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Care Education (care + education)
Selected AbstractsEffects of back care education in elementary schoolchildrenACTA PAEDIATRICA, Issue 8 2000G Cardon The purpose of this study was to investigate the effects of a back care education programme, consisting of six sessions of 1 h each, in fourth- and fifth-grade elementary schoolchildren. Testing consisted of a practical performance and a back care knowledge test. Forty-two subjects and 36 controls performed a pre-test and were tested within 1 wk after the programme. To monitor effects and follow-up effects on a larger sample, 82 different pupils were tested within 1 wk after the programme and 116 other children 3 mo after. Both larger samples were compared with one group of 129 controls. Interrater reliability for the test items of the practical assessment was high; intraclass correlation coefficients varied from 0.785 to 0.980. In the pre/post design study, interaction between time and condition was significant for the sum score of the practical assessment and for the knowledge test (p < 0.001), with higher scores for the intervention group (15% improvement for the knowledge test score, 31.6% for the practical sum score). Significantly higher sum scores for the knowledge test and for all practical assessment items were found in the intervention groups, tested within 1 wk and 3 mo after the programme, in comparison with the control group (p <0.001). Conclusion: The effectiveness of a primary educational prevention programme on back care principles was demonstrated in this study. Effectiveness, long-term outcomes and behavioural changes need further evaluation to optimize back care prevention programmes for elementary schoolchildren. [source] Extramural clinic in comprehensive care educationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2003K. Petersson In the Malmo model, the students' experience of their future professional context is a basic principle. Therefore, comprehensive care education includes one day per week in the public dental health service during the 9th and 10th semesters. There are three main objectives of this clinical module that the students should be able to, namely: ,,Further develop insights in general dentistry and its pre-requisites in Sweden. ,,Identify themselves as a member of the professional team. ,,,Think like a dentist'. A questionnaire was given to final year students and their clinical supervisors in the public dental health service. The students were asked to self-assess to which extent they had achieved the objectives and to list the most valuable experiences of their practice. The supervisors assessed the students' fulfilment of the objectives and were asked on their experience of the co-operation with the dental school and their perception of the students' clinical competence. On a 9-grade rating scale both students and supervisors rated the fulfilment of the objectives high (7,9). The supervisors rated somewhat higher than the students did. The students mentioned that it was most valuable to take full responsibility, work closely together with a dental assistant and to experience a ,real' professional context. The supervisors' most frequent comment was that the co-operation with the faculty could be improved considerably. Our conclusion is that both the dental students and their clinical supervisors considered this model for extramural clinical training most valuable. [source] The UCLan community engagement and service user support (Comensus) project: valuing authenticity, making space for emergenceHEALTH EXPECTATIONS, Issue 4 2007Soo Downe BA (Hons) RM MSc PhD Abstract Objective, To develop and evaluate service user, carer and community involvement in health and social care education. Background, Despite the high policy profile of involvement issues, there appear to be no published accounts of schemes that have used a systematic whole-faculty approach to community engagement in health and social care higher education. Focus of this paper, The set up and early development of a faculty-wide community engagement project. Setting and participants, Staff from the faculty of health in one University, local service users and carers and community group project workers and local National Health Service (NHS) and public sector staff. Design, Participatory action research including document review, field notes, questionnaires and interviews. Analysis, Thematic analysis. The emerging themes were tested by seeking disconfirming data, and through verification with stake-holders. Results, Prior to the study, there were examples of community engagement in the participating faculty, but they occurred in specific departments, and scored low on the ,ladder of involvement'. Some previous attempts at engagement were perceived to have failed, resulting in resistance from staff and the community. Despite this, an advisory group was successfully formed, and project framing and development evolved with all stake-holders over the subsequent year. The four themes identified in this phase were: building accessibility; being ,proper' service users/carers;moving from suspicion to trust: mutually respectful partnerships as a basis for sustainable change; and responses to challenge and emergence. Conclusions, Successful and sustainable engagement requires authenticity. Many problems and solutions arising from authentic engagement are emergent, and potentially challenging to organizations. [source] Common sources of skin care education: a cross-sectional studyINTERNATIONAL JOURNAL OF DERMATOLOGY, Issue 5 2009Tina Bhutani MD Background, The resources used by the public to locate health information are important. Aim, To expose the sources from which the public gains a knowledge of dermatology. Methods, An anonymous, multiple-choice questionnaire was distributed to adults in college campuses, shopping malls, and community parks over a 4-month period. Results, Sixty-six percent of individuals stated that they felt physicians had the most authority for making recommendations regarding the skin. When questioned about the sources of skin care advice, however, there was a discrepancy, with only 35% stating that they actually consulted professionals. Indeed, 37% admitted to using family and friends as their primary source of information, and 28% used the media first. Conclusions, In our opinion, the best method to ensure healthy skin habits and early diagnosis of disease would be to combine the efforts of healthcare and the media. These public