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PubMedDate not supplied

Challenging traditional teaching and learning paradigms: online learning and emancipatory teaching.

The thoughts and expectations of faculty leaving the traditional classroom for online teaching are explored. This article discusses teaching strategies and technological advances and how these are affected by changing philosophical viewpoints about nursing and education. Basic issues involving technology and education focus on a variety of issues including the ability of the learner to grow existentially.

Adaptation, Psychological↗

PubMedDate not supplied

Development and multicenter evaluation of Multistation Clinical Teaching Scenarios on immunization: the ATPM-CDC Teaching Immunization for Medical Education (TIME) Project.

INTRODUCTION: The objective of this project was to develop and evaluate case-based immunization education materials that use a new teaching method called Multistation Clinical Teaching Scenarios (MCTS) for use in medical school clerkships and primary care residencies. METHODS: A multidisciplinary team developed objectives, abstracted clinical cases, and created MCTS modules, which use contextual learning, problem solving, and small-group interaction. RESULTS: Mean scores increased from the 10-item pretest to the posttest by 3.2 (95% confidence interval [CI] of 2.8 to 3.6) items for measles, 3.8 (CI = 3.4 to 4.1) for influenza, and 1.8 (CI = 1.4 to 2.1) for hepatitis B (P < .01 for each). To evaluate the materials, we administered questionnaires and conducted focus groups. Most (99%) of the students and residents rated the materials highly, as did most (89%) facilitators. CONCLUSIONS: This new method has been widely tested, increases content mastery, and is well received.

Clinical Clerkship↗

PubMed2005

[An example for a practice-oriented curriculum in social medicine under conditions of the new medical licensing regulations. Experiences with practiced-oriented teaching and possibilities for including practical issues in the teaching syllabus of medicine after the introduction of new medical licensing regulations].

Experience with teaching medical students the subject of Social Medicine shows that their interest can be greatly improved by including practical issues such as interviewing chronically ill patients at home, or visiting patient counselling services in the community. With the introduction of the new licensing regulations for physicians, there will be only one final examination and the medical faculties will now have to conduct the examinations themselves. In order to create legal confidence in the results, sufficient homogeneity of the teaching syllabus in Vocational and Social Medicine courses as well as in the new Health Economics courses must be assured for all students. The merger of the two medical faculties of the Free University and the Humboldt University in Berlin have increased student numbers to 400 per semester, so that 20 groups will have to be taught simultaneously. This situation makes excursions to patients or to community facilities nearly impossible. Potential alternatives to allow inclusion of practical issues in the course, even under the new circumstances, are the use of problem-based learning techniques (PBL) such as the creation of theoretical cases dealing with special problems of Social Medicine or the use of standardised patients.

Education, Medical↗

PubMed2005

Applying the case method for teaching within the health professions--teaching the teachers.

The case method provides training in problem solving and is useful in clinical education within health professions. The method consumes less teaching resources and might be useful in a situation with increasing numbers of students and staff cuts. As it is a relatively new method within the Faculty of Medicine, University of Lund, a training program for teachers has been established with a short, practical, course. This paper describes the application and introduction of the case method and evaluation of the introductory course by 106 teachers. In this course the case method is introduced and demonstrated. The participants construct cases and take an active part as both students and teachers. Almost everyone was planning to incorporate the case method in their teaching practice, at both undergraduate and graduate levels. To have constructed and led cases themselves was considered a great strength. More time was requested as well as a follow-up session after practically using the case method.

Education, Medical, Graduate↗

PubMedDate not supplied

Do computers teach better? A media comparison study for case-based teaching in radiology.

A prospective study was performed to better define the role of computers in teaching radiology to medical students. Two hundred twenty-five 3rd-year students were randomly assigned to one of four groups and exposed to 10 radiology cases as well as to a voluntary weekly radiology lecture. Group A used computer-based cases with interactive elements; group B used computer-based cases without interactive elements; group C used paper-based cases with interactive elements; and group D was not exposed to the cases and served as a control group. On a multiple-choice question test, groups A, B, and C showed significant improvement (+11.2%, +15.1%, and +13.0%, respectively), whereas group D did not (+0.6%). On an image interpretation test, group A showed the most improvement (+15.7% [P <.001]), followed by group B (+15.1% [P <.01]) and group C (+10.2% [P <.05]); group D showed no significant improvement (+8.5%). No significant differences in the learning outcome were found between the two interactive groups (computer based and paper based). Computer-based teaching with case studies (with or without interactivity) improves students' problem-solving ability in radiology.

Chi-Square Distribution↗

PubMed1978

Teaching psychological assessment: training issues and teaching approaches.

Clinical psychology graduate programs need to pay attention to important issues involved in teaching psychological assessment, if graduate students are to be adequately prepared. Recent studies have suggested a gap between academic training in psychological assessment and internship expectations. Graduate students are not as well prepared as many internship settings would like. In addition to learning the fundamentals, students need help in dealing with issues of categorizing individuals, using tests in helpful ways, taking responsibility for decision-making, and developing a balance between critical evaluation of tests and appreciation of their usefulness. Teaching approaches for dealing with these issues are discussed. The importance of academic and clinical agencies working together is stressed. Goals for graduate training in assessment are suggested.

