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Journal articles on the topic 'Health teaching tool'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Rosoff, Arnold J. "Teaching health law: Choosing the right tool." Journal of Legal Medicine 18, no. 4 (1997): 539–46. http://dx.doi.org/10.1080/01947649709511049.

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2

Chiarello, Michael A. "Humor as a Teaching Tool." Journal of Psychosocial Nursing and Mental Health Services 48, no. 8 (2010): 34–41. http://dx.doi.org/10.3928/02793695-20100701-02.

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3

Rimsza, M. E. "PREP as a Teaching Tool." Pediatrics in Review 27, no. 2 (2006): 43. http://dx.doi.org/10.1542/pir.27-2-43.

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4

Pelican, Suzanne, Shirley Smith, and Sara Thomas. "Cholesterol-Plugged Artery: A Teaching Tool." Journal of Nutrition Education 30, no. 2 (1998): 115–16. http://dx.doi.org/10.1016/s0022-3182(98)70289-4.

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5

&NA;. "CAR SEAT SAFETY TEACHING TOOL." Advances in Neonatal Care 1, no. 1 (2001): 53–56. http://dx.doi.org/10.1053/adnc.2001.27786.

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Kathirvel, Soundappan, Kathiresan Jeyashree, and Binod Kumar Patro. "Social mapping: A potential teaching tool in public health." Medical Teacher 34, no. 7 (2012): e529-e531. http://dx.doi.org/10.3109/0142159x.2012.670321.

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SAVITT, TODD L. "Medical Readers’ Theater as a Teaching Tool." Cambridge Quarterly of Healthcare Ethics 19, no. 4 (2010): 465–70. http://dx.doi.org/10.1017/s0963180110000356.

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Readers’ Theater (RT) is a unique vehicle for introducing ethical, cultural, and social issues in medicine to academic, professional, and community audiences. It brings alive the characters in a story in a way that silent reading or reading a story aloud cannot. Audience members experience what is, in essence, a case report acted out “on stage” rather than reading or hearing someone report on a situation second hand. RT has an immediacy about it, a compelling aspect, that makes listeners pay attention and mentally participate in the action. It draws people into the story, engages them. The ora

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Callahan, Barbara G. "The Fox River Risk Assessment Teaching Tool." Human and Ecological Risk Assessment: An International Journal 10, no. 3 (2004): 605–7. http://dx.doi.org/10.1080/10807030490452223.

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9

Romeo, Roberta H. "Mystery of the Week: A Teaching Tool for Occupational/Environmental Health." Nurse Educator 22, no. 2 (1997): 5. http://dx.doi.org/10.1097/00006223-199703000-00001.

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10

Ruddock, Kenneth. "Bedside teaching: an invaluable tool in undergraduate medical education." BJPsych Open 7, S1 (2021): S154. http://dx.doi.org/10.1192/bjo.2021.431.

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AimsBedside teaching is one of the most important modalities in medical education. Sir William Osler stated, “Medicine is learned by the bedside and not in the classroom”. Despite this, the use of bedside teaching in the undergraduate curriculum has been declining, potentially due to changes in course design, increasing clinical workloads and reducing inpatient numbers. In my role as a Clinical Teaching Fellow (CTF), I have aimed to maximise bedside teaching and promote it as the primary approach for student learning.MethodAs a CTF, I deliver teaching to students from the Universities of Glasg

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Eiden, Holly, Monica Thomas, and Patricia Fosarelli. "A teaching tool for children in self care." Journal of Pediatric Health Care 1, no. 6 (1987): 292–97. http://dx.doi.org/10.1016/0891-5245(87)90112-x.

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Kernan, William D., and Corey H. Basch. "When the Levees Broke: A Teaching Tool to Initiate Discussions in Undergraduate Teaching of Health Disparities." Pedagogy in Health Promotion 3, no. 1 (2016): 50–55. http://dx.doi.org/10.1177/2373379915625074.

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13

Meckbach, Jane, Béatrice Gibbs, Jonas Almqvist, Marie Öhman, and Mikael Quennerstedt. "Exergames as a Teaching Tool in Physical Education?" Sport Science Review 22, no. 5-6 (2013): 369–86. http://dx.doi.org/10.2478/ssr-2013-0018.

