Positive Behaviours (positive + behaviour)

Distribution by Scientific Domains


Selected Abstracts


Clinical randomized controlled trial of chemomechanical caries removal (CarisolvÔ)

INTERNATIONAL JOURNAL OF PAEDIATRIC DENTISTRY, Issue 3 2006
M. A. LOZANO-CHOURIO
Summary., Objectives., The purpose of this study was to compare the chemomechanical caries-removal system (CarisolvÔ) with high-speed excavation in cavitated occlusal caries of primary molars. Design and setting., The study was a randomized controlled, clinical trial in which the two techniques were compared in each subject. Participants were chosen from public schools, in Maracaibo County, Zulia State, Venezuela. Sample and methods. The sample consisted of 80 primary molars selected from 40 children (mean age 7·7 ± 0·7 years). Each patient had at least two contralateral primary molars with cavitated occlusal caries and approximately equal-size access to lesions. The outcome variables were: clinically complete caries removal, size of the opening of the cavity, volume of carious tissue removed, pain during caries removal, anaesthesia requested by the patient, caries-removal time, and behaviour and preference of patients. Results., All treated molars were clinically caries free whichever caries-removal procedure was used. When Carisolv, was used the final cavity entrance sizes were smaller (P < 0·001) and the estimated volume of tissue removed was less (P < 0·001). The time taken for caries removal was three times longer (7·51 ± 1·83 min, P < 0·001). Some pain was reported by seven (17·5%) participants when Carisolv was used, compared with 16 (40%) when high-speed excavation was used (P < 0·05). Using the Carisolv method there was a higher proportion of patients with positive behaviour (P < 0·01), and 71·0% (P < 0·05) preferred this treatment. Conclusion., Carisolv is an effective clinical alternative treatment for the removal of occlusal dentinal caries in cavitated primary molars; it is more conservative of dental tissue and appeared to be more comfortable for most patients, although the clinical time spent is longer than when using high-speed excavation. [source]


Implementation research for ,evidence-based' guideline development by dietitians: a pilot study to test an instrument

JOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 4 2002
B. M. Wammes
Abstract Aim, To improve the quality of dietetic care, dietitians in the University Medical Center Utrecht (UMCU) are encouraged to develop and implement ,evidence-based' guidelines. The aim of this pilot study was to develop and test a questionnaire for implementation research to monitor the process of developing and implementing these guidelines. Methods, A questionnaire was developed and distributed to 15 dietitians, who have started developing an ,evidence-based' guideline. The questionnaire measures determinants of dietitians' behaviour and the presence of conditions facilitating the development of a guideline. Cronbach's , with a cut-off point of 0.7 was used to analyse the internal consistence between the items related to behavioural determinants. A panel of professionals such as a member of staff from the UMCU, a communication expert and project-managers ensured the completeness of the questionnaire. Results, The internal consistency was high (, > 0.7) between the items related to the determinants of behaviour. The questionnaire gives a structured overview of factors affecting positively or negatively the process of guideline development. Although dietitians have a positive behaviour towards guideline development, they perceived barriers related to the presence of conditions to develop a guideline. Conclusion, We concluded that the applied questionnaire is appropriate for implementation research and has given a structured overview of factors that influence the development of dietetic guidelines by dietitans in the UMCU. [source]


Role modelling: how does it influence teaching in Family Medicine?

MEDICAL EDUCATION, Issue 6 2000
Christopher Matthews
Objective To undertake a qualitative study to explore the influence of role modelling on teaching by comparing faculty members recollections of their teachers' behaviours with residents perceptions of the same behaviours in a family medicine residency programme in Saudi Arabia. Method Using semi-structured interviews of faculty and a questionnaire based on the issues arising from the interviews, faculty members' recollections of their medical teachers' behaviours were compared with residents' current perceptions of the same teaching behaviours. Setting Department of Family Medicine, King Fahad National Guard Hospital, Riyadh, Saudi Arabia. Subjects Faculty and residents. Results The four best-remembered teacher behaviours were: positive behaviour towards patients, negative behaviour towards junior colleagues, effective presentation of subject content and encouragement to participate in patient care. The residents perceived positive behaviour towards patients, positive behaviour towards junior colleagues, suboptimal skills of subject content presentation, and insufficient encouragement for trainees to actively participate in patient management. Although faculty retained many unhappy memories of teacher behaviour, it was encouraging that there was no evidence of perpetuation of the negatively perceived behaviours which provoked them. Conclusions Discernment of the value of technical teaching skills was not a predictor of later proficiency. [source]