Journal Article↗

PubMed2006

Solution focused teaching: a transformative approach to teaching nursing.

Nurses work in complex health care systems, which today are based not only on medical treatment and cure, but also on enabling individuals and strengthening communities. This paper describes a curriculum approach to teaching nursing in an Australian university which seeks to prepare students for this environment. Underpinned by transformative education principles, and termed Solution Focused Nursing, specific teaching and learning strategies are discussed. A goal is to cultivate critical thinkers and knowledge workers, that is, nurses who are not only able to work skillfully, strategically, and respectfully with clients, but who also demonstrate discernment, optimism, and vision about nursing and health care.

Australia↗

PubMed2005

Teaching cardiac auscultation: effectiveness of a patient-centered teaching conference on improving cardiac auscultatory skills.

OBJECTIVES: To assess the cardiac auscultatory skills of health care professionals before and after an actual (not simulated) patient-centered cardiac auscultation conference and to determine the effectiveness of this clinical teaching method on Improving diagnostic proficiency. SUBJECTS AND METHODS: Seventy-eight participants at a conference on cardiac auscultation completed preconference and postconference examinations on their ability to diagnose a wide variety of heart sounds and murmurs. Among those tested, 46 (59%) were physicians: 17 (22%) were cardiologists, 19 (24%) were medical Interns or residents, 7 (9%) were cardiology fellows, 2 (3%) were general practitioners, and 1 (1%) was a pediatrician. Thirty-two (41%) of this group of respondents were nonphysicians: 14 (18%) were nurse practitioners, 9 (12%) were nurses, 6 (8%) were physician assistants, 2 (3%) were medical students, and 1 (1%) was a nonmedical professional. All participants were tested on 14 clinically Important cardiac auscultatory events directly recorded from actual (not simulated) patients and transmitted via wireless Infrared stethophones. The auscultatory events tested were wide physiologic splitting of S2 in right bundle branch block, fixed S2 splitting and systolic murmur in atrial septal defect, midsystolic click and late systolic murmur of mitral valve prolapse, S4 gallop, S3 gallop, opening snap of mitral stenosis, innocent systolic murmur, systolic murmur of mitral regurgitation, systolic murmur of tricuspid regurgitation, systolic murmur of hypertrophic obstructive cardiomyopathy, continuous murmur of patent ductus arteriosus, pericardial friction rub, prosthetic valve sounds, and alternation of heart sounds, heart murmurs, and the S3 gallop in congestive heart failure. RESULTS: On the basis of the analysis of the 78 participants who completed preconference and postconference evaluations of the 14 selected cardiac auscultatory events, a preconference Identification score of 26.3% and a postconference score of 44.7% were observed. This represents a statistically significant overall Improvement in diagnostic proficiency (P < .001). CONCLUSIONS: Cardiac auscultatory skills among today's health care professionals are extremely poor, regardless of the level and/or type of training of the professional. An actual (not simulated) patient-centered teaching conference is an effective clinical method of improving cardiac auscultatory skills and diagnostic proficiency of health care professionals.

Cardiology↗

PubMed2000

Reasons that orthodontic faculty teach and consider leaving teaching.

To assess reasons why orthodontic faculty consider leaving academia, a pretested questionnaire was mailed to 200 full-time (FT) and 200 part-time (PT) faculty randomly selected from the United States and Canada. A total of 144 (72 percent) of FT and 120 (60 percent) PT responded. About 38 percent FT and 25 percent PT were currently considering leaving academia. The average age of each group was about fifty years. Although significant differences were found in fifteen factors affecting the decision to leave, three factors ranked as most important (means> or =3.4) for FTs: salary support, financial support of department, and control over work or destiny. The three factors most important (means>3. 1) for PTs were: challenge of private practice, family commitments, and personal. FT and PT were similar in the most important and least important factors influencing their initial reasons to teach and satisfaction in teaching. However, the reasons why FT considered leaving were work related, while the PT's reasons were more personal. With the current shortage of FT orthodontic faculty becoming imminently greater, it appears that work-related issues could be addressed directly by administration.

Adult↗

PubMedDate not supplied

Teaching the nurse to teach with health information videos.

Using health information videos is a common way to teach hospitalized patients. This article describes a study of medical and surgical patients in an acute care hospital. In Phase I, patients' frequency of Patient Health Information Television use and their knowledge of programs and scheduling were evaluated. Phase 2 identified patients' learning after viewing selected programs. In Phase I, frequency of use, peak viewer time, and viewer encouragement strategies were revealed. In Phase II, the efficacy of televised patient education was documented. Results indicate that nursing staff development educators should teach nurses how to work with this educational medium.

