WorldWideScience

Sample records for web-based nutrition education

  1. Construction of web-based nutrition education contents and searching engine for usage of healthy menu of children

    Science.gov (United States)

    Lee, Tae-Kyong; Chung, Hea-Jung; Park, Hye-Kyung; Lee, Eun-Ju; Nam, Hye-Seon; Jung, Soon-Im; Cho, Jee-Ye; Lee, Jin-Hee; Kim, Gon; Kim, Min-Chan

    2008-01-01

    A diet habit, which is developed in childhood, lasts for a life time. In this sense, nutrition education and early exposure to healthy menus in childhood is important. Children these days have easy access to the internet. Thus, a web-based nutrition education program for children is an effective tool for nutrition education of children. This site provides the material of the nutrition education for children with characters which are personified nutrients. The 151 menus are stored in the site together with video script of the cooking process. The menus are classified by the criteria based on age, menu type and the ethnic origin of the menu. The site provides a search function. There are three kinds of search conditions which are key words, menu type and "between" expression of nutrients such as calorie and other nutrients. The site is developed with the operating system Windows 2003 Server, the web server ZEUS 5, development language JSP, and database management system Oracle 10 g. PMID:20126375

  2. Short- and Medium-Term Efficacy of a Web-Based Computer-Tailored Nutrition Education Intervention for Adults Including Cognitive and Environmental Feedback: Randomized Controlled Trial

    Science.gov (United States)

    Lechner, Lilian; de Vries, Hein; Candel, Math JJM; Oenema, Anke

    2015-01-01

    Background Web-based, computer-tailored nutrition education interventions can be effective in modifying self-reported dietary behaviors. Traditional computer-tailored programs primarily targeted individual cognitions (knowledge, awareness, attitude, self-efficacy). Tailoring on additional variables such as self-regulation processes and environmental-level factors (the home food environment arrangement and perception of availability and prices of healthy food products in supermarkets) may improve efficacy and effect sizes (ES) of Web-based computer-tailored nutrition education interventions. Objective This study evaluated the short- and medium-term efficacy and educational differences in efficacy of a cognitive and environmental feedback version of a Web-based computer-tailored nutrition education intervention on self-reported fruit, vegetable, high-energy snack, and saturated fat intake compared to generic nutrition information in the total sample and among participants who did not comply with dietary guidelines (the risk groups). Methods A randomized controlled trial was conducted with a basic (tailored intervention targeting individual cognition and self-regulation processes; n=456), plus (basic intervention additionally targeting environmental-level factors; n=459), and control (generic nutrition information; n=434) group. Participants were recruited from the general population and randomly assigned to a study group. Self-reported fruit, vegetable, high-energy snack, and saturated fat intake were assessed at baseline and at 1- (T1) and 4-months (T2) postintervention using online questionnaires. Linear mixed model analyses examined group differences in change over time. Educational differences were examined with group×time×education interaction terms. Results In the total sample, the basic (T1: ES=–0.30; T2: ES=–0.18) and plus intervention groups (T1: ES=–0.29; T2: ES=–0.27) had larger decreases in high-energy snack intake than the control group. The

  3. Planned development and evaluation protocol of two versions of a web-based computer-tailored nutrition education intervention aimed at adults, including cognitive and environmental feedback

    Science.gov (United States)

    2014-01-01

    Background Despite decades of nutrition education, the prevalence of unhealthy dietary patterns is still high and inequalities in intake between high and low socioeconomic groups still exist. Therefore, it is important to innovate and improve existing nutrition education interventions. This paper describes the development, design and evaluation protocol of a web-based computer-tailored nutrition education intervention for adults targeting fruit, vegetable, high-energy snack and fat intake. This intervention innovates existing computer-tailored interventions by not only targeting motivational factors, but also volitional and self-regulation processes and environmental-level factors. Methods/design The intervention development was guided by the Intervention Mapping protocol, ensuring a theory-informed and evidence-based intervention. Two versions of the intervention were developed: a basic version targeting knowledge, awareness, attitude, self-efficacy and volitional and self-regulation processes, and a plus version additionally addressing the home environment arrangement and the availability and price of healthy food products in supermarkets. Both versions consist of four modules: one for each dietary behavior, i.e. fruit, vegetables, high-energy snacks and fat. Based on the self-regulation phases, each module is divided into three sessions. In the first session, feedback on dietary behavior is provided to increase awareness, feedback on attitude and self-efficacy is provided and goals and action plans are stated. In the second session goal achievement is evaluated, reasons for failure are explored, coping plans are stated and goals can be adapted. In the third session, participants can again evaluate their behavioral change and tips for maintenance are provided. Both versions will be evaluated in a three-group randomized controlled trial with measurements at baseline, 1-month, 4-months and 9-months post-intervention, using online questionnaires. Both versions will

  4. Advances in personalized web-based education

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    Chrysafiadi, Konstantina

    2015-01-01

    This book aims to provide important information about adaptivity in computer-based and/or web-based educational systems. In order to make the student modeling process clear, a literature review concerning student modeling techniques and approaches during the past decade is presented in a special chapter. A novel student modeling approach including fuzzy logic techniques is presented. Fuzzy logic is used to automatically model the learning or forgetting process of a student. The presented novel student model is responsible for tracking cognitive state transitions of learners with respect to their progress or non-progress. It maximizes the effectiveness of learning and contributes, significantly, to the adaptation of the learning process to the learning pace of each individual learner. Therefore the book provides important information to researchers, educators and software developers of computer-based educational software ranging from e-learning and mobile learning systems to educational games including stand a...

  5. Web Based Video Educational Resources for Surgeons

    Directory of Open Access Journals (Sweden)

    Petre Vlah-Horea BOŢIANU

    2015-12-01

    Full Text Available During the last years, video files showing different surgical procedures have become extremely available and popular on the internet. They are available on both free and unrestricted sites, as well as on dedicated sites which control the medical quality of the information. Honest presentation and a minimal video-editing to include information about the procedure are mandatory to achieve a product with a true educational value. The integration of the web-based video educational resources in the continuing medical information system seems to be limited and the true educational impact very difficult to assess. A review of the available literature dedicated on this subject shows that the main challenge is related to the human factor and not to the available technology.

  6. Web-Based Tools in Education

    Directory of Open Access Journals (Sweden)

    Lupasc Adrian

    2016-07-01

    Full Text Available Technology is advancing at a rapid pace, and what we knew a year ago is likely to no longer apply today. With it, the technology brings new ways of transmitting information, machining and processing, storage and socializing. The continuous development of information technologies contributes more than ever to the increase of access to information for any field of activity, including education. For this reason, education must help young people (pupils and students to collect and select from the sheer volume of information available, to access them and learn how to use them. Therefore, education must constantly adapt to social change; it must pass on the achievements and richness of human experience. At the same time, technology supports didactic activity because it leads learning beyond the classroom, involving all actors in the school community and prepares young people for their profession. Moreover, web tools available for education can yield added benefits, which is why, especially at higher levels of the education system, their integration starts being more obvious and the results are soon to be seen. Moreover, information technologies produce changes in the classic way of learning, thus suffering rapid and profound transformations. In addition, current information technologies offer many types of applications, representing the argument for a new system of providing education and for building knowledge. In this regard, the paper aims to highlight the impact and benefits of current information technologies, particularly web-based, on the educational process.

  7. Web-based education in bioprocess engineering

    NARCIS (Netherlands)

    Sessink, O.D.T.; Schaaf, van der H.; Beeftink, H.H.; Hartog, R.; Tramper, J.

    2007-01-01

    The combination of web technology, knowledge of bioprocess engineering, and theories on learning and instruction might yield innovative learning material for bioprocess engineering. In this article, an overview of the characteristics of web-based learning material is given, as well as guidelines for

  8. Students' perceptions and satisfaction with a web-based human nutrition course.

    Science.gov (United States)

    Rochester, Charmaine D; Pradel, Francoise

    2008-08-15

    To assess the perceptions and satisfaction of third-year pharmacy students with a Web-based, distance-learning course, Principles of Human Nutrition, and describe the challenges faculty members encountered while implementing the course. The human nutrition course was redesigned from a traditional classroom-based format to a Web-based format. Precourse and postcourse surveys were administered to 2 consecutive classes of 120 students. Students gave positive feedback regarding the Web-based format and especially appreciated the flexibility the course offered. Students recommended that a hybrid Web-based/classroom-based course be developed instead of a Web-based only course. A Web-based format was used to effectively deliver a course in human nutrition to third-year pharmacy students; however, implementation of the course revealed several challenges that will need to be addressed before additional Web-based courses can be added.

  9. Will web-based research suffice when collecting U.S. school district policies? The case of physical education and school-based nutrition policies

    Directory of Open Access Journals (Sweden)

    Agurs-Collins Tanya

    2008-12-01

    Full Text Available Abstract Background Recognizing the growing childhood overweight problem, a number of school-based strategies, including policy approaches, have been proposed and are being implemented to address the problem considering the amount of time children spend in schools. This paper describes the results of a pilot study that tested approaches to collecting U.S. school district policy information regarding physical education and nutrition requirements that can inform efforts by policy makers, researchers, advocates and others interested in collecting school district-level obesity-related policies that are typically not systematically available from a "one stop" source. Methods Sixty local school districts representing six states were selected for conducting the district policy research, with larger, urban school districts over-sampled to facilitate collection of policies from districts representing a larger proportion of the public school population in each study state. The six states within which the pilot districts were located were chosen based on the variability in their physical education and school-based nutrition policy and geographic and demographic diversity. Web research and a mail canvass of the study districts was conducted between January and May 2006 to obtain all relevant policies. An additional field collection effort was conducted in a sample of districts located in three study states to test the extent to which field collection would yield additional information. Results Policies were obtained from 40 (67% of the 60 districts, with policies retrieved via both Web and mail canvass methods in 16 (27% of the districts, and were confirmed to not exist in 10 (17% of the districts. Policies were more likely to be retrieved from larger, urban districts, whereas the smallest districts had no policies available on the Web. In no instances were exactly the same policies retrieved from the two sources. Physical education policies were slightly

  10. Innovation in preregistration midwifery education: Web based interactive storytelling learning.

    Science.gov (United States)

    Scamell, Mandie; Hanley, Thomas

    2017-07-01

    through a critical description of the implementation of a web based interactive storytelling learning activity introduced into an undergraduate, preregistration midwifery education programme, this paper will explore how low-cost, low-fidelity online storytelling, designed using Moodle, can be used to enhance students' understanding of compassion and empathy in practice. cross sectional sample of first year undergraduate Midwifery students (n111) METHOD: drawing from both research and audit data collected in an Higher Education Institution in London England, the paper presents the case for using web based technology to create a sustainable model for midwifery education. initial results indicate that it is both the low cost and positive student evaluations of web based interactive storytelling, which make this approach to preregistration midwifery education which suggests that this approach has significant potential for learning and teaching in midwifery education in diverse settings around the world. Or how about: global relevance? . Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. Educational Assessment via a Web-Based Intelligent System

    Science.gov (United States)

    Huang, Jingshan; He, Lei; Davidson-Shivers, Gayle V.

    2011-01-01

    Effective assessment is vital in educational activities. We propose IWAS (intelligent Web-based assessment system), an intelligent, generalized and real-time system to assess both learning and teaching. IWAS provides a foundation for more efficiency in instructional activities and, ultimately, students' performances. Our contributions are…

  12. Science Education Research Using Web-based Video

    Science.gov (United States)

    Tarman, Lisa; Ferris, Pamella; Bruder, Dan; Gilligan, Nick; Morgan, James; Delooper, John

    2009-11-01

    The Princeton Plasma Physics Laboratory in collaboration with teachers and students has developed a variety of educational outreach activities to demonstrate basic physical science principles using a variety of instructive and entertaining science demonstrations at elementary, middle and high school levels. A new effort has been initiated to demonstrate this material using web based videos. This can be a resource for the teacher, parent or student. In addition, the video is coupled to web-based lesson plans for the educator. The goal of these videos and lesson plans is to create enthusiasm and stimulate curiosity among students and teachers, showing them that science is interesting, fun, and within their grasp. The first video demonstrates a number of activities one can accomplish using a half-coated fluorescent tube. Additional demonstrations will be added over time.

  13. Preferences of women for web-based nutritional information in pregnancy.

    Science.gov (United States)

    Kennedy, R A K; Mullaney, L; Reynolds, C M E; Cawley, S; McCartney, D M A; Turner, M J

    2017-02-01

    During pregnancy, women are increasingly turning to web-based resources for information. This study examined the use of web-based nutritional information by women during pregnancy and explored their preferences. Cross-sectional observational study. Women were enrolled at their convenience from a large maternity hospital. Clinical and sociodemographic details were collected and women's use of web-based resources was assessed using a detailed questionnaire. Of the 101 women, 41.6% were nulliparous and the mean age was 33.1 years (19-47 years). All women had internet access and only 3% did not own a smartphone. Women derived pregnancy-related nutritional information from a range of online resources, most commonly: What to Expect When You're Expecting (15.1%), Babycenter (12.9%), and Eumom (9.7%). However, 24.7% reported using Google searches. There was minimal use of publically funded or academically supported resources. The features women wanted in a web-based application were recipes (88%), exercise advice (71%), personalized dietary feedback (37%), social features (35%), videos (24%) and cooking demonstrations (23%). This survey highlights the risk that pregnant women may get nutritional information from online resources which are not evidence-based. It also identifies features that women want from a web-based nutritional resource. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  14. Design Patterns in Adaptive Web-Based Educational Systems : An Overview

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    Avgeriou, Paris; Vogiatzis, Dimitrios; Tzanavari, Aimilia; Retalis, Symeon

    2004-01-01

    Adaptive Web-based Educational Systems represent an emerging technology that provides a unique advantage over traditional Web-based Educational Systems; that is the ability to adapt to the user's needs, goals, preferences etc. Adaptive Web-based Educational Systems are increasingly becoming part of

  15. An Initial Evaluation of Web-Based Opioid Overdose Education.

    Science.gov (United States)

    Roe, Stephanie S; Banta-Green, Caleb J

    2016-01-28

    Fatal opioid overdose is a significant public health concern in the United States. One approach to reducing fatalities is expanding overdose response education to broader audiences. This study examined responses to a web-based overdose education tool. The results of 422 anonymous surveys submitted on www.stopoverdose.org were analyzed for participant demographics, knowledge of opioid overdose recognition and response, and knowledge of Washington's Good Samaritan overdose law. Characteristics, knowledge, and planned behavior of respondents with professional versus personal interest in overdose education were compared. Most respondents were age 35 or older (57%) and female (65%). The mean score on the knowledge quiz for overdose recognition and response items was 16.2 out of 18, and 1.5 out of 2 possible points for items concerning the law. Respondents indicating professional interest were significantly more likely to be 35 or older (p = .001) and to have received prior overdose education (p education.

  16. Evaluation of web-based osteoporosis educational materials.

    Science.gov (United States)

    Wallace, Lorraine S; Turner, Lori W; Ballard, Joyce E; Keenum, Amy J; Weiss, Barry D

    2005-12-01

    Many women are unaware of risk factors for and consequences of osteoporosis. Hence, patient education is an essential step in preventing and managing osteoporosis. Unfortunately, numerous studies have demonstrated a mismatch between the reading difficulty of typical patient education materials and the reading ability of many American adults. We examined the readability and quality of web-based information on osteoporosis using the Suitability Assessment of Materials (SAM) and DISCERN instruments. The three most widely used Internet search engines, Google, Yahoo, and MSN, were selected based on popularity according to Nielsen/Net Ratings. The search term osteoporosis was entered to generate the first 30 websites listed by each of the three search engines. Several websites appeared on all three search engines; we identified 27 unique websites. Overall, 51.9% of materials were rated by the SAM as not suitable. Most materials scored poorly for their reading level (82.6% were rated not suitable), with an average reading level at grade 11.5 +/- 2.8. The mean DISCERN score for overall description of treatment options was 35.7 +/- 18.0, indicating inadequate quality. Most materials had low quality in a number of indicators, including accuracy and biased presentation of information. Web-based osteoporosis information is written above the reading ability of most American adults, and much of it lacks adequate quality.

  17. Developing Nutrition Label Reading Skills: A Web-Based Practice Approach.

    Science.gov (United States)

    Miller, Lisa M Soederberg; Beckett, Laurel A; Bergman, Jacqueline J; Wilson, Machelle D; Applegate, Elizabeth A; Gibson, Tanja N

    2017-01-13

    Nutrition labels offer the information needed to follow Dietary Guidelines for Americans, yet many individuals use labels infrequently or ineffectively due to limited comprehension and the effort required to use them. The objective of our study was to develop and test a Web-based label-reading training tool to improve individuals' ability to use labels to select more healthful foods. We were particularly interested in determining whether practice can lead to increased accuracy using labels as well as decreased effort, together reflecting greater efficiency. We compared a basic and an enhanced, prior-knowledge version of the tool that contained an additional component, a brief nutrition tutorial. Participants were 140 college students with an average age of 20.7 (SD 2.1) years and education 14.6 (SD 1.2) years, who completed 3 sets of practice that were designed to teach them, through repetition and feedback, how to use nutrition labels to select more healthful products. Prior to training, participants in the prior-knowledge group viewed a multimedia nutrition presentation, which those in the basic group did not receive. Mixed-effects models tested for improvement in accuracy and speed with practice, and whether improvements varied by group. The training led to significant increases in average accuracy across the 3 practice sets (averaging 79% [19/24 questions], 92% [22/24], 96% [23/24] respectively, Preading skills that are indicative of early stages of automatic processing. To the extent that automatic processes are at the core of healthy habit change, this may be an efficient way to improve dietary decision-making.

  18. Enhancing food engineering education with interactive web-based simulations

    Directory of Open Access Journals (Sweden)

    Alexandros Koulouris

    2015-04-01

    Full Text Available In the traditional deductive approach in teaching any engineering topic, teachers would first expose students to the derivation of the equations that govern the behavior of a physical system and then demonstrate the use of equations through a limited number of textbook examples. This methodology, however, is rarely adequate to unmask the cause-effect and quantitative relationships between the system variables that the equations embody. Web-based simulation, which is the integration of simulation and internet technologies, has the potential to enhance the learning experience by offering an interactive and easily accessible platform for quick and effortless experimentation with physical phenomena.This paper presents the design and development of a web-based platform for teaching basic food engineering phenomena to food technology students. The platform contains a variety of modules (“virtual experiments” covering the topics of mass and energy balances, fluid mechanics and heat transfer. In this paper, the design and development of three modules for mass balances and heat transfer is presented. Each webpage representing an educational module has the following features: visualization of the studied phenomenon through graphs, charts or videos, computation through a mathematical model and experimentation.  The student is allowed to edit key parameters of the phenomenon and observe the effect of these changes on the outputs. Experimentation can be done in a free or guided fashion with a set of prefabricated examples that students can run and self-test their knowledge by answering multiple-choice questions.

  19. Educating for ethical leadership through web-based coaching.

    Science.gov (United States)

    Eide, Tom; Dulmen, Sandra van; Eide, Hilde

    2016-12-01

    Ethical leadership is important for developing ethical healthcare practice. However, there is little research-based knowledge on how to stimulate and educate for ethical leadership. The aim was to develop and investigate the feasibility of a 6-week web-based, ethical leadership educational programme and learn from participants' experience. Training programme and research design: A training programme was developed consisting of (1) a practice part, where the participating middle managers developed and ran an ethics project in their own departments aiming at enhancing the ethical mindfulness of the organizational culture, and (2) a web-based reflection part, including online reflections and coaching while executing the ethics project. Focus group interviews were used to explore the participants' experiences with and the feasibility of the training. Participants and research context: Nine middle managers were recruited from a part-time master's programme in leadership in Oslo, Norway. The research context was the participating leaders' work situation during the 6 weeks of training. Ethical considerations: Participation was voluntary, data anonymized and the confidentiality of the participating leaders/students and their institutions maintained. No patient or medical information was involved. Eight of the nine recruited leaders completed the programme. They evaluated the training programme as efficient and supportive, with the written, situational feedback/coaching as the most important element, enhancing reflection and motivation, counteracting a feeling of loneliness and promoting the execution of change. The findings seem consistent with the basic assumptions behind the educational design, based partly on e-health research, feedback studies and organizational ethics methodology, partly on theories on workplace learning, reflection, recognition and motivation. The training programme seems feasible. It should be adjusted according to participants' proposals and tested

  20. An Educational Evaluation of Web-Based Forestry Education

    Science.gov (United States)

    Allred, Shorna Broussard; Smallidge, Peter J.

    2010-01-01

    Online forestry education can serve large populations of woodland owners and managers. Cornell University's ForestConnect program initiated the nation's first woodlot management educational webinar series. We conducted an educational evaluation to determine: (1) the educational impact of the ForestConnect Webinar series, (2) the involvement of new…

  1. Relationship between Nursing Students' Views about Web-Based Patient Education Course and Anxiety in Turkey

    Science.gov (United States)

    Tasocak, Gülsün; Kaya, Hülya; Senyuva, Emine; Isik, Burçin; Bodur, Gönül

    2014-01-01

    The study was designed as descriptive and cross-sectional to determine the relation between students' views about web-based Patient Education course and anxiety. The study group consisted of all students registered the web-based Patient Education course (N: 148) at 2010-2011 semester at a nursing school. Data were collected using "Information…

  2. Web-based learning for continuing nursing education of emergency unit staff.

    Science.gov (United States)

    Paavilainen, Eija; Salminen-Tuomaala, Mari

    2010-01-01

    The authors describe a Web-based continuing education course focusing on patient counseling in an emergency department. Course materials were developed based on data collected from the department's patients and their family members and on earlier findings on counseling. Web-based education is an appropriate method for continuing education in a specific hospital department. This puts special demands for nurse managers in arranging, designing, and implementing the education together with educators.

  3. Evaluating the role of web-based tutorials in educational practice

    DEFF Research Database (Denmark)

    Moring, Camilla; Schreiber, Trine

    The paper describes and discusses a two step analysis for evaluating web based information literacy tutorials in educational practice. In a recent evaluation project the authors used the analysis to examine three web based tutorials developed by three different academic libraries in Norway. Firstly...

  4. Designing Web-Based Educative Curriculum Materials for the Social Studies

    Science.gov (United States)

    Callahan, Cory; Saye, John; Brush, Thomas

    2013-01-01

    This paper reports on a design experiment of web-based curriculum materials explicitly created to help social studies teachers develop their professional teaching knowledge. Web-based social studies curriculum reform efforts, human-centered interface design, and investigations into educative curriculum materials are reviewed, as well as…

  5. A Web Based Approach to Integrate Space Culture and Education

    Science.gov (United States)

    Gerla, F.

    2002-01-01

    , who can use it to prepare their lessons, retrieve information and organize the didactic material in order to support their lessons. We think it important to use a user centered "psychology" based on UM: we have to know the needs and expectations of the students. Our intent is to use usability tests not just to prove the site effectiveness and clearness, but also to investigate aesthetical preferences of children and young people. Physics, mathematics, chemistry are just some of the difficult learning fields connected with space technologies. Space culture is a potentially never-ending field, and our scope will be to lead students by hand in this universe of knowledge. This paper will present MARS activities in the framework of the above methodologies aimed at implementing a web based approach to integrate space culture and education. The activities are already in progress and some results will be presented in the final paper.

  6. Web-Based Intervention for Nutritional Management in Cystic Fibrosis: Development, Usability, and Pilot Trial.

    Science.gov (United States)

    Stark, Lori J; Opipari-Arrigan, Lisa; Filigno, Stephanie S; Simon, Stacey L; Leonard, Amanda; Mogayzel, Peter J; Rausch, Joseph; Zion, Cynthia; Powers, Scott W

    2016-06-01

    Usability and pilot testing of a web intervention (BeInCharge.org [BIC]) of behavior plus nutrition intervention for children with cystic fibrosis (CF) ages 4-9 years.   Think Aloud methodology was used with five mothers to assess usability and refine the intervention. A pilot trial was then conducted with 10 mothers of children with CF ages 4-9 years randomized to the web-based BIC or a Standard Care Control (STC). Change in weight gain for each group was compared in a pre-to-post design.   Mothers rated the usability and clarity of BIC highly. The pilot trial showed children of mothers who received BIC had a significant change in weight pre-to-post-treatment (0.67 kg, p = .04). Change for the STC was not significant (0.41 kg, p = .10).   A web-based behavior plus nutrition intervention appears promising in increasing weight gain in children with CF. © The Author 2015. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  7. Tensions in Learner Support and Tutor Support in Tertiary Web-based English Education in China

    National Research Council Canada - National Science Library

    Tong Wang

    2005-01-01

      Based on the findings of a national survey conducted in 2004 designed to examine the support systems for both learners and tutors engaged in tertiary-level Web-based English education in mainland...

  8. The Effect of Web-Based Teaching Method on Academic Achievement in Tourism Education

    National Research Council Canada - National Science Library

    Bahadır Köksalan; Tuncay Sevindik; Atınç Olcay

    2011-01-01

    The purpose of this research was to determine the effects of web based teaching method on the academic achievement level of undergraduate students in Tourism Education department in the fall semester...

  9. Using A Web-Based Nutrition Algorithm In Hemodialysis (Hd Patients

    Directory of Open Access Journals (Sweden)

    Alison Steiber

    2012-06-01

    Full Text Available Nutrition care is complex and encompasses evaluation and correction of protein-energy wasting plus many nutrition abnormalities such as hyperphosphatemia, abdominal obesity, and risk factors of cardiovascular disease. The purpose of this study was to test a nutritionally comprehensive algorithm for feasibility and functionality in a diverse group of HD patients. This was a prospective, observational study designed to test a nutrition algorithm for 1 clinical feasibility; 2 logical progression; 3 ability to collect data; and 4 effectiveness in improving outcomes. Patients included in this study were enrolled by renal dietitians (RD working in HD units based in five different countries. To select study subjects, RD were asked to screen and consent patients in their facilities until 4 patients were identified as at nutrition risk per the algorithm’s screening tool. All data were collected via the algorithm including screening, assessment, nutrition related diagnosis, etiology of the nutrition diagnosis, nutrition related barriers, nutrition focused interventions, and outcome parameters. Statistics were performed using SPSS vs 20.0 and significance set at p<0.05. One hundred patients, enrolled by 29 RD, were included in this analysis. The screening parameters that triggered an “at risk flag” for more than 50% of the patients were: PTH, serum cholesterol and unintentional weight loss. Of the patients with an albumin of <3.8 mg/dl (37% of sample, 73% were given a nutritional diagnosis of insufficient protein intake. Overall, patients with insufficient intake had significantly lower serum albumin concentrations at baseline than those who did not have this (3.7±0.4 vs. 4.0±0.4, p<0.05. Patients with a diagnosis of “high phosphorus” had decreases in serum PTH (349.5±184.5 to 201.7±113.6, p=0.06 and phosphorus (from 6.5±1.0–5.3±1.9 mg/dl, p=0.04 at the three month data collection. This study is the first of its kind to show that a web-based

  10. Education problems and Web-based teaching: how it impacts dental educators?

    Science.gov (United States)

    Clark, G T

    2001-01-01

    This article looks at six problems that vex educators and how web-based teaching might help solve them. These problems include: (1) limited access to educational content, (2) need for asynchronous access to educational content, (3) depth and diversity of educational content, (4) training in complex problem solving, (5) promotion of lifelong learning behaviors and (6) achieving excellence in education. The advantages and disadvantage of web-based educational content for each problem are discussed. The article suggests that when a poorly organized course with inaccurate and irrelevant content is placed online, it solves no problems. However some of the above issues can be partially or fully solved by hosting well-constructed teaching modules on the web. This article also reviews the literature investigating the efficacy of off-site education as compared to that provided on-site. The conclusion of this review is that teleconference-based and web-based delivery of educational content can be as effective as traditional classroom-based teaching assuming the technologic problems sometimes associated with delivering teaching content to off-site locations do not interfere in the learning process. A suggested hierarchy for rating and comparing e-learning concepts and methods is presented for consideration.

  11. Web-based distance learning for nurse education: a systematic review.

    Science.gov (United States)

    Du, S; Liu, Z; Liu, S; Yin, H; Xu, G; Zhang, H; Wang, A

    2013-06-01

    Web-based distance learning is considered a promising approach to replace or supplement conventional nursing instruction. However, no systematic review has been seen to explore the effect of web-based distance education in nursing. To examine the efficacy of the web-based distance education for nursing students and employed nurses. A systematic review of randomized controlled studies was undertaken. Multiple search strategies were performed in PubMed and Embase until July 2012. Two reviewers independently selected trials, conducted quality critical appraisal, and extracted the data from the included studies. Nine randomized controlled trials met inclusion criteria, among which five studies were rated as A quality level, and the other four studies as B quality level. The results showed that web-based distance learning has produced equivalent or better effects in knowledge acquisition. For nursing skill performance, four studies revealed a positive role for the new teaching mode, and one study showed a negative viewpoint. This review also demonstrated that participants generally accepted web-based education with high satisfaction rates. Two studies reported a more positive trend for self-efficacy in performing nursing skills in the experiment group compared with control group. Some negative feedbacks were also expressed. Web-based education has encouraging effects in improving both participants' knowledge and skills performance, and in enhancing self-efficacy in performing nursing skills, with a high satisfaction rate expressed by participants. More rigorous experimental studies are advocated. © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

  12. A COMPARISON OF STUDENT VIEWS ON WEB-BASED AND FACE-TO-FACE HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Suleyman Nihat SAD

    2014-04-01

    Full Text Available The study aimed to describe and compare the perceptions of web-based distance education students and campus-based face-to-face students about the quality of education provided in their programs with regard to variables including gender, marital-status, and employment status. A baseline descriptive survey design and complementary ex post facto design were used in this study. A total of 536 students studying at two higher education institutions participated in the study. “Student Program Assessment Scale [SPAS]” was developed and used to assess web-based and face-to-face students’ perceptions about the quality of education in their programs. The results showed that web-based students were most positive about lifelong learning opportunities provided in their distance programs, followed by learning-teaching procedures, abilities to access and share resources, and lastly chances of cooperation and socialization. Face-to-face students were almost neutral in all aspects and, compared to web-based students, they were significantly less positive about lifelong learning opportunities (large effect size, learning-teaching procedures (medium effect size, and abilities to access and share resources (small effect size provided by their programs. Face-to-face and web-based learners were similarly and moderately positive about the cooperation and socialization opportunities provided in their programs. Gender, marital status and employment were found to cause no differences in practical sense on perceptions of web-based and face-to-face students. Distance education; web-based education; face-to-face education; higher education, curriculum evaluation.

  13. Informing web-based communication curricula in veterinary education: a systematic review of web-based methods used for teaching and assessing clinical communication in medical education.

    Science.gov (United States)

    Artemiou, Elpida; Adams, Cindy L; Toews, Lorraine; Violato, Claudio; Coe, Jason B

    2014-01-01

    We determined the Web-based configurations that are applied to teach medical and veterinary communication skills, evaluated their effectiveness, and suggested future educational directions for Web-based communication teaching in veterinary education. We performed a systematic search of CAB Abstracts, MEDLINE, Scopus, and ERIC limited to articles published in English between 2000 and 2012. The review focused on medical or veterinary undergraduate to clinical- or residency-level students. We selected studies for which the study population was randomized to the Web-based learning (WBL) intervention with a post-test comparison with another WBL or non-WBL method and that reported at least one empirical outcome. Two independent reviewers completed relevancy screening, data extraction, and synthesis of results using Kirkpatrick and Kirkpatrick's framework. The search retrieved 1,583 articles, and 10 met the final inclusion criteria. We identified no published articles on Web based communication platforms in veterinary medicine; however, publications summarized from human medicine demonstrated that WBL provides a potentially reliable and valid approach for teaching and assessing communication skills. Student feedback on the use of virtual patients for teaching clinical communication skills has been positive,though evidence has suggested that practice with virtual patients prompted lower relation-building responses.Empirical outcomes indicate that WBL is a viable method for expanding the approach to teaching history taking and possibly to additional tasks of the veterinary medical interview.

  14. An Educational Data Mining Approach to Concept Map Construction for Web based Learning

    Directory of Open Access Journals (Sweden)

    Anal ACHARYA

    2017-01-01

    Full Text Available This aim of this article is to study the use of Educational Data Mining (EDM techniques in constructing concept maps for organizing knowledge in web based learning systems whereby studying their synergistic effects in enhancing learning. This article first provides a tutorial based introduction to EDM. The applicability of web based learning systems in enhancing the efficiency of EDM techniques in real time environment is investigated. Web based learning systems often use a tool for organizing knowledge. This article explores the use of one such tool called concept map for this purpose. The pioneering works by various researchers who proposed web based learning systems in personalized and collaborative environment in this arena are next presented. A set of parameters are proposed based on which personalized and collaborative learning applications may be generalized and their performances compared. It is found that personalized learning environment uses EDM techniques more exhaustively compared to collaborative learning for concept map construction in web based environment. This article can be used as a starting point for freshers who would like to use EDM techniques for concept map construction for web based learning purposes.

  15. A web-based system for total parenteral nutrition prescription in a pediatric hospital - biomed 2010.

    Science.gov (United States)

    Bava, Michele; Bradashia, Fulvio; Rovere, Francesca; Maestro, Alessandra; Vecchi Brumatti, Liz; Accardo, Agostino; Paparazzo, Rossella; Zanon, Davide

    2010-01-01

    otal Parenteral Nutrition (TPN) is defined as feeding a patient by infusing nutrients intravenously, bypassing the usual process of eating and digestion. There are two kinds of TPN: short-term TPN may be used when a patient's digestive system is temporarily nonfunctional because of an interruption in its continuity; long-term TPN is used to treat patients with an impairment or a lack in nutrient absorption. TPN has extended the life of children born with nonexistent or severely deformed digestive organs and is a vital support for these patients. In Burlos Pediatric Department, pediatricians fill in a pharmacy request form in which nutritional needs are included for each patient. Subsequently, clinical pharmacists evaluate the patients individual data and decide which TPN formula to prepare. To enhance the TPN prescription process, an intranet web-based system has been developed to replicate the original paper-based forms. The software, developed in PHP and based on open source tools and services, has been constructed according to pharmacists requirements. These professionals, together with the Hospital Information System technicians, thanks to the availability of affordable instruments, perceive the advantages that such a system would have in improving clinical practice and quality of care. The system was devised with the goal to avoid common reading errors, to improve the correct text comprehension, to ensure prescription preparation, administration and tracking. According to a process of total quality control, the system reduces clinical risks regarding issues such as the correct and rapid availability of medical prescriptions and the incorrect identification of the patients. In comparison with paper-based TPN prescriptions, electronic-based forms have reduced the incidence of errors, the possible lack of patient data and reading misunderstandings. Regarding future improvements, IT technicians are defining the procedures to implement digital signature and medical

  16. Evaluating Web-Based Nursing Education's Effects: A Systematic Review and Meta-Analysis.

    Science.gov (United States)

    Kang, Jiwon; Seomun, GyeongAe

    2017-09-01

    This systematic review and meta-analysis investigated whether using web-based nursing educational programs increases a participant's knowledge and clinical performance. We performed a meta-analysis of studies published between January 2000 and July 2016 and identified through RISS, CINAHL, ProQuest Central, Embase, the Cochrane Library, and PubMed. Eleven studies were eligible for inclusion in this analysis. The results of the meta-analysis demonstrated significant differences not only for the overall effect but also specifically for blended programs and short (2 weeks or 4 weeks) intervention periods. To present more evidence supporting the effectiveness of web-based nursing educational programs, further research is warranted.

  17. Web-Based Family Life Education: Spotlight on User Experience

    Science.gov (United States)

    Doty, Jennifer; Doty, Matthew; Dwrokin, Jodi

    2011-01-01

    Family Life Education (FLE) websites can benefit from the field of user experience, which makes technology easy to use. A heuristic evaluation of five FLE sites was performed using Neilson's heuristics, guidelines for making sites user friendly. Greater site complexity resulted in more potential user problems. Sites most frequently had problems…

  18. A Database Architecture for Web-Based Distance Education.

    Science.gov (United States)

    Rehak, Daniel R.

    The goal of the Carnegie Mellon Online project is to build an infrastructure for delivery of courses via the World Wide Web. The project aims to deliver educational content and to assess student competency in support of courses across the Carnegie Mellon University (Pennsylvania) curriculum and beyond, thereby providing an asynchronous,…

  19. Educating for ethical leadership through web-based coaching. A feasibility study.

    NARCIS (Netherlands)

    Eide, T.; Dulmen, S. van; Eide, H.

    2016-01-01

    Background: Ethical leadership is important for developing ethical healthcare practice. However, there is little research-based knowledge on how to stimulate and educate for ethical leadership. Objectives: The aim was to develop and investigate the feasibility of a 6-week web-based, ethical

  20. Effective Web Design and Core Communication Issues: The Missing Components in Web-Based Distance Education.

    Science.gov (United States)

    Burch, Randall O.

    2001-01-01

    Discussion of Web-based distance education focuses on communication issues. Highlights include Internet communications; components of a Web site, including site architecture, user interface, information delivery method, and mode of feedback; elements of Web design, including conceptual design, sensory design, and reactive design; and a Web…

  1. Design and Implementation of Open-Access Web-Based Education ...

    African Journals Online (AJOL)

    In this paper, a web-based education useful for e-learning was designed and implemented to increase the scope and the effectiveness of traditional learning methods. It is also aimed to improve students-lecturers and students-students interaction academically, using an open source platform which will be more flexible, and ...

  2. Exploring Change in Graduate Students' Perceptions of Web-Based Education throughout an Asynchronous Course

    Science.gov (United States)

    Timotheou, Maria Mama

    2017-01-01

    This paper presents the main findings of a UK study exploring graduate students' perceptions of web-based education, with a specific focus on their change over time, throughout an asynchronous course. Data were collected through online messages and interviews, and analyzed qualitatively, following content and thematic analyses. Participant pre-…

  3. Occupational hazards education for nursing staff through web-based learning.

    Science.gov (United States)

    Tung, Chen-Yin; Chang, Chia-Chen; Ming, Jin-Lain; Chao, Keh-Ping

    2014-12-01

    This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP). However, there was only a significant difference (p occupational hazards. It is suggested that an online discussion may enhance nursing staff's participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff's attitudes and practices toward preventing occupational hazards through web-based learning.

  4. Occupational Hazards Education for Nursing Staff through Web-Based Learning

    Science.gov (United States)

    Tung, Chen-Yin; Chang, Chia-Chen; Ming, Jin-Lain; Chao, Keh-Ping

    2014-01-01

    This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP). However, there was only a significant difference (p occupational hazards. It is suggested that an online discussion may enhance nursing staff’s participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff’s attitudes and practices toward preventing occupational hazards through web-based learning. PMID:25514154

  5. Web based educational tool for neural network robot control

    Directory of Open Access Journals (Sweden)

    Jure Čas

    2007-05-01

    Full Text Available Abstract— This paper describes the application for teleoperations of the SCARA robot via the internet. The SCARA robot is used by students of mehatronics at the University of Maribor as a remote educational tool. The developed software consists of two parts i.e. the continuous neural network sliding mode controller (CNNSMC and the graphical user interface (GUI. Application is based on two well-known commercially available software packages i.e. MATLAB/Simulink and LabVIEW. Matlab/Simulink and the DSP2 Library for Simulink are used for control algorithm development, simulation and executable code generation. While this code is executing on the DSP-2 Roby controller and through the analog and digital I/O lines drives the real process, LabVIEW virtual instrument (VI, running on the PC, is used as a user front end. LabVIEW VI provides the ability for on-line parameter tuning, signal monitoring, on-line analysis and via Remote Panels technology also teleoperation. The main advantage of a CNNSMC is the exploitation of its self-learning capability. When friction or an unexpected impediment occurs for example, the user of a remote application has no information about any changed robot dynamic and thus is unable to dispatch it manually. This is not a control problem anymore because, when a CNNSMC is used, any approximation of changed robot dynamic is estimated independently of the remote’s user. Index Terms—LabVIEW; Matlab/Simulink; Neural network control; remote educational tool; robotics

  6. Communication and Gamification in the Web-Based Foreign Language Educational System: Web- Based Foreign Language Educational System

    Science.gov (United States)

    Osipov, Ilya V.; Volinsky, Alex A.; Nikulchev, Evgeny; Prasikova, Anna Y.

    2016-01-01

    The paper describes development of the educational online web communication platform for teaching and learning foreign languages. The main objective was to develop a web application for teaching foreigners to understand casual fluent speech. The system is based on the time bank principle, allowing users to teach others their native language along…

  7. Potential Return on Investment (RoI) on web-based diabetes education in UK.

    Science.gov (United States)

    Shabestari, Omid; Roudsari, Abdul

    2009-01-01

    The incidence of diabetes mellitus is growing in the UK. As most diabetes care is performed by the patients themselves, structured education is one way to encourage their responsible participation in delivering effective care. Continuous e-learning by Internet has proven to be a useful method of diabetes education. "Return on Investment" (RoI) can be used as an indicator of the cost-benefit of web-based education. RoI is the ratio of money gained or lost on an investment relative to the amount of money invested. This report uses system dynamics modeling to predict the flow of patients in the educational system and the cost of their care. The analysis compared traditional and web-based education. Separate models were developed for each educational method and simulated until 2020 in one year intervals. The population of diabetic patients was adjusted at each cycle according to anticipated incidence and mortality rates. The population of educated diabetic patients was based on the educational capacity and literacy limits of each method. A report by the National Health Service (NHS) was used to calculate the cost of care by considering the cost difference between uneducated and educated patients. By 2020 with an annual rate of inflation of 3%, the annual cost of care is projected to increase to pound 3.67 billion for the traditional model as compared to pound 3.39 billion for the web-based model. RoI is estimated to be a ratio of 32.33. Investment in web-based diabetes education is not only a health benefit but also a reduction in care cost.

  8. Effective collaborative learning in biomedical education using a web-based infrastructure.

    Science.gov (United States)

    Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

    2012-01-01

    This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

  9. An Interactive Web-based Learning System for Assisting Machining Technology Education

    Directory of Open Access Journals (Sweden)

    Min Jou

    2008-05-01

    Full Text Available The key technique of manufacturing methods is machining. The degree of technique of machining directly affects the quality of the product. Therefore, the machining technique is of primary importance in promoting student practice ability during the training process. Currently, practical training is applied in shop floor to discipline student’s practice ability. Much time and cost are used to teach these techniques. Particularly, computerized machines are continuously increasing in use. The development of educating engineers on computerized machines becomes much more difficult than with traditional machines. This is because of the limitation of the extremely expensive cost of teaching. The quality and quantity of teaching cannot always be promoted in this respect. The traditional teaching methods can not respond well to the needs of the future. Therefore, this research aims to the following topics; (1.Propose the teaching strategies for the students to learning machining processing planning through web-based learning system. (2.Establish on-line teaching material for the computer-aided manufacturing courses including CNC coding method, CNC simulation. (3.Develop the virtual machining laboratory to bring the machining practical training to web-based learning system. (4.Integrate multi-media and virtual laboratory in the developed e-learning web-based system to enhance the effectiveness of machining education through web-based system.

  10. Educating for ethical leadership through web-based coaching. A feasibility study.

    OpenAIRE

    Eide, T.; Dulmen, S. van; Eide, H.

    2016-01-01

    Background: Ethical leadership is important for developing ethical healthcare practice. However, there is little research-based knowledge on how to stimulate and educate for ethical leadership. Objectives: The aim was to develop and investigate the feasibility of a 6-week web-based, ethical leadership educational programme and learn from participants’ experience. Training programme and research design: A training programme was developed consisting of (1) a practice part, where the participati...

  11. Is Web-Based Education Effective in Reducing Belief Toward Drug Abuse Among College Students?

    Directory of Open Access Journals (Sweden)

    Jalilian

    2015-02-01

    Full Text Available Background Addiction is considered a basic structural problem in modern society, and seems to reach an epidemic scale in the last decades. Choosing a method to fulfill the intervention is an important issue to conduct educational interventions to prevent addictive behaviors. In this regard, web-based education has been widely used to introduce preventive programs to risky behaviors during recent years. Objectives The aim of the present study was to investigate the impact of web-based education intervention to decrease positive beliefs encouraging drug abuse among male medical college students. Patients and Methods This was a prospective-retrospective intervention study that was conducted among 75 male students in Kermanshah University of Medical Sciences, Kermanshah, Iran, during 2014. t-test was used for the statistical analysis. Results Our findings indicated that the belief toward drug abuse was significantly reduced after education (P = 0.003. In addition, compared pre and post-intervention scores on survey items showed a significant reduction in enjoyment, improve energy, attraction, higher strength, and higher self-esteem items after education (P 0.05. Conclusions Our findings showed that designing and implementing web-based educational intervention could be effective to reduce the positive beliefs toward drug abuse among college students.

  12. A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students.

    Science.gov (United States)

    Reis, Pamela J; Faser, Karl; Davis, Marquietta

    2015-01-01

    Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

  13. Engaging Physician Learners Through a Web-Based Platform: Individualized End-of-Life Education.

    Science.gov (United States)

    Bergman, Jonathan; Ballon-Landa, Eric; Lerman, Steven E; Kwan, Lorna; Bennett, Carol J; Litwin, Mark S

    2016-09-01

    Web-based modules provide a convenient and low-cost education platform, yet should be carefully designed to ensure that learners are actively engaged. In order to improve attitudes and knowledge in end-of-life (EOL) care, we developed a web-based educational module that employed hyperlinks to allow users access to auxiliary resources: clinical guidelines and seminal research papers. Participants took pre-test evaluations of attitudes and knowledge regarding EOL care prior to accessing the educational module, and a post-test evaluation following the module intervention. We recorded the type of hyperlinks (guideline or paper) accessed by learners, and stratified participants into groups based on link type accessed (none, either, or both). We used demographic and educational data to develop a multivariate mixed-effects regression analysis to develop adjusted predictions of attitudes and knowledge. 114 individuals participated. The majority had some professional exposure to EOL care (prior instruction 62%; EOL referral 53%; EOL discussion 56%), though most had no family (68%) or personal experience (51%). On bivariate analysis, non-partnered (p = .04), medical student training level (p = .03), prior palliative care referral (p = .02), having a family member (p = .02) and personal experience of EOL care (p web-based learning in end-of-life care. © The Author(s) 2015.

  14. Personalized cardiovascular risk management linking SCORE and behaviour change to Web-based education.

    Science.gov (United States)

    Davis, Selena; Abidi, Syed Sibte Raza; Cox, Jafna

    2006-01-01

    The PULSE (Personalization Using Linkages of SCORE and behaviour change readiness to web-based Education) project objectives are to generate and evaluate a web-based personalized educational intervention for the management of cardiovascular risk. The program is based on a patient profile generated by combining: (a) an electronic patient data capture template (DCT); (b) the Systematic COronary Risk Evaluation (SCORE) algorithm; and (c) a Stage of Change determination model. The DCT inherently contains a set of evidence-based parameters for patient description and disease evaluation. The patient's stage of behaviour change determines messages consistent with the individual's change processes, decisional balance, and self-efficacy. The interventions are designed to address both medical and psychosocial aspects of risk management and, as such, we combine staged lifestyle modification materials and non-staged messages based on Canadian clinical guidelines to motivate personal risk management. The personalization decision logic is represented in Medical Logic Modules implemented in Java. An intelligent interactive system generates the personally relevant materials and delivers the education to the patient via the Web. An evaluation study will be conducted to determine whether web-based personalized educational strategies exert favourable influence on patient's interest, knowledge, and perceived compliance to the suggested lifestyle modifications.

  15. Validity of a Web-based educational program to disseminate a standardized bowel preparation rating scale.

    Science.gov (United States)

    Calderwood, Audrey H; Logan, Judith R; Zurfluh, Michael; Lieberman, David A; Jacobson, Brian C; Heeren, Timothy C; Schroy, Paul C

    2014-01-01

    Our goal was to assess the validity of a Web-based educational program on the Boston Bowel Preparation Scale (BBPS). Data on Web-based education for improving the practice and quality of colonoscopy are limited. Endoscopists worldwide participated in the BBPS Educational Program. We assessed program completion rates, satisfaction, short-term (0 to 90 d) and long-term (91 to 180 d) uptake of the BBPS, and the validity of the program by measuring the reliability of the BBPS among participants. A total of 207 endoscopists completed the program. Overall, 93% found the content relevant, 89% felt confident in using the BBPS, and 97% thought the quality was good or excellent. Uptake of the BBPS into clinical practice was robust with 91% and 98% of colonoscopy reports containing the BBPS at short-term and long-term follow-up, respectively. The interobserver and test-retest reliability of BBPS segment and total scores were both substantial. A BBPS Web-based educational program facilitates adoption into clinical practice and teaches the BBPS to be used reliably by a diverse group of endoscopists worldwide.

  16. Perceptions of Graduate Students on the Use of Web-Based Instruction in Special Education Personnel Preparation

    Science.gov (United States)

    Korir Bore, Julie C.

    2008-01-01

    This study examined the perceptions of 88 graduate students on the use of Web-based instruction in preparing special education personnel. Following the collection of data using surveys, 6 participants were randomly selected from the original sample and interviewed. Findings supported Web-based instruction as a convenient way for students to pursue…

  17. Analysis and design of a web-based decision support system for choosing higher education studies

    Directory of Open Access Journals (Sweden)

    Kostoglou Vassilis

    2014-01-01

    Full Text Available The vocational orientation of the youngsters who are about to enter, study, or have recently graduated at higher education (HE institutions, and linking HE with labor market are two research areas which have not been investigated extensively in Balkan countries. Job (or occupational profiles, among other tools used in vocational orientation, provide standardized and digitized descriptions of different professions. This article focuses on the analysis and the design of a web-based decision support system (DSS to assist its users in getting thoroughly informed about HE studies in Greece, and eventually in choosing their vocational prospects. Apart from reviewing the related previous research work and relevant web-based systems, we present the main elements of the system’s analysis and its design, the extensions that could lead to even more powerful systems, and conclusions about the advantages, limitations and practical application of the DSS.

  18. A Web-Based Lifestyle Medicine Curriculum: Facilitating Education About Lifestyle Medicine, Behavioral Change, and Health Care Outcomes.

    Science.gov (United States)

    Frates, Elizabeth Pegg; Xiao, Ryan C; Sannidhi, Deepa; McBride, Yasamina; McCargo, Tracie; Stern, Theodore A

    2017-09-11

    Lifestyle medicine is the science and application of healthy lifestyles as interventions for the prevention and treatment of disease, and has gained significant momentum as a specialty in recent years. College is a critical time for maintenance and acquisition of healthy habits. Longer-term, more intensive web-based and in-person lifestyle medicine interventions can have a positive effect. Students who are exposed to components of lifestyle medicine in their education have improvements in their health behaviors. A semester-long undergraduate course focused on lifestyle medicine can be a useful intervention to help adopt and sustain healthy habits. To describe a novel, evidence based curriculum for a course teaching the concepts of Lifestyle Medicine based on a web-based course offered at the Harvard Extension School. The course was delivered in a web-based format. The Lifestyle Medicine course used evidence based principles to guide students toward a "coach approach" to behavior change, increasing their self-efficacy regarding various lifestyle-related preventive behaviors. Students are made to understand the cultural trends and national guidelines that have shaped lifestyle medicine recommendations relating to behaviors. They are encouraged to engage in behavior change. Course topics include physical activity, nutrition, addiction, sleep, stress, and lifestyle coaching and counseling. The course addressed all of the American College of Preventive Medicine/American College of Lifestyle Medicine competencies save for the competency of office systems and technologies to support lifestyle medicine counseling. The course was well-received, earning a ranking of 4.9/5 at the school. A novel, semester-long course on Lifestyle Medicine at the Harvard Extension School is described. Student evaluations suggest the course was well-received. Further research is needed to evaluate whether such a course empowers students to adopt behavior changes.

