SEARCH · PubMed Health

Results for “Interactive Tutorial”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 145 records · Page 8Linked to original sources

PubMed2006

[Evaluation of traditional German undergraduate surgical training. An analysis at Heidelberg University].

BACKGROUND: The medical faculty of Heidelberg University implemented a new problem-based clinical curriculum (Heidelberg Curriculum Medicinale, or Heicumed) in 2001. The present study analyses the evaluation data of two student cohorts prior to the introduction of Heicumed. Its aim was to specify problems of the traditional training and to draw conclusions for implementation of a new curriculum. METHODS: The evaluation instrument was the Heidelberg Inventory for the Evaluation of Teaching (HILVE-I). The data were analysed calculating differences in the means between defined groups, with the 13 primary scales of the HILVE I-instrument as dependent variables. RESULTS: Teaching method and subject had no systematic influence on evaluation results. Thus, didactic lecture in orthopedic surgery achieved better results than small group tutorials, while the data on vascular and general surgery showed opposite results. Major factors for success were continuity and didactic training of lecturers and tutors. This is convincingly reflected by the results of the lecture course "Differential diagnosis in general surgery". The good evaluation data on small group tutorials resulted largely from the "participation" and "discussion" scales, which represent interactivity in learning. CONCLUSION: The results of the present study suggest the importance of two major pedagogic ideas: continuity and didactic training of lecturers and tutors. These principles were widely implemented in Heicumed and have contributed to the success of the new curriculum.

Attitude of Health Personnel↗

PubMedDate not supplied

The AAPM/RSNA physics tutorial for residents. X-ray production.

X-rays are produced when highly energetic electrons interact with matter and convert their kinetic energy into electromagnetic radiation. The two unique mechanisms by which x-rays are produced are called the bremsstrahlung and characteristic processes. Bremsstrahlung x-rays produce a continuous x-ray spectrum, whereas characteristic x-rays are produced at specific narrow bands of energies. Many technical parameters of the x-ray production equipment affect the magnitude and shape of the x-ray spectrum. The quantity of x-rays produced varies proportionally to the tube potential squared, tube current, exposure time, and atomic number of the anode material and is inversely proportional to the distance squared. x-ray quantity is also affected by the voltage waveform (generator type) and tube filtration. The shape of the x-ray spectrum is affected by the atomic number of the anode material, tube potential, filtration, and voltage waveform.

Health Physics↗

PubMed1977

A special tutorial for minority medical students: an account of a year's experience.

A small number of minority medical students were referred for a year-long tutorial to improve their problem-solving skills and to assist them in retaking failed basic science courses. Both the operation of the tutorial and attemtps to reconstruct what had gone wrong the previous year brought attention to the crucial importance of affective factors in the students' learning efforts. It proved to be possible to elucidate some of the dynamics whereby affective reactions apparently enter into instructor-student interactions and are significantly involved in the process of adjusting to medical school. Following the tutorial, which dealt with issues of trust and self-esteem as well as with cognitive problems, the students all had a successful year and were able to rejoin the main stream of students entering clinical training. It was concluded that cognitive problems of medical students experiencing academic difficulty may not be resolvable without dealing with affective considerations. Recommendations are given for dealing with affective issues.

Adult↗

PubMed2003

Medical student perceptions of factors affecting productivity of problem-based learning tutorial groups: does culture influence the outcome?

BACKGROUND: The popularization of problem-based learning (PBL) has drawn attention to the motivational and cognitive skills necessary for medical students in group learning. This study identifies the effect of motivational and cognitive factors on group productivity of PBL tutorial groups. DESCRIPTION: A self-administered questionnaire was completed by 115 students at the end of PBL tutorials for 4 themes. The questionnaire explored student perceptions about effect of motivation, cohesion, sponging, withdrawal, interaction, and elaboration on group productivity. We further analyzed (a) differences in perceptions between male and female students, (b) effect of "problems," and (c) effect of student progress over time on group productivity. EVALUATION: There were linear relations between a tutorial group's success and the factors studied. Significant differences were noted between male and female student groups. CONCLUSIONS: Students and tutors need to recognize symptoms of ineffective PBL groups. Our study emphasizes the need to take into account cultural issues in setting ground rules for PBL tutorials.

Cognition↗

PubMed2004

Oral home telecare tutorials for the community-dwelling elderly.

