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Teaching Session (teaching + session)
Selected AbstractsRandomized controlled trial of an instructional DVD for clinical skills teachingEMERGENCY MEDICINE AUSTRALASIA, Issue 3 2007Joon C Lee Abstract Objective:, To determine the efficacy of clinical skills teaching using a DVD-based teaching medium (interventional group) compared with the traditional, four-step, face-to-face approach (control group). The clinical skill selected for the study was that of paediatric intraosseous (IO) needle insertion. Methods:, Thirty-six candidates who had no exposure to IO needle insertion experience within the past 12 months were randomly allocated into two groups. The interventional group (n = 18) was shown a 10 min instructional DVD and then allowed 10 min each to practise IO insertion with a paediatric training mannequin. The control group (n = 18) was given a 20 min, four-step, face-to-face teaching session with practical exposure and individual use of an IO needle on a training mannequin facilitated by an instructor. Each candidate was assessed using a checklist of critical steps for successful IO needle insertion and given a score out of 10. A modified Likert score reflecting candidates' subjective perceptions of the whole experience was completed after the test. Results:, The interventional group obtained a mean score of 7.56 (SD 1.65) and the control teaching group a mean score of 6.00 (SD 1.84). The mean difference was ,1.56 (P < 0.01, 95% CI ,2.74 to ,0.37). There was no difference in the candidates' perception on the satisfaction, anxiety and confidence level about the teaching experience. Conclusion:, The study suggests that the use of instructional DVD for clinical skills teaching results in improved learning outcomes compared with the traditional face-to-face didactic teaching method. [source] Mediation in a sibling context: the relations of older siblings' mediating behaviour and younger siblings' task performanceINFANT AND CHILD DEVELOPMENT, Issue 4 2002Pnina S. Klein Abstract We investigated the sibling relationship as a context for cognitive development. Forty preschoolers (ages 5,6) and their younger siblings (ages 2,3) were visited at home. Four games were presented to the older siblings and they were asked (a) to estimate how well their younger sibling will perform on each game and (b) to teach the younger sibling how to use the games. The older siblings' mediating behaviours during the teaching session and the younger siblings' performance on the four tasks were coded. The frequency of mediating behaviours,including attention focusing, amplifying affect and providing meaning, fostering a sense of competence, regulating of the learning process, de-contextualization, and negative feedback in the form of mocking and laughing at errors, predicted the younger siblings' task performance. The older sibling's accurate perception of the younger child's competence was uniquely predictive of task performance. The highest amount of mediation was observed in older-brother,younger-brother pairs, in particular the behaviours of negative feedback and amplifying affect. Results contribute to the discussion on the role of siblings as moderators of cognitive development and are discussed in terms of Vygotsky's cultural,historical perspective on apprenticeship. Copyright © 2002 John Wiley & Sons, Ltd. [source] Health Promotion and Risk Reduction in Malawi, Africa, Village WomenJOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 2 2001FAAN, Susan Gennaro RN Objective: A train-the-trainer intervention was evaluated in which village leaders in Malawi, Africa, taught other villagers how to improve their health. Design: Health knowledge and reported health practices were compared before and after the educational intervention in 15 villages in Chimutu, Malawi, Africa. Setting: Surveys were completed by trained data gatherers in the village setting. Patients/Participants: All men and women of childbearing age who were present in the village when data collection occurred were asked to participate. There were 187 participants in the preintervention survey and 175 participants in the postintervention survey. Intervention: Seveniy-six village women were trained, using low literacy techniques, to provide content on health promotion and risk reduction in pregnancy. Over 20,000 persons have received at least one health teaching session from the village trainers. Results: The intervention resulted in reported changes in prenatal and postpartum care and in more births occurring in the hospital or clinic. Some positive nutritional changes were reported, although few changes in beliefs about use of herbal medicines or about the use of witchcraft were reported. Conclusions: A train-the-trainer approach is a sustainable intervention that appears to have positive benefits on the health of village women living in Malawi, Africa. [source] Use of an innovative video feedback technique to enhance communication skills trainingMEDICAL EDUCATION, Issue 2 2004Debra L Roter Context, Despite growing interest in medical communication by certification bodies, significant methodological