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Abstract Video games are often highlighted as risk factors in relation to physical inactivity and increasing levels of obesity. Now a new type of video game, the exergame, has entered the market. In recent years, several countries have increasingly foregrounded exergames as a possible activity for use in school PE and as perhaps improving young people’s knowledge, skills, attitudes, and behaviors in relation to health and physical exercise. The purpose of this study is to explore Swedish PE teachers’ perceptions and use of exergames and also the barriers to and reasons for using exergames base

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Shellenberger, Sylvia, M. Marie Dent, Monique Davis-Smith, J. Paul Seale, Roberta Weintraut, and Tamara Wright. "Cultural genogram: A tool for teaching and practice." Families, Systems, & Health 25, no. 4 (2007): 367–81. http://dx.doi.org/10.1037/1091-7527.25.4.367.

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15

Bill, Debra E., and Tammy C. James. "Using Visual Displays as a Teaching Tool for Drug Prevention." American Journal of Health Education 34, no. 5 (2003): 288–90. http://dx.doi.org/10.1080/19325037.2003.10603563.

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16

Miara, Christine, Susan Gallagher, Diane Bush, and Robin Dewey. "Developing an Effective Tool for Teaching Teens about Workplace Safety." American Journal of Health Education 34, sup5 (2003): S—30—S—34. http://dx.doi.org/10.1080/19325037.2003.10603590.

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17

Redgate, Kay. "Money Talks: A Teaching Tool for Meal Planning." Diabetes Educator 14, no. 5 (1988): 439. http://dx.doi.org/10.1177/014572178801400519.

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18

Craig, Jana M., and Thomas May. "Ethics Consultation as a Tool for Teaching Residents." American Journal of Bioethics 6, no. 4 (2006): 25–27. http://dx.doi.org/10.1080/15265160600755490.

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19

Davidson, Stephanie M., Zachary Grunau, David Marcovitz, Oscar A. Gerdner, Joseph Stoklosa, and Heather S. Vestal. "Narrative Podcasts as a Teaching Tool in Psychiatry." Academic Psychiatry 43, no. 3 (2019): 275–79. http://dx.doi.org/10.1007/s40596-019-01062-6.

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20

Vaidya, VarshaM, and JayashreeS Gothankar. "Community based project work as a teaching tool: Students' perception." Indian Journal of Community Medicine 34, no. 1 (2009): 59. http://dx.doi.org/10.4103/0970-0218.45375.

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21

Dongre, Amol R., Pradeep R. Deshmukh, and Bishan S. Garg. "Using the ‘transect walk’ as a public health teaching and learning tool." Medical Education 43, no. 11 (2009): 1093–94. http://dx.doi.org/10.1111/j.1365-2923.2009.03483.x.

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22

Hsieh, Dennis T., and Wendy C. Coates. "Poverty Simulation: An Experiential Learning Tool for Teaching Social Determinants of Health." AEM Education and Training 2, no. 1 (2017): 51–54. http://dx.doi.org/10.1002/aet2.10076.

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23

Olson, Rebecca, and Edgar Burns. "Teaching sociology to public health students: Consumption as a reflective learning tool." Focus on Health Professional Education: A Multi-Professional Journal 17, no. 1 (2016): 71. http://dx.doi.org/10.11157/fohpe.v17i1.123.

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24

Green, Courtney A., Patricia S. O’Sullivan, and Hueylan Chern. "A robotic teaching session: separating tool from technique to emphasize a cognitive focused teaching environment." Journal of Robotic Surgery 13, no. 6 (2019): 735–39. http://dx.doi.org/10.1007/s11701-019-00921-6.

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25

Safar, A. Mazin, Patricia O'Sullivan, Linda Ray, Laura Hutchins, and Paulette Mehta. "Editorial Clubs as a New Teaching Tool in Postgraduate Training." Journal of Cancer Education 21, no. 3 (2006): 163–65. http://dx.doi.org/10.1207/s15430154jce2103_15.

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26

Kresge, E., L. Nelson, R. Mann, D. M. Heimbach, and L. H. Engrav. "Toxic Epidermal Necrolysis: A Patient/Family Teaching Tool." Journal of Burn Care & Rehabilitation 19 (January 1998): S255. http://dx.doi.org/10.1097/00004630-199801001-00240.