The objectives of this empirical study were to evaluate the quantitative and qualitative alterations experienced by community-dwelling elderly and their families when employing oral home telecare (a care service system based on interactive motion-picture transmission between households and healthcare providers). The subjects were four community-dwelling elderly in Kuriyama-cho, Hokkaido. The tutorial programs were designed to provide health information and education, as well as to enhance life skills related to exercise and communication. The programs were provided to the elderly through a new oral healthcare interactive learning system disseminated via an ISDN-based network. Quantitative and qualitative observation data on oral home telecare were collected by videophone and subsequently discussed. Functional independence in daily activities, communication skills, and social cognition, independence in oral care, and oral hygiene status all improved. Clients and their families were able to acquire broader knowledge relating to oral and general health, practical oral homecare skills, and social life skills. The use of this home telecare system as a "preventive home visit" and as a "living environmental tool" incorporating broad social supports could help improve the quality of life of clients and become part of a community oral healthcare service.

Activities of Daily Living↗

PubMed1993

Animated visualization of a high resolution color three dimensional digital computer model of the whole human head.

The interactive visualization of animated images through a computerized three dimensional (3D) full color model of an unstained cadaveric human head is presented. Serial full color images were taken of the blockface of a cryomicrotomed frozen human head every 200 microns. From this series of images a three dimensional digital model with a resultant pixel resolution of 200 microns3 was created on a UNIX workstation. Using this database, resampled images were computed along orthogonal axes and written sequentially to a write-once-read-many times (WORM) videodisc unit. Playback of this customized videodisc dataset provides animations of the digitally reconstructed slices and 3D reconstructed surface models. An interactive interface to the animated sequences is provided through a PC based tutorial package. This tutorial program is able to access videodisc frames to display animations and labeled still images in a software window to illustrate various neuroanatomic topics. The technique of animation as applied to this high resolution 3D model provides insight into complex spatial relationships and has great potential in research and as a teaching tool in the neurosciences.

Brain↗

PubMed1991

An innovative method of teaching Advanced Cardiac-Life Support, or why Cosmic Osmo may someday save your life.

A demonstration and discussion of the effectiveness of an animated and interactive simulation of cardiac and/or respiratory arrest with tools to allow the user to reverse the fatal course of events. The simulation is designed to reinforce and teach the American Heart Association's course in Advanced Cardiac Life Support (ACLS). Using an animated interactive simulation allows the student to rehearse various critical events without assembling all the components typically used in the ACLS course "MegaCode." The simulation is written in a commercial authoring shell made by Authorware, Inc, and currently runs on an Apple Macintosh II platform. Cosmic Osmo (Activision) is an animated and interactive exploration game based in Hypercard that allows the user to explore and control the game by clicking on various switchs, buttons, objects, even telephones. The interactive spirit of this program has been carried over to the ACLS tutorial.

Cardiopulmonary Resuscitation↗

PubMed2000

Development and implementation of the MTutor on-line tutorial system for diploma level research students.

This study describes the development, implementation and evaluation of MTutor, a web-based tutorial system, which was developed for students undertaking a diploma level research module. The aim of the study was to evaluate the feasibility of using a problem solving approach through an on-line system, to provide additional academic support for health care students undertaking a research module. The extent to which students found it a useful approach and resource for reinforcing learning and for developing their computer and information technology skills was also evaluated. The tutorial was developed around a single researchable problem related to communication skills and nurse-patient interactions. It was based on an experimental design and consisted of four sub-problems supported by a variety of text-based resources relevant to the sub-problems. A series of multiple-choice questions accompanied each sub-problem and an evaluation questionnaire at the end of the tutorial was used to obtain formal feedback on the system. The evaluation questionnaire revealed that students found the system to be easy to use and that the on-line resources provided sufficient information with which to answer the tutorial problems. Students felt that the tutorial reinforced the taught sessions in the module and that working through the problems enhanced their understanding of research design. Further piloting of the system is planned to obtain feedback from an additional cohort of students as well as lecturers teaching the diploma level research module.

Computer-Assisted Instruction↗

PubMed2000

Group process: the black box of studies on problem-based learning.

