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PubMed2004

Computer simulations improve university instructional laboratories.

Laboratory classes are commonplace and essential in biology departments but can sometimes be cumbersome, unreliable, and a drain on time and resources. As university intakes increase, pressure on budgets and staff time can often lead to reduction in practical class provision. Frequently, the ability to use laboratory equipment, mix solutions, and manipulate test animals are essential learning outcomes, and "wet" laboratory classes are thus appropriate. In others, however, interpretation and manipulation of the data are the primary learning outcomes, and here, computer-based simulations can provide a cheaper, easier, and less time- and labor-intensive alternative. We report the evaluation of two computer-based simulations of practical exercises: the first in chromosome analysis, the second in bioinformatics. Simulations can provide significant time savings to students (by a factor of four in our first case study) without affecting learning, as measured by performance in assessment. Moreover, under certain circumstances, performance can be improved by the use of simulations (by 7% in our second case study). We concluded that the introduction of these simulations can significantly enhance student learning where consideration of the learning outcomes indicates that it might be appropriate. In addition, they can offer significant benefits to teaching staff.

Biology↗

PubMed1985

The impact of client selection on clinical teaching.

Inclusion of gerontological nursing in curricula is emerging as an issue of concern to faculty of schools of nursing. Using research findings which view the setting and client selection as major determinants of learning outcomes, faculty are experimenting with teaching strategies which support a positive more realistic view of the elderly and their inherent potential and motivation for health. This paper examines the learning outcomes about ageing of a senior clinical experience at the baccalaureate level directed toward learning to nurse the elderly in a responsive and health promoting manner. Students were provided with an opportunity to become comfortable working with the elderly and their families in order to: 1 increase their level of knowledge about the process of ageing; and 2 incorporate this knowledge within a nursing framework by identifying critical aspects of development used in the health assessment of the elderly. The method of study was primarily experiential in nature with each student making a series of home visits over a 3-month period to one selected client family. Two groups of clients participated in the programme: clients in group A were maintaining themselves in their own homes, were not anticipating institutionalization and were in good health; clients in group B were in hospital for treatment of a major health problem but would be recuperating in their own homes. By using Palmore's Facts on Ageing Quiz, it was determined that client selection did in fact make a difference vis-à-vis learning outcomes about ageing and the aged.

Achievement↗

PubMed1995

The development of a clinical learning environment scale.

Within nursing, there is a strong demand for high-quality, cost-effective clinical education experiences that facilitate student learning in the clinical setting. The clinical learning environment (CLE) is the interactive network of forces within the clinical setting that influence the students' clinical learning outcomes. The identification of factors that characterize CLE could lead to strategies that foster the factors most predictive of desirable student learning outcomes and ameliorate those which may have a negative impact on student outcomes. The CLE scale is a 23-item instrument with five subscales: staff-student relationships, nurse manager commitment, patient relationships, interpersonal relationships, and student satisfaction. These factors have strong substantive face validity and construct validity, as determined by confirmatory factor analysis. Reliability coefficients range from high (0.85) to marginal (0.63). The CLE scale provides the educator with a valid and reliable instrument to evaluate affectively relevant factors in the CLE, direct resources to areas where improvement may be required, and nurture those areas functioning well. It will assist in the application of resources in a cost-effective, efficient, productive manner, and will ensure that the clinical learning experience offers the nursing student the best possible learning outcomes.

Adolescent↗

PubMed2001

Change management in primary care: design and evaluation of an internet-delivered course.

OBJECTIVES: To deliver and evaluate an internet course in change management for primary care professionals. DESIGN: A 12-week course delivered over the internet. Respondents were allocated into two groups: one had access to the course tutor individually, while the other could also communicate with the rest of the learner group. Learning outcomes were assessed by means of pre- and post-intervention questionnaires and by interviews with some participants. SUBJECTS: 111 primary care professionals. RESULTS: Subjects showed significant improvements on all learning outcomes. The group with access to the course tutor alone completed more units and had greater improvements in their learning outcomes. More of this group completed the course and completed a portfolio. Respondents who could communicate with other members of the group did not find this a positive experience. CONCLUSION: The internet can be used to deliver learning in change management to primary care professionals. Access to a discussion forum did not improve, and possibly impaired learning. More work is needed on the mentoring of internet learning.