resources should make people aware of skin diseases and preventative measures, whilst encouraging regular check-ups with dermatologists and persuading patients to employ open conversation with their physicians regarding care of their skin. [source] Foot problems and effectiveness of foot care education in children and adolescents with diabetes mellitusPEDIATRIC DIABETES, Issue 6 2008Mohd Hafiz Mohamad Rasli Objectives:, To assess foot care in paediatric and adolescent patients with diabetes mellitus and to evaluate the effectiveness of foot care education given to participants. Research design and methods:, An 8-month prospective study of foot care in children and adolescents with type 1 and type 2 diabetes mellitus who attended diabetes clinics at the Royal Children's Hospital, Melbourne, where foot examination was performed at baseline and at follow-up. Patients and parents were given oral and written advice regarding foot care. Results:, Five hundred and fifty-seven patients were examined at baseline, and 312 patients were reviewed at follow-up 3,6 months later. The majority of foot problems found at first assessment were potentially modifiable disorders of skin and nails (68.8%). The remainder (31.2%) were structural musculoskeletal disorders requiring referral to a podiatrist/orthotist. A total of 532 foot problems were recorded at baseline in a cohort of 557 patients and 161 foot problems at follow-up of 312 patients. Significant reduction of modifiable foot problems was seen at follow-up, particularly in those with longer duration of diabetes and in those whose body mass index was higher. Conclusions:, This study highlights the importance of foot examination and foot care advice for children and adolescents with diabetes. Larger prospective studies are required to establish prevalence and to optimize preventive interventions. [source] Evaluation: Using evaluation research to improve medical educationTHE CLINICAL TEACHER, Issue 3 2010Mohsen Tavakol Summary Background:, Evaluation research is a form of applied research that scrutinises how well a particular programme, practice, procedure or policy is operating. Evaluation researchers use both quantitative and qualitative research data to construct a collective picture of the programme under evaluation. Context:, Medical educators need to provide information about a particular programme using the methods of evaluation research in order to make a decision on the potential adoption, improvements and refinements of the programme. Improving curricula and pedagogical methods using these methods may enhance health care education. Innovation:, We provide an overview of the methods of evaluation research in the context of medical education. We discuss the application, general methodology, methods of collecting data and analysis for each type of evaluation research. Implications:, The methods of evaluation research described in this article enable medical educators to gain a comprehensive understanding of evaluation research in the context of medical education. The use of evaluation research findings helps medical educators to make informed decisions regarding a programme and any future actions related to it. [source] Requesting a commitment to change: Conditions that produce behavioral or attitudinal commitmentTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2008Githa Kanisin Overton PhD Abstract There is a lack of clarity in the conceptualization of commitment underlying the commitment to change (CTC) procedure used by organizers of continuing education in the health professions. This article highlights the two distinct conceptualizations of commitment that have emerged in the literature outside health care education and practice. The distinction is important because different antecedent conditions produce different types and dimensions of commitment. This article goes on to explore the antecedents of behavioral and attitudinal commitment and illustrates how different types of commitment may have been produced in previous CTC studies. As a result, the article also demonstrates the need for clarity in the conceptualization of commitment, especially to guide empirical research into the nature and strength of commitment produced by the variety of CTC strategies. Such research is relevant in increasing our understanding of how and why CTCs are able to influence practice change. [source] Educational and Research Implications of Portable Human Patient Simulation in Acute Care MedicineACADEMIC EMERGENCY MEDICINE, Issue 11 2008Leo Kobayashi MD Abstract Advanced medical simulation has become widespread. One development, the adaptation of simulation techniques and manikin technologies for portable operation, is starting to impact the training of personnel in acute care fields such as emergency medicine (EM) and trauma surgery. Unencumbered by cables and wires, portable simulation programs mitigate several limitations of traditional (nonportable) simulation and introduce new approaches to acute care education and research. Portable simulation is already conducted across multiple specialties and disciplines. In situ medical simulations are those carried out within actual clinical environments, while off-site portable simulations take place outside of clinical practice settings. Mobile simulation systems feature functionality while moving between locations; progressive simulations are longer-duration events using mobile simulations that follow a simulated patient through sequential care environments. All of these variants have direct applications for acute care medicine. Unique training and investigative opportunities are created by portable simulation through four characteristics: 1) enhancement of experiential learning by reframing training inside clinical care environments, 2) improving simulation accessibility through delivery of training to learner locations, 3) capitalizing on existing care environments to maximize simulation realism, and 4) provision of improved training capabilities for providers in specialized fields. Research agendas in acute care medicine are expanded via portable simulation's introduction of novel topics, new perspectives, and innovative methodologies. Presenting opportunities and challenges, portable simulation represents an evolutionary progression in medical simulation. The use of portable manikins and associated techniques may increasingly complement established instructional measures and research programs at acute care institutions and simulation centers. [source] | ||||||||||