  19. Occupational Hazards Education for Nursing Staff through Web-Based Learning

    Directory of Open Access Journals (Sweden)

    Chen-Yin Tung

    2014-12-01

    Full Text Available This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP. However, there was only a significant difference (p < 0.05 in their knowledge about the prevention of occupational hazards. It is suggested that an online discussion may enhance nursing staff’s participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff’s attitudes and practices toward preventing occupational hazards through web-based learning.

  20. The Effect of Web-Based Teaching Method on Academic Achievement in Tourism Education

    Directory of Open Access Journals (Sweden)

    Bahadır Köksalan

    2011-12-01

    Full Text Available The purpose of this research was to determine the effects of web based teaching method on the academic achievement level of undergraduate students in Tourism Education department in the fall semester of 2009-2010 academic year. The research was carried out with 50 students (25 students in control group, 25 students in experimental group who were studying at Tourism and Travel Management; and Tourism and Hotel Management Programs in Tourism and Hotel Management Vocational High School at Gaziantep University. The research procedure included both pre-test/post-test and experimental-control group research models. While creating control and experimental groups, the researchers took into consideration neutrality, academic success, internet access, knowledge level of internet and computer use as well as of web based learning. The GTOI/SEYH 111 Communication Course was delivered both in webbased learning method and traditional face-to-face method. In the course, basic concepts, verbal-nonverbal communication, written communication with the communication issues were taught to experimental group with web-based teaching method and they were taught to control group with traditional methods (lecturing, question-answer, simulation

  1. Innovation and design of a web-based pain education interprofessional resource.

    Science.gov (United States)

    Lax, Leila; Watt-Watson, Judy; Lui, Michelle; Dubrowski, Adam; McGillion, Michael; Hunter, Judith; Maclennan, Cameron; Knickle, Kerry; Robb, Anja; Lapeyre, Jaime

    2011-01-01

    The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation. Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design. An authentic patient case was constructed, situated in interprofessional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse. Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation.

  2. [Perioperative nutrition - a nationwide web-based survey of German surgery departments].

    Science.gov (United States)

    Breuer, J-P; Langelotz, C; Paquet, P; Weimann, A; Schwenk, W; Bosse, G; Spies, C; Bauer, H

    2013-12-01

    Insufficient nutrition in surgical patients increases perioperative morbidity, mortality, length of stay and therapy costs. Therefore, guidelines declare the integration of nutrition into the overall management as one of the key aspects of perioperative care. This study was conducted to evaluate the current clinical practice of clinical nutrition in surgical departments in Germany. In 2009 German Surgical Society (DGCH) members in leading positions were surveyed with a standardised online questionnaire concerning their perioperative nutritional routines in elective surgery. From the addressed physicians n = 156 (6.24 %) answered. Of those, 86.9 % consider the nutritional status of their patients. Only 6 % use standardised nutritional screening tools. Short preoperative fasting for solid and liquid food is practiced by 65 % and 40 %, respectively. After the operation, 65 % allow intake of clear fluids on the day of surgery and 78 % initiate solid food on the day of surgery or the first postoperative day. Oral nutritional supplements are given only "sometimes" or "rarely" by 53.9 % of the respondents. The low response rate may imply the dilemma that the evidence-based benefit of perioperative nutrition does not meet sufficient interest. Even in case of a positive selection of "pro-nutrition respondents", standardised preoperative malnutrition screening is also rare. Aspects such as shorter perioperative fasting are already practiced more progressively. However, still greater efforts are needed to promote guideline-based clinical nutrition in surgical care in Germany. © Georg Thieme Verlag KG Stuttgart · New York.

  3. A randomized clinical trial of a web-based tobacco cessation education program.

    Science.gov (United States)

    Gordon, Judith S; Mahabee-Gittens, E Melinda; Andrews, Judy A; Christiansen, Steven M; Byron, David J

    2013-02-01

    We report the results of a randomized clinical trial of a 3-hour, web-based, tobacco cessation education program, the Web-Based Respiratory Education About Tobacco and Health (WeBREATHe) program, for practicing pediatric respiratory therapists (RTs), registered nurses (RNs), and nurse practitioners (NPs). Two hundred fifteen RTs (n = 40), RNs (n = 163), and NPs (n = 12) employed at the Children's Hospital of Philadelphia and the Children's Hospital, University of Colorado at Denver, participated in this study. All study activities were completed online. After consenting, participants were randomly assigned to either the training (intervention) or delayed training (control) condition. The training condition consisted of a 3-hour continuing education unit course plus ongoing online resources. Participants were assessed at baseline, 1 week, and 3 months after enrollment. Participants in the training condition were more likely to increase their tobacco cessation intervention behaviors than their delayed training counterparts (F[1, 213] = 32.03, P education program in tobacco cessation designed specifically for pediatric RTs, RNs, and NPs. Engagement in WeBREATHe increased participants' tobacco cessation-related behaviors.

  4. Evaluation of the efficacy of a web-based work-related asthma educational tool.

    Science.gov (United States)

    Lipszyc, Joshua C; Gotzev, Simeon; Scarborough, Jack; Liss, Gary M; Gupta, Samir; Tarlo, Susan M

    2016-12-01

    Work-related asthma (WRA) has been estimated to account for 15-20% of adult asthma cases. Studies have indicated that a substantial number of asthma patients have inadequate knowledge of work-related effects on their disease, which may contribute to suboptimal asthma control. A Canadian web-based educational tool on WRA was developed to address this knowledge gap in the population. To evaluate the effectiveness of this web-based tool. Participants were recruited prior to a routine visit at a tertiary care asthma clinic in Toronto. A brief WRA knowledge questionnaire was developed and administered immediately before and after using of the web-based educational tool, and one year later. The study sample (N = 34) was mostly female (68%) with a mean age of 50.7 (SD, 17.2). Participants demonstrated significant improvement in questionnaire scores following interaction with the tool. The mean score increased from 76% (SEM = 2.1) to 84% (SEM = 1.7) (p = 0.001). On average, scores improved on 12 of the 13 questionnaire items. A 1-year follow-up of a sample of 19 participants demonstrated a slight reduction in mean scores, from 86% (SEM = 1.9) to 84% (SEM = 1.9), but still demonstrated a trend towards a higher score than the baseline (78%; SEM = 2.9; p = 0.08). Our findings suggest that the educational tool has a positive effect on WRA knowledge, and that knowledge may be retained long-term. Future studies are needed in non-tertiary care clinic populations which may possess less baseline knowledge of WRA.

  5. A Formative Evaluation with Extension Educators: Exploring Implementation Approaches Using Web-based Methods

    Directory of Open Access Journals (Sweden)

    Adrienne M. Duke

    2017-10-01

    Full Text Available The article describes the formative evaluation of a bullying prevention program called Be SAFE from the perspective of Extension educators. Twelve regional and county educators from Family and Child Development and 4-H Youth Development participated in our study. We used a web-based, mixed methods approach, utilizing both Qualtrics, an online survey software platform, and Scopia, a video conferencing application, to collect survey data and do a focus group. The results of the survey show that three activities, Clear Mind, Mud Mind, Take a Stand, and The Relationship Continuum, were perceived as garnering the most participation from students. However, focus group data indicated that while there was often a high level of participation, the subject matter of the curriculum was too advanced for students in the fifth grade and that classroom size affected how well educators could teach lessons. Furthermore, school access was not an implementation challenge, but the amount of days available to implement the full curriculum was sometimes limited. The data collected through this formative evaluation were used to improve implementation efforts. The process outlined in this article can be used as a model to help program leaders who are interested in using web-based tools to evaluate implementation processes.

  6. Web-based education in Spanish Universities. A Comparison of Open Source E-Learning Platforms.

    Directory of Open Access Journals (Sweden)

    José María Fuentes

    2012-12-01

    Full Text Available Web-based education or 'e-learning‟ has become a critical component in higher education for the last decade, replacing other distance learning methods, such as traditional computer training or correspondence learning. The number of university students who take on-line courses is continuously increasing all over the world. In Spain, nearly a 90% of the universities have an institutional e-learning platform and over 60% of the traditional on-site courses use this technology as a supplement to the traditional face-to-face classes. This new form of learning allows the disappearance of geographical barriers and enables students to schedule their own learning process, among some other advantages. On-line education is developed through specific software called 'e-learning platform‟ or 'virtual learning environment‟ (VLE. A considerable number of web-based tools to deliver distance courses are currently available. Open source software packages such as Moodle, Sakai, dotLRN or Dokeos are the most commonly used in the virtual campuses of Spanish universities. This paper analyzes the possibilities that virtual learning environments provide university teachers and learners and offers a technical comparison among some of the most popular e-learning learning platforms.

  7. Challenges to web-based learning in pharmacy education in Arabic language speaking countries

    Directory of Open Access Journals (Sweden)

    Ramez M Alkoudmani

    2015-01-01

    Full Text Available Web-based learning and web 2.0 tools which include new online educational technologies (EdTech and social media websites like Facebook® are playing crucial roles nowadays in pharmacy and medical education among millennial learners. Podcasting, webinars, and online learning management systems like Moodle® and other web 2.0 tools have been used in pharmacy and medical education to interactively share knowledge with peers and students. Learners can use laptops, iPads, iPhones, or tablet devices with a stable and good Internet connection to enroll in many online courses. Implementation of novel online EdTech in pharmacy and medical curricula has been noticed in developed countries such as European countries, the US, Canada, and Australia. However, these trends are scarce in the majority of Arabic language speaking countries (ALSC, where traditional and didactic educational methods are still being used with some exceptions seen in Palestine, Kuwait, Jordan, Saudi Arabia, Egypt, UAE, and Qatar. Although these new trends are promising to push pharmacy and medical education forward, major barriers regarding adaptation of E-learning and new online EdTech in Arab states have been reported such as higher connectivity costs, information communication technology (ICT problems, language barriers, wars and political conflicts, poor education, financial problems, and lack of qualified ICT-savvy educators. More research efforts are encouraged to study the effectiveness and proper use of web-based learning and emerging online EdTech in pharmacy education not only in ALSC but also in developing and developed countries.

  8. Development and application of a web-based nutritional management program to improve dietary behaviors for the prevention of metabolic syndrome.

    Science.gov (United States)

    Choi, Yoon; Lee, Min June; Kang, Hee Cheol; Lee, Mee Sook; Yoon, Sun

    2014-05-01

    The purpose of this study was to develop a Web-based nutritional management program for the prevention of metabolic syndrome and to evaluate how the program affects health-related behaviors and the health status of office workers with metabolic syndrome risk factors. For the pilot test of the Web-based nutritional management program, 29 employees (19 males, 10 females) with more than one metabolic syndrome risk factor participated in the Web-based nutritional management program for 16 weeks. Participants visited the Web site more than two times per week and completed customized assessments of health status, smoking habits, alcohol consumption, dietary habits, food intake, ideal body weight, energy requirements, and exercise. Subjects had a significant decrease in body weight, waist circumference, body mass index (P Web evaluation questionnaire, and most of the participants were highly satisfied with Web site components such as the loading speed, configuration, privacy, design, functionality, and contents.

  9. A web-based portfolio model as the students' final assignment: Dealing with the development of higher education trend

    Science.gov (United States)

    Utanto, Yuli; Widhanarto, Ghanis Putra; Maretta, Yoris Adi

    2017-03-01

    This study aims to develop a web-based portfolio model. The model developed in this study could reveal the effectiveness of the new model in experiments conducted at research respondents in the department of curriculum and educational technology FIP Unnes. In particular, the further research objectives to be achieved through this development of research, namely: (1) Describing the process of implementing a portfolio in a web-based model; (2) Assessing the effectiveness of web-based portfolio model for the final task, especially in Web-Based Learning courses. This type of research is the development of research Borg and Gall (2008: 589) says "educational research and development (R & D) is a process used to develop and validate educational production". The series of research and development carried out starting with exploration and conceptual studies, followed by testing and evaluation, and also implementation. For the data analysis, the technique used is simple descriptive analysis, analysis of learning completeness, which then followed by prerequisite test for normality and homogeneity to do T - test. Based on the data analysis, it was concluded that: (1) a web-based portfolio model can be applied to learning process in higher education; (2) The effectiveness of web-based portfolio model with field data from the respondents of large group trial participants (field trial), the number of respondents who reached mastery learning (a score of 60 and above) were 24 people (92.3%) in which it indicates that the web-based portfolio model is effective. The conclusion of this study is that a web-based portfolio model is effective. The implications of the research development of this model, the next researcher is expected to be able to use the guideline of the development model based on the research that has already been conducted to be developed on other subjects.

  10. Mining Web-based Educational Systems to Predict Student Learning Achievements

    Directory of Open Access Journals (Sweden)

    José del Campo-Ávila

    2015-03-01

    Full Text Available Educational Data Mining (EDM is getting great importance as a new interdisciplinary research field related to some other areas. It is directly connected with Web-based Educational Systems (WBES and Data Mining (DM, a fundamental part of Knowledge Discovery in Databases. The former defines the context: WBES store and manage huge amounts of data. Such data are increasingly growing and they contain hidden knowledge that could be very useful to the users (both teachers and students. It is desirable to identify such knowledge in the form of models, patterns or any other representation schema that allows a better exploitation of the system. The latter reveals itself as the tool to achieve such discovering. Data mining must afford very complex and different situations to reach quality solutions. Therefore, data mining is a research field where many advances are being done to accommodate and solve emerging problems. For this purpose, many techniques are usually considered. In this paper we study how data mining can be used to induce student models from the data acquired by a specific Web-based tool for adaptive testing, called SIETTE. Concretely we have used top down induction decision trees algorithms to extract the patterns because these models, decision trees, are easily understandable. In addition, the conducted validation processes have assured high quality models.

  11. Prototype Web-based continuing medical education using FlashPix images.

    Science.gov (United States)

    Landman, A; Yagi, Y; Gilbertson, J; Dawson, R; Marchevsky, A; Becich, M J

    2000-01-01

    Continuing Medical Education (CME) is a requirement among practicing physicians to promote continuous enhancement of clinical knowledge to reflect new developments in medical care. Previous research has harnessed the Web to disseminate complete pathology CME case studies including history, images, diagnoses, and discussions to the medical community. Users submit real-time diagnoses and receive instantaneous feedback, eliminating the need for hard copies of case material and case evaluation forms. This project extends the Web-based CME paradigm with the incorporation of multi-resolution FlashPix images and an intuitive, interactive user interface. The FlashPix file format combines a high-resolution version of an image with a hierarchy of several lower resolution copies, providing real-time magnification via a single image file. The Web interface was designed specifically to simulate microscopic analysis, using the latest Javascript, Java and Common Gateway Interface tools. As the project progresses to the evaluation stage, it is hoped that this active learning format will provide a practical and efficacious environment for continuing medical education with additional application potential in classroom demonstrations, proficiency testing, and telepathology. Using Microsoft Internet Explorer 4.0 and above, the working prototype Web-based CME environment is accessible at http://telepathology.upmc.edu/WebInterface/NewInterface/welcome.html.

  12. Utilization of two web-based continuing education courses evaluated by Markov chain model.

    Science.gov (United States)

    Tian, Hao; Lin, Jin-Mann S; Reeves, William C

    2012-01-01

    To evaluate the web structure of two web-based continuing education courses, identify problems and assess the effects of web site modifications. Markov chain models were built from 2008 web usage data to evaluate the courses' web structure and navigation patterns. The web site was then modified to resolve identified design issues and the improvement in user activity over the subsequent 12 months was quantitatively evaluated. Web navigation paths were collected between 2008 and 2010. The probability of navigating from one web page to another was analyzed. The continuing education courses' sequential structure design was clearly reflected in the resulting actual web usage models, and none of the skip transitions provided was heavily used. The web navigation patterns of the two different continuing education courses were similar. Two possible design flaws were identified and fixed in only one of the two courses. Over the following 12 months, the drop-out rate in the modified course significantly decreased from 41% to 35%, but remained unchanged in the unmodified course. The web improvement effects were further verified via a second-order Markov chain model. The results imply that differences in web content have less impact than web structure design on how learners navigate through continuing education courses. Evaluation of user navigation can help identify web design flaws and guide modifications. This study showed that Markov chain models provide a valuable tool to evaluate web-based education courses. Both the results and techniques in this study would be very useful for public health education and research specialists.

  13. Evaluating a Web-Based Educational Module on Oral Cancer Examination Based on a Behavioral Framework.

    Science.gov (United States)

    Wee, Alvin G; Zimmerman, Lani M; Pullen, Carol H; Allen, Carl M; Lambert, Paul M; Paskett, Electra D

    2016-03-01

    Patients at risk of developing oral and/or oropharyngeal cancer (OPC) are more likely to see primary care providers (PCPs) than a dentist. Many PCPs do not regularly perform oral cancer examination (OCE). The purpose of this study was to design a web-based educational program based on a behavioral framework to encourage PCPs to conduct OCE. PCPs were solicited to provide feedback on the program and to evaluate their short-term knowledge. The integrated behavioral model was used to design the program. Fifteen PCPs (five in each group: physicians, physician assistants, and nurse practitioners) reviewed the program and took a posttest: (1) index of knowledge of risk factors for oral cancer (RiskOC) and (2) index of knowledge of diagnostic procedures for oral cancer (DiagOC). Findings from the process evaluation were mainly positive, with comments on the length of the program comprising the ten negative comments. No significant difference among groups of PCPs (physicians, physician assistants, and nurse practitioners) was detected for DiagOC (p = 0.43) or RiskOC (p = 0.201). A program on OPC for PCPs should be less than 40 min. Postviewing knowledge outcomes were similar for all PCPs. The web-based program on OPC based on a behavioral framework could have similar short-term knowledge outcomes for all PCPs and may increase the number of PCPs performing OCEs.

  14. Novel Web-based Education Platforms for Information Communication utilizing Gamification, Virtual and Immersive Reality

    Science.gov (United States)

    Demir, I.

    2015-12-01

    Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. This presentation showcase information communication interfaces, games, and virtual and immersive reality applications for supporting teaching and learning of concepts in atmospheric and hydrological sciences. The information communication platforms utilizes latest web technologies and allow accessing and visualizing large scale data on the web. The simulation system is a web-based 3D interactive learning environment for teaching hydrological and atmospheric processes and concepts. The simulation systems provides a visually striking platform with realistic terrain and weather information, and water simulation. The web-based simulation system provides an environment for students to learn about the earth science processes, and effects of development and human activity on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up display. The system provides various scenarios customized to fit the age and education level of various users.

  15. Web-Based versus lecture-based instruction in teaching development theories in teacher education

    Directory of Open Access Journals (Sweden)

    Sami Acar

    2013-12-01

    Full Text Available Web-based learning (WBL has been widely implemented in various educational settings as a learning medium but there is a doubt about its superiority over text or lecture-based, teacher centered traditional education because of inconclusive findings in the related research. The purpose of this study was to examine the effects of WBL on the teacher candidates’ content acquisition in a pedagogical course and on their attitudes toward this we-based course. Post-test only experimental study was conducted in a vocational teacher education program in Turkey. In the experimental group, WBL was conducted for three weeks for three topics: cognitive, moral and personality development and in the control group, lecture-based traditional teaching methods were applied. An achievement test was administered to both groups at the end of the study. According to the results, the groups did not show difference. In addition, the results of the attitude scale revealed that the students in the experimental group, on the average, had positive perceptions toward the web environment, web-based course, course instructor, course assessment, and success in the course. This result pointed out that though the impact of WBL on the acquisition of course topics did not differ between the groups, its positive impact on the students’ impression about teaching-learning process of the course, instructor and course assessment should not be ignored. Within the scope of this study, the results implied that WBL in teacher education might be applied in order to provide better learning environment rather than better knowledge gain.

  16. Math, Science, and Web-Based Activities to Raise Awareness about Nutrition and Obesity

    Science.gov (United States)

    Zuercher, Deborah K.

    2011-01-01

    The incidence of child obesity in the United States is increasing at an alarming rate. This article provides information about nutrition, obesity, and related health conditions and suggests some classroom activities to raise awareness about these issues and empower students to live healthier, more active lives. A list of recommended health-related…

  17. Our Nutrition Education Opportunities

    Science.gov (United States)

    McAfee, Donald C.

    1976-01-01

    Nutrition educators must find ways to get sound nutrition information to the public through means such as: nutrition education for physicians, the nation's formal education system, public media and work with social and civic groups, and emphasis on world population planning and control of food production and waste. (MS)

  18. Content of web-based continuing medical education about HPV vaccination.

    Science.gov (United States)

    Kornides, Melanie L; Garrell, Jacob M; Gilkey, Melissa B

    2017-08-16

    Addressing low HPV vaccination coverage will require U.S. health care providers to improve their recommendation practices and vaccine delivery systems. Because readily available continuing medical education (CME) could be an important tool for supporting providers in this process, we sought to assess the content of web-based CME activities related to HPV vaccination. We conducted a content analysis of web-based CME activities about HPV vaccination available to U.S. primary care providers in May-September 2016. Using search engines, educational clearinghouses, and our professional networks, we identified 15 activities eligible for study inclusion. Through a process of open coding, we identified 45 commonly occurring messages in the CME activities, which we organized into five topic areas: delivering recommendations for HPV vaccination, addressing common parent concerns, implementing office-based strategies to increase HPV vaccination coverage, HPV epidemiology, and guidelines for HPV vaccine administration and safety. Using a standardized abstraction form, two coders then independently assessed which of the 45 messages each CME activity included. CME activities varied in the amount of content they delivered, with inclusion of the 45 messages ranging from 17% to 86%. Across activities, the most commonly included messages were related to guidelines for HPV vaccine administration and safety. For example, all activities (100%) specified that routine administration is recommended for ages 11 and 12. Most activities (73%) also noted that provider recommendations are highly influential. Fewer activities modeled examples of effective recommendations (47%), gave specific approaches to addressing common parent concerns (47%), or included guidance on office-based strategies to increase coverage (40%). Given that many existing CME activities lack substantive content on how to change provider practice, future activities should focus on the practical application of interpersonal

  19. Is Internet search better than structured instruction for web-based health education?

    Science.gov (United States)

    Finkelstein, Joseph; Bedra, McKenzie

    2013-01-01

    Internet provides access to vast amounts of comprehensive information regarding any health-related subject. Patients increasingly use this information for health education using a search engine to identify education materials. An alternative approach of health education via Internet is based on utilizing a verified web site which provides structured interactive education guided by adult learning theories. Comparison of these two approaches in older patients was not performed systematically. The aim of this study was to compare the efficacy of a web-based computer-assisted education (CO-ED) system versus searching the Internet for learning about hypertension. Sixty hypertensive older adults (age 45+) were randomized into control or intervention groups. The control patients spent 30 to 40 minutes searching the Internet using a search engine for information about hypertension. The intervention patients spent 30 to 40 minutes using the CO-ED system, which provided computer-assisted instruction about major hypertension topics. Analysis of pre- and post- knowledge scores indicated a significant improvement among CO-ED users (14.6%) as opposed to Internet users (2%). Additionally, patients using the CO-ED program rated their learning experience more positively than those using the Internet.

  20. Development and Enhancement of Web-based Nuclear Education System and It's Enhancement

    Energy Technology Data Exchange (ETDEWEB)

    Rho, Sipyo; Lee, K. B.; Nam, Y. M; Kim, H. K.; Hwang, I. A.; Yang, S. W.; Nam, J. S.; Yoo, H. W.

    2012-02-15

    To deliver rapidly changing technologies effectively and economically, E-learning in the field of nuclear technology is being done gradually. In the first year of this project, 'Development and Enhancement of Web-based Nuclear Education System; we had established a server system, fitting-up several home pages in NTC(Nuclear Training and Education Center in KAERI) and newly developed LMS(Learning Management System). We had selected a MOODLE for it is one of popular open source in LMS field, and connected to the ANENT(Asian Nuclear in Education for Nuclear Technology) web portal, which is co-operating with IAEA/NKM. We had produced e-learning content mainly composed of the video clip that was taken by making a film of the lecturing in the course of training and education in NTC. The running time of the content is 100 hours totally. This e-learning content is going to reinforce by adding quiz and Q and A. Another activity is web-conferencing between NWU in South Africa and KAERI, which executed 4 times successfully. We are going to make a pre-course for the foreigners who will take part in our training and education course.

  1. Developing an interactive web-based learning program on skin cancer: the learning experiences of clinical educators.

    Science.gov (United States)

    Shaikh, Waqas R; Geller, Alan; Alexander, Gwen; Asgari, Maryam M; Chanange, Gunther J; Dusza, Stephen; Eide, Melody J; Fletcher, Suzanne W; Goulart, Jacqueline M; Halpern, Allan C; Landow, Shoshana; Marghoob, Ashfaq A; Quigley, Elizabeth A; Weinstock, Martin A

    2012-12-01

    Web-based learning in medical education is rapidly growing. However, there are few firsthand accounts on the rationale for and development of web-based learning programs. We present the experience of clinical educators who developed an interactive online skin cancer detection and management course in a time-efficient and cost-efficient manner without any prior skills in computer programming or technical construction of web-based learning programs. We review the current state of web-based learning including its general advantages and disadvantages as well as its specific utility in dermatology. We then detail our experience in developing an interactive online skin cancer curriculum for primary care clinicians. Finally, we describe the main challenges faced and lessons learned during the process. This report may serve medical educators who possess minimal computer programming and web design skills but want to employ the many strengths of web-based learning without the huge costs associated with hiring a professional development team.

  2. Web-based collaboration tools.

    Science.gov (United States)

    Wink, Diane M

    2009-01-01

    In this bimonthly series, the author examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, and collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. This article describes Web-based collaboration tools and techniques to increase their effectiveness.

  3. A software framework for the development of Web-based medical education using learning object classes.

    Science.gov (United States)

    Wu, Ting; Zimolong, Andreas; Schiffers, Norbert; Radermacher, Klaus

    2006-03-01

    A software framework for the development of Web-based medical education is proposed. The objective is to optimize the development process by introducing Learning Objects (LO) and Learning Object Classes (LO Classes) so that the content preparation can be separated from the educational issues, ergonomic design, and technical realization. Based on the concept of case-based, problem-oriented education, different learning scenarios were analysed and then modelled as different LOs. These LOs can be further abstracted in several reusable LO Classes that represent certain patterns of content structure, pedagogical concept, and user interface. With the help of LO input templates, the educational material can be prepared by the authors in the authoring process easily and appropriately. An LO content management system was developed to store and maintain different LOs and to generate the Web-presentation of LOs adaptively and dynamically in the tutoring process. This software framework has been applied to the exemplary development of an interactive course in orthopaedics. The LOs and LO Classes also help to maintain consistency of the course representation to users. As a result, more efficiency in the development phase and good usability and quality of the end products can be achieved.

  4. HydroViz: evaluation of a web-based tool for improving hydrology education

    Science.gov (United States)

    Habib, E.; Ma, Y.; Williams, D.; Sharif, H.; Hossain, F.

    2012-02-01

    HydroViz is a web-based, student-centered, highly visual educational tool designed to support active learning in the field of Engineering Hydrology. The development of HydroViz is informed by recent advances in hydrologic data, numerical simulations, visualization and web-based technologies. An evaluation study was conducted to determine the effectiveness of HydroViz, to examine the buy-in of the program, and to identify project components that need to be improved. A total of 182 students from seven freshmen and junior-/senior-level undergraduate classes in three universities participated in the study over the course of two semesters (spring 2010 and fall 2010). Data sources included homework assignments, online surveys, and informal interviews with students. Descriptive statistics were calculated for homework and the survey. Qualitative analysis of students' comments and informal interview notes were also conducted to identify ideas and patterns. HydroViz was effective in facilitating students' learning and understanding of hydrologic concepts and increasing related skills. Students had positive perceptions of various features of HydroViz and they believe that HydroViz fits well in the curriculum. The experience with HydroViz was somewhat effective in raising freshmen civil engineering students' interest in hydrology. In general, HydroViz tend to be more effective with students in junior- or senior-level classes than students in freshmen classes. There does not seem to be obvious differences between different universities. Students identified some issues that can be addressed to improve HydroViz. Future adaptation and expansion studies are under planning to scale-up the application and utility of HydroViz into various hydrology and water-resource engineering curriculum settings.

  5. THE EFFECT OF WEB-BASED COMPUTER-AIDED ART EDUCATION TO ACADEMIC SUCCESS BY CONSTRUCTIVIST APPROACH

    Directory of Open Access Journals (Sweden)

    Adnan TEPECIK

    2014-11-01

    Full Text Available The general objective of this study is to examine the effect of the “Web Based Computer Aided Teaching” activity which is prepared according to the structural approach on the academic success of the students who study art at graduate level. With this study, interactive education material has been prepared for the web based computer aided teaching and teaching activity has been carried out with two separate student groups. One group has been subjected to the traditional teaching method, and the other has been subjected to the web based computer aided teaching. The success and the learning persistency of the students after the application have been examined. “Multiple subject – one factor experimental pattern” among the experimental models has been used as the pattern in the study. In this respect, the study has been carried out on the pattern with the pretest-posttest control group. A significant increase has been seen in the academic successes of the students who participated in the Web Based Computer Aided teaching applications when compared to the academic successes of the students who participated in the Traditional Teaching method. It has been revealed that the actions in the test group are more effective than those in the control group. Relying on the obtained results, it can be suggested that new studies can be carried out including the web based computer aided teaching applications for different lessons in the field of art education.

  6. Coping with Cancer: A Web-based Educational Program for Early and Middle Adolescents

    Science.gov (United States)

    O’Conner-Von, Susan

    2010-01-01

    Educating patients is a primary responsibility of all nurses, however due to time constraints and staff shortages, pediatric oncology nurses are often unable to adequately prepare patients for cancer treatment. Instead, patients frequently rely on the Internet as a source of information about cancer, some of which can be outdated and inaccurate. Adolescents regard the Internet to be a valuable source of health information as it is easily accessible, less threatening and confidential. Considering the need for accurate, readily available information for adolescents with cancer, the purpose of this study was to develop and validate an innovative, interactive web-based educational program to prepare early and middle adolescents for cancer treatment. Entitled Coping with Cancer, this program was developed by the investigator after conducting in-depth interviews of adolescent cancer survivors and their parents. Based on the Transactional Model of Coping, the program focuses on enhancing the adolescent’s knowledge of cancer, cancer treatment, and healthy coping strategies. Coping with Cancer can be an effective resource for pediatric oncology nurses in providing ongoing education for adolescents with cancer. PMID:19448133

  7. Pain and Pain Management Among University Students: Online Survey and Web-Based Education.

    Science.gov (United States)

    Tse, Mimi Mun Yee; Tang, Angel; Budnick, Andrea; Ng, Shamay Sheung Mei; Yeung, Suey Shuk Yu

    2017-05-01

    Pain is common among university students. Unrelieved pain has adverse impacts on their quality of life. In this study, a pain management Web site was developed to distribute an online survey and provide Web-based pain education to university students. Participants were recruited from eight universities in Hong Kong using snowball sampling. The online survey included 37 items examining pain situations, pain management strategies, knowledge about self-medication, and demographic data of the participants. A total of 387 students participated and over 90 percent of them reported pain in the past 6 months. Around one-third of participants did not take any action to manage their pain. Pharmacological method was the most common strategy for students to relieve pain (37.2 percent). The use of over-the-counter (OTC) drug for pain relief was high (n = 214). However, OTC drug knowledge score was significantly higher among health-related group than nonhealth-related group (p online education than the health-related students (p online education program in the future.

  8. Implementation of a Web-based, Self-Scoring Version of the Family Assessment Device (FAD) for Parent Education.

    Science.gov (United States)

    Peterson, Rick; Prillaman, Janet

    2000-01-01

    A Web-based, self-scoring version of the Family Assessment Device was tested with 25 adults in parent education. Results indicated that participants increased their level of family functioning with respect to problem solving, communication, affective involvement, affective responsiveness, roles, behavior control, and general functioning. The…

  9. Predicting Student Performance in Web-Based Distance Education Courses Based on Survey Instruments Measuring Personality Traits and Technical Skills

    Science.gov (United States)

    Hall, Michael

    2008-01-01

    Two common web-based surveys, "Is Online Learning Right for Me?' and "What Technical Skills Do I Need?", were combined into a single survey instrument and given to 228 on-campus and 83 distance education students. The students were enrolled in four different classes (business, computer information services, criminal justice, and…

  10. Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

    Science.gov (United States)

    Hardman, Elizabeth L.

    2012-01-01

    This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special…

  11. A review of web-based support systems for students in higher education.

    Science.gov (United States)

    Papadatou-Pastou, Marietta; Goozee, Rhianna; Payne, Erika; Barrable, Alexia; Tzotzoli, Patapia

    2017-01-01

    Recent evidence suggests that there is an increasing need for accessible and anonymous services to support higher education (HE) students suffering from psychological and/or academic difficulties. Such difficulties can lead to several negative outcomes, including poor academic performance, sub-optimal mental health, reduced study satisfaction, and dropout from study. Currently, universities in the UK lack financial resources and the on-campus mental health services traditionally offered to students are increasingly economically unsustainable. Compounded by the perceived stigma of using such services, mental health providers have been driven to address the escalating needs of students through online services. In this paper, we review online support systems identified through a literature search and a manual search of references in the identified papers. Further systems were identified through web searches, and systems still in development were identified by consultation with researchers in the field. We accessed systems online to extract relevant information, regarding the main difficulties addressed by the systems, the psychological techniques used and any relevant research evidence to support their effectiveness. A large number of web-based support systems have been developed to support mental health and wellbeing, although few specifically target HE students. Further research is necessary to establish the effectiveness of such interventions in providing a cost-effective alternative to face-to-face therapy, particularly in certain settings such as HE institutions.

  12. Improving couples' quality of life through a Web-based prostate cancer education intervention.

    Science.gov (United States)

    Song, Lixin; Rini, Christine; Deal, Allison M; Nielsen, Matthew E; Chang, Hao; Kinneer, Patty; Teal, Randall; Johnson, David C; Dunn, Mary W; Mark, Barbara; Palmer, Mary H

    2015-03-01

    To evaluate the feasibility and acceptability of a newly developed web-based, couple-oriented intervention called Prostate Cancer Education and Resources for Couples (PERC). Quantitative, qualitative, mixed-methods approach. Oncology outpatient clinics at the University of North Carolina (UNC) Lineberger Comprehensive Cancer Center at UNC–Chapel Hill. 26 patients with localized prostate cancer (PCa) and their partners. Pre- and postpilot quantitative assessments and a postpilot qualitative interview were conducted. General and PCa-specific symptoms, quality of life, psychosocial factors, PERC’s ease of use, and web activities. Improvement was shown in some PCa-specific and general symptoms (small effect sizes for patients and small-to-medium effect sizes for partners), overall quality of life, and physical and social domains of quality of life for patients (small effect sizes). Web activity data indicated high PERC use. Qualitative and quantitative analyses indicated that participants found PERC easy to use and understand,as well as engaging, of high quality, and relevant. Overall, participants were satisfied with PERC and reported that PERC improved their knowledge about symptom management and communication as a couple. PERC was a feasible, acceptable method of reducing the side effects of PCa treatment–related symptoms and improving quality of life. PERC has the potential to reduce the negative impacts of symptoms and enhance quality of life for patients with localized PCa and their partners, particularly for those who live in rural areas and have limited access to post-treatment supportive care.

  13. Consumer e-health education in HIV/AIDS: a pilot study of a web-based video workshop

    Directory of Open Access Journals (Sweden)

    O'Grady Laura A

    2006-02-01

    Full Text Available Abstract Background Members of the HIV/AIDS community are known to use web-based tools to support learning about treatment issues. Initial research indicated components such as message forums or web-based documentation were effectively used by persons with HIV/AIDS. Video has also shown promise as a technology to aid consumer health education. However, no research has been published thus far investigating the impact of web-based environments combining these components in an educational workshop format. Methods In this qualitative study HIV/AIDS community members provided feedback on an integrated web-based consumer health education environment. Participants were recruited through organizations that serve the HIV/AIDS community located in Toronto, Canada. Demographics, data on Internet use, including messages exchanged in the study environment were collected. A group interview provided feedback on usability of the study environment, preferences for information formats, use of the message forum, and other sources for learning about treatment information. Results In this pilot study analysis of the posted messages did not demonstrate use for learning of the workshop content. Participants did not generally find the environment of value for learning about treatment information. However, participants did share how they were meeting these needs. It was indicated that a combination of resources are being used to find and discuss treatment information, including in-person sources. Conclusion More research on the ways in which treatment information needs are being met by HIV/AIDS community members and how technology fits in this process is necessary before investing large amounts of money into web-based interventions. Although this study had a limited number of participants, the findings were unexpected and, therefore, of interest to those who intend to implement online consumer health education initiatives or interventions.

  14. Nutrition Education for Physicians.

    Science.gov (United States)

    Lasswell, Anita B.; And Others

    1984-01-01

    A study of three hospitals' family medicine residents' knowledge of and interest in nutrition education revealed large gaps in residents' knowledge of nutritional aspects of certain conditions likely to arise in general practice. Previous medical school nutrition courses had little influence on residents' perceived knowledge. (MSE)

  15. Pretests or advance organizers for Web-based allergy-immunology medical education? A randomized controlled trial.

    Science.gov (United States)

    Rank, Matthew A; Volcheck, Gerald W; Swagger, Timothy; Cook, David A

    2012-01-01

    Web-based modules may facilitate instruction on core topics in allergy and immunology (AI). Pretests (PTs) have been shown to improve learning in Web-based courses, but their effectiveness in comparison with advance organizers (AOs) is unknown. We performed a randomized controlled trial of a Web-based educational intervention for teaching the practical aspects of allergen immunotherapy (AIT). AI Fellows-in-Training were randomly assigned to receive the introduction to the modules in an AO outline (AO group) or as PT questions (PT group). The primary outcome was the difference in posttest scores between groups. The secondary outcome was the difference in PT and posttest scores in the PT group. Thirty participants in the AO group and 35 in the PT group completed the modules and the posttest. The mean (SD) posttest score for the AO group was 74% (14%) compared with 73% (9%) for the PT group, a mean difference of -1% (95% CI, -7%, 5%; p = 0.67). A multivariate analysis controlling for year-in-training and total time spent on the modules revealed virtually identical results. The mean (SD) PT score for the PT group increased from 49 (10%) to 73% (9%), a mean difference of 24% (95% CI, 19%, 28%; p < 0.0001). Introducing Web-based allergy education with PT questions or an AO resulted in similar posttest scores. Posttest scores in the PT group improved significantly compared with PT scores.

  16. Mediterranean Diet Adherence and Genetic Background Roles within a Web-Based Nutritional Intervention: The Food4Me Study

    Science.gov (United States)

    Navas-Carretero, Santiago; Fallaize, Rosalind; O’Donovan, Clare B.; Moschonis, George; Marsaux, Cyril F. M.; Manios, Yannis; Daniel, Hannelore; Brennan, Lorraine; Drevon, Christian A.; Gundersen, Thomas E.; Gibney, Mike; Saris, Wim H. M.; Lovegrove, Julie A.; Grimaldi, Keith; Bouwman, Jildau; Van Ommen, Ben; Martinez, J. Alfredo

    2017-01-01

    Mediterranean Diet (MedDiet) adherence has been proven to produce numerous health benefits. In addition, nutrigenetic studies have explained some individual variations in the response to specific dietary patterns. The present research aimed to explore associations and potential interactions between MedDiet adherence and genetic background throughout the Food4Me web-based nutritional intervention. Dietary, anthropometrical and biochemical data from volunteers of the Food4Me study were collected at baseline and after 6 months. Several genetic variants related to metabolic risk features were also analysed. A Genetic Risk Score (GRS) was derived from risk alleles and a Mediterranean Diet Score (MDS), based on validated food intake data, was estimated. At baseline, there were no interactions between GRS and MDS categories for metabolic traits. Linear mixed model repeated measures analyses showed a significantly greater decrease in total cholesterol in participants with a low GRS after a 6-month period, compared to those with a high GRS. Meanwhile, a high baseline MDS was associated with greater decreases in Body Mass Index (BMI), waist circumference and glucose. There also was a significant interaction between GRS and the MedDiet after the follow-up period. Among subjects with a high GRS, those with a high MDS evidenced a highly significant reduction in total carotenoids, while among those with a low GRS, there was no difference associated with MDS levels. These results suggest that a higher MedDiet adherence induces beneficial effects on metabolic outcomes, which can be affected by the genetic background in some specific markers. PMID:29019927

  17. Mediterranean Diet Adherence and Genetic Background Roles within a Web-Based Nutritional Intervention: The Food4Me Study

    Directory of Open Access Journals (Sweden)

    Rodrigo San-Cristobal

    2017-10-01

    Full Text Available Mediterranean Diet (MedDiet adherence has been proven to produce numerous health benefits. In addition, nutrigenetic studies have explained some individual variations in the response to specific dietary patterns. The present research aimed to explore associations and potential interactions between MedDiet adherence and genetic background throughout the Food4Me web-based nutritional intervention. Dietary, anthropometrical and biochemical data from volunteers of the Food4Me study were collected at baseline and after 6 months. Several genetic variants related to metabolic risk features were also analysed. A Genetic Risk Score (GRS was derived from risk alleles and a Mediterranean Diet Score (MDS, based on validated food intake data, was estimated. At baseline, there were no interactions between GRS and MDS categories for metabolic traits. Linear mixed model repeated measures analyses showed a significantly greater decrease in total cholesterol in participants with a low GRS after a 6-month period, compared to those with a high GRS. Meanwhile, a high baseline MDS was associated with greater decreases in Body Mass Index (BMI, waist circumference and glucose. There also was a significant interaction between GRS and the MedDiet after the follow-up period. Among subjects with a high GRS, those with a high MDS evidenced a highly significant reduction in total carotenoids, while among those with a low GRS, there was no difference associated with MDS levels. These results suggest that a higher MedDiet adherence induces beneficial effects on metabolic outcomes, which can be affected by the genetic background in some specific markers.

  18. Public Health Nutrition Education

    DEFF Research Database (Denmark)

    Torheim, Liv Elin; Birgisdottir, Bryndis Eva; Robertson, Aileen

    2016-01-01

    , Oslo, Norway, 2Unit for Nutrition Research, Landspitali University Hospital , 3Department of Food Science and Nutrition, University of Iceland, Reykjavik, Iceland, 4Global Nutrition and Health, Metropolitan University College, Copenhagen, Denmark, 5School of Hospitality, culinary arts and meal science...... a common curriculum in PHN and common online courses (MOOC).  Academic institutions from each of the Nordic countries are represented in the network. The network is open for all Nordic academic institutions offering public health nutrition education or courses....

  19. Assessing the Usability of Web-Based Alcohol Education for Older Adults: A Feasibility Study.

    Science.gov (United States)

    Fink, Arlene; Kwan, Lorna; Osterweil, Dan; Van Draanen, Jenna; Cooke, Alexis; Beck, John C

    2016-02-01

    Older adults can experience unfavorable health effects from drinking at relatively low consumption levels because of age-related physiological changes and alcohol's potentially adverse interactions with declining health, increased medication-use and diminishing functional status. At the same time, alcohol use in older adults may be protective against heart disease, stroke, and other disorders associated with aging. We developed "A Toast to Health in Later Life! Wise Drinking as We Age," a web-based educational intervention to teach older adults to balance drinking risks and benefits. To examine the intervention's feasibility in a sample of community-dwelling current drinkers ≥55 years of age and examine its effects on their quantity and frequency of alcohol use, adherence to standard drinking guidelines, and alcohol-related risks. Participants were recruited in person, by mail and by telephone between September and October 2014 from a community-based social services organization serving Los Angeles County. Once enrolled, participants were randomly assigned to the intervention or to a control group. The conceptual frameworks for the intervention were the Health Belief Model, models of adult learning, and the US Department of Health and Human Services guidelines for designing easy-to-use websites. The intervention's content focuses on the relationship between drinking and its effects on older adults' medical conditions, use of medications, and ability to perform daily activities. It also addresses quantity and frequency of alcohol use, drinking and driving and binge drinking. The control group did not receive any special intervention. Data on alcohol use and risks for both groups came from the online version of the Alcohol-Related Problems Survey and were collected at baseline and four weeks later. Data on usability were collected online from the intervention group immediately after it completed its review of the website. The 49 intervention and 47 control

  20. Youth Education - Health / Nutrition

    OpenAIRE

    2004-01-01

    Deborah L. Angell: The Bug Stops Here! Cheryl L. Barber: Successful Snacks - Food, Fitness and Food Safety Learning Activities. Darcy Batura: At-Risk Youth and Household Hazardous Waste Education. Katherine L. Cason: Nutrition Mission – A Multimedia Educational Tool for Youth . Patsy A. Ezell: An Interactive Food and Nutrition Education Program for Youth. Rhea Lanting: Got Calcium? Sandy McCurdy: Reaching Teens through a Food Safety Education Partnership. Patricia Mulkeen: Choosing 4-H Fitnes...

  1. Web-based training in German university eye hospitals - Education 2.0?

    Science.gov (United States)

    Handzel, Daniel M; Hesse, L

    2011-01-01

    To analyse web-based training in ophthalmology offered by German university eye hospitals. In January 2010 the websites of all 36 German university hospitals were searched for information provided for visitors, students and doctors alike. We evaluated the offer in terms of quantity and quality. All websites could be accessed at the time of the study. 28 pages provided information for students and doctors, one page only for students, three exclusively for doctors. Four pages didn't offer any information for these target groups. The websites offered information on events like congresses or students curricular education, there were also material for download for these events or for other purposes. We found complex e-learning-platforms on 9 pages. These dealt with special ophthalmological topics in a didactic arrangement. In spite of the extensive possibilities offered by the technology of Web 2.0, many conceivable tools were only rarely made available. It was not always possible to determine if the information provided was up-to-date, very often the last actualization of the content was long ago. On one page the date for the last change was stated as 2004. Currently there are 9 functional e-learning-applications offered by German university eye hospitals. Two additional hospitals present links to a project of the German Ophthalmological Society. There was a considerable variation in quantity and quality. No website made use of crediting successful studying, e.g. with CME-points or OSCE-credits. All German university eye hospitals present themselves in the World Wide Web. However, the lack of modern, technical as well as didactical state-of-the-art learning applications is alarming as it leaves an essential medium of today's communication unused.

  2. A Tailored Web-Based Psycho-Educational Intervention for Cancer Patients and Their Family Caregivers

    Science.gov (United States)

    Northouse, Laurel; Schafenacker, Ann; Barr, Kathryn L.C.; Katapodi, Maria; Yoon, Hyojin; Brittain, Kelly; Song, Lixin; Ronis, David L.; An, Larry

    2014-01-01

    Background Most programs addressing psychosocial concerns of cancer survivors are in-person programs that are expensive to deliver, have limited availability, and seldom deal with caregivers’ concerns. Objective This study examined the feasibility of translating an efficacious nurse-delivered program (FOCUS Program) for patients and their caregivers to a tailored, dyadic web-based format. Specific aims were to: (i) test the preliminary effects of the web-based intervention on patient and caregiver outcomes, (ii) examine participants’ program satisfaction, and (iii) determine the feasibility of using a web-based delivery format. Intervention/Methods A Phase II feasibility study was conducted with cancer patients (lung, breast, colorectal, prostate) and their family caregivers (N=38 dyads). The web-based intervention provided information and support tailored to the unique characteristics of each patient, caregiver, and their dyadic relationship. Primary outcomes were emotional distress and quality of life (QOL). Secondary outcomes were benefits of illness/caregiving, communication, support, and self-efficacy. Analyses included descriptive statistics and repeated measures ANOVA. Results Dyads had a significant decrease in emotional distress, increase in QOL, and perceived more benefits of illness/caregiving. Caregivers also had significant improvement in self-efficacy. There were no changes in communication. Participants were satisfied with program usability, but recommended additional content. Conclusions It was possible to translate a clinician-delivered program to a web-based format that was easy to use and had positive effects on dyadic outcomes. Implications for Practice The web-based program is a promising way to provide psychosocial care to more patients and caregivers using fewer personnel. It needs further testing in a larger RCT. PMID:24945270

  3. ELLIPS: providing web-based language learning for Higher Education in the Netherlands

    NARCIS (Netherlands)

    Corda, A.; Jager, S.

    2004-01-01

    This paper presents the overall considerations and pedagogical approach which were at the basis of the development of an innovative web-based CALL application, Ellips (Electronic Language Learning Interactive Practising System). It describes the program’s most salient features, illustrating in

  4. Virtual Soil Monoliths: Blending Traditional and Web-Based Educational Approaches

    Science.gov (United States)

    Krzic, Maja; Strivelli, Rachel A.; Holmes, Emma; Grand, Stephanie; Dyanatkar, Saeed; Lavkulich, Les M.; Crowley, Chris

    2013-01-01

    Since soil plays a crucial role in all aspects of global environmental change, it is essential that post-secondary institutions provide students with a strong foundation in soil science concepts including soil classification. The onset of information technology (IT) and web-based multimedia have opened new avenues to better incorporate…

  5. eLearning in education and advanced training in neuroradiology: introduction of a web-based teaching and learning application

    Energy Technology Data Exchange (ETDEWEB)

    Zajaczek, J.E.W. [Hannover Medical School, Department of Neuroradiology (OE 8210), Hannover (Germany); Hannover Medical School, Department of Medical Informatics, Hannover (Germany); Goetz, F.; Haubitz, B.; Donnerstag, F.; Becker, H. [Hannover Medical School, Department of Neuroradiology (OE 8210), Hannover (Germany); Kupka, T.; Behrends, M.; Matthies, H.K. [Hannover Medical School, Department of Medical Informatics, Hannover (Germany); Rodt, T. [Hannover Medical School, Department of Neurosurgery, Hannover (Germany); Walter, G.F. [Medical University of Graz, Graz (Austria)

    2006-09-15

    New information technologies offer the possibility of major improvements in the professional education and advanced training of physicians. The web-based, multimedia teaching and learning application Schoolbook has been created and utilized for neuroradiology. Schoolbook is technically based as a content management system and is realized in a LAMP environment. The content is generated with the help of the developed system and stored in a database. The layout is defined by a PHP application, and the webpages are generated from the system. Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This enables the teacher to autonomously process the content into the web-based application which is used for lectures, seminars and self-study. A multimedia case library is the central building block of Schoolbook for neuroradiology, whereby the learner is provided with original diagnostic and therapeutic data from numerous individual cases. The user can put individual emphasis on key learning points as there are various ways to work with the case histories. Besides the case-based way of teaching and learning, a systematically structured way of dealing with the content is available. eLearning offers various opportunities for teaching and learning in academic and scientific as well as in economic contexts. Web-based applications such as Schoolbook may be beneficial not only for basic university education but also for the realization of international educational programmes such as the European Master of Medical Science with a major in neuroradiology. (orig.)

  6. Web-based social media for professional medical education: Perspectives of senior stakeholders in the nursing home sector.

