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JMIR MHealth and UHealth Jan 2019Safe driving training for adolescents aims to prevent injury and promote their well-being. In that regard, information and communication technologies have been used to... (Review)
Review
BACKGROUND
Safe driving training for adolescents aims to prevent injury and promote their well-being. In that regard, information and communication technologies have been used to understand adolescent driving behavior and develop interventions.
OBJECTIVE
The purpose of this review is to explore and discuss existing approaches to technology-based driving interventions, driving assessments, and solutions in the literature.
METHODS
We searched the Web of Science and PubMed databases following a review protocol to collect relevant peer-reviewed journal articles. Inclusion criteria were (1) being published in the English language, (2) being published in a peer-reviewed journal, (3) testing the driving behavior of teens with technology-based intervention methods, and (4) being published between January 2000 and March 2018. We appraised the articles by reading their abstracts to select studies matching the inclusion criteria and reading the full text of articles for final refinement.
RESULTS
Initial keyword searches on technology-based solutions resulted in 828 publications that we refined further by title screening (n=131) and abstract evaluation against inclusion criteria (n=29). Finally, we selected 16 articles that met the inclusion criteria and examined them regarding the use of technology-based interventions, assessments, and solutions. Use of built-in tracking devices and installation of black box devices were widely used methods for capturing driving events. Smartphones were increasingly adapted for data collection, and use of gamification for intervention design was an emerging concept. Visual and audio feedback also were used for intervention.
CONCLUSIONS
Our findings suggest that social influence is effective in technology-based interventions; parental involvement for promoting safe driving behavior is highly effective. However, the use of smartphones and gamification needs more study regarding their implementation and sustainability. Further developments in technology for predicting teen behavior and programs for behavioral change are needed.
Topics: Adolescent; Adolescent Behavior; Automobile Driving; Female; Humans; Male; Program Evaluation; Smartphone; Teaching; United States
PubMed: 30679149
DOI: 10.2196/11942 -
Pediatric Radiology Jan 2021Senior pediatric radiologists who have spent a major portion of their careers interpreting conventional film-screen radiographic studies have collected a wealth of... (Review)
Review
Senior pediatric radiologists who have spent a major portion of their careers interpreting conventional film-screen radiographic studies have collected a wealth of hard-copy teaching material that is at risk of becoming obsolete. The teaching value and usefulness of analog film teaching files can be preserved using available hardware and standard software. The final product can be made available in a high-quality digital format to students, trainees and faculty without complicated search-and-retrieval methodology. This paper describes a relatively simple and low-cost procedure to preserve and use this source of wisdom and experience. It also emphasizes the role that such a resource can play as part of a comprehensive educational program.
Topics: Child; Computer-Assisted Instruction; Humans; Radiology; Radiology Information Systems; Software; Teaching
PubMed: 32964266
DOI: 10.1007/s00247-020-04818-7 -
Journal of Voice : Official Journal of... May 2016Training opportunities for singing voice rehabilitation specialists are growing and changing. This is happening despite a lack of agreed-on guidelines or an accredited... (Review)
Review
OBJECTIVES
Training opportunities for singing voice rehabilitation specialists are growing and changing. This is happening despite a lack of agreed-on guidelines or an accredited certification acknowledged by the governing bodies in the fields of speech-language pathology and vocal pedagogy, the American Speech-Language Hearing Association and the National Association of Teachers of Singing, respectively. The roles of the speech-language pathologist, the singing teacher, and the person who bridges this gap, the singing voice rehabilitation specialist, are now becoming better defined and more common among the voice care community. To that end, this article aims to review the current opportunities for training in the field of singing voice rehabilitation.
METHODS
A review of available university training programs, private training programs and mentorships, clinical fellowships, professional organizations, conferences, vocal training across genres, and self-study opportunities was conducted. All institutional listings are with permission from program leaders.
RESULTS/CONCLUSIONS
Although many avenues are available for training of singing voice rehabilitation specialists, there is no accredited comprehensive training program at this point. This review gathers information on current training opportunities from across various modalities. The listings are not intended to be comprehensive but rather representative of possibilities for interested practitioners.
