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Selected AbstractsImproving Australian pharmacists' attitudes to internet use in community pharmacy practiceINTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 2 2005Margaret Bearman Lecturer Objective The internet now provides a significant part of consumers' healthcare information. While little is known about how community pharmacists regard the internet, there is some suggestion that issues of confidence and motivation may provide significant barriers to appropriate use. The objectives of this study were to measure any changes in pharmacists' attitudes towards the internet after completing a four-module educational course, ,Advanced web skills for pharmacists: finding quality on the internet'. Method We developed a 30-item instrument measuring pharmacists' attitudes toward the internet. Pharmacists completed the survey upon enrolment, then again on completion of the CD ROM course and for a third time three months after completing the course. Key findings The instrument was completed prior to the course by 147 participating pharmacists. The numbers of responses at the end of the course and 3,4 months post-course were 104 and 88 respectively. We established a reliable measure of pharmacists' attitudes to the internet with an appropriate degree of face validity. There was a significant improvement in attitude after course completion (P <0.005) and a further significant improvement in attitude three months after course completion (P <0.01). Conclusions A short distance education programme in internet skills can markedly improve community pharmacists' attitudes to the internet. [source] Factors promoting academic success among African American and white male community college studentsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 142 2008Athena I. Perrakis This chapter examines factors that predict and promote academic success, defined as grade point average and course completion, among African American and white male students in a large, urban community college district. [source] Changes in Caregiving Satisfaction and Information Needs Among Relatives of Adults With Mental Illness: Results of a Randomized Evaluation of a Family-Led Education InterventionAMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 4 2006Susan A. Pickett-Schenk PhD The authors examined changes in caregiving satisfaction and information needs among 462 relatives of individuals with mental illness who participated in a study of a family-led education course, the Journey of Hope (JOH). Participants were randomly assigned to receive JOH or to a control group waiting list and followed for 9 months. General linear model repeated measures analysis of variance found that, compared with the control group, the intervention group showed significant improvement in caregiving satisfaction and information needs following course completion and maintained these gains for another 6 months. Education and support from other family members in the form of a structured course is effective in meeting the caregiving needs of relatives of persons with mental illness. [source] Short-Term Effects of a Health Promotion Course for Taiwanese Nursing StudentsPUBLIC HEALTH NURSING, Issue 1 2005Ya-Chu Hsiao Abstract, The purposes of this study were to (a) develop a teaching course on health promotion for nursing students in Taiwan, (b) evaluate the effects of this teaching course, and (c) understand students' appraisals of its effectiveness in helping them to change unhealthy behavior. A sample of 65 randomly selected female nursing students took an 18-week course developed by the investigators, which included 30 h of classroom lectures and 4 weeks of written reports by students chronicling the changes in their behavior. Health promotion questionnaires administered before and after the course and content analysis of the students' reports were used to evaluate the effects of the course. Students' questionnaire scores after course completion indicated significantly increased intent to adopt healthy lifestyles. Content analysis of students' reports on their personal behavior-changing experiences showed that they accepted the potential value of curriculum aspects such as "experiencing the struggle, suffering, and even abandonment of the process,""experiencing the benefits of change,""increasing self-confidence," and "empathizing with how difficult it is for clients to change behavior." These results support the value of teaching courses on health promotion to nursing students. The authors recommend including such a course as part of a regular nursing education. [source] Standardizing evaluation of on-line continuing medical education: Physician knowledge, attitudes, and reflection on practiceTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2004Associate Director, Dr. Linda Casebeer PhD Associate Professor Abstract Introduction: Physicians increasingly earn continuing medical education (CME) credits through on-line courses, but there have been few rigorous evaluations to determine their effects. The present study explores the feasibility of implementing standardized evaluation templates and tests them to evaluate 30 on-line CME courses. Methods: A time series design was used to compare the knowledge, attitudes, and