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1041. The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation. Full Text available with Trip Pro

with a module having the same defined learning outcomes delivered in small group PBL format, both supported by e-learning resources. The pre-existing 27 small groups within the whole class (n = 246) of first year students undertaking a cardiovascular basic science module at Sheffield undergraduate medical school, UK, were randomized to 22 groups undertaking the large class Integrated Learning Activity (ILA) and 5 groups to traditional small group facilitated PBL sessions. Outcome measures were: a pre-post (...) knowledge based test, a student educational effectiveness questionnaire, and assessment of student group work and presentations. There seemed to be no significant differences in learning outcomes between the methods although it is recognized that students would prefer the small group teaching format. Within institutions where resources to support small group PBL are limited, the large group ILA format supported with e-learning techniques may be a useful alternative approach.

2005 Medical teacher Controlled trial quality: uncertain

1042. Response to upper-limb robotics and functional neuromuscular stimulation following stroke. (Abstract)

Response to upper-limb robotics and functional neuromuscular stimulation following stroke. Twelve moderately to severely involved chronic stroke survivors (>12 mo) were randomized to one of two treatments: robotics and motor learning (ROB-ML) or functional neuromuscular stimulation and motor learning (FNS-ML). Treatment was 5 h/d, 5 d/wk for 12 wk. ROB-ML group had 1.5 h per session devoted to robotics shoulder and elbow (S/E) training. FNS-ML had 1.5 h per session devoted to functional

2006 Journal of rehabilitation research and development Controlled trial quality: uncertain

1043. An interactive web-based curriculum on evidence-based medicine: design and effectiveness. (Abstract)

An interactive web-based curriculum on evidence-based medicine: design and effectiveness. Medical education experts have called for improved training in evidence-based medicine (EBM) and the increased use of e-learning technologies in medical education. In response, we developed an interactive, Web-based curriculum on key aspects of EBM in family medicine.Students participating in a 6-week family medicine clerkship (n=238) were randomly assigned to intervention (n=134) or control (n=104) groups (...) trials or meta-analyses) for the evaluation case from among those retrieved (60% versus 34%). In addition, intervention group students' abilities to correctly calculate the NNT were significantly higher than those of control group participants (73% versus 27%). Intervention group students were more likely than control subjects to report learning from other students during the clerkship.This study demonstrates that an e-learning approach to educating medical students to effectively search MEDLINE

2006 Family medicine Controlled trial quality: uncertain

1044. Effects of strength, endurance and combined training on myosin heavy chain content and fibre-type distribution in humans. (Abstract)

training (S), or concurrent strength and endurance training (SE). The S and E groups each trained three times a week for 12 weeks; the SE group performed the same S and E training on alternate days. The development of knee extensor muscle strength was S>SE>E ( P<0.05) and has been reported elsewhere. The reduction in knee extensor strength development in SE as compared to S corresponded to a 6% increase in MHCIIa content ( P<0.05) in SE at the expense of the faster MHCIId(x) isoform ( P<0.05 (...) ), as determined by electrophoretic analyses; reductions in MHCIId/x content after S or E training were attenuated by comparison. Both S and SE induced three- to fourfold reductions ( P<0.05) in the proportion of type IIA/IID(X) hybrid fibres. S also induced fourfold increases in the proportion of type I/IIA hybrid fibres within both genders, and in a population of fibres expressing a type I/IID(X) hybrid phenotype within the male subjects. Type I/IIA hybrid fibres were not detected after SE. Both S and SE

2004 European journal of applied physiology Controlled trial quality: uncertain

1045. Body composition and fitness during strength and/or endurance training in older men. (Abstract)

and endurance training (SE: N = 15), or control (C: N = 11) groups. S and E trained 2 and SE 2 x 2 times a week for strength and endurance.Percentage of fat (fat%) decreased (5-8%) similarly in all training groups. Fat% measured by DXA at baseline and its change correlated with those recorded by bioimpedance (r = 0.90 and 0.66), skinfolds (r = 0.80 and 0.78), and waistline (r = 0.84 and 0.74). Lean mass in legs (DXA) increased only in S (2.0 +/- 1.5%, P < 0.001), but the thickness of vastus lateralis

