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Educational Resources (educational + resource)
Selected AbstractsDhiava: The Autumn Journey.AMERICAN ANTHROPOLOGIST, Issue 1 2000Peter S. Allen Dhiava: The Autumn Journey. 1997 (U.S. release date: 1999). 50 minutes, color. film by David Hope and Tim Salmon. For more information, please contact Documentary Educational Resources. 101 Morse Street. Watertown. MA 02472, (617) 926- 0491, (617) 926-9519 (fax). [source] A Skin Surgery FableDERMATOLOGIC SURGERY, Issue 3 2001Daniel A. Gross MD A fable is presented to inform the reader of the existence of a valuable, but under-utilized educational resource that might be utilized in the teaching of dermatologic surgery. [source] CURRICULUM GUIDE FOR RESEARCH ETHICS WORKSHOPS FOR COUNTRIES IN THE MIDDLE EASTDEVELOPING WORLD BIOETHICS, Issue 2 2010HENRY SILVERMAN ABSTRACT To help ensure the ethical conduct of research, many have recommended educational efforts in research ethics to investigators and members of research ethics committees (RECs). One type of education activity involves multi-day workshops in research ethics. To be effective, such workshops should contain the appropriate content and teaching techniques geared towards the learning styles of the targeted audiences. To ensure consistency in content and quality, we describe the development of a curriculum guide, core competencies and associated learning objectives and activities to help educators organize research ethics workshops in their respective institutions. The curriculum guide is divided into modular units to enable planners to develop workshops of different lengths and choose content materials that match the needs, abilities, and prior experiences of the target audiences. The content material in the curriculum guide is relevant for audiences in the Middle East, because individuals from the Middle East who participated in a Certificate Program in research ethics selected and developed the training materials (e.g., articles, powerpoint slides, case studies, protocols). Also, many of the activities incorporate active-learning methods, consisting of group work activities analyzing case studies and reviewing protocols. The development of such a workshop training curriculum guide represents a sustainable educational resource to enhance research ethics capacity in the Middle East. [source] Passive patient or engaged expert?INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 4 2007Using a Ptolemaic approach to enhance mental health nurse education, practice ABSTRACT:, This discussion paper seeks to explore an approach that metal health nurses can adopt that ensures the patient is at the centre of training and professional development opportunities. Although nurse training and education is shaped by practice and theory, the lived experiences of the patients as an educational resource often become lost in the milieu of ,doing' nursing. We argue that in addition to theoretical knowledge and practice knowledge, there is the need to harness the equally important patient experience knowledge. Drawing upon Ptolemaic concepts, this paper explores the potential tensions for mental health nurses resulting from the imbalance in power when engaging in therapeutic relationships with patients. It is argued that in order for mental health nurses to become more effective, they need to learn how to relinquish some of their power, even where this gives rise to uncomfortable tensions for the nurse. Such tensions result from the centrality afforded to theoretical knowledge and ritualized practice that underpins nursing and the difficulties this may cause for many nurses in accepting the value of patient experience as a primary source of knowledge. The difficulties of adopting this approach point to a need for mental health nurses and nurse educationalists to take a more reflexive approach to their patient encounters and within their encounters with each other. [source] Developing Web-based Interdisciplinary Modules to Teach Solid Waste/Residue Management in the Food ChainJOURNAL OF FOOD SCIENCE EDUCATION, Issue 3 2003C.W. Shanklin ABSTRACT: A Web-based interdisciplinary instructional resource was developed to provide information that will increase food science educators' knowledge of waste management in the food chain. The 4 modules are: legal implications for management of wastes/residues; identification, quantification, and characterization of wastes/residues; management of wastes/residues; and economic ramifications of wastes/residues. Instructional materials are available for faculty and GTAs for use in teaching the 4 modules. Food science educators can use this Web-based instructional tool as an educational resource in their undergraduate classes to enhance students' knowledge and ability to solve critical environmental problems in the food chain. Seehttp://www.oznet.ksu.edu/swr/home/welcome.htm [source] Management of anaphylaxis in primary care: Canadian expert consensus recommendationsALLERGY, Issue 9 2010S. Waserman To cite this article: Waserman S, Chad Z, Francoeur MJ, Small P, Stark D, Vander Leek TK, Kaplan A, Kastner M. Management of anaphylaxis in primary care: Canadian expert consensus recommendations. Allergy 2010; 65: 1082,1092. Abstract Background:, Anaphylaxis is often managed inadequately. We used findings from a systematic review of gaps in anaphylaxis management to develop evidence-based recommendations for gaps rated as clinically important by a panel of Canadian allergy experts. Methods:, The nominal group technique (NGT) consensus methodology was used to develop evidence-based recommendations for the management of anaphylaxis in primary care. Physician-specific gaps from our systematic review were prioritized by consensus meeting participants in