Topics: Curriculum; Education, Professional; Humans; Occupations; Private Sector; Singing; Specialization; Speech-Language Pathology; Teaching; Universities; Voice Disorders; Voice Quality; Voice Training
PubMed: 26025617
DOI: 10.1016/j.jvoice.2015.03.020 -
Journal of the Experimental Analysis of... Jul 2020In equivalence-based instruction (EBI), a large number of stimulus relations can be established through direct instruction of a smaller number of strategically selected...
In equivalence-based instruction (EBI), a large number of stimulus relations can be established through direct instruction of a smaller number of strategically selected relations. We evaluated the efficiency and other potential benefits of EBI in 2 between-subjects experiments with college students that compared EBI with complete instruction (CI). In Experiment 1 (n = 50), mastery criteria in both conditions required an equal number of equally sized trial blocks at equal accuracy. Under those conditions, trials to passing posttests did not differ significantly between groups during the establishment of 3-member classes or during expansion to 4- and 5-member classes. In Experiment 2 (n = 48), mastery criteria were equated across conditions in terms of the number of consecutive correct trials required for each trial type. Under those conditions, EBI required fewer trials to complete than did CI. Neither experiment found an advantage of EBI over CI in terms of facilitating future learning or maintenance of class-consistent responding. Overall, the results suggest that greater efficiency of EBI compared to CI may largely be attributed to learning assessment practices, but additional research is warranted with additional EBI training structures and trial arrangements.
Topics: Adolescent; Adult; Association Learning; Female; Humans; Learning; Male; Teaching; Teaching Materials; Young Adult
PubMed: 32678487
DOI: 10.1002/jeab.617 -
Teaching Reading to Students with Intellectual and Developmental Disabilities: An Observation Study.Research in Developmental Disabilities Aug 2021Growing evidence supports the efficacy of multicomponent, explicit, phonics-based reading instruction for students with intellectual and developmental disabilities...
BACKGROUND
Growing evidence supports the efficacy of multicomponent, explicit, phonics-based reading instruction for students with intellectual and developmental disabilities (IDD). However, little is known about the implementation of such instruction.
AIMS
The purpose of this observation study was to describe the content and quality of reading instruction provided to kindergarten through third grade students with IDD in self-contained classrooms.
METHODS AND PROCEDURES
Researchers observed seven special education teachers and their seventeen students, examined teacher perspectives via survey and interview, and reviewed student Individualized Education Programs. Researchers coded 2,901 minutes of instruction for content, grouping, materials, instructional quality, engagement, and time spent reading connected text, using a tool adapted for the IDD population.
OUTCOMES
Observed instructional content focused on phonics/word study, followed by vocabulary and comprehension, then other areas. Within the already small classes, instruction was generally delivered individually or in small groups. Instructional quality and engagement varied by activity.
CONCLUSIONS AND IMPLICATIONS
Study findings suggest a need for greater systematic investigation of content and methods pertaining to reading instruction for students with IDD, instructional quality and engagement, and connections to student outcomes.
Topics: Child; Comprehension; Developmental Disabilities; Humans; Reading; Students; Teaching; Vocabulary
PubMed: 34119889
DOI: 10.1016/j.ridd.2021.103990 -
Language, Speech, and Hearing Services... Jul 2023We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers' beliefs about how children in the first 7...
PURPOSE
We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers' beliefs about how children in the first 7 years of schooling develop reading comprehension skills and to characterize the self-reported practices and strategies they use to support children to comprehend connected text.
METHOD
A web-based survey was used to collect data from 284 Australian elementary teachers about their beliefs and practices regarding reading comprehension instruction. Selected Likert-scale items were aggregated to determine the degree to which participants held "child-centered" or "content-centered" views of reading instruction.
RESULTS
Australian elementary school teachers hold a wide range of beliefs about reading instruction, some of which are in direct opposition to each other. Our findings indicate low consensus about what elements of instructional practice are useful in classrooms or how time should be apportioned to different tasks. Commercial programs had significant penetration in schools, and many participants reported using multiple commercial programs, with varying degrees of pedagogical harmony. Participants indicated that their most common source of knowledge about reading instruction was their own personal research, with few nominating university teacher education as a primary source of knowledge or expertise.
CONCLUSIONS
Little agreement exists within the Australian elementary teacher community regarding the ways that reading skills can and should be taught. There is significant room for teacher practice to have improved theoretical underpinnings and to develop a consistent repertoire of classroom practices aligned with these.
