Learning

1.

The Psychiatric Rehabilitation Beliefs, Goals, and Practices Scale: sensitivity to change.

This study evaluated the Psychiatric Rehabilitation Beliefs, Goals, and Practices Scales (PRBGP) sensitivity to change. A training curriculum in the current principles and practices of Psychiatric Rehabilitation was given to 301 practitioners in ...
Edward S Casper, Janice D Oursler (Psychiatr Rehabil J, 2003WINTER)
psychiatric-rehabilitation-beliefs-goals-practices-scale-sensitivity.asp

2.

A summary of results of the Dietary Intervention Study in Children (DISC): lessons learned.

Prevention of cardiovascular disease must begin in childhood, preferably before risk factors develop. Elevated low-density lipoprotein cholesterol levels in children are likely to track over time and become high-risk levels in adults. The Dietary ...
Linda Van Horn, Eva Obarzanek, Bruce A Barton, Victor J Stevens, Peter O Kwiterovich, Norman L Lasser, Alan M Robson, Frank A Franklin, Ronald M Lauer, Sue Y S Kimm, Joanne F Dorgan, Merwyn R Greenlick (Prog Cardiovasc Nurs, 2003WINTER)
summary-results-dietary-intervention-study-children-disc-lessons.asp

3.

Development and implementation of an objective structured teaching exercise (OSTE) to evaluate improvement in feedback skills following a faculty development workshop.

BACKGROUND: Faculty development programs focusing on teaching have become widespread. PURPOSE: Despite the popularity of such programs, evidence as to their effectiveness is limited. This article reports on the development of an objective structured ...
Sarah Stone, Kathleen Mazor, Sarah Devaney-ONeil, Susan Starr, Warren Ferguson, Scott Wellman, Eric Jacobson, David S Hatem, Mark Quirk (Teach Learn Med, 2003WINTER)
development-implementation-objective-structured-teaching-exercise.asp

4.

Small group learning in medical education: a second look at the Springer, Stanne, and Donovan meta-analysis.

All in all, the evidence is not convincing. Only four of the nine randomized studies used the conventional small-group learning paradigm and qualify as studies of small-group learning, which are relevant to medical education. The results of one of the ...
Jerry A Colliver, Paul J Feltovich, Steven J Verhulst (Teach Learn Med, 2003WINTER)
small-group-learning-medical-education-second-look-springer-stanne.asp

5.

Is your organization project management savvy?

As corporations struggle to gain better control and use of organizational resources in a rapidly changing business environment, theyre finding that project management is an efficacious discipline for supporting strategic initiatives and achieving ...
Pam Wolff (J Healthc Inf Manag, 2003WINTER)
your-organization-project-management-savvy.asp

6.

Health concerns and learning styles of underserved and uninsured clients at a nurse managed center.

The medically underserved and uninsured often seek care for immediate health concerns rather than use health promotion activities. To facilitate health promotion activities, it is important to understand the health concerns and learning styles of these ...
Theresa A Kessler, Elise Alverson (J Community Health Nurs, 2003SUMMER)
health-concerns-learning-styles-underserved-uninsured-clients-nurse.asp

7.

Errors.

Errors are outcomes or patterns of outcomes you dont want to see. They are basically of two types: those that occur naturally as rare outcomes of effective processes and those that signal that the process is not working. The error rate in American ...
David W Chambers (J Am Coll Dent, 2003SUMMER)
errors.asp

8.

Evaluating the stages of veterinary practitioner learning for continuing education needs assessment and program evaluation.

RATIONALE FOR THE STUDY: Recent behavioral change theory suggests that individuals go through stages of readiness for change. This theory has been applied to continuing medical education as a four stage theory of physician learning. The purpose of this ...
Dale A Moore (J Vet Med Educ, 2003SPRING)
evaluating-stages-veterinary-practitioner-learning-continuing.asp

9.

Learning with excitement: bridging school and after-school worlds and project-based learning.

A bridging typology captures a range of ways that after-school programs connect childrens diverse worlds and support project-based ...
Gil G Noam (New Dir Youth Dev, 2003SPRING)
learning-excitement-bridging-school-after-school-worlds-project-based.asp

10.

Community as text: using the community as a resource for learning in community schools.

The community can serve as a resource to help students become more engaged in learning and strengthen connections between schools and ...
Martin J Blank, Sheri DeBoe Johnson, Bela P Shah (New Dir Youth Dev, 2003SPRING)
community-text-community-resource-learning-community-schools.asp