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At least 19 recordsLinked to original sources
PubMed2001

A model educational program for people with type 2 diabetes: a cooperative Latin American implementation study (PEDNID-LA).

OBJECTIVE: To implement an educational program in 10 Latin American countries and to evaluate its effect on the clinical, biochemical, and therapeutic aspects as well as the economic cost of diabetes. RESEARCH DESIGN AND METHODS: Educators from each participating country were previously trained to implement the educational model. The patient population included 446 individuals with type 2 diabetes; all patients were <65 years of age, did not require insulin for metabolic control, did not have severe complications of diabetes or life-limiting illnesses, and had not previously participated in diabetes education courses. Clinical and therapeutic data and the cost of their pharmacological treatment were collected 6 months before participation in the educational program (-6 months), on entry into the program (time 0), and at 4, 8, and 12 months after initiation of the program. RESULTS: All parameters measured had improved significantly (P < 0.001) by 1 year: fasting blood glucose (mean +/- SD) 10.6 +/- 3.5 vs. 8.7 +/- 3.0 mmol/l; HbA(1c) 9.0 +/- 2.0 vs. 7.8 +/- 1.6%; body weight 84.6 +/- 14.7 vs. 81.2 +/- 15.2 kg; systolic blood pressure 149.6 +/- 33.6 vs. 142.9 +/- 18.8 mmHg; total cholesterol 6.1 +/- 1.1 vs. 5.4 +/- 1.0 mmol/l; and triglycerides 2.7 +/- 1.8 vs. 2.1 +/- 1.2 mmol/l. At 12 months, the decrease in pharmacotherapy required for control of diabetes, hypertension, and hyperlipidemia represented a 62% decrease in the annual cost of treatment ($107,939.99 vs. $41,106.30 [U.S.]). After deducting the additional cost of glucosuria monitoring ($30,604), there was still a 34% annual savings. CONCLUSIONS: The beneficial results of this educational model, implemented in 10 Latin American countries, reinforce the value of patient education as an essential part of diabetes care. They also suggest that an educational approach promoting healthy lifestyle habits and patient empowerment is an effective strategy with the potential to decrease the development of complications related to diabetes as well as the socioeconomic costs of the disease.

Adult↗
PubMedDate not supplied

Multidisciplinary, interdisciplinary, and transdisciplinary Educational models and nursing education.

In an effort to prepare health care professionals for the team-based work environment that exists in health care delivery systems today, some nursing faculty may consider collaborative, team-taught courses that integrate faculty and students from various disciplines. To assist nursing faculty in making an informed decision about integrated curriculum development and course implementation, multidisciplinary, interdisciplinary, and transdisciplinary educational teams are defined. Examples are offered that reflect these three integrated educational team models. Finally, the benefits and potential problem areas that result from team initiatives are briefly reviewed.

Allied Health Personnel↗
PubMed1995

Health education models and food hygiene education.

Education of food industry personnel in hygiene matters has been recommended as a means of improving food handling practices and thus the safety of food. Provision has been made within the Food Safety Act 1990 for the making of regulations to specify the nature and extent of such training. There is, however, a lack of documentary evidence of improvements in food hygiene standards which can be directly related to education or training. Evaluations of formal food hygiene education courses have identified increased knowledge levels of course participants and improvements in the relationship between food industry and enforcement personnel. This paper considers the operation of food hygiene training in the context of health education theory. Interpretation of this suggests that further evaluation of training is warranted prior to programme development and that behavioural change might be more likely to occur if the settings approach to health promotion were to be adopted in food premises.

Curriculum↗
PubMed1998

Television and headache specialists: how to develop an educational model.

The task for the media is not to educate the audience: the first task for the media and especially TV is to inform (and to entertain) the public. The media and the journalists are not a public health office. They have to provide the public with news. It is not necessary to develop an educational model for TV, or the other media, especially for headache. Instead it has to be asked; what can be done to inform the public better? What can be done to help the people suffering from headache? Therefore it is necessary to develop an educational model for practitioners. The question must be: How can they gain the interest of journalists? The answer is: Look for news, give journalists news, let them know what the current problems are, what is news. Give journalists what they need and offer help. That's the best solution.