Topics: Humans; Reading; Comprehension; Australia; Schools; School Teachers; Teaching
PubMed: 37133888
DOI: 10.1044/2023_LSHSS-22-00118 -
Journal of Athletic Training Oct 2016Patients with attention-deficit/hyperactivity disorder (ADHD) can be noncompliant, impulsive, and disruptive in an athletic training or physical rehabilitation facility.... (Review)
Review
CONTEXT
Patients with attention-deficit/hyperactivity disorder (ADHD) can be noncompliant, impulsive, and disruptive in an athletic training or physical rehabilitation facility. Athletic trainers (ATs) are valuable and essential health care providers for active patients with ADHD. However, for a patient with ADHD to have a successful outcome in a busy athletic training environment, the AT or health care provider must tailor the treatment setting to the patient's needs.
OBJECTIVE
To educate and raise awareness among ATs about patients with ADHD and to provide ATs with strategies and tools that will allow them to treat patients with ADHD more effectively.
DATA SOURCES
We retrieved and reviewed articles from PubMed, PsychINFO, and Ovid without date restrictions. Search words were attention deficit hyperactivity disorder plus 1 of the following topics or search words: athletic training, athletics, coaching, sport, or sport psychology.
STUDY SELECTION
Any ADHD articles that were not applicable or translatable in good faith to athletic training, physical rehabilitation, or sport and exercise were excluded.
DATA EXTRACTION
Nonpharmacologic interventions were reviewed and amassed into categories from which the recommendations were created. No statistical analyses were conducted for this review.
DATA SYNTHESIS
We identified 1241 articles, and 86 met the inclusion criteria. Five groups of evidence were observed: (1) goal setting and coaching, (2) reinforcements and outcomes, (3) routines and treatment timing, (4) simplified feedback and instructions, and (5) environmental control. Reliable evidence suggests that these techniques can be translated and applied within an athletic training and physical rehabilitation setting.
CONCLUSIONS
Athletic trainers are a vital component in providing health care for patients with ADHD. Using goal contagion creates a structured environment and positive reinforcements that accommodate patients with ADHD. Furthermore, ATs may use the evidence-based recommendations in this review to create a treatment and physical rehabilitation program and space that are tailored to the needs of the ADHD patient to increase the chance of a successful outcome.
Topics: Athletes; Attention Deficit Disorder with Hyperactivity; Evidence-Based Practice; Female; Humans; Mentoring; Teaching
PubMed: 27834506
DOI: 10.4085/1062-6050-51.12.11 -
BMC Medical Education Sep 2015This paper is an up-to-date systematic review on educational interventions addressing history taking. The authors noted that despite the plethora of specialized training... (Review)
Review
BACKGROUND
This paper is an up-to-date systematic review on educational interventions addressing history taking. The authors noted that despite the plethora of specialized training programs designed to enhance students' interviewing skills there had not been a review of the literature to assess the quality of each published method of teaching history taking in undergraduate medical education based on the evidence of the program's efficacy.
METHODS
The databases PubMed, PsycINFO, Google Scholar, opengrey, opendoar and SSRN were searched using key words related to medical education and history taking. Articles that described an educational intervention to improve medical students' history-taking skills were selected and reviewed. Included studies had to evaluate learning progress. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI).
RESULTS
Seventy-eight full-text articles were identified and reviewed; of these, 23 studies met the final inclusion criteria. Three studies applied an instructional approach using scripts, lectures, demonstrations and an online course. Seventeen studies applied a more experiential approach by implementing small group workshops including role-play, interviews with patients and feedback. Three studies applied a creative approach. Two of these studies made use of improvisational theatre and one introduced a simulation using Lego® building blocks. Twenty-two studies reported an improvement in students' history taking skills. Mean MERSQI score was 10.4 (range 6.5 to 14; SD = 2.65).