Computer-Assisted Instruction↗

PubMed2006

Radiology curriculum for medical students: clinicians' perspectives.

This study was conducted to establish clinicians' perspectives of a set of radiology curriculum topics for medical student teaching, which were held to be important by radiologists. A questionnaire was sent to clinicians in all specialties. Forty-six clinicians (51.1%) out of 90 returned the questionnaires. All curriculum topics were scored above an average of 4 (agree). The five highest ranking curriculum topics in order of importance were: developing a system for viewing chest radiographs (5.59), developing a system for viewing abdominal radiographs (5.56), developing a system for viewing bone and joint radiographs (5.33), distinguishing normal structures from abnormal in chest and abdominal radiographs (5.33) and identifying gross bone or joint abnormalities in skeletal radiographs (5.22). Correlative analysis between speciality groups showed surgical and medical specialities were significantly different in their responses of two learning outcomes: basic knowledge about the contrast media benefits and risks (P= 0.01) and ability to select the most appropriate and the most cost-effective methods of radiological investigations for clinical situations (P= 0.03). Acute specialities were not significantly different from the other two groups for these two learning outcomes. There was no statistically significant difference for other learning outcomes between the three speciality groups.

Curriculum↗

PubMed2006

Clinical outcomes and learning curve of a laparoscopic adrenalectomy in 103 consecutive cases at a single institute.

OBJECTIVE: We examined the clinical outcomes and the learning curve for a laparoscopic adrenalectomy (LA) in 103 consecutive cases performed by three surgeons at our institute, according to the type of adrenal disorder. PATIENTS AND METHODS: One hundred and three patients with adrenal tumors, including 38 cases of primary aldosteronism, 33 cases of Cushing syndrome (including preclinical Cushing syndrome), 15 cases of pheochromocytoma, and nine cases of non-functioning adenoma were evaluated, while focusing on the approaches, intraoperative and postoperative data, and the learning curve of LA, according the type of adrenal disorder. RESULTS: There was no significant difference in the operation time, estimated blood loss, incidence of conversion to open surgery and blood transfusion, or postoperative recovery among the patients treated by LA for aldosteronoma, Cushing adenoma, pheochromocytoma, and non-functioning adenoma. In the cases of aldosteronoma and Cushing adenoma, the learning curve for the operation time and blood loss in each operator tended to decrease as the number of operations increased. On the other hand, in the cases treated by LA for pheochromocytoma, no trends in either the operation time or blood loss were observed. However, there has been neither any conversion to open surgery nor blood transfusion in cases treated by LA since 1998 (our 42nd case), even after the changes in the operators. CONCLUSIONS: Our results clearly indicate that LA is becoming safer than before, probably due to improvements in the technique, education, and training of surgeons, in addition to the increased number of cases now treated by LA.

Adrenal Gland Neoplasms↗

PubMedDate not supplied

Learning styles and outcomes in clinical laboratory science.

OBJECTIVE: To compare two learning styles--reflective observation versus active experimentation--in terms of learning outcomes. DESIGN: The independent variable, student learning styles, was generally defined as styles determined by use of the Kolb's Learning Style Inventory. The styles were identified as either active experimentation or reflective observation. The dependent variables were learning outcomes that were determined by two methods: the average score on eight posttests scheduled at periodic intervals and a national certification examination score. SETTING: Clinical laboratory science education program at the University of Nebraska Medical Center in Omaha and at six clinical sites in other cities across Nebraska. PARTICIPANTS: Forty senior clinical laboratory science students enrolled in a baccalaureate degree program. MAIN OUTCOME MEASURES: Data analysis consisted of descriptive statistics, two-way analysis of variance, two-way analysis of covariance, and repeated measures analysis of variance. RESULTS: Results showed no significant difference between the students' examination scores based on learning styles. There was no significant difference in the pattern of the examination scores over the semester of learners who were active experimenters versus reflective observers. CONCLUSION: Results of the study generally did not support the conclusions of the earlier research; students' learning styles did not affect their examination scores. No pattern in the examination scored exists in the learning style groups.