    Science.gov (United States)

    Kitching, Fiona; Winbolt, Margaret; MacPhail, Aleece; Ibrahim, Joseph E

    2015-12-01

    Participatory web-based platforms, including social media, have been recognised as valuable learning tools in healthcare education for over a decade. Use of these platforms is now widespread in tertiary education. It is less widely accepted as a tool for continuing professional education and development at the industry level. This study explores perspectives of senior stakeholders in the nursing home sector to explore perceived benefits, barriers and risks for use in professional education. Qualitative data were collected through semi-structured interviews of 'high level' clinical and executive staff from a cross section of nursing home stakeholder organisations. Established printed educational material (PEM) was used as a case study for adaptation to web-based social applications. Questions were designed to gather information about the interviewee's views on the potential to apply PEM to programs such as blogs, Twitter and YouTube to deliver education and aid communication in the sector. Twelve participants from eleven stakeholder organisations took part in the study. Most participants were cautious about the use of social media programs in continuing professional education. Participants described the benefits (contemporary information, delivered rapidly, varying formats) and barriers (credibility of information, potential misinterpretation, sector demographics, time constraints) to uptake of these programs. The majority of participants preferred formal e-learning programs to web-based social media applications. Reservations expressed about the use of social media, such as accuracy, legal and privacy risks to the organisation reflected those previously expressed by the broader medical community. Copyright © 2015 Elsevier Ltd. All rights reserved.

  7. A Web-based Platform for Educating Researchers about Bioethics and Biobanking

    Science.gov (United States)

    Sehovic, Ivana; Gwede, Clement K.; Meade, Cathy D.; Sodeke, Stephen; Pentz, Rebecca; Quinn, Gwendolyn P.

    2015-01-01

    Background Participation in biobanking among individuals with familial risk for hereditary cancer (IFRs) and underserved/minority populations is vital for biobanking research. To address gaps in researcher knowledge regarding ethical concerns of these populations, we developed a web-based curriculum. Methods Based on formative research and expert panel assessments, a curriculum and website was developed in an integrative, systematic manner. Researchers were recruited to evaluate the curriculum. Public health graduate students were recruited to pilot test the curriculum. Results All 14 researchers agreed that the curriculum was easy to understand, adequately addressed the domains, and contained appropriate post-test questions. A majority felt the dialogue animations were interesting and valuable. 22 graduate students completed the curriculum and 77% improved their overall test score. Conclusions A web-based curriculum is an acceptable and effective way to provide information to researchers about vulnerable populations’ biobanking concerns. Future goals are to incorporate the curriculum with larger organizations. PMID:25773136

  8. A Web-Based Platform for Educating Researchers About Bioethics and Biobanking.

    Science.gov (United States)

    Sehovic, Ivana; Gwede, Clement K; Meade, Cathy D; Sodeke, Stephen; Pentz, Rebecca; Quinn, Gwendolyn P

    2016-06-01

    Participation in biobanking among individuals with familial risk for hereditary cancer (IFRs) and underserved/minority populations is vital for biobanking research. To address gaps in researcher knowledge regarding ethical concerns of these populations, we developed a web-based curriculum. Based on formative research and expert panel assessments, a curriculum and website was developed in an integrative, systematic manner. Researchers were recruited to evaluate the curriculum. Public health graduate students were recruited to pilot test the curriculum. All 14 researchers agreed the curriculum was easy to understand, adequately addressed the domains, and contained appropriate post-test questions. The majority evaluated the dialgoue animations as interesting and valuable. Twenty-two graduate students completed the curriculum, and 77 % improved their overall test score. A web-based curriculum is an acceptable and effective way to provide information to researchers about vulnerable populations' biobanking concerns. Future goals are to incorporate the curriculum with larger organizations.

  9. Face and content validity of a novel, web-based otoscopy simulator for medical education

    OpenAIRE

    Wickens, Brandon; Lewis, Jordan; Morris, David P; Husein, Murad; Ladak, Hanif M; Agrawal, Sumit K

    2015-01-01

    Background Despite the fact that otoscopy is a widely used and taught diagnostic tool during medical training, errors in diagnosis are common. Physical otoscopy simulators have high fidelity, but they can be expensive and only a limited number of students can use them at a given time. Objectives 1) To develop a purely web-based otoscopy simulator that can easily be distributed to students over the internet. 2) To assess face and content validity of the simulator by surveying experts in otosco...

  10. Web-based computational chemistry education with CHARMMing I: Lessons and tutorial.

    Directory of Open Access Journals (Sweden)

    Benjamin T Miller

    2014-07-01

    Full Text Available This article describes the development, implementation, and use of web-based "lessons" to introduce students and other newcomers to computer simulations of biological macromolecules. These lessons, i.e., interactive step-by-step instructions for performing common molecular simulation tasks, are integrated into the collaboratively developed CHARMM INterface and Graphics (CHARMMing web user interface (http://www.charmming.org. Several lessons have already been developed with new ones easily added via a provided Python script. In addition to CHARMMing's new lessons functionality, web-based graphical capabilities have been overhauled and are fully compatible with modern mobile web browsers (e.g., phones and tablets, allowing easy integration of these advanced simulation techniques into coursework. Finally, one of the primary objections to web-based systems like CHARMMing has been that "point and click" simulation set-up does little to teach the user about the underlying physics, biology, and computational methods being applied. In response to this criticism, we have developed a freely available tutorial to bridge the gap between graphical simulation setup and the technical knowledge necessary to perform simulations without user interface assistance.

  11. Web-based computational chemistry education with CHARMMing I: Lessons and tutorial.

    Science.gov (United States)

    Miller, Benjamin T; Singh, Rishi P; Schalk, Vinushka; Pevzner, Yuri; Sun, Jingjun; Miller, Carrie S; Boresch, Stefan; Ichiye, Toshiko; Brooks, Bernard R; Woodcock, H Lee

    2014-07-01

    This article describes the development, implementation, and use of web-based "lessons" to introduce students and other newcomers to computer simulations of biological macromolecules. These lessons, i.e., interactive step-by-step instructions for performing common molecular simulation tasks, are integrated into the collaboratively developed CHARMM INterface and Graphics (CHARMMing) web user interface (http://www.charmming.org). Several lessons have already been developed with new ones easily added via a provided Python script. In addition to CHARMMing's new lessons functionality, web-based graphical capabilities have been overhauled and are fully compatible with modern mobile web browsers (e.g., phones and tablets), allowing easy integration of these advanced simulation techniques into coursework. Finally, one of the primary objections to web-based systems like CHARMMing has been that "point and click" simulation set-up does little to teach the user about the underlying physics, biology, and computational methods being applied. In response to this criticism, we have developed a freely available tutorial to bridge the gap between graphical simulation setup and the technical knowledge necessary to perform simulations without user interface assistance.

  12. Effectiveness of web based educational on improving knowledge of acne vulgaris self medication among senior high school students

    Directory of Open Access Journals (Sweden)

    Lolita

    2017-12-01

    Full Text Available The presence of technology can provide real alternatives to build knowledge in delivering health education materials. The aim of this study was to investigate if web-based education methods may rising a student’s knowledge about self medication of acne. This research using an experimental pretest-posttest control group design while the sampling technique using convenience nonprobability sampling. Inclusion criteria for participants were senior high school students aged 13-19 years, active social media users, and willing to fill out the research questionnaire. Participants were allocated to the exclusion criteria as students who perform routine skin care in the acne treatment. Control group consisted of 62 respondents who were given face to face education and treatment group consisted of 62 respondents who were given website-based education. Data analysis were performed with a student t-test to assess the effect of educational intervention on student’s knowledge. The independent t-test showed there was a significant increase of knowledge between the control and the treatment groups (p = 0,000 with 95% confidence level. This study demonstrate that web-based educational intervention had a significant increase on the student’s knowledge about acne vulgaris self medication.

  13. Educating women about congenital cytomegalovirus: assessment of health education materials through a web-based survey.

    Science.gov (United States)

    Price, Simani M; Bonilla, Erika; Zador, Paul; Levis, Denise M; Kilgo, Christina L; Cannon, Michael J

    2014-11-30

    Congenital cytomegalovirus (CMV) is the most common congenital infection in the U.S. and can result in permanent disabilities, such as hearing and vision loss, intellectual disability, and psychomotor and language impairments. Women can adopt prevention behaviors in an attempt to reduce their exposure to CMV. Currently, few women are familiar with CMV. To increase awareness of CMV, the Centers for Disease Control and Prevention (CDC) developed draft health education materials. The purpose of this study was to pilot test two health education materials to gauge their appeal and to determine if they increase knowledge about CMV and motivate audiences to seek additional information on CMV and adopt CMV prevention behaviors. African-American (n = 404) and Caucasian women (n = 405), who had a young child and were either pregnant or planning a pregnancy, were recruited to participate in a 15-minute web survey. Participants were randomly assigned to view one of two CMV health education materials, either a factsheet or video. Pre and post survey measures were used to assess changes in knowledge of CMV and motivation to adopt prevention behaviors. We also examined audience preferences regarding materials and motivation. CMV knowledge score increased significantly after presentation of either the video or factsheet (from 3.7 out of 10 to 9.1 out of 10, p women responded very positively to both materials. Regression analyses indicated that appeal, message involvement (e.g., information seeking, discussing with others), post materials knowledge score, and viewing the video (vs. factsheet) were significantly positively associated with increased support for CMV prevention behaviors. Overall, we found that the health education materials improved women's knowledge of CMV and encouraged them to adopt prevention behaviors. Given the low awareness levels among women currently, these findings suggest that appropriate education materials have the potential to greatly increase

  14. Applying Communication Theory in Nutrition Education Research.

    Science.gov (United States)

    Gillespie, Ardyth H.

    1981-01-01

    Reports on the state of research in nutrition communication, unmet goals in nutrition education, strategies for nutrition education and nutrition education research, and research design issues. Indicates that the field of communications offers theoretical perspectives for nutrition education research. (DS)

  15. The Relationship Between Student Characteristics, Including Learning Styles and Their Perceptions and Satisfaction in Web-Based Courses in Higher Education

    OpenAIRE

    Sami SAHIN

    2015-01-01

    Distance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003) involving over 80% of four year public universities in 2002. The National Academy of Science review of “how people learn” suggests that technology-mediated learning can be used to respond to students’ preferences and related characteristics. This investigation of the relationships between learners’ characteristics and their perception of web-based learning and satisfactio...

  16. Face and content validity of a novel, web-based otoscopy simulator for medical education.

    Science.gov (United States)

    Wickens, Brandon; Lewis, Jordan; Morris, David P; Husein, Murad; Ladak, Hanif M; Agrawal, Sumit K

    2015-02-24

    Despite the fact that otoscopy is a widely used and taught diagnostic tool during medical training, errors in diagnosis are common. Physical otoscopy simulators have high fidelity, but they can be expensive and only a limited number of students can use them at a given time. 1) To develop a purely web-based otoscopy simulator that can easily be distributed to students over the internet. 2) To assess face and content validity of the simulator by surveying experts in otoscopy. An otoscopy simulator, OtoTrain™, was developed at Western University using web-based programming and Unity 3D. Eleven experts from academic institutions in North America were recruited to test the simulator and respond to an online questionnaire. A 7-point Likert scale was used to answer questions related to face validity (realism of the simulator), content validity (expert evaluation of subject matter and test items), and applicability to medical training. The mean responses for the face validity, content validity, and applicability to medical training portions of the questionnaire were all ≤3, falling between the "Agree", "Mostly Agree", and "Strongly Agree" categories. The responses suggest good face and content validity of the simulator. Open-ended questions revealed that the primary drawbacks of the simulator were the lack of a haptic arm for force feedback, a need for increased focus on pneumatic otoscopy, and few rare disorders shown on otoscopy. OtoTrain™ is a novel, web-based otoscopy simulator that can be easily distributed and used by students on a variety of platforms. Initial face and content validity was encouraging, and a skills transference study is planned following further modifications and improvements to the simulator.

  17. Effects of a web-based educational module on pediatric emergency medicine physicians' knowledge, attitudes, and behaviors regarding youth violence.

    Science.gov (United States)

    Madsen, Tracy E; Riese, Alison; Choo, Ester K; Ranney, Megan L

    2014-08-01

    Youth seen in the emergency department (ED) with injuries from youth violence (YV) have increased risk for future violent injury and death. Pediatric emergency medicine (PEM) physicians rarely receive training in, or perform, YV screening and intervention. Our objective was to examine effects of a web-based educational module on PEM physicians' knowledge, attitudes, and behaviors regarding YV screening and interventions in the ED. We invited all PEM fellows and attendings at an urban Level I pediatric trauma center to complete an interactive web-based education module (and 1-month booster) with information on YV's public health impact and how to screen, counsel and refer YV-involved patients. Consenting subjects completed electronic assessments of YV prevention knowledge and attitudes (using validated measures when possible) before and after the initial module and after the booster. To measure behavior change, chart review identified use of YV-specific discharge instructions in visits by YV-injured PEM patients (age 12-17; identified by E codes) 6 months before and after the intervention. We analyzed survey data were analyzed with Fisher's exact for binary outcomes and Kruskal-Wallis for Likert responses. Proportion of patients given YV discharge instructions before and after the intervention was compared using chi-square. Eighteen (67%) of 27 PEM physicians participated; 1 was lost at post-module assessment and 5 at 1 month. Module completion time ranged from 15-30 minutes. At baseline, 50% of subjects could identify victims' re-injury rate; 28% were aware of ED YV discharge instructions. After the initial module and at 1 month, there were significant increases in knowledge (pattitudes about YV prevention and may have affected behavior changes related to caring for YV victims in the ED. Further research should investigate web-based educational strategies to improve care of YV victims in a larger population of PEM physicians.

  18. Development of a Web-based educational intervention to improve cross-cultural communication among hospice providers.

    Science.gov (United States)

    Doorenbos, Ardith Z; Lindhorst, Taryn; Schim, Stephanie Myers; Van Schaik, Eileen; Demiris, George; Wechkin, Hope A; Curtis, J Randall

    2010-01-01

    In this article, the authors describe the theoretical foundation, development, and content of a Web-based educational intervention to improve cross-cultural communication about end-of-life concerns and report on the preliminary evaluation of this intervention using a qualitative study design. The data were collected with non-structured questions in a convenience sample of 21 hospice providers. Participants reported that they found the training appropriate and useful. Participants also reported finding the online delivery convenient and the interactive format valuable. Improving the quality of cross-cultural patient-provider communication can contribute to reducing disparities at end-of-life.

  19. A User-Centered Design Approach to Develop a Web-Based Instructional Resource System for Homeland Education

    Directory of Open Access Journals (Sweden)

    Chaoyun Liang

    2009-03-01

    Full Text Available Under the national educational policy of Nine-Year Integrated Curriculum, elementary and junior high school teachers are expected to design their own instructional materials, and to teach their courses which could be linked to students’ daily lives. The policy also allocates funding to create a variety of web-based instructional resource systems in order to assist these teachers in preparing their classes. Upon the basis of a user-centered design approach, this study is aimed at constructing a set of suggestions of planning, designing, and developing a web-based instructional resource system for the homeland education. This research team takes Nei-Li area in Taiwan as an example to develop such a system, and constructs a user-centered design model. The study results indicate that, unlike the traditional instructional design approach, the proposed model takes into account the user’s needs, the capability of the project team, the resource availability for implementation, the national educational reform policy, the development of information technology industry, and the socio-cultural context of a community at the initial phase. In addition, the development process is divided into two courses, one for contents design while the other for system construction, both of which are implemented at the same time.

  20. Effects of a Web-based Educational Module on Pediatric Emergency Medicine Physicians’ Knowledge, Attitudes, and Behaviors Regarding Youth Violence

    Directory of Open Access Journals (Sweden)

    Tracy E. Madsen

    2014-08-01

    Full Text Available Introduction: Youth seen in the emergency department (ED with injuries from youth violence (YV have increased risk for future violent injury and death. Pediatric emergency medicine (PEM physicians rarely receive training in, or perform, YV screening and intervention. Our objective was to examine effects of a web-based educational module on PEM physicians’ knowledge, attitudes, and behaviors regarding YV screening and interventions in the ED. Methods: We invited all PEM fellows and attendings at an urban Level I pediatric trauma center to complete an interactive web-based education module (and 1-month booster with information on YV’s public health impact and how to screen, counsel and refer YV-involved patients. Consenting subjects completed electronic assessments of YV prevention knowledge and attitudes (using validated measures when possible before and after the initial module and after the booster. To measure behavior change, chart review identified use of YV-specific discharge instructions in visits by YV-injured PEM patients (age 12–17; identified by E codes 6 months before and after the intervention. We analyzed survey data were analyzed with Fisher’s exact for binary outcomes and Kruskal-Wallis for Likert responses. Proportion of patients given YV discharge instructions before and after the intervention was compared using chi-square. Results: Eighteen (67% of 27 PEM physicians participated; 1 was lost at post-module assessment and 5 at 1 month. Module completion time ranged from 15–30 minutes. At baseline, 50% of subjects could identify victims’ re-injury rate; 28% were aware of ED YV discharge instructions. After the initial module and at 1 month, there were significant increases in knowledge (p,0.001 and level of confidence speaking with patients about avoiding YV (p¼0.01, df¼2. Almost all (94% said the module would change future management. In pre-intervention visits, 1.6% of patients with YV injuries were discharged with

  1. Learning Outcomes and Knowledge Sharing using Web-based Technologies in Finnish Forest Education from an Educational Experience Point of View

    Science.gov (United States)

    Xia, Belle Selene; Rekola, Mika

    2013-01-01

    Learning outcomes, as a conceptual base, are a recognised phenomenon in higher education. Advances in technology, such as web-based technologies in teaching, have facilitated learning efficiency, while such technologies relation to learning outcomes remains a popular topic of research. In this article, we have employed the feedback of 312 Finnish…

  2. The effectiveness of web-based and face-to-face continuing education methods on nurses' knowledge about AIDS: a comparative study

    Directory of Open Access Journals (Sweden)

    Haghani Hamid

    2009-07-01

    Full Text Available Abstract Background Information about web-based education outcomes in comparison with a face-to-face format can help researchers and tutors prepare and deliver future web-based or face-to-face courses more efficiently. The aim of this study was to compare the effectiveness of web-based and face-to-face continuing education methods in improving nurses' knowledge about AIDS. Methods A quasi-experimental method was used with a pre-test and post-test design. In this study 140 nurses with BSc degrees were chosen through a random sampling method and divided into a web-based and a face-to-face group by random allocation. For the former group the intervention consisted of a web-based course on AIDS; the latter received a 3-hour lecture course on the same subject. At the beginning and end of the course in both groups, the nurses' knowledge was measured by a questionnaire. Pre- and post-test scores were compared within and between the groups. Results The results show that there was no significant difference between the groups in either the pre-test (t(138 = -1.7, p = 0.096 nor the post-test (t(138 = -1.4, p = 0.163 scores in the knowledge test. However, there was a significant difference in the pre-test and post-test scores within each group (web-based, t(69 = 26, p t(69 = 24.3, p Conclusion The web-based method seems to be as effective as the face-to-face method in the continuing education of nurses. Therefore, the web-based method is recommended, as complementary to the face-to-face method, for designing and delivering some topics of continuing education programs for nurses.

  3. Readability, suitability, and health content assessment of web-based patient education materials on colorectal cancer screening.

    Science.gov (United States)

    Tian, Chenlu; Champlin, Sara; Mackert, Michael; Lazard, Allison; Agrawal, Deepak

    2014-08-01

    Colorectal cancer (CRC) screening rates in the Unites States are still below target level. Web-based patient education materials are used by patients and providers to provide supplemental information on CRC screening. Low literacy levels and patient perceptions are significant barriers to screening. There are little data on the quality of these online materials from a health literacy standpoint or whether they address patients' perceptions. To evaluate the readability, suitability, and health content of web-based patient education materials on colon cancer screening. Descriptive study. Web-based patient materials. Twelve reputable and popular online patient education materials were evaluated. Readability was measured by using the Flesch-Kincaid Reading Grade Level, and suitability was determined by the Suitability Assessment of Materials, a scale that considers characteristics such as content, graphics, layout/typography, and learning stimulation. Health content was evaluated within the framework of the Health Belief Model, a behavioral model that relates patients' perceptions of susceptibility to disease, severity, and benefits and barriers to their medical decisions. Each material was scored independently by 3 reviewers. Flesch-Kincaid Reading Grade Level score, Suitability Assessment of Materials score, health content score. Readability for 10 of 12 materials surpassed the maximum recommended sixth-grade reading level. Five were 10th grade level and above. Only 1 of 12 materials received a superior suitability score; 3 materials received inadequate scores. Health content analysis revealed that only 50% of the resources discussed CRC risk in the general population and <25% specifically addressed patients at high risk, such as African Americans, smokers, patients with diabetes, and obese patients. For perceived barriers to screening, only 8.3% of resources discussed embarrassment, 25% discussed pain with colonoscopy, 25% addressed cost of colonoscopy, and none

  4. Blinded randomized controlled study of a web-based otoscopy simulator in undergraduate medical education.

    Science.gov (United States)

    Stepniak, Camilla; Wickens, Brandon; Husein, Murad; Paradis, Josee; Ladak, Hanif M; Fung, Kevin; Agrawal, Sumit K

    2017-06-01

    OtoTrain is a Web-based otoscopy simulator that has previously been shown to have face and content validity. The objective of this study was to evaluate the effectiveness of this Web-based otoscopy simulator in teaching diagnostic otoscopy to novice learners STUDY DESIGN: Prospective, blinded randomized control trial. Second-year medical students were invited to participate in the study. A pretest consisted of a series of otoscopy videos followed by an open-answer format assessment pertaining to the characteristics and diagnosis of each video. Participants were then randomly divided into a control group and a simulator group. Following the pretest, both groups attended standard otology lectures, but the simulator group was additionally given unlimited access to OtoTrain for 1 week. A post-test was completed using a separate set of otoscopy videos. Tests were graded based on a comprehensive marking scheme. The pretest and post-test were anonymized, and the three evaluators were blinded to student allotment. A total of 41 medical students were enrolled in the study and randomized to the control group (n = 20) and the simulator group (n = 21). There was no significant difference between the two groups on their pretest scores. With the standard otology lectures, the control group had a 31% improvement in their post-test score (mean ± standard error of the mean, 30.4 ± 1.5) compared with their pretest score (23.3 ± 1.8) (P simulator group had the addition of OtoTrain to the otology lectures, and their score improved by 71% on their post-test (37.8 ± 1.6) compared to their pretest (22.1 ± 1.9) (P simulator group had a 24% higher score than the control group (P < .002). Inter-rater reliability between the blinded evaluators was excellent (r = 0.953, P < .001). The use of OtoTrain increased the diagnostic otoscopic performance in novice learners. OtoTrain may be an effective teaching adjunct for undergraduate medical students. 1b. Laryngoscope, 127:1306-1311, 2017.

  5. Web-based learning in undergraduate medical education: development and assessment of an online course on experimental surgery.

    Science.gov (United States)

    Bernardo, Viviane; Ramos, Monica Parente; Plapler, Helio; De Figueiredo, Luiz Francisco Poli; Nader, Helena B; Anção, Meide Silva; Von Dietrich, Carl P; Sigulem, Daniel

    2004-09-01

    In order to increase the number of practical and discussion classes offered to students in the traditional-curriculum scenario, while decreasing the lecture-based ones and to create an online community to share knowledge on surgery, we developed and assessed the first online course for undergraduate medical students on experimental surgery at the Federal University of Sao Paulo-UNIFESP, Brazil. The purposes of the present study are: describe and discuss the process and the lessons learned involved in developing an undergraduate web-based course and analyze the students' attitude towards this educational environment. A group of medical students was taught online during 5 weeks on the theory of experimental surgery through video quizzes, required readings, collaborative activities using discussion board and asynchronous communication. The students' knowledge gain, their web session variables and the results of the course evaluation were used to support our study. The students have significantly improved their knowledge on experimental surgery after the course. Among factors in the online course that could possibly have contributed to this gain, the interactive activities (video quizzes), key element in our online material, seemed to be promising for candidates. The evaluation results demonstrated high levels of course functionality, effectiveness of its online content and acceptance among medical students. This study indicated that a web-based course for undergraduate students may be successfully developed and implemented in medical settings and the students seem to be quite supportive. We encourage undergraduate medical learning strategies involving the Web.

  6. Professional Development Graduate Courses and a Masters of Arts in Physics Education with Web Based Course Components

    Science.gov (United States)

    Lindgren, Richard; Thornton, Stephen

    2010-02-01

    Professional development courses offered in physical/Earth science and physics by the Department of Physics are delivered by different venues to accommodate the needs of the K-12 teaching community. The majority of teachers take our courses off-site or through our distance-learning web-based program on the Internet for endorsement or recertification, but with a gradually increasing number enrolling in our 30 credit Masters of Arts in Physics Education degree (MAPE) program. The purpose of the Masters program is to provide increased physics content to those teachers who feel inadequately prepared to teach high school physics. The increase in numbers and success of this program is partly due to the convenience of taking online web-based courses which is made possible by using the latest communication technologies on the high speed internet. There is also a residential component of the MAPE program, which requires the candidates to earn 14 credits of calculus-based core physics in residence in the summer at the University. We have graduated a total of 91 teachers since the program began in 2000. )

  7. The Development of a Web-Based Attendance System with RFID for Higher Education Institution in Binus University

    Science.gov (United States)

    Kurniali, S.; Mayliana

    2014-03-01

    This study focuses on the development of a web-based attendance system with RFID in a Indonesian higher education institution. The development of this system is motivated due to the fact that the students' attendance records are one of the important elements that reflect their academic achievements. However, the current manual practice implemented is causing such a hassle. Empowering the usage of the new RFID based student card, a new web based-attendance system has been built to cater the recording and reporting of not just the student's' attendances, but also the lecturer's and taught topics in the class. The development of this system is inspired by the senior management. And the system can be easily accessed through the learning management system and can generate a report in real time, This paper will discuss in details the development until the maintaining phase of the system. Result achieved is the innovation of developing the system proved reliable to support related business processes and empowered the intention to maximize the usage of the RFID card. Considered as a successful implementation, this paper will give an input for others who want to implement a similar system.

  8. Web-based guide to health: relationship of theoretical variables to change in physical activity, nutrition and weight at 16-months.

    Science.gov (United States)

    Anderson-Bill, Eileen Smith; Winett, Richard A; Wojcik, Janet R; Winett, Sheila G

    2011-03-04

    Evaluation of online health interventions should investigate the function of theoretical mechanisms of behavior change in this new milieu. To expand our understanding of how Web-based interventions influence behavior, we examined how changes at 6 months in participants' psychosocial characteristics contributed to improvements at 16 months in nutrition, physical activity (PA), and weight management as a result of the online, social cognitive theory (SCT)-based Guide to Health intervention (WB-GTH). We conducted recruitment, enrollment, and assessments online with 272 of 655 (41.5%) participants enrolling in WB-GTH who also completed 6- and 16-month follow-up assessments. Participants' mean age was 43.68 years, 86% were female, 92% were white, mean education was 17.45 years, median income was US $85,000, 84% were overweight or obese, and 73% were inactive. Participants received one of two equally effective versions of WB-GTH. Structural equation analysis of theoretical models evaluated whether psychosocial constructs targeted by WB-GTH contributed to observed health behavior changes. The longitudinal model provided good fit to the data (root mean square error of approximation <.05). Participants' weight loss at 16 months was predicted by improvements in their PA (beta(total) = -.34, P = .01), consumption of fruits and vegetables (F&V) (beta(total) = -.20, P = .03) and calorie intake (beta(total) = .15, P = .04). Improvements at 6 months in PA self-efficacy (beta(total) = -.10, P = .03), PA self-regulation (beta(total) = -.15, P = .01), nutrition social support (beta(total) = -.08, P = .03), and nutrition outcome expectations (beta(total) = .08, P = .03) also contributed to weight loss. WB-GTH users with increased social support (beta(total) = .26, P = .04), self-efficacy (beta(total) = .30, P = .01), and self-regulation (beta(total) = .45, P = .004) also exhibited improved PA levels. Decreased fat and sugar consumption followed improved social support (beta

  9. Evaluation of the satisfaction and usefulness of a web-based educational program for breast cancer patients.

    Science.gov (United States)

    Yi, Myungsun; Kim, Jeongeun; Noh, Dong-Young; Lee, Jung-Lim; Yoo, Keun-Young; Hwang, Ki-Tae; Chung, He-Doo

    2008-01-01

    The purpose of this study was to evaluate the effectiveness of a web-based breast cancer educational program which consists of special features such as flash animations and online counseling as well as 7 different categories of information on breast cancer. The effectiveness of the program was analyzed in terms of its function and content. A total of 147 women with breast cancer who visited the website for at least 30 minutes and a minimum of 3 visits, participated in the survey.In the satisfaction evaluation of web-based educational program, usefulness of information, system efficiency, adequacy of information and convenience of use all received positive evaluation and showed even distribution of 49.14 (+/-6.05) points out of 64 points total. In the usefulness evaluation, the subcategories had following scores from the highest to the lowest; understanding of breast cancer was 3.34 (+/-0.51), life after treatment (3.21+/-0.58), early detection and examination (3.20+/-0.60), chemotherapy and hormonal therapy (3.18+/-0.55), related factors and prevention (3.16+/-0.59), treatments (3.13+/-0.53), and diagnosis (3.02+/-0.56). Factors affecting the satisfaction of the program were age, religion, income, stage of disease at diagnosis, source of health information, duration of Internet usage, and whether the patient performs breast self-examination. Factors that affect the usefulness of the program were religion, period since diagnosis, source of health information, frequency of Internet usage, recurrence of breast cancer, and family history.Although the program was evaluated as somewhat useful and satisfactory, it should be improved upon by providing in-depth and cutting edge breast health information especially for women from a higher educational and income background.

  10. Web-based virtual microscopy for parasitology: a novel tool for education and quality assurance.

    Science.gov (United States)

    Linder, Ewert; Lundin, Mikael; Thors, Cecilia; Lebbad, Marianne; Winiecka-Krusnell, Jadwiga; Helin, Heikki; Leiva, Byron; Isola, Jorma; Lundin, Johan

    2008-01-01

    The basis for correctly assessing the burden of parasitic infections and the effects of interventions relies on a somewhat shaky foundation as long as we do not know how reliable the reported laboratory findings are. Thus virtual microscopy, successfully introduced as a histopathology tool, has been adapted for medical parasitology. Specimens containing parasites in tissues, stools, and blood have been digitized and made accessible as a "webmicroscope for parasitology" (WMP) on the Internet (http://www.webmicroscope.net/parasitology).These digitized specimens can be viewed ("navigated" both in the x-axis and the y-axis) at the desired magnification by an unrestricted number of individuals simultaneously. For virtual microscopy of specimens containing stool parasites, it was necessary to develop the technique further in order to enable navigation in the z plane (i.e., "focusing"). Specimens were therefore scanned and photographed in two or more focal planes. The resulting digitized specimens consist of stacks of laterally "stiched" individual images covering the entire area of the sample photographed at high magnification. The digitized image information (approximately 10 GB uncompressed data per specimen) is accessible at data transfer speeds from 2 to 10 Mb/s via a network of five image servers located in different parts of Europe. Image streaming and rapid data transfer to an ordinary personal computer makes web-based virtual microscopy similar to conventional microscopy. The potential of this novel technique in the field of medical parasitology to share identical parasitological specimens means that we can provide a "gold standard", which can overcome several problems encountered in quality control of diagnostic parasitology. Thus, the WMP may have an impact on the reliability of data, which constitute the basis for our understanding of the vast problem of neglected tropical diseases. The WMP can be used also in the absence of a fast Internet communication. An

  11. Spatially Referenced Educational Achievement Data Exploration: A Web-Based Interactive System Integration of GIS, PHP, and MySQL Technologies

    Science.gov (United States)

    Mulvenon, Sean W.; Wang, Kening; Mckenzie, Sarah; Anderson, Travis

    2006-01-01

    Effective exploration of spatially referenced educational achievement data can help educational researchers and policy analysts speed up gaining valuable insight into datasets. This article illustrates a demo system developed in the National Office for Research on Measurement and Evaluation Systems (NORMES) for supporting Web-based interactive…

  12. 7 CFR 249.9 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Nutrition education. 249.9 Section 249.9 Agriculture... Nutrition education. (a) Goal. Nutrition education shall emphasize the relationship of proper nutrition to... agency shall integrate nutrition education into SFMNP operations and may satisfy nutrition education...

  13. Neural network web-based system for promoting rural education in ...

    African Journals Online (AJOL)

    Rural education is as important as its urban counterpart; therefore the need to promote it using the latest (IT) technology is also important. Now that student's enrollment increases and government base funding for education decreases, the use of technology becomes more important to both administrators and instructors in ...

  14. Professional Development in Adapted Physical Education with Graduate Web-Based Professional Learning

    Science.gov (United States)

    Sato, Takahiro; Haegele, Justin A.

    2017-01-01

    Background: The field of adapted physical education (APE) has long struggled to overcome significant and persistent personnel shortages [Healy, S., M. E. Block, and J. Judge. 2014. "Certified Adapted Physical Educator's Perceptions of Advantages and Disadvantages of Online Teacher Development." "Palaestra" 28 (4): 14-16].…

  15. Web-based survey of depression, anxiety and stress in first-year tertiary education students in Hong Kong.

    Science.gov (United States)

    Wong, Josephine G W S; Cheung, Erik P T; Chan, Kitty K C; Ma, Kamela K M; Tang, Siu Wa

    2006-09-01

    The mental health of tertiary education students is an area of increasing concern worldwide. The objective of this study is to examine the prevalence of depression, anxiety and stress in first-year tertiary education students in Hong Kong. Depression, anxiety and stress were measured by the 42-item Depression Anxiety Stress Scales, completed on the web by participating students anonymously. A total of 7915 students completed the survey, yielding a response rate of 27.5%. Depression, anxiety and stress levels of moderate severity or above were found in 21%, 41% and 27% of our respondents, respectively. The web-based survey methodology was well accepted by our sample group of tertiary education students. We found high rates of psychological morbidity in first-year tertiary education students in Hong Kong. The high prevalence of depression, anxiety and stress symptoms in the first year of college life is alarming. It illustrates the need for primary and secondary prevention measures, with development of adequate and appropriate support services for this group.

  16. [Development of a web-based education program for nurses working in nursing homes on human rights of older adults].

    Science.gov (United States)

    Kim, Ki-Kyong

    2010-08-01

    This study was done to develop a web-based education program for nurses working in nursing homes. The focus was on the rights of older adults. The program was designed based on the Network-Based Instructional System Design (NBISD) model and was operated and evaluated between July 2007 and June 2008. Out of nursing records of 40 residents from a nursing home, the final 7 cases were deducted through classification using the Resource Utilization Group (RUG)-III. The data on needs for education was collected from 28 nurses working in 15 nursing homes located in Seoul and Gyeonggi Province, who agreed to complete a self-report questionnaire. A comprehensive review of the literature and two focus groups interviews were used to search for risk factors and guidelines for protection of human rights. The education program was developed based on Kolb's experiential learning model and composed of 5 units, which included content on types of human rights and rights to death with dignity, elder abuse, physical liberty, and self-determination. The program was positively evaluated showing a score of 3.35 (SD=0.37) out of 4. The educational program developed in this study should promote nurses' sensitivity to the rights of elders and improve nurses' behaviors in protecting the rights of elders residing in nursing homes.

  17. Rebooting Kirkpatrick: Integrating Information System Theory Into the Evaluation of Web-based Continuing Professional Development Interventions for Interprofessional Education.

    Science.gov (United States)

    Shen, Nelson; Yufe, Shira; Saadatfard, Omid; Sockalingam, Sanjeev; Wiljer, David

    2017-01-01

    Information system research has stressed the importance of theory in understanding how user perceptions can motivate the use and adoption of technology such as web-based continuing professional development programs for interprofessional education (WCPD-IPE). A systematic review was conducted to provide an information system perspective on the current state of WCPD-IPE program evaluation and how current evaluations capture essential theoretical constructs in promoting technology adoption. Six databases were searched to identify studies evaluating WCPD-IPE. Three investigators determined eligibility of the articles. Evaluation items extracted from the studies were assessed using the Kirkpatrick-Barr framework and mapped to the Benefits Evaluation Framework. Thirty-seven eligible studies yielded 362 evaluation items for analysis. Most items (n = 252) were assessed as Kirkpatrick-Barr level 1 (reaction) and were mainly focused on the quality (information, service, and quality) and satisfaction dimensions of the Benefits Evaluation. System quality was the least evaluated quality dimension, accounting for 26 items across 13 studies. WCPD-IPE use was reported in 17 studies and its antecedent factors were evaluated in varying degrees of comprehensiveness. Although user reactions were commonly evaluated, greater focus on user perceptions of system quality (ie, functionality and performance), usefulness, and usability of the web-based platform is required. Surprisingly, WCPD-IPE use was reported in less than half of the studies. This is problematic as use is a prerequisite to realizing any individual, organizational, or societal benefit of WCPD-IPE. This review proposes an integrated framework which accounts for these factors and provides a theoretically grounded guide for future evaluations.

  18. The Use of Gamification in Distance Education: A Web-Based Gamified Quiz Application

    National Research Council Canada - National Science Library

    Yusuf Levent Şahin; Nejdet Karadağ; Aras Bozkurt; Ezgi Doğan; Hakan Kılınç; Serap Uğur; Salih Gümüş; Aylin Öztürk; Can Güler

    2017-01-01

    .... In an effort to minimize this drawback and increase learners’ participation into learning processes by motivating distant learners, new approaches such as gamification have been integrated in distance education...

  19. The Use of Gamification in Distance Education: A Web-Based Gamified Quiz Application

    OpenAIRE

    Yusuf Levent Şahin; Nejdet Karadağ; Aras Bozkurt; Ezgi Doğan; Hakan Kılınç; Serap Uğur; Salih Gümüş; Aylin Öztürk; Can Güler

    2017-01-01

    One of the basic challenges in distance education is motivational issues that distance learners encounter because of the factors such as separation in time and space from teachers, other learners, and learning sources. In an effort to minimize this drawback and increase learners’ participation into learning processes by motivating distant learners, new approaches such as gamification have been integrated in distance education. Gamification is one of the motivational appro...

  20. The Web-Based Delphi Research Technique as a Method for Content Validation in HRD and Adult Education Research

    Science.gov (United States)

    Colton, Sharon; Hatcher, Tim

    2004-01-01

    A Web-based Delphi process can be used to answer difficult questions, compile a body of knowledge from experts, or solve a problem or establish content validity. Because of its more qualitative online discussion environment, a Web-based Delphi procedure has the potential to offer a more rigorous validation of HRD-related content than traditional…

  1. Development of a Web-based International Education and Training Course Management System for World Nuclear University Summer Institute

    Energy Technology Data Exchange (ETDEWEB)

    Ahn, S. K.; Min, B. J.; Lee, E. J.; Han, K. W.; Hwang, I. A.; Nam, Y. M.; Kwon, S. J

    2007-12-15

    For the efficient management of the course, web-based management system is needed especially for international education and training course. The analysis on the essential condition for management system is the first step, considering the applicability for the various education and training courses. Especially, efforts were focused on the management system for user's database and schedule, evaluation system, and various contents for foreign participants. The developed management system has been applied to the World Nuclear University(WNU) Summer Institute. The distinctive feature is that participants' database and program schedule are combined and used for course evaluation function automatically. 170 users had used this system for 3 months and the operating result was successful including the performance of the evaluation. The advantages of the system are simple database management and schedule updating, easy sharing of the training materials, effective activation of interaction between participants, systematic evaluation with a high record of response, and publicity of Korea to foreign participants by various contents. As a weak point, some errors were reported by Mackintosh users, and the input process for the evaluation comments has some limitation for the special characters and some formula text by word processor. These drawbacks could be updated for the future application with additional efforts if needed. The system will offer the cost-effective high performance of the management for the international education and training course.

  2. Feasibility of a web-based continuing medical education program in dermatology: the DermoFAD experience in Italy.

    Science.gov (United States)

    Naldi, Luigi; Manfrini, Roberto; Martin, Leigh; Deligant, Christian; Dri, Pietro

    2006-01-01

    Web-based systems are increasingly being considered for medical education. A draft legislation on distance-learning programs was licensed in Italy by the National Commission for Continuous Education in November 2003. A series of pilot studies were developed, among these the DermoFAD project, based on five simulated clinical cases of acne and a systematic appraisal of the evidence for their clinical management. From July 1 to August 27, 2004, a total of 500 medical doctors participated in a free of charge evaluation program of the project. Users were distributed all over Italy. Two hundred and eighty-one (56.2%) were primary care physicians, 83 (16.6%) dermatologists, and 136 (27.2%) other medical specialists. A wide range of connecting times was observed. The pass rate of each individual case, at first attempt, ranged from 44 to 77%. When asked to assess the overall distance-learning experience, 98% of the doctors considered it to be enjoyable. A total of 2,152 continuing medical education (CME) credits were awarded. Over 50% of the users stated they would still use the system if they had to pay for it. Our experience shows that distance learning is feasible and is well accepted by physicians. The DermoFAD program was an efficient means of delivering CME to the Italian medical community at large.

  3. Beyond reading level: a systematic review of the suitability of cancer education print and Web-based materials.

    Science.gov (United States)

    Finnie, Ramona K C; Felder, Tisha M; Linder, Suzanne Kneuper; Mullen, Patricia Dolan

    2010-12-01

    Consideration of categories related to reading comprehension--beyond reading level--is imperative to reach low literacy populations effectively. "Suitability" has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Eleven studies met our criteria. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the suitability assessment of materials (SAM) and the comprehensibility assessment of materials (SAM + CAM), were described as having any evidence of validity. Studies using Simplified Measure of Goobledygook (SMOG) and Fry reported higher average reading level scores than those using Flesh-Kincaid. Most materials failed criteria for reading level and cultural appropriateness. We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments.

  4. Motives for participating in a web-based nutrition cohort according to sociodemographic, lifestyle, and health characteristics: the NutriNet-Santé cohort study.

    Science.gov (United States)

    Méjean, Caroline; Szabo de Edelenyi, Fabien; Touvier, Mathilde; Kesse-Guyot, Emmanuelle; Julia, Chantal; Andreeva, Valentina A; Hercberg, Serge

    2014-08-07

    In traditional epidemiological studies, participants are likely motivated by perceived benefits, feelings of accomplishment, and belonging. No study has explored motives for participation in a Web-based cohort and the associated participant characteristics, although such information is useful for enhancing recruitment and improving cohort retention. We aimed to evaluate the relationships between motives for participation and sociodemographic, health, and lifestyle characteristics of participants in the NutriNet-Santé Web-based cohort, designed to identify nutritional risk or protective factors for chronic diseases. The motives for participation were assessed using a specifically developed questionnaire administered approximately 2 years after baseline. A total of 6352 completed the motives questionnaire (43.34%, 6352/15,000 randomly invited cohort participants). We studied the associations between motives (dependent variables) and individual characteristics with multivariate multinomial logistic regression models providing odds ratios and 95% confidence intervals. In total, 46.45% (2951/6352) of participants reported that they would not have enrolled if the study had not been conducted on the Internet, whereas 28.75% (1826/6352) were not sure. Men (OR 1.21, 95% CI 1.04-1.42), individuals aged 26-35 years (OR 1.51, 95% CI 1.20-1.91), and obese participants (OR 1.30, 95% CI 1.02-1.65) were more inclined to be motivated by the Internet aspect. Compared with younger adults and managerial staff, individuals >55 years (OR 0.60, 95% CI 0.48-0.45) and employees/manual workers were less likely motivated by the Internet aspect (OR 0.77, 95% CI 0.63-0.92). Regarding reasons for participation, 61.37% (3898/6352) reported participating to help advance public health research on chronic disease prevention; 22.24% (1413/6352) to help advance nutrition-focused research; 6.89% (438/6352) in response to the call from the media, after being encouraged by a close friend/associate, or

  5. TECHNOLOGY AND METHODS OF CREATING WEB-BASED LEARNING ENVIRONMENT FOR HUMANITIES EDUCATION

    Directory of Open Access Journals (Sweden)

    Вилена Александровна Брылева

    2013-04-01

    Full Text Available The purpose of the article is to describe the structure of web environment in frames of new educational paradigm in teaching Humanities, to clarify the scientifical and practical importance of using Web 2.0 technologies in higher education. This problem is of great importance due to the necessity of integration of modern IT into educational environment which needs to develop new methods of teaching.The model of educational environment presented in the article is based on the integration of LMS Moodle and PLE Mahara. The authors define the functional modules and means of the environment, describe its didactic qualities, organization requirements and usage advantages. The methodic model of teaching English worked out by the authors supposes step-by-step formation of professional as well as informational competence necessary to any modern specialist. The effectiveness of the model is verified by experiental learning, based on individual and group forms of work on educational site of Institute of Philology and Intercultural Communication of Volgograd State university.DOI: http://dx.doi.org/10.12731/2218-7405-2013-2-8

  6. Correlations between Fruit, Vegetables, Fish, Vitamins, and Fatty Acids Estimated by Web-Based Nonconsecutive Dietary Records and Respective Biomarkers of Nutritional Status.

    Science.gov (United States)

    Lassale, Camille; Castetbon, Katia; Laporte, François; Deschamps, Valérie; Vernay, Michel; Camilleri, Géraldine M; Faure, Patrice; Hercberg, Serge; Galan, Pilar; Kesse-Guyot, Emmanuelle

    2016-03-01

    It is of major importance to measure the validity of self-reported dietary intake using web-based instruments before applying them in large-scale studies. This study aimed to validate self-reported intake of fish, fruit and vegetables, and selected micronutrient intakes assessed by a web-based self-administered dietary record tool used in the NutriNet-Santé prospective cohort study, against the following concentration biomarkers: plasma beta carotene, vitamin C, and n-3 polyunsaturated fatty acids. One hundred ninety-eight adult volunteers (103 men and 95 women, mean age=50.5 years) were included in the protocol: they completed 3 nonconsecutive-day dietary records and two blood samples were drawn 3 weeks apart. The study was conducted in the area of Paris, France, between October 2012 and May 2013. Reported fish, fruit and vegetables, and selected micronutrient intakes and plasma beta carotene, vitamin C, and n-3 polyunsaturated fatty acid levels were compared. Simple and adjusted Spearman's rank correlation coefficients were estimated after de-attenuation for intra-individual variation. Regarding food groups in men, adjusted correlations ranged from 0.20 for vegetables and plasma vitamin C to 0.49 for fruits and plasma vitamin C, and from 0.40 for fish and plasma c20:5 n-3 (eicosapentaenoic acid [EPA]) to 0.55 for fish and plasma c22:6 n-3 (docosahexaenoic acid). In women, correlations ranged from 0.13 (nonsignificant) for vegetables and plasma vitamin C to 0.41 for fruits and vegetables and plasma beta carotene, and from 0.27 for fatty fish and EPA to 0.54 for fish and EPA+docosahexaenoic acid. Regarding micronutrients, adjusted correlations ranged from 0.36 (EPA) to 0.58 (vitamin C) in men and from 0.32 (vitamin C) to 0.38 (EPA) in women. The findings suggest that three nonconsecutive web-based dietary records provide reasonable estimates of true intake of fruits, vegetables, fish, beta carotene, vitamin C, and n-3 fatty acids. Along with other validation

  7. Improving Diabetes Outcomes Using a Web-Based Registry and Interactive Education: A Multisite Collaborative Approach

    Science.gov (United States)

    Morrow, Robert W.; Fletcher, Jason; Kelly, Kim F.; Shea, Laura A.; Spence, Maureen M.; Sullivan, Janet N.; Cerniglia, Joan R.; Yang, YoonJung

    2013-01-01

    Introduction: To support the adoption of guideline concordant care by primary care practices, the New York Diabetes Coalition (NYDC) promoted use of an electronic diabetes registry and developed an interactive educational module on using the registry and improving patient communication. The NYDC hypothesized that use of a registry with immediate…

  8. A web-based educational video to improve asthma knowledge for limited English proficiency Latino caregivers.

    Science.gov (United States)

    Riera, Antonio; Ocasio, Agueda; Tiyyagura, Gunjan; Thomas, Anita; Goncalves, Patricia; Krumeich, Lauren; Ragins, Kyle; Trevino, Sandra; Vaca, Federico E

    2017-08-01

    To evaluate limited English proficiency (LEP) Latino caregiver asthma knowledge after exposure to an educational video designed for this target group. A cross-sectional, interventional study was performed. We aimed to evaluate the post-test impact on asthma knowledge from baseline after exposure to a patient-centered, evidence-based, and professionally produced Spanish asthma educational video. Participants included LEP Latino caregivers of children 2-12 years old with persistent asthma. Enrollment was performed during ED encounters or scheduled through a local community organization. Asthma knowledge was measured with a validated Spanish parental asthma knowledge questionnaire. Differences in mean scores were calculated with a paired t-test. Twenty caregivers were enrolled. Participants included mothers (100%) from Puerto Rico (75%), with a high-school diploma or higher (85%), with no written asthma action plan (65%), whose child's asthma diagnosis was present for at least 3 years (80%). Mean baseline asthma knowledge scores improved 8 points from 58.4 to 66.4 after watching the educational video (95% CI 5.3-10.7; t(19) = 6.21, p asthma knowledge for a Latino population facing communication barriers to quality asthma care. Dissemination of this educational resource to LEP caregivers has the potential to improve pediatric asthma care in the United States.

  9. A Web Based Educational Programming Logic Controller Training Set Based on Vocational High School Students' Demands

    Directory of Open Access Journals (Sweden)

    Abdullah Alper Efe

    2018-01-01

    Full Text Available The purpose of this study was to design and develop aProgramming Logic Controller Training Set according to vocational high school students’ educational needs. In this regard, by using the properties of distance education the proposed system supported “hands-on” PLC programming laboratory exercises in industrial automation area. The system allowed students to access and control the PLC training set remotely. For this purpose, researcher designed a web site to facilitate students’ interactivity and support PLC programming. In the training set, Induction Motor, Frequency Converter and Encoder tripart controlled by Siemens Simatic S7-200 PLC controller by the help of SIMATIC Step 7 Programming Software were used to make the system more effective and efficient. Moreover, training set included an IP camera system allowing to monitor devices and pilot application. By working with this novel remote accessible training set, students and researchers recieved a chance to inhere self paced learning experiences. Also, The PLC training set offered an effective learning enviroenment for distance education, which is based on presenting the content on the web and opening it to the online users and provided a safe and economical solution for multiple users in a workplace to enhance the quality of education with less overall cost.

  10. Dynamic Educational e-Content Selection Using Multiple Criteria in Web-Based Personalized Learning Environments.

    Science.gov (United States)

    Manouselis, Nikos; Sampson, Demetrios

    This paper focuses on the way a multi-criteria decision making methodology is applied in the case of agent-based selection of offered learning objects. The problem of selection is modeled as a decision making one, with the decision variables being the learner model and the learning objects' educational description. In this way, selection of…

  11. A Framework of Synthesizing Tutoring Conversation Capability with Web-Based Distance Education Courseware

    Science.gov (United States)

    Song, Ki-Sang; Hu, Xiangen; Olney, Andrew; Graesser, Arthur C.

    2004-01-01

    Whereas existing learning environments on the Web lack high level interactivity, we have developed a human tutor-like tutorial conversation system for the Web that enhances educational courseware through mixed-initiative dialog with natural language processing. The conversational tutoring agent is composed of an animated tutor, a Latent Semantic…

  12. The Living Textbook of Nuclear Chemistry: A Peer-Reviewed, Web-Based, Education Resource

    Science.gov (United States)

    Loveland, W.; Gallant, A.; Joiner, C.

