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At least 19 recordsLinked to original sources
PubMed1992

The paperless essay: one way to teach writing and computer skills in medical school.

We designed an assignment for first-year medical students that included instruction in writing and in computer use, two important subjects that are usually neglected in the traditional curriculum. As part of a neuroscience course, students wrote an essay using a word processor and submitted it to the instructor via the campus computer network. If requested by the instructor, the students submitted a revision of their essays without a grade penalty. As a result of completing the assignment, students learned the importance of revision and were stimulated to learn more about computers. With only slight modification of medical school courses, faculty can place more emphasis on writing skills and computer literacy.

Computer Literacy↗
PubMedDate not supplied

Computer graphics and developmental theory: a powerful partnership.

Educating student nurses to successfully use computer technology involves conscientious planning from nursing faculty responsible for curriculum integration. Many computer elements may be considered such as computer literacy, word processing, and computer assisted instruction. Database programs, spreadsheet applications, and statistical packages are also often incorporated into curriculum integration efforts. Computer graphics and desk-top publishing can also be used as an effective teaching strategy. The following describes an attempt to combine a creative teaching approach for developmental theory within a course on human development while expanding on students' computer skills in the field of computer graphics.

Computer Graphics↗
PubMed1991

Trends in measures of computer experience and computer anxiety for students in three successive medical school classes.

Computer-related variables, including measures of computer anxiety and computer experience, were evaluated for three successive classes of matriculating medical students. Across the three classes, average computer anxiety measures declined and differences in the levels of computer anxiety for males and females diminished. Average measures of computer experience rose over time and were comparable for males and females, although there was a trend toward increasing divergence in the range and distribution of students' computer experience scores. Implications of these findings for addressing computer literacy in the medical curricula are discussed.

Anxiety↗
PubMedDate not supplied

An evaluation method of computer usability based on human-to-computer information transmission model.

This paper proposes a new evaluation and prediction method for computer usability. This method is based on our two previously proposed information transmission measures created from a human-to-computer information transmission model. The model has three information transmission levels: the device, software, and task content levels. Two measures, called the device independent information measure (DI) and the computer independent information measure (CI), defined on the software and task content levels respectively, are given as the amount of information transmitted. Two information transmission rates are defined as DI/T and CI/T, where T is the task completion time: the device independent information transmission rate (RDI), and the computer independent information transmission rate (RCI). The method utilizes the RDI and RCI rates to evaluate relatively the usability of software and device operations on different computer systems. Experiments using three different systems, in this case a graphical information input task, confirm that the method offers an efficient way of determining computer usability.

Computer Literacy↗
PubMedDate not supplied

How family physicians choose an office computer system.

BACKGROUND: Purchasing an office computer can be time consuming and frustrating. Financial costs and time demands make it difficult for the family physician, especially in solo practice, to follow the many recommendations offered in the literature. The purpose of this study was to identify the most helpful selection factors used by family physicians who had already purchased an office computer. METHODS: In May 1990 an 18-item questionnaire was mailed to a random sample of 26 percent of the 1167 active members of the Washington Academy of Family Physicians. A final response rate of 45 percent was achieved. Twenty-three percent of the nonresponders were contacted to obtain information about practice demographics and office computer status. RESULTS: Seventy-three percent of responders reported using a computer in their practice. The mean cost ranged from $17,300 for solo practitioners to $55,000 for multispecialty groups. Respondents who reported performing a prepurchase needs assessment, involving the office staff in the decision process, and making cost comparisons were more satisfied with their computer systems than those who did not (P less than 0.05). Satisfaction and acceptance were lower and negatively related to an increasing amount of time needed for the system to become fully operational (P less than 0.01). The level of involvement by the practitioner in the decision process was highly predictive of satisfaction with a computer system: those physicians who were most involved were also the most satisfied. CONCLUSIONS: Family physicians responsible for selecting an office computer for their practices are advised to become personally involved in the decision process, evaluate the practice's needs and goals, involve the office staff, and compare costs before choosing a system. A set of guidelines for selecting an office computer is presented.

Computer Literacy↗
PubMedDate not supplied

Implementing a computer system: issues for nurse administrators.

Because more and more health care agencies are becoming computerized, nursing administrators need to increase their knowledge about computer systems. Specifically, they must have at least some basic knowledge regarding the purchase, implementation, and maintenance of systems, because they and their staff are ultimately affected by them. This article describes how one agency managed the implementation of a new computer system and the issues that the nurse administrator faced during this process.

Computer Literacy↗
PubMed1992

Combining cognitive learning theory and computer assisted instruction for deaf learners.

This study investigated the effects of implementing cognitive learning theory principles in computer assisted instruction of educational psychology concepts. A total of 19 preservice deaf teachers participated in the study. We used a pre-post design to measure the learning and attitude changes of the teachers. The results of the analysis of pretests and posttests of cognitive outcomes indicated that significant learning occurred as a result of the computer-based instruction. Also, the majority of the students reacted positively to the quality of the lessons. The results also suggest that applying an appropriate theoretical framework to the design of instruction offers an avenue for meaningfully addressing the appropriate use of technology.

Adult↗
PubMed1992

Students can learn medicine with computers. Evaluation of an interactive computer learning package in geriatric medicine.

OBJECTIVE: To assess the effectiveness of a computer-aided learning program on dementia. DESIGN: Fourth year medical students were arbitrarily assigned to groups that used a computer-aided learning program (65) or had a tutorial covering similar material (73). These sessions were in addition to a base curriculum in a two-week course in geriatric medicine. MAIN OUTCOME MEASURES: The effectiveness of the teaching sessions was judged by the performance on a multiple choice questionnaire about dementia, given to the students on two occasions, one at the beginning and one at the end of the two-week course. RESULTS: Both groups of students scored significantly better on the second test (computer group, 66% [95% confidence interval, 64-69] to 81% [79-83] and tutorial group, 66% [63-67] to 74% [73-77]). The difference between the groups at the start of the course was not significant (F1,136 = 0.61, P = 0.61); however, there was a significant difference between the groups at the end of the course (F1,136 = 21.83, P < 0.001). CONCLUSION: Both groups improved their knowledge of dementia during the two-week course. Students who used the computer-aided learning programs showed a greater improvement in score. Computer learning programs are effective learning tools and are a useful addition to traditional teaching methods. Further study is required to assess the effects of computer-aided learning programs in long-term studies of dementia knowledge.

Computer Literacy↗