two rounds, which involved the rating, discussion, and re-rating of gaps. Using current anaphylaxis guidelines, recommendations were then developed for each category of gaps that were identified by the panel as clinically important. Results:, Thirty unique physician gaps from the systematic review were categorized according to gaps of knowledge and anaphylaxis practice behaviors. The panel rated diagnosis of anaphylaxis, and when and how to use epinephrine auto-injectors as clinically important knowledge gaps; and rated infrequent or delayed epinephrine administration, low rate of auto-injector prescription, and infrequent or no referrals to allergy specialists after a reaction as important practice behavior gaps. Evidence from four guidelines was used to support the consensus recommendation statements for three resulting categories of gap themes: anaphylaxis management, epinephrine use, and follow-up care. Conclusion:, We used an NGT consensus methodology to develop an educational resource for primary care physicians and allergists to better understand how to manage patients with anaphylaxis. Next steps include testing our findings against observed data in primary care settings and to develop other strategies or tools to overcome gaps in anaphylaxis management. [source] Two decades of community-based learningNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 123 2010Edward Zlotkowski Community-based learning is now more than a variation on community service. It is now a powerful pedagogy that can be used to enhance the common good. This pedagogy has proven itself to be an educational resource whose time has come. [source] DEVELOPING A CARDIAC REHABILITATION EDUCATION RESOURCE FOR RURAL HEALTH WORKERS IN QUEENSLAND: REVIEWING THE PROCESS AND OUTCOMESAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 1 2002Elizabeth 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] The capacity of Australian ED to absorb the projected increase in intern numbersEMERGENCY MEDICINE AUSTRALASIA, Issue 2 2010Anthony Chong Abstract As a reaction to the medical workforce shortage in Australia, a large expansion of undergraduate medical education has occurred through the provision of funding of additional medical student places. As a consequence, the number of medical graduates is anticipated to increase by as much as 90% with a peak in numbers anticipated in 2012. With ED already under pressure, this increase has serious implications for ED, particularly the delivery of intern and student teaching. This integrated review describes potential challenges that might arise from the predicted increase in intern numbers working in ED. A structured literature search was conducted from which 44 directly relevant articles were identified. We discuss the possible impact of an increased number of medical graduates on emergency medical staff, education, supervision and feedback to interns, and given the potential impacts on the education of junior doctors; we review the purpose and implementation of the Australian Curriculum framework for Junior Doctors in relation to their learning requirements. Although there is consensus by most postgraduate bodies that the core emergency term in emergency medicine should be retained, the impact of increased intern numbers might dramatically affect the clinical experiences, supervision and educational resources in the ED. This might necessitate cultural changes in medical education and ED function. [source] Using innovative group-work activities to enhance the problem-based learning experience for dental studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2009R. Grady Abstract Problem-based learning (PBL) in medical and dental curricula is now well established, as such courses are seen to equip students with valuable transferable skills (e.g. problem-solving or team-working abilities), in addition to knowledge acquisition. However, it is often assumed that students improve in such skills without actually providing direct opportunity for practice, and without giving students feedback on their performance. ,The Manchester Dental Programme' (TMDP) was developed at The University of Manchester, UK as a 5-year, integrated enquiry-led curriculum. The existing PBL course was redesigned to include a unique, additional PBL session (,Session 4') that incorporated an activity for the group to complete, based on the subject material covered during student self-study. A summative mark was awarded for each activity that reflected the teamwork, organisational and overall capabilities of the groups. This paper describes the different types of activities developed for the Session 4 and presents an analysis of the perceptions of the students and staff involved. The student response to the Session 4 activities, obtained via questionnaires, was extremely positive, with the majority finding them fun, yet challenging, and ,worthwhile'. The activities were perceived to enhance subject understanding; develop students' problem-solving skills; allow the application of knowledge to new situations, and helped to identify gaps in knowledge to direct further study. Staff found the activities innovative and exciting learning tools for the students. The Session 4 activities described here are useful educational resources that could be adapted for other PBL courses in a wide variety of subject areas. [source] Collaborative recommendation of e-learning resources: an experimental investigationJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2010N. Manouselis Abstract Repositories with educational resources can support the formation of online learning communities by providing a platform for collaboration. Users (e.g. teachers, tutors and learners) access repositories, search for interesting resources to access and use, and