Self-learning Experience Research Articles

Caring for a Difficult Patient with Sore Throat

AbstractThis Dr Cochrane clinical vignette is based on upon an Overview of Cochrane Reviews that was published in a previous issue of Evidence‐Based Child Health: Foisy M, Martin B, Domino F, Becker, L A. The Cochrane Library and the Treatment of Sore Throat in Children and Adolescents: An Overview of Reviews. Evid‐Based Child Health 2011, 6: 6(3): 810–823; and inspired by: Marcy SM. When a parent insists on antibiotics for a virus. Am Fam Physician 1999; 59(3): 687–688.Dr Cochrane is a unique self‐learning experience—the integration of Cochrane evidence with a quirky fictional story and multiple‐choice questions provides readers with the opportunity to explore and understand the applicability of a Cochrane Review or Overview in a new way.In this series of fictional clinical vignettes, Dr Cochrane travels across time from the past century to the present day, to solve clinical problems using evidence from Cochrane Reviews. Read the associated article and then test your knowledge with five multiple‐choice questions. You can find the answers to the questions on page 1316. Copyright © 2011 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. The Cochrane Collaboration

The Coughing Baby

AbstractThis Dr Cochrane clinical vignette is based upon an overview of Cochrane Reviews that was published in the previous issue of Evidence‐Based Child Health: Bialy L, Foisy M, Smith M and Fernandes RM: The Cochrane Library and the Treatment of Bronchiolitis in Children: An Overview of Reviews. Evid‐Based Child Health 2011, 6: 258–275.Dr Cochrane is a unique self‐learning experience—the integration of Cochrane evidence with a quirky fictional story and multiple‐choice questions provides readers with the opportunity to explore and understand the applicability of a Cochrane Review or Overview in a new way.In this series of fictional clinical vignettes, Dr Cochrane travels across time from the past century to the present day, to solve clinical problems using evidence from Cochrane Reviews. Read the associated article and then test your knowledge with five multiple choice questions. You can find the answers to the questions on page 806. Copyright © 2011 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. The Cochrane Collaboration

Anxiety above the clouds

AbstractThe first in this series of Dr Cochrane clinical vignettes is based upon an overview of Cochrane Reviews that was published in the previous issue of Evidence‐Based Child Health: Manassis K, Russell K, Newton AS: The Cochrane Library and the treatment on childhood and adolescent anxiety disorders: an overview of reviews. Evid‐Based Child Health 2010, 5: 541–554.Dr Cochrane is a unique self‐learning experience—the integration of Cochrane evidence with a quirky fictional story and multiple‐choice questions provides readers with the opportunity to explore and understand the applicability of a Cochrane Review or Overview in a new way.In this series of fictional clinical vignettes, Dr Cochrane travels across time from the past century to the present day, to solve clinical problems using evidence from Cochrane Reviews. Read the associated article and/or listen to the Evidence‐Based Child Health podcast available online at www.cochrane.org/podcasts/ and then test your knowledge with six multiple choice questions. You can find the answers to the questions on page 1547.In the next issue of Evidence‐based Child Health, Dr Cochrane explores the evidence for chronic cough, based upon the Cochrane Overview available in this issue (Russell K, Chang AB, Foisy M, Thomson D, Williams K: The Cochrane Library and the Treatment of Chronic Cough in Children: An Overview of Reviews. Evid‐Based Child Health 2010, 5: 1196–1205). Copyright © 2010 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. The Cochrane Collaboration

Comprehension of Lung Sounds for Family Medicine Residents in Daegu, Gyeongbuk

Background: Understanding lung sound is important physical examination of chest. We studied to identify the state of the understanding, the education and the self-learning experience for lung sound's interpretation during the residentship training period. Methods: Data were collected from 45 family medicine residents who had trained in Daegu and Gyeongbuk from April 1st to May 31th 2008. Residents completed self-administered questionnaire about the education and the self-learning experience for lung sound's interpretation and had been estimated the understanding of lung sound by using the audio file of five lung sounds. Results: The median score (inter-quartile range, IQR) of lung sound‘s interpretation was 2 (1, 3) between 0 and 5 range. The number of residents who were educated for the interpretation of lung sounds during the training period were 10 (22.2%). Twenty-four (53.3%) had the self-learning experience for lung sounds. Conclusion: The understanding for lung sounds of family medicine residents in Daegu, Gyeungbuk was not high and the majority of residents were not educated the interpretation of lung sounds during the training period. Directors of family medicine should consider to make the regular education program for interpretation of lung sound during the training period.

Exploring the Self-Learning Experiences of Patients With Depression Participating in a Multimedia Education Program

The purpose of the present study was to explore the self-learning experiences of depression patients on interactive multimedia education program. Qualitative in-depth interviews were employed. Fourteen patients with a first episode of major depression were recruited from a psychiatric outpatient department. Explanations of the purposes of the exercise and on-the-spot teaching were provided by the researcher before the study began. A tape-recorded, semi-structured interview format was employed after two weeks. Data analysis was performed in the framework of line-by-line content, contextual and thematic analysis. Eight subjects successfully completed the entire learning activities. Content analysis revealed 4 main aspects of successful self-learning experiences: the triggering of learning motivation, the enjoyment of self-paced learning, support for the effects of learning materials, and the gaining of self- awareness and changes. The factors influencing learning performance were related to: environmental impact, the degree of familiarity with traditional learning, possession or non-possession of the necessary computer operation skills, and good computer support. However, the findings provide a preliminary understanding of the application of interactive multimedia education programs in terms of self-learning outcomes and recognizing key elements of learning impediments among the study sample. A larger sample size with different clinical contexts is recommended to determine the effect and generalizability for future research. Furthermore, the creation of a computerized learning environment with different educational styles is crucial to patients' success in obtaining depression-related information and understanding effective adaptive skills.

Designing and implementing hands-on robotics labs

As part of a rigorous robotics curriculum at Carnegie Mellon University, the authors have developed and implemented open-ended design and construction lab experiences. The hands-on, heads-on laboratory component to the new robotics course described provides a self-learning experience for engineering and computer science undergraduates, enriching their robotics education and teaching interdisciplinary teamwork.

Medical student research

Student participation in research has traditionally been part of the academic program in American medical schools. A survey of student research in 115 U.S. medical schools showed that 74 percent had M.D./Ph.D. programs but that only about 0.6 percent of the students participated in them. Eighty percent had research programs not directed toward a Ph.D.; and although these involved only 6 percent of the students, the enthusiasm of the students for their research experience was very high. The University of Florida has long fostered medical student research. A survey of 1969--1978 participants in the Florida programs yielded a 74 percent endorsement of research as an important, positive educational experience, and nearly all agreed that a research option should be part of the medical school curriculum. Since research provides the students with an intellectually challenging, self-learning experience that they endorse enthusiastically and since there is small student participation, it seems timely to reassess the role of student research in the medical school curriculum.