    2004-01-01

    The recent developments in nuclear chemistry education are presented and an attempt is made to collect supplemental materials relating to the study and practice of nuclear chemistry. The Living Textbook of Nuclear Chemistry functions as an authoritative Web site with supplemental material for teaching nuclear and radiochemistry.

  13. Efficacy of World Wide Web Based Video in Public and Classroom Education

    Science.gov (United States)

    Schabler, T. G.; Byrne, J. M.

    2013-12-01

    One of the common sources of information for public and classroom climate change education is YouTube. There is no way of knowing how well the information is being received and interpreted by users; and there is little knowledge as to how individuals and groups respond to science videos from reputable sources, or to denial videos that counter the science consensus. This two-part study is intended to (i) evaluate the science communication efficacy of the most viewed ';climate change' Youtube videos; and (ii) determine how selected high-view count videos on climate change influence university student opinions. Ninety-nine pro-climate change and climate denier videos were evaluated and subjectively scored by a senior university student familiar with the basics of climate science. All these videos come forward on YouTube under the search keywords 'climate change.' The videos were ranked by numbers of views, and under a range of subjective variables. A randomized selection of short videos with overall high rankings was shared with student populations, and before and after perspectives was recorded through a short group survey. We hope the results inform the science education community on perceptions of education videos, with an eventual goal of informing better video production to communicate climate change for public and classroom education.

  14. Marketing to Increase Participation in a Web-Based Continuing Medical Education Cultural Competence Curriculum

    Science.gov (United States)

    Estrada, Carlos A.; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J.; Allison, Jeroan J.; Houston, Thomas K.

    2011-01-01

    Introduction: CME providers may be interested in identifying effective marketing strategies to direct users to specific content. Online advertisements for recruiting participants into activities such as clinical trials, public health programs, and continuing medical education (CME) have been effective in some but not all studies. The purpose of…

  15. Web-Based Immersive Virtual Patient Simulators: Positive Effect on Clinical Reasoning in Medical Education.

    Science.gov (United States)

    Kleinert, Robert; Heiermann, Nadine; Plum, Patrick Sven; Wahba, Roger; Chang, De-Hua; Maus, Martin; Chon, Seung-Hun; Hoelscher, Arnulf H; Stippel, Dirk Ludger

    2015-11-17

    Clinical reasoning is based on the declarative and procedural knowledge of workflows in clinical medicine. Educational approaches such as problem-based learning or mannequin simulators support learning of procedural knowledge. Immersive patient simulators (IPSs) go one step further as they allow an illusionary immersion into a synthetic world. Students can freely navigate an avatar through a three-dimensional environment, interact with the virtual surroundings, and treat virtual patients. By playful learning with IPS, medical workflows can be repetitively trained and internalized. As there are only a few university-driven IPS with a profound amount of medical knowledge available, we developed a university-based IPS framework. Our simulator is free to use and combines a high degree of immersion with in-depth medical content. By adding disease-specific content modules, the simulator framework can be expanded depending on the curricular demands. However, these new educational tools compete with the traditional teaching It was our aim to develop an educational content module that teaches clinical and therapeutic workflows in surgical oncology. Furthermore, we wanted to examine how the use of this module affects student performance. The new module was based on the declarative and procedural learning targets of the official German medical examination regulations. The module was added to our custom-made IPS named ALICE (Artificial Learning Interface for Clinical Education). ALICE was evaluated on 62 third-year students. Students showed a high degree of motivation when using the simulator as most of them had fun using it. ALICE showed positive impact on clinical reasoning as there was a significant improvement in determining the correct therapy after using the simulator. ALICE positively impacted the rise in declarative knowledge as there was improvement in answering multiple-choice questions before and after simulator use. ALICE has a positive effect on knowledge gain and

  16. Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education

    Directory of Open Access Journals (Sweden)

    Maramba Inocencio

    2006-08-01

    Full Text Available Abstract Background We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning. Discussion Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in

  17. Effectiveness of Web-based versus face-to-face delivery of education in prescription of falls-prevention exercise to health professionals: randomized trial.

    Science.gov (United States)

    Maloney, Stephen; Haas, Romi; Keating, Jennifer L; Molloy, Elizabeth; Jolly, Brian; Sims, Jane; Morgan, Prue; Haines, Terry

    2011-12-22

    Exercise is an effective intervention for the prevention of falls; however, some forms of exercises have been shown to be more effective than others. There is a need to identify effective and efficient methods for training health professionals in exercise prescription for falls prevention. The objective of our study was to compare two approaches for training clinicians in prescribing exercise to prevent falls. This study was a head-to-head randomized trial design. Participants were physiotherapists, occupational therapists, nurses, and exercise physiologists working in Victoria, Australia. Participants randomly assigned to one group received face-to-face traditional education using a 1-day seminar format with additional video and written support material. The other participants received Web-based delivery of the equivalent educational material over a 4-week period with remote tutor facilitation. Outcomes were measured across levels 1 to 3 of Kirkpatrick's hierarchy of educational outcomes, including attendance, adherence, satisfaction, knowledge, and self-reported change in practice. Of the 166 participants initially recruited, there was gradual attrition from randomization to participation in the trial (n = 67 Web-based, n = 68 face-to-face), to completion of the educational content (n = 44 Web-based, n = 50 face-to-face), to completion of the posteducation examinations (n = 43 Web-based, n = 49 face-to-face). Participant satisfaction was not significantly different between the intervention groups: mean (SD) satisfaction with content and relevance of course material was 25.73 (5.14) in the Web-based and 26.11 (5.41) in the face-to-face group; linear regression P = .75; and mean (SD) satisfaction with course facilitation and support was 11.61 (2.00) in the Web-based and 12.08 (1.54) in the face-to-face group; linear regression P = .25. Knowledge test results were comparable between the Web-based and face-to-face groups: median (interquartile range [IQR]) for the

  18. Tema 2: Open Roberta - A Web Based Approach to Visually Program Real Educational Robots

    Directory of Open Access Journals (Sweden)

    Markus Ketterl

    2015-12-01

    Full Text Available The aim of the Open Roberta initiative is to support visual online programming of educational robots. The goal is to overcome technical and professional barriers for teachers and students alike at home or in the classrooms. The free to use cloud-based Open Roberta Lab consists of graphical programming tools for the browser that enable beginners to seamlessly start coding without long-winded system installations, setups or additional technology getting in the way. Open Roberta is a project within the Fraunhofer initiative ”Roberta - Learning with Robots”. A further aspect of the paper is the introduction of the NEPOR meta programming language as a core concept for coupling real educational robot systems.

  19. Tema 2: Open Roberta - A Web Based Approach to Visually Program Real Educational Robots

    Directory of Open Access Journals (Sweden)

    Markus Ketterl

    2016-01-01

    Full Text Available The aim of the Open Roberta initiative is to support visual online programming of educational robots. The goal is to overcome technical and professional barriers for teachers and students alike at home or in the classrooms. The free to use cloud-based Open Roberta Lab consists of graphical programming tools for the browser that enable beginners to seamlessly start coding without long-winded system installations, setups or additional technology getting in the way. Open Roberta is a project within the Fraunhofer initiative ”Roberta - Learning with Robots”. A further aspect of the paper is the introduction of the NEPOR meta programming language as a core concept for coupling real educational robot systems.

  20. Occupational Hazards Education for Nursing Staff through Web-Based Learning

    OpenAIRE

    Chen-Yin Tung; Chia-Chen Chang; Jin-Lain Ming; Keh-Ping Chao

    2014-01-01

    This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respective...

  1. Development of a web-based, work-related asthma educational tool for patients with asthma.

    Science.gov (United States)

    Ghajar-Khosravi, Shadi; Tarlo, Susan M; Liss, Gary M; Chignell, Mark; Ribeiro, Marcos; Levinson, Anthony J; Gupta, Samir

    2013-01-01

    Asthma is a common chronic condition. Work-related asthma (WRA) has a large socioeconomic impact and is increasing in prevalence but remains under-recognized. Although international guidelines recommend patient education, no widely available educational tool exists. To develop a WRA educational website for adults with asthma. An evidence-based database for website content was developed, which applied evidence-based website design principles to create a website prototype. This was subsequently tested and serially revised according to patient feedback in three moderated phases (one focus group and two interview phases), followed by face validation by asthma educators. Patients (n=10) were 20 to 28 years of age; seven (70%) were female, three (30%) were in university, two (20%) were in college and five (50%) were currently employed. Key format preferences included: well-spaced, bulleted text; movies (as opposed to animations); photos (as opposed to cartoons); an explicit listing of website aims on the home page; and an exploding tab structure. Participants disliked integrated games and knowledge quizzes. Desired informational content included a list of triggers, prevention⁄control methods, currently available tools and resources, a self-test for WRA, real-life scenario presentations, compensation information, information for colleagues on how to react during an asthma attack and a WRA discussion forum. The website met the perceived needs of young asthmatic patients. This resource could be disseminated widely and should be tested for its effects on patient behaviour, including job choice, workplace irritant⁄allergen avoidance and⁄or protective equipment, asthma medication use and physician prompting for management of WRA symptoms.

  2. Holistic Web-based Virtual Micro Controller Framework for Research and Education

    Directory of Open Access Journals (Sweden)

    Sven Seiler

    2012-11-01

    Full Text Available Education in the field of embedded system programming became an even more important aspect in the qualification of young engineers during the last decade. This development is accompanied by a rapidly increasing complexity of the software environments used with such devices. Therefore a qualified and solid teaching methodology is necessary, accompanied by industry driven technological innovation with an emphasis on programming. As part of three European projects regarding lifelong-learning a comprehensive blended learning concept for teaching embedded systems and robotics was developed by paper authors. It comprises basic exercises in micro controller programming up to high-level student robotic challenges. These implemented measures are supported by a distance learning environment. The programming of embedded systems and microcontroller technology has to be seen as the precursor for more complex robotic systems in this context, but with a high importance for later successfully working with the technology for further professional utilization with these technologies. Current paper introduces the most novel part; the online accessible Virtual Micro Controller Platform (VMCU and its underlying simulation framework platform. This approach conquers the major existing problems in engineering education: outdated hardware and limited lab times. This paper answers the question about advantages of using virtual hardware in an educational environment.

  3. Tensions in Learner Support and Tutor Support in Tertiary Web-based English Language Education in China

    Directory of Open Access Journals (Sweden)

    Tong Wang

    2005-11-01

    Full Text Available Based on the findings of a national survey conducted in 2004 designed to examine the support systems for both learners and tutors engaged in tertiary-level Web-based English education in mainland China, this paper reports the findings of secondary analysis by identifying the tensions in the current learner and tutor support systems. For learner support, four tensions were analyzed: (1 vigorous institutional learner support efforts versus learner utilization of the provisions; (2 learner qualities development versus academic support; (3 learner technical competence versus learner participation in online services; and (4 the relationship of face-to-face components and online components in learner support system design. For tutor support, four tensions were identified: (1 institutional conceptual understanding versus the actual practices; (2 tutor’s enthusiasm versus tutor’s perception of online education; (3 tutor responsibilities versus tutor commitment, and (4 current tutor support service repertoire versus tutor improvement areas. The paper analyzes possible causes for the tensions and proposes some solutions to address these tensions.

  4. Impact of educational level on study attrition and evaluation of web-based computer-tailored interventions: results from seven randomized controlled trials

    NARCIS (Netherlands)

    Reinwand, D.A.; Crutzen, R.; Elfeddali, I.; Schneider, F.; Schulz, D.N.; Smit, E.S.; Stanczyk, N.E.; Tange, H.; Voncken-Brewster, V.; Walthouwer, M.J.L.; Hoving, C.; de Vries, H.

    2015-01-01

    Background: Web-based computer-tailored interventions have shown to be effective in improving health behavior; however, high dropout attrition is a major issue in these interventions. Objective: The aim of this study is to assess whether people with a lower educational level drop out from studies

  5. Impact Evaluation of Enabling Mothers to Prevent Pediatric Obesity through Web-Based Education and Reciprocal Determinism (EMPOWER) Randomized Control Trial

    Science.gov (United States)

    Knowlden, Adam P.; Sharma, Manoj; Cottrell, Randall R.; Wilson, Bradley R. A.; Johnson, Marcus Lee

    2015-01-01

    Background. The family and home environment is an influential antecedent of childhood obesity. The purpose of this study was to pilot test The Enabling Mothers to Prevent Pediatric Obesity through Web-Based Education and Reciprocal Determinism (EMPOWER) intervention; a newly developed, theory-based, online program for prevention of childhood…

  6. One-Year Efficacy Testing of Enabling Mothers to Prevent Pediatric Obesity through Web-Based Education and Reciprocal Determinism (EMPOWER) Randomized Control Trial

    Science.gov (United States)

    Knowlden, Adam; Sharma, Manoj

    2016-01-01

    Background: The purpose of this study was to evaluate the efficacy of the Enabling Mothers to Prevent Pediatric Obesity through Web-Based Education and Reciprocal Determinism (EMPOWER) intervention at 1-year, postintervention follow-up. Method: A mixed between-within subjects design was used to evaluate the trial. Independent variables included a…

  7. Web-Based Learning: What Do We Know? Where Do We Go? Nebraska Symposium on Information Technology in Education (1st, Lincoln, Nebraska, May 15-17, 2002).

    Science.gov (United States)

    Bruning, Roger, Ed.; Horn, Christy A., Ed.; PytlikZillig, Lisa M., Ed.

    This volume contains the proceedings from the 2002 Nebraska Symposium on Information Technology in Education. The book includes the following chapters: (1) "Research on Web-Based Learning: A Half-Full Glass" (Richard E. Clark); (2) "Nine Ways To Reduce Cognitive Load in Multimedia Learning" (Richard E. Mayer, Roxana Moreno); (3) "Technology: The…

  8. Web-Based Evidence Based Practice Educational Intervention to Improve EBP Competence among BSN-Prepared Pediatric Bedside Nurses: A Mixed Methods Pilot Study

    Science.gov (United States)

    Laibhen-Parkes, Natasha

    2014-01-01

    For pediatric nurses, their competence in EBP is critical for providing high-quality care and maximizing patient outcomes. The purpose of this pilot study was to assess and refine a Web-based EBP educational intervention focused on improving EBP beliefs and competence in BSN-prepared pediatric bedside nurses, and to examine the feasibility,…

  9. The ``Adopt A Microbe'' project: Web-based interactive education connected with scientific ocean drilling

    Science.gov (United States)

    Orcutt, B. N.; Bowman, D.; Turner, A.; Inderbitzen, K. E.; Fisher, A. T.; Peart, L. W.; Iodp Expedition 327 Shipboard Party

    2010-12-01

    We launched the "Adopt a Microbe" project as part of Integrated Ocean Drilling Program (IODP) Expedition 327 in Summer 2010. This eight-week-long education and outreach effort was run by shipboard scientists and educators from the research vessel JOIDES Resolution, using a web site (https://sites.google.com/site/adoptamicrobe) to engage students of all ages in an exploration of the deep biosphere inhabiting the upper ocean crust. Participants were initially introduced to a cast of microbes (residing within an ‘Adoption Center’ on the project website) that live in the dark ocean and asked to select and virtually ‘adopt’ a microbe. A new educational activity was offered each week to encourage learning about microbiology, using the adopted microbe as a focal point. Activities included reading information and asking questions about the adopted microbes (with subsequent responses from shipboard scientists), writing haiku about the adopted microbes, making balloon and fabric models of the adopted microbes, answering math questions related to the study of microbes in the ocean, growing cultures of microbes, and examining the gases produced by microbes. In addition, the website featured regular text, photo and video updates about the science of the expedition using a toy microbe as narrator, as well as stories written by shipboard scientists from the perspective of deep ocean microbes accompanied by watercolor illustrations prepared by a shipboard artist. Assessment methods for evaluating the effectiveness of the Adopt a Microbe project included participant feedback via email and online surveys, website traffic monitoring, and online video viewing rates. Quantitative metrics suggest that the “Adope A Microbe” project was successful in reaching target audiences and helping to encourage and maintain interest in topics related to IODP Expedition 327. The “Adopt A Microbe” project mdel can be adapted for future oceanographic expeditions to help connect the

  10. Practice variability in management of acute respiratory distress syndrome: bringing evidence and clinician education to the bedside using a web-based teaching tool.

    Science.gov (United States)

    Belda, Thomas E; Gajic, Ognjen; Rabatin, Jeffrey T; Harrison, Barry A

    2004-09-01

    Clinical practice often lags behind publication of evidence-based research and national consensus guidelines. To assess practice variability in the clinical management of acute respiratory distress syndrome (ARDS) and test an evidence-based, online clinician-education tool designed to improve intensive-care clinicians' understanding of current evidence about ARDS management. We surveyed 117 intensive care clinicians (16 critical care physician specialists, 28 resident physicians, 50 critical care nurses, and 23 respiratory therapists) with an online questionnaire in our tertiary academic institution. Fifty of the original respondents (12 residents, 26 critical care nurses, and 12 respiratory therapists) also responded to a repeat survey that included context-sensitive hypertext links to a summary of critically appraised primary articles regarding ARDS management, to determine if the responses changed after the clinicians had read the evidence-based summary information. Critical care physician specialists were most likely to choose the low-tidal-volume (low-VT) ventilation strategy and protocol-based ventilator weaning and were least likely to choose neuromuscular blockade or parenteral nutrition (p 48 h, during the 6 months before and after the survey, from which we identified 45 ARDS patients. Following the clinician-education intervention, ARDS patients were less likely to receive potentially injurious high-VT ventilation (mean day-3 VT 10.3 +/- 2.3 mL/kg before vs 8.9 +/- 1.7 mL/kg after, p = 0.02). Web-based teaching tools are useful to educate intensive-care practitioners and to promote evidence-based practice. Copyright 2004 Daedalus Enterprises

  11. Evaluation of a web-based educational programme on changes in frequency of nurses' interventions to help smokers quit and reduce second-hand smoke exposure in China.

    Science.gov (United States)

    Sarna, Linda; Bialous, Stella Aguinaga; Zou, Xiao Nong; Wang, Weili; Hong, Jingfang; Wells, Marjorie; Brook, Jenny

    2016-01-01

    To evaluate a web-based educational smoking cessation programme on changes in the frequency of hospital-based nurses' self-reported interventions to help smokers quit using the 5 As (i.e. Ask, Advise, Assess, Assist, Arrange), to reduce exposure to second-hand smoke and to change attitudes about nurses' involvement in tobacco control. Few nurses in China support smokers' quit attempts using evidence-based smoking cessation interventions based on the 5 As. Limited knowledge is a barrier to intervention. Web-based tobacco cessation programs have the potential to reach a large population of nurses. A prospective single-group design with pre-, 3- and 6-month follow-up after the educational programme evaluated the feasibility of conducting web-based educational programs in two cities in China in 2012-2013. Frequency of interventions was assessed using a valid and reliable web-based survey with a convenience sample of nurses from eight hospitals in Beijing and Hefei, China. Generalized linear models, adjusting for age, clinical setting, education and site were used to determine changes in the consistent (usually/always) use of the 5 As from baseline to 3 and to 6 months. Nurses (N = 1386) had baseline and/or 3- and 6-month data. At 6 months, nurses were significantly more likely to Assess, Assist and Arrange for smoking cessation and recommend smoke-free home environments. There was significant improvement in attitudes about tobacco control. Nurses receiving web-based smoking cessation education significantly increased self-reports of frequency of providing interventions to patients who smoke, including recommending smoke-free home environments to support quit attempts. © 2015 John Wiley & Sons Ltd.

  12. Design and Implementation of a Novel Web-Based E-Learning Tool for Education of Health Professionals on the Antibiotic Vancomycin.

    Science.gov (United States)

    Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

    2017-03-30

    Traditional approaches to health professional education are being challenged by increased clinical demands and decreased available time. Web-based e-learning tools offer a convenient and effective method of delivering education, particularly across multiple health care facilities. The effectiveness of this model for health professional education needs to be explored in context. The study aimed to (1) determine health professionals' experience and knowledge of clinical use of vancomycin, an antibiotic used for treatment of serious infections caused by methicillin-resistant Staphylococcus aureus (MRSA) and (2) describe the design and implementation of a Web-based e-learning tool created to improve knowledge in this area. We conducted a study on the design and implementation of a video-enhanced, Web-based e-learning tool between April 2014 and January 2016. A Web-based survey was developed to determine prior experience and knowledge of vancomycin use among nurses, doctors, and pharmacists. The Vancomycin Interactive (VI) involved a series of video clips interspersed with question and answer scenarios, where a correct response allowed for progression. Dramatic tension and humor were used as tools to engage users. Health professionals' knowledge of clinical vancomycin use was obtained from website data; qualitative participant feedback was also collected. From the 577 knowledge survey responses, pharmacists (n=70) answered the greatest number of questions correctly (median score 4/5), followed by doctors (n=271; 3/5) and nurses (n=236; 2/5; Pe-learning tool was successfully developed combining game design principles and humor to improve user engagement. Knowledge gaps were identified that allowed for targeting of future education strategies. The VI provides an innovative model for delivering Web-based education to busy health professionals in different locations.

  13. Web-based computational chemistry education with CHARMMing II: Coarse-grained protein folding.

    Science.gov (United States)

    Pickard, Frank C; Miller, Benjamin T; Schalk, Vinushka; Lerner, Michael G; Woodcock, H Lee; Brooks, Bernard R

    2014-07-01

    A lesson utilizing a coarse-grained (CG) Gō-like model has been implemented into the CHARMM INterface and Graphics (CHARMMing) web portal (www.charmming.org) to the Chemistry at HARvard Macromolecular Mechanics (CHARMM) molecular simulation package. While widely used to model various biophysical processes, such as protein folding and aggregation, CG models can also serve as an educational tool because they can provide qualitative descriptions of complex biophysical phenomena for a relatively cheap computational cost. As a proof of concept, this lesson demonstrates the construction of a CG model of a small globular protein, its simulation via Langevin dynamics, and the analysis of the resulting data. This lesson makes connections between modern molecular simulation techniques and topics commonly presented in an advanced undergraduate lecture on physical chemistry. It culminates in a straightforward analysis of a short dynamics trajectory of a small fast folding globular protein; we briefly describe the thermodynamic properties that can be calculated from this analysis. The assumptions inherent in the model and the data analysis are laid out in a clear, concise manner, and the techniques used are consistent with those employed by specialists in the field of CG modeling. One of the major tasks in building the Gō-like model is determining the relative strength of the nonbonded interactions between coarse-grained sites. New functionality has been added to CHARMMing to facilitate this process. The implementation of these features into CHARMMing helps automate many of the tedious aspects of constructing a CG Gō model. The CG model builder and its accompanying lesson should be a valuable tool to chemistry students, teachers, and modelers in the field.

  14. Nutrition Education Needs Pantry Clients

    Science.gov (United States)

    Wood, Dolores K.; Shultz, Jill Armstrong; Edlefsen, Miriam; Butkus, Sue N.

    2007-01-01

    Two food pantries were surveyed for nutrition education (NE) interests and experiences. One site provided nutrition education classes; the comparison site was utilized to assess client interest in class topics. "Fixing low cost meals," "fixing quick and easy recipes," and "stretching food and food dollars" were topics…

  15. 7 CFR 248.9 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Nutrition education. 248.9 Section 248.9 Agriculture... Nutrition education. (a) Goals. Nutrition education shall emphasize the relationship of proper nutrition to.... (b) Requirement. The State agency shall integrate nutrition education into FMNP operations and may...

  16. Nutrition Education Programmes In Himachal Pradesh

    OpenAIRE

    Sharma Monica; Sobti Renu; Saxena Rita

    1986-01-01

    A study of development programmers in Himachal Pradesh revealed that nutrition education is imparted through 24 different programmes. Various Channels of communication are used. Supplementary nutrition programmes which presently do not include nutrition education have been identified. All opportunities for nutrition education require to be exploited. The support for nutrition education activities, in terms of money and materials, was found to be inadequate.

  17. An interactive web-based intervention on nutritional status, physical activity and health-related quality of life in patient with metabolic syndrome: a randomized-controlled trial (The Red Ruby Study).

    Science.gov (United States)

    Jahangiry, L; Montazeri, A; Najafi, M; Yaseri, M; Farhangi, M A

    2017-01-09

    Physical inactivity and unhealthy nutritional behaviors are recognized as the key factors in the cause and management of metabolic syndrome (MetS). The effectiveness of interactive web-based interventions on dietary intakes, physical activity and health-related quality of life (HRQOL) among people with MetS is currently unknown. The two-arm randomized-controlled trial was conducted for patients with MetS from June through December 2012 in Tehran, Iran. Participants (n=160) were recruited through online registration on the study website. After free clinical assessments of eligible participants for MetS, they were randomly assigned to intervention and control groups (n=80). All participants received general information about cardiovascular diseases and MetS risk factors via the website. The intervention group logged in to interactive part including My Healthy Heart Profile, received tailored calorie-restricted diet and used all parts of the interactive prevention program. Anthropometric measures, glycemic status, lipid profile, physical activity and food intake were evaluated at the beginning and after 6-month follow-up. HRQOL was assessed at beginning, 3- and 6-month follow-up. There were no significant differences between the intervention and control groups on age, gender, education and MetS factors. In comparison with control group, the intervention group showed significant changes in moderate physical activity 260.3±473.6 vs 101.6±213.1 MET-min/week, walking 505.2±505.3 vs 321±884 MET-min per week, cholesterol intake -88.4±158.7 vs -8.3±6 mg per day, total calories -430.2±957.5 vs -392.9±34.7 kcal per day and sodium 1336.9±2467 vs 1342±3200.4 mmol per day. With regard to HRQOL, the intervention group showed greater improvement in general health and vitality (Pintervention by a web-based program on physical activity, dietary intake and several dimension of QoL. The use of web-based approaches is a great interest to manage patients at high

  18. MO-E-18C-01: Open Access Web-Based Peer-To-Peer Training and Education in Radiotherapy

    Energy Technology Data Exchange (ETDEWEB)

    Pawlicki, T [UC San Diego Medical Center, La Jolla, CA (United States); Brown, D; Dunscombe, P [Tom Baker Cancer Centre, Calgary, AB (Canada); Mutic, S [Washington University School of Medicine, Saint Louis, MO (United States)

    2014-06-15

    Purpose: Current training and education delivery models have limitations which result in gaps in clinical proficiency with equipment, procedures, and techniques. Educational and training opportunities offered by vendors and professional societies are by their nature not available at point of need or for the life of clinical systems. The objective of this work is to leverage modern communications technology to provide peer-to-peer training and education for radiotherapy professionals, in the clinic and on demand, as they undertake their clinical duties. Methods: We have developed a free of charge web site ( https://i.treatsafely.org ) using the Google App Engine and datastore (NDB, GQL), Python with AJAX-RPC, and Javascript. The site is a radiotherapy-specific hosting service to which user-created videos illustrating clinical or physics processes and other relevant educational material can be uploaded. Efficient navigation to the material of interest is provided through several RT specific search tools and videos can be scored by users, thus providing comprehensive peer review of the site content. The site also supports multilingual narration\\translation of videos, a quiz function for competence assessment and a library function allowing groups or institutions to define their standard operating procedures based on the video content. Results: The website went live in August 2013 and currently has over 680 registered users from 55 countries; 27.2% from the United States, 9.8% from India, 8.3% from the United Kingdom, 7.3% from Brazil, and 47.5% from other countries. The users include physicists (57.4%), Oncologists (12.5%), therapists (8.2%) and dosimetrists (4.8%). There are 75 videos to date including English, Portuguese, Mandarin, and Thai. Conclusion: Based on the initial acceptance of the site, we conclude that this open access web-based peer-to-peer tool is fulfilling an important need in radiotherapy training and education. Site functionality should expand in

  19. Development and preliminary testing of PROGRESS: a Web-based education program for prostate cancer survivors transitioning from active treatment.

    Science.gov (United States)

    Miller, Suzanne M; Hudson, Shawna V; Hui, Siu-Kuen Azor; Diefenbach, Michael A; Fleisher, Linda; Raivitch, Stephanie; Belton, Tanisha; Roy, Gem; Njoku, Anuli; Scarpato, John; Viterbo, Rosalia; Buyyounouski, Mark; Denlinger, Crystal; Miyamoto, Curtis; Reese, Adam; Baman, Jayson

    2015-09-01

    This formative research study describes the development and preliminary evaluation of a theory-guided, online multimedia psycho-educational program (PROGRESS) designed to facilitate adaptive coping among prostate cancer patients transitioning from treatment into long-term survivorship. Guided by the Cognitive-Social Health Information Processing Model (C-SHIP) and using health communications best practices, we conducted a two-phase, qualitative formative research study with early stage prostate cancer patients (n = 29) to inform the Web program development. Phase 1 included individual (n = 5) and group (n = 12) interviews to help determine intervention content and interface. Phase 2 employed iterative user/usability testing (n = 12) to finalize the intervention. Interview data were independently coded and collectively analyzed to achieve consensus. Survivors expressed interest in action-oriented content on (1) managing treatment side effects, (2) handling body image and comorbidities related to overweight/obesity, (3) coping with emotional and communication issues, (4) tips to reduce disruptions of daily living activities, and (5) health skills training tools. Patients also desired the use of realistic and diverse survivor images. Incorporation of an established theoretical framework, application of multimedia intervention development best practices, and an evidence-based approach to content and format resulted in a psycho-educational tool that comprehensively addresses survivors' needs in a tailored fashion. The results suggest that an interactive Web-based multimedia program is useful for survivors if it covers the key topics of symptom control, emotional well-being, and coping skills training; this tool has the potential to be disseminated and implemented as an adjunct to routine clinical care.

  20. Australian midwives and provision of nutrition education during pregnancy: A cross sectional survey of nutrition knowledge, attitudes, and confidence.

    Science.gov (United States)

    Arrish, Jamila; Yeatman, Heather; Williamson, Moira

    2016-10-01

    Maternal nutrition during pregnancy affects the health of the mother and the baby. Midwives are ideally placed to provide nutrition education to pregnant women. There is limited published research evidence of Australian midwives' nutrition knowledge, attitudes and confidence. To investigate Australian midwives' nutrition knowledge, attitudes and confidence in providing nutrition education during pregnancy. Members of the Australian College of Midwives (n=4770) were sent an invitation email to participate in a web-based survey, followed by two reminders. The completion rate was 6.9% (329 of 4770). The majority (86.6% and 75.7%, respectively) highly rated the importance of nutrition during pregnancy and the significance of their role in nutrition education. Midwives' nutrition knowledge was inadequate in several areas such as weight gain, dairy serves and iodine requirements (73.3%, 73.2% and 79.9% incorrect responses, respectively). The level of confidence in discussing general and specific nutrition issues ranged mostly from moderate to low. The majority of the midwives (93%) provided nutrition advice to pregnant women. This advice was mostly described as 'general' and focused on general nutrition topics. Only half of the midwives reported receiving nutrition education during midwifery education (51.1%) or after registration (54.1%). Australian midwives' attitudes towards nutrition during pregnancy and their role in educating pregnant women about it were positive but their knowledge and confidence did not align with these attitudes. This could be due to minimal nutrition education during midwifery education or during practice. Continued education to improve midwives' nutrition knowledge and confidence is essential. Copyright © 2016 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  1. DYNAMIC ADAPTIVE WEB-BASED MODEL FOR ARCHITECTURAL DESIGN EDUCATION (DAAD An e-Learning Environment for An Architectural Design Course

    Directory of Open Access Journals (Sweden)

    Hesham T. Eissa

    2008-07-01

    Full Text Available With the advent of the World Wide Web, the Internet has evolved into a user-interactive medium capable of delivering on demand information in high speed. Research into the various methodologies of Web educational applications has been a topic of great interest in the architectural education field. As a course delivery medium, the Web provides the means for creating an integrated, interdisciplinary repository of knowledge available at reasonable cost at anytime, anywhere and to anyone. One of the criteria of an ideal system for facilitating Web-based teaching and learning is to be adaptive. In this paper, we suggest an adaptive Web-based educational model and platform for the architectural design course that supports the main phases of the design process. In particular, the development of the online version of an architectural design course is used as a case study and illustrates the usability of the suggested model.

  2. Inter-observer reproducibility before and after web-based education in the Gleason grading of the prostate adenocarcinoma among the Iranian pathologists.

    Directory of Open Access Journals (Sweden)

    Alireza Abdollahi

    2014-05-01

    Full Text Available This study was aimed at determining intra and inter-observer concordance rates in the Gleason scoring of prostatic adenocarcinoma, before and after a web-based educational course. In this self-controlled study, 150 tissue samples of prostatic adenocarcinoma are re-examined to be scored according to the Gleason scoring system. Then all pathologists attend a free web-based course. Afterwards, the same 150 samples [with different codes compared to the previous ones] are distributed differently among the pathologists to be assigned Gleason scores. After gathering the data, the concordance rate in the first and second reports of pathologists is determined. In the pre web-education, the mean kappa value of Interobserver agreement was 0.25 [fair agreement]. Post web-education significantly improved with the mean kappa value of 0.52 [moderate agreement]. Using weighted kappa values, significant improvement was observed in inter-observer agreement in higher scores of Gleason grade; Score 10 was achieved for the mean kappa value in post web-education was 0.68 [substantial agreement] compared to 0.25 (fair agreement in pre web-education. Web-based training courses are attractive to pathologists as they do not need to spend much time and money. Therefore, such training courses are strongly recommended for significant pathological issues including the grading of the prostate adenocarcinoma. Through web-based education, pathologists can exchange views and contribute to the rise in the level of reproducibility. Such programs need to be included in post-graduation programs.

  3. Adherence to the Mediterranean diet among employees in South West England: Formative research to inform a web-based, work-place nutrition intervention.

    Science.gov (United States)

    Papadaki, Angeliki; Wood, Lesley; Sebire, Simon J; Jago, Russell

    2015-01-01

    The aim of this study is to assess internet usage patterns and adherence to the Mediterranean diet among employees in South West England, UK and their differences by personal characteristics. A cross-sectional survey was conducted in 2014 among 590 adults (428 women, 162 men, mean age 43.8 years), employees of four work-place settings. Mediterranean diet adherence was assessed using a validated food frequency questionnaire. Adherence differences were assessed by gender, marital status, education, number of children and food shopping and preparation responsibility. On average, participants reported moderate adherence to the Mediterranean diet. Higher adherence was reported for alcohol, vegetables, cereals and fruit. Few participants achieved high adherence to the Mediterranean diet recommendations for legumes (5.3%), fish (3.2%), dairy products (4.8%), red meat (11.9%), poultry (11.1%) and olive oil (18.2%). A higher Mediterranean diet score was reported among participants who were married/cohabiting, those with higher education attainment and shared responsibility for food preparation. Improvement in the consumption of several Mediterranean diet components is needed to increase adherence in this sample of adults. The findings have the potential to inform the development of a web-based intervention that will focus on these foods to promote the Mediterranean diet in work-place settings in South West England.

  4. Nutrition Education Curriculum. Kindergarten Curriculum.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock.

    Six major concepts form the framework for this kindergarten nutrition education curriculum: (1) Food is essential for all living things (learning to identify foods and food sources); (2) Nutrition is the food you eat and how the body uses it (recognizing the relationship between body growth and the ingestion of food); (3) Food is made up of…

  5. Pioneering a web-Based Museum in Taiwan: Design and Implementation of Lifelong Distance Learning of Science Education.

    Science.gov (United States)

    Young, Shelley Shwu-Ching; Huang, Yi-Long; Jang, Jyh-Shing Roger

    2000-01-01

    Describes the development and implementation process of a Web-based science museum in Taiwan. Topics include use of the Internet; lifelong distance learning; museums and the Internet; objectives of the science museum; funding; categories of exhibitions; analysis of Web users; homepage characteristics; graphics and the effect on speed; and future…

  6. Students Using a Novel Web-Based Laboratory Class Support System: A Case Study in Food Chemistry Education

    NARCIS (Netherlands)

    Kolk, van der J.; Beldman, G.; Hartog, R.; Gruppen, H.

    2012-01-01

    The design, usage, and evaluation of a Web-based laboratory manual (WebLM) are described. The main aim of the WebLM is to support students while working in the laboratory by providing them with just-in-time information. Design guidelines for this electronic manual were derived from literature on

  7. Students Using a Novel Web-Based Laboratory Class Support System: A Case Study in Food Chemistry Education

    Science.gov (United States)

    van der Kolk, Koos; Beldman, Gerrit; Hartog, Rob; Gruppen, Harry

    2012-01-01

    The design, usage, and evaluation of a Web-based laboratory manual (WebLM) are described. The main aim of the WebLM is to support students while working in the laboratory by providing them with just-in-time information. Design guidelines for this electronic manual were derived from literature on cognitive load and user interface design. The WebLM…

  8. A Multimedia Web-based Teaching/Learning Environment: One-Stop Shopping in an Online Educational Mall.

    Science.gov (United States)

    Scigliano, John A.; Levin, Jacques

    2000-01-01

    Presents the results of several years of designing and implementing a Web-based multimedia distance learning system at Nova Southeastern University. Includes the methodology used, design issues for the software and hardware environment, user interfaces, functional aspects of the system including controls used by both teacher and learner, the…

  9. Bridging the Field Trip Gap: Integrating Web-Based Video as a Teaching and Learning Partner in Interior Design Education

    Science.gov (United States)

    Roehl, Amy

    2013-01-01

    This study utilizes web-based video as a strategy to transfer knowledge about the interior design industry in a format that interests the current generation of students. The model of instruction developed is based upon online video as an engaging, economical, and time-saving alternative to a field trip, guest speaker, or video teleconference.…

  10. THE RELATIONSHIP BETWEEN STUDENT CHARACTERISTICS, INCLUDING LEARNING STYLES, AND THEIR PERCEPTIONS AND SATISFACTION IN WEB-BASED COURSES IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Sami SAHIN

    2008-01-01

    Full Text Available ABSTRACTDistance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003 involving over 80% of four year public universities in 2002. The National Academy of Science review of “how people learn” suggests that technology-mediated learning can be used to respond to students’ preferences and related characteristics. This investigation of the relationships between learners’ characteristics and their perception of web-based learning and satisfaction with their course used Kolb’s (1984 Learning Styles Inventory and Walker’s (2003 distance education learning environment instrument plus demographic questions to survey 279 students in five web-based undergraduate courses in a Midwestern university. The study founds that the three dimensions of Moore’s Transactional Distance Theory may be linked with Kolb’s two dimensional views of individual learning styles. For example, introductory biology courses with high structure are perceived as more satisfactory by students who prefer a more “abstract conceptual” learning style for “knowledge grasping.” The author recommends that courses are designed to accommodate multiple learning styles with variety on all dimensions of transactional

  11. Web-based Tools for Educators: Outreach Activities of the Polar Radar for Ice Sheet Measurements (PRISM) Project

    Science.gov (United States)

    Braaten, D. A.; Holvoet, J. F.; Gogineni, S.

    2003-12-01

    (if necessary) by teachers everywhere. The PRISM project has added a search engine for polar related tracks, and has developed numerous new tracks on robotics, polar exploration, and climate change under the guidance of a K-12 teacher advisory group. The PRISM project is also developing and hosting several other web-based lesson design tools and resources for K-12 educators and students on the PRISM project web page (http://www.ku-prism.org). These tools and resources include: i) "Polar Scientists and Explorers, Past and Present" covering the travels and/or unknown fate of polar explorers and scientists; ii) "Polar News" providing links to current news articles related to polar regions; iii) "Letter of Global Concern", which is a tool to help students draft a letter to a politician, government official, or business leader; iv) "Graphic Sleuth", which is an online utility that allows teachers to make lessons for student use; v) "Bears on Ice" for students in grades K - 6 that can follow the adventures of two stuffed bears that travel with scientists into polar regions; and vi) "K-12 Polar Resources," which provides teachers with images, information, TrackStar lessons, and a search engine designed to identify polar related lessons. In our presentation, we will describe and show examples of these tools and resources, and provide an assessment of their popularity with teachers nationwide.

  12. 7 CFR 246.11 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Nutrition education. 246.11 Section 246.11 Agriculture... Participant Benefits § 246.11 Nutrition education. (a) General. (1) Nutrition education shall be considered a benefit of the Program, and shall be made available at no cost to the participant. Nutrition education...

  13. Developing effective web-based regional anesthesia education: a randomized study evaluating case-based versus non-case-based module design.

    Science.gov (United States)

    Kopp, Sandra L; Smith, Hugh M

    2011-01-01

    Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles

  14. Preventing posttraumatic stress following pediatric injury: a randomized controlled trial of a web-based psycho-educational intervention for parents.

    Science.gov (United States)

    Marsac, Meghan L; Hildenbrand, Aimee K; Kohser, Kristen L; Winston, Flaura K; Li, Yimei; Kassam-Adams, Nancy

    2013-11-01

    The study objective is to evaluate the feasibility and efficacy of a web-based intervention for parents (AfterTheInjury.org [ATI]) in promoting emotional recovery following pediatric injury. 100 children with injuries requiring medical attention and their parents were randomly assigned to the intervention or usual care. Efficacy outcomes included parent knowledge and child and parent posttraumatic stress symptoms (PTSS). All parents in the intervention group completed the intervention (directed use of ATI) in the hospital. 56% reported using ATI online post-discharge, and 100% of these parents found it helpful. Parent knowledge increased immediately post-intervention, but there was no significant intervention impact on parent knowledge or PTSS at a 6-week follow-up. Relationships between knowledge and PTSS were identified. Brief web-based interventions introduced during child hospitalization are a feasible strategy to reach many parents following pediatric injury. Preventing psychological symptoms may require more than parental education alone.

  15. Implementation of a Web-Based Organ Donation Educational Intervention: Development and Use of a Refined Process Evaluation Model.

    Science.gov (United States)

    Redmond, Nakeva; Harker, Laura; Bamps, Yvan; Flemming, Shauna St Clair; Perryman, Jennie P; Thompson, Nancy J; Patzer, Rachel E; Williams, Nancy S DeSousa; Arriola, Kimberly R Jacob

    2017-11-30

    The lack of available organs is often considered to be the single greatest problem in transplantation today. Internet use is at an all-time high, creating an opportunity to increase public commitment to organ donation through the broad reach of Web-based behavioral interventions. Implementing Internet interventions, however, presents challenges including preventing fraudulent respondents and ensuring intervention uptake. Although Web-based organ donation interventions have increased in recent years, process evaluation models appropriate for Web-based interventions are lacking. The aim of this study was to describe a refined process evaluation model adapted for Web-based settings and used to assess the implementation of a Web-based intervention aimed to increase organ donation among African Americans. We used a randomized pretest-posttest control design to assess the effectiveness of the intervention website that addressed barriers to organ donation through corresponding videos. Eligible participants were African American adult residents of Georgia who were not registered on the state donor registry. Drawing from previously developed process evaluation constructs, we adapted reach (the extent to which individuals were found eligible, and participated in the study), recruitment (online recruitment mechanism), dose received (intervention uptake), and context (how the Web-based setting influenced study implementation) for Internet settings and used the adapted model to assess the implementation of our Web-based intervention. With regard to reach, 1415 individuals completed the eligibility screener; 948 (67.00%) were determined eligible, of whom 918 (96.8%) completed the study. After eliminating duplicate entries (n=17), those who did not initiate the posttest (n=21) and those with an invalid ZIP code (n=108), 772 valid entries remained. Per the Internet protocol (IP) address analysis, only 23 of the 772 valid entries (3.0%) were within Georgia, and only 17 of those

  16. Effect of a nutrition education programme on nutritional status of ...

    African Journals Online (AJOL)

    Effect of a nutrition education programme on nutritional status of children aged 3 - 5 years in Limpopo Province, South Africa. ... The nutrition intervention did not have a significant effect on indicators of nutritional status, possibly owing to its short duration (12 months) and the fact that food supplementation was not included.

  17. 7 CFR 247.18 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Nutrition education. 247.18 Section 247.18 Agriculture... CHILD NUTRITION PROGRAMS COMMODITY SUPPLEMENTAL FOOD PROGRAM § 247.18 Nutrition education. (a) What are the State agency's responsibilities in ensuring that nutrition education is provided? The State agency...

  18. Web-based educational activities developed by the Society for Neuroscience in Anesthesiology and Critical Care (SNACC): the experience of process, utilization, and expert evaluation.

    Science.gov (United States)

    Sharma, Deepak; Bilotta, Federico; Moore, Laurel E; Bebawy, John F; Flexman, Alana M; Rochlen, Lauryn; Gorji, Reza; Avitsian, Rafi

    2014-01-01

    Web-based delivery of educational material by scientific societies appears to have increased recently. However, the utilization of such efforts by the members of professional societies is unknown. We report the experience with delivery of educational resources on the Web site of the Society for Neuroscience in Anesthesiology and Critical Care (SNACC), and utilization of those resources by members. Three web-based educational initiatives were developed over 1 year to be disseminated through the SNACC Web site (http://www.snacc.org) for society members: (1) The SNACC Bibliography; (2) "Chat with the Author"; and (3) Clinical Case Discussions. Content experts and authors of important new research publications were invited to contribute. Member utilization data were abstracted with the help of the webmaster. For the bibliography, there were 1175 page requests during the 6-month period after its launch by 122/664 (19%) distinct SNACC members. The bibliography was utilized by 107/553 (19%) of the active members and 15/91 (16.5%) of the trainee members. The "Chats with the Authors" were viewed by 56 (9%) members and the Clinical Case Discussions by 51 (8%) members. Educational resources can be developed in a timely manner utilizing member contributions without additional financial implications. However, the member utilization of these resources was lower than expected. These are first estimates of utilization of web-based educational resources by members of a scientific society. Further evaluation of such utilization by members of other societies as well as measures of the effectiveness and impact of such activities is needed.

  19. The Effects of a Web-Based Interactive Psycho-Educational Program and a Traditional Psycho-Educational Program Based on Cognitive- Behavioral Approach upon Children’s Cognitive Distortions and Psychological Symptoms

    OpenAIRE

    BUĞA, Ahmet; HAMAMCI, Zeynep

    2016-01-01

    The purpose of the present study is to compare the effects of a web-based interactive psycho-educational program and a traditional psycho-educational program based on the cognitive-behavioral approach upon children’s cognitive distortions and psychological symptoms. The study group of the research consisted of a total of 36 8th grade middle school students. Of the participants, 12 students participated in the web-based interactive psycho-educational program, 12 students participated in the tr...

  20. Two-Year Outcomes of the Enabling Mothers to Prevent Pediatric Obesity Through Web-Based Education and Reciprocal Determinism (EMPOWER) Randomized Control Trial.

    Science.gov (United States)

    Knowlden, Adam P; Conrad, Eric

    2017-09-01

    Childhood overweight and obesity is a public health epidemic with far-reaching medical, economic, and quality of life consequences. Brief, web-based interventions have received increased attention for their potential to combat childhood obesity. The purpose of our study was to evaluate a web-based, maternal-facilitated childhood obesity prevention intervention dubbed Enabling Mothers to Prevent Pediatric Obesity Through Web-Based Education and Reciprocal Determinism (EMPOWER), for its capacity to elicit sustained effects at the 2-year postintervention follow-up mark. Two interventions were evaluated using a randomized controlled trial design. The experimental, EMPOWER arm received a social cognitive theory intervention ( n = 29) designed to improve four maternal-facilitated behaviors in children (fruit and vegetable consumption, physical activity, sugar-free beverage intake, screen time). The active control arm received a knowledge-based intervention dubbed Healthy Lifestyles ( n = 28), which also targeted the same four behaviors. We identified a significant group-by-time interaction of small effect size for child fruit and vegetable consumption ( p = .033; Cohen's f = 0.139) in the EMPOWER group. The construct of maternal-facilitated environment was positively associated to improvements in child fruit and vegetable behavior. We also found significant main effects for child physical activity ( p = .024; Cohen's f = 0.124); sugar-free beverage intake ( p < .001; Cohen's f = 0.321); and screen time ( p < .001; Cohen's f = 0.303), suggesting both groups improved in these behaviors over time. The EMPOWER arm of the trial resulted in an overall increase of 1.680 daily cups of fruits and vegetables consumed by children, relative to the comparison group ( p < .001, 95% confidence interval = [1.113, 2.248]). Web-based maternal-facilitated interventions can induce sustained effects on child behaviors.

  1. Nutrition Education Programmes In Himachal Pradesh

    Directory of Open Access Journals (Sweden)

    Sharma Monica

    1986-01-01

    Full Text Available A study of development programmers in Himachal Pradesh revealed that nutrition education is imparted through 24 different programmes. Various Channels of communication are used. Supplementary nutrition programmes which presently do not include nutrition education have been identified. All opportunities for nutrition education require to be exploited. The support for nutrition education activities, in terms of money and materials, was found to be inadequate.

  2. Good Nutrition Promotes Health: Guide for Parent Nutrition Education.

    Science.gov (United States)

    Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.

    The purpose of this manual is to guide users of the nutrition education project produced by Padres Hispanos en Accion por Una Sana Generacion (Hispanic Parents in Action for a Healthy Generation). The project provides nutrition education materials to trainers who provide nutrition counseling to parents of Head Start children. The project has two…

  3. The evaluation of a nutrition education programme on the nutrition ...

    African Journals Online (AJOL)

    The purpose of this project was to test if learning took place through the implementation of a nutrition education programme, using specific developed nutrition education tools in pre-primary school children, aged six and seven years old, in the Vaal region. A validated nutrition knowledge questionnaire was completed with ...

  4. Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative

    Science.gov (United States)

    2014-01-01

    Background India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. Methods The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John’s Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. Results From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies. PMID:24400811

  5. The effect of a Web-based education programme (WBEP) on disease severity, quality of life and mothers' self-efficacy in children with atopic dermatitis.

    Science.gov (United States)

    Son, Hae Kyoung; Lim, Jiyoung

    2014-10-01

    To develop and evaluate the effects of a web-based education programme in early childhood for children with atopic dermatitis. The prevalence rate of atopic dermatitis is highest in early childhood. A holistic approach is urgently needed for young children with respect to disease severity, quality of life and management, particularly parental knowledge about atopic dermatitis and adherence to treatment. A quasi-experimental study design was used. A total of 40 mother-child dyads participated in the study from 1 July-30 November 2011 in Korea. All children were under 3 years of age. The programme was based on the Network-Based Instructional System Design model, which consists of five phases: analysis, design, development, implementation and evaluation. The experimental group participated in the programme for 2 weeks. Participants took part in a learning session during the first week and then conducted the practice session at home during the second week. Participant knowledge and compliance were evaluated through online quizzes and self-checklists. Statistical analyses (chi-square test and t-test) were performed using the Statistical Analysis System, Version 9.13. There was a significant improvement in disease severity, quality of life and mothers' self-efficacy in the experimental group; thus, the web-based education programme was effective. The web-based education programme as an advanced intervention may be useful in providing basic data for future atopic dermatitis-related studies. Moreover, the programme may serve as a nursing educational intervention tool for clinical nursing practices. © 2014 John Wiley & Sons Ltd.

  6. Implementation of Web-Based Education in Egypt through Cloud Computing Technologies and Its Effect on Higher Education

    Science.gov (United States)

    El-Seoud, M. Samir Abou; El-Sofany, Hosam F.; Taj-Eddin, Islam A. T. F.; Nosseir, Ann; El-Khouly, Mahmoud M.

    2013-01-01

    The information technology educational programs at most universities in Egypt face many obstacles that can be overcome using technology enhanced learning. An open source Moodle eLearning platform has been implemented at many public and private universities in Egypt, as an aid to deliver e-content and to provide the institution with various…

  7. Effectiveness of a Web-Based Health Education Program to Promote Oral Hygiene Care Among Stroke Survivors: Randomized Controlled Trial.

