The role of overt and covert self-rules in establishing a daily living skill in adults with mild developmental disabilities.
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The purpose of the current study was to explore the use of overt and covert self-rules in the acquisition, maintenance, and generalization of a chained task by adults with mild developmental disabilities. This research differed from previous research in that the experimenter did not deliver reinforcement for correct responses during training, and we examined the correspondence between each self-rule statement and each subsequent response on each trial. Results showed that the self-rules participated in control over participants' responding, in that the skill was acquired and shown to generalize in the absence of experimenter-delivered reinforcement. Moreover, performance was shown to deteriorate when the emission of overt, but not covert, self-rules was blocked. (+info)
Pediatric resident and faculty attitudes toward self-assessment and self-directed learning: a cross-sectional study.
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Validation of a formula for assigning continuing education credit to printed home study courses.
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OBJECTIVES: To reevaluate and validate the use of a formula for calculating the amount of continuing education credit to be awarded for printed home study courses. METHODS: Ten home study courses were selected for inclusion in a study to validate the formula, which is based on the number of words, number of final examination questions, and estimated difficulty level of the course. The amount of estimated credit calculated using the a priori formula was compared to the average amount of time required to complete each article based on pharmacists' self-reporting. RESULTS: A strong positive relationship between the amount of time required to complete the home study courses based on the a priori calculation and the times reported by pharmacists completing the 10 courses was found (p < 0.001). The correlation accounted for 86.2% of the total variability in the average pharmacist reported completion times (p < 0.001). CONCLUSIONS: The formula offers an efficient and accurate means of determining the amount of continuing education credit that should be assigned to printed home study courses. (+info)
Curriculum guide for research ethics workshops for countries in the Middle East.
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Comparing the effectiveness of video self-instruction versus traditional classroom instruction targeted at cardiopulmonary resuscitation skills for laypersons: a prospective randomised controlled trial.
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OBJECTIVE: To determine whether in the local lay Hong Kong population, video self-instruction about cardiopulmonary resuscitation has comparable results to traditional classroom instructions. DESIGN: Prospective randomised single-blind controlled trial. SETTING: A first-aid training organisation in Hong Kong. PARTICIPANTS: Cantonese applicants for cardiopulmonary resuscitation courses aged between 18 and 70 years were recruited into the study. They were randomised into two groups. Those selected for self-learning were given a kit (consisting of a mini-manikin, a video compact disc, and an instruction manual) and sent home. The other group underwent usual classroom training. Both groups were examined together; the examiners remained blinded to the background training of the subjects. Those who passed were asked to come back for re-examination after 1 year. MAIN OUTCOME MEASURES: The examination passing rates initially and after 1 year. RESULTS: During a 1-year period between 1 April 2007 to 31 March 2008, 256 subjects were recruited into this study, 124 for self-learning and 132 for classroom training. The age range was 18 to 62 (mean, 39; standard deviation, 10) years. There was no significant difference in passing rate between the two groups at the initial examination or at the re-examination after 1 year. Notably, 28 (23%) of the participants of the self-learning group taught cardiopulmonary resuscitation to relatives and friends. CONCLUSION: Video self-learning resulted in cardiopulmonary resuscitation performance as good as traditional classroom training. (+info)
Quantitative assessment of assisted problem-based learning in a pharmaceutics course.
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OBJECTIVES: To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course. DESIGN: Data were collected over 7 offerings of the course. In the first half of the semester about half of the students (PBL1) learned in a PBL format while the other students (PBL2) received didactic lectures. In the second half of the semester, the teaching methods were reversed. ASSESSMENT: Performance on the midterm examination and a comprehensive final examination was used to assess the effect of PBL. Over the 7-year period, PBL1 students scored significantly higher on the midterm examinations. Scores on the final examinations did not differ significantly, but PBL2 students had a higher mean score on questions based on material from the second half of the semester. CONCLUSIONS: PBL produced a short-term (weeks) improvement in learning and our results suggest that the effect may persist in the medium term (months). (+info)
Hunter disease eClinic: interactive, computer-assisted, problem-based approach to independent learning about a rare genetic disease.
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