List Of Educational Objectives Research Articles

Needs assessment of the public health curriculum based on the first-level health services package in Isfahan University of Medical Sciences.

INTRODUCTION:After graduation, public health students should be able to work as health care givers providing first-level health care services. Therefore, the educational objectives of public health bachelor's programs should ensure that they acquire the capabilities necessary for this purpose. This study identified the educational objectives that are essential for these students and compared them with the current curriculum in Isfahan, Iran.METHODS:This needs assessment study was conducted in two phases. In the first phase, the essential educational objectives were identified using a qualitative approach, which involved eight focus group discussions held by a group consisting of experts of the public health headquarters and public health network administration offices of Isfahan province and the public health graduates working in the province's comprehensive health service centers, who were chosen using the purposive sampling method (n = 59). In the second phase, a comparative study was performed by turning the list of essential educational objectives into a checklist and using it to compare these objectives with the objectives in the current course plan in the examined curriculum. In the end, a list of educational objectives not included in the current curriculum of the public health bachelor's program was created.RESULTS:The focus group discussions produced 433 educational objectives in the cognitive domain, 79 objectives in the affective domain, and 179 objectives in the psychomotor domain, which were arranged in eight competency categories. Comparison of the essential educational objectives with the current curriculum showed that the current curriculum does not cover any of the essential objectives regarding care for the age groups of 18–29 and 30–59 and the first aid and only partially covers essential objectives in other competency categories.CONCLUSION:This study found that considering the requirements of first-level health services and the tasks expected from public health graduates to be providing these services, the current curriculum does not cover all essential learning objectives and should be revised to meet additional essential educational objectives.

Medical Student Radiology Training: What are the Objectives for Contemporary Medical Practice?

Rationale and Objectives The authors attempt to provide a set of objectives for medical student training in radiology for contemporary medical practice. Materials and Methods A questionnaire containing a list of educational objectives was sent to 32 radiologists in charge of medical student training in radiology at accredited residency programs in Australia and New Zealand. The importance of including each preselected objective in the curriculum was measured by respondents' agreement or disagreement on a scale of 1–6. Opportunity also was given to respondents to suggest objectives other than those presented on the questionnaire. Results Twenty of the 32 questionnaires were returned, and a set of educational objectives was established based on the responses. The objectives were ranked in importance according to the mean score assigned to each objective by the respondents. Conclusion This new set of educational objectives for medical student radiology training reflects recent changes in radiologic and medical practice and points to potential future developments.

Educational Research Volume 40 Number 1 Spring 1998 The effects of brief exposure and of classroom teaching on attitudes children express towards facial disfigurement in peers

Summary This report describes a controlled study of the impact of the pilot use of an education pack on primary school pupils’ attitudes to facial disfigurement. Projective materials were used to investigate their perceptions in terms of a hierarchical list of educational objectives ‐‐ awareness, knowledge, understanding, acceptance and commitment. There were significant changes in score in the control schools, as well as the project schools. All statistically significant changes, and all changes relating to disfigured children, were in the desired direction. In response to photographs showing disfigurement, children in the pilot schools consistently improved their scores by a greater margin than those in the control schools. But this difference reached statistical significance only for the Knowledge objective. There was no difference between the groups in relation to the Commitment objective. The results are discussed in terms of the impact of brief exposure and of classroom teaching. The findings have implications for decisions among different strategies of intervention that might be adopted in schools using the materials.

What Makes a Generalist Physician?-Reply

In Reply. —We agree with Dr Hale and colleagues that obstetrician/gynecologists in practice care for many women who do not otherwise have a primary care provider. The fact that many women use them as primary care physicians does not make them, or any other physician, a broadly trained generalist. Our study did not attempt to address the content of practice or how competently primary care services are provided by different specialty groups. Instead, our analysis focused on the content of residency training. The 89% figure cited by the letter's authors was dependent on a separately published list of educational objectives 1 that is not a required part of the Accreditation Council for Graduate Medical Education accreditation guidelines or its review process. Program citations for not addressing these objectives are unlikely to survive legal challenge since obstetrics and gynecology residencies can only be held to the standards of the Accreditation Council

On Teaching Relativity to Undergraduate Electrica Engineers

When students are introduced for the first time to electromagnetic theory, it is either presented as a set of separate aspects like electrostatics, magnetostatics, slow and fast varying fields etc., or in the unified form of Maxwell's equations. In the first case, students are likely to consider the different aspects as physically different phenomena, whilst in the last case, the mathematical formalism makes the physical understanding of electromagnetism difficult. This paper discusses the advantages of introducing special relativity as a unifying concept, providing at the same time better physical insight into electricity and magnetism and their mutual relationship. A description of an introductory course in relativity, given by the author to second year undergraduates, is presented. A list of educational objectives stated in behavioral terms is also given. This list of objectives has been found particularly helpful in designing instruction and establishing evaluation criteria.

A Study of the Extent of Measurement of Differential Objectives of Instruction

The first step in educational measurement and appraisal, it is now generally agreed, is to draw up a comprehensive list of educational ob jectives. The next procedure is to state these outcomes in terms of behavior. Techniques of several sorts may then be devised to provide estimates of the extent to which students have developed behavior pat terns relevant to the objectives. This attack upon the problems of measurement has emphasized the variety of outcomes of educational experiences and produced new instru ments of appraisal. One of the first results of the movement was to sup plement tests composed almost exclusively of items of specific informa tion with measures of the ability to relate facts, to apply facts and prin ciples to new situations, and to draw inferences from data. Tyler's significant study of the relationships between the results of tests of recall, application, and inference in a variety of subject matter fields not only stimulated attempts to measure more than informational outcomes, but also called attention to the necessity for cultivating the higher mental processes by appropriate learning activities.1 He found that a large number of students studying a variety of subjects did not develop corre sponding degrees of facility in mere recall and facility in the higher mental processes of applying principles and drawing inferences. In 16 examinations from 11 different subjects, he found that the correlations between tests requiring recall of information and those requiring both recall and application of principles, ranged, when corrected for attenua tion, from .31 to .58. Most of the coefficients hovered about .45. At the University of Minnesota, the University Committee on Edu cational Research and the General College cooperated in the development