    Science.gov (United States)

    Ab Malik, Normaliza; Mohamad Yatim, Sa'ari; Lam, Otto Lok Tao; Jin, Lijian; McGrath, Colman Patrick Joseph

    2017-03-31

    Oral hygiene care is of key importance among stroke patients to prevent complications that may compromise rehabilitation or potentially give rise to life-threatening infections such as aspiration pneumonia. The aim of this study was to evaluate the effectiveness of a Web-based continuing professional development (CPD) program on "general intention" of the health carers to perform daily mouth cleaning for stroke patients using the theory of planned behavior (TPB). A double-blind cluster randomized controlled trial was conducted among 547 stroke care providers across 10 hospitals in Malaysia. The centers were block randomized to receive either (1) test intervention (a Web-based CPD program on providing oral hygiene care to stroke patients using TPB) or (2) control intervention (a Web-based CPD program not specific to oral hygiene). Domains of TPB: "attitude," "subjective norm" (SN), "perceived behavior control" (PBC), "general intention" (GI), and "knowledge" related to providing oral hygiene care were assessed preintervention and at 1 month and 6 months postintervention. The overall response rate was 68.2% (373/547). At 1 month, between the test and control groups, there was a significant difference in changes in scores of attitude (P=.004) and subjective norm (P=.01), but not in other TPB domains (GI, P=.11; PBC, P=.51; or knowledge, P=.08). At 6 months, there were significant differences in changes in scores of GI (P=.003), attitude (P=.009), SN (Psubjective norms, and knowledge to provide oral hygiene care among stroke carers for their patients. Changing subjective norms and perceived behavioral control are key factors associated with changes in general intention to provide oral hygiene care. National Medical Research Register, Malaysia NMRR-13-1540-18833 (IIR); https://www.nmrr.gov.my/ fwbLoginPage.jsp.

  8. Survey of Nutrition Knowledge as a Part of Nutrition Education

    Science.gov (United States)

    Adamec, Cenek

    1972-01-01

    Surveys of nutritional knowledge were made before and after a national nutrition education campaign in Czechoslovakia. The surveys were used as an integral part of the campaign as well as for evaluation of the campaign. (BL)

  9. Adherence to the Mediterranean diet among employees in South West England: Formative research to inform a web-based, work-place nutrition intervention

    Directory of Open Access Journals (Sweden)

    Angeliki Papadaki

    2015-01-01

    Conclusion: Improvement in the consumption of several Mediterranean diet components is needed to increase adherence in this sample of adults. The findings have the potential to inform the development of a web-based intervention that will focus on these foods to promote the Mediterranean diet in work-place settings in South West England.

  10. An evaluation of a pilot study of a web-based educational initiative for educating and training undergraduate dental students in infection prevention.

    Science.gov (United States)

    Lockhart, D E A; Smith, A J

    2009-09-12

    Evaluate the views of undergraduate dental students on a pilot web-based e-learning programme to establish its merit in providing education in infection prevention and control. The initiative was commissioned by NHS Education for Scotland as an educational resource for healthcare workers. Design, This was a retrospective analysis of questionnaire data from the first cohort of dental students completing the programme in a UK dental school. Dental students studied the course during the first three years of the curriculum. Data were collated via an anonymous semi-structured questionnaire distributed at a post-course feedback session. Sixty percent (51/85) of students returned questionnaires with 90% stating their knowledge of infection control had improved. Specific areas included: undertaking infection control audits (88%), managing sharps injuries (73%), use of personal protective equipment (55%) and hand hygiene (55%). On the other hand, 72% perceived the programme as too generic with just over half advocating a resource more relevant to dentistry. The programme has the potential to be a useful teaching aid but requires modification. A customised version for dental students has subsequently been commissioned.

  11. Factors Influencing Adoption and Implementation of Cooking with Kids, an Experiential School-Based Nutrition Education Curriculum

    Science.gov (United States)

    Diker, Ann; Walters, Lynn M.; Cunningham-Sabo, Leslie; Baker, Susan S.

    2011-01-01

    Little research has been conducted to examine factors leading to adoption and implementation of nutrition education curricula. Data from two Web-based surveys (n = 313) and 27 interviews were used to explore how Diffusion of Innovations' perceived attributes contributed to adoption and implementation of Cooking with Kids (CWK) food and nutrition…

  12. The Effects of a Web-Based Interactive Psycho-Educational Program and a Traditional Psycho-Educational Program Based on Cognitive- Behavioral Approach upon Children’s Cognitive Distortions and Psychological Symptoms

    Directory of Open Access Journals (Sweden)

    Ahmet BUĞA

    2016-12-01

    Full Text Available The purpose of the present study is to compare the effects of a web-based interactive psycho-educational program and a traditional psycho-educational program based on the cognitive-behavioral approach upon children’s cognitive distortions and psychological symptoms. The study group of the research consisted of a total of 36 8th grade middle school students. Of the participants, 12 students participated in the web-based interactive psycho-educational program, 12 students participated in the traditional psycho-educational program, and 12 students were in the control group. Children’s Negative Cognitive Distortions Questionnaire (CNCDQ, which was adapted into Turkish by Aydın (2006, and Brief Symptom Inventory (BSI adapted for adolescents by Şahin, Batıgün and Uğurtaş (2002 were used as data collection tools. The students included in the web-based interactive psycho-educational program participated in an online program which covered 10 modules, one module for each week. The students in the traditional psycho-educational program participated in an 8-week program. The control group did not participate in any programs. A post-test was administered one week after the research was completed, and follow-up measurements were done both one month and three months later. The results of the research indicated that cognitive distortions of children who participated in the web-based interactive psycho-educational program and the traditional psycho-educational program decreased after the intervention, and that the decrease continued in the follow-up periods. Psychological symptoms decreased in the children who participated in the web-based interactive program, and this decrease lasted in follow-up periods. However, there was no statistical difference in psychological symptoms of the children who participated in the traditional psycho-educational program and the control group

  13. Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

    Science.gov (United States)

    Shih, Ching-Chun

    The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in

  14. Integrating a Web-Based Whole-Slide Imaging System and Online Questionnaires in a National Cytopathology Peer Comparison Educational Program in Taiwan.

    Science.gov (United States)

    Hang, Jen-Fan; Liang, Wen-Yih; Hsu, Chih-Yi; Lai, Chiung-Ru

    2015-01-01

    In a peer comparison educational program, transferring glass slides between laboratories and collecting responses are time- and cost-consuming. Integrating a web-based whole-slide imaging (WSI) system and online questionnaires may serve as a promising solution. Five gynecologic Papanicolaou-stained smears and 5 nongynecologic slides were selected. The 10 whole-slide images were acquired by a Leica SCN-400 system and released via an Aperio eSlide Manager. Online questionnaires generated by Google Forms with access to the 10 whole-slide images were released to all the practitioners in Taiwan by e-mail. After closing the program, an online posttest feedback survey was conducted. A total of 302 participants joined the gynecologic test, and 291 joined the nongynecologic test. The correct interpretation rates were 81.8-93.7% in the former and 28.5-93.1% in the latter. In the posttest feedback survey, there were 63.2% of the participants reporting first-time WSI experience, and 97.9% of them said they would like to participate in a similar program again. Integrating a web-based WSI system and online questionnaires is an easy method to access nationwide practitioners. Participants can make interpretations using WSI even without prior experience. The model is valuable for those who want to initiate a large-scale cytopathology peer comparison educational program. © 2015 S. Karger AG, Basel.

  15. LoColms: an innovative approach of enhancing traditional classroom form of education by promoting web-based distance learning in the poorer countries.

    Science.gov (United States)

    Ngarambe, Donart; Pan, Yun-he; Chen, De-ren

    2003-01-01

    There have been numerous attempts recently to promote technology based education (Shrestha, 1997) in the poorer third world countries, but so far all these have not provided a sustainable solution as they are either centered and controlled from abroad and relying solely on foreign donors for their sustenance or they are not web-based, which make distribution problematic, and some are not affordable by most of the local population in these places. In this paper we discuss an application, the Local College Learning Management System (LoColms), which we are developing, that is both sustainable and economical to suit the situation in these countries. The application is a web-based system, and aims at improving the traditional form of education by empowering the local universities. Its economy comes from the fact that it is supported by traditional communication technology, the public switching telephone network system, PSTN, which eliminates the need for packet switched or dedicated private virtual networks (PVN) usually required in similar situations. At a later stage, we shall incorporate ontology and paging tools to improve resource sharing and storage optimization in the Proxy Caches (ProCa) and LoColms servers. The system is based on the client/server paradigm and its infrastructure consists of the PSTN, ProCa, with the learning centers accessing the universities by means of point-to-point protocol (PPP).

  16. 7 CFR 1150.116 - Nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Nutrition education. 1150.116 Section 1150.116 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing... Order Definitions § 1150.116 Nutrition education. Nutrition education means those activities intended to...

  17. Impact of Educational Level on Study Attrition and Evaluation of Web-Based Computer-Tailored Interventions: Results From Seven Randomized Controlled Trials.

    Science.gov (United States)

    Reinwand, Dominique A; Crutzen, Rik; Elfeddali, Iman; Schneider, Francine; Schulz, Daniela Nadine; Smit, Eline Suzanne; Stanczyk, Nicola Esther; Tange, Huibert; Voncken-Brewster, Viola; Walthouwer, Michel Jean Louis; Hoving, Ciska; de Vries, Hein

    2015-10-07

    Web-based computer-tailored interventions have shown to be effective in improving health behavior; however, high dropout attrition is a major issue in these interventions. The aim of this study is to assess whether people with a lower educational level drop out from studies more frequently compared to people with a higher educational level and to what extent this depends on evaluation of these interventions. Data from 7 randomized controlled trials of Web-based computer-tailored interventions were used to investigate dropout rates among participants with different educational levels. To be able to compare higher and lower educated participants, intervention evaluation was assessed by pooling data from these studies. Logistic regression analysis was used to assess whether intervention evaluation predicted dropout at follow-up measurements. In 3 studies, we found a higher study dropout attrition rate among participants with a lower educational level, whereas in 2 studies we found that middle educated participants had a higher dropout attrition rate compared to highly educated participants. In 4 studies, no such significant difference was found. Three of 7 studies showed that participants with a lower or middle educational level evaluated the interventions significantly better than highly educated participants ("Alcohol-Everything within the Limit": F2,376=5.97, P=.003; "My Healthy Behavior": F2,359=5.52, P=.004; "Master Your Breath": F2,317=3.17, P=.04). One study found lower intervention evaluation by lower educated participants compared to participants with a middle educational level ("Weight in Balance": F2,37=3.17, P=.05). Low evaluation of the interventions was not a significant predictor of dropout at a later follow-up measurement in any of the studies. Dropout attrition rates were higher among participants with a lower or middle educational level compared with highly educated participants. Although lower educated participants evaluated the interventions better

  18. State-of-the-art Hydrology Education: Development of Windows-based and Web-based Interactive Teaching-Learning Software

    Science.gov (United States)

    Chu, X.

    2011-12-01

    This study, funded by the NSF CAREER program, focuses on developing new methods to quantify microtopography-controlled overland flow processes and integrating the cutting-edge hydrologic research with all-level education and outreach activities. To achieve the educational goal, an interactive teaching-learning software package has been developed. This software, with enhanced visualization capabilities, integrates the new modeling techniques, computer-guided learning processes, and education-oriented tools in a user-friendly interface. Both Windows-based and web-based versions have been developed. The software is specially designed for three major user levels: elementary level (Level 1: K-12 and outreach education), medium level (Level 2: undergraduate education), and advanced level (Level 3: graduate education). Depending on the levels, users are guided to different educational systems. Each system consists of a series of mini "libraries" featured with movies, pictures, and documentation that cover fundamental theories, varying scale experiments, and computer modeling of overland flow generation, surface runoff, and infiltration processes. Testing and practical use of this educational software in undergraduate and graduate teaching demonstrate its effectiveness to promote students' learning and interest in hydrologic sciences. This educational software also has been used as a hydrologic demonstration tool for K-12 students and Native American students through the Nurturing American Tribal Undergraduate Research Education (NATURE) program and Science, Technology, Engineering and Mathematics (STEM) outreach activities.

  19. A Web-based, educational, quality-of-life intervention for patients with a chronic skin disease: feasibility and acceptance in routine dermatological practice.

    Science.gov (United States)

    van Cranenburgh, Oda D; Smets, Ellen M A; de Rie, Menno A; Sprangers, Mirjam A G; de Korte, John

    2015-01-01

    Chronic skin diseases have a negative impact on patients' health-related quality of life (HRQoL). Patient education might contribute to HRQoL improvement. We developed a web-based, educational, HRQoL intervention for patients with a chronic skin disease. We aimed to assess 1) the feasibility of implementing the intervention in routine dermatological practice and patients' daily life, and 2) the acceptance of the intervention by health care providers and patients. Additionally, we aimed to create a patient user profile. We conducted an observational pilot study at 6 dermatological centres, including 105 outpatients. Implementation in routine practice was feasible and acceptable to health care providers. However, implementation in patients' daily life was found not to be entirely feasible. Perceived relevance by patients was low, though patients rated the intervention as convenient and attractive. No univocal user profile was found. Suggestions for improvements of the intervention, e.g. tailoring and adding blended learning components, are discussed.

  20. Sport and Nutrition Education Interaction on Stress

    Science.gov (United States)

    Ozturk, Mehmet Ertugrul

    2015-01-01

    The aim of the study was to determine sport and nutrition education interaction on stress. Three groups were selected for the study: control, single treatment and social treatment under nutrition treatment, too. The groups that were under nutrition treatments should have information about the nutrition resources. This experiment was done for two…

  1. WEB BASED LEARNING OF COMPUTER NETWORK COURSE

    Directory of Open Access Journals (Sweden)

    Hakan KAPTAN

    2004-04-01

    Full Text Available As a result of developing on Internet and computer fields, web based education becomes one of the area that many improving and research studies are done. In this study, web based education materials have been explained for multimedia animation and simulation aided Computer Networks course in Technical Education Faculties. Course content is formed by use of university course books, web based education materials and technology web pages of companies. Course content is formed by texts, pictures and figures to increase motivation of students and facilities of learning some topics are supported by animations. Furthermore to help working principles of routing algorithms and congestion control algorithms simulators are constructed in order to interactive learning

  2. Organizational Semantic Web based Portals

    OpenAIRE

    Necula, Sabina-Cristiana

    2011-01-01

    This paper tries to treat organizational semantic web based portals. The first part of the paper focuses on concepts regarding semantic web based portals. After discussing some concepts we treat the basic functionalities that a semantic web based portal must have and we finish by presenting these functionalities by actual examples. We present semantic web based portals after studying the necessary implementations from literature and practice. We develop some examples that use semantic web ...

  3. Nutritional Assessment: Its Significance in Medical Education.

    Science.gov (United States)

    Ozerol, Nail H.

    1982-01-01

    Medical educators must make every effort to achieve an adequate level of nutrition education for all health professionals. Medical schools should adopt a basic, required curriculum including biochemical and physiological aspects of nutrients, a clinical nutrition program for prevention of health hazards, and a course in nutritional assessment.…

  4. OnlineTED.com − a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance

    Directory of Open Access Journals (Sweden)

    Kühbeck, Felizian

    2014-02-01

    Full Text Available [english] Background and aim: Audience response (AR systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed.Methods and results: “OnlineTED” was developed at Technische Universität München (TUM based on Hypertext Preprocessor (PHP with a My Structured Query Language (MySQL-database as server- and Javascript as client-side programming languages. “OnlineTED” enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops. A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC for participation in web-based AR technologies.Summary and Conclusion: “OnlineTED” is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences.

  5. OnlineTED.com--a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance.

    Science.gov (United States)

    Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

    2014-01-01

    Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. "OnlineTED" was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. "OnlineTED" enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. "OnlineTED" is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences.

  6. OnlineTED.com − a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance

    Science.gov (United States)

    Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

    2014-01-01

    Background and aim: Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. Methods and results: “OnlineTED” was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. “OnlineTED” enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. Summary and Conclusion: “OnlineTED” is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences. PMID:24575156

  7. HydroViz: A web-based hydrologic observatory for enhancing hydrology and earth-science education

    Science.gov (United States)

    Habib, E. H.; Ma, Y.; Williams, D.

    2010-12-01

    The main goal of this study is to develop a virtual hydrologic observatory (HydroViz) that integrates hydrologic field observations with numerical simulations by taking advantage of advances in hydrologic field & remote sensing data, computer modeling, scientific visualization, and web resources and internet accessibility. The HydroViz system is a web-based teaching tool that can run on any web browsers. It leverages the strength of Google Earth to provide authentic and hands-on activities to improve learning. Evaluation of the HydroViz was performed in three engineering courses (a senior level course and two Introductory courses at two different universities). Evaluation results indicate that HydroViz provides an improvement over existing engineering hydrology curriculum. HydroViz was effective in facilitating students’ learning and understanding of hydrologic concepts & increasing related skills. HydroViz was much more effective for students in engineering hydrology classes rather than at the freshmen introduction to civil engineering class. We found that HydroViz has great potential for freshmen audience. Even though HydroViz was challenging to some freshmen, most of them still learned the key concepts and the tool increased the enthusiasm for half of the freshmen. The evaluation provided suggestions to create a simplified version of HydroViz for freshmen-level courses students. It identified concepts and tasks that might be too challenging or irrelevant to the freshmen and areas where we could provide more guidance in the tool. After the first round of evaluation, the development team has made significant improvements to HydroViz, which would further improve its effectiveness for next round of class applications which is planned for the Fall of 2010 to take place in 5 classes at 4 different institutions.

  8. Nutrition Education in the Elementary School

    Science.gov (United States)

    Eisenhauer, John E.; Bell, Paul E.

    1976-01-01

    The involvement of seven elementary teachers in a summer nutrition workshop expanded into a complete nutrition education program on nutrients, caloric balance, junk foods, food selection, preparation, and storage. (MB)

  9. Delivering Food Safety Education to Middle School Students Using a Web-Based, Interactive, Multimedia, Computer Program

    Science.gov (United States)

    Lynch, Rebecca A.; Steen, M. Dale; Pritchard, Todd J.; Buzzell, Paul R.; Pintauro, Stephen J.

    2008-01-01

    More than 76 million persons become ill from foodborne pathogens in the United States each year. To reduce these numbers, food safety education efforts need to be targeted at not only adults, but school children as well. The middle school grades are ideal for integrating food safety education into the curriculum while simultaneously contributing…

  10. WeFiLab: A Web-Based WiFi Laboratory Platform for Wireless Networking Education

    Science.gov (United States)

    Cui, Lin; Tso, Fung Po; Yao, Di; Jia, Weijia

    2012-01-01

    Remote access to physical laboratories for education has received significant attention from both researchers and educators as it provides access at reduced cost in sharing manner of real devices and gives students practical training. With the rapid growing of wireless technologies, it has become an essential of learning to have the hand-on…

  11. Re-Conceptualizing Student Study Teams within a Response to Intervention Framework: A Web-Based Guide for Educators

    Science.gov (United States)

    Holleran, Stephanie Elise

    2013-01-01

    Student Study Teams (SSTs), a type of collaborative pre-referral team comprised of multidisciplinary members, are used to exhaust all potential interventions within the general education setting and resolve a student's academic or behavior issue prior to suggesting and/or initiating a referral for special education assessment. Current…

  12. Web-based Training an deutschen Universitäts-Augenkliniken – Lehre 2.0? [Web-based Training in German University Eye Hospitals – Education 2.0?

    Directory of Open Access Journals (Sweden)

    Handzel, Daniel M.

    2011-08-01

    Full Text Available [english] Purpose: To analyse web-based training in ophthalmology offered by German university eye hospitals. Methods: In January 2010 the websites of all 36 German university hospitals were searched for information provided for visitors, students and doctors alike. We evaluated the offer in terms of quantity and quality. Results: All websites could be accessed at the time of the study. 28 pages provided information for students and doctors, one page only for students, three exclusively for doctors. Four pages didn’t offer any information for these target groups. The websites offered information on events like congresses or students curricular education, there were also material for download for these events or for other purposes. We found complex e-learning-platforms on 9 pages. These dealt with special ophthalmological topics in a didactic arrangement. In spite of the extensive possibilities offered by the technology of Web 2.0, many conceivable tools were only rarely made available. It was not always possible to determine if the information provided was up-to-date, very often the last actualization of the content was long ago. On one page the date for the last change was stated as 2004. Conclusion: Currently there are 9 functional e-learning-applications offered by German university eye hospitals. Two additional hospitals present links to a project of the German Ophthalmological Society. There was a considerable variation in quantity and quality. No website made use of crediting successful studying, e.g. with CME-points or OSCE-credits. All German university eye hospitals present themselves in the World Wide Web. However, the lack of modern, technical as well as didactical state-of-the-art learning applications is alarming as it leaves an essential medium of today’s communication unused. [german] Zielsetzung: Analyse der webbasierten ophthalmologischen Lernprogramme, welche von den Internetseiten der Universitäts-Augenkliniken in

  13. Factors that Influence Acceptance of Web-Based E-Learning Systems for the In-Service Education of Junior High School Teachers in Taiwan

    Science.gov (United States)

    Chen, Hong-Ren; Tseng, Hsiao-Fen

    2012-01-01

    Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's…

  14. DISTANCE DELIVERY OF NUTRITION EDUCATION AS A METHOD FOR PROVIDING CONTINUING EDUCATION

    Directory of Open Access Journals (Sweden)

    Nurhan UNUSAN

    2007-01-01

    Full Text Available Distance learning applications in nutrition education have evolved together with communication technology. Distance delivery is transforming the culture of professional health education by expanding access to learners, introducing novel teaching and learning methods, as well as shifting the paradigm of how instructors and students interact. The aim of the paper is to prepare a participant centred, active learning model. The model proposed in this article is based on the literature review. This model resembles active delivery models that have been highly successful in increasing learning and problem solving abilities in other courses. The model focuses on constructs that distance delivery courses should address during design and assessment. For a model to be succeeded the required prerequisites should involve the establishment of a centre for educational technology, to take a model in forming the infrastructure for web based distance delivery, to update the technology required, and to train supporting staff to help in the design of web material/documentation.

  15. A descriptive evaluation of CDC's LEAN Works! Leading employees to activity and nutrition--a Web-based employer tool for workplace obesity management.

    Science.gov (United States)

    Roemer, Enid C; Liss-Levinson, Rivka C; Samoly, Daniel K; Guy, Gery P; Tabrizi, Maryam J; Beckowski, Meghan S; Pei, Xiaofei; Goetzel, Ron Z

    2013-01-01

    The study aim was to determine the utility of and satisfaction with a Centers for Disease Control and Prevention (CDC) Web-based employer tool, CDC's LEAN Works!, which provides evidence-based recommendations and promising practices for obesity prevention and control at worksites. This study examined employers' natural usage (i.e., without any study parameters on how, when, or how much to use the Web site and its resources) and impressions of the Web site. Employers of varying sizes, industry types, and levels of maturity in offering obesity management programs and from both private and public sectors were recruited to participate in the study. A convenience sample of 29 employers enrolled to participate. Participants were followed over a 12-month period. First impressions, bimonthly use of the Web site, and final assessments were collected using self-report surveys and individual interviews. Descriptive analyses were conducted. Almost all (96%) of participants reported a positive experience with the Web site, noting it provided a wealth of information. Most reported they planned to continue to use the Web site to develop (77%), implement (92%), and evaluate (85%) their obesity management programs. Aspects of the Web site that employers found valuable included a step-by-step implementation process, templates and toolkits, specific recommendations, and promising practices. CDC's LEAN Works! is a useful resource for employers wishing to develop and implement evidence-based workplace obesity prevention programs.

  16. Distance delivery of nutrition education.

    Science.gov (United States)

    Mazurak, Vera C; Whybrow, Ellen; Varnhagen, Stanley; Field, Catherine J

    2005-01-01

    Questions often arise about the quality of an educational experience in a distance format. Debate exists as to whether the relatively new format of on-line education can offer an equivalent learning experience for students, and the perception remains that virtual learning is impersonal. We examined students' experience in an introductory undergraduate nutrition course that had been remodelled as an asynchronous, active-learning, student-centred model. The investigation used the framework of instructional message design, a concept based on cognitive science principles, to highlight themes in student survey and focus group data. Results indicate that a motivating and accessible quality educational experience is possible in an on-line format through a student-centred model. Such a model provides a means to offer education to a diverse and larger audience. Further investigation is needed to determine faculty professional development needs and cost-effective ways to expand the model. Such a model provides alternatives to expand delivery to encourage interest in the field, and to provide continuing education for allied professionals and the general public.

  17. Educational Web-Based Intervention for High School Students to Increase Knowledge and Promote Positive Attitudes toward Organ Donation

    Science.gov (United States)

    Vinokur, Amiram D.; Merion, Robert M.; Couper, Mick P.; Jones, Eleanor G.; Dong, Yihui

    2006-01-01

    A sample of 490 high school students from 81 schools in Michigan participated in an experiment in which they were randomly assigned to either a control or an experimental Web site. The experimental Web site provided exposure to educational material about the process of organ donation and organ transplantation. The control Web site provided…

  18. Digital Audio/Video for Computer- and Web-Based Instruction for Training Rural Special Education Personnel.

    Science.gov (United States)

    Ludlow, Barbara L.; Foshay, John B.; Duff, Michael C.

    Video presentations of teaching episodes in home, school, and community settings and audio recordings of parents' and professionals' views can be important adjuncts to personnel preparation in special education. This paper describes instructional applications of digital media and outlines steps in producing audio and video segments. Digital audio…

  19. Using Web-Based Guided Reflection with Video to Enhance High Fidelity Undergraduate Nursing Clinical Skills Education

    Science.gov (United States)

    Shortridge, Ann; McPherson, Maggie; Loving, Gary

    2014-01-01

    The United States is currently facing a crisis in health care and health professions education. Various studies (Committee on Quality of Health Care in America 2000; 2001; General Accounting Office, 2001) have documented astonishing death rates from medical errors as well as nursing and physician shortages. Thus it is obvious that the traditional…

  20. Education and training initiatives for crisis management in the European Union: a web-based analysis of available programs.

    Science.gov (United States)

    Ingrassia, Pier Luigi; Foletti, Marco; Djalali, Ahmadreza; Scarone, Piercarlo; Ragazzoni, Luca; Corte, Francesco Della; Kaptan, Kubilay; Lupescu, Olivera; Arculeo, Chris; von Arnim, Gotz; Friedl, Tom; Ashkenazi, Michael; Heselmann, Deike; Hreckovski, Boris; Khorram-Manesh, Amir; Khorrram-Manesh, Amir; Komadina, Radko; Lechner, Kostanze; Patru, Cristina; Burkle, Frederick M; Fisher, Philipp

    2014-04-01

    Education and training are key elements of disaster management. Despite national and international educational programs in disaster management, there is no standardized curriculum available to guide the European Union (EU) member states. European- based Disaster Training Curriculum (DITAC), a multiple university-based project financially supported by the EU, is charged with developing a holistic and highly-structured curriculum and courses for responders and crisis managers at a strategic and tactical level. The purpose of this study is to qualitatively assess the prevailing preferences and characteristics of disaster management educational and training initiatives (ETIs) at a postgraduate level that currently exist in the EU countries. An Internet-based qualitative search was conducted in 2012 to identify and analyze the current training programs in disaster management. The course characteristics were evaluated for curriculum, teaching methods, modality of delivery, target groups, and funding. The literature search identified 140 ETIs, the majority (78%) located in United Kingdom, France, and Germany. Master level degrees were the primary certificates granted to graduates. Face-to-face education was the most common teaching method (84%). Approximately 80% of the training initiatives offered multi- and cross-disciplinary disaster management content. A competency-based approach to curriculum content was present in 61% of the programs. Emergency responders at the tactical level were the main target group. Almost all programs were self-funded. Although ETIs currently exist, they are not broadly available in all 27 EU countries. Also, the curricula do not cover all key elements of disaster management in a standardized and competency-based structure. This study has identified the need to develop a standardized competency-based educational and training program for all European countries that will ensure the practice and policies that meet both the standards of care and

  1. Web-Based Learning Design Tool

    Science.gov (United States)

    Bruno, F. B.; Silva, T. L. K.; Silva, R. P.; Teixeira, F. G.

    2012-01-01

    Purpose: The purpose of this paper is to propose a web-based tool that enables the development and provision of learning designs and its reuse and re-contextualization as generative learning objects, aimed at developing educational materials. Design/methodology/approach: The use of learning objects can facilitate the process of production and…

  2. The Influence of Nutrition Education on the Food Consumption and Nutrition Attitude of Schoolchildren in Slovenia

    Science.gov (United States)

    Kostanjevec, Stojan; Jerman, Janez; Koch, Verena

    2012-01-01

    In Slovenia, nutrition education is included in the compulsory education curriculum of the nine-year elementary school. The aim of nutrition education is for schoolchildren to acquire knowledge on nutrition to help them form healthy nutritional habits. This research aims at establishing whether the formal nutrition education carried out at schools…

  3. [Web-based collection of educational needs in a medicine department. An intranet survey for planning CME corse.

    Science.gov (United States)

    Morbidoni, Laura; Correani, Massimiliano; Candela, Marco

    2017-01-01

    Few evidences about methods to harvest educational needs by health care professionals in internal medicine have been published. In this project the following objectives have been pursued: to express preferences by each health care worker; to evaluate the efficacy of an intranet-based survey in order to structure continuing medical education (CME) planning. We created a form based on 7 questions, exploring the following areas: knowledge, know-how, communication, transversal competencies. This survey, implemented on a google drive platform, was accessible through the Azienda Sanitaria Unica Regione (ASUR) Marche intranet. Each questionnaire was analyzed with Google drive and the results were discussed within Medicine Department Committee. 103/228 health care workers responded to the survey. On the basis of health care workers preferences, financial resources, relevance, untreated topics in the previous 5 years and congruence with ASUR targets, heart failure, malnutrition and non-invasive mechanical ventilation were chosen as main topics for the year 2017 and practical training, internal courses and focus groups were planned. A relevant percentage of health care workers (45%) responded to our online survey and the analysis of the results has been used for planning users-centered educational courses; this approach represents a sure novelty in failure of published experiences about the relationship between collection of needs and CME planning.

  4. Comparing the effectiveness of automated online counseling to standard web-based education on improving acne knowledge: a randomized controlled trial.

    Science.gov (United States)

    Tuong, William; Wang, Audrey S; Armstrong, April W

    2015-02-01

    Evidence regarding what comprises effective education for acne vulgaris patients is lacking. Internet-based education may improve patient knowledge of this condition. Our objective was to compare the effectiveness of standard web-based education and an automated counseling website in improving acne knowledge. In a randomized trial, participants visited either a standard website or an automated counseling website to learn about acne. Multiple-choice questions were administered at baseline and after 12 weeks to assess change in acne knowledge. A total of 97 high school students were enrolled, and 95 completed the study. The standard website group had a significant increase in knowledge from baseline (3.61 ± 1.22) to 12-week follow-up (5.46 ± 1.31, p counseling website group had a significant increase in knowledge between both time points (3.53 ± 1.50 vs. 6.49 ± 1.06, p counseling group (2.96 ± 1.85) than in the standard website group (1.85 ± 1.46, d = 0.67, p = 0.002). The number of website visits was positively correlated with improvement in knowledge in both groups. Finally, the automated counseling website group rated their educational material more useful (p = 0.004) and more enjoyable to view (p = 0.003) than did the standard website group. This study is limited to adolescents with mild-to-moderate acne vulgaris. Internet-based patient education appears to be an effective method of improving acne knowledge among adolescents.

  5. The effectiveness of a web-based brief alcohol intervention in reducing heavy drinking among adolescents aged 15-20 years with a low educational background: a two-arm parallel group cluster randomized controlled trial

    NARCIS (Netherlands)

    Voogt, C.V.; Kleinjan, M.; Poelen, E.A.P.; Lemmers, A.C.J.; Engels, R.C.M.E.

    2013-01-01

    Background To evaluate the slightly modified version of the web-based brief alcohol intervention “What Do You Drink” (WDYD) among heavy drinking adolescents and young adults aged 15–20 years with a low educational background at one and six months follow-up. Methods A two-arm parallel group cluster

  6. Web-based virtual patients in nursing education: development and validation of theory-anchored design and activity models.

    Science.gov (United States)

    Georg, Carina; Zary, Nabil

    2014-04-10

    Research has shown that nursing students find it difficult to translate and apply their theoretical knowledge in a clinical context. Virtual patients (VPs) have been proposed as a learning activity that can support nursing students in their learning of scientific knowledge and help them integrate theory and practice. Although VPs are increasingly used in health care education, they still lack a systematic consistency that would allow their reuse outside of their original context. There is therefore a need to develop a model for the development and implementation of VPs in nursing education. The aim of this study was to develop and evaluate a virtual patient model optimized to the learning and assessment needs in nursing education. The process of modeling started by reviewing theoretical frameworks reported in the literature and used by practitioners when designing learning and assessment activities. The Outcome-Present State Test (OPT) model was chosen as the theoretical framework. The model was then, in an iterative manner, developed and optimized to the affordances of virtual patients. Content validation was performed with faculty both in terms of the relevance of the chosen theories but also its applicability in nursing education. The virtual patient nursing model was then instantiated in two VPs. The students' perceived usefulness of the VPs was investigated using a questionnaire. The result was analyzed using descriptive statistics. A virtual patient Nursing Design Model (vpNDM) composed of three layers was developed. Layer 1 contains the patient story and ways of interacting with the data, Layer 2 includes aspects of the iterative process of clinical reasoning, and finally Layer 3 includes measurable outcomes. A virtual patient Nursing Activity Model (vpNAM) was also developed as a guide when creating VP-centric learning activities. The students perceived the global linear VPs as a relevant learning activity for the integration of theory and practice. Virtual

  7. Securing web-based exams

    NARCIS (Netherlands)

    Sessink, O.D.T.; Beeftink, H.H.; Tramper, J.; Hartog, R.J.M.

    2004-01-01

    Learning management systems may offer web-based exam facilities. Such facilities entail a higher risk to exams fraud than traditional paper-based exams. The article discusses security issues with web-based exams, and proposes precautionary measures to reduce the risks. A security model is presented

  8. Key Resources for Creating Online Nutrition Education for Those Participating in Supplemental Nutrition Assistance Program Education

    Science.gov (United States)

    Stosich, Marie C.; LeBlanc, Heidi; Kudin, Janette S.; Christofferson, Debra

    2016-01-01

    Internet-based nutrition education is becoming an important tool in serving the rural, low-income community, yet the task of creating such programming can be daunting. The authors describe the key resources used in developing an Internet-based nutrition education program for those participating in Supplemental Nutrition Assistance Program…

  9. USING ONLINE MARKETING TO INCREASE PARTICIPATION IN A WEB-BASED CONTINUING MEDICAL EDUCATION CULTURAL COMPETENCE CURRICULUM

    Science.gov (United States)

    Estrada, Carlos A.; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J.; Allison, Jeroan J.; Houston, Thomas K.

    2012-01-01

    Introduction CME providers may be interested in identifying effective marketing strategies to direct users to specific content. The use of online advertisements to recruit participants for clinical trials, public health programs, and Continuing Medical Education (CME) has been shown to be effective in some but not all studies. The purpose of this study was to compare the impact of two marketing strategies in the context of an online CME cultural competence curriculum (www.c-comp.org). Methods In an interrupted time-series quasi-experimental design, two marketing strategies were tested: a) wide dissemination to relevant organizations over a period of approximately four months, and b) Internet paid search using Google Ads (five consecutive eight-week periods--control 1, cultural/ CME advertisement, control 2, hypertension/ content advertisement, control 3). Outcome measures were CME credit requests, Web traffic (visits per day, page views, pages viewed per visit), and cost. Results Overall, the site was visited 19,156 times and 78,160 pages were viewed. During the wide dissemination phase, the proportion of visits requesting CME credit decreased between the first (5.3%) and second halves (3.3%) of this phase (p= .04). During the Internet paid search phase, the proportion of visits requesting CME credit was highest during the cultural/ CME advertisement period (control 1, 1.4%; cultural/CME ad, 4.3%; control 2, 1.5%; hypertension/content ad, 0.6%; control 3, 0.8%; pcultural advertisement per CME credit requested was $0.64US. Discussion Internet advertisement focusing on cultural competence and CME was associated with about a three-fold increase in requests for CME credit at an incremental cost of under $1; however, Web traffic changes were independent of the advertisement strategy. PMID:21425356

  10. Improvement of medical education using web-based lecture repetition and extension: e-learning experiences of the Department of Obstetrics and Gynecology, University of Tuebingen

    Directory of Open Access Journals (Sweden)

    Wallwiener, Markus

    2006-11-01

    Full Text Available In order to improve the education of its medical students, the Department of Obstetrics and Gynecology of the University of Tuebingen established e-learning in terms of web-based lecture repetition and extension. Subsequent to lectures, questions are provided online. The participation is voluntary, but requires registration. The results of the analysed period (winter term 2004/2005, summer term 2005 and winter term 2005/2006 including more than 380 e-learning users are encouraging. An average of 45% of the target group used the offered online questions. The students who completed at least 75% of all prepared question units achieved significantly better results than their traditional learning fellow students (p=0.002. Users got more frequent the marks "good" and "very good". Twice as much conventional learning students as e-learning users failed the examination. E-Learning and the technical implementation are repeatedly appreciated by the students. In the future, more medical courses will be supplemented with e-learning, according to the students request.

  11. 78 FR 20411 - Supplemental Nutrition Assistance Program: Nutrition Education and Obesity Prevention Grant Program

    Science.gov (United States)

    2013-04-05

    ... Service 7 CFR Part 272 RIN 0584-AE07 Supplemental Nutrition Assistance Program: Nutrition Education and... under the Act to carry out nutrition education and obesity prevention services each fiscal year. DATES... Act removes the existing nutrition education program under section 11(f) of the Food and Nutrition Act...

  12. [Evaluation of process of an educational web-based and mobile phone-based program for encouraging healthy behaviours among Spanish and Mexican students].

    Science.gov (United States)

    Lana Pérez, Alberto; García Fernández, María José; López González, María Luisa

    2013-01-01

    Current communication technologies can be used in health education. The aim was to assess the process of an online program designed to prevent cancer risk behaviours using an educational website and mobile phones. High school students from Spain and Mexico were recruited during 3 academic years (2009-12) to participate in a web-based program supplemented with mobile phone messages (SMS) which aim was to prevent cancer risk behaviours. The program was designed as a randomized trial, with control and experimental group (EG). Recruitment and adherence were analyzed using data of the Web management platform and Google Analytics. 3,855 students started the logging on the program of which 2,001 (51.9%) completed the questionnaire.77.5% were Mexicans, 13 years old (40.6%), with good academic level (68.7%) and with parents (49.6%) and mothers (53.9%) having university degree. 56.4% recorded a phone number to receive SMS. The EG consisted of 1,014 students and the averages of their visits to the website were 31.6 in the first year, 21.8 in the second and 21.9 in the third. Each adolescent of the EG was able to incorporate 1.16 adults (total 1,172) and other 1,076 were recorded spontaneously. Retention rate at the end of follow-up was 41.5% and was higher among those who were best students (OR: 12,5), Mexicans (OR: 4.4), 12 years old (OR: 3.1) and have been incorporated in the first three months of the implementation (OR: 2.8). Students' recruitment and retention was scarce, mainly in Spain. However students involved visited the program website with sufficient amount of time to achieve good results.

  13. Tailored nutrition education: is it really effective?

    Science.gov (United States)

    Eyles, Helen; Ni Mhurchu, Cliona

    2012-03-01

    There has been a growing interest in tailored nutrition education over the previous decade, with a number of literature reviews suggesting this intervention strategy holds considerable potential. Nevertheless, the majority of intervention trials undertaken to date have employed subjective self-report outcome measures (such as dietary recalls). The aim of the present review is to further consider the likely true effect of tailored nutrition education by assessing the findings of tailored nutrition education intervention trials where objective outcome measures (such as sales data) have been employed. Four trials of tailored nutrition education employing objective outcome measures were identified: one was undertaken in eight low-cost supermarkets in New Zealand (2010; n 1104); one was an online intervention trial in Australia (2006; n 497); and two were undertaken in US supermarkets (1997 and 2001; n 105 and 296, respectively). Findings from the high-quality New Zealand trial were negative. Findings from the US trials were also generally negative, although reporting was poor making it difficult to assess quality. Findings from the high-quality online trial were positive, although have limited generalisability for public health. Trials employing objective outcome measures strongly suggest tailored nutrition education is not effective as a stand-alone strategy. However, further large, high-quality trials employing objective outcome measures are needed to determine the true effectiveness of this popular nutrition intervention strategy. Regardless, education plays an important role in generating social understanding and acceptance of broader interventions to improve nutrition.

  14. Microenterprise development coupled with nutrition education can ...

    African Journals Online (AJOL)

    To improve ASF consumption among children in Ghana, the Enhancing Child Nutrition through Animal Source Food Management (ENAM) project introduced an intervention that combined women's microenterprise development activities with nutrition education on the importance of ASF in children's diets. The present study ...

  15. Impact of interactive web-based education with mobile and email-based support of general practitioners on treatment and referral patterns of patients with atopic dermatitis: randomized controlled trial.

    Science.gov (United States)

    Schopf, Thomas; Flytkjaer, Vibeke

    2012-12-05

    The effects of various educational strategies have been examined in continuing medical education. Web-based learning has emerged as an alternative to ordinary classroom lessons. To investigate whether an interactive Web-based course including personal guidance via email or cellular phone texting may be used to improve practice behavior of general practitioners in the management of atopic dermatitis. General practitioners from all over Norway were eligible for this randomized controlled educational trial. During a period of 6 months, doctors in the intervention group were offered the opportunity to participate in a Web-based course on the management of atopic dermatitis. This was combined with guidance via email or multimedia messaging service (MMS) through mobile phones from a dermatologist. In the control group there was no education or guidance. Main outcome measures were the duration of topical steroid treatment prescribed to patients with atopic dermatitis (primary outcome), number of treatment modalities, and number of referred patients. We enrolled 46 physicians: 24 doctors were allocated to the intervention group and 22 doctors to the control group. They reported a total of 190 patient treatments. There were no statistically significant differences in the duration of topical steroid treatment or number of treatment modalities between the groups. The lack of effect on the primary outcome may be due to attrition as 54% (13/24) of the participants did not complete the course. 42% (10/24) of physicians sent at least one educational request via email or MMS. While 11% (8/73) of treatment reports in the intervention group were referred to a health care specialist (eg, dermatologist or pediatrician), 30% (21/71) of treatment reports in the control group did so. This difference in the number of referrals was significant (P = .03). A Web-based educational intervention aimed at general practitioners combined with personal support can reduce the number of atopic

  16. Gems: Nutrition Education in Childbirth Classes.

    Science.gov (United States)

    Easches, Janet G.; And Others

    1983-01-01

    Describes a nutrition education packet for natural childbirth (Lamaze) classes. The packet consists of four 15- to 20-minute lessons, each containing goal, objectives, questions (with answers), activities, and pamphlets. List of goals and sample activities are included. (JN)

  17. Evaluation of nutritional education using concept mapping.

    Science.gov (United States)

    França, Silvana; d'Ivernois, Jean François; Marchand, Claire; Haenni, Catherine; Ybarra, Juan; Golay, Alain

    2004-02-01

    The concept mapping method is presented in the current study as a new tool to assess the learning process taking part in the hallmark of a nutritional education program addressed to obese diabetic patients. eight patients were interviewed prior to and after completion of 1-week in-hospital stay during which concept maps were designed. Concept maps quantitative and qualitative analysis disclose both (i) the importance of previous knowledge among patients prior to nutritional education and (ii) the maintenance of misconceptions after it. Nutritional education allows patients to acquire and structure their knowledge while providing them with a certain amount of medical vocabulary. An underlying correlation between concept maps design and the results of psychological tests identifying eating behaviour troubles (EBT), depression or anxiety has not been clearly identified. However, the nutritional education is more beneficial to those patients with a higher degree of self-assertiveness and with a lesser degree of anxiety, depression and eating disorder.

  18. Nutrition Education: Selected Resources. Bibliographies.

    Science.gov (United States)

    Rhea, Harold C.

    Intended chiefly for nutrition instructors in elementary, secondary, and college classes, this bibliography can supplement the reading lists of other nutrition fields, such as food science and diet therapy. Separate sections of the document are devoted to books, documents and journal articles culled from the ERIC data base, films, multimedia…

  19. Web-based Cooperative Learning in College Chemistry Teaching

    Directory of Open Access Journals (Sweden)

    Bin Jiang

    2014-03-01

    Full Text Available With the coming of information era, information process depend on internet and multi-media technology in education becomes the new approach of present teaching model reform. Web-based cooperative learning is becoming a popular learning approach with the rapid development of web technology. The paper aims to how to carry out the teaching strategy of web-based cooperative learning and applied in the foundation chemistry teaching.It was shown that with the support of modern web-based teaching environment, students' cooperative learning capacity and overall competence can be better improved and the problems of interaction in large foundation chemistry classes can be solved. Web-based cooperative learning can improve learning performance of students, what's more Web-based cooperative learning provides students with cooperative skills, communication skills, creativity, critical thinking skills and skills in information technology application.

  20. A Web-Based Interactive Mapping System of State Wide School Performance: Integrating Google Maps API Technology into Educational Achievement Data

    Science.gov (United States)

    Wang, Kening; Mulvenon, Sean W.; Stegman, Charles; Anderson, Travis

    2008-01-01

    Google Maps API (Application Programming Interface), released in late June 2005 by Google, is an amazing technology that allows users to embed Google Maps in their own Web pages with JavaScript. Google Maps API has accelerated the development of new Google Maps based applications. This article reports a Web-based interactive mapping system…

  1. eGender-from e-Learning to e-Research: a web-based interactive knowledge-sharing platform for sex- and gender-specific medical education.

    Science.gov (United States)

    Seeland, Ute; Nauman, Ahmad T; Cornelis, Alissa; Ludwig, Sabine; Dunkel, Mathias; Kararigas, Georgios; Regitz-Zagrosek, Vera

    2016-01-01

    Sex and Gender Medicine is a novel discipline that provides equitable medical care for society and improves outcomes for both male and female patients. The integration of sex- and gender-specific knowledge into medical curricula is limited due to adequate learning material, systematic teacher training and an innovative communication strategy. We aimed at initiating an e-learning and knowledge-sharing platform for Sex and Gender Medicine, the eGender platform (http://egender.charite.de), to ensure that future doctors and health professionals will have adequate knowledge and communication skills on sex and gender differences in order to make informed decisions for their patients. The web-based eGender knowledge-sharing platform was designed to support the blended learning pedagogical teaching concept and follows the didactic concept of constructivism. Learning materials developed by Sex and Gender Medicine experts of seven universities have been used as the basis for the new learning tools . The content of these tools is patient-centered and provides add-on information on gender-sensitive aspects of diseases. The structural part of eGender was designed and developed using the open source e-learning platform Moodle. The eGender platform comprises an English and a German version of e-learning modules: one focusing on basic knowledge and seven on specific medical disciplines. Each module consists of several courses corresponding to a disease or symptom complex. Self-organized learning has to be managed by using different learning tools, e.g., texts and audiovisual material, tools for online communication and collaborative work. More than 90 users from Europe registered for the eGender Medicine learning modules. The most frequently accessed module was "Gender Medicine-Basics" and the users favored discussion forums. These e-learning modules fulfill the quality criteria for higher education and are used within the elective Master Module "Gender Medicine

  2. Web-Based Geographic Information Systems: Experience and Perspectives of Planners and the Implications for Extension

    Science.gov (United States)

    Göçmen, Z. Asligül

    2016-01-01

    Web-based geographic information system (GIS) technology, or web-based GIS, offers many opportunities for public planners and Extension educators who have limited GIS backgrounds or resources. However, investigation of its use in planning has been limited. The study described here examined the use of web-based GIS by public planning agencies. A…

  3. Nutrition education intervention for college female athletes.

    Science.gov (United States)

    Abood, Doris A; Black, David R; Birnbaum, Rachel D

    2004-01-01

    To evaluate the efficacy of a nutrition education intervention for college female athletes to improve nutrition knowledge, build self-efficacy with respect to making healthful dietary choices, and improve dietary intake. A pretest-posttest control group design was implemented. A women's soccer team (n =15) and a women's swim team (n = 15) were randomly assigned to experimental and control groups, respectively. The intervention focused on nutrition knowledge, self-efficacy in making healthful dietary choices, and dietary practices to demonstrate treatment effect. Dependent variables were nutrition knowledge, self-efficacy, and dietary practices. Independent variables were group assignment. The Mann-Whitney U test was used to analyze the results between groups, and the Fisher exact probability test was used to detect differences between groups in the number of positive dietary changes. Treatment participants significantly improved nutrition knowledge, self-efficacy (P nutrition education intervention research among athletes and demonstrates the ability to increase not only nutrition knowledge, which is typically reported, but also self-efficacy and improvement in overall positive dietary changes during an 8-week intervention.

  4. Integrated Nutrition Education: Senior High.

    Science.gov (United States)

    Illinois State Board of Education, Springfield.

    Designed for implementation across the school year in existing curriculum areas, 18 nutrition activity units for high school students are provided. Each activity unit consists of a list of coordinated curriculum areas, a statement of objectives, guidelines for teachers, a list of learning activities, and bibliographic citations. Various…

  5. Web Based ATM PVC Management

    NARCIS (Netherlands)

    van der Waaij, B.D.; Sprenkels, Ron; van Beijnum, Bernhard J.F.; Pras, Aiko

    1998-01-01

    This paper discusses the design of a public domain web based ATM PVC Management tool for the Dutch SURFnet research ATM network. The aim of this tool is to assists in the creation and deletion of PVCs through local and remote ATM network domains. The tool includes security mechanisms to restrict the

  6. Computer tailored nutrition education: Mediterranean diet.

    Science.gov (United States)

    del Balzo, V; Vitiello, V; Dernini, S; Zicari, S; Giusti, A M; Donini, L M; Pinto, A; Cannella, C

    2012-01-01

    Goal of this work is to promote via on-line applications the knowledge of the Italian Weekly Pyramid, which is based on the concept of WI (Well Being Index) as a unit for a correct lifestyle. On the website www.piramideitaliana.it the user can verify his/her weekly lifestyle by participating in a "game" based on the introduction, for seven consecutive days, of food and beverages consumption and time assigned to physical activity. At the end of the seven days it is possible to access the page with an evaluation of dietary habits together with the possible suggestions for a correct lifestyle. On the basis of the data collected through this web game, a statistical analysis has been developed to evaluate the food habits and the level of physical activity. In the period between September 2005-January 2010 16,546 participants have completed the game. The data collected compare actual WI consumption for each food group with the one suggested by the Pyramid. The sample eating pattern appears almost varied; all the food groups were consumed daily, albeit in much lower quantities with regard to the suggested portions. It is pointed out that some differences in the nutritional habits are related to differences in age groups and in the school degree of the sample analyzed. This work highlights the importance of web-based tailored interventions on population food habits: many people can be reached to promote the knowledge of the guidelines leading to a healthy lifestyle.

  7. Barriers to effective implementation of nutrition education in Nigerian ...

    African Journals Online (AJOL)

    One of the factors that influence people's food habits is education. This paper discussed the concept of nutrition education and the relevance of nutrition education to individual and family health. The barriers to effective implementation of nutrition education were also discussed. These include lack of contact with ...

