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Education Resources (education + resource)

Distribution by Scientific Domains

Medical Sciences	75%

Selected Abstracts

DEVELOPING A CARDIAC REHABILITATION EDUCATION RESOURCE FOR RURAL HEALTH WORKERS IN QUEENSLAND: REVIEWING THE PROCESS AND OUTCOMES

AUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 1 2002
Elizabeth Parker
ABSTRACT: The provision of cardiac rehabilitation services to people living in rural and remote areas is often limited to the nearest large hospital situated in urban coastal centres, leaving a gap in the rehabilitation of cardiac patients. This paper discusses the development, composition and the results of a process evaluation of a cardiac rehabilitation education resource for rural health workers. The development of the structure and content of the manual were informed by a review of current rehabilitation literature, the results of focus groups with 60 rural health workers in five Queensland rural centres, and survey results of 135 rural cardiac patients admitted to five Queensland hospitals. The draft manual was trialled by health workers in seven rural centres throughout Queensland by the National Heart Foundation (Queensland Division). The results of the process evaluation provided valuable feedback on the efficacy of the manual as an educational resource for rural health workers in the cardiac rehabilitation of their patients. Specific content in the educational resource was strengthened as a result of this evaluation. The limitations of the evaluation and suggestions for its improvement are also discussed. The paper highlights the importance of this level of evaluation in the development of health promotion education resources. [source]

Diagnostic imaging pathways: a clinical decision support to education resource for diagnostic imaging

ANZ JOURNAL OF SURGERY, Issue 11 2007
Bruce P Waxman
No abstract is available for this article. [source]

DEVELOPING A CARDIAC REHABILITATION EDUCATION RESOURCE FOR RURAL HEALTH WORKERS IN QUEENSLAND: REVIEWING THE PROCESS AND OUTCOMES

Pushing the boundaries of technology to educate and train the next generation of crystallographers

JOURNAL OF APPLIED CRYSTALLOGRAPHY, Issue 5-2 2010
Katherine Kantardjieff
This article describes the evolution of educational technologies, moving from the Web 1.0 to the current Web 3.0 decade, with the aim of stimulating discussion and inspiring innovative and effective crystallography education in the Web 3.0 decade. In the last 15 years, academic crystallography has largely migrated from a research specialty to a technique employed by a broad user community. This has led to the growth of and dependence on independently funded workshops and summer schools, as well as other non-traditional curricular resources for crystallography instruction, such as web pages and online courses, which allow crystallography to be self-taught. In fact, informal courses and e-learning constitute 70,80% of all learning today, and students expect on-demand learning. Implementing modern web technologies with sound pedagogy requires skilful integration of relevant, often disparate, resources into useful and usable frameworks, enabling learners to interact, explore new situations, and use scientific reasoning skills such as hypothesis testing and model-based reasoning. The evident disproportion in implementing contemporary technologies into our global crystallography education resources requires that we shift our focus from simply imparting subject knowledge by posting largely text-based content to empowering students with the fundamental processes and skills needed for on-demand learning and practice in crystallography. [source]

Leveraging higher education for workforce development

NEW DIRECTIONS FOR HIGHER EDUCATION, Issue 120 2002
Thomas R. Horgan
Leveraging higher education resources to build a state's workforce takes dedicated commitments from business, education, and public policy leaders. Consortia can play an important role as facilitator and convener. [source]

Meeting patient needs in the hospital setting, are written nutrition education resources too hard to understand?

NUTRITION & DIETETICS, Issue 3 2008
Louise PERKINS
Abstract Aims:, To determine the readability of written nutrition education resources currently used in the Nutrition and Dietetics Department in a large teaching hospital and assess whether these resources are of an appropriate readability level for the target population. Methods:, Dietitians in the department (n = 17) were interviewed to identify resources in use. Readability analysis of current resources (n = 235) followed, using the Simplified Measure of Gobbledegook (SMOG). The SMOG scores were compared with census data for the average reading ability of the target population based on the number of school years completed. Results:, The readability level for the resources ranged from 6 to 15. The mean was 10.4 ± 1.89 (n = 235). This compared with a reading ability in the target population of between years 6 and 8. This discrepancy suggests that the resources may be too complex and are unlikely to be well understood by the target population. Conclusions:, In the time-poor clinical environment where there is reliance on written nutrition resources to support and reinforce education messages, it is pertinent to pay more attention to readability level. Written resources are unlikely to be effective if they are too complex. It is therefore suggested that dietitians consider the readability when developing and reviewing written nutrition education resources to ensure best-quality patient care. The results of this project suggest that the SMOG index is a useful method to use for this purpose as it is widely available, easy to use and expedient in implementation. [source]