A considerable number of medical schools worldwide have implemented, at least in part, a problem-based learning (PBL) approach in their curricula. Research to date has largely neglected the issue of the actual activities and learning processes that mediate and moderate the relationship between these programs and their cognitive outcomes. In this essay the authors discuss the few studies that have empirically investigated what students actually do in PBL tutorials, which arguably is the pivotal mediating process. These studies demonstrate that it is possible to observe, identify, and describe group activities (such as brainstorming and the joint identification of learning issues) that promote interactionally shared and achieved cognition. However, such studies have been confined to case studies in which isolated fragments of tutorials have been analyzed and described. Future studies need to provide a broader description and analysis of actually performed cognitive activities in all relevant phases of the entire PBL process.

Curriculum↗

PubMed1990

Electron microscopy of endothelial cell-biopolymer interaction.

Vascular endothelial cells form a natural antithrombogenic lining on all blood vessels. Replacement or bypass of small diameter blood vessels with artificial polymeric grafts has not been clinically acceptable due to the thrombogenic nature of polymeric material. One approach to improving the patency of vascular prosthetic devices has been the establishment of endothelial monolayers on the blood flow surface using the technique known as seeding. Scanning electron microscopy has been a major tool in evaluating the interaction of endothelial cells with polymeric surfaces resulting in a basic understanding of forces and structures regulating endothelium-polymer interactions. In-vitro and in-vivo studies have established the feasibility of using endothelial cell seeding technology in human clinical trials. This tutorial describes the development of endothelial cell seeding technology and illustrates how scanning electron microscopic evaluations have furthered our understanding of endothelial cell-polymer interactions.

Biopolymers↗

PubMed2006

Curriculum development: the venous thromboembolism quality improvement resource room.

BACKGROUND: The role of the hospitalist has evolved over the last decade, with hospitalists increasingly being asked to lead systems-based initiatives to improve the quality of inpatient care. The educational strategy of the Society of Hospital Medicine (SHM) includes development of practice-based resources to support hospitalist-led improvement in clinically important measures of hospital care quality. OBJECTIVE: To develop a resource at the SHM Web site to present quality improvement (QI) principles for systems-based care in the hospital and to help individual hospitalists improve specific patient outcomes. DESIGN: The SHM defined the role of the hospitalist in QI, performed an assessment of the educational needs of hospitalists, and executed a Web-based educational strategy to address these needs. The organization identified the most common cause of preventable inpatient deaths, hospital-acquired venous thromboembolism (VTE), and prioritized the need to improve prophylaxis. RESULTS: This new resource at the SHM Web site presents principles for conducting QI in the hospital. To enable learning that is practice based, the VTE Quality Improvement Resource Room (QI RR) features Ask the Expert, an interactive discussion community, and an original Improvement Workbook, a downloadable project outline and tutorial that hospitalists can use to guide and document steps in an effort aimed at reducing hospital-acquired VTE. CONCLUSIONS: This QI resource serves as a template for the development of subsequent hospital-based resources. User feedback will refine the QI RR and its format so that similar offerings can target other significant inpatient problems. Additional research is needed to evaluate learning and the clinical impact of this quality improvement resource on hospital performance measures and patient outcomes.

Curriculum↗

PubMed1994

Portfolio learning: a proposal for undergraduate cancer teaching.

This paper describes a randomized study to evaluate a longitudinal approach to undergraduate education using cancer patients and cancer medicine as a model. Medical students were randomized to the study or control group. Those in the study were allocated to tutors (general practitioners or consultants) in groups of three. Each student was allocated three consenting patients with cancer to follow longitudinally. They compiled a portfolio to record events, interactions, relevant articles, etc. based around the patients' case histories. The students received tutorials to provide direction, discussion and support bimonthly during the course. Evaluation was by central review of the portfolios, appraisal in the clinical competence examination and hidden questions in the standard MCQ examinations. The aim was to provide the learner with a personal experience of cancer patients at all stages of the disease, an understanding of the natural history of cancer and an insight into the impact of the disease and its treatment on the patient and family. The study evaluates whether these aims were achieved to a greater extent in those students receiving the portfolio teaching compared with a control group receiving the standard curriculum teaching only.

Curriculum↗

PubMedDate not supplied

[Use of a computer in a system to help teach medical diagnosis [AEDM] (author's transl)].

Computer-assisted instruction permits a student to work individually and at his own pace. His learning occurs by interactive dialogue with a conversational type terminal. The system comprises the following programs: tutorial, conversational and simulation. The study describes the objectives and the characteristics of a system based on a simulation program using the file of the data-base from the Rennes Hospital. Furthermore it describes in detail the steps that the student must take and discusses the programming of the system. The recording of the various lessons is subjected to statistical analyses to make the teaching exercises better and to adapt the conversation to the behaviour of the students facing the system.

Computer-Assisted Instruction↗

PubMedDate not supplied

AAPM/RSNA physics tutorial for residents: MR artifacts, safety, and quality control.

Artifacts in magnetic resonance (MR) imaging result from the complex interaction of contemporary imager subsystems, including the main magnet, gradient coils, radiofrequency (RF) transmitter and receiver, and reconstruction algorithm used. An understanding of the sources of artifacts enables optimization of the MR imaging system performance. The increasing clinical use of very high magnetic field strengths, high-performance gradients, and multiple RF channels also mandates renewed attention to the biologic effects and physical safety of MR imaging. Radiologists should be aware of the potential physiologic effects of prolonged exposure to magnetic fields, acoustic noise, and RF energy during MR imaging and should use all the available methods for avoiding accidents and adverse effects. Imaging equipment should be regularly tested and monitored to ensure its stability and the uniformity of its functioning. Newly installed or upgraded MR systems should be tested by a physicist or qualified engineer before use. In addition, the authors recommend participation in the MR imaging accreditation program of the American College of Radiology to establish the initial framework for an adequate quality assurance program, which then can be further developed to fulfill local institutional needs.

Artifacts↗

PubMed1995

Teaching microbiology with hypertext: first steps towards a virtual textbook.

Computer-assisted learning materials for medical microbiology were developed using hypertext-authoring software (Folio 3.1). Two versions of a text-only introductory tutorial (detailed, read only, and read-write noteform) were then evaluated in a prospective, randomized trial. Evaluation was by pre- and post-exposure multiple choice questions, and by self-administered questionnaire. There was a small difference in outcome between the two groups; the read-write group scoring higher, and students who used either software performed better than those who did not (P = 0.014). Responses to the post-test questionnaires showed that many students regarded the read-only software as an electronic handout, more frequent users requesting the addition of illustrations, self-assessment questions, and greater interactivity. A small group of students made use of the read-write version of the tutorial as a 'virtual textbook' by adding extra material to the starter file. Our experience suggests that the low-cost option of text-only hypermedia produces only modest learning gains for medical undergraduates.

Computer-Assisted Instruction↗

PubMed2005

Exploring supramolecular interactions and architectures by scanning force microscopies.

The development of new methodologies based on scanning force microscopy (SFM) has made it possible to map topographies, chemical functionalities, and numerous other physicochemical properties of complex assemblies, to unravel dynamic processes, to measure forces generated along a reaction coordinate, to nanopattern surfaces and to nanomanipulate objects. This tutorial review highlights the most recent applications of these SFM-based capabilities, on and beyond imaging, to the exploration of supramolecular interactions and architectures, to the fabrication of smart materials and to the optimization of (nano)devices.

Hydrogen Bonding↗

PubMed1975

An introduction to the study of medicine: phase I of the McMaster M.D. program.

"Phase I" describes the initial 11 weeks of study in the M.D. training program offered by the Faculty of Medicine of McMaster University. This three-year program stresses the responsibility of students for their own education, encourages self-directed learning using realistic biomedical problems, and offers little didactic instruction. Students are assigned to tutorial groups, and much of the educational thrust of the program is built upon interactions within these groups. Phase I is designed to allow students to adapt to a less structured environment, and intensive faculty support is available. The successes and failures of Phase I of the program were examined using a combined questionnaire and interview at various stages during the 11-week period. Not all program goals were satisfactorily measured, but those that could be assessed appeared to have been attained by most students.

Adaptation, Psychological↗

PubMed2005

A tutorial on complex sound fields for audiometric testing.

A fundamental understanding of soundfield characteristics in enclosed spaces is required in order to appreciate and predict the behavior of complex sound fields (i.e., sound fields created with at least two uncorrelated sound sources on different axes) used in auditory tests for evaluating hearing aid performance, especially speech-in-noise tasks. This article is a tutorial starting with idealized definitions of acoustical spaces. Next is an exploration of the interactions between practical sound fields and the enclosures that contain them, based on a synthesis of ideas formed from a review of classical acoustical theory combined with direct observation. Finally, the discussion turns to the application of complex sound fields for speech-in-noise testing in typical audiometric test rooms and a practical realization of such a sound field with consideration given to the limitations imposed by factors covered in the foregoing discussions.

Acoustic Stimulation↗