Clinical Laboratory Techniques↗

PubMed1995

Computer-assisted instruction as a learning resource for applied anatomy and kinesiology in the occupational therapy curriculum.

OBJECTIVES: The purpose of these studies was to examine the learning outcomes of a computer-assisted instruction (CAI) tutorial in applied anatomy and kinesiology for occupational therapy students and to determine its applicability for use in two university settings. METHOD: Two separate pilot studies were conducted at two universities. In each study, the learning outcomes of an experimental group of occupational therapy students using a CAI program and a control group using books to study the same material were compared. Learning outcomes were assessed with post-test achievement test scores on an applied anatomy and kinesiology test and responses to an attitude questionnaire with Likert-scale items and open-ended questions. RESULTS: There was no significant difference in the means on achievement test scores for the experimental and control groups in the first pilot study. In the second study, the CAI group scored significantly higher on the achievement test than the control group. In both pilot studies, subjects displayed significantly more positive attitudes toward the CAI program as a learning tool than they did toward traditional self-study with books. CONCLUSION: A CAI program in applied anatomy and kinesiology can be an effective supplemental resource for occupational therapy students and can offer a learning experience that students value and perceive as helpful. Establishment of clear learning objectives, use of a theoretical base to design instruction, and development and testing in different educational settings can help improve the quality of CAI programs and ensure their relevance to other curricula.

Analysis of Variance↗

PubMed1997

The Sequential Structure of Movement Outcome in Learning a Discrete Timing Task.

The sequential structure of discrete movement outcomes in an elbow-flexion movement task was examined with a crossed design of 2 movement-time (125 and 500 ms) and 2 range-of-motion (5° and 20°) conditions over sets of 200 trials of practice. Traditional analyses of error score techniques, time-series analyses of the quantitative raw and differenced data, and a symbolic dynamic analysis of qualitative events arising from the data were conducted. The differenced data revealed a consistent order over 3-trial strings that was more apparent with larger steps in the data scores, but quantitative time-series and symbolic dynamic analyses of the raw movement-time data showed weaker relations. There were a few patterns of structure evident in the raw data time-series that were a function of the movement condition and the skill level of the subject. The analyses of the movement-time scores revealed that, in learning the discrete timing task, there is more order apparent in the intrinsic frame of reference of the difference scores than in the extrinsic frame of reference.

learning↗

PubMed2005

Problem based learning in a junior doctor teaching programme.

BACKGROUND: Problem based learning (PBL) is used increasingly in undergraduate medical education, but there are few postgraduate medical studies. AIM: To compare SHO learning outcomes for a PBL course with a traditional didactic course. METHODS: As part of their protected teaching programme, 14 senior house officers (SHOs) were taught about paediatric dermatology using a traditional didactic course. Six months later, the new SHOs received a PBL course including small group teaching and a study guide. Both the traditional and the PBL group were assessed using multiple choice questions (MCQs), an objective structured clinical examination (OSCE), and pre- and post-course self-assessment sheets. SHOs completed course evaluation sheets. RESULTS: There was no significant difference in learning outcome between the traditional and PBL courses as assessed by the MCQs, OSCE, and self-assessment sheets. The PBL course was well appreciated by SHOs who liked variety in the teaching programme. CONCLUSIONS: The PBL and traditional course had equivalent learning outcomes. PBL adds variety to junior doctor protected teaching programmes and can be a useful tool for doctors working shift patterns.