Headache↗
PubMed2002

The Activated Health Education model: refinement and implications for school health education.

A behaviorally based, health education instructional model was developed from a review of successful health education interventions. The analysis identified three principles common to improvement of health behavior among program participants: 1) active involvement in the intervention process, 2) awareness of the positive and negative influences of the behavior on health, and 3) personal responsibility for managing health behavior. These principles and several theoretical premises then were organized into a structural framework for the model. Next, studies were conducted to validate applications of these conditions and refine strategic components. The model then was formatted into a curricular design to achieve optimum behavior and provide ease of replication. Research related to developing and field testing the model are included. The model's limitations and strengths, implications for school health education, and plans for the future are presented.

Adolescent↗
PubMed2005

Train-the-trainer as an educational model in public health preparedness.

Train-the-trainer (TTT) is a widely acknowledged educational model across a number of disciplines, including public health preparedness. However, many questions arise about its proper use, its efficacy, and its optimal role in preparedness education. After careful consideration of the literature and past anecdotal experiences with this educational model, TTT was selected as the preferred and sustainable method for public health preparedness in Maine. Upon completion of Year 1 of the Maine TTT program, our evaluation results revealed that TTT was successful and well received by participants. It is evident that TTT is potentially a valuable tool in public health preparedness, but it should be noted that there is no clear prescription for implementing TTT. Institutions and communities adopting TTT as an educational model must be flexible and willing to revise the training plan as challenges are encountered. Future research is required to help clarify optimal ways of using TTT to promote public health preparedness in the 21st century.

Disaster Planning↗
PubMed1996

An adult education model for training third-year medical students in use of the Physician Data Query (PDQ) System.

BACKGROUND AND METHODS: An adult education model was developed to familiarize third-year medical students with the Physician Data Query (PDQ) system, a computerized, full-text database of state-of-the-art cancer information developed by the National Cancer Institute. The educational model was designed in collaboration with a medical librarian and was implemented within the context of a busy surgery clerkship using only modest resources that were readily available within the medical school. RESULTS: During three years, 275 medical students participated in the exercise and evaluated both the PDQ system and the educational model. Overall, 87% of the students considered the PDQ system to be a valuable source of information, and 84% anticipated using PDQ after completing their surgical rotations. Ninety-six percent of the students agreed that the objectives of the exercise were met. CONCLUSIONS: This article provides a description of the educational model and discusses the principles of adult education and andragogy on which it was developed. The importance of emphasizing the process of learning as well as the content is described relative to self-directed and life-long learning.

Adult↗
PubMed2003

Is the graduate education model inappropriate for leadership development?

This commentary argues that the graduate education model is inappropriate for developing healthcare leaders. The model has served healthcare well in the development of researchers and other academics because it prepares them for a lifetime of success in scholarly publication. However, this model is inappropriate for developing healthcare leaders. What is required for leadership development is a practitioner-based learning model that focuses on developing emotional intelligence. As illustrated by the success of the Center for Creative Leadership, such a learning process involves experiential learning with and from peers in a supportive environment. The paper argues that future leaders must be provided with opportunities to reflect upon and refine their emotional responses to situations that call for leadership. Reflection and feedback on behaviour and emotions are the critical components of such learning. Cognitive understanding, the hallmark of the graduate education model, is but a small part of leadership development.

Administrative Personnel↗
PubMed1996

Physical therapy clinical education in a 2:1 student-instructor education model.