  8. A culinary laboratory for nutrition education.

    Science.gov (United States)

    Jacob, Michael; Stewart, Patricia; Medina-Walpole, Annette; Fong, Chin-To

    2016-06-01

    Proficiency in medical nutrition requires an understanding of food-related biochemistry and the application of this knowledge in the context of culinary, cultural, psychosocial and interprofessional components. Our aim was to develop a teaching format where medical students could learn the biochemistry of nutrition in the context of patient narratives, interactive cooking and dialogues with nutrition professionals. We designed and implemented a day-long culinary laboratory intervention (lab), which is taught to first-year medical students at the University of Rochester with the help of dietetic interns from Cornell University. Here, we present the details of the intervention, the resources used and the preliminary outcomes on student attitudes. We designed and implemented a day-long culinary lab, which is taught to first-year medical students A questionnaire with quantitative rating scales and open-ended questions was used to probe student attitudes regarding the educational approach used in the lab. Our preliminary findings suggest that the lab was well received and that the dietetic interns were viewed as effective teachers in this context. A culinary lab is a feasible educational environment for integrating the breadth of topics within the discipline of nutrition. The experiential, food-based format appears to stimulate questions central to current nutritional controversies, particularly challenges related to translating biochemical mechanism into practical nutrition interventions. Close involvement with basic science faculty members, clinical faculty members and allied health professions are essential for this type of endeavour. © 2015 John Wiley & Sons Ltd.

  9. How is nutrition linked to agriculture and education?

    OpenAIRE

    Sayed Mohammad Naim Khalid

    2016-01-01

    Agricultural development is now expected to proceed in a way that maximizes opportunities to improve health and nutrition. Accordingly, the term “nutrition-education-agriculture linkages” describes the set of relationships that shows the mutual dependence of nutrition, education and agriculture. Changes in nutrition or education status are expected to affect agricultural production; conversely changes in the agricultural sector can have significant effects on individual health and nutritional...

  10. Effects of nutrition education on levels of nutritional awareness of pregnant women in Western iran.

    Science.gov (United States)

    Fallah, Farnoush; Pourabbas, Ahmad; Delpisheh, Ali; Veisani, Yousef; Shadnoush, Mahdi

    2013-01-01

    Maternal nutritional health, before and during pregnancy, influences the health status of herself and her developing fetus. Pregnancy is an important condition for improving nutritional knowledge. The present study aimed at determining effects of nutrition education on levels of nutritional awareness of a representative group of pregnant women in Western Iran. A quasi-experimental intervention was undertaken on a random sample of pregnant women (n = 100) attending urban health centers in Ilam city (western Iran) during the year 2011 for prenatal care. A nutritional education program containing two to four lessons was undertaken for small groups of between six to ten women. Nutritional knowledge was assessed before intervention (pretest) and followed by two posttests within three weeks interval. The awareness level of pregnant women about healthy nutrition was significantly increased from 3% before intervention to 31% after the nutritional education intervention (P nutritional education intervention will have a positive effect on nutritional awareness of pregnant women.

  11. Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: Comprehensive School Nutrition Services

    Science.gov (United States)

    Briggs, Marilyn; Fleischhacker, Sheila; Mueller, Constance G.

    2010-01-01

    It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health,…

  12. Nutrition education to improve dietary intake and micronutrient ...

    African Journals Online (AJOL)

    Nutrition education to improve dietary intake and micronutrient nutriture among ... AJOL jobs ... Objective: To determine whether nutrition education targeting the child-feeding practices of low-income rural caregivers will reduce anaemia

  13. Integrating Nutrition into the Physical Education Curriculum

    Science.gov (United States)

    Green, Heather L.

    2012-01-01

    Obesity among children and teens continues to be a major public health concern in the United States. Approximately 16.9% of children and adolescents age 2-19 years are obese. To address this epidemic, schools have been encouraged to develop a coordinated school health program, which includes an interdisciplinary approach to nutrition education.…

  14. Communication Theory and Nutrition Education Research.

    Science.gov (United States)

    Yarbrough, Paul

    1981-01-01

    Describes three theories applicable to the study of human communication and nutrition education research: (1) communication effects perspective (applicable for evaluating short-term efforts); (2) social relationship perspective (applicable for evaluating long-term efforts); and (3) pragmatics (applicable to face-to-face communications). Includes…

  15. Nutrition Education for Elite Female Runners.

    Science.gov (United States)

    Clark, Nancy; And Others

    1988-01-01

    A survey of the dietary habits of 115 elite female runners revealed that some did not eat wisely, pointing out nutrition education needs for these subjects in the areas of sweets, vitamin and mineral supplementation, intake of red meat, body weight and body image, eating disorders, calorie intake, and amenorrhea and stress fractures. (Author/CB)

  16. The Effectiveness of Web-Based Instruction: An Initial Inquiry

    Directory of Open Access Journals (Sweden)

    Tatana M. Olson

    2002-10-01

    Full Text Available As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI, with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction.

  17. A Qualitative Phenomenological Exploration of Teachers' Experience with Nutrition Education

    Science.gov (United States)

    Hall, Elisha; Chai, Weiwen; Albrecht, Julie A.

    2016-01-01

    Background: Nutrition education delivered by classroom teachers has become a popular intervention designed to combat childhood obesity. However, few qualitative studies have explored nutrition education with teachers Purpose: The purpose of this study was to explore how elementary teachers describe their experience with nutrition education.…

  18. "Set the Pace": Nutrition Education DVD for Head Start Parents

    Science.gov (United States)

    Adedze, Pascasie; Orr, Robin A.; Chapman-Novakofski, Karen; Donovan, Sharon M.

    2013-01-01

    Childhood overweight remains a major public health problem and innovative nutrition education programs are still needed. Thus, the "Set the Pace" is a nutrition education DVD for Head Start parents which provides visual nutrition education and physical activities to incorporate in their daily routines. (Contains 1 table.)

  19. 7 CFR 1150.161 - Promotion, research and nutrition education.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Promotion, research and nutrition education. 1150.161... Dairy Promotion and Research Order Promotion, Research and Nutrition Education § 1150.161 Promotion, research and nutrition education. (a) The Board shall receive and evaluate, or on its own initiative...

  20. Group nutrition education classes for older adults.

    Science.gov (United States)

    Meck Higgins, Mary; Clarke Barkley, Mary

    2004-01-01

    A thorough search of the literature revealed only nine articles published since 1993 that focused on nutrition education for older adults attending group classes and that measured outcomes. A table summarizes the reports, including the theoretical bases, descriptions of interventions, participants and comparison groups, program outcomes, methods of verification, and follow-up after interventions. Only three of the studies explicitly indicated that elements of a stated behavioral change theory had been incorporated. All of the educators employed a variety of older adult educational strategies to enhance learning. Six research teams reported on classes where nearly half or more of the participants represented minority groups. Six studies included comparison groups. Types of outcomes included measurements of change in knowledge, attitudes/ beliefs, behaviors, and/or physiological measures, but the actual variables examined differed among reports. No consistent patterns were detected among reported outcomes. The longest follow-up after interventions ceased was seven months. The review addresses issues raised from an analysis of the quantity, quality and findings of the articles and makes suggestions for future research and offers preliminary ideas for developing group nutrition education classes for older adults. This is one of a series of reviews of recent literature on nutrition education for older adults.

  1. Formative Evaluation of a Web-Based Course in Meteorology.

    Science.gov (United States)

    Phelps, Julia; Reynolds, Ross

    1999-01-01

    Describes the formative-evaluation process for the EuroMET (European Meteorological Education and Training) project, Web-Based university courses in meteorology that were created to address the education and training needs of professional meteorologists and students throughout Europe. Usability and interactive and multimedia elements are…

  2. School Counseling Site Supervisor Training: A Web-Based Approach

    Science.gov (United States)

    Swank, Jacqueline M.; Tyson, Lawrence

    2012-01-01

    A need exists for training school counseling site supervisors in providing clinical supervision to school counseling practicum and internship students. This article outlines a Web-based training program containing six modules to assist counselor education programs in educating school counseling site supervisors. The authors also address the…

  3. Intelligent Web-Based English Instruction in Middle Schools

    Science.gov (United States)

    Jia, Jiyou

    2015-01-01

    The integration of technology into educational environments has become more prominent over the years. The combination of technology and face-to-face interaction with instructors allows for a thorough, more valuable educational experience. "Intelligent Web-Based English Instruction in Middle Schools" addresses the concerns associated with…

  4. Whetting disadvantaged adults' appetite for nutrition education.

    Science.gov (United States)

    Pettigrew, Simone; Biagioni, Nicole; Moore, Sarah; Pratt, Iain S

    2017-10-01

    To identify the features of a nutrition education programme for disadvantaged adults deemed most attractive and useful by participants. A two-year, multi-method, qualitative evaluation of pre and post data collected from programme participants. Data were imported into NVivo10 for coding to facilitate a thematic analysis. Western Australia. Participants Individuals attending the Western Australian FOODcents nutrition education programme that is designed to provide knowledge and skills needed to consume a healthy diet on a budget. Focus groups were conducted several weeks after course completion (five groups, forty-seven participants), observations were conducted during FOODcents sessions (thirty-one observation episodes, 237 participants), and open-ended questions were asked in pre-post hard-copy surveys administered in sessions (n 927) and an online survey administered on average six weeks after course completion (n 114). The course attributes that were found to be especially important to participants were: (i) user-friendly, practical information that could be immediately translated to their daily lives; (ii) experiential learning that involved direct contact with food products; and (iii) opportunities for social interaction. These aspects of nutrition education were described as being highly influential in the decision to participate in the course, the application of the information in their subsequent food purchase and preparation activities, and their word-of-mouth communications with others about the course. Incorporating aspects of most importance to participants into nutrition education programme delivery and promotion may increase joining rates, enjoyment, satisfaction with course content and, ultimately, the uptake of recommended behaviours.

  5. Effectiveness of nutrition education in Dutch primary schools

    NARCIS (Netherlands)

    Fries, M.C.E.

    2016-01-01

    Nutrition education in Dutch primary schools” School-based nutrition education programmes have increasingly been used to teach children about nutrition and to provide them with the skills to make healthy food choices. As these programmes differ in content and delivery,

  6. Sports Nutrition Knowledge Assessment of Physical Educators and Coaches.

    Science.gov (United States)

    Conkle, M. Terence; Tishler, Anne G.

    This study assessed the sports nutrition knowledge of current and prospective physical educators/coaches (HPEs) to determine the need for improved education in this area and to compare the nutrition knowledge of HPEs with that of foods and nutrition students (FNSs) and general college students (GENs). A researcher-developed 4-point Likert-type…

  7. Social Psychological Perspectives and Applications to Nutrition Education.

    Science.gov (United States)

    Glanz, Karen

    1981-01-01

    Challenges some assumptions and methods used in nutrition education practice and research, offers alternative viewpoints for studying and intervening in certain nutrition behaviors, and discusses programmatic and methodological issues which have limited the application of existing theories and data in research and practice of nutrition education.…

  8. A Peer Educator Approach to Nutrition for the Elderly.

    Science.gov (United States)

    Shannon, Barbara M.; And Others

    1983-01-01

    Describes a nutrition education program for the elderly in which 22 older adults were recruited and trained as peer educators to create interest in nutrition and serve as liaisons between peers and sound sources of nutrition information. Participants (N=933) reported that sessions were interesting and provided useful information. (Author/JAC)

  9. Best Practices in Nutrition Education for Low-Income Audiences

    Science.gov (United States)

    Baker, Susan; Auld, Garry; MacKinnon, Chloe; Ammerman, Alice; Hanula, Gail; Lohse, Barbara; Scott, Marci; Serrano, Elena; Tucker, Easter; Wardlaw, Mary Kay

    2014-01-01

    The Food and Nutrition Service (FNS) identified a need for a comprehensive set of best practices in nutrition education for low-income audiences for the Supplemental Nutrition Assistance Program (SNAP) educational projects, including SNAP-Ed. A comprehensive list of best practices would promote consistency and efficacy in program planning,…

  10. Nutrition in Medicine: Nutrition Education for Medical Students and Residents

    OpenAIRE

    Adams, Kelly M.; Kohlmeier, Martin; Powell, Margo; Zeisel, Steven H.

    2010-01-01

    Proper nutrition plays a key role in disease prevention and treatment. Many patients understand this link and look to physicians for guidance diet and physical activity. Actual physician practice, however, is often inadequate in addressing the nutrition aspects of diseases such as cancer, obesity, and diabetes. Physicians do not feel comfortable, confident, or adequately prepared to provide nutrition counseling, which may be related to suboptimal knowledge of basic nutrition science facts and...

  11. A Deficiency of Nutrition Education and Practice in Cardiology.

    Science.gov (United States)

    Devries, Stephen; Agatston, Arthur; Aggarwal, Monica; Aspry, Karen E; Esselstyn, Caldwell B; Kris-Etherton, Penny; Miller, Michael; O'Keefe, James H; Ros, Emilio; Rzeszut, Anne K; White, Beth A; Williams, Kim A; Freeman, Andrew M

    2017-11-01

    Nutrition is one of the foundations of cardiovascular guidelines for risk reduction and treatment. However, little is known about whether cardiologists, cardiology fellows-in-training, and cardiovascular team members have the nutrition education and knowledge necessary to implement these guidelines. The aim of this study was to describe the educational experiences, attitudes, and practices relating to nutrition among cardiovascular professionals. Surveys completed by cardiologists, fellows-in-training, and cardiovascular team members inquired about their personal dietary habits, history of nutrition education, and attitudes regarding nutrition interventions. A total of 930 surveys were completed. Among cardiologists, 90% reported receiving no or minimal nutrition education during fellowship training, 59% reported no nutrition education during internal medicine training, and 31% reported receiving no nutrition education in medical school. Among cardiologists, 8% described themselves as having "expert" nutrition knowledge. Nevertheless, fully 95% of cardiologists believe that their role includes personally providing patients with at least basic nutrition information. The percentage of respondents who ate ≥5 servings of vegetables and fruits per day was: 20% (cardiologists), 21% (fellows-in-training), and 26% (cardiovascular team members). A large proportion of cardiovascular specialists have received minimal medical education and training in nutrition, and current trainees continue to experience significant education and training gaps. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. Economic analysis of bilingual interactive multimedia nutrition education.

    Science.gov (United States)

    Gould, Susan Martin; Anderson, Jennifer

    2002-01-01

    Interactive multimedia (IMM) provides a means to deliver accurate, consistent, and convenient nutrition education. To compare direct costs of bilingual IMM and peer nutrition education methods. Cost per unit of nutrition education for each delivery method was calculated. Touch-screen computer kiosk systems in food assistance programs. Approximately 727 low-income and Hispanic persons. Bilingual IMM and nutrition education classes taught by peer educators. Cost per unit of nutrition education delivered. Descriptive: to compare costs and determine break-even points. Initially, costs for both methods dropped and then nearly leveled for the peer method at a break-even point of 633 units, whereas those for IMM continued to decrease. Interactive multimedia is a cost-effective method of delivering nutrition education, especially to large numbers of people. Use of this technology could reach additional low-income persons at decreasing costs.

  13. A prospective study of nutrition education and oral nutritional supplementation in patients with Alzheimer's disease.

    Science.gov (United States)

    Pivi, Glaucia A K; da Silva, Rosimeire V; Juliano, Yara; Novo, Neil F; Okamoto, Ivan H; Brant, César Q; Bertolucci, Paulo H F

    2011-09-26

    Weight loss in patients with Alzheimer's disease (AD) is a common clinical manifestation that may have clinical significance. To evaluate if there is a difference between nutrition education and oral nutritional supplementation on nutritional status in patients with AD. A randomized, prospective 6-month study which enrolled 90 subjects with probable AD aged 65 years or older divided into 3 groups: Control Group (CG) [n = 27], Education Group (EG) [n = 25], which participated in an education program and Supplementation Group (SG) [n = 26], which received two daily servings of oral nutritional supplementation. Subjects were assessed for anthropometric data (weight, height, BMI, TSF, AC and AMC), biochemical data (total protein, albumin, and total lymphocyte count), CDR (Clinical Dementia Rating), MMSE (Mini-mental state examination), as well as dependence during meals. The SG showed a significant improvement in the following anthropometric measurements: weight (H calc = 22.12, p =nutritional supplementation is more effective compared to nutrition education in improving nutritional status.

  14. Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources.

    Science.gov (United States)

    Peralta, Louisa R; Dudley, Dean A; Cotton, Wayne G

    2016-05-01

    School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to effectively deliver nutrition education. The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches; cross-curricular approaches; parental involvement; experiential learning approaches; contingent reinforcement approaches; literary abstraction approaches; games-based approaches; and web-based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. Resources were less likely to embed cross-curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence-based strategies for improving healthy eating in elementary school children are cross-curricular and experiential learning approaches. © 2016, American School Health Association.

  15. CMS Web-Based Monitoring

    Energy Technology Data Exchange (ETDEWEB)

    Badgett, William [Fermilab; Lopez-Perez, Juan Antonio [Fermilab; Maeshima, Kaori [Fermilab; Soha, Aron [Fermilab; Sulmanas, Balys [Fermilab; Wan, Zongru [Kansas State U.

    2010-01-01

    With the growth in size and complexity of High Energy Physics experiments, and the accompanying increase in the number of collaborators spread across the globe, the importance of widely relaying timely monitoring and status information has grown. To this end, we present online Web Based Monitoring solutions from the CMS experiment at CERN. The web tools developed present data to the user from many underlying heterogeneous sources, from real time messaging system to relational databases. We provide the power to combine and correlate data in both graphical and tabular formats of interest to the experimentalist, with data such as beam conditions, luminosity, trigger rates, detector conditions and many others, allowing for flexibility on the user side. We also present some examples of how this system has been used during CMS commissioning and early beam collision running at the Large Hadron Collider.

  16. Web based foundry knowledge base

    Directory of Open Access Journals (Sweden)

    A. Stawowy

    2009-01-01

    Full Text Available The main assumptions and functions of proposed Foundry Knowledge Base (FKB are presented in this paper. FKB is a framework forinformation exchange of casting products and manufacturing methods. We use CMS (Content Management System to develope andmaintain our web-based system. The CastML – XML dialect developed by authors for description of casting products and processes – isused as a tool for information interchange between ours and outside systems, while SQL is used to store and edit knowledge rules and alsoto solve the basic selection problems in the rule-based module. Besides the standard functions (companies data, news, events, forums and media kit, our website contains a number of nonstandard functions; the intelligent search module based on expert system is the main advantage of our solution. FKB is to be a social portal which content will be developed by foundry community.

  17. Using Web-Based Technologies and Tools in Future Choreographers' Training: British Experience

    Science.gov (United States)

    Bidyuk, Dmytro

    2016-01-01

    In the paper the problem of using effective web-based technologies and tools in teaching choreography in British higher education institutions has been discussed. Researches on the usage of web-based technologies and tools for practical dance courses in choreographers' professional training at British higher education institutions by such British…

  18. Earth surface modeling for education: How effective is it? Latest classroom tests with Web-based Interactive Landform Simulation Model - Grand Canyon (WILSIM-GC)

    Science.gov (United States)

    Luo, W.; Pelletier, J. D.; Smith, T.; Whalley, K.; Shelhamer, A.; Darling, A.; Ormand, C. J.; Duffin, K.; Hung, W. C.; Iverson, E. A. R.; Shernoff, D.; Zhai, X.; Chiang, J. L.; Lotter, N.

    2016-12-01

    The Web-based Interactive Landform Simulation Model - Grand Canyon (WILSIM-GC, http://serc.carleton.edu/landform/) is a simplified version of a physically-based model that simulates bedrock channel erosion, cliff retreat, and base level change. Students can observe the landform evolution in animation under different scenarios by changing parameter values. In addition, cross-sections and profiles at different time intervals can be displayed and saved for further quantitative analysis. Students were randomly assigned to a treatment group (using WILSIM-GC simulation) or a control group (using traditional paper-based material). Pre- and post-tests were administered to measure students' understanding of the concepts and processes related to Grand Canyon formation and evolution. Results from the ANOVA showed that for both groups there were statistically significant growth in scores from pre-test to post-test [F(1, 47) = 25.82, p < .001], but the growth in scores between the two groups was not statistically significant [F(1, 47) = 0.08, p =.774]. In semester 1, the WILSIM-GC group showed greater growth, while in semester 2, the paper-based group showed greater growth. Additionally, a significant time × group × gender × semester interaction effect was observed [F(1, 47) = 4.76, p =.034]. Here, in semester 1 female students were more strongly advantaged by the WILSIM-GC intervention than male students, while in semester 2, female students were less strongly advantaged than male students. The new results are consistent with our initial findings (Luo et al., 2016) and others reported in the literature, i.e., simulation approach is at least equally effective as traditional paper-based method in teaching students about landform evolution. Survey data indicate that students favor the simulation approach. Further study is needed to investigate the reasons for the difference by gender.

  19. Visualizing and communicating climate change using the ClimateWizard: decision support and education through web-based analysis and mapping

    Science.gov (United States)

    Girvetz, E. H.; Zganjar, C.; Raber, G. T.; Maurer, E. P.; Duffy, P.

    2009-12-01

    Virtually all fields of study and parts of society—from ecological science and nature conservation, to global development, multinational corporations, and government bodies—need to know how climate change has and may impact specific locations of interest. Our ability to respond to climate change depends on having convenient tools that make past and projected climate trends available to planners, managers, scientists and the general public, at scales ranging from global to local scales. Web-mapping applications provide an effective platform for communicating climate change impacts in specific geographic areas of interest to the public. Here, we present one such application, the ClimateWizard, that allows users to analyze, visualize and explore climate change maps for specific geographic areas of interest throughout the world (http://ClimateWizard.org). Built on Web 2.0 web-services (SOAP), Google Maps mash-up, and cloud computing technologies, the ClimateWizard analyzes large databases of climate information located on remote servers to create synthesized information and useful products tailored to geographic areas of interest (e.g. maps, graphs, tables, GIS layers). We demonstrate how the ClimateWizard can be used to assess projected changes to temperature and precipitation across all states in the contiguous United States and all countries of the world using statistically downscaled general circulation models from the CMIP3 dataset. We then go on to show how ClimateWizard can be used to analyze changes to other climate related variables, such as moisture stress and water production. Finally, we discuss how this tool can be adapted to develop a wide range of web-based tools that are targeted at informing specific audiences—from scientific research and natural resource management, to K-12 and higher education—about how climate change may affect different aspects of human and natural systems.

  20. Online Nutrition Education: Enhancing Opportunities for Limited-Resource Learners

    Science.gov (United States)

    Case, Patty; Cluskey, Mary; Hino, Jeff

    2011-01-01

    Delivering nutrition education using the Internet could allow educators to reach larger audiences at lower cost. Low-income adults living in a rural community participated in focus groups to examine their interest in, experience with, and motivators to accessing nutrition education online. This audience described limited motivation in seeking…

  1. Student Cheating and Alternative Web-Based Assessment

    Science.gov (United States)

    Styron, Jennifer; Styron, Ronald A., Jr.

    2010-01-01

    As distance education continues to expand within the United States so does the amount of faculty concern in regard to student cheating. The purpose of this paper was to explore the concept of eCheating in web-based course environments and review the need for and the types of alternative assessments found in these environments. This paper will also…

  2. Influencing woodland management using web-based technology

    Science.gov (United States)

    William R. Thomas; Jeffrey W. Stringer

    2011-01-01

    The University of Kentucky, Department of Forestry Extension delivered hosted Web-based forestry educational programs ("webinars") in 2009 to promote woodland management in Kentucky and engage county extension agents in forestry programming. These webinars were hosted by county extension agents and attended by woodland owners. This hosted webinar approach was...

  3. A Network of Automatic Control Web-Based Laboratories

    Science.gov (United States)

    Vargas, Hector; Sanchez Moreno, J.; Jara, Carlos A.; Candelas, F. A.; Torres, Fernando; Dormido, Sebastian

    2011-01-01

    This article presents an innovative project in the context of remote experimentation applied to control engineering education. Specifically, the authors describe their experience regarding the analysis, design, development, and exploitation of web-based technologies within the scope of automatic control. This work is part of an inter-university…

  4. Using Web-Based GIS in Introductory Human Geography

    Science.gov (United States)

    Songer, Lynn C.

    2010-01-01

    Advocates for using a geographic information system (GIS) in education assert that GIS improves student learning. However, studies to clarify the relationship between learning and using GIS are still needed. This study examines the effects of using Web-based GIS maps in place of paper maps on students' geography content knowledge and motivation…

  5. A Java-Web-Based-Learning Methodology, Case Study ...

    African Journals Online (AJOL)

    A Java-Web-Based-Learning Methodology, Case Study : Waterborne diseases. The recent advances in web technologies have opened new opportunities for computer-based-education. One can learn independently of time and place constraints, and have instantaneous access to relevant updated material at minimal cost.

  6. Reliability, Compliance, and Security in Web-Based Course Assessments

    Science.gov (United States)

    Bonham, Scott

    2008-01-01

    Pre- and postcourse assessment has become a very important tool for education research in physics and other areas. The web offers an attractive alternative to in-class paper administration, but concerns about web-based administration include reliability due to changes in medium, student compliance rates, and test security, both question leakage…

  7. Evaluation of Nutrition Education in WIC. Evaluation of Nutrition Education in a Supplemental Food and Nutrition Program in New Mexico.

    Science.gov (United States)

    Abusabha, Rayane; Achterberg, Cheryl; McKenzie, Jeannie; Torres, Deanna

    1998-01-01

    Data from 1,548 Women, Infants, Children clients showed that 93% found nutrition education valuable. A process-oriented evaluation of 494 clients using a skills inventory, and 513 using self-efficacy measures, identified topics they knew most and least about. Clients in facilitated discussion groups scored highest in self-efficacy compared with…

  8. Barriers of the Development of Web-Based Training in Agricultural Higher Education System in Iran: A Case Study of Hamadan Bu Ali Sina University, Iran

    Science.gov (United States)

    Saadi, Heshmatollah; Mirzayi, Khalil; Movahedi, Reza

    2016-01-01

    Recently, higher education systems seek to use network-based and Internet-based information technologies in education, teaching and learning. E-learning in Iran higher education system has been started since 2003, however, its development has been very slow. The present study is a survey research. The participants of the study are faculty members,…

  9. The instructional effectiveness of a web-based audiometry simulator.

    Science.gov (United States)

    Lieberth, Ann K; Martin, Douglas R

    2005-02-01

    With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a virtual web-based audiometer or a portable audiometer. Competencies in basic testing skills were evaluated for each group. Results of our analyses of the data indicate that both undergraduate and graduate students learned basic audiometric testing skills using the virtual audiometer. These skills were generalized to basic audiometric testing skills required of a speech language pathologist using a portable audiometer.

  10. Web Based Seismological Monitoring (wbsm)

    Science.gov (United States)

    Giudicepietro, F.; Meglio, V.; Romano, S. P.; de Cesare, W.; Ventre, G.; Martini, M.

    Over the last few decades the seismological monitoring systems have dramatically improved tanks to the technological advancements and to the scientific progresses of the seismological studies. The most modern processing systems use the network tech- nologies to realize high quality performances in data transmission and remote controls. Their architecture is designed to favor the real-time signals analysis. This is, usually, realized by adopting a modular structure that allow to easy integrate any new cal- culation algorithm, without affecting the other system functionalities. A further step in the seismic processing systems evolution is the large use of the web based appli- cations. The web technologies can be an useful support for the monitoring activities allowing to automatically publishing the results of signals processing and favoring the remote access to data, software systems and instrumentation. An application of the web technologies to the seismological monitoring has been developed at the "Os- servatorio Vesuviano" monitoring center (INGV) in collaboration with the "Diparti- mento di Informatica e Sistemistica" of the Naples University. A system named Web Based Seismological Monitoring (WBSM) has been developed. Its main objective is to automatically publish the seismic events processing results and to allow displaying, analyzing and downloading seismic data via Internet. WBSM uses the XML tech- nology for hypocentral and picking parameters representation and creates a seismic events data base containing parametric data and wave-forms. In order to give tools for the evaluation of the quality and reliability of the published locations, WBSM also supplies all the quality parameters calculated by the locating program and allow to interactively display the wave-forms and the related parameters. WBSM is a modular system in which the interface function to the data sources is performed by two spe- cific modules so that to make it working in conjunction with a

  11. Planning Single-Event Nutrition Education: A New Model

    Science.gov (United States)

    Brown, Lora Beth

    2011-01-01

    A theoretical model for planning single-event nutrition education contrasts a Practical, Foods, and Positive (PFP) emphasis to an Abstract, Nutrient, and Negative (ANN) focus on nutrition topics. Use of this model makes messages more appealing to consumers and may increase the likelihood that people will apply the nutrition information in their…

  12. Nutrition Education Module Appeals to Students at Georgia State

    Science.gov (United States)

    Kicklighter, Jana; Jonnalagadda, Satya S.; McClendon, Jamie; Hopkins, Barbara L.

    2005-01-01

    This article describes the development and evaluation of a nutrition education module, "Nutrition Survival Skills," for freshmen students at a large urban university. Students' perceptions of the module, presented by five nutrition graduate students as part of Freshmen Learning Communities (FLCs) and Georgia State University (GSU) 1010,…

  13. Diets of the Elderly, Nutrition Labeling and Nutrition Education

    Science.gov (United States)

    Pao, Eleanor M.; Hill, Mary M.

    1974-01-01

    Nutrition labeling regulations introduce United States-Recommended Daily Allowances (RDAs) or higher values than current NRC-RDAs for elderly people. Since few elderly diets met the lower recommendations ways to use the new nutrition information are suggested. (Author/RH)

  14. Impact of a nutrition education programme on the nutrition ...

    African Journals Online (AJOL)

    The objective of this study was to ascertain nutrition knowledge amongst primary school children in an informal settlement in Gauteng, South Africa. A nutrition knowledge questionnaire was developed and tested for internal reliability using Cronbach Alpha methods. Pre- and postintervention tests were completed with ...

  15. Web-based teaching in nursing: lessons from the literature.

    Science.gov (United States)

    Twomey, Angela

    2004-08-01

    Many in nurse education have partially adopted the Internet as a pedagogical approach. This has highlighted serious contentious issues for educators. These include, pedagogical vs. technological approaches to teaching, face-to-face vs. online communication and classroom vs. online teaching. This paper attempts to reassure educators about this new Internet-based pedagogy, by applying traditional educational theories and discussions on curriculum to web-based teaching. In particular, cognitive learning theories such as constructivism and the process model of curriculum development are discussed. These provide a solid theoretical framework from which to expand the Internet-based pedagogical approach among those whose interest is the promotion of learning. The paper concludes with the implications of web-based teaching for the personal and professional development of nurse educators.

  16. The Impact of Nutrition Education Interventions on the Dietary Habits of College Students in Developed Nations: A Brief Review

    Science.gov (United States)

    Lua, Pei Lin; Wan Putri Elena, Wan Dali

    2012-01-01

    The purpose of this review is to provide a summary of studies on the effectiveness nutrition education interventions used by college students. Electronic databases such as Medline, Science Direct, CINAHL (EBSCOhost), and Google Scholar were explored for articles that involved nutrition education interventions for college students and that were published between 1990 and 2011. Fourteen studies, which involved a total of 1668 college students as respondents, were identified and met the inclusion criteria. The results showed that there were 3 major forms of nutrition education interventions: web-based education, lectures, and supplement provisions. Dietary intake measures were used in almost all studies and were primarily collected with food records, recall, food frequency questionnaires, and dietary habit questionnaires. The outcome measures varied among the studies, with indicators such as consumption of food, nutrition knowledge, dietary habits, physical activity, and quality of life. Methodological issues were also identified. In general, college students experienced significant changes in their dietary habits after the interventions were employed. The highlighted methodological issues should be considered to improve the quality of similar research in future. PMID:22977369

  17. A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004: 57-68.

    Directory of Open Access Journals (Sweden)

    Gill Needham

    2006-06-01

    Full Text Available Objective – To determine whether library skills self-efficacy levels and learning outcomes of postgraduate education students varied with different instructional delivery methods, specifically Web-based or face to face. Design – Pre- and post-intervention survey comparing three groups receiving different types of instruction. Setting – Department of Educational Studies at a large U.S. urban university. Subjects – Forty-nine masters, doctoral, and certificate-seeking education students enrolled in one of three sections of a research methods course. There were 40 female and 9 male students. Methods – Immediately before receiving library instruction, the three student groups were asked to complete a library skills selfefficacy questionnaire, comprising 30 items designed to measure students’ perceptions of their ability to successfully perform library research. They also completed a library skills test, consisting of 20 multiple choice questions, designed to assess conceptual knowledge, knowledge of database searching, and institution-specific knowledge. The intervention groups were: • Group 1 (Sixteen students – an oncampus class that received a face to face instruction session comprised of a 70-minute demonstration of key library databases followed by an activity that allowed students to practice their skills. • Group 2 (Nineteen students – an on-campus class that received a Web-based tutorial comprised of four interactive modules, requiring an average 80 minutes to complete. • Group 3 (Nineteen students - a Web-based class that received the same Web-based tutorial as Group 2. The survey and test were repeated six weeks after the instruction. Main results – Both self‐efficacy scores and library skills test scores increased for all three groups post‐intervention. Average self-efficacy levels increased from a mean of 68.88 (SD=19.92 to a mean of 91.90 (SD=16.24; library skills scores increased from an average score of 58

  18. Web-Based Distributed XML Query Processing

    NARCIS (Netherlands)

    Smiljanic, M.; Feng, L.; Jonker, Willem; Blanken, Henk; Grabs, T.; Schek, H-J.; Schenkel, R.; Weikum, G.

    2003-01-01

    Web-based distributed XML query processing has gained in importance in recent years due to the widespread popularity of XML on the Web. Unlike centralized and tightly coupled distributed systems, Web-based distributed database systems are highly unpredictable and uncontrollable, with a rather

  19. Nutrition education for pediatric gastroenterology, hepatology, and nutrition fellows: survey of NASPGHAN fellowship training programs.

    Science.gov (United States)

    Martinez, J Andres; Koyama, Tatsuki; Acra, Sari; Mascarenhas, Maria R; Shulman, Robert J

    2012-08-01

    The aim of the study was to assess the methodology and content of nutrition education during gastroenterology fellowship training and the variability among the different programs. A survey questionnaire was completed by 43 fellowship training directors of 62 active programs affiliated to the North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition, including sites in the United States, Canada, and Mexico. The data were examined for patterns in teaching methodology and coverage of specific nutrition topics based on level 1 training in nutrition, which is the minimum requirement according to the published North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition fellowship training guidelines. The majority of the teaching was conducted by MD-degree faculty (61%), and most of the education was provided through clinical care experiences. Only 31% of the level 1 nutrition topics were consistently covered by >80% of programs, and coverage did not correlate with the size of the programs. Competency in nutrition training was primarily assessed through questions to individuals or groups of fellows (77% and 65%, respectively). Program directors cited a lack of faculty interested in nutrition and a high workload as common obstacles for teaching. The methodology of nutrition education during gastroenterology fellowship training is, for the most part, unstructured and inconsistent among the different programs. The minimum level 1 requirements are not consistently covered. The development of core curriculums and learning modules may be beneficial in improving nutrition education.

  20. Effects of Nutrition Education on Levels of Nutritional Awareness of Pregnant Women in Western Iran

    Science.gov (United States)

    Fallah, Farnoush; Pourabbas, Ahmad; Delpisheh, Ali; Veisani, Yousef; Shadnoush, Mahdi

    2013-01-01

    Background Maternal nutritional health, before and during pregnancy, influences the health status of herself and her developing fetus. Pregnancy is an important condition for improving nutritional knowledge. Objectives The present study aimed at determining effects of nutrition education on levels of nutritional awareness of a representative group of pregnant women in Western Iran. Patients and Methods A quasi-experimental intervention was undertaken on a random sample of pregnant women (n = 100) attending urban health centers in Ilam city (western Iran) during the year 2011 for prenatal care. A nutritional education program containing two to four lessons was undertaken for small groups of between six to ten women. Nutritional knowledge was assessed before intervention (pretest) and followed by two posttests within three weeks interval. Results The awareness level of pregnant women about healthy nutrition was significantly increased from 3% before intervention to 31% after the nutritional education intervention (P nutritional education intervention will have a positive effect on nutritional awareness of pregnant women. PMID:24348589

  1. Evaluation of a computer-based nutrition education tool.

    Science.gov (United States)

    Kreisel, Katrin

    2004-04-01

    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. 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 educational tool. Qualitative information was collected in focus group discussions with student teachers and pupils, and by observing the nutrition lessons. Pupils aged 8-11 years (n=271) from participating schools in Vienna, Austria. Nutrition knowledge increased significantly in both intervention and control schools, irrespective of the teaching tool used (Pnutrition knowledge post intervention or at follow-up between the two study groups. In intervention schools, younger pupils (8-9 years) had better nutrition knowledge than older pupils (10-11 years) (P=0.011). This computer-based tool increases the possibilities of school-based nutrition education. If the tool's weaknesses identified during the formative evaluation are eliminated, it has the potential to make learning about nutrition more enjoyable, exciting and effective. This is of great importance considering that 'healthy' nutrition is not necessarily a topic that easily attracts pupils' attention and in view of the potential long-term health benefits of early and effective nutrition education.

  2. Nutrition Education and Gerontology Services Project.

    Science.gov (United States)

    Meckler, Terry Anne; Vogler, James D.

    The Nutrition and Gerontology Services Project attempted to affect basal nutrition knowledge and address dietary changes for 478 California senior citizens who were live-in residents in homes for the aged. Two instruments were employed to measure study variables. Knowledge of nutrition was measured by the Nutritional Learning Scale, an orally…

  3. A Reaction to: What about Health Educators? Nutrition Education for Allied Health Professionals

    Science.gov (United States)

    Turner, Lori W.; Knol, Linda; Meyer, Mary Kay

    2012-01-01

    "What about Health Educators? Nutrition Education for Allied Health Professionals" describes an important issue in health care that is the provision of nutrition education. Obesity and chronic disease rates are rapidly increasing. Due to increase in the prevalence rates of obesity and nutrition-related chronic diseases, there is a growing need for…

  4. Use of Piaget's theory in preschool nutrition education

    OpenAIRE

    Başkale,Hatice; Bahar, Zuhal; Başer,Günsel; Ari, Meziyet

    2009-01-01

    The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the dev...

  5. Effectiveness of two distinct web-based education tools for bedside nurses on medication administration practice for venous thromboembolism prevention: A randomized clinical trial.

    Directory of Open Access Journals (Sweden)

    Brandyn D Lau

    Full Text Available Venous thromboembolism (VTE is a common cause of preventable harm in hospitalized patients. While numerous successful interventions have been implemented to improve prescription of VTE prophylaxis, a substantial proportion of doses of prescribed preventive medications are not administered to hospitalized patients. The purpose of this trial was to evaluate the effectiveness of nurse education on medication administration practice.This was a double-blinded, cluster randomized trial in 21 medical or surgical floors of 933 nurses at The Johns Hopkins Hospital, an academic medical center, from April 1, 2014 -March 31, 2015. Nurses were cluster-randomized by hospital floor to receive either a linear static education (Static module with voiceover or an interactive learner-centric dynamic scenario-based education (Dynamic module. The primary and secondary outcomes were non-administration of prescribed VTE prophylaxis medication and nurse-reported satisfaction with education modules, respectively.Overall, non-administration improved significantly following education (12.4% vs. 11.1%, conditional OR: 0.87, 95% CI: 0.80-0.95, p = 0.002 achieving our primary objective. The reduction in non-administration was greater for those randomized to the Dynamic arm (10.8% vs. 9.2%, conditional OR: 0.83, 95% CI: 0.72-0.95 versus the Static arm (14.5% vs. 13.5%, conditional OR: 0.92, 95% CI: 0.81-1.03, although the difference between arms was not statistically significant (p = 0.26. Satisfaction scores were significantly higher (p<0.05 for all survey items for nurses in the Dynamic arm.Education for nurses significantly improves medication administration practice. Dynamic learner-centered education is more effective at engaging nurses. These findings suggest that education should be tailored to the learner.ClinicalTrials.gov NCT02301793.

  6. Development and Evaluation of Mechatronics Learning System in a Web-Based Environment

    Science.gov (United States)

    Shyr, Wen-Jye

    2011-01-01

    The development of remote laboratory suitable for the reinforcement of undergraduate level teaching of mechatronics is important. For the reason, a Web-based mechatronics learning system, called the RECOLAB (REmote COntrol LABoratory), for remote learning in engineering education has been developed in this study. The web-based environment is an…

  7. Statmaster and HEROS - web-based courses first and second generation

    DEFF Research Database (Denmark)

    Larsen, Pia Veldt; Rootzen, Helle

    2008-01-01

    With the increasing focus on life-long learning, and with the convenience and accessibility of the Internet, the market for web-based courses has expanded vastly in recent times–in particular in connection with continuing education. However, teaching web-based courses presents various technical a...

  8. Motivational Effect of Web-Based Simulation Game in Teaching Operations Management

    Science.gov (United States)

    Nguyen, Tung Nhu

    2015-01-01

    Motivational effects during a simulated educational game should be studied because a general concern of lecturers is motivating students and increasing their knowledge. Given advances in internet technology, traditional short in-class games are being substituted with long web-based games. To maximize the benefits of web-based simulation games, a…

  9. Subjects' experiences of a nutrition education programme: a ...

    African Journals Online (AJOL)

    Subjects and outcome measures: The study subjects were adults with type 2 diabetes mellitus (n = 41, aged 40–70 years) participating in a nutrition education intervention (one-year randomised controlled trial). The intervention was based on the assessed nutrition education needs of the target group, and included the ...

  10. Why and How Schools Make Nutrition Education Programs "Work"

    Science.gov (United States)

    Porter, Kathleen J.; Koch, Pamela A.; Contento, Isobel R.

    2018-01-01

    Background: There are many potential health benefits to having nutrition education programs offered by expert outside sources in schools. However, little is known about why and how schools initiate, implement, and institutionalize them. Gaining this understanding may allow the impact and reach of nutrition and other health education programs in…

  11. Role of Child Nutrition Programs in Health Education.

    Science.gov (United States)

    Martin, M. Josephine

    The role of health educators in integrating child nutrition programs into school health education is discussed and issues attending such programs are considered. The importance of breakfast and lunch programs in the school is stressed with particular emphasis on using these programs to instruct children in sound nutritional practices. It is…

  12. Developing an Online Certification Program for Nutrition Education Assistants

    Science.gov (United States)

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    Objective: To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. Design: An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and…

  13. Favorable Impact of Nutrition Education on California WIC Families

    Science.gov (United States)

    Ritchie, Lorrene D.; Whaley, Shannon E.; Spector, Phil; Gomez, Judy; Crawford, Patricia B.

    2010-01-01

    Objective: To explore the impact of coordinated statewide nutrition education on Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) family behavior regarding fruits and vegetables, whole grains, and lower-fat milk. Design: Survey of different cross-sectional samples of WIC families before and after education. Setting:…

  14. Development of a nutrition education intervention for food bank clients

    Science.gov (United States)

    The focus of this article is the development of a nutrition education intervention for food bank clients. Formative research using mixed-methods (qualitative and quantitative) and community-based participatory research principles was conducted to assess the nutrition education needs of clients obtai...

  15. The Food Stamp Program: history, nutrition education, and impact.

    Science.gov (United States)

    Landers, Patti S

    2007-11-01

    The Food Stamp Program has grown from a modest effort to distribute excess farm commodities during the Great Depression to the nation's largest food assistance and nutrition program, serving almost 27 million persons in fiscal year 2006, at a cost of more than 30 billion dollars to federal taxpayers. In 1990 Congress authorized cost sharing for food stamp nutrition education. Since 1992-when only seven states had approved food stamp nutrition education plans totaling 661,076 dollars in federal dollars-the nutrition education program has grown exponentially. In 2007, there were 52 food stamp nutrition education plans for states and territories approved at a total cost of more than 275 million dollars. The purpose of this review is to give an overview of the Food Stamp Program from its inception in May 1939 through 2006, including program milestones, changes that have occurred as the result of legislation, and the growth and effectiveness of nutrition education to Food Stamp Program participants. Future investigations are needed to study processes for development and validation of evaluation measures as required by the US Department of Agriculture Food and Nutrition Service and to examine the effects of food stamp nutrition education on behavior changes affecting health and nutrition of Food Stamp Program participants.

  16. Comparison of Teaching and Learning Outcomes between Video-Linked, Web-Based, and Classroom Tutorials: An Innovative International Study of Profession Education in Physical Therapy

    Science.gov (United States)

    Jones, Alice Y. M.; Dean, Elizabeth; Hui-Chan, Christina

    2010-01-01

    The influence of interactive videoconferencing (IVC) on health professional educational outcomes between Canada and Hong Kong students was examined. Three formats were compared with respect to the instruction of two circumscribed intensive care topics. The formats included international video-linked (VL) tutorials in combination with web-based…

  17. Position of the Academy of Nutrition and Dietetics: Interprofessional Education in Nutrition as an Essential Component of Medical Education.

    Science.gov (United States)

    Hark, Lisa A; Deen, Darwin

    2017-07-01

    It is the position of the Academy of Nutrition and Dietetics that registered dietitian nutritionists (RDNs) should play a significant role in educating medical students, residents, fellows, and physicians in practice. The more physicians learn about the effectiveness of nutrition for the prevention and treatment of noncommunicable diseases, the more likely they are to consult with RDNs and refer patients for medical nutrition therapy. The more interprofessional education that occurs between medical students, other health professional students, and RDNs, the more likely all health care professionals will understand and value the role of the RDN in improving the quality of care provided to patients. The training and experience of RDNs make them uniquely qualified for the role of educating medical students about nutrition as it relates to health and disease. This position paper provides RDNs with the tools and language to emphasize to medical educators, course directors, curriculum committees, medical school deans, residency and fellowship directors, physicians, and other health professionals in training and practice how ongoing nutrition counseling and management, conducted by an RDN, can benefit their patients. Specific teaching settings and examples for RDNs to take a leadership role (paid and unpaid positions) in ensuring that future physicians discuss nutrition, healthy lifestyle, and physical activity with their patients, consult with RDNs, and refer patients for medical nutrition therapy are presented. This position paper supports interprofessional education in nutrition as an essential component of medical education. Copyright © 2017 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  18. The effectiveness of a web-based brief alcohol intervention in reducing heavy drinking among adolescents aged 15–20 years with a low educational background: a two-arm parallel group cluster randomized controlled trial

    Science.gov (United States)

    2013-01-01

    Background To evaluate the slightly modified version of the web-based brief alcohol intervention “What Do You Drink” (WDYD) among heavy drinking adolescents and young adults aged 15–20 years with a low educational background at one and six months follow-up. Methods A two-arm parallel group cluster randomized controlled trial was conducted online in the Netherlands in 2011–2012. Participants included in the trial were recruited from preparatory and secondary vocational education institutions and had to be between 15 and 20 years of age and report heavy drinking in the past six months. In total, 73 classes representing 609 (59.9% male) participants were allocated to the experimental condition (37 classes, 318 participants: WDYD intervention) or control condition (36 classes, 291 participants: no intervention). Outcomes were heavy drinking, weekly alcohol consumption, and frequency of binge drinking. Results Regressions analyses revealed no significant main intervention effects on any of the alcohol outcomes at one and six month’s follow-up according to the intention-to-treat principle. Additionally, there were no moderating effects of gender, age, educational level, and readiness to change on the relation between the WDYD intervention and the alcohol outcomes at follow-up. Conclusions The WDYD intervention was not effective in reducing alcohol consumption among heavy drinking adolescents and young adults aged 15–20 years with a low educational background at one and six months follow-up. However, the absence of intervention effectiveness cannot be used as an argument for not conducting these types of interventions with low educated individuals, since our study was the first to target this population. Trial registration Netherlands Trial Register NTR2971 PMID:23895403

  19. The effectiveness of a web-based brief alcohol intervention in reducing heavy drinking among adolescents aged 15-20 years with a low educational background: a two-arm parallel group cluster randomized controlled trial.

    Science.gov (United States)

    Voogt, Carmen V; Kleinjan, Marloes; Poelen, Evelien A P; Lemmers, Lex A C J; Engels, Rutger C M E

    2013-07-30

    To evaluate the slightly modified version of the web-based brief alcohol intervention "What Do You Drink" (WDYD) among heavy drinking adolescents and young adults aged 15-20 years with a low educational background at one and six months follow-up. A two-arm parallel group cluster randomized controlled trial was conducted online in the Netherlands in 2011-2012. Participants included in the trial were recruited from preparatory and secondary vocational education institutions and had to be between 15 and 20 years of age and report heavy drinking in the past six months. In total, 73 classes representing 609 (59.9% male) participants were allocated to the experimental condition (37 classes, 318 participants: WDYD intervention) or control condition (36 classes, 291 participants: no intervention). Outcomes were heavy drinking, weekly alcohol consumption, and frequency of binge drinking. Regressions analyses revealed no significant main intervention effects on any of the alcohol outcomes at one and six month's follow-up according to the intention-to-treat principle. Additionally, there were no moderating effects of gender, age, educational level, and readiness to change on the relation between the WDYD intervention and the alcohol outcomes at follow-up. The WDYD intervention was not effective in reducing alcohol consumption among heavy drinking adolescents and young adults aged 15-20 years with a low educational background at one and six months follow-up. However, the absence of intervention effectiveness cannot be used as an argument for not conducting these types of interventions with low educated individuals, since our study was the first to target this population. Netherlands Trial Register NTR2971.

  20. RESEARCH OF TEENAGERS’ NUTRITION BEHAVIOR AS A FIRST STEP OF DEVELOPING NUTRITION EDUCATIONAL PROGRAM

    OpenAIRE

    Makeeva, A.G.

    2016-01-01

    Results of nutrition behavior study among 14-15 y.o. students are presented. The study allows to identify key challenges, which can be overcome with the help of nutrition education program aimed to teenagers. The main topics are prevention of obesity due to teaching students maintain a healthy energy balance, developing of positive attitudes towards healthy products in order to motivate students to consume them regularly, promoting school nutrition  and development of teenager’s ability to ma...

  1. Nutrition and the Arts. Arizona Nutrition Education & Training Program.

    Science.gov (United States)

    Arizona State Dept. of Education, Phoenix.

    This packet contains 12 lesson plans, listing learning activities, for teaching elementary school students about nutrition. The learning activities described involve art and art appreciation, encompassing such areas as drama, music, movement/dance, and visual arts. Recipes and cooking instruction are also included, along with references and notes…

  2. Evaluation of US Veterans Nutrition Education for Diabetes Prevention.

    Science.gov (United States)

    Erickson, Megan; Braun, Katie; List, Riesa; Utech, Anne; Moore, Carolyn; White, Donna L; Garcia, Jose M

    2016-09-01

    Evaluate the effectiveness of nutrition education interventions for diabetes prevention. Retrospective cohort design. Tertiary-care US Veterans' Hospital, July 2007 to July 2012, using pre-existing database. Prediabetic, adult veterans (n = 372), mostly men (94.4%, n = 351). Visits with existing nutrition education classes were collected. diabetes status; predictors: visits/encounters, age, body mass index, weight change, and hemoglobin A1c. Cox proportional hazards method, χ(2) test, and logistic regression. In this sample, prediabetic veterans who received nutrition education were less likely to develop diabetes when compared with prediabetic veterans who did not receive nutrition education (hazard ratio, 0.71; 95% confidence interval, 0.55-0.92; P Nutrition education was significantly associated with preventing the progression from prediabetes to diabetes in US Veterans participating in a nutrition education intervention at the Michael E. DeBakey Veterans Affairs Medical Center. Copyright © 2016 Society for Nutrition Education and Behavior. All rights reserved.