Curriculum↗

PubMedDate not supplied

Work integration issues go beyond the nature of the communication disorder.

UNLABELLED: The ability to obtain and maintain employment is one of society's most valued life participation events and is often considered in measurements of quality of life (QOL). Many workplaces now require good communication skills and this may jeopardize the opportunity for persons with communication disorders (CD) to access interesting jobs. Sarno, Silverman, and Levita (1970) have long emphasized that functioning is a result of the interaction of psychosocial factors as well as communication disorder characteristics. The current study gathered perceptions from different groups of persons with CD, from service providers and employers on the barriers to work integration. The results show that many barriers are common across types of CD. Such examples are noise, tasks requiring speed, having to speak to groups of persons and the attitudes of others. Although some common barriers were identified between the service providers and the persons with CD, service providers placed more emphasis on psychological adaptation aspects than did persons with CD. Employers generated an equivalently long list of barriers but were also very concerned about job market issues. LEARNING OUTCOMES: As a result of this activity, the following learning outcomes will be realized: participants will be able to (1) identify barriers that service providers and persons with CD each perceive; (2) identify differences in the perceptions of each group concerning barriers; (3) learn ways to modify or eliminate barriers that interfere with successful employment among individuals with CD.

Aged↗

PubMed1998

Orbitofrontal cortex and basolateral amygdala encode expected outcomes during learning.

Reciprocal connections between the orbitofrontal cortex and the basolateral nucleus of the amygdala may provide a critical circuit for the learning that underlies goal-directed behavior. We examined neural activity in rat orbitofrontal cortex and basolateral amygdala during instrumental learning in an olfactory discrimination task. Neurons in both regions fired selectively during the anticipation of rewarding or aversive outcomes. This selective activity emerged early in training, before the rats had learned reliably to avoid the aversive outcome. The results support the concept that the basolateral amygdala and orbitofrontal cortex cooperate to encode information that may be used to guide goal-directed behavior.

Amygdala↗

PubMedDate not supplied

The phonology-morphology interface in the speech of Hebrew-speaking children with specific language impairment.

UNLABELLED: Phonological deficits are common in children with specific language impairment (SLI). However, the degree to which they constitute an area of extraordinary difficulty, and their contribution to the morphological deficits of these children are largely unknown. In this investigation, we studied a group of young children with SLI who were acquiring Hebrew, a language in which phonology and morphology are closely linked. The phonology of these children lagged behind that of same-age peers as well as younger normally developing children matched according to mean number of morphemes per utterance. Furthermore, the children with SLI were more likely to commit phonological errors that neutralized important morphological distinctions in their language. These findings have implications for both assessment and therapy. LEARNING OUTCOMES: As a result of this activity, the following learning outcomes will be achieved: The participant will be able to: (1) describe the differences in phonology between children with SLI and typically developing children; (2) describe the impact ofphonological disorders on the assessment of the morphological systems of children with SLI; and (3) explain the necessary modifications to a therapy program for children with a combination of morphological and phonological disorders.

Child, Preschool↗

PubMed2001

AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning.

The curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students' learning style, personal timetable and programme of work. Curriculum mapping can help both staff and students by displaying these key elements of the curriculum, and the relationships between them. Students can identify what, when, where and how they can learn. Staff can be clear about their role in the big picture. The scope and sequence of student learning is made explicit, links with assessment are clarified and curriculum planning becomes more effective and efficient. In this way the curriculum is more transparent to all the stakeholders including the teachers, the students, the curriculum developer, the manager, the public and the researcher. The windows through which the curriculum map can be explored may include: (1) the expected learning outcomes; (2) curriculum content or areas of expertise covered; (3) student assessment; (4) learning opportunities; (5) learning location; (6) learning resources; (7) timetable; (8) staff; (9) curriculum management; (10) students. Nine steps are described in the development of a curriculum map and practical suggestions are made as to how curriculum maps can be introduced in practice to the benefit of all concerned. The key to a really effective integrated curriculum is to get teachers to exchange information about what is being taught and to coordinate this so that it reflects the overall goals of the school. This can be achieved through curriculum mapping, which has become an essential tool for the implementation and development of a curriculum. Faced with curricula which are becoming more centralized and less departmentally based, and with curricula including both core and optional elements, the teacher may find that the curriculum map is the glue which holds the curriculum together.