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27

Lehmann, Harold. "The Informatics Stack: A Heuristic Tool for Informatics Teaching." Methods of Information in Medicine 56, S 01 (2017): e129-e133. http://dx.doi.org/10.3414/me16-01-0152.

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Summary Objective: To develop a heuristic framework for students to organize and apply the many concepts of informatics for rapid use. Method: Organization of curriculum material and recurrent refinement by student feedback. An Informatics Stack was developed based on several existing informatics and software-development frameworks comprising several levels of abstraction, from what a system is supposed to accomplish (4 levels) to how it accomplishes it (5 levels). At each level, there are specific concerns, types of interoperability, ethical and legal issues, testing and evaluation approaches

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28

Lopez, Violeta, and Michelle Cleary. "Using Social Media in Nursing Education: An Emerging Teaching Tool." Issues in Mental Health Nursing 39, no. 7 (2018): 616–19. http://dx.doi.org/10.1080/01612840.2018.1494990.

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29

Fallon,, Molra A. "Case-Study Teaching: A Tool for Training Early Interventionists." Infants & Young Children 8, no. 4 (1996): 59–62. http://dx.doi.org/10.1097/00001163-199604000-00008.

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30

van der Burg, Simone, and Ibo van de Poel. "Teaching ethics and technology with Agora, an electronic tool." Science and Engineering Ethics 11, no. 2 (2005): 277–97. http://dx.doi.org/10.1007/s11948-005-0046-8.

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31

Kendall, Sandra, Michelle Ryu, and Chris Walsh. "How do we teach clinicians where the resources for best evidence are?" Journal of EAHIL 15, no. 3 (2019): 12–13. http://dx.doi.org/10.32384/jeahil15330.

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The Sinai Health System (SHS) Library created an online tool kit that groups electronic resources into tiers based on the hierarchy of evidence, in a step-by-step approach. Mobile application options are available for most of the resources. The goal is to provide a simple, practical teaching tool to help clinicians easily find quality health information from the vast offerings of publishers. Since its publication in 2008, the original tool kit received positive feedback from medical students and in-house clinical staff. As well, the tool kit has been incorporated into the teachings of the Roya

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32

Johnson, Rebecca E., Marie Murphy, and Frances Griffiths. "Conveying troublesome concepts: Using an open-space learning activity to teach mixed-methods research in the health sciences." Methodological Innovations 12, no. 2 (2019): 205979911986327. http://dx.doi.org/10.1177/2059799119863279.

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In the past decade, there has been a groundswell of interest in the use of mixed-methods approaches to conduct research in the health sciences. However, there remains a paucity of diverse teaching materials, curricula and activities to support the continued expansion of education and innovation in mixed-methods research. Here, we report the development and evaluation of an open-space learning activity and tool to aid teaching the concept of synthesis in mixed-methods research. We detail the iterations of the teaching activity and tool as they were developed, we report student feedback, and we

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33

Berić-Stojšić, Bojana, and Eleonora Dubicki. "Guiding Students’ Learning With LibGuides as an Interactive Teaching Tool in Health Promotion." Pedagogy in Health Promotion 2, no. 2 (2016): 144–48. http://dx.doi.org/10.1177/2373379915625324.

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34

Murray, Nicole, Tulio A. Valdez, Amy L. Hughes, and Katherine R. Kavanagh. "Teaching a tracheotomy handoff tool to pediatric first responders." International Journal of Pediatric Otorhinolaryngology 114 (November 2018): 120–23. http://dx.doi.org/10.1016/j.ijporl.2018.08.003.

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35

Matshonisa Seeletse, Solly. "Information and communication technology as a primary tool for Sefako Makgatho Health Sciences University’s statistics and operations research business." Problems and Perspectives in Management 14, no. 3 (2016): 115–22. http://dx.doi.org/10.21511/ppm.14(3).2016.12.

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The Department of Statistics and Operations Reasearch (SOR) at the Sefako Makgatho Health Sciences University (SMU) in South Africa desires to increase its research output, as well as to provide high quality teaching and learning. Most SOR lecturers want to embrace technology and innovations, and also be competitive both regionally and globally. This can be achieved more effectively if they are trained in computer applications. Thus, they should be developed into critical citizens of the digital world. They should also be prepared to use information and communication technology (ICT) as a teac

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36

Mistry, Hema, Raymond Oppong, and Emma J. Frew. "Health Economics Education (HEE) Web Site: A Tool to Enhance Health Economics Teaching in the United Kingdom." Journal of Economic Education 45, no. 1 (2014): 79. http://dx.doi.org/10.1080/00220485.2014.859972.