By their words ye shall know them: Language abstraction and the likeability of describers

EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 2 2010
Karen M. Douglas
According to the linguistic category model (LCM), behaviour can be described at concrete (e.g. ,Kath hit Kim') and abstract (e.g. ,Kath is aggressive') levels. Variations in these levels convey information about the person being described and the relationship between that person and the describer. In the current research, we examined the power of language abstraction to create impressions of describers themselves. Results show that describers are seen as less likeable when they use abstract (vs. concrete) language to describe the negative actions of others. Conversely, impressions of describers are more favourable when they opt for abstract descriptions of others' positive behaviours. This effect is partially mediated by the attribution of a communicative agenda to describers. By virtue of these attributional implications, language abstraction is an impression formation device that can impact on the reputation of describers. Copyright © 2009 John Wiley & Sons, Ltd. [source]


Student views on the effective teaching of physical examination skills: a qualitative study

MEDICAL EDUCATION, Issue 2 2009
Merel J C Martens
Objectives, The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. Methods, We organised focus group discussions with students from Years 1,3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Results, Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: ,responding to students' questions'; ,not exposing students' weaknesses in front of the group', and ,[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. Conclusions, The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers' views. [source]


Influence of recorder affect on the content of behavioural diaries and the recall of behaviours

APPLIED COGNITIVE PSYCHOLOGY, Issue 4 2001
Patrick H. Raymark
Two experiments are described. In Experiment 1, supervisors (N,=,4) kept daily performance diaries for each of four subordinates over an eight-week period. In Experiment 2, students (N,=,48) kept behavioural diaries for their instructor over a three-week period. Daily measures of positive and negative affect were used to predict the favourability, person-typicality and behavioural specificity of diary entries. Diary-keepers tended to record behaviours that were consistent with their affect levels. Analyses of the variability of the favourability and person-typicality ratings further suggested that high negative affect induced diary-keepers to make fine discriminations among events, while high positive affect induced diary-keepers to perceive events as similar. Diary-keeper affect and the three diary content variables were used to predict memory for the diary entries. Diary-keepers in Experiment 1 reported higher recall for negative behaviours than for positive behaviours, particularly if the behaviours were typical of others. This same negativity effect in recall emerged in Experiment 2, but only when there was low consistency in the positive affect experienced by diary-keepers at encoding and recall. Copyright © 2001 John Wiley & Sons, Ltd. [source]


Concern for privacy in relation to age during physical examination of children: an exploratory study

ACTA PAEDIATRICA, Issue 8 2009
Mats G Hansson
Abstract Objectives:, To explore whether physicians behave differently regarding ethics and respect for privacy depending on children's age. We explored whether physician behaviours contributed to child uneasiness. Study design:, Observational study of 21 children (0,12 years; 18 boys; mean age 3.2) undergoing evaluation for inguinal hernia. Specific physician-initiated verbal and nonverbal behaviours were coded from digital video discs of the consultations. Results:, Physician intrusiveness (i.e. approaching the child suddenly or in an uninvited way) during the physical examination was related to concurrent child uneasiness (r = 0.42, p < 0.06) and lasted through the postexamination phase of the consultation (r = 0.52, p < 0.01). Child mood during the examination strongly predicted postexamination mood (r = 0.69, p < 0.0001). Neither the total number of physician-initiated positive behaviours or privacy-related behaviours was associated with child age. Negative physician behaviours were strongly related to negative mood in the child (r = 0.72, p < 0.0001) at the close of the consultation. Conclusion:, Although physicians were more likely to provide information to older than younger children, their behaviours regarding privacy did not differ by child age. We found that intrusiveness was rather common and related to child uneasiness that has implications for the ethical practice and a child's willingness to be examined. [source]