Education, Nursing, Continuing↗

PubMed1983

A teaching catalogue of physical findings developed on the geriatric ward of an acute-care teaching hospital.

A catalogue of physical findings from patients on a geriatric ward run by a Family Practice Centre was developed for the use of both medical educators and students. The collection and organization of the data is described, as well as the ethical problems involved. Advantages to both teachers and students are discussed with respect to the teaching of physical diagnosis. An added benefit of producing and using a catalogue of this nature could be the changing of negative attitudes towards the geriatric patient.

Aged↗

PubMed1990

Rewarding medical teaching excellence in a major Canadian teaching hospital.

A major Canadian teaching hospital has developed a program to recognize and reward excellence in medical education. The program includes a system to collect and evaluate feedback from trainees and administrators--with an annual celebration event where awards are presented. Three categories of hospital-wide awards are presented: educational administration, program development, and extraordinary contribution. There are departmental awards for best undergraduate and postgraduate physicians, allied health professional, and house staff/fellow. This program functioned well to evaluate teachers across departments and for all levels of trainees in the hospital and will expand to become part of the ongoing evaluation of teachers in the institution.

Awards and Prizes↗

PubMed2000

Teaching airway management skills. How and what to learn and teach.

It is important to instruct all individuals involved in patient care in airway management. The degree of skills actually taught depends on the student. Currently, there are many options for teaching. Mannequin training is the one best suited to instruct a large number of students in a variety of skills. Training of surgical and obstetric residents improves relations, may improve patient safety, and educates these individuals regarding the risks of failed intubation. Actual clinical decisions regarding patient management are based on the airway examination. There is room for improvement in instruction, even in anesthesiology programs. Various techniques must be taught and practiced. As more anesthesiologists become trained and then train other physicians, the number of cases in the Closed Claims Study involving the airway will continue to decrease.

Airway Obstruction↗

PubMed2006

Communication in young children with motor impairments: teaching caregivers to teach.

Communication between caregivers and children with moderate to severe motor impairments is a tremendous challenge, and one that deserves attention as a central component of early intervention programs. This article examines a caregiver-training program that explored key elements to creating strong communicative interactions between young children with moderate to severe motor impairments and their primary caregiver. Three caregiver-child dyads participated in a 3-week treatment program teaching caregivers how to provide communicative opportunities, wait for a clear communication signal from their children, recognize their children's signal, and finally, shape a more advanced communicative behavior. These adult behaviors were designed to increase the children's use of conventional engaging signals of communication. Results revealed that caregivers demonstrated success learning all behaviors except for shaping during the brief treatment period. Children's engaging communicative behaviors increased correspondingly with the caregivers' changes. These findings have positive implications for caregiver training. Implications for "best practice" are considered.

Adult↗

PubMed2002

Teaching on the front lines: using the Internet and problem-based learning to enhance classroom teaching.

Working on the front lines in health care at the bedsides, in the primary and specialty care offices and in the community with patients; and in health care education, teaching graduate and undergraduate students, is more challenging today than ever before. Shifts in reimbursement from fee for service to a managed care model, increasingly informed consumers, and increasingly complex health problems create a tension that often leaves the advanced practice nurse (APN) managing conflicting human and business interests. Nurse educators must prepare providers to function in that world. Using Problem-Based Learning (PBL) to provide APN students with experiences that will supply them with rehearsal will better prepare them to function in today's primary care environment. Providing PBL using the Internet is the next logical step and may insure that this type of experience is more widely available to students.

Clinical Competence↗

PubMed1982

Is new always better? A comparison of an established teaching method with a new teaching method in a surgical course.

A comparison has been made between the effectiveness of a problem-solving exercise and a formal lecture on medical students' learning during their surgical attachment. The format of a clinical trail has been adapted. No difference has been shown in the knowledge conveyed by the two methods, although the students preferred the problem-solving exercise. No assessment has been made in this study of differences in the students ability to solve problems after exposure to different methods of teaching.

Education, Medical, Undergraduate↗

PubMed2006

Teaching resources. Cell culture as a model system for teaching: using PC12 cells.

This Teaching Resource provides an introduction to the use of cultured cells as an experimental approach in undergraduate laboratory research and the study of neuronal differentiation in PC12 cells. In addition, a thought experiment with answers is provided that can be used to assess student understanding of (i) the scientific method, (ii) signaling processes involved in cellular differentiation, and (iii) the use of pharmacological agents to manipulate a cell culture system.

Animals↗

PubMed2005

Teaching health care ethics: why we should teach nursing and medical students together.

This article argues that teaching medical and nursing students health care ethics in an interdisciplinary setting is beneficial for them. Doing so produces an education that is theoretically more consistent with the goals of health care ethics, can help to reduce moral stress and burnout, and can improve patient care. Based on a literature review, theoretical arguments and individual observation, this article will show that the benefits of interdisciplinary education, specifically in ethics, outweigh the difficulties many schools may have in developing such courses.

Attitude of Health Personnel↗