reported changes in practice of physician participants who completed any of 30 on-line CME courses that were hosted on an academic CME Web site and a CME Web portal during the period from August 1, 2002, through March 31, 2003. Data were collected at baseline, at course completion, and 4 weeks later. Paired t tests were used to compare the means of responses across time. Results: U.S. physicians completed 720 post-tests. Quality of content was the characteristic of most importance to participants; too little interaction was the largest source of dissatis-faction. Overall mean knowledge scores increased from 58.1% to 75.6% at post-test and then decreased to 68.2% at 4 weeks following the course. Effect sizes of increased knowledge immediately following the course were larger for case-based than for text-based courses. Nearly all physicians reported making changes in practice following course completion, although reported changes differed from expected changes. Conclusions: Increases in physician knowledge and knowledge retention were demonstrated following participation in on-line CME courses. The implementation of standardized evaluation tests proved to be feasible and allowed longitudinal evaluation analyses across CME providers and content areas. [source] Impact of a short, culturally relevant training course on cancer knowledge and confidence in Western Australia's Aboriginal Health ProfessionalsAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 2010Emma J. Croager Abstract Objective: To develop, deliver and evaluate a cancer education course for Indigenous Health Professionals. Method: The cancer education course combines expert presentations, interactive sessions and visits to local cancer treatment centres. Three four-day courses have been run, in both metropolitan and regional Western Australia (WA). Cancer knowledge and confidence were measured at baseline, course completion and at follow-up (six to eight months). Data were analysed within subject. Results: Thirty-five Aboriginal Health Professionals have completed the program, most from rural or remote WA. All confidence items significantly improved at course completion (p<0.005), but improvements for only two items, ,I know what cancer is' and ,I can describe the different common cancers', were sustained at follow-up (p<0.05). Knowledge of treatment (p<0.05), screening (p<0.05) and the most common cancers in women (p<0.005) were significantly greater after course completion, but increased knowledge was not sustained at follow-up. Conclusion: Demand for places suggests that Aboriginal Health Professionals are interested in developing knowledge, skills and confidence in cancer control. Attendance increased understanding of cancer and improved cancer knowledge however this was not maintained. Implications: A short, culturally relevant training course increases cancer knowledge and confidence, however, ongoing education is needed to maintain this. [source] Supported education: Enabling course completion for people experiencing mental illnessAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 1 2008Lachlan J. Best First page of article [source] Estimating the Probability of Passing the National Paramedic Certification ExaminationACADEMIC EMERGENCY MEDICINE, Issue 3 2008Antonio R. Fernandez BS, NREMT-P Abstract Objectives:, It is hypothesized that student and program characteristics will influence the probability of passing the national paramedic certification exam. The objective of this study was to utilize student and program characteristics to build a statistical model to determine the probability of success on the cognitive portion of the national paramedic certification exam. Methods:, The study population for this analysis consisted of graduates attempting the National Registry of Emergency Medical Technicians (NREMT) paramedic written examination from January 1, 2002, through December 31, 2002. To be included in this analysis, graduates must have been first-time testers and have completed a survey attached to the exam. Independent variables analyzed reflected program and student characteristics derived from the survey questions and the NREMT application. A multivariable logistic regression model was fit to the outcome (pass/fail) of the examination. Results:, Complete demographic and survey data were available for 5,208 (86.8%) individuals. The final multivariable logistic regression model included nine independent variables. There were two programmatic characteristics (national accreditation and instructor qualification), six student characteristics (high school class rank, years of education, required for employment, age, race, and gender), and one graduate characteristic (elapsed time since course completion) that had a significant effect on the probability of passing the examination. Conclusions:, National program accreditation, lead instructor qualifications, student educational background, and student demographics are all significantly associated with the probability of success on the national paramedic certification examination. This model can be used by program directors, paramedic program instructors, and prospective paramedic students to maximize the probability of attaining national paramedic certification. [source] | ||||||||||