BACKGROUND AND PURPOSE: The purpose of this descriptive qualitative field study was to explore a 2:1 student-clinical instructor (CI) model of clinical education and identify factors that promote or interfere with a successful 2:1 clinical education experience. SUBJECTS AND METHODS: An initial conceptual framework was developed from the professional literature and researcher experience to bound the study and guide the study design and data analysis. The purposive sample consisted of three CIs and six students participating in a 2:1 clinical education experience. Observational data were collected during the rotation, and all subjects recorded their experiences in journals and participated in postexperience interviews. RESULTS: The data included descriptions of a typical day and themes about communication, advantages and disadvantages, and factors designed to make the 2:1 model feasible. Based on these results, a new conceptual model was developed to describe the key factors that positively influence the 2:1 clinical education model. CONCLUSION AND DISCUSSION: This article presents descriptions of the 2:1 student-CI experience, identifies factors that may contribute to the success of the model, and offers implementation suggestions.

Clinical Competence↗
PubMed2001

Integrating the "new" with the "traditional": an innovative education model.

In 1998 the Faculty of Pharmacy and Pharmaceutical Sciences at the University of Alberta, Canada, introduced a new elective semester course entitled "The Pain Module" for pharmacy students in their final year of undergraduate training. The aim was to build on the existing theoretical content related to areas such as pharmacology and therapeutics and to generate opportunities for skill and attitude development, including those related to the management of cancer-related pain. Traditional formats such as classroom-based seminars were integrated with innovative methods such as computer-mediated discussions and conferencing (CMC) and academic bus rounds. The CMC component of the course served to provide continuity of discussion between weekly classroom discussions, gave students access to content experts on an ongoing basis and furthered learning initiated in the classroom. Students were given the opportunity to meet palliative care patients being cared for at home and in hospices. A total of 21 students participated in all the course activities. By the end of the course, there appeared to be a greater appreciation for end-of-life care issues. This highlights the need to incorporate end-of-life care into the undergraduate curriculum of disciplines other than medicine and nursing. Evaluation of the course identified several benefits and limitations of CMC. There was increased access to content experts and increased interaction between students. Limitations of CMC included increased time commitments and an open-ended nature that was uncomfortable for some learners. Other benefits and limitations are described further in this article. Future attempts at integrating new instructional technologies should be systematically evaluated.

Computer-Assisted Instruction↗
PubMed1993

Treatment for clients with cumulative trauma disorders: using an educational model to communicate choices.

1. Cumulative trauma disorders comprise more than half of all occupational injuries reported in the U.S. 2. Lack of clear definition about cumulative trauma disorders causes confusion for clients in the workers' compensation system. 3. A teaching poster about cumulative trauma disorders was developed (describing prevention, acute care, and rehabilitation) to assist clients in understanding this disorder. Emphasis was placed on clients' choice in decision making about treatment. 4. Evaluation was carried out using a survey questionnaire. The majority of clients thought the poster was "helpful" or "very helpful." Actual behavioral change was most noticeable in the categories of "took steps to reduce risk factors" and "asked more questions about care."

Audiovisual Aids↗
PubMed1997

Breaking down barriers: multidisciplinary education model.

A pilot project was implemented involving students from three disciplines: dental hygiene, physical therapy, and physician assistant. The purpose was to prepare students to work together in multidiscipline teams utilizing concepts of problem-based learning (PBL) on both simulated and real patients. The project was divided into three phases. Phase I introduced discipline specific information, team concepts, and PBL concepts. Phase II involved students working in multidisciplinary teams solving a simulated patient case in the PBL format. Phase III consisted of students working in small groups and on real patients, performing an extraoral/intraoral and periodontal examination, a problem oriented physical examination, and a neuromuscular assessment. Pre and posttest evaluation of Phase I revealed no difference in knowledge among the three disciplines. Of those students evaluating Phase II and III, 100% felt PBL was an effective means of presenting multidisciplinary material; 93% reported enhanced problem-solving; 98% indicated improvements in working in groups; and 98% felt they had learned more about each other's discipline. This model may provide a viable means to prepare interdisciplinary teams to work effectively together.

Adult↗