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The Journal of Speech and Hearing... Feb 1977This report presents a description of the principles of programmed instruction and an explanation of all major components of a program. No attempt is made to review or...
This report presents a description of the principles of programmed instruction and an explanation of all major components of a program. No attempt is made to review or critique all available speech and language programs, but certain programs are discussed in some detail in order to illustrate adequate application of programming principles.
Topics: Behavior Therapy; Conditioning, Operant; Humans; Programmed Instructions as Topic; Reading; Speech Therapy; Verbal Learning
PubMed: 839753
DOI: 10.1044/jshd.4201.03 -
Annals of Anatomy = Anatomischer... Nov 2016In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching... (Review)
Review
In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research towards evaluation of the suitability of the new teaching methodologies in new curricula and student perceptions of integrated and multimodal teaching paradigms, and the ability of these to satisfy learning outcomes.
Topics: Anatomy; Computer-Assisted Instruction; Curriculum; Dissection; Education, Medical, Undergraduate; General Surgery; Guidelines as Topic; Teaching; United States
PubMed: 26996541
DOI: 10.1016/j.aanat.2016.02.010 -
Psychological Bulletin Jan 1967
Review
Topics: Education, Special; Humans; Military Science; Occupations; Programmed Instructions as Topic; Vocational Education
PubMed: 5340784
DOI: 10.1037/h0020414 -
Research in Developmental Disabilities 2006Programmed Instruction combined with experimenter-provided prompts (physical, verbal, and gesturing) was used to teach pointing with a computer mouse. Three preschoolers...
Programmed Instruction combined with experimenter-provided prompts (physical, verbal, and gesturing) was used to teach pointing with a computer mouse. Three preschoolers who scored at least 1 year below their chronological age levels participated. During the pre-assessment, none of the participants demonstrated pointing. However, they could press and release the mouse button. Programmed Instruction consisted of three stages, based on an analysis of the behavioral prerequisites for pointing. Stage 1 was designed to teach participants to move the mouse. Stage 2 was designed to teach participants to move the on-screen cursor onto specific items on the screen. Stage 3 was designed to teach participants to click on specific items on the screen. Experimenter-provided prompts were used to facilitate skill acquisition at each stage. The post-assessment showed that all participants learned pointing after intervention. The intervention package consisting of Programmed Instruction and experimenter-provided prompts was effective for teaching the hand-eye coordination required for pointing.
Topics: Child, Preschool; Computers; Educational Measurement; Female; Humans; Intellectual Disability; Learning; Male; Programmed Instructions as Topic; Psychomotor Performance; Teaching
PubMed: 15970426
DOI: 10.1016/j.ridd.2005.01.001 -
Canadian Medical Association Journal Apr 1965Programmed instruction is attracting attention at all educational levels. While this approach is new, the educational principles it incorporates are well established:...
Programmed instruction is attracting attention at all educational levels. While this approach is new, the educational principles it incorporates are well established: instructional goals are defined in advance, the content is meticulously organized, active student participation is demanded, immediate feedback is provided to students, and each instructional unit is subjected to testing and revision. With its established effectiveness as a vehicle for introducing new topics, and for providing remedial and supplementary instruction, it can free the medical teacher to devote his time to matters which are more deserving of his attention, such as identifying and responding to individual student needs, exploring complex concepts, and working directly with students to provide a model and critical supervision. A more important potential contribution of programming may be that it has reminded us of sound educational precepts which deserve our attention in all forms of instruction.
Topics: Education, Medical; Feedback; Humans; Learning; Programmed Instructions as Topic; Teaching; Wine
PubMed: 14278021
DOI: No ID Found -
Soins; La Revue de Reference Infirmiere 1968
Topics: Nursing; Programmed Instructions as Topic
PubMed: 5190375
DOI: No ID Found -
Revue de L'infirmiere Oct 1974
Topics: Digitalis Glycosides; Programmed Instructions as Topic
PubMed: 4498370
DOI: No ID Found -
Les Cahiers Du Nursing Jun 1969
Topics: Programmed Instructions as Topic
PubMed: 5194415
DOI: No ID Found -
Journal of the American Dietetic... Jan 1965
Topics: Education; Humans; Nutritional Physiological Phenomena; Nutritional Sciences; Nutritional Status; Programmed Instructions as Topic; Teaching
PubMed: 14256214
DOI: No ID Found -
L'annee Psychologique 1964