations will be discussed together with the resulting polymer properties.

Molecular Structure↗

PubMedDate not supplied

A meta-analysis of computer-based instruction in nursing education.

Although dozens of studies regarding computer-based instruction (CBI) in nursing education have been conducted over the last 25 years, little has been done to summarize these studies quantitatively. In the current study, the authors used Glass's techniques of meta-analysis (Glass, McGaw, & Smith, 1981) to integrate statistically findings from 29 comparative studies concerning CBI. A clear majority of these studies favored CBI over conventional methods of instruction. The overall achievement effect size for 26 studies that quantified outcomes was 0.45, a medium-sized effect. Two study feature variables--type of CBI and required versus elective course--related to effect size. Interactive video applications of CBI produced larger effects than tutorial, computer-managed, and simulation applications, and CBI implementations in elective courses showed larger effects than implementations in required courses. Few studies reported on outcomes of retention, attitudes, and time to learn. The results demonstrate a need for more and better reported research to identify instructional qualities that lead to positive student outcomes.

Attitude to Computers↗

PubMedDate not supplied

Generator program for computer-assisted instruction: MACGEN. A software tool for generating computer-assisted instructional texts.

This publication describes MACGEN, an interactive development tool to assist teachers to create, modify and extend case simulations, tutorial exercises and multiple-choice question tests designed for computer-aided instruction. The menu-driven software provides full authoring facilities for text files in MACAID format by means of interactive editing. Authors are prompted for items which they might want to change whereas all user-independent items are provided automatically. Optional default values and explanatory messages are available with every prompt. Errors are corrected automatically or commented upon. Thus the program eliminates the need to familiarize with a new language or details of the text file structure. The options for modification of existing text files include display, renumbering of frames and a line-oriented editor. The resulting text files can be interpreted by the MACAID driver without further changes. The text file is held as ASCII records and as such is also accessible with many standard word-processing systems if desired.

Computer-Assisted Instruction↗

PubMed2001

Assessing tutorial-based assessment.

Since the development of problem-based learning curricula, medical educators have viewed tutorials as an ideal context within which medical student competence can be assessed. Advantages of tutorial-based assessment include, (a) evaluation based on prolonged and intense interactions between students, peers, and tutors, (b) the opportunity to assess domains of competence that are not readily assessed by more traditional examinations (e.g., communication skills, scientific curiosity, and respect for peers), and (c) avoidance of the negative impact of more formal summative evaluations. However, in addition to psychometric weaknesses inherent in this form of evaluation, the interpersonal relationships that serve as one of the primary strengths of the tutorial have also proven to be one of the main defects in tutorial-based assessment. The current paper will review the evidence relevant to this assessment paradox, paying particular attention to the use of self-assessment.

Clinical Competence↗

PubMed2002

Student perspectives on critical incidents in the tutorial group.

The aim of this study is to explore student's perceptions of incidents in tutorial groups and their perceptions of the tutor's role in these incidents. This study investigated the differences between three types of perceptions: the perceptions of the occurrence of critical incidents in tutorial groups, the perceptions of whether these incidents inhibit tutorial group functioning and the expectations students have of the role of the tutor with respect to these incidents. Variations in these student perceptions were also investigated for different training levels. The subjects consisted of a stratified random sample of 200 students from first, second, third and fourth year at the Medical School of the University of Maastricht. We used a questionnaire that consisted of a list of 36 statements and related descriptions of critical incidents in the tutorial group. Six potential success inhibitors (lack of elaboration, lack of interaction, unequal participation, lack of cohesion, difficult personalities and lack of motivation) were assumed to underlie the statements of the questionnaire. Students were asked to rate each incident on a five-point Likert scale for the three types of perceptions. The major finding of this study was that there are significant differences between the three types of student perceptions. We also found that there are significant differences between perceptions of students in each of the four academic years. We conclude that all potential success inhibitors play a role in explaining dysfunctional tutorial groups. Motivational influences seem to have a particularly strong impact on tutorial group function.

Adult↗

PubMed1999

Assessment of student performance in problem-based learning tutorial sessions.

OBJECTIVES: To assess student performance during tutorial sessions in problem-based learning (PBL). DESIGN: A 24-item rating scale was developed to assess student performance during tutorial sessions in problem-based learning (PBL) as conducted during the pre-clinical years of Medical School at the National Autonomous University of Mexico. Items were divided into three categories: Independent study, Group interaction and Reasoning skills. Fourteen tutors assessed 152 first and second-year students in 16 tutorial groups. An exploratory factor analysis with an Oblimin rotation was carried out to identify the underlying dimensions of the questionnaire. SETTING: Medical School at the National Autonomous University of Mexico. SUBJECTS: Medical students. RESULTS: Factor analysis yielded four factors (Independent study, Group interaction, Reasoning skills, and Active participation) which together accounted for 76.6% of the variance. Their Cronbach reliability coefficients were 0.95, 0.83, 0.94 and 0. 93, respectively, and 0.96 for the scale as a whole. CONCLUSIONS: It was concluded that the questionnaire provides a reliable identification of the fundamental components of the PBL method as observable in tutorial groups and could be a useful assessment instrument for tutors wishing to monitor students' progress in each of these components.

Adult↗

PubMedDate not supplied

The effectiveness of an interactive multimedia learning tool on nursing students' math knowledge and self-efficacy.

The use of online learning tutorials to provide instruction in schools of nursing is growing in popularity; however, the outcomes associated with this method of instruction are not well documented. The focus of this experimental study, conducted at 2 universities in northern California, was to determine the effectiveness of an online interactive multimedia-learning tool versus text only, text and images, and multimedia learning explanations on math achievement, math self-efficacy, and student satisfaction. Compared to students in the control groups, students in the interactive multimedia group demonstrated equal posttest and retest knowledge of math; their math self-efficacy scores were also the same. Interactive multimedia group students were more satisfied with the method of learning, reported the technique to be enjoyable and more interesting, and provided sufficient feedback. An online interactive multimedia-learning tool is a realistic and creative method of teaching medication dosage calculations.

Adult↗

PubMed2003

One-on-one tutorials in private practices and clinics: four years of experience in Basel, Switzerland.

The one-on-one tutorial is a new form of learning that is practice oriented. It is based on a teacher-student relationship continuing over two years. Since 1997, third- and fourth-year students have worked for one half day per week under the supervision of their tutor, be it in a private practice or in a hospital. This programme facilitates direct patient contact at an early stage of medical school. In addition, it allows students to apply their knowledge in everyday life. The interactive form of learning is of paramount importance in this module. The ARIVA learning model was developed specially for third-year students and the logbook for fourth-year students. After each tutorial third-year students completed the ARI VA worksheet and fourth-year students completed the logbook. They were handed in together with the structured learning report. Between 85 and 109 students per year participated in these tutorials, totalling 733 students. Each student was taught an average of 3.1 patients in the presence of the tutor. In addition students examined an average of 2.4 patients independently and fulfilled an average of 1.2 practical tasks. For the fourth-year students the number of contacts with patients and the spectrum of diseases examined are impressive. All learning goals were fulfilled The one-on-one tutorial is a practice-oriented, interactive learning method. It uses a variety of didactic methods based on the principals of problem-oriented learning. In a relatively early stage of their medical education one-on-one tutorials give students the opportunity to learn independently how to interview and examine patients. They also give students the possibility to acquaint themselves with a multitude of diseases with the aid of instructions and demonstrations. They are conducive to work with patients above all because students learn how to perform certain techniques.

Attitude of Health Personnel↗