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Learning Program (learning + program)
Selected AbstractsSurgical skills training: simulation and multimedia combinedMEDICAL EDUCATION, Issue 9 2001Roger Kneebone Context Basic surgical skills are needed throughout the medical profession, but current training is haphazard and unpredictable. There is increasing pressure to provide transparency about training and performance standards. There is a clear need for inexperienced learners to build a framework of basic skills before carrying out surgical procedures on patients. Effective learning of a skill requires sustained deliberate practice within a cognitive framework, and simulation offers an opportunity for safe preparation. Objectives This paper presents a new approach to basic surgical skills training, where tuition using a specially designed computer program is combined with structured practice using simulated tissue models. This approach to teaching has evolved from practical experience with surgical skills training in workshops. Methods Pilot studies with 72 first-year medical students highlighted the need for separate programs for teaching and for self-directed learning. The authors developed a training approach in the light of this experience. Subsequent in-depth observational and interview studies examined (a) individual teaching sessions between surgical teachers and learners (five consultant surgeons and five senior house officers) and (b) group teaching sessions with general practitioners (14 participants in three group interviews). Further work has resulted in a self-directed learning program. Conclusions Qualitative analysis of observational and interview data provides strong preliminary support for the effectiveness of this approach. The response of teachers and learners was extremely positive. The combination of information (presented by computer) and practice of psychomotor skill (using simulated tissue models) could be extended to other surgical and practical skills. [source] Community colleges and adult service learners: Evaluating a first-year program to improve implementationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 118 2008Liz Largent A new service learning program at a community college uses evaluation results to improve the experience for adult students. [source] Working as a Learning Coach Team in Action LearningNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 87 2000Judy O'Neil Learning coaches work as a team to ensure the effectiveness of the action learning groups they are coaching as part of one public utility's action learning program. [source] Administrative challenges and rewards of online learning in a rural community college: Reflections of a distance learning administratorNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 150 2010Gwladys A. Austin Development of online learning courses and programs in colleges and universities has changed the teaching and learning environment and many institutional processes and systems over the past decade. This chapter describes the changes, challenges, and rewards of developing an online learning program by a small rural community college in central Michigan. [source] Institutional issues when distance learning joins the mainstreamNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 128 2004Steven G. Sachs Distance learning began as an institutional innovation, but as the field matures it faces challenges in finding its place in the community college mainstream. This chapter describes the best practices that helped the Extended Learning Institute at Northern Virginia Community College evolve into a mature distance learning program that is successfully integrated into the institution. [source] Effects of a distance learning program on physicians' opioid- and benzodiazepine-prescribing skillsTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2006Deana Midmer BScN Abstract Introduction: Opioid misuse is common among patients with chronic nonmalignant pain. There is a pressing need for physicians to increase their confidence and competence in managing these patients. Methods: A randomized controlled trial of family physicians (N = 88) attending 1 of 4 continuing medical education events helped to determine the effectiveness of e-mail case discussions in changing physician behavior. Before random assignment, participants completed a pretest and attended a 3-hour didactic session on prescribing opioids and benzodiazepines. The intervention group participated in 10 weeks of e-mail case discussions, with designated participants responding to questions on cases. An addictions physician facilitated the discussion. Several months after the e-mail discussion, participants took part in a mock telephone consultation; a blinded researcher posing as a medical colleague asked for advice about 2 cases involving opioid and benzodiazepine prescribing. Using a checklist, the researcher recorded the questions asked and advice given by the physician. Results: On post-testing, both groups expressed greater optimism about treatment outcomes and were more likely to report using a treatment contract and providing advice about sleep hygiene. There were no significant differences between pretesting and post-testing between the groups on the survey. During the telephone consultation, the intervention group asked significantly more questions and offered more advice than the control group (odds ratio for question items, 1.27 [p = .03]; advice items, 1.33 [p = .01). Discussion: Facilitated by electronic mail and a medical expert, case discussion is an effective means of improving physician performance. Telephone consultation holds promise as a method for evaluating physicians' assessment and management skills. [source] Flow experience and positive affect during hypermedia learningBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2003Udo Konradt In this study positive affective states, experienced by users of a one-hour learning program, in a hypermedia learning environment were assessed. It was expected that a positive mood would occur during learning that would be correlated with high training/learning success. Furthermore, the experience of flow was used to indicate whether the challenges and skills were balanced. The results showed that the users of the training program were put into a positive mood. About a quarter of the users experienced flow. Positive moods were associated with higher training success and positive affect was correlated with total knowledge and content knowledge. An association between flow and training success was not observed. The perceived probability of success did not influence learning but a high perceived probability of success was considered as comparably more pleasant than a low perceived probability of success. The results are discussed in the context of self-directed learning. [source] Additional Resources for Medical Student Educators: An Annotated ReviewACADEMIC EMERGENCY MEDICINE, Issue 4 2005Tamara Howard MD There are numerous resources available to help educators of medical students improve their methods of instruction. For example, several Internet sites exist that describe specific ways to teach and reinforce concepts basic to emergency medicine. Some of these sites also allow users to share their own experiences and teaching techniques. There are professional associations and organizations that specifically cater to the needs of those involved in the education and training of medical students and resident physicians. Educators may wish to take advantage of distance learning programs that offer instruction in areas such as adult learning, curriculum and teaching methods, and medical education evaluation and research. Finally, educators may wish to participate in professional development opportunities such as fellowships and online modules that have been designed to offer instruction on teaching skills, provide an arena for exchange of effective techniques, and acclimate faculty to academic medicine. [source] Assessment in accelerated learning programs: A practical guideNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 97 2003Barbara E. Walvoord Assessment can be used to improve student learning in accelerated programs. [source] Factors influencing rural health care professionals' access to continuing professional educationAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 2 2006Vernon R. Curran Abstract Objectives:,The purposes of this study were to explore the perceived barriers and challenges to continuing professional education (CPE) access for Canadian health care professionals and to identify best practices for improving access to CPE. Design:,Key informant interviews and Web-based online surveys were conducted. Participants:,Key informant interviews were conducted with national CPE accreditation bodies and health professional associations. An online survey was distributed to health professional education programs, as well as provincial professional associations, licensing and professional regulatory bodies. Main outcome measures:,The perceived barriers and challenges to CPE access for Canadian health care professionals and best practices for improving access to CPE. Results and conclusions:,Geographic isolation and poor technological and telecommunications infrastructure were identified as key barriers to CPE delivery and access. Financial factors, such as funding to support travel or cost of attendance, were also identified as major challenges. Tele-education programming was identified as a best practice approach to improve CPE access, as were regional CPE activities and self-directed learning programs. Employer-sponsored initiatives, including staff coverage or locum support, remuneration for time off and paid travel expenses for CPE participation were also identified as best practice approaches. [source] | |||||||||||||