  3. Web-based Project Reporting System

    Data.gov (United States)

    US Agency for International Development — Web-PRS is a web-based system that captures financial information and project status information that is sortable by geographical location, pillar, project type and...

  4. Web-based Digital Lexicographic Bilingual Resources

    Directory of Open Access Journals (Sweden)

    Ralitsa Dutsova

    2015-12-01

    Full Text Available Web-based Digital Lexicographic Bilingual Resources The paper presents briefly a web-based system for creation and management of bilingual resources with Bulgarian as one of the paired language. This is useful and easy to use tool for collection and management of a large amount of different linguistic knowledge. The system uses two sets of natural language data: bilingual dictionary and aligned text corpora

  5. Diet and Colorectal Cancer Risk: Evaluation of a Nutrition Education Leaflet

    Science.gov (United States)

    Dyer, K. J.; Fearon, K. C. H.; Buckner, K.; Richardson, R. A.

    2005-01-01

    Objective: To evaluate the effect of a needs-based, nutrition education leaflet on nutritional knowledge. Design: Comparison of nutritional knowledge levels before and after exposure to a nutrition education leaflet. Setting: A regional colorectal out-patient clinic in Edinburgh. Method: A nutrition education leaflet, based on an earlier…

  6. 7 CFR 227.37 - State plan for nutrition education and training.

    Science.gov (United States)

    2010-01-01

    ... advice and recommendations of the National Advisory Council on Child Nutrition, State educational or... 7 Agriculture 4 2010-01-01 2010-01-01 false State plan for nutrition education and training. 227... NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING...

  7. 7 CFR Appendix to Part 227 - Apportionment of Funds for Nutrition Education and Training

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Apportionment of Funds for Nutrition Education and... NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM Pt. 227, App. Appendix to Part 227—Apportionment of Funds for Nutrition Education and Training...

  8. Implementation of a nutrition education program in a handball team; consequences on nutritional status.

    Science.gov (United States)

    Molina-López, Jorge; Molina, José Manuel; Chirosa, Luis Javier; Florea, Daniela; Sáez, Laura; Jiménez, Jorge; Planells, Paloma; Pérez de la Cruz, Antonio; Planells, Elena

    2013-01-01

    To evaluate nutritional status and dietary habits after implementation of a nutritional education program in professional handball players. Longitudinal study of 14 handball players evaluated with 72-h recall, a questionnaire on food consumption and anthropometric measures during 4 months. The intervention consisted of a nutrition education program. Energy intake was consistently below the recommended allowances. Macronutrient intakes as a percentage of total energy intake were below the recommended allowances for carbohydrates, and above recommended allowances for fats. Nutritional education was followed by a significant increase (p Nutritional education with continuous follow-up to monitor athletes' dietary habits may lead them to adopt appropriate nutritional habits to optimize dietary intakes. The lack of specific recommendations for micronutrient intakes in athletes leads to confusion regarding appropriate intakes; biochemical tests that yield normal values (albeit approaching cut-off values for deficiency) may disguise deficient status for some nutrients when strenuous exercise is involved. In-depth studies with nutrition education programs that include long-term follow-up are advisable to avoid deficiencies that can lead to irreversible damage in competitive athletes. Copyright © AULA MEDICA EDICIONES 2013. Published by AULA MEDICA. All rights reserved.

  9. Should Physical Activity Be Included in Nutrition Education? A Comparison of Nutrition Outcomes with and without In-Class Activities

    Science.gov (United States)

    Palmer-Keenan, Debra M.; Corda, Kirsten

    2014-01-01

    Limited-resource adults' dietary intakes and nutrition behaviors improve as a result of Expanded Food and Nutrition Education Program (EFNEP)/Supplemental Nutrition Assistance Program Education (SNAP-Ed) participation; however, physical activity education is needed for improved health. The experimental study reported here assessed if spending time…

  10. Social media and nutrition education: the food hero experience.

    Science.gov (United States)

    Tobey, Lauren N; Manore, Melinda M

    2014-01-01

    Social media can be a quick, low-cost, direct way for nutrition educators to broaden the scope of their targeted programs. The authors' viewpoint is that for social media to be effective, strategies for its use should follow "best practices" guidelines. This viewpoint suggests social media best practices based on experience gained from the Food Hero social marketing campaign. Understanding of how nutrition educators can take advantage of social media as a new mechanism for reaching their target audience is needed, including best practices for implementation, management, and evaluation. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  11. Impact of nutrition education on nutrition knowledge of public school educators in South Africa: A pilot study

    Directory of Open Access Journals (Sweden)

    Wilna H. Oldewage-Theron

    2012-07-01

    Full Text Available The Department of Basic Education (DBE has not given nutrition education the necessary emphasis that it needs, despite its importance in South African schools. Nutrition is included as only one of many topics forming part of the Life Orientation syllabus. Educators are role models for learners in making healthy food choices, however, studies have shown that major gaps exist in the health and nutrition-related knowledge and behaviour of educators.The objective of this research was to undertake a pilot study to determine the impact of a nutrition education programme (NEP on the nutrition knowledge of Life Orientation educators in public schools in South Africa (SA. An exploratory baseline survey, to determine the nutrition education practices in 45 purposively selected public schools, was carried out before the experimental nutrition education intervention study. A nutrition knowledge questionnaire was completed by 24 purposively selected educators, representing all nine provinces in SA, before and after a three-day NEP. Pre and post-NEP data were analysed on the Statistical Package for Social Sciences (SPSS for a Windows program version 17.0 for descriptive statistics, version 17.0. Paired t-tests measured statistically significant differences (p < 0.05 before and after the NEP.The knowledge of the respondents improved significantly after the NEP as the mean±s.d. score of correctly answered questions (n = 59 improved from 63.3±30.2% before to 80.6±21.1% after the NEP. The results proved that nutrition knowledge of Life Orientation educators in primary schools is not optimal, but can be improved by NEP.

  12. Web-based learning: pros, cons and controversies.

    Science.gov (United States)

    Cook, David A

    2007-01-01

    Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (e.g., for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.

  13. CoP Sensing Framework on Web-Based Environment

    Science.gov (United States)

    Mustapha, S. M. F. D. Syed

    The Web technologies and Web applications have shown similar high growth rate in terms of daily usages and user acceptance. The Web applications have not only penetrated in the traditional domains such as education and business but have also encroached into areas such as politics, social, lifestyle, and culture. The emergence of Web technologies has enabled Web access even to the person on the move through PDAs or mobile phones that are connected using Wi-Fi, HSDPA, or other communication protocols. These two phenomena are the inducement factors toward the need of building Web-based systems as the supporting tools in fulfilling many mundane activities. In doing this, one of the many focuses in research has been to look at the implementation challenges in building Web-based support systems in different types of environment. This chapter describes the implementation issues in building the community learning framework that can be supported on the Web-based platform. The Community of Practice (CoP) has been chosen as the community learning theory to be the case study and analysis as it challenges the creativity of the architectural design of the Web system in order to capture the presence of learning activities. The details of this chapter describe the characteristics of the CoP to understand the inherent intricacies in modeling in the Web-based environment, the evidences of CoP that need to be traced automatically in a slick manner such that the evidence-capturing process is unobtrusive, and the technologies needed to embrace a full adoption of Web-based support system for the community learning framework.

  14. GrayStar: Web-based pedagogical stellar modeling

    Science.gov (United States)

    Short, C. Ian

    2017-01-01

    GrayStar is a web-based pedagogical stellar model. It approximates stellar atmospheric and spectral line modeling in JavaScript with visualization in HTML. It is suitable for a wide range of education and public outreach levels depending on which optional plots and print-outs are turned on. All plots and renderings are pure basic HTML and the plotting module contains original HTML procedures for automatically scaling and graduating x- and y-axes.

  15. Nutrition education for care staff and possible effects on nutritional status in residents of sheltered accommodation.

    Science.gov (United States)

    Faxén-Irving, G; Andrén-Olsson, B; Geijerstam, A; Basun, H; Cederholm, T

    2005-08-01

    We investigated the nutritional, cognitive and functional status in residents of two service-flat (SF) complexes and the effects of a nutrition education programme for care staff. Controlled nonrandomised study. Two SF complexes, that is community-assisted accommodation. Of 115 eligible SF residents, 80 subjects participated (age 83+/-7 y, 70% women). The nutritional status was assessed using body mass index (BMI, kg/m(2)), subjective global assessment (SGA), serum concentrations of albumin, insulin-like growth factor-I (IGF-I) and vitamin B(12). Cognitive and functional status were evaluated using the Mini Mental State Examination (MMSE, 0-30 points, education programme was given to the staff at one of the SF complexes. At baseline, the means of BMI and the biochemical nutritional indices were normal, whereas one-third had BMI or =10% of previous weight. According to SGA, 30% demonstrated possible or serious malnutrition. The median MMSE was 23 points (19.5-26.5, 25-75th percentile). Nearly 70% were ADL-independent. At the 5-month follow-up there were no differences in the nutritional and cognitive status of the residents. The nutritional knowledge of the staff improved slightly (Pnutritional risk. Five months after a 12-h staff nutrition education programme, no objective changes were seen in the nutritional status of the SF residents.

  16. The Effectiveness of Community-Based Nutrition Education on the ...

    African Journals Online (AJOL)

    reduce child mortality and combat HIV/ AIDS, malaria and other communicable diseases respectively3. It is against this background that numerous .... Appropriate Nutrition Education Improves Infant Feeding and Growth in Rural Sichuan, China. Journal of Nutrition. 2000; 130: 1204-1211. 11. Vorster HH and Kruger A (2007) ...

  17. Government Perspectives: The Government's Commitment to Nutrition Education.

    Science.gov (United States)

    Harris, Patricia Roberts

    1980-01-01

    Presented are a series of five short essays on the topic of improving the health of Americans through nutrition education. The future demography is discussed as it relates to declines in sizes of households, more fast-food establishments, and increased needs for nutrition information. (SA)

  18. Nutrition education and promotion in the U.S

    Science.gov (United States)

    Nutrition is key at every developmental stage of life from the embryo to old age and is fundamentally important in the maintenance of health, disease prevention, and well-being. Thus, nutrition education to the American public at every sector of life and within every economic strata is paramount to...

  19. The Effectiveness of Community-Based Nutrition Education on the ...

    African Journals Online (AJOL)

    This systematic review aimed at examining the best available evidence on the effectiveness of community-based nutrition education in improving the nutrition status of under five children in developing countries. Methods : A systematic search of the literature was conducted utilising the following data bases: Cumulative ...

  20. Nutrition Education. Michigan School Food Service Training Manual.

    Science.gov (United States)

    Michigan State Dept. of Education, Lansing.

    Inservice training should motivate school food workers to participate in children's nutrition education. The training lesson includes a series of service manager/director guidelines, information sheets, and an audiovisual aids list. Food staff nutrition lessons for classroom presentation to grades 4 to 6 cover the daily food guide, snacks,…

  1. Food Science and Nutrition. Vocational Home Economics Education.

    Science.gov (United States)

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    This curriculum guide for food science and nutrition is one of a number of guides developed for use in vocational home economics education in Texas. Introductory materials address use of the guide and list the essential elements upon which the content is based. The guide is divided into five units: nutrition, cultural influence on food and…

  2. Advanced Food Science and Nutrition. Vocational Home Economics Education.

    Science.gov (United States)

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    This curriculum guide for advanced food science and nutrition is one of a number of guides developed for use in vocational home economics education in Texas. Introductory materials address use of the guide and list the essential elements upon which the content is based. The guide is divided into five units: the significance of nutrition, food…

  3. How is nutrition linked to agriculture and education?

    Directory of Open Access Journals (Sweden)

    Sayed Mohammad Naim Khalid

    2016-02-01

    Full Text Available Agricultural development is now expected to proceed in a way that maximizes opportunities to improve health and nutrition. Accordingly, the term “nutrition-education-agriculture linkages” describes the set of relationships that shows the mutual dependence of nutrition, education and agriculture. Changes in nutrition or education status are expected to affect agricultural production; conversely changes in the agricultural sector can have significant effects on individual health and nutritional status. Professionals in are trained in nutrition or agriculture, but very few will be trained in both. It is therefore difficult to begin discussions on nutrition-focused agricultural programs and policies. How do we begin to identify these linked outcomes? And how do we begin to think about ways to impact factors that are outside of our sector of expertise? This paper provides a simple framework for thinking critically about nutrition, education and agriculture linkages. The purpose is to help readers identify the linkages of greatest importance to their goals and to begin thinking about how to take steps toward integrating programs more effectively.

  4. Food and Nutrition Education in Private Indian Secondary Schools

    Science.gov (United States)

    Rathi, Neha; Riddell, Lynn; Worsley, Anthony

    2017-01-01

    Purpose: The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of…

  5. Nutrition education and counselling as strategic interventions to ...

    African Journals Online (AJOL)

    Malnutrition poses a significant risk for people living with HIV and accelerates disease progression. This is because adequate nutrition is essential for optimal immune function. This article discusses research on the role and use of nutrition education or counselling as a strategic intervention to improve health outcomes ...

  6. Effect of Digital Nutrition Education Intervention on the Nutritional Knowledge Levels of Information Technology Professionals.

    Science.gov (United States)

    Sharma, Priya; Rani, M Usha

    2016-01-01

    The purpose of the study was to determine the changes in knowledge of information technology (IT) professionals after receiving a nutrition education intervention for a month. The sample comprised of 40 IT professionals (29 males and 11 females). The sample was drawn from four IT companies of Hyderabad city using random sampling techniques. The data on the general information of the subjects was collected. The data regarding the commonly accessed sources of nutrition and health information by the subjects was also obtained from the study. The intervention study group received nutrition education by distribution of the developed CD-ROMs to them followed by interactive sessions. To assess the impact of nutrition education intervention, the knowledge assessment questionnaire (KAQ) was developed and administered before and after the education programme. A significant improvement in the mean nutritional knowledge scores was observed among the total study subjects from 22.30 to 40.55 after the intervention (p educated groups on nutrition, physical activity and overall health education to improve their health, lifestyle and eating habits.

  7. Impact of nutritional education strategies on anthropometric variables and nutrition knowledge

    OpenAIRE

    Ana Carolina Marques Gomes; Carolina Paudarco Dias; Roseli Oliveira Guerra; Vera Lúcia Morais Antonio de Salvo

    2014-01-01

    Objective: To assess the impact of a nutrition education program on the nutritional status and food knowledge of patients with overweight. Methods: A longitudinal quantitative study, performed between September and October 2012, with sample consisting of 15 patients with excessive weight (overweight: Body Mass Index or BMI between 25kg/m2 and 29,9kg/m2; and obesity: above 30kg/m2), enrolled in a group of food education in a Primary Healthcare Unit. Nutritional intervention occurred in six wee...

  8. Nutrition education for adolescents: principals' views.

    Science.gov (United States)

    Lai-Yeung, Wai-Ling Theresa

    2011-01-01

    This study aimed to examine school principals' perceptions of the school environment in Hong Kong as a context for the dissemination of food knowledge and inculcation of healthy eating habits. A questionnaire survey was administered in secondary schools in Hong Kong to survey Principals' views of students' food choices, operation of the school tuck shop, and promotion of healthy eating at school. Questionnaires were disseminated to all the secondary schools offering Home Economics (300 out of 466), and 188 schools responded, making up a response rate of 63%. Collected data were analyzed using SPSS. Most of the schools (82%) claimed to have a food policy to monitor the operation of the school canteen, and about half (52%) asserted there were insufficient resources to promote healthy eating at school. Principals (88%) generally considered it not acceptable for the school tuck shop to sell junk food; however, 45% thought that banning junk food at school would not help students develop good eating habits. Only 4% of the principals believed nutrition education influenced eating habits; whereas the majority (94%) felt that even with acquisition of food knowledge, students may not be able to put theory into practice. Cooking skills were considered important but principals (92%) considered transmission of cooking skills the responsibility of the students' families. Most of the principals (94%) believed that school-family collaboration is important in promoting healthy eating. Further efforts should be made to enhance the effectiveness of school food policies and to construct healthy school environments in secondary schools.

  9. Use of web-based simulators and YouTube for teaching of Magnetic Resonance Imaging

    DEFF Research Database (Denmark)

    Hanson, Lars G.

    Interactive web-based software for teaching of 3D vector dynamics involved in Magnetic Resonance Imaging (MRI) was developed. The software is briefly discussed along with the background, design, implementation, dissemination and educational value....

  10. Use of web-based simulators and YouTube for teaching of Magnetic Resonance Imaging

    OpenAIRE

    Hanson, Lars G.

    2012-01-01

    Interactive web-based software for teaching of 3D vector dynamics involved in Magnetic Resonance Imaging (MRI) was developed. The software is briefly discussed along with the background, design, implementation, dissemination and educational value.

  11. Past, present, and future of computer-tailored nutrition education

    NARCIS (Netherlands)

    J. Brug (Hans); A. Oenema (Anke); M.K. Campbell (Marci)

    2003-01-01

    textabstractComputer-tailored nutrition education is an innovative and promising tool to motivate people to make healthy dietary changes. It provides respondents with individualized feedback about their dietary behaviors, motivations, attitudes, norms, and skills and mimics the

  12. Use of web-based simulators and YouTube for teaching of Magnetic Resonance Imaging

    DEFF Research Database (Denmark)

    Hanson, Lars G.

    Interactive web-based software for teaching of 3D vector dynamics involved in Magnetic Resonance Imaging (MRI) was developed. The software is briefly discussed along with the background, design, implementation, dissemination and educational value.......Interactive web-based software for teaching of 3D vector dynamics involved in Magnetic Resonance Imaging (MRI) was developed. The software is briefly discussed along with the background, design, implementation, dissemination and educational value....

  13. Comparing the Effectiveness of a Supplemental Computer-Based Food Safety Tutorial to Traditional Education in an Introductory Food Science Course

    Science.gov (United States)

    Fajardo-Lira, Claudia; Heiss, Cynthia

    2006-01-01

    The purpose of this study was to ascertain whether a Web-based computer tutorial for food safety is an effective tool in the education of food science and nutrition students. Students completing the Web-based tutorial had a greater improvement in pre-test scores compared with post-test scores and compared with students who attended lecture only.…

  14. How Important is Parental Education for Child Nutrition?

    Science.gov (United States)

    Alderman, Harold; Headey, Derek D

    2017-06-01

    Existing evidence on the impacts of parental education on child nutrition is plagued by both internal and external validity concerns. In this paper we try to address these concerns through a novel econometric analysis of 376,992 preschool children from 56 developing countries. We compare a naïve least square model to specifications that include cluster fixed effects and cohort-based educational rankings to reduce biases from omitted variables before gauging sensitivity to sub-samples and exploring potential explanations of education-nutrition linkages. We find that the estimated nutritional returns to parental education are: (a) substantially reduced in models that include fixed effects and cohort rankings; (b) larger for mothers than for fathers; (c) generally increasing, and minimal for primary education; (d) increasing with household wealth; (e) larger in countries/regions with higher burdens of undernutrition; (f) larger in countries/regions with higher schooling quality; and (g) highly variable across country sub-samples. These results imply substantial uncertainty and variability in the returns to education, but results from the more stringent models imply that even the achievement of very ambitious education targets would only lead to modest reductions in stunting rates in high-burden countries. We speculate that education might have more impact on the nutritional status of the next generation if school curricula focused on directly improving health and nutritional knowledge of future parents.

  15. Urban Health Educators' Perspectives and Practices regarding School Nutrition Education Policies

    Science.gov (United States)

    McCaughtry, Nate; Martin, Jeffrey J.; Fahlman, Mariane; Shen, Bo

    2012-01-01

    Although nutrition-related health education policies exist at national, state and local levels, the degree to which those policies affect the everyday practices of health education teachers who are charged with executing them in schools is often unclear. The purpose of this study was to examine the nutrition-related health education policy matrix…

  16. The Effects of Nutrition Education on 6th Graders Knowledge of Nutrition in Nine-Year Primary Schools in Slovenia

    Science.gov (United States)

    Kostanjevec, Stojan; Jerman, Janez; Koch, Verena

    2011-01-01

    Incorporating nutrition topics in the primary school curricula should support the acquisition of nutrition knowledge in different ways and indirectly the development of healthy eating habits in children and teenagers. In Slovenia, nutrition education is part of all primary school education levels and may take the form of compulsory and/or elective…

  17. Innovative approaches in nutrition education in the Pacific region.

    Science.gov (United States)

    Jabre, B

    1981-01-01

    It has often been said that ignorance is the most cause of malnutrition. However, in the Pacific Islands rapid modernization has confronted the people with the realization that their traditional way of life is no longer applicable and socially acceptable: this has led to the adoption of practices that are not fully understood or carried out properly (as is the case in bottle feeding). The nutrition education programme described in the paper attempts to halp individuals and communities become aware of the changes taking place and their consequences, and to provide them with the knowledge they need to seek solutions by themselves. To consolidate nutrition education in the various islands, training is undertaken by the Community Education Training Centre and in the territories through in-service courses. The level of training is highly practical and stresses skills and information useful for village people. Emphasis is on methods of motivating the community and techniques in nutrition education; the use of growth charts, cooking demonstrations, vegetable gardens and the proper use of audio-visual aids. One aim is to promote the consumption of coconut milk instead of soft drinks, while a major focus is the encouragement of breast feeding. Recipes are traditional ones modified for higher nutritive value, such as the addition of vegetables, perhaps taro leaves, or banana flower to a typical fish soup. In school, learning units have also been developed to promote appreciation of local food. Apart from the conventional educational techniques and materials, new aids are being utilised, especially games: nutrition bingo, gin rummy, menu planning games, the coconut climber's game, nutrition puzzles, etc. It is the author's experience that, to be effective, nutrition education programmes have to be an integral part of a national strategy aimed at combatting malnutrition. Isolated efforts may be better than none, but results remain marginal, if only because there is such a

  18. A web-based audiometry database system.

    Science.gov (United States)

    Yeh, Chung-Hui; Wei, Sung-Tai; Chen, Tsung-Wen; Wang, Ching-Yuang; Tsai, Ming-Hsui; Lin, Chia-Der

    2014-07-01

    To establish a real-time, web-based, customized audiometry database system, we worked in cooperation with the departments of medical records, information technology, and otorhinolaryngology at our hospital. This system includes an audiometry data entry system, retrieval and display system, patient information incorporation system, audiometry data transmission program, and audiometry data integration. Compared with commercial audiometry systems and traditional hand-drawn audiometry data, this web-based system saves time and money and is convenient for statistics research. Copyright © 2013. Published by Elsevier B.V.

  19. A NUTRITION OVERVIEW THROUGH CENTURIES. THE PRESENT-DAY NEED OF NUTRITIONAL EDUCATION IN SCHOOLS

    Directory of Open Access Journals (Sweden)

    Simona ILAŞ

    2015-07-01

    Full Text Available The type of alimentation and the food quality of individuals has undergone remarkable changes along with the progress of the human species. This study contains an historical overview regarding human nutrition from the primitive forms until the paradoxes of contemporary alimentation. Nutritional education aims to inform and to train a person about food choices, dosage and cooking, how to identify authentic food and to understand the value of nutrition. Children need a balanced diet in order to grow and to become healthy adults. The importance of nutritional education in school is discussed taking into account the need of creating healthy eating habits which should be followed through the whole life, but also the lack of physical activity to children.

  20. Nutrition Education, Manual for Teachers. Health Education, Physical Dimension of Health.

    Science.gov (United States)

    New York State Education Dept., Albany.

    This manual aims to provide teachers with nutrition information and guidance to facilitate nutrition learning experiences for chidren and youth. Parts one through four of the manual provide teachers of primary grades, intermediate grades, and junior and senior high school with an overview of nutrition education, the goals that teachers should…

  1. Nutrition Education, Manual for Teachers. Health Education: Physical Dimension of Health.

    Science.gov (United States)

    New York State Education Dept., Albany. Bureau of School Health Education and Services.

    This teachers' manual provides nutrition information and guidance to facilitate nutrition learning experiences for children and youth. The manual is organized into six parts as follows: Parts one through four provide teachers of primary and intermediate grades, and junior and senior high school with an overview of nutrition education, the goals…

  2. Impact of nutritional education strategies on anthropometric variables and nutrition knowledge

    Directory of Open Access Journals (Sweden)

    Ana Carolina Marques Gomes

    2014-09-01

    Full Text Available Objective: To assess the impact of a nutrition education program on the nutritional status and food knowledge of patients with overweight. Methods: A longitudinal quantitative study, performed between September and October 2012, with sample consisting of 15 patients with excessive weight (overweight: Body Mass Index or BMI between 25kg/m2 and 29,9kg/m2; and obesity: above 30kg/m2, enrolled in a group of food education in a Primary Healthcare Unit. Nutritional intervention occurred in six weekly meetings (M1: general screening; and M7 to M2: 6 nutritional interventions, being applied a questionnaire assessing the participants’ knowledge on the subjects to be discussed before and after the intervention. Prior to the first meeting and in the last intervention, measures of weight, height and waist circumference were obtained. Nonparametric Wilcoxon tests were performed, with a significance level of 5%, to analyze the average number of correct answers and the nutritional outcome. Results: Following the nutritional education strategy, there was an average reduction of 1.51kg in relation to the initial weight; the average BMI increased from 37.41kg/m² to 36.85kg/m²; waist circumference showed mean reduction of 5.6cm; and the number of correct answers in the questionnaires increased. Conclusion: The nutritional education strategy seems to have influenced the good evolution of the participants’ nutritional status, leading to a decrease in the anthropometric measures and increasing knowledge about healthy eating. doi: http://dx.doi.org/10.5020/18061230.2013.p462

  3. Project Management Methodology for the Development of M-Learning Web Based Applications

    Directory of Open Access Journals (Sweden)

    Adrian VISOIU

    2010-01-01

    Full Text Available M-learning web based applications are a particular case of web applications designed to be operated from mobile devices. Also, their purpose is to implement learning aspects. Project management of such applications takes into account the identified peculiarities. M-learning web based application characteristics are identified. M-learning functionality covers the needs of an educational process. Development is described taking into account the mobile web and its influences over the analysis, design, construction and testing phases. Activities building up a work breakdown structure for development of m-learning web based applications are presented. Project monitoring and control techniques are proposed. Resources required for projects are discussed.

  4. Baseline sociodemographic characteristics of participants and dropout in Web-based weight reduction program in Serbia

    Directory of Open Access Journals (Sweden)

    Dragana Brdaric

    2015-10-01

    The findings show that the majority of participants of web-based weight loss program Health on menu were adult women who are highly educated. The average BMI of the respondents fall into the category of overweight. The findings demonstrate very high prevalence of attrition among participants. Given that this is the first time that this kind of web based program is introduced to Serbian participants, these results emphasize the importance of further continuation of such research. Also, those preliminary results highlight the need for evidence-based strategies in order to improve use of web based weight loss programs.

  5. Analysis of nutrition (and food education syllabus of nutrition undergraduate courses

    Directory of Open Access Journals (Sweden)

    Elisabetta RECINE

    Full Text Available ABSTRACT Objective: To analyze the Nutrition Education discipline syllabus in Nutrition undergraduate courses in Brazil. Methods: This is a qualitative, exploratory, descriptive cross-sectional study, carried out in the form of survey. A letter of invitation was sent to higher education institutions that had at least one class that graduated by the end of the first semester of 2010 and provided the Nutrition education discipline syllabus. The software Analyse Lexicale par Contexte d'un Ensemble de Segments de Texte (Image, Toulouse, França version 4.7 was used in the textual data analysis of the syllabuses, and the social representation theory was adopted as the theoretical model. Results: Data were obtained from 46 participant higher education institutions (11.7%, of which 18 were public institutions. Lexical analysis revealed the formation of two independent axes, which were composed respectively of words from the reference list of relevant books and articles included in the discipline syllabus and words related to the discipline program, indicating a lack of association between "reference list" and "text". As for the syllabus content, it was observed that the educational process should be composed of analysis, planning, and implementation, but these three steps (defined by classes do not seem to be related or connected to each other, demonstrating a nutrition (and food education teaching gap. Conclusion: This analysis revealed the need to restructure the nutrition education syllabuses to promote greater integration between theory and practice. However, in order to ensure higher qualification and competence of future professionals, it is suggested deeper consideration including the political-pedagogical projects of nutrition undergraduate programs and the Diretrizes Curriculares Nacionais (National Curriculum Guidelines.

  6. Effects of an individualised nutritional education and support programme on dietary habits, nutritional knowledge and nutritional status of older adults living alone.

    Science.gov (United States)

    Ahn, Jeong-Ah; Park, JeeWon; Kim, Chun-Ja

    2017-09-07

    The effects of an individualised nutritional education and support programme on dietary habits, nutritional knowledge and nutritional status of 71 older adults living alone were examined. Although a regular dietary meal plan is recommended for improving nutritional status of older adults living alone, little research is done in this field in Korea. A pre- and post-test controlled quasi-experimental design was used at public health centres. The intervention group participated in an intensive nutritional education and support programme once a week for 8 weeks with dietary menus provided by home visiting nurses/dieticians; control group received usual care. Dietary habits and nutritional knowledge were assessed using structured questionnaires; nutritional intake status was analysed using Computer Aided Nutritional Analysis Program 5.0. The mean age of participants was 77.6 years, and 81.7% of the participants were women. At 8 weeks, there were significant interactions of group by time for dietary habits, nutritional knowledge and selected nutritional status of protein, iron and vitamins of B 2 and C. Changes over time in the mean score of dietary habits and nutritional knowledge were significantly improved in the intervention group compared to the control group. The percentages of normal nutrition intake of protein, iron and vitamins A and C in the intervention group were significantly higher than the control group at 8 weeks. Nutritional education and support programme positively impacted dietary habits, nutritional knowledge and selected nutritional status in older adults living alone, and we highlight the need for community-based nutritional education and counselling programmes. Older adults living alone in a community have relatively poor nutritional status and thus require tailored nutritional intervention according to objective nutritional analysis. It is necessary to link visiting nurses with dieticians in the community to manage effective nutritional

  7. Web-Based Learning Environment Based on Students’ Needs

    Science.gov (United States)

    Hamzah, N.; Ariffin, A.; Hamid, H.

    2017-08-01

    Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

  8. Food and nutrition education in school environment: an integrative review

    Directory of Open Access Journals (Sweden)

    Aline Tecchio Borsoi

    2016-10-01

    Full Text Available The Food and Nutrition Education is a strategy to promote health and healthy eating habits. The school environment rises as a suitable place to develop these actions. Through Integrative Literature Review, we could identify the characteristics of scientific production on the Food and Nutrition Education at school from 2002 to 2013. The sample of this review consisted of 17 articles. It was observed that it has been giving more emphasis to this issue from 2009. Nine of the selected studies opted for intervention methodologies, and eight of them have proposed to consolidate the practice of educators, administrators and school cafeteria owners, the understanding of Food and Nutrition Education. The actions accomplished were characterized as slightly critical and participatory strategies based on the transmission of information. It concludes the need for approaches to treating eating disorders broadly at school, through problem-solving methodologies that go beyond the mere transmission of information.

  9. Web Based Training for the Hellenic Navy

    Science.gov (United States)

    2001-09-01

    distance, time distance, and possibly even intellectual distance. Second, the term ‘distance education’ has been applied to a tremendous amount of...identification of the student. Plagiarism is a concern for all Web-based tests. As described previously, participant had 33 ID’s as student 1, 2,.. , etc and

  10. Web-Based CALL to Listening Comprehension

    Science.gov (United States)

    Chen, Li-Mei; Zhang, Ruiming

    2010-01-01

    This study investigated effectiveness of Web-based CALL on listening comprehension. Both students' academic performance and attitudes were examined. T-tests were used to analyze the results of students' academic performance. Descriptive statistics interpreted students' attitudes toward this learning. Students' participation was also recorded.…

  11. Online continuing education course enhances nutrition and health professionals' knowledge of food safety issues of high-risk populations.

    Science.gov (United States)

    Wallner, Stephanie; Kendall, Patricia; Hillers, Virginia; Bradshaw, Eva; Medeiros, Lydia C

    2007-08-01

    To develop and evaluate the efficacy of an online continuing education course for professionals who provide food safety information to high-risk populations. A 2-credit graduate-level class was converted into six web-based modules (overview of foodborne illness, immunology, pregnancy, human immunodeficiency virus, cancer and transplants, and lifecycle) and offered to nutrition and health professionals. Participants had 8 weeks to complete the modules, pre and post questionnaires, and course evaluation. Those who successfully completed the protocol received six continuing education units from one of three professional associations. Change in knowledge was measured using pre and post questionnaires. Course efficacy was evaluated using a post-course questionnaire. A convenience sample of 140 registered dietitians/dietetic technicians registered, nurses, and extension educators were recruited through professional conferences and electronic mailing lists to take the course. Analysis of variance was used to evaluate differences in knowledge scores for all groups across five main effects (attempt, module, profession, age, and education). Course evaluation responses were used to assess course effectiveness. For each module, knowledge scores increased significantly (POnline continuing education courses, such as "Food Safety Issues for High Risk Populations," seem to be a convenient, effective option for dietetics professionals, nurses, and extension educators seeking knowledge about food safety issues of high-risk populations. Online learning is a promising delivery approach for the continuing education of health professionals.

  12. Experiences of Parent Peer Nutrition Educators Sharing Child Feeding and Nutrition Information

    Science.gov (United States)

    Ball, Richard; Collins, Clare

    2017-01-01

    The aim of this study was to describe the experiences of parents as peer educators disseminating nutrition and child feeding information. Parents of infants aged from birth to three years were trained as peer educators in a face-to-face workshop, and then shared evidence-based child feeding and nutrition information via Facebook, email, and printed resources for six months to peers, family, and social media contacts. Semi-structured telephone or group interviews were conducted after a six-month online and face-to-face peer nutrition intervention period investigating peer educator experiences, barriers, enablers of information dissemination, and the acceptability of the peer educator model. Transcripts from interviews were independently coded by two researchers and thematically analysed. Twenty-eight participants completed the study and were assigned to either group or individual interviews. The cohort consenting to the study were predominantly female, aged between 25 and 34 years, non-indigenous, tertiary educated, and employed or on maternity leave. Dominant themes to emerge from the interviews included that the information was trustworthy, child feeding practice information was considered most helpful, newer parents were the most receptive and family members the least receptive to child feeding and nutrition information, and sharing and receiving information verbally and via social media were preferred over print and email. In conclusion, parents reported positive experiences as peer nutrition educators, and considered it acceptable for sharing evidence-based nutrition information. Further research may determine the impact on diet quality and the food-related behaviours of babies and young children on a population level. PMID:28850096

  13. Why and How Schools Make Nutrition Education Programs "Work".

    Science.gov (United States)

    Porter, Kathleen J; Koch, Pamela A; Contento, Isobel R

    2018-01-01

    There are many potential health benefits to having nutrition education programs offered by expert outside sources in schools. However, little is known about why and how schools initiate, implement, and institutionalize them. Gaining this understanding may allow the impact and reach of nutrition and other health education programs in schools to be extended. A total of 22 school community members from 21 purposefully selected New York City public elementary schools were interviewed using a semistructured interview protocol about their schools' experiences initiating, implementing, and institutionalizing nutrition education programs. Interviews were audiotaped and transcribed. Chronological narratives were written detailing each school's experience and passages highlighting key aspects of each school's experience were identified. These passages (N = 266) were sorted into domains and themes which were regrouped, resorted, and adjusted until all researchers agreed the domains and themes represented the collective experiences of the schools. The interviews elicited 4 broad domains of action: building motivation, choosing programs, developing capacity, and legitimizing nutrition education. Within each domain, themes reflecting specific actions and thoughts emerged. The identified domains of action and their themes highlight specific, practical actions that school health advocates can use to initiate, implement, and institutionalize nutrition education programs in schools. © 2018, American School Health Association.

  14. Undergraduate UK nutrition education might not adequately address weight management.

    Science.gov (United States)

    Rogerson, David; Soltani, Hora; Copeland, Robert

    2016-02-01

    Weight management appears to be multidimensional and complex, and registered nutritionists might work to educate, promote and provide weight-management services to communities, groups and individuals. However, nutrition education might not adequately reflect the weight-management requirements of individuals and groups. The aim of the present study was to investigate if the Association for Nutrition's undergraduate core competency framework for accredited Nutrition degrees sufficiently reflects the weight-management needs and experiences of individuals. A qualitative investigation, conducted within critical realist ontology, was performed to understand the weight-management experiences of dieters and compare these with the Association for Nutrition's accreditation criteria for undergraduate Nutrition degrees. Framework analysis was used to identify and explain participants' experiences thematically and to compare these with the Association for Nutrition's core competency criteria. Participants (n 8) with weight-loss (n 4) and weight-maintenance experiences (n 4) were interviewed using semi-structured interviews to understand weight management at the agential level. Participants described knowledge, exercise, planning, psychological constructs and behaviour-change techniques, determinants of eating and social support as features of weight management. The competency criteria provided clear guidance on all aspects discussed by the group, apart from psychological constructs and behaviour-change techniques and social support. Accredited Nutrition courses might not fully reflect the weight-management needs and experiences of individuals. Nutritionists might require greater knowledge of psychology and behaviour change to better understand and accommodate their clients' weight-management needs.

  15. What Does Evidence-Based Mean for Nutrition Educators? Best Practices for Choosing Nutrition Education Interventions Based on the Strength of the Evidence.

    Science.gov (United States)

    Dollahite, Jamie S; Fitch, Cindy; Carroll, Jan

    Funding agencies and professional organizations are increasingly requiring community-based nutrition education programs to be evidence-based. However, few nutrition education interventions have demonstrated efficacy, particularly for interventions that address the outer layers of the socioecological model (ie, organizational, community, and public policy). This article reviews the types of evidence available to assess the likelihood that a given intervention will deliver the desired outcomes and how these types of evidence might be applied to nutrition education, and then suggests an approach for nutrition educators to evaluate the evidence and adapt interventions if necessary. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  16. Enhanced Nutrition Education Instead of Consuming Supplements

    Science.gov (United States)

    Crowder, Todd; Kidd, Kellie; Jensen, Nancy; Jensen, Laura

    2008-01-01

    Fueled by the internet, instantaneous videos, and the emphasis to look "right" or always win athletic competitions, many students are seeking information on nutrition and dietary supplements. Classroom observations reveal student interest and discussions are among the highest when the topic is dietary supplements. Teachers and coaches provide an…

  17. An Interactive Online Education System for the Supplemental Nutrition Program

    Directory of Open Access Journals (Sweden)

    Alma Ohene-Opare

    2009-12-01

    Full Text Available Public health education is a key component in the variety of services provided by local health departments, particularly for the low-income demographic. In addition to helping the participants to live a healthier lifestyle, nutrition education sessions are a required component of a specific program for low-income mothers and children, entitled the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC. However, some women in the Utah County WIC program were not receiving the sessions because the inconvenient class times and scheduling difficulty. With the increasing availability of the internet access by WIC participants, we can increase the availability and effectiveness of the nutrition education by providing courses online via the Utah County's WIC website. We are designing a system consisting of a web interface and a database backend, where health workers can author and publish interactive content, track users' progress, and evaluate the outcome of the courses taken.

  18. Developing a nutrition education package for Malaysian hemodialysis patients.

    Science.gov (United States)

    Karupaiah, T; Swee, C S; Abdullah, R

    2001-10-01

    To develop an education package with uniform nutrition messages appropriate for Malaysian patients undergoing hemodialysis. Nutritional problems and socioeconomic, ethnic, cultural, and religious factors influencing food habits of HD patients were considered in planning the package. The package comprised a Flipchart and 55 food Fotocards. The Flipchart used a modular format to target nutrition education in stages. The food Fotocards were designed to help the patient plan a daily menu and enjoy greater food variety. Photographs related to common food servings carried symbols for significant nutrient sources of energy, protein, fat, sodium, potassium, and phosphate. A traffic-light color system quantified potassium and phosphate content. The package was evaluated by 25 respondents, composed of nephrologists, nurses, dietitians, and patients. Eighty percent of evaluators rated the Flipchart as good and 20% rated it as excellent, whereas 28% rated the Food Fotocards as good and 72% rated them as as excellent. This package is a useful nutrition education tool for both health educators and dietitians to present first-line nutrition advice to patients undergoing hemodialysis. Copyright 2001 by the National Kidney Foundation, Inc.

  19. A novel nutrition medicine education model: the Boston University experience.

    Science.gov (United States)

    Lenders, Carine; Gorman, Kathy; Milch, Hannah; Decker, Ashley; Harvey, Nanette; Stanfield, Lorraine; Lim-Miller, Aimee; Salge-Blake, Joan; Judd, Laura; Levine, Sharon

    2013-01-01

    Most deaths in the United States are preventable and related to nutrition. Although physicians are expected to counsel their patients about nutrition-related health conditions, a recent survey reported minimal improvements in nutrition medicine education in US medical schools in the past decade. Starting in 2006, we have developed an educational plan using a novel student-centered model of nutrition medicine education at Boston University School of Medicine that focuses on medical student-mentored extracurricular activities to develop, evaluate, and sustain nutrition medicine education. The medical school uses a team-based approach focusing on case-based learning in the classroom, practice-based learning in the clinical setting, extracurricular activities, and a virtual curriculum to improve medical students' knowledge, attitudes, and practice skills across their 4-y period of training. We have been using objectives from the NIH National Academy Awards guide and tools from the Association of American Medical Colleges to detect new areas of nutrition medicine taught at the medical school. Although we were only able to identify 20.5 h of teaching in the preclerkship years, we observed that most preclerkship nutrition medicine objectives were covered during the course of the 4-y teaching period, and extracurricular activities provided new opportunities for student leadership and partnership with other health professionals. These observations are very encouraging as new assessment tools are being developed. Future plans include further evaluation and dissemination of lessons learned using this model to improve public health wellness with support from academia, government, industry, and foundations.

  20. Integration of a specific nutrition program into a comprehensive program of therapeutic education

    OpenAIRE

    Trolonge, Stanislas; Idier, Laetitia; Larroumet, Nicole; Lespinasse, Lucille; Capdepon, Laurence; Dos Reis, Sandra; Chauveau, Philippe

    2012-01-01

    Nutritional education strategies should be included in a multidisciplinary team for therapeutic education (TPE). We conduct a comprehensive program of therapeutic education for out-center hemodialysis patients. 5 education workshops were performed during dialysis sessions, every 15 days: Illness experience (psychologist), vascular access (nurses), medication management (pharmacist), nutrition management (dietitian) and final evaluation. A specific program of nutrition (EDAM project: Educat...

  1. Use of the glycemic index in nutrition education

    OpenAIRE

    Flávia Galvão Cândido; Elisângela Vitoriano Pereira; Rita de Cássia Gonçalves Alfenas

    2013-01-01

    Recently, the lack of studies providing practical guidance for the use of the glycemic index has been indicated as the cause of its little use in nutrition education. The aim of this study is to give instructions on the use of the glycemic index as a tool to be used in nutrition education to estimulate the consumption of low glycemic index foods. Studies published over the past 12 years, in addition to classic studies on this topic, found in the databases MedLine, ScienceDirect, SciELO and Li...

  2. Community organized food and nutrition education: participation, attitudes and nutritional risk in seniors.

    Science.gov (United States)

    Keller, H H; Hedley, M R; Wong, S S L; Vanderkooy, P; Tindale, J; Norris, J

    2006-01-01

    Evergreen Action Nutrition (EAN) is a health promotion program designed to facilitate relatively healthy members of a seniors recreation center to maintain their nutritional health as they age. A main goal of this project was to demonstrate the feasibility and relevance of using the community organization approach to develop a nutrition education program for seniors. Using the current membership list, seniors were randomly selected to receive a mailed baseline (n=247) questionnaire. A follow-up survey (n=251) was sent out to randomly selected members three years later to determine participation in EAN and reported behavior change. Although not the same individuals, responses were compared to baseline to determine changes in nutritional risk. Items from the Diet and Health Knowledge survey were compared by EAN participation. The program had a large reach with 162 survey respondents (64.5%) reporting some level of participation and 51% reporting "frequent" participation. Use of informal forms of education predominated (e.g. displays). Significant differences were found between baseline and follow-up for risk attributed to low intake of fruits and vegetables and frequency of eating, with EAN participants having reduced risk of low fruit and vegetable intake. Those participating in formal education (e.g. food workshops) reported more frequent changes in food practices than those participating in informal activities. EAN participants appear to have more healthy nutrition attitudes/beliefs. The community organization approach to program planning and delivery leads to the development of diverse and appropriate nutrition education activities for seniors. Informal and formal health promotion activities can be successfully implemented in recreation centers.

  3. Motives for lifelong learners to choose web-based courses

    OpenAIRE

    Mahieu, Ron; Wolming, Simon

    2013-01-01

    Due to societal changes there is a growing need for distant and adult learning. The reason to participate in education and the choices that students make may differ. In this study the factors age, gender, rate of studies and parenthood have been analysed in order to see how these relate to different motivational factors for choosing a web-based course. The data has been based on a questionnaire, covering 1270 beginner students in the spring semester of 2011 and contains their background chara...

  4. ASK-LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs

    Science.gov (United States)

    Zervas, Panagiotis; Fragkos, Konstantinos; Sampson, Demetrios G.

    2013-01-01

    During the last decade, Open Educational Resources (OERs) have gained increased attention for their potential to support open access, sharing and reuse of digital educational resources. Therefore, a large amount of digital educational resources have become available worldwide through web-based open access repositories which are referred to as…

  5. Nutrition Education in the Context of the United Nations Standing Committee on Nutrition Activities and Publications, 1985-2006

    Science.gov (United States)

    Engesveen, Kaia; Shrimpton, Roger

    2007-01-01

    The United Nations System Standing Committee on Nutrition (SCN) is a forum where United Nations (UN) agencies, bilateral partners, and nongovernmental agencies meet to harmonize and coordinate nutrition policy and programs. This report reviews the positions taken regarding nutrition education throughout SCN publications, annual sessions, and…

  6. Do Dutch nutrition and dietetics students meet nutritional requirements during education?

    NARCIS (Netherlands)

    Joke J. van de Kruk; Dr Harriët Jager-Wittenaar; Roos M.B. Nieweg; Dr. C.P. van der Schans

    2014-01-01

    OBJECTIVES: To compare the dietary intakes of Dutch nutrition and dietetics students with the Dutch RDA and the Dutch National Food Consumption Survey (DNFCS), and to assess whether dietary intake changes during education. DESIGN: Cross-sectional and longitudinal research (2004-2010). SETTING:

  7. Nutrition education for pediatric gastroenterology, hepatology, and nutrition fellows: Survey of NASPGHAN fellowship training programs

    Science.gov (United States)

    The aim of the study was to assess the methodology and content of nutrition education during gastroenterology fellowship training and the variability among the different programs. A survey questionnaire was completed by 43 fellowship training directors of 62 active programs affiliated to the North A...

  8. Effects of 12 weeks nutrition education on nutritional status in hemodialysis patients

    Directory of Open Access Journals (Sweden)

    Harin Rhee

    2012-06-01

    Full Text Available Protein-energy malnutrition is present in a large proportion of patients with end stage renal disease and, is a strong risk factor for mortality in these patients. This study was aimed to evaluate the effectiveness of 12-weeks nutrition education during the hemodialysis session for the improvement of nutritional status. From the June 2011 to the September 2011, patients who were on regular hemodialysis in Pusan National University Hospital were enrolled in this study. In education group, intensive nutrition education was performed by the hemodialysis nurse, for fifty to sixty minutes during the hemodialysis session, once a week. Curriculum for renal nutrition includes regular taking of their medication, intake of moderate amount of protein and sufficient calories, reduction of water, salt, potassium and phosphate intake. Otherwise, any education program was not performed in patients of control group. Nutrition status was assessed by the subjective global assessment (SGA,body mass index (BMI, triceps skinfold thickness (TSF, arm muscle area(AMC and laboratory markers such as serum albumin, serum blood urea nitrogen(BUN and hemoglobin(Hb level before and after the education. Effect of nutrition education was analyzed using ANCOVA test. A total of 49 patients were enrolled in this study and nutrition education was provided to 25 hemodialysis patients. Their mean age was 57.20±15.49 in education group and 55.13±14.42 in control groupand male was 56.0% in education group and 50.0% in control group and, other baseline characteristics were not significantly different between two groups. After the 12-week education, significant improvement was found in SGA, serum albumin, BUN and Hb level. SGA score was improved from 6.36±0.99 to 6.72±0.61 in education group, compared to control group(6.38±0.88 to 6.42±0.88, p=0.029 . Improvement of serum albumin level, BUN and Hb was as follows: serum albumin(4.23±0.28 to 4.30±0.25 in education group, 4.28±0

  9. Web Based Reputation Index of Turkish Universities

    OpenAIRE

    Arslan, Mehmet Lutfi; Seker, Sadi Evren

    2014-01-01

    This paper attempts to develop an online reputation index of Turkish universities through their online impact and effectiveness. Using 16 different web based parameters and employing normalization process of the results, we have ranked websites of Turkish universities in terms of their web presence. This index is first attempt to determine the tools of reputation of Turkish academic websites and would be a basis for further studies to examine the relation between reputation and the online eff...

  10. A web-based audiometry database system

    OpenAIRE

    Yeh, Chung-Hui; Wei, Sung-Tai; Chen, Tsung-Wen; Wang, Ching-Yuang; Tsai, Ming-Hsui; Lin, Chia-Der

    2014-01-01

    To establish a real-time, web-based, customized audiometry database system, we worked in cooperation with the departments of medical records, information technology, and otorhinolaryngology at our hospital. This system includes an audiometry data entry system, retrieval and display system, patient information incorporation system, audiometry data transmission program, and audiometry data integration. Compared with commercial audiometry systems and traditional hand-drawn audiometry data, this ...

  11. Nutrition and educational achievement of urban primary schoolchildren in Malaysia.

    Science.gov (United States)

    Shariff, Z M; Bond, J T; Johnson, N E

    2000-12-01

    The relationship between nutrition, health and educational achievement of school-age population in less developed countries has been of interest to many researchers due to the frequent observation that many children did not complete primary school and those who completed, did not do as well as children in the developed countries. Nevertheless, nutritional and health status by itself is not the only variable affecting educational achievement, since biological, psychological, socioeconomic and cultural factors could directly or indirectly affect both nutrition, health status and educational achievement. The mechanism by which health and nutrition influence educational achievement is not well established, but poor health and malnutrition in early childhood may affect cognitive abilities, necessary for learning process and consequently educational achievement. A study was conducted in Kuala Lumpur, Malaysia, to investigate the relationship between nutritional status and educational achievement among primary schoolchildren from low income households (n = 399). A high percentage of them were mild-significantly underweight (52%), stunted (47%) and wasted (36%) and increasingly overweight (6%). In general, more boys than girls were found to experience some form of malnutrition. While weight-for-height did not differ significantly according to family, child and school factors, weight-for-age and height-for-age differed significantly by gender. Also, height-for-age was significantly related to household income. This indicates that stunting may be a consequence of prolonged socioeconomic deprivation. Educational achievement was measured based on test scores for Malay language (ML), English language (EL) and mathematics (MT). While a majority of the schoolchildren obtained optimum scores (>75) for ML and MT, the majority of them had insufficient scores (cognitive development of the children.