Journal Article↗

PubMed2004

A professional ethics learning module for use in co-operative education.

The Professional Practice Program, also known as the co-operative education (co-op) program, at the University of Cincinnati (UC) is designed to provide eligible students with the most comprehensive and professional preparation available. Beginning with the Class of 2006, students in UC's Centennial Co-op Class will be following a new co-op curriculum centered around a set of learning outcomes Regardless of their particular discipline, students will pursue common learning outcomes by participating in the Professional Practice Program, which will cover issues of organizational culture, technology, professional ethics, and the integration of theory and practice. During their third co-op work term, students will complete a learning module on Professional Ethics. To complete the learning module students must familiarize themselves with the code of ethics for their profession, create a hypothetical scenario portraying an ethical dilemma that involves issues covered by the code, resolve the dilemma, and explain why their resolution is the best course of action based upon the code of ethics. A three-party assessment process including students, employers and faculty complete the module.

Cooperative Behavior↗

PubMedDate not supplied

Tiers of intervention in responsiveness to intervention: prevention outcomes and learning disabilities identification patterns.

Response to Intervention (RTI) models have attracted great attention as an alternative to traditional methods used for identifying students with learning disabilities. A major feature of this approach is the implementation of academic interventions in general education and measuring the student's response to those interventions. A common question that needs to be addressed is the number of stages or tiers of intervention necessary in the Response to Intervention model. This article reviews three studies of RTI that investigate the RTI tiers. Sharon Vaughn and Rollanda O'Connor report on studies using the Standard Protocol approach to RTI. David Tilly reports on using the Problem Solving Model as an RTI model. This article summarizes the results of these three investigations.

Child↗

PubMed2005

Lesions of orbitofrontal cortex impair rats' differential outcome expectancy learning but not conditioned stimulus-potentiated feeding.

Patients with damage to the orbitofrontal cortex (OFC) display various impairments in cognitive and affective function, including a reduced ability to use information about the consequences of their actions to guide their behavior. In this study, rats with neurotoxic lesions of the OFC failed to use specific expectancies about outcomes to guide their learning of an instrumental discrimination task. In contrast, lesioned rats were unimpaired in a measure of learned motivational function, the potentiation of feeding under conditions of food satiation, by a conditioned stimulus that had been paired with food while the rats were food deprived. Notably, performance of both of these tasks has been shown to depend on the function of the basolateral amygdala (BLA), a region that is richly interconnected with the OFC. Thus, the present results are consistent with the view that the acquisition and use of specific outcome expectancies to guide behavior critically involve a neural system that includes the BLA and the OFC, but they indicate that certain motivational properties acquired by cues on the basis of appetitive learning involve BLA circuitry apart from the OFC.

Animals↗

PubMed2001

Improving design project experiences through improved assessment practices.

This paper is offered as an introduction to the ways in which improved foci on educational outcomes associated with engineering design project experiences may lead to: (a) improvements in the learning of engineering students and consequently, (b) improved knowledge, design and technology to benefit individuals in need. Strategies to improve learning outcomes of design experiences include clearly articulating what it is that we want students to know and achieve, having detailed means of assessing each of the learning outcomes we target, communicating about the assessment process with students from the start of their design experiences, and providing thorough evaluative feedback to students to foster learning while we still have access to them. This paper is based on ongoing work within the National Science Foundation (NSF) Senior Design Projects to Aid Persons with Disabilities program. Readers are invited to collaborate in further efforts in this area.

Biomedical Engineering↗