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1081. Infection control – delivering the message in the 21st century (Full text)

Infection control – delivering the message in the 21st century The experiences gleaned from new and suddenly emergent infectious diseases (e.g. SARS, avian influenza or diarrhea caused by Clostridium difficile) have highlighted how important it is, also for infection prophylaxis, to be able to find instruments for rapid and effective communication. Since 1990 online (E) learning has been used to train nursing staff and offers the advantage of being able to study at an individual pace as well (...) situations. Translating knowledge into behavior calls for an ability to convert scientific theoretic knowledge quickly, efficiently and clearly into practical behavior. Hence E learning is an ideal way to ensure that the latter requirements are met. While it is obvious that knowledge can be easily imparted by this method, further research is needed to establish whether and to what extent it is possible to use this method to translate the acquired knowledge into altered behavior too. Experts believe

2007 GMS Krankenhaushygiene Interdisziplinar PubMed abstract

1082. Building an Internationalized Content Delivery Architecture: Lessons Learned (Full text)

Building an Internationalized Content Delivery Architecture: Lessons Learned Increasingly, small development teams are building internationalized architectures for delivering large amounts of content. The AIM e-Learning project is one such example: in 2 years, 4 people built a system which currently delivers the print equivalent of 1500 pages of text, in 4 languages, to users in over 140 countries world wide. Here we discuss the lessons we have learned through development, including issues

2005 AMIA Annual Symposium Proceedings PubMed abstract

1083. OncoCase: Interdisciplinary Case Based Teaching in Neuro-Oncology Based on the Campus Platform (Full text)

OncoCase: Interdisciplinary Case Based Teaching in Neuro-Oncology Based on the Campus Platform The problem-oriented learning (POL) paradigm has been successfully implemented in electronic medical teaching. Several e-learning and authoring platforms for POL are available. At the Freiburg University Hospital an interdisciplinary POL program has been established in the domain of Neuro-Oncology (OncoCase) utilizing the Campus e-learning platform. OncoCase e-learning is in the process of being

2005 AMIA Annual Symposium Proceedings PubMed abstract

1084. A Standards-Based Approach for Facilitating Discovery of Learning Objects at the Point of Care (Full text)

A Standards-Based Approach for Facilitating Discovery of Learning Objects at the Point of Care Recent concerns about the quality and safety of healthcare practice provide an imperative for discovering and accessing learning resources. The growing ubiquity of the Internet, World Wide Web, and on-line educational content provide opportunity for healthcare practitioners to identify and master learning in a granular and rapid fashion. The e-learning community at large has developed a number (...) of standards to facilitate interoperability of learner competencies, metadata describing on-line content, and packaging and navigation of such content. The overall goal of our project is to enable healthcare professionals to easily and rapidly discover learning content at the point of care. This discovery and access of learning content will be based on healthcare-specific extensions of existing e-learning standards, which are themselves based on other Web standards, such as Web Services.

2005 AMIA Annual Symposium Proceedings PubMed abstract

1085. The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation. (Full text)

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 PubMed abstract

1086. 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

1087. 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

1088. 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

1089. 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

1090. 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

1091. A Blended Learning Experience for Teaching Microbiology (Full text)

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 PubMed abstract

1092. Providing Formative Feedback From a Summative Computer-aided Assessment (Full text)

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 PubMed abstract

1093. Educational needs and employment status of Scottish dental nurses. (Full text)

= 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 PubMed abstract

1094. The attitudes of undergraduate students and staff to the use of electronic learning. (Full text)

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 PubMed abstract

1095. The association of student examination performance with faculty and resident ratings using a modified RIME process. (Full text)

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 PubMed abstract

1096. Online learning in dentistry: the changes in undergraduate perceptions and attitudes over a four year period. (Full text)

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 PubMed abstract

1097. The internationalisation of prehospital education: a merging of ideologies between Australia and the USA. (Full text)

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 PubMed abstract

1098. Trends and the future of postgraduate medical education. (Full text)

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 PubMed abstract

1099. Assuring quality. (Full text)

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 PubMed abstract

1100. 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

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