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37

Akhbari, Melika, Melina Akhbari, and Bogdan Chiva Giurca. "Implementing a novel web-based educational tool to facilitate social prescribing teaching." Education for Primary Care 30, no. 3 (2019): 181–82. http://dx.doi.org/10.1080/14739879.2019.1587318.

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38

McBride, Melen. "Ethnogeriatrics: Development and Application of the Cohort Analysis Tool." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 21, no. 2 (2014): 37–52. http://dx.doi.org/10.1044/cds21.2.37.

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Ethnogeriatrics is an evolving specialty in geriatric care that focuses on the health and aging issues in the context of culture for older adults from diverse ethnic backgrounds. This article is an introduction to ethnogeriatrics for healthcare professionals including speech-language pathologists (SLPs). This article focuses on significant factors that contributed to the development of ethnogeriatrics, definitions of some key concepts in ethnogeriatrics, introduces cohort analysis as a teaching and clinical tool, and presents applications for speech-language pathology with recommendations for

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39

Costa, Glauce Dias da, Erik Driessen, Luciana Saraiva da Silva, et al. "Collective portfolio: assessment of teaching and learning in health undergraduate courses." Ciência & Saúde Coletiva 23, no. 11 (2018): 3779–87. http://dx.doi.org/10.1590/1413-812320182311.27072015.

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Abstract The potential of the reflective collective portfolio as a method of teaching, learning and assessment needs to be emphasized. The objectives is to assess and validate the quality of the collective portfolio as a method of teaching, learning and assessment in the training of health professional. Portfolio quality was analyzed using an inventory of analysis that was adapted and tested for this study. In total, 70 portfolios were analyzed. The Kappa test was used to analyze reproducibility, confirming the level of agreement between the appraisers. Descriptive analysis and the t-test were

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40

Kreisel, Katrin. "Evaluation of a computer-based nutrition education tool." Public Health Nutrition 7, no. 2 (2004): 271–77. http://dx.doi.org/10.1079/phn2003525.

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AbstractObjective:To evaluate the efficacy and feasibility of using a computer-based teaching tool (http://www.coolfoodplanet.org) for nutrition and lifestyle education developed for primary school children.Design:This was a 2-week school-based intervention in third and fourth grades. The study design was multi-factorial with repeated measures of nutrition knowledge, at three points in time, of dependent samples from control and intervention groups. Control schools (n=7) used ‘traditional’ nutrition education materials and intervention schools (n=8) additionally used the computer-based educati

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41

Oliver, J., M. E. Pisano, T. Alonso, and P. Roca. "The Web as an educational tool for/in learning/teaching bioinformatics statistics." Medical Informatics and the Internet in Medicine 30, no. 4 (2005): 255–66. http://dx.doi.org/10.1080/14639230500367456.

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42

Gholamhosseini, Leila, and Haleh Ayatollahi. "The design and application of an e-health readiness assessment tool." Health Information Management Journal 46, no. 1 (2016): 32–41. http://dx.doi.org/10.1177/1833358316661065.

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Background: To date, several models have been developed to evaluate e-health readiness in healthcare organisations; however, no specific tool has been designed to assess or measure e-health readiness. Objective: The aim of this research was to design an e-health readiness assessment tool and to apply this tool to two Iranian hospitals to assess their readiness for the implementation of e-health. Method: The study, which was undertaken in 2012, consisted of three phases: (i) review of existing models of e-health; (ii) design of an e-health readiness assessment tool; and (iii) trial of the asses

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43

Chae, Young M., James D. Suver, and David Chou. "Goal programming as a capital investment tool for teaching hospitals." Health Care Management Review 10, no. 1 (1985): 27–36. http://dx.doi.org/10.1097/00004010-198501010-00004.

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44

Bchir, A. "[The birth register as an evaluation tool of maternal and child health activities at district level]." Eastern Mediterranean Health Journal 2, no. 3 (2021): 418–24. http://dx.doi.org/10.26719/1996.2.3.418.

