Psychoneurotic and Psychopathic Personalities of Polydrug Abusers and Effects of Didactic Instruction

1991 ◽  
Vol 9 (3-4) ◽  
pp. 65-79
Author(s):  
David Cuevas
Keyword(s):  
Didactic Instruction

Critical care nurse internships: in theory and practice

1993 ◽  
Vol 13 (4) ◽  
pp. 115-118 ◽  
Author(s):  
ME Kopp ◽  
KA Schell ◽  
L Laskowski-Jones ◽  
PK Morelli
Keyword(s):  
Critical Care ◽  
Staff Nurses ◽  
Theory And Practice ◽  
Care Staff ◽  
Staff Nurse ◽  
Orientation Programs ◽  
Graduate Nurses ◽  
Care Nurse ◽  
Didactic Instruction ◽  
Critical Care Units

The CCNIP is a 6-month program that provides didactic instruction and supervised clinical experience to graduate nurses desiring critical care staff nurse positions. During rotations through four critical care units, interns are cross-trained to handle a variety of patient care scenarios. Upon completion of the program nurses are required to fulfill an 18-month service commitment to a critical care unit within the institution. During its 6 years of operation the CCNIP has promoted clinical competency and assisted in the recruitment and retention of staff nurses in critical care. Considering these outcomes, other critical care educators and administrators may want to consider implementing nurse internships as an alternative to traditional orientation programs.

scholarly journals Cell Biology Apps for Apple Devices

2012 ◽  
Vol 11 (3) ◽  
pp. 226-230 ◽  
Author(s):  
Louisa A. Stark
Keyword(s):  
Cell Biology ◽  
Just In Time ◽  
Point Scale ◽  
Didactic Instruction ◽  
App Store ◽  
Production Values

Apps for touch-pad devices hold promise for guiding and supporting learning. Students may use them in the classroom or on their own for didactic instruction, just-in-time learning, or review. Since Apple touch-pad devices (i.e., iPad and iPhone) have a substantial share of the touch-pad device market ( Campbell, 2012 ), this Feature will explore cell biology apps available from the App Store. My review includes iPad and iPhone apps available in June 2012, but does not include courses, lectures, podcasts, audiobooks, texts, or other books. I rated each app on a five-point scale (1 star = lowest; 5 stars = highest) for educational and production values; I also provide an overall score.

scholarly journals Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meixun Zheng ◽  
Daniel Bender ◽  
Cindy Lyon
Keyword(s):  
Online Learning ◽  
Comparative Study ◽  
Online Courses ◽  
Dental Students ◽  
Dental School ◽  
Perceived Effectiveness ◽  
Course Performance ◽  
Didactic Instruction ◽  
Face To Face ◽  
The Impact

Abstract Background The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students’ attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic. Method The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students’ perceived effectiveness of online courses during the pandemic was assessed with a survey. Students’ course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019. Results Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students’ perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019. Conclusions This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.

scholarly journals Innovative eLearning: Technology Shaping Contemporary Problem Based Learning: A Cross-Case Analysis

2015 ◽  
Vol 12 (2) ◽  
pp. 51-68
Author(s):  
Greg Blackburn ◽  
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Case Analysis ◽  
Educational Interventions ◽  
Teaching Staff ◽  
Problem Solving Skills ◽  
Didactic Instruction ◽  
Cross Case Analysis ◽  
Electronic Technologies

Preparing students to be critical thinkers and effective communicators is essential in today’s multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of ‘old’ but still essential technologies: books, blackboards, and linear, one-way communication media. Such technologies contribute to engagement and meaningful learning in the higher education sector. Greater understanding in educational psychology and the effectiveness of educational interventions has motivated the development of various student-centred pedagogies (e.g. Problem-Based Learning (PBL)) addressing perceived shortcomings of traditional didactic instruction. PBL as a pedagogy promotes meaningful learning due largely to its power to stimulate critical, reflective and creative thinking. Can teaching staff, then, adopt technology-based approaches to create multi-disciplinary interactive PBL environments that enhance learning and excite students, inspiring them to take ownership of their own education? This paper presents a cross-case analysis of four cases that explore how classroom-based learning activities have been transferred to online formats in universities to improve critical thinking, problem-solving skills, and other learning attributes across a range of disciplines.

The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings

2019 ◽  
Vol 53 (4) ◽  
pp. 245-255 ◽  
Author(s):  
Emily E. Sobeck ◽  
Rachel Robertson ◽  
Jesse Smith
Keyword(s):  
Performance Feedback ◽  
Formal Education ◽  
Highly Qualified ◽  
Behavior Support ◽  
Training Time ◽  
Feedback Analysis ◽  
Didactic Instruction ◽  
Support Strategies ◽  
Inclusive Settings ◽  
And Performance

Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators’ use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.

Medieval Allegory: Roots of Advertising Strategy for the Mass Market

1988 ◽  
Vol 52 (3) ◽  
pp. 84-94 ◽  
Author(s):  
Barbara B. Stern
Keyword(s):  
Content Analysis ◽  
Literary Tradition ◽  
Cross Cultural ◽  
Moral Conflict ◽  
Future Research ◽  
Mass Market ◽  
Didactic Instruction ◽  
Advertising Strategy ◽  
Media Design ◽  
Cultural Implications

The author examines the medieval literary tradition of allegory and relates it to contemporary advertising. Allegory is characterized by the use of metaphor, personification, and moral conflict. This tradition is the basis of advertisements that use fear to convey didactic instruction to mass audiences. The author describes the use of allegory in advertising strategy in terms of message appeal, product benefits, target audience, and media design. Five areas for future research are suggested: content analysis of allegorical advertisements, cross-cultural implications, fear and guilt appeals, taxonomy of personifications as presenters, and effects of metaphors and symbols on advertising recall and comprehension.

THE ROLE OF EDUCATION IN ACCIDENT PREVENTION

PEDIATRICS ◽  
1956 ◽  
Vol 17 (2) ◽  
pp. 297-302
Author(s):  
Harry F. Dietrich
Keyword(s):  
Basic Problem ◽  
Accident Prevention ◽  
Reciprocal Relationship ◽  
Didactic Instruction ◽  
Parents And Children ◽  
Ultimate Responsibility

The basic problem in childhood accident prevention is one of education involving physicians, parents and children. The physician must learn more about the causes of accidents, he must also perfect his techniques of teaching parents how to assume their role in accident prevention. The ultimate responsibility for juvenile accident prevention falls on the parents, but this should be conveyed to them in a non-frightening manner and with an assurance of possible achievement. This is possible with a theory of accident prevention which embraces a reciprocal relationship between protection and education related to age. It is essential that parents realize the importance of parental example in the education of their children. The most stimulating educational device is supervised participation. If parental example is good and supervised experience is imaginatively conceived, then and then only can didactic instruction of the child be effective. Finally, attention is called to the fact that here presented is a paper on accident prevention in childhood which is devoid of statistics.

scholarly journals Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

2014 ◽  
Vol 49 (2) ◽  
pp. 220-233 ◽  
Author(s):  
Cailee E. Welch ◽  
Bonnie L. Van Lunen ◽  
Dorice A. Hankemeier ◽  
Aimee L. Wyant ◽  
Jessica M. Mutchler ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Knowledge Gain ◽  
Evidence Based ◽  
Web Based ◽  
Didactic Instruction ◽  
Telephone Interviews ◽  
National Athletic Trainers Association

Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.

Sign in / Sign up

Export Citation Format

Share Document