and logistic challenges are evident in experiential methods of instruction. Objective, There were three study objectives: 1) to explore the acceptability of an innovative video feedback programme to residents and faculty; 2) to evaluate a brief teaching intervention comprising the video feedback innovation when linked to a one-hour didactic and role-play teaching session on paediatric residents' communication with a simulated patient; and 3) to explore the impact of resident gender on communication change. Design, Pre/post comparison of residents' performance in videotaped interviews with simulated patients before and after the teaching intervention. Individually tailored feedback on targeted communication skills was facilitated by embedding the Roter Interaction Analysis System (RIAS) within a software platform that presents a fully coded interview with instant search and review features. Setting/participants, 28 first year residents in a large, urban, paediatric residency programme. Results, Communication changes following the teaching intervention were demonstrated through significant improvements in residents' performance with simulated patients pre and post teaching and feedback. Using paired t -tests, differences include: reduced verbal dominance; increased use of open-ended questions; increased use of empathy; and increased partnership building and problem solving for therapeutic regimen adherence. Female residents demonstrated greater communication change than males. Conclusions, The RIAS embedded CD-ROM provides a flexible structure for individually tailoring feedback of targeted communication skills that is effective in facilitating communication change as part of a very brief teaching intervention. [source] The impact of an interactive teaching session on the administration of potassium in patients having surgical repair of a fractured neck of femurANAESTHESIA, Issue 12 2009M. Wiles No abstract is available for this article. [source] A pictographic method for teaching spelling to Greek dyslexic childrenDYSLEXIA, Issue 2 2002Th.D. Mavrommati Abstract In the Greek orthography every letter consistently represents the same sound, but the same sound can be represented by different letters or pairs of letters. This makes spelling more difficult than reading. Two methods of teaching spelling to Greek dyslexic children are compared. The first involved pictograms (specially drawn pictures) for use when alternative spellings are possible. This is referred to as the ,PICTO' method. The second was in effect a combination of two traditional methods: the first involved the teaching of letter-sound correspondences in a multisensory way; the second involved the use of concepts derived from linguistics, the children being taught the derivations of words and shown how the same root morphemes, derivative morphemes, etc., were cosistently represented by the same spelling pattern. This combination of methods is referred to as ,TRAD', signifying ,traditional'. There were 72 subjects in the study, aged between 9 and 11 years. Four different teachers, each using both PICTO and TRAD, took part in the teaching sessions. The PICTO method proved considerably more effective; and possible reasons are suggested as to why this might be so. Copyright © 2002 John Wiley & Sons, Ltd. [source] An Educational Intervention to Improve Antimicrobial Use in a Hospital-Based Long-Term Care FacilityJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 8 2007(See Editorial Comments by Dr. Lona Mody on pp 130, 1302) OBJECTIVES: To improve antimicrobial use in patients receiving long-term care (LTC). DESIGN: Prospective, quasi-experimental before,after assessment of the effects of physician education and guideline implementation. SETTING: Public LTC and acute care hospital. PARTICIPANTS: Twenty salaried internists who provided most of the medical care to LTC patients. INTERVENTION: National guidelines, hospital resistance data, and physician feedback were incorporated into a series of four teaching sessions presented over 18 months and into booklets detailing institutional guidelines on the optimal management of common LTC infection syndromes. MEASUREMENTS: One hundred randomly selected LTC patients treated with antimicrobials were reviewed before these interventions were implemented and 100 after, and measures of the quality of care were compared. The effect of the interventions on antimicrobial days and starts were also assessed using interrupted time series analysis. RESULTS: Charted clinical abnormalities met guideline diagnostic criteria (62% vs 38%, P=.006), and initial therapy agreed with guideline recommendations (39% vs 11%, P<.001), more often in the post- than in the preintervention cohort. Mean census-adjusted monthly LTC antimicrobial days fell 29.7%, and antimicrobial starts fell 25.9% during the intervention period; both decreases were sustained during the 2-year postintervention period. CONCLUSION: The teaching and guideline intervention improved the quality and reduced the quantity of antimicrobial use in LTC patients. [source] Surgical 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] | |||||||||||||