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Relevant epidemiological data are essential to improving management of maternal and child health services at district level. In public maternity hospitals of the health region of Monastir, Tunisia, a perinatal register has been established recording information related to pregnancy, childbirth and the condition of the newborn. During 1994, 7750 deliveries were registered, of which 46% took place in the university teaching hospital. Use of peripheral maternity hospitals varies according to the resources of the hospital;the university teaching hospital is highly attractive, especially for women

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45

Andrew, GH, E. Carlisle, S. Litman, L. Reimer, and H. Sutherland. "21 Parenting a Child with Developmental Needs –CD-ROM Teaching Tool." Paediatrics & Child Health 9, suppl_a (2004): 25A. http://dx.doi.org/10.1093/pch/9.suppl_a.25aa.

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46

Konduru, Rajesh Kumar, Amit Kumar Mishra, Manikandan M., and Joy Bazroy. "ROME: a tool to train under graduate medical students as community health care providers." International Journal Of Community Medicine And Public Health 5, no. 3 (2018): 1181. http://dx.doi.org/10.18203/2394-6040.ijcmph20180781.

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Background: Re-Orientation of Medical Education (ROME) program is relatively a new teaching and learning method for undergraduate medical students which enables them to achieve the knowledge and skills to provide effective community health care. Objective of this study was to find out which of the various activities that were carried out during the ROME posting helped them to achieve the required knowledge and skills to provide effective Community Health Care.Methods: A descriptive study was conducted among 101 undergraduate MBBS students who participated in the ROME posting under the Departme

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47

Evans, Jennifer, Sue Webster, Susan Gallagher, Peter Brown, and John Sinclair. "Simulation in Nursing Education: iPod As a Teaching Tool for Undergraduate Nurses." Issues in Mental Health Nursing 36, no. 7 (2015): 505–12. http://dx.doi.org/10.3109/01612840.2014.1003667.

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48

Chagas, Kleber Jessivaldo Gomes das, Johny Everson Gonçalves, Gabriella Seixas Sampaio Saraiva, Gabriela Lisboa, and Ana Claudia Camargo Gonçalves Germani. "The teaching of health promotion and interprofessional education as a learning tool in undergratuated courses." Revista de Medicina 99, no. 1 (2020): 96–101. http://dx.doi.org/10.11606/issn.1679-9836.v99i1p96-101.

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Given the integrality of the health-disease-care process, and the importance of health promotion in this context, the training of future health professionals must include the development of abilities that allow a full therapeutic plan centered on the patient. In order to achieve this goal, there are some initiatives being employed in several countries that aim to offer a better formation for their health care professionals, capacitating them in offering a more integral care, based on collaborative practices. Objective: To verify the teaching of skills and abilities listed in CompHP in some of

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49

Azeez, N., C. Roberts, and H. Bradbury. "Stakeholders (trainees & tutors) views on the introduction of a workplace-based assessment tool within the pre-registration pharmacy training programme in a large teaching hospital: A qualitative triangulation study." International Journal of Pharmacy Practice 29, Supplement_1 (2021): i38. http://dx.doi.org/10.1093/ijpp/riab015.046.

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Abstract Introduction Pre-registration pharmacy training in the UK is a competency-based programme1. Workplace-based assessment (WBA) tools are valid and reliable tools in assessing competency in the workplace,2 however no recognised WBA tools are used within pre-registration pharmacy training. Historically WBA have been used within healthcare training, including postgraduate pharmacy. A WBA tool was designed by amalgamating three recognised tools from postgraduate pharmacy training (case-based discussion, mini clinical examination and direct observed patient consultation), then piloted within

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50

Stallman, Helen M., and Sharron King. "The Learning Thermometer: Closing the loop between teaching, learning, wellbeing and support in universities." Journal of University Teaching and Learning Practice 13, no. 5 (2016): 143–54. http://dx.doi.org/10.53761/1.13.5.11.

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The increasing awareness and impact of mental health problems in university students in addition to a need for objective measures of teaching quality provide the impetus for a new approach to supporting students. There is a need for more effective tools that integrate the institutional silos of teaching, learning, support, and wellbeing to help students maximise their educational outcomes. This paper provides an overview of an innovative student-centred tool, The Learning Thermometer, as an efficient and effective way to integrate the institutional silos and embedding student support within th

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