2008 Medicine and science in sports and exercise

1046. Supporting evidence-based infection prevention and control practice in the National Health Service in England. The NHS/TVU/Intuition Approach. (Abstract)

how national evidence-based guidelines from the Department of Health and the National Institute for Health and Clinical Excellence in England form the foundations for ensuring the availability of best evidence to practitioners, and how the development of an associated e-learning/blended learning programme is now supporting all NHS staff to effectively use this evidence to protect patients from the risk of preventable infections during care.

2007 Journal of Hospital Infection

1047. A Blended Learning Experience for Teaching Microbiology Full Text available with Trip Pro

A Blended Learning Experience for Teaching Microbiology To create a virtual laboratory system in which experimental science students could learn required skills and competencies while overcoming such challenges as time limitations, high cost of resources, and lack of feedback often encountered in a traditional laboratory setting.A blended learning experience that combines traditional practices and e-learning was implemented to teach microbiological methods to pharmacy students. Virtual

2006 American journal of pharmaceutical education

1048. Providing Formative Feedback From a Summative Computer-aided Assessment Full Text available with Trip Pro

Providing Formative Feedback From a Summative Computer-aided Assessment To examine the effectiveness of providing formative feedback for summative computer-aided assessment.Two groups of first-year undergraduate life science students in pharmacy and neuroscience who were studying an e-learning package in a common pharmacology module were presented with a computer-based summative assessment. A sheet with individualized feedback derived from each of the 5 results sections of the assessment

2007 American journal of pharmaceutical education

1049. Educational needs and employment status of Scottish dental nurses. Full Text available with Trip Pro

= 832) who responded to a question on funding for CPD, only 50% (412) received financial assistance. Geographical location for many nurses generated a number of difficulties in accessing education, and the possibility of distance or e-learning was requested by 65% of the sample.This study demonstrates clearly that there are many well-qualified dental nurses in employment in Scotland. However, unless structured career pathways are developed, access to education is simplified, and the problem of poor

2006 British Dental Journal

1050. The attitudes of undergraduate students and staff to the use of electronic learning. Full Text available with Trip Pro

students on existing CAL material.Students consider the Ecourse as a positive method of supplementing traditional methods of learning in the dental undergraduate programme. However in contrast teaching staff expressed negative views on the use of e-learning.

2004 British Dental Journal

1051. The association of student examination performance with faculty and resident ratings using a modified RIME process. Full Text available with Trip Pro

The association of student examination performance with faculty and resident ratings using a modified RIME process. RIME is a descriptive framework in which students and their teachers can gauge progress throughout a clerkship from R (reporter) to I (interpreter) to M (manager) to E (educator). RIME, as described in the literature, is complemented by residents and attending physicians meeting with a clerkship director to discuss individual student progress, with group discussion resulting

2008 Journal of General Internal Medicine

1052. Online learning in dentistry: the changes in undergraduate perceptions and attitudes over a four year period. Full Text available with Trip Pro

Online learning in dentistry: the changes in undergraduate perceptions and attitudes over a four year period. To assess the changing perceptions and attitudes of undergraduate dental students towards e-learning between 2001-2004. DESIGN, SAMPLE AND SETTING: This was a retrospective analysis of online questionnaire data, collected from four successive cohorts of final year students undertaking an online therapeutics course in a large teaching hospital.Students were required to complete (...) a structured and open questionnaire relating to their perceived ICT skills, the course itself, and their perceptions of e-learning. Simple numeric qualitative and qualitative analyses were applied.Questionnaires were returned by 328 students (98% response rate). Students' perceptions of having advanced ICT skills increased from 5.5% to 14.5%, with home internet access rising from 62.3% to 89.1 % (2001-2004). There was an increase in: ease of access (25.3% to 47.3%), perception of time saving (17.9% to 37.4