  12. Nutrition in medical education: reflections from an initiative at the University of Cambridge.

    Science.gov (United States)

    Ball, Lauren; Crowley, Jennifer; Laur, Celia; Rajput-Ray, Minha; Gillam, Stephen; Ray, Sumantra

    2014-01-01

    Landmark reports have confirmed that it is within the core responsibilities of doctors to address nutrition in patient care. There are ongoing concerns that doctors receive insufficient nutrition education during medical training. This paper provides an overview of a medical nutrition education initiative at the University of Cambridge, School of Clinical Medicine, including 1) the approach to medical nutrition education, 2) evaluation of the medical nutrition education initiative, and 3) areas identified for future improvement. The initiative utilizes a vertical, spiral approach during the clinically focused years of the Cambridge undergraduate and graduate medical degrees. It is facilitated by the Nutrition Education Review Group, a group associated with the UK Need for Nutrition Education/Innovation Programme, and informed by the experiences of their previous nutrition education interventions. Three factors were identified as contributing to the success of the nutrition education initiative including the leadership and advocacy skills of the nutrition academic team, the variety of teaching modes, and the multidisciplinary approach to teaching. Opportunities for continuing improvement to the medical nutrition education initiative included a review of evaluation tools, inclusion of nutrition in assessment items, and further alignment of the Cambridge curriculum with the recommended UK medical nutrition education curriculum. This paper is intended to inform other institutions in ongoing efforts in medical nutrition education.

  13. Security Assessment of Web Based Distributed Applications

    Directory of Open Access Journals (Sweden)

    Catalin BOJA

    2010-01-01

    Full Text Available This paper presents an overview about the evaluation of risks and vulnerabilities in a web based distributed application by emphasizing aspects concerning the process of security assessment with regards to the audit field. In the audit process, an important activity is dedicated to the measurement of the characteristics taken into consideration for evaluation. From this point of view, the quality of the audit process depends on the quality of assessment methods and techniques. By doing a review of the fields involved in the research process, the approach wants to reflect the main concerns that address the web based distributed applications using exploratory research techniques. The results show that many are the aspects which must carefully be worked with, across a distributed system and they can be revealed by doing a depth introspective analyze upon the information flow and internal processes that are part of the system. This paper reveals the limitations of a non-existing unified security risk assessment model that could prevent such risks and vulnerabilities debated. Based on such standardize models, secure web based distributed applications can be easily audited and many vulnerabilities which can appear due to the lack of access to information can be avoided.

  14. Position of the American Dietetic Association, American Society for Nutrition, and Society for Nutrition Education: Food and nutrition programs for community-residing older adults.

    Science.gov (United States)

    Kamp, Barbara J; Wellman, Nancy S; Russell, Carlene

    2010-03-01

    Given the federal cost-containment policy to rebalance long-term care away from nursing homes to home- and community-based services, it is the position of the American Dietetic Association, the American Society for Nutrition, and the Society for Nutrition Education that all older adults should have access to food and nutrition programs that ensure the availability of safe, adequate food to promote optimal nutritional status. Appropriate food and nutrition programs include adequately funded food assistance and meal programs, nutrition education, screening, assessment, counseling, therapy, monitoring, evaluation, and outcomes documentation to ensure more healthful aging. The growing number of older adults, the health care focus on prevention, and the global economic situation accentuate the fundamental need for these programs. Yet far too often food and nutrition programs are disregarded or taken for granted. Growing older generally increases nutritional risk. Illnesses and chronic diseases; physical, cognitive, and social challenges; racial, ethnic, and linguistic differences; and low socioeconomic status can further complicate a situation. The beneficial effects of nutrition for health promotion, risk reduction, and disease management need emphasis. Although many older adults are enjoying longer and more healthful lives in their own homes, others, especially those with health disparities and poor nutritional status, would benefit from greater access to food and nutrition programs and services. Food and nutrition practitioners can play a major role in promoting universal access and integrating food and nutrition programs and nutrition services into home- and community-based services.

  15. Early palliative home care: Evaluation of an interprofessional educational intervention for district nurses and general practitioners about nutritional care.

    Science.gov (United States)

    Berggren, Erika; Ödlund Olin, Ann; Orrevall, Ylva; Strang, Peter; Johansson, Sven-Erik; Törnkvist, Lena

    2017-01-01

    Teamwork is important in early palliative home care, and interprofessional education is required to achieve teamwork. It is thus crucial to ensure that interprofessional education works well for the members of all participating professions because levels of knowledge and educational needs may vary. To evaluate, by profession, the effectiveness of an interprofessional educational intervention for district nurses and general practitioners on three areas of nutritional care for patients in a palliative phase. A quasi-experimental study that used a computer-based, study-specific questionnaire to evaluate the effectiveness of the intervention. The continuing education in primary health care (ConPrim ® ) model was used to create the intervention. ConPrim includes a web-based program, a practical exercise and a case seminar, all with interprofessional training. Primary health care centers in Stockholm County, Sweden. Intervention group (n = 87; 48 district nurses, 39 general practitioners); control group (n = 53; 36 district nurses, 17 general practitioners). The total intervention effect was significant in all three areas, p = 0.000-0.004. The intervention effects were similar and significant for both professions in areas 1 and 2. In area 3, the intervention effects were significant for general practitioners but not for district nurses. The intervention seems promising, as it may create better prerequisites for teamwork and caring for patients living at home. However, it needs to be optimized to better increase district nurses' level of knowledge (area 3).

  16. Evaluation of a Continuing Educational Intervention for Primary Health Care Professionals about Nutritional Care of Patients at Home.

    Science.gov (United States)

    Berggren, E; Orrevall, Y; Olin, A Ödlund; Strang, P; Szulkin, R; Törnkvist, L

    2016-04-01

    Evaluate the effectiveness of a continuing educational intervention on primary health care professionals' familiarity with information important to nutritional care in a palliative phase, their collaboration with other caregivers, and their level of knowledge about important aspects of nutritional care. Observational cohort study. 10 primary health care centers in Stockholm County, Sweden. 140 district nurses/registered nurses and general practitioners/physicians working with home care. 87 professionals participated in the intervention group (IG) and 53 in the control group (CG). The intervention consisted of a web-based program offering factual knowledge; a practical exercise linking existing and new knowledge, abilities, and skills; and a case seminar facilitating reflection. The intervention's effects were measured by a computer-based study-specific questionnaire before and after the intervention, which took approximately 1 month. The CG completed the questionnaire twice (1 month between response occasions). The intervention effects, odds ratios, were estimated by an ordinal logistic regression. In the intra-group analyses, statistically significant changes occurred in the IG's responses to 28 of 32 items and the CG's responses to 4 of 32 items. In the inter-group analyses, statistically significant effects occurred in 20 of 32 statements: all 14 statements that assessed familiarity with important concepts and all 4 statements about collaboration with other caregivers but only 2 of the 14 statements concerning level of knowledge. The intervention effect varied between 2.5 and 12.0. The intervention was effective in increasing familiarity with information important to nutritional care in a palliative phase and collaboration with other caregivers, both of which may create prerequisites for better nutritional care. However, the intervention needs to be revised to better increase the professionals' level of knowledge about important aspects of nutritional care.

  17. Teachers' perceptions of school nutrition education's influence on ...

    African Journals Online (AJOL)

    Qualitative investigation can provide invaluable information towards understanding the influence of school nutrition education (NE). The study explored teachers' perceptions of the immediate impact of NE on learners' eating behaviours. Twenty-four primary school teachers in the Bronkhorstspruit district, Gauteng, South ...

  18. Applications of the marketing perspective in nutrition education.

    Science.gov (United States)

    Fleming, P L

    1987-09-01

    The marketing paradigm is based on the premise of exchange of value, that is, value received for value given. The role of the nutrition educator as a marketer is to facilitate exchanges of value with consumers. To carry out this role, a strong orientation to the consumer, what she or he wants and needs and is willing to "pay," guides the development of the nutrition education mission, objectives, and strategies. The marketing paradigm calls for a marketing information system that includes internal record keeping, marketing intelligence gathering, and marketing research. The information is used in the marketing audit, which identifies organizational strengths and weaknesses and marketplace opportunities and barriers. Marketing objectives are formulated, and strategies for segmenting, positioning, and developing the marketing mix follow. These are translated in the marketing plan to an action plan, a budget, and profit and loss projections. Use of the marketing paradigm in nutrition education is not a panacea for organizational ills and marketplace problems. Instead, the paradigm raises issues to which nutrition educators must bring their expertise, commitment, ingenuity, and creativity.

  19. Educating Early Childhood Teachers about Nutrition: A Collaborative Venture

    Science.gov (United States)

    Cotugna, Nancy; Vickery, Connie

    2007-01-01

    Nourishing the young child can be a challenge. This stage of life is critical to the development of positive attitudes toward maintaining a healthy diet and learning to make reasonable food choices. Educators of young children are often the gatekeepers of child nutrition. This article reports on the current nutrient needs of young children,…

  20. Insights in the Efficacy of Computer-tailored Nutrition Education

    NARCIS (Netherlands)

    W. Kroeze (Willemieke)

    2008-01-01

    textabstractSaturated fat intake is an important risk factor for cardiovascular diseases, one of the main burdens of disease worldwide. Therefore it is important to use population-wide health promotion efforts to target this risk behavior. Computer-tailored nutrition education has been found to be a

  1. The Expanded Food and Nutrition Education Program (EFNEP)

    Science.gov (United States)

    National Institute of Food and Agriculture, 2010

    2010-01-01

    Obesity, poor health, and limited physical activity are major health concerns. The Expanded Food and Nutrition Education Program (EFNEP) improves the health and well-being of limited resource families and youth. Additionally, EFNEP leads to public savings. Research shows that better health is associated with reduced health care costs, less…

  2. Nutrition education to improve dietary intake and micronutrient ...

    African Journals Online (AJOL)

    Nutrition education to improve dietary intake and micronutrient nutriture among children in less-resourced areas: a randomised controlled intervention in Kabarole district, western ... Results: Caregivers in the intervention group reported improved child snacking patterns, food-selection practices, meal adequacy, and food

  3. Subjects' experiences of a nutrition education programme: a ...

    African Journals Online (AJOL)

    2015-06-04

    Jun 4, 2015 ... Original Research: Subjects' experiences of a nutrition education programme. 2016;29(2). S Afr J Clin Nutr. The information obtained from evaluating participants' experience of a programme forms the basis for ... unemployment rate (45%), low income and low literacy levels [~ 5% of adults aged ≥ 20 years ...

  4. Evaluating Nutrition Education Programming by Using a Dietary Screener

    Science.gov (United States)

    Schultz, Jennifer; Litchfield, Ruth

    2016-01-01

    Short dietary assessment instruments known as screeners have potential for use in evaluating nutrition education programming because detecting change in dietary intake can demonstrate movement toward program goals. Using screeners results in objective dietary intake data but involves less administrative time, training, and cost than other…

  5. The impact of a nutrition education programme on feeding practices ...

    African Journals Online (AJOL)

    Objective: To determine the impact of nutrition education on feeding practices of caregivers with children aged 3 to 5 years at baseline and post intervention. Methodology: A pre-test–post-test control group design was chosen using eight villages (four villages in the experimental group (E) and four villages in the control ...

  6. Using the Food Guide Pyramid: A Resource for Nutrition Educators.

    Science.gov (United States)

    Shaw, Anne; Fulton, Lois; Davis, Carole; Hogbin, Myrtle

    This booklet provides information to assist nutrition educators in helping their audiences use the Food Guide Pyramid to plan and prepare foods for a healthy diet. It reviews the objectives set in developing the Food Guide Pyramid and illustrates their impact on the application of the Food Guide Pyramid to planning menus. In particular, the…

  7. Impact of nutrition education on diabetes knowledge and attitudes of ...

    African Journals Online (AJOL)

    Objective: To evaluate the effect of a nutrition education (NE) programme on diabetes knowledge and attitudes of adults with type 2 diabetes mellitus (T2DM). Methods: Eighty-two adults (40–70 years) with poorly controlled T2DM (HbA1c ≥ 8%) and attending two community health centres in Moretele, North West Province ...

  8. The Integration of Nutrition Education in the Basic Biomedical Sciences

    Science.gov (United States)

    Raw, Isaias

    1977-01-01

    At the Center for Biomedical Education at the City University of New York, nutrition is integrated into the chemistry-biochemistry sequence of a six-year B.S.-M.D. program. Students perform an actual analysis of a sample of their own food, learning basic techniques and concepts, and also carry on experiments with rats on other diets. (Editor/LBH)

  9. Nutrition education to improve dietary intake and micronutrient ...

    African Journals Online (AJOL)

    2010-11-02

    Nov 2, 2010 ... of this programme can be enhanced if nutrition education is integrated into other food-production and public health programmes. ... The cost of food was .... as rabbit and pork. Not boiling drinking water. Appropriate food-handling techniques that reduce contamination of meats. Iodine. Identifying iodinated ...

  10. Nutrition education program for food bank clients: A pilot study

    Science.gov (United States)

    Many low income families depend on foods from food banks. The objective of the study was to determine program content and examine feasibility of a pilot nutrition education program for food bank clients. Formative research was conducted with staff at a local food bank and its pantries and adult clie...

  11. 2010 Impacts: The Expanded Food and Nutrition Education Program (EFNEP)

    Science.gov (United States)

    National Institute of Food and Agriculture, 2011

    2011-01-01

    Since 1969, the Expanded Food and Nutrition Education Program (EFNEP) has improved the diets and food-related behaviors of program participants. Each year EFNEP enrolls more than half a million new program participants. In 2010, EFNEP reached 137,814 adults and 463,530 youth directly and nearly 400,000 family members indirectly. This paper…

  12. Elements of effective nutrition education for adults with Diabetes ...

    African Journals Online (AJOL)

    This review article highlights the key factors that need consideration in planning an effective nutrition education programme for adults with type 2 diabetes mellitus in resource-poor settings. Type 2 diabetes is increasing to epidemic levels globally. Low socio-economic status is associated with poorer health outcomes and a ...

  13. Using Web-based Technologies and Tools in Future Choreographers’ Training: British Experience

    Directory of Open Access Journals (Sweden)

    Bidyuk Dmytro

    2016-09-01

    Full Text Available In the paper the problem of using effective web-based technologies and tools in teaching choreography in British higher education institutions has been discussed. Researches on the usage of web-based technologies and tools for practical dance courses in choreographers’ professional training at British higher education institutions by such British scholars as L. Bracey, J. Buckroyd, J. Butterworth, B. Cohen, A. Green Gilbert, R. Lakes, L. Lavender, G. Morris, S. Popat, J. Smith-Autard, E. Warburton, D. Watson and others have been studied. The list of web-based technologies and tools used to improve the educational process, inspire and encourage both teachers and students to develop their critical thinking and reveal their potential has been presented. The most common of them have been characterized. They are: The Dance Designer, Wholodance, The Choreographer’s Notebook, Multimodal Video Annotator and DanceForms. It has been found out that one of the possible ways how to overcome the problems while incorporating web-based technologies and tools into the traditional system of education and teaching choreography, in particular, is the balanced combination of web-technologies and tools with a participative approach to teacher-student interaction. It has been concluded that web-based technologies and tools can be categorized as motivational methods appealing to students’ cognitive, emotional and behavioural engagement characterized by such attributes as innovation, easy usage and sharing, content control, motivational appeal, etc.

  14. Systematic review of control groups in nutrition education intervention research.

    Science.gov (United States)

    Byrd-Bredbenner, Carol; Wu, FanFan; Spaccarotella, Kim; Quick, Virginia; Martin-Biggers, Jennifer; Zhang, Yingting

    2017-07-11

    Well-designed research trials are critical for determining the efficacy and effectiveness of nutrition education interventions. To determine whether behavioral and/or cognition changes can be attributed to an intervention, the experimental design must include a control or comparison condition against which outcomes from the experimental group can be compared. Despite the impact different types of control groups can have on study outcomes, the treatment provided to participants in the control condition has received limited attention in the literature. A systematic review of control groups in nutrition education interventions was conducted to better understand how control conditions are described in peer-reviewed journal articles compared with experimental conditions. To be included in the systematic review, articles had to be indexed in CINAHL, PubMed, PsycINFO, WoS, and/or ERIC and report primary research findings of controlled nutrition education intervention trials conducted in the United States with free-living consumer populations and published in English between January 2005 and December 2015. Key elements extracted during data collection included treatment provided to the experimental and control groups (e.g., overall intervention content, tailoring methods, delivery mode, format, duration, setting, and session descriptions, and procedures for standardizing, fidelity of implementation, and blinding); rationale for control group type selected; sample size and attrition; and theoretical foundation. The search yielded 43 publications; about one-third of these had an inactive control condition, which is considered a weak study design. Nearly two-thirds of reviewed studies had an active control condition considered a stronger research design; however, many failed to report one or more key elements of the intervention, especially for the control condition. None of the experimental and control group treatments were sufficiently detailed to permit replication of the

  15. A WEB-BASED VIRTUAL CLASSROOM SYSTEM MODEL

    Directory of Open Access Journals (Sweden)

    lumide S. ADEWALE

    2012-01-01

    Full Text Available The population of students all over the world is growing without a proportionate increase in teaching/learning resources/infrastructure. There is also much quest for learning in an environment that provides equal opportunities to all learners. The need to provide an equal opportunity learning environment that will hitherto improve the system of education globally has therefore become imperative. Based on our findings, a mathematical model Web-based Virtual Classroom system (WebVCS was developed to provide a viable medium through which sound education can be offered in tertiary institutions that can carter for varieties of learners irrespective of their abilities, dispositions and geographical locations. Our system model is developed based on active learning approach that adopts blended learning theory (Constructivist-Cognivist learning approach, incorporating e-pedagogy that supports collaboration among participants in the web-based Virtual learning environment. The key objects used in creating the WebVCS model are: Courses, Students, Instructors and Learning performances. Our system model sets a framework for developers of virtual classrooms and successful implementation of the model leads to students learning by interacting with their peers resulting in the construction of knowledge.

  16. Web-based GIS for spatial pattern detection: application to malaria incidence in Vietnam.

    Science.gov (United States)

    Bui, Thanh Quang; Pham, Hai Minh

    2016-01-01

    There is a great concern on how to build up an interoperable health information system of public health and health information technology within the development of public information and health surveillance programme. Technically, some major issues remain regarding to health data visualization, spatial processing of health data, health information dissemination, data sharing and the access of local communities to health information. In combination with GIS, we propose a technical framework for web-based health data visualization and spatial analysis. Data was collected from open map-servers and geocoded by open data kit package and data geocoding tools. The Web-based system is designed based on Open-source frameworks and libraries. The system provides Web-based analyst tool for pattern detection through three spatial tests: Nearest neighbour, K function, and Spatial Autocorrelation. The result is a web-based GIS, through which end users can detect disease patterns via selecting area, spatial test parameters and contribute to managers and decision makers. The end users can be health practitioners, educators, local communities, health sector authorities and decision makers. This web-based system allows for the improvement of health related services to public sector users as well as citizens in a secure manner. The combination of spatial statistics and web-based GIS can be a solution that helps empower health practitioners in direct and specific intersectional actions, thus provide for better analysis, control and decision-making.

  17. Participant-Centered Education: Building a New WIC Nutrition Education Model

    Science.gov (United States)

    Deehy, Karen; Hoger, Fatima S.; Kallio, Jan; Klumpyan, Kay; Samoa, Siniva; Sell, Karen; Yee, Linda

    2010-01-01

    Objective: To assess the readiness of the Western Region Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) states to implement participant-centered nutrition education (PCE) and to develop a PCE model for WIC service delivery. Design: Formative research including on-line survey, qualitative in-depth interviews, focus…

  18. It's Time to Include Nutrition Education in the Secondary Physical Education Curriculum

    Science.gov (United States)

    Bertelsen, Susan L.; Thompson, Ben

    2014-01-01

    Although the primary focus of physical educators is to increase students' physical activity levels and their knowledge about the importance of movement, they also have the opportunity to affect students' overall wellness by teaching nutrition and how healthy eating contributes to overall health and weight management. Nutrition concepts…

  19. Web-based pre-Analysis Tools

    CERN Document Server

    Moskalets, Tetiana

    2014-01-01

    The project consists in the initial development of a web based and cloud computing services to allow students and researches to perform fast and very useful cut-based pre-analysis on a browser, using real data and official Monte-Carlo simulations (MC). Several tools are considered: ROOT files filter, JavaScript Multivariable Cross-Filter, JavaScript ROOT browser and JavaScript Scatter-Matrix Libraries. Preliminary but satisfactory results have been deployed online for test and future upgrades.

  20. CMS OnlineWeb-Based Monitoring

    CERN Document Server

    Wan, Zongru; Chakaberia, Irakli; Lopez-Perez, Juan Antonio; Maeshima, Kaori; Maruyama, Sho; Soha, Aron; Sulmanas, Balys; Wan, Zongru

    2012-01-01

    For large international High Energy Physics experiments, modern web technologies make the online monitoring of detector status, data acquisition status, trigger rates, luminosity, etc., accessible for the collaborators anywhere and anytime. This helps the collaborating experts monitor the status of the experiment, identify the problems, and improve data-taking efficiency. We present the Web-Based Monitoring project of the CMS experiment at the LHC of CERN. The data sources are relational databases and various messaging systems. The project provides a vast amount of in-depth information including real time data, historical trend, and correlations, in a user friendly way.

  1. Web-Based Programs Assess Cognitive Fitness

    Science.gov (United States)

    2009-01-01

    The National Space Biomedical Research Institute, based in Houston and funded by NASA, began funding research for Harvard University researchers to design Palm software to help astronauts monitor and assess their cognitive functioning. The MiniCog Rapid Assessment Battery (MRAB) was licensed by the Criteria Corporation in Los Angeles and adapted for Web-based employment testing. The test battery assesses nine different cognitive functions and can gauge the effect of stress-related deficits, such as fatigue, on various tasks. The MRAB can be used not only for pre-employment testing but also for repeat administrations to measure day-to-day job readiness in professions where alertness is critical.

  2. A Framework for Synchronous Web-Based Professional Development: Measuring the Impact of Webinar Instruction

    Science.gov (United States)

    Rich, Rachel L.

    2011-01-01

    Through the evolution and proliferation of the Internet, distance and online education have become more prevalent in modern society. Synchronous web-based professional development continues to gain popularity. Although online education has grown in popularity and breadth, there has been a lack of research about the impact of synchronous web-based…

  3. Implementing Web-based Instruction in a School of Nursing: Implications for Faculty and Students.

    Science.gov (United States)

    Halstead, Judith A.; Coudret, Nadine A.

    2000-01-01

    A description of web-based nursing education at the University of Southern Indiana is used to frame a discussion of changes distance education causes in the teacher role (instructional design, interaction, time and technology management, outcome evaluation) and student role (time and technology management, interaction, self-direction). (SK)

  4. Whose education affects a child's nutritional status? From parents' to household's education

    National Research Council Canada - National Science Library

    Burchi, Francesco

    2012-01-01

    The paper engages in the ongoing debate regarding the determinants of child nutrition in developing countries and stresses the potential contribution of the education of household members other than the child's parents...

  5. Preferred Educational Delivery Strategies among Limited Income Older Adults Enrolled in Community Nutrition Education Programs

    Science.gov (United States)

    Parker, Stephany; Powell, Laura; Hermann, Janice; Phelps, Joshua; Brown, Barbara

    2011-01-01

    The study reported here explored educational delivery preference of limited income older Oklahomans. Sixty participants 60 years or older enrolled in Community Nutrition Education Programs observed three educational delivery strategies and participated in a group discussion. Two researchers independently coded focus group transcripts and frequency…

  6. Web-Site as an Educational Tool in Biology Education: A Case of Nutrition Issue

    Science.gov (United States)

    Fancovicova, Jana; Prokop, Pavol; Usak, Muhammet

    2010-01-01

    The purpose of the study was to evaluate the efficacy and feasibility of using website in biology education. We have explored the World Wide Web as a possible tool for education about health and nutrition. The websites were teaching tools for primary school students. Control groups used the traditional educational materials as books or worksheets,…

  7. What about Health Educators? Nutrition Education for Allied Health Professionals: A Review of the Literature

    Science.gov (United States)

    Ettienne-Gittens, Reynolette; Lisako, E.; McKyer, J.; Goodson, Patricia; Guidry, Jeffrey; Outley, Corliss

    2012-01-01

    Background: Health educators are critical members of the health care team who may be called upon to provide nutrition education. However, are health educators prepared for this task? What have scholars concluded regarding this pertinent topic? Purpose: This study has three purposes: (1) to determine the definition of and criteria for nutrition…

  8. A web-based virtual lighting simulator

    Energy Technology Data Exchange (ETDEWEB)

    Papamichael, Konstantinos; Lai, Judy; Fuller, Daniel; Tariq, Tara

    2002-05-06

    This paper is about a web-based ''virtual lighting simulator,'' which is intended to allow architects and lighting designers to quickly assess the effect of key parameters on the daylighting and lighting performance in various space types. The virtual lighting simulator consists of a web-based interface that allows navigation through a large database of images and data, which were generated through parametric lighting simulations. At its current form, the virtual lighting simulator has two main modules, one for daylighting and one for electric lighting. The daylighting module includes images and data for a small office space, varying most key daylighting parameters, such as window size and orientation, glazing type, surface reflectance, sky conditions, time of the year, etc. The electric lighting module includes images and data for five space types (classroom, small office, large open office, warehouse and small retail), varying key lighting parameters, such as the electric lighting system, surface reflectance, dimming/switching, etc. The computed images include perspectives and plans and are displayed in various formats to support qualitative as well as quantitative assessment. The quantitative information is in the form of iso-contour lines superimposed on the images, as well as false color images and statistical information on work plane illuminance. The qualitative information includes images that are adjusted to account for the sensitivity and adaptation of the human eye. The paper also includes a section on the major technical issues and their resolution.

  9. The impact of a compulsory web-based course on preservice teachers’ motivational profile

    Directory of Open Access Journals (Sweden)

    THIERRY KARSENTI

    2007-01-01

    Full Text Available The goal of this research was to better understand the impact of the implementation of a compulsory Web-based course on preservice teacher motivation. Subjects were enrolled in a four-year teacher education program (n=429 in the province of Quebec (Canada. Our initial hypothesis was that the Web-based distance education course – designed to promote self-determination, affiliation, and a sense of competence – would positively impact the motivation of preservice teachers. Results presented are based on quantitative and qualitative data analysis. They demonstrate that a technologically rich learning environment can enhance motivation after only a few weeks.

  10. Do Dutch nutrition and dietetics students meet nutritional requirements during education?

    Science.gov (United States)

    van der Kruk, Joke J; Jager-Wittenaar, Harriët; Nieweg, Roos M B; van der Schans, Cees P

    2014-06-01

    To compare the dietary intakes of Dutch nutrition and dietetics students with the Dutch RDA and the Dutch National Food Consumption Survey (DNFCS), and to assess whether dietary intake changes during education. Cross-sectional and longitudinal research (2004-2010). Data collection by 7 d dietary record and questionnaire. Dutch nutrition and dietetics students. Three hundred and fifty-two first-year and 216 fourth-year students were included. One hundred and thirty-three students in three cohorts were assessed twice. Of first-year students, >80 % met the RDA for all macronutrients. Of these students only 37 % met the RDA for fibre and in 43 % intake of saturated fat was too high. Fourth-year students more often met the RDA for fruits (55 %) and vegetables (74 %) compared with first-year students (32 % and 40 %, respectively). Intake of fruits and vegetables of both first- and fourth-year students was much higher than that of DNFCS participants (where 2 % and 7 %, respectively, met the corresponding RDA). Only 80 %). Intakes of dietary fibre, Ca, Mg, Se, riboflavin, niacin, fruits, vegetables and fish improved significantly during education. Dietary intake of nutrition and dietetics students is much better than that of DNFCS participants and improved during education. However, there is still a gap between actual dietary intake and the RDA, especially for Fe, Se and vitamin D.

  11. Current Status of Nutrition Training in Graduate Medical Education From a Survey of Residency Program Directors: A Formal Nutrition Education Course Is Necessary.

    Science.gov (United States)

    Daley, Brian J; Cherry-Bukowiec, Jill; Van Way, Charles W; Collier, Bryan; Gramlich, Leah; McMahon, M Molly; McClave, Stephen A

    2016-01-01

    Nutrition leaders surmised graduate medical nutrition education was not well addressed because most medical and surgical specialties have insufficient resources to teach current nutrition practice. A needs assessment survey was constructed to determine resources and commitment for nutrition education from U.S. graduate medical educators to address this problem. An online survey of 36 questions was sent to 495 Accreditation Council for Graduate Medical Education (ACGME) Program Directors in anesthesia, family medicine, internal medicine, pediatrics, obstetrics/gynecology, and general surgery. Demographics, resources, and open-ended questions were included. There was a 14% response rate (72 programs), consistent with similar studies on the topic. Most (80%) of the program directors responding were from primary care programs, the rest surgical (17%) or anesthesia (3%). Program directors themselves lacked knowledge of nutrition. While some form of nutrition education was provided at 78% of programs, only 26% had a formal curriculum and physicians served as faculty at only 53%. Sixteen programs had no identifiable expert in nutrition and 10 programs stated that no nutrition training was provided. Training was variable, ranging from an hour of lecture to a month-long rotation. Seventy-seven percent of program directors stated that the required educational goals in nutrition were not met. The majority felt an advanced course in clinical nutrition should be required of residents now or in the future. Nutrition education in current graduate medical education is poor. Most programs lack the expertise or time commitment to teach a formal course but recognize the need to meet educational requirements. A broad-based, diverse universal program is needed for training in nutrition during residency. © 2015 American Society for Parenteral and Enteral Nutrition.

  12. Distance learning on the Internet: web-based archived curriculum.

    Science.gov (United States)

    Burgess, Lawrence P A; Garshnek, Victoria; Birkmire-Peters, Deborah; Seifried, Steven E

    2004-10-01

    Web-based education through archived educational modules offers a significant opportunity to provide didactic education. By archiving lectures and teaching materials, it reduces the educators' time of preparation, especially when many students will need to take the same curriculum over a long period of time. The site can package educational material in multiple formats including audio, video, and readable text, allowing the student to tailor the educational experience to his/her learning preferences. This can be a stand-alone program, or integrated into a program combining distance and in-person education. Assessment through on-line tests can also be conducted, but these must be considered open-book assessments where collaboration cannot be prevented. As such, this vehicle can be utilized effectively for continuing education programs in health care, where open book is permitted and credits are generally awarded on the honor system. However, tests for certificate courses should only be given with a proctor in attendance. In this instance, on-line tests can be used as pre-tests for the student, while being structured to enhance further learning.

  13. Individual Learner Differences In Web-based Learning Environments: From Cognitive, Affective and Social-cultural Perspectives

    OpenAIRE

    KOC, Mustafa

    2005-01-01

    Individual Learner DifferencesIn Web-based Learning Environments:From Cognitive, Affective and Social-cultural Perspectives Mustafa KOCPh.D Candidate Instructional TechnologyUniversity of Illinois at Urbana-ChampaignUrbana, IL - USA ABSTRACT Throughout the paper, the issues of individual differences in web-based learning, also known as online instruction, online training or distance education were examined and implications for designing distance education were discussed. Although the main pu...

  14. Nutrition education in supermarkets: the Lifestyle 2000 experience.

    Science.gov (United States)

    Scott, J A; Begley, A M; Miller, M R; Binns, C W

    1991-03-01

    A 15-week supermarket-based nutrition education program was conducted as part of a larger multiple-strategy community-wide health promotion project. The program consisted of point-of-purchase materials displayed in the supermarkets and was supported by a mass media campaign and promotional activities such as competitions, taste testing and cooking demonstrations. The objective of the program was to promote the selection and purchase of low-fat foods, specifically low-fat dairy products, fresh fruit and vegetables, bread and cereal products. Awareness of the promotion was high, with some self-reported behaviour change. Supermarkets are potential sites for public health nutrition education and recommendations are made for improving the effectiveness of point-of-purchase promotions.

  15. Evidence-informed strategies for undergraduate nutrition education: a review.

    Science.gov (United States)

    Newton, Genevieve; Bettger, William; Buchholz, Andrea; Kulak, Verena; Racey, Megan

    2015-07-01

    This review focuses on evidence-informed strategies to enhance learning in undergraduate nutrition education. Here, we describe the general shift in undergraduate education from a teacher-centered model of teaching to a student-centered model and present approaches that have been proposed to address the challenges associated with this shift. We further discuss case-based, project-based, and community-based learning, patient simulation, and virtual clinical trials as educational strategies to improve students' critical thinking and problem-solving skills; these strategies are well suited to the teaching of undergraduate nutrition. The strategies are defined, and we discuss the potential benefits to students and how they can be applied specifically to the teaching of undergraduate nutrition. Finally, we provide a critical analysis of the limitations associated with these techniques and propose several directions for future research, including research methodologies that may best evaluate teaching strategies in terms of both teaching and learning outcomes. Consideration of these evidence-informed strategies is warranted, given their ability to encourage students to develop relevant skills that will facilitate their transition beyond the university classroom.

  16. Current Status of and Recommendations for Nutrition Education in Gastroenterology Fellowship Training in Canada.

    Science.gov (United States)

    Hu, Jing; Raman, Maitreyi; Gramlich, Leah

    2017-04-01

    Knowledge and skill in the area of nutrition are a key competency for the gastroenterologist. However, standards for nutrition education for gastroenterology fellows in Canada do not exist, and gastroenterologists in training and in practice do not feel confident in their knowledge or skill as it relates to nutrition. This study was undertaken to identify the current status of nutrition education in gastroenterology (GI) fellowship training programs in Canada and to provide insight into the development of nutrition educational goals, processes, and evaluation. Using mixed methods, we did a survey of current and recent graduates and program directors of GI fellowship programs in Canada. We undertook a focus group with program directors and fellows to corroborate findings of the survey and to identify strategies to advance nutrition education, knowledge, and skill of trainees. In total, 89.3% of the respondents perceived that the nutrition education was important for GI training, and 82.1% of the respondents perceived nutrition care would be part of their practice. However, only 50% of respondents had a formal rotation in their program, and it was mandatory only 36% of the time. Of the respondents, 95% felt that nutrition education should be standardized within GI fellowship training. Significant gaps in nutrition education exist with GI fellowship programs in Canada. The creation of standards for nutrition education would be valued by training programs, and such a nutrition curriculum for GI fellowship training in Canada is proposed.

  17. Developing a Nutrition and Health Education Program for Primary Schools in Zambia

    Science.gov (United States)

    Sherman, Jane; Muehlhoff, Ellen

    2007-01-01

    School-based health and nutrition interventions in developing countries aim at improving children's nutrition and learning ability. In addition to the food and health inputs, children need access to education that is relevant to their lives, of good quality, and effective in its approach. Based on evidence from the Zambia Nutrition Education in…

  18. Food and Nutrition Practices and Education Needs in Florida's Adult Family Care Homes

    Science.gov (United States)

    Dahl, Wendy J.; Ford, Amanda L.; Gal, Nancy J.

    2014-01-01

    A statewide survey was carried out to determine food and nutrition practices and education needs of Florida's adult family care homes (AFCHs). The 30-item survey included questions on food and nutrition education, supplement use, and menu planning. Infrequent use of menus and nutrition supplements was reported. A strong need was indicated for…

  19. Effect of a Nutrition Education Program on the Eating Attitudes and Behaviors of College Women.

    Science.gov (United States)

    Koszewski, Wanda M.; And Others

    1990-01-01

    Examined the effects of a nutrition education program on the eating attitudes and behaviors of college women (N= 130). Experimental and control groups completed pre- and posttest assessments of nutrition knowledge, attitudes, and eating behaviors. Findings showed that the nutrition education program positively affected the attitudes and eating…

  20. Weight Loss and Maintenance and Changes in Diet and Exercise for Behavioral Counseling and Nutrition Education.

    Science.gov (United States)

    Gormally, Jim; Rardin, David

    1981-01-01

    Compared behavioral counseling with nutrition education. Initial weight losses were similar. Behavioral participants consumed fewer calories but often used diets that were nutritionally unsound. Behavioral treatment appears best for moderate obesity, but procedures are needed for nutrition education, promoting fitness, and teaching independent…

  1. Incorporating Nutrition Education Classes into Food Pantry Settings: Lessons Learned in Design and Implementation

    Science.gov (United States)

    Hardison-Moody, Annie; Bowen, Sarah; Bloom, J. Dara; Sheldon, Marissa; Jones, Lorelei; Leach, Brandi

    2015-01-01

    The project reported here evaluated the effectiveness of nutrition education at food pantries. We offer best practices for future Extension-based nutrition programming with this clientele. Three classes were offered at food pantries through the Expanded Food and Nutrition Education Program (EFNEP). Entry and exit surveys were collected for each…

  2. Nutrition education in Japanese medical schools: a follow-up survey.

    Science.gov (United States)

    Orimo, Hideo; Ueno, Takahiro; Yoshida, Hiroshi; Sone, Hirohito; Tanaka, Akira; Itakura, Hiroshige

    2013-01-01

    A questionnaire survey was used to determine the status of nutrition education in Japanese medical schools in 2009. A similar survey was conducted in 2004, at which time nutritional education was determined to be inadequate in Japanese medical schools. The current questionnaire was sent to the directors of Centers for Medical Education of 80 medical schools, who represented all medical schools in Japan. Sixty-seven medical schools (83.8%) responded, of which 25 schools (37.3%) offered dedicated nutrition courses and 36 schools (53.7%) did not offer dedicated nutrition courses but offered something related to nutrition in other courses; six schools (9.0%) did not offer any nutrition education. Overall, 61 schools (91.0%) offered at least some nutritional topics in their undergraduate education. Nevertheless, only 11 schools (16.4%) seem to dedicate more than 5 hours to substantial nutrition education as judged by their syllabi. Although the mean length of the course was 11 hours, substantial nutrition education accounted for only 4.2 hours. Of the 25 medical schools that offered dedicated nutrition courses, seven schools offered the nutrition course as a stand-alone course and 18 schools offered it as an integrated course. In conclusion, the status of nutrition education in Japan has improved slightly but is still inadequate.

  3. Effects of intensive nutrition education on nutritional status and quality of life among postgastrectomy patients.

    Science.gov (United States)

    Lee, Hye Ok; Han, So Ra; Choi, Sung Il; Lee, Jung Joo; Kim, Sang Hyun; Ahn, Hong Seok; Lim, Hyunjung

    2016-02-01

    We examined the effects of 3 months of intensive education (IE) after hospital discharge compared to conventional education (CE) on nutritional status and quality of diet and life among South Korean gastrectomy patients. The study was conducted among 53 hospitalized gastrectomy in-patients (IE group, n = 28; CE group, n = 25) at Kyung Hee University Hospital at Gangdong. Baseline data were collected from electronic medical records and additional information was gathered via anthropometric measurements, assessment of nutritional status through a patient-generated, subjective global assessment (PG-SGA), diet assessment, and measures of self-efficacy and satisfaction with meals for 3 months following hospital discharge. Total PG-SGA scores were significantly higher in the CE group than in the IE group at 3-week post-discharge (5.2 in the IE group vs. 10.4 in the CE group, P Nutritional status among gastrectomy patients in the IE group improved. Relative to the CE control, the IE group demonstrated improved self-efficacy and meal satisfaction 3-week post-discharge.

  4. Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study

    Directory of Open Access Journals (Sweden)

    Jamila Arrish

    2016-01-01

    Full Text Available Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in midwifery curricula and the midwife’s role as important. All programmes included nutrition content; however, eleven had only 5 to <10 hours allocated to nutrition, while two had a designated unit. Various topics were covered. Dietitians/other nutrition experts were rarely involved in teaching or reviewing the nutrition content. Interviews with seven coordinators revealed that nutrition education tended to be problem-oriented and at times based on various assumptions. Nutrition content was not informed by professional or theoretical models. The development of nutrition assessment skills or practical training for midwifery students in providing nutrition advice was lacking. As nutrition is essential for maternal and foetal health, nutrition education in midwifery programmes needs to be reviewed and minimum requirements should be included to improve midwives’ effectiveness in this area. This may require collaboration between nutrition experts and midwifery bodies.

  5. School-based nutrition education: lessons learned and new perspectives.

    Science.gov (United States)

    Pérez-Rodrigo, C; Aranceta, J

    2001-02-01

    Nutrition is a major environmental influence on physical and mental growth and development in early life. Food habits during infancy can influence preferences and practices in later life and some evidence suggests fair to moderate tracking of food habits from childhood to adolescence. Studies support that good nutrition contributes to improving the wellbeing of children and their potential learning ability, thus contributing to better school performance. Children and young people who learn healthy eating habits, are encouraged to be physically active, to avoid smoking and to learn to manage stress, have the potential for reduced impact of chronic diseases in adulthood. Nutrition education is a key element to promoting lifelong healthy eating and exercise behaviours and should start from the early stages of life; it should also address the specific nutritional needs associated with pregnancy, including reinforcing breastfeeding. Food habits are complex in nature and multiple conditioning factors interact in their development. Young children do not choose what they eat, but their parents decide and prepare the food for them. During infancy and early childhood the family is a key environment for children to learn and develop food preferences and eating habits. As they grow and start school, teachers, peers and other people at school, together with the media and social leaders, become more important. Progressively children become more independent and start making their own food choices. The peer group is very important for adolescents and has a major influence in developing both food habits and lifestyles. Community trials suggest that nutrition education is an accessible effective tool in health promotion programmes with a focus on the development of healthy eating practices.

  6. Non-linear education gradient across the nutrition transition: mothers' overweight and the population education transition.

    Science.gov (United States)

    Jeon, Haram; Salinas, Daniel; Baker, David P

    2015-12-01

    Previous studies found that developed and developing countries present opposite education-overweight gradients but have not considered the dynamics at different levels of national development. An inverted U-shaped curve is hypothesized to best describe the education-overweight association. It is also hypothesized that as the nutrition transition unfolds within nations the shape of education-overweight curve changes. Multilevel logistic regression was used to estimate the moderating effect of the nutrition transition at the population level on the education-overweight gradient. At the individual level, a non-linear estimate of the education association was used to assess the optimal functional form of the association across the nutrition transition. Twenty-two administrations of the Demographic and Health Survey, collected at different time points across the nutrition transition in nine Latin American/Caribbean countries. Mothers of reproductive age (15-49 years) in each administration (n 143 258). In the pooled sample, a non-linear education gradient on mothers' overweight was found; each additional year of schooling increases the probability of being overweight up to the end of primary schooling, after which each additional year of schooling decreases the probability of overweight. Also, as access to diets high in animal fats and sweeteners increases over time, the curve's critical point moves to lower education levels, the detrimental positive effect of education diminishes, and both occur as the overall risk of overweight increases with greater access to harmful diets. Both hypotheses were supported. As the nutrition transition progresses, the education-overweight curve shifts steadily to a negative linear association with a higher average risk of overweight; and education, at increasingly lower levels, acts as a 'social vaccine' against increasing risk of overweight. These empirical patterns fit the general 'population education transition' curve hypothesis

  7. Non-linear education gradient across the nutrition transition: mothers’ overweight and the population education transition

    Science.gov (United States)

    Salinas, Daniel; Baker, David P

    2015-01-01

    Objective Previous studies found that developed and developing countries present opposite education-overweight gradients but have not considered the dynamics at different levels of national development. A U-inverted curve is hypothesized to best describe the education-overweight association. It is also hypothesized that as the nutrition transition unfolds within nations the shape of education-overweight curve change. Design Multi-level logistic regression estimates the moderating effect of the nutrition transition at the population level on education-overweight gradient. At the individual level, a non-linear estimate of the education association assesses the optimal functional form of the association across the nutrition transition. Setting Twenty-two administrations of the Demographic and Health Survey, collected at different time points across the nutrition transition in nine Latin American/Caribbean countries. Subjects Mothers of reproductive age (15–49) in each administration (n 143,258). Results In the pooled sample, a non-linear education gradient on mothers‘ overweight is found; each additional year of schooling increases the probability of being overweight up to the end of primary schooling, after which each additional year of schooling decreases the probability of overweight. Also, as access to diets of high animal fats and sweeteners increases over time, the curve‘s critical point moves to lower education levels, the detrimental positive effect of education diminishes, and both occur as the overall risk of overweight increases with greater access to harmful diets. Conclusions Both hypotheses are supported. As the nutrition transition progresses, the education-overweight curve steadily shifts to a negative linear association with higher average risk of overweight; and education, at increasingly lower levels, acts as a “social vaccine” against increasing risk of overweight. These empirical patterns fit the general “population education

  8. An Office Strategy for Nutrition-Related Patient Education and Compliance. Nutrition in Primary Care Series, Number 16.

    Science.gov (United States)

    Latanick, Maureen Rogan; Gallagher-Allred, Charlette R.

    Nutrition is well-recognized as a necessary component of educational programs for physicians. This is to be valued in that of all factors affecting health in the United States, none is more important than nutrition. This can be argued from various perspectives, including health promotion, disease prevention, and therapeutic management. In all…

  9. Influences of Constructivist-Oriented Nutrition Education on Urban Middle School Students' Nutrition Knowledge, Self-Efficacy, and Behaviors

    Science.gov (United States)

    McCaughtry, Nate; Fahlman, Mariane; Martin, Jeffrey J.; Shen, Bo

    2011-01-01

    Background: Health professionals are looking to nutrition-based youth health interventions in K-12 schools to combat the growing obesity crisis; however, none have explored the influences of interventions guided by constructivist learning theory. Purpose: This study examined the influences of a constructivist-oriented nutrition education program…

  10. Reliability, compliance, and security in web-based course assessments

    Directory of Open Access Journals (Sweden)

    Scott Bonham

    2008-04-01

    Full Text Available Pre- and postcourse assessment has become a very important tool for education research in physics and other areas. The web offers an attractive alternative to in-class paper administration, but concerns about web-based administration include reliability due to changes in medium, student compliance rates, and test security, both question leakage and utilization of web resources. An investigation was carried out in introductory astronomy courses comparing pre- and postcourse administration of assessments using the web and on paper. Overall no difference was seen in performance due to the medium. Compliance rates fluctuated greatly, and factors that seemed to produce higher rates are identified. Notably, email reminders increased compliance by 20%. Most of the 559 students complied with requests to not copy, print, or save questions nor use web resources; about 1% did copy some question text and around 2% frequently used other windows or applications while completing the assessment.

  11. Web-based stereoscopic visualization for the global anatomy classroom.

    Science.gov (United States)

    Kaspar, Mathias; Dech, Fred; Parsad, Nigel M; Silverstein, Jonathan C

    2011-01-01

    Many projects have focused on the improvement of virtual education. We have contributed with the global virtual anatomy course for teaching students in multiple locations with stereoscopic volume rendering, audio/video conferencing and additional materials. This year we focused on further simplifying the deployment of the classroom by using the new collaborative and web-based visualization system CoWebViz, to transfer stereoscopic visualization to the classrooms. Besides the necessary hardware installations for stereoscopy, only a web browser is necessary to view and to interact with the remote 3D stereo visualization. This system proved stable, gave higher quality images and increased ease of deployment. Its success within our classroom at the University of Chicago and Cardiff University has motivated us to continue CoWebViz development.

  12. A Study on The Roles of Nutrition Teachers in School Education

    OpenAIRE

    橋本, 健夫; 小川, 理沙; 太田, 美也子

    2010-01-01

    The importance of nutrition education in school education is strongly pointed out because of many dietary problems. In 2005, nutrition teacher system was established, and the teacher aimed to improve child fitness and promoting health by forging desirable eating habits. We investigated the amount of leftover in school provided-lunch and the situation of nutrition teacher in school. In the first case, the result revealed that although vegetable meals tended to be left, approach by nutrition st...

  13. Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study

    OpenAIRE

    Arrish, Jamila; Yeatman, Heather; Williamson, Moira

    2016-01-01

    Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in ...

  14. Nutrition Education by a Registered Dietitian Improves Dietary Intake and Nutrition Knowledge of a NCAA Female Volleyball Team

    Directory of Open Access Journals (Sweden)

    Bethany Hilson Garner

    2012-06-01

    Full Text Available Eleven female participants from a NCAA Division I volleyball team were evaluated for adequate energy and macronutrient intake during two off-seasons. Total energy and macronutrient intake were assessed by food records and results were compared against estimated needs using the Nelson equation. Dietary intervention was employed regarding the individual dietary needs of each athlete as well as a pre- and post-sports nutrition knowledge survey. Post dietary intervention, total energy, and macronutrient intake improved, as well as a significant improvement in sports nutrition knowledge (p < 0.001. Nutrition education is useful in improving dietary intake and nutrition knowledge of female athletes.

  15. Nutrition Education by a Registered Dietitian Improves Dietary Intake and Nutrition Knowledge of a NCAA Female Volleyball Team

    Science.gov (United States)

    Valliant, Melinda W.; Pittman Emplaincourt, Heather; Wenzel, Rachel Kieckhaefer; Garner, Bethany Hilson

    2012-01-01

    Eleven female participants from a NCAA Division I volleyball team were evaluated for adequate energy and macronutrient intake during two off-seasons. Total energy and macronutrient intake were assessed by food records and results were compared against estimated needs using the Nelson equation. Dietary intervention was employed regarding the individual dietary needs of each athlete as well as a pre- and post-sports nutrition knowledge survey. Post dietary intervention, total energy, and macronutrient intake improved, as well as a significant improvement in sports nutrition knowledge (p < 0.001). Nutrition education is useful in improving dietary intake and nutrition knowledge of female athletes. PMID:22822449

  16. Use of the glycemic index in nutrition education

    Directory of Open Access Journals (Sweden)

    Flávia Galvão Cândido

    2013-02-01

    Full Text Available Recently, the lack of studies providing practical guidance for the use of the glycemic index has been indicated as the cause of its little use in nutrition education. The aim of this study is to give instructions on the use of the glycemic index as a tool to be used in nutrition education to estimulate the consumption of low glycemic index foods. Studies published over the past 12 years, in addition to classic studies on this topic, found in the databases MedLine, ScienceDirect, SciELO and Lilacs exploring the importance of the glycemic index and the factors that affect the glycemic index were selected for this article. The preparation of lists grouping foods according to their glycemic index should be based on information found in tables and specific web sites. This is an interesting strategy that must be very carefully conducted, considering the eating habits of the assisted people. To reduce the postprandial blood glucose response, high glycemic index foods should be consumed in association with the following foods: high protein and low fat foods, good quality oils and unprocessed foods with high fiber content. Caffeine should also be avoided. The glycemic index should be considered as an additional carbohydrate-selection tool, which should be part of a nutritionally balanced diet capable of promoting and/or maintaining body weight and health.

  17. Web-based objective structured clinical examination with remote standardized patients and Skype: resident experience.

    Science.gov (United States)

    Langenau, Erik; Kachur, Elizabeth; Horber, Dot

    2014-07-01

    Using Skype and remote standardized patients (RSPs), investigators sought to evaluate user acceptance of a web-based objective structured clinical examination (OSCE) among resident physicians. After participating in four web-based clinical encounters addressing pain with RSPs, 59 residents from different training programs, disciplines and geographic locations completed a 52-item questionnaire regarding their experience with Skype and RSPs. Open-ended responses were solicited as well. The majority of participants (97%) agreed or strongly agreed the web-based format was convenient and a practical learning exercise, and 90% agreed or strongly agreed the format was effective in teaching communication skills. Although 93% agreed or strongