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Results for “Programmed Instructions as Topic”

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At least 145 records · Page 8Linked to original sources
PubMed1996

Self-instructional intervention for teaching generalized problem-solving within a functional task sequence.

Effects of an intervention that combined self-instruction with multiple exemplar training on the generalized problem solving of five high school students with severe mental retardation were examined. Innovative features of the intervention included (a) preteaching self-instruction to proficiency with one exemplar before introducing multiple exemplars and (b) embedding problem situations within a functional task sequence. Findings indicated that all students learned to perform five trained problem responses and five generalized responses while self-instructing. The self-instructional intervention appeared to decrease training time required to self-instruct as well as to decrease variability with which participants verbalized their self-instructions.

Adolescent↗
PubMedDate not supplied

How to prepare for the biomedical equipment technician certification exam.

A CBET should be well versed in theory, experienced, and skillful. Having an independent study plan that efficiently manages review time is the best way to enhance strengths and improve weaknesses. Benefits of being certified are: Greater confidence in your qualifications Increased knowledge as a result of preparing for the test Better service to offer to patients and to hospitals More professional security. Finally, do not take the test until you feel prepared. If you fail the CBET test, you will have to wait another six months to retake it. The time spent on your initial preparation may be wasted, due to poor recall and the development of new technology.

Biomedical Engineering↗
PubMed1996

[Initial experience with the PCDiary: software for physicians for documenting and evaluating individual learning].

A computer diary was developed for physicians to create a portfolio of their self-directed learning. Each item of learning is recorded in the form of a question along with the stimulus, the learning resources used and the outcome planned for the learning. The records of 123 physicians which volunteered to use the diary were analyzed. Their response to the software, elicited by survey, is described. Items of learning were most often stimulated by scanning the literature and while seeking information to manage a patient. The physicians recorded their intent to change their practice as the outcome to learning most often when the learning was stimulated while managing a patient. One-half of the physicians reported that keeping the diary made them think about their patient care.

Attitude of Health Personnel↗
PubMed1980

Developing and testing a programmed instruction unit on PKU.

The methods used in developing and evaluating a programmed instruction unit on PKU and its dietary management are presented. The unit was shown to be a reliable, valid, effective, and enjoyable teaching aid for parents. All ten mothers using the text showed improvement in their post-test scores, and analysis by correlated sample student t-test demonstrated that the increases were highly significant (p of less than 0.0005). In addition, the mothers' responses to the learning experience were notably favorable. All enjoyed the text and strongly recommended its use for new families in the Clinic. The results indicate that programmed instruction may also be useful in other areas of patient nutrition education. Although not substitutes for the one-to-one counseling provided by nutritionists, such tools offer effective, self-paced, and individualized instruction which can be utilized by patients in their own homes.

Educational Measurement↗