2007 British Dental Journal

1053. The internationalisation of prehospital education: a merging of ideologies between Australia and the USA. Full Text available with Trip Pro

distance education strategies, such as online learning. The overall project aim was to establish an objective and descriptive view of the internationalisation of prehospital and community based emergency health education using e-learning as the educational approach. A cross sectional survey design using paper based evaluation was adopted in this project. Results revealed a positive student reaction, with flexible pedagogical processes broadening student learning and facilitating an international

2006 Emergency Medicine Journal

1054. Trends and the future of postgraduate medical education. Full Text available with Trip Pro

and a unitary approach to medical education; the use of simulators and e-learning; competency and performance based assessment, and portfolios and self assessment; and training the trainer and best evidence medical education. Any limitations in implementing change will likely result from a lack of imagination in those planning postgraduate medical education and their ability to bring about the necessary changes. To avoid a growing gap developing between what is possible educationally and what is delivered

2006 Emergency Medicine Journal

1055. Assuring quality. Full Text available with Trip Pro

and dental care professionals (DCPs). It then considers quality issues in programme and course development, techniques for assessing the quality of education, including content and presentation, and the role of students. It goes on to review the work that has been done in developing quality assessment for distance learning in dentistry. It concludes that, to date, much of the work on quality applies to education as a whole and that the assessment of the quality of e-learning in dentistry is in its

2008 British Dental Journal

1056. Evidence-based guidelines for the prevention of ventilator-associated pneumonia: results of a knowledge test among European intensive care nurses. (Abstract)

Evidence-based guidelines for the prevention of ventilator-associated pneumonia: results of a knowledge test among European intensive care nurses. As part of a needs analysis preceding the development of an e-learning platform on infection prevention, European intensive care unit (ICU) nurses were subjected to a knowledge test on evidence-based guidelines for preventing ventilator-associated pneumonia (VAP). A validated multiple-choice questionnaire was distributed to 22 European countries

2008 Journal of Hospital Infection

1057. The many faces of interaction. Full Text available with Trip Pro

The many faces of interaction. During the process of learning teachers and/or students interact with each other on a personal level. However, in e-learning the process is achieved through the intermediary of an information and communication technology (ICT) system or service. Descriptions of these ICT-human interface devices are given in this paper. Successful interaction depends not just on personal relationships, but also on understanding and the ability to use computers and communications

2008 British Dental Journal

1058. The anatomy of a new dental curriculum. (Abstract)

, this translates to a blended learning environment with problem-based learning (PBL) case scenarios at its heart. The learning of clinical and communication skills, which begins in year 1, week 1, is absolutely integral to the case scenarios, as are ethics and professionalism. PBL is supported by a comprehensive e-learning platform, plenary lectures, workshops, clinical and life science teaching delivered by core academic staff and guest speakers who are the experts in our 'community of practice' in which

2008 British Dental Journal

1059. Top of the pops--CD-ROM and DVDs in dental education. Full Text available with Trip Pro

Top of the pops--CD-ROM and DVDs in dental education. In many ways the CD-ROM was the first digital teaching aid, the precursor of what was to develop into e-learning. Launched in the mid-1980s, its first educational application was as a storage medium for reference material. Since then the list of its uses has grown as has its storage capacity, ability to hold data in different formats - text, audio image and video - and its interactive properties have allowed developers to produce discs which

2008 British Dental Journal

1060. Keeping Up-to-date

of potential bias. Distance e-learning methods. Many such modules exist on websites, including BMJ Learning,, the RCGP, Pulse Learning, OmniaMed and the National Skills Academy (NSA) Health e-learning. Many other internet resources are useful sources of information such as, GP Notebook and NHS Choices. Reading. This includes journals, books and guidelines. Nowadays online journals usually include the option of searching archived material, rather than relying on a relevant article

2008 Mentor

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