CONCLUSIONS
These findings suggest that several different educational interventions are effective in teaching history taking skills to medical students. Small group workshops including role-play and interviews with real patients, followed by feedback and discussion, are widespread and best investigated. Feedback using videotape review was also reported as particularly instructive. Students in the early preclinical state might profit from approaches helping them to focus on interview skills and not being distracted by thinking about differential diagnoses or clinical management. The heterogeneity of outcome data and the varied ways of assessment strongly suggest the need for further research as many studies did not meet basic methodological criteria. Randomized controlled trials using external assessment methods, standardized measurement tools and reporting long-term data are recommended to evaluate the efficacy of courses on history taking.
Topics: Education, Medical; Humans; Medical History Taking; Students, Medical; Teaching
PubMed: 26415941
DOI: 10.1186/s12909-015-0443-x -
Medical Teacher May 2024The objective of the ASPIRE award programme of the International Association for Health Professions Education is to go beyond traditional accreditation processes....
The objective of the ASPIRE award programme of the International Association for Health Professions Education is to go beyond traditional accreditation processes. Working in partnership with the ASPIRE Academy, the programme aims to encourage and support excellence in health professions education, in part by showcasing and exemplifying best practices. Each year ASPIRE award applications received from institutions across the globe describe their greatest achievements in a variety of areas, one of which is curriculum development, where evaluation of applications is carried out using a framework of six domains. These are described in this paper as key elements of excellence, specifically, Organisational Structure and Curriculum Management; Underlying Educational Strategy; Content Specification and Pedagogy; Teaching and Learning Methods and Environment; Assessment, Monitoring and Evaluation; Scholarship. Using examples from the content of submissions of three medical schools from very different settings that have been successful in the past few years, achievements in education processes and outcomes of institutions around the world are highlighted in ways that are relevant to their local and societal contexts.
Topics: Curriculum; Humans; Awards and Prizes; Education, Medical; Teaching; Schools, Medical
PubMed: 38422995
DOI: 10.1080/0142159X.2024.2322706 -
Academic Medicine : Journal of the... Apr 2022Using electrocardiogram (ECG) interpretation as an example of a widely taught diagnostic skill, the authors conducted a systematic review and meta-analysis to... (Meta-Analysis)
Meta-Analysis
PURPOSE
Using electrocardiogram (ECG) interpretation as an example of a widely taught diagnostic skill, the authors conducted a systematic review and meta-analysis to demonstrate how research evidence on instruction in diagnosis can be synthesized to facilitate improvement of educational activities (instructional modalities, instructional methods, and interpretation approaches), guide the content and specificity of such activities, and provide direction for research.
METHOD
The authors searched PubMed/MEDLINE, Embase, Cochrane CENTRAL, PsycInfo, CINAHL, ERIC, and Web of Science databases through February 21, 2020, for empirical investigations of ECG interpretation training enrolling medical students, residents, or practicing physicians. They appraised study quality with the Medical Education Research Study Quality Instrument and pooled standardized mean differences (SMDs) using random effects meta-analysis.
RESULTS
Of 1,002 articles identified, 59 were included (enrolling 17,251 participants). Among 10 studies comparing instructional modalities, 8 compared computer-assisted and face-to-face instruction, with pooled SMD 0.23 (95% CI, 0.09, 0.36) indicating a small, statistically significant difference favoring computer-assisted instruction. Among 19 studies comparing instructional methods, 5 evaluated individual versus group training (pooled SMD -0.35 favoring group study [95% CI, -0.06, -0.63]), 4 evaluated peer-led versus faculty-led instruction (pooled SMD 0.38 favoring peer instruction [95% CI, 0.01, 0.74]), and 4 evaluated contrasting ECG features (e.g., QRS width) from 2 or more diagnostic categories versus routine examination of features within a single ECG or diagnosis (pooled SMD 0.23 not significantly favoring contrasting features [95% CI, -0.30, 0.76]). Eight studies compared ECG interpretation approaches, with pooled SMD 0.92 (95% CI, 0.48, 1.37) indicating a large, statistically significant effect favoring more systematic interpretation approaches.
CONCLUSIONS
Some instructional interventions appear to improve learning in ECG interpretation; however, many evidence-based instructional strategies are insufficiently investigated. The findings may have implications for future research and design of training to improve skills in ECG interpretation and other types of visual diagnosis.
Topics: Computer-Assisted Instruction; Education, Medical; Electrocardiography; Humans; Physicians; Students, Medical
PubMed: 35086115
DOI: 10.1097/ACM.0000000000004607