in many cases, also exchange experiences and opinions. A particular class of online services that take advantage of the collected knowledge and experience of users are collaborative filtering ones. The successful operation of such services in the context of real-life applications requires careful testing and parameterization before their actual deployment. In this paper, the case of developing a learning resources' collaborative filtering service for an online community of teachers in Europe was examined. More specifically, a data set of evaluations of learning resources was collected from the teachers that use the European Schoolnet's learning resource portal. These evaluations were then used to support the experimental investigation of design choices for an online collaborative filtering service for the portal's learning resources. A candidate multi-attribute utility collaborative filtering algorithm was appropriately parameterized and tested for this purpose. Results indicated that the development of such systems should be taking place considering the particularities of the actual communities that are to be served. [source] Knowledge and educational needs of individuals with the factor V Leiden mutationJOURNAL OF THROMBOSIS AND HAEMOSTASIS, Issue 11 2003E. A. Hellmann Summary.,Background:,Genetic testing for factor (F)V Leiden is widely performed in an effort to prevent thrombosis-related morbidity. The implications of a positive test for patients' health perception and the extent of patients' understanding of results are not known. Objectives:,This study examined patient experience of genetic testing for FV Leiden. Patients and methods:,The study was a cross-sectional, mailed survey of 110 patients who tested positive for the FV Leiden gene mutation at an academic medical center between 1995 and 2001. Patient knowledge about FV Leiden, satisfaction with available information, and psychosocial reactions to testing were assessed and the influence of demographic and clinical characteristics on outcome measured. Results:,The magnitude of thrombosis risk associated with FV Leiden was incorrectly estimated by 79% of participants. Many patients (64%) stated that they had not been given much information about FV Leiden and 68% still had many questions. Most patients (53%) felt that their healthcare providers do not understand FV Leiden. Patients who had been seen by a hematologist or in a specialized thrombosis clinic were more knowledgeable and had less information need. Most patients (88%) were glad to know genetic test results, despite negative psychosocial implications such as increased worry (43%). Conclusions:,Knowledge of genetic status increases awareness of thrombosis risk among patients, but magnitude of risk is often overestimated. Affected individuals indicate that there is a lack of available information about FV Leiden and that additional educational resources are needed. [source] DEVELOPING STRATEGIES TO GATHER INFORMATION ABOUT THE MATERNITY EXPERIENCES OF INDIGENOUS WOMEN IN AN ACUTE CARE SETTINGAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 3 2002Jennifer Watson ABSTRACT: This project emerged from the concerns of health care professionals at a large acute care hospital in the Northern Territory of Australia. The aim of the project was to develop educational resources through information and experiences provided by Aboriginal and Torres Strait Islander women and health care professionals. The objectives are to optimise collaboration and participation by Indigenous and Torres Strait Islander women in sharing their maternity experiences about the birthing of their baby either in hospital, or out of hospital before arrival. Stage one of a three stage project is reported here. In stage one a modified Delphi method was used to interview ten purposefully chosen professional Indigenous women with insight into the research process and changing social arrangements. Stage two involved the development of an interview schedule and face-to-face interviews. Stage three includes the development of a questionnaire to be answered by health care professionals. Discussion of the background to the study, reviewed literature and issues identified from interviews with the professional Indigenous women regarding best methods and appropriate data collection processes is presented. Research described here explores issues of concern for Indigenous women from the Northern Territory around their child birthing experiences in an acute care setting. [source] THE MATERNITY EXPERIENCES OF INDIGENOUS WOMEN ADMITTED TO AN ACUTE CARE SETTINGAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 3 2002Jennifer Watson ABSTRACT: This is the report of stage two of a three-stage project. The aim of the project is to develop educational resources through information and experiences provided by Aboriginal and Torres Strait Islander women and health care professionals. The objectives were to optimise collaboration and participation by Indigenous and Torres Strait Islander women in sharing their maternity experiences about the birthing of their babies either in hospital, or out of hospital before arrival. The descriptive research of stage two explores issues that existed for twelve Indigenous women during and after their birthing experiences in an acute care setting. The results will inform patient and professional educational programs and policy in order to enhance the experiences for Indigenous women admitted to the acute care setting before or following birth. The results show broad variation in responses related to antenatal care, preparation for hospital and for birth, coming into town, accommodation, family support, experiences while in hospital, relationship with hospital staff and being away from home. Miscommunication and lack of cultural and spiritual understanding by health care professionals generally is a constant theme. The need for preparation of Indigenous women generally, prior to admission to an acute care setting, is confirmed. [source] Teaching energy metabolism using scientific articlesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2010Implementation of a virtual learning environment for medical students Abstract This work describes the use of a virtual learning environment (VLE) applied to the biochemistry class for undergraduate, first-year medical students at the Federal University of Rio de Janeiro. The course focused on the integration of energy metabolism, exploring metabolic adaptations in different physiological or pathological states such as starvation, diabetes, and exercise. The VLE was designed to combine online activities with traditional course content and presented guided inquiry-based activities to assist in the use of original scientific articles as educational resources. Based on the analysis of a semi-open questionnaire, the results provided evidence that the VLE encouraged students' engagement in activities and improved feedback. The results also suggested that guided inquiry-based activities were an effective way to stimulate students to critically read relevant scientific articles and to acquire skills to build and contextualize their knowledge through content association. In addition, most of the students involved in this experience considered the use of these resources important to become familiar with scientific language and to learn how to obtain up-to-date scientific information during their professional life. [source] Clerkship Directors in Emergency Medicine: Statement of PurposeACADEMIC EMERGENCY MEDICINE, Issue 9 2008David A. Wald DO The Academy of Clerkship Directors in Emergency Medicine (CDEM) provides a forum for the collaborative exchange of ideas among emergency medicine (EM) medical student educators, a platform for the advancement of education, research, and faculty development, and establishes for the first time a national voice for undergraduate medical education within our specialty. CDEM plans to take a leading role in providing medical student educators with additional educational resources and opportunities for faculty development and networking. CDEM will work to foster the professional growth and development of undergraduate medical educators within our specialty. The advancement of undergraduate education within our specialty and beyond will come primarily from the support, hard work, and dedication of the educators. To accomplish our goals, at the departmental, medical school, and national level, we must come together to further promote our specialty across the spectrum of undergraduate medical education. The first step has already been taken with the formation of the Academy of CDEM. [source] An Assessment of the Faculty Development Needs of Junior Clinical Faculty in Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 7 2008Heather Farley MD Abstract Objectives:, Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. Methods:, An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. Results:, A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Conclusions:, Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in academic EM continues to be a problem in search of a solution. [source] Effects of prenatal cocaine exposure on special education in school-aged childrenCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 5 2008Richard Reading Effects of prenatal cocaine exposure on special education in school-aged children . LevineT. P., LiuJ., DasA., LesterB., LagasseL., ShankaranS., BadaH. S., BauerC. R. & HigginsR. ( 2008 ) Pediatrics . Published online . DOI: 10.1542/peds.2007-2826 . Objective The objective of this study was to evaluate the effects of prenatal cocaine exposure on special education at age 7 with adjustment for covariates. Methods As part of the prospective, longitudinal, multi-site study of children with prenatal cocaine exposure (Maternal Lifestyle Study), school records were reviewed for 943 children at 7 years to determine involvement in special education outcomes: (1) individualized education plan; (2) special education conditions; (3) support services; (4) special education classes; and (5) speech and language services. Logistic regression was used to examine the effect of prenatal cocaine exposure on these outcomes with environmental, maternal and infant medical variables as covariates, as well as with and without low child IQ. Results Complete data for each analysis model were available for 737,916 children. When controlling for covariates including low child IQ, prenatal cocaine exposure had a significant effect on individualized education plan. When low child IQ was not included in the model, prenatal cocaine exposure had a significant effect on support services. Male gender, low birthweight, white race and low child IQ also predicted individualized education plan. Low birthweight and low child IQ were significant in all models. White race was also significant in speech and language services. Other covariate effects were model specific. When included in the models, low child IQ accounted for more of the variance and changed the significance of other covariates. Conclusions Prenatal cocaine exposure increased the likelihood of receiving an individualized education plan and support services, with adjustment for covariates. Low birthweight and low child IQ increased the likelihood of all outcomes. The finding that white children were more likely to get an individualized education plan and speech and language services could indicate a greater advantage in getting educational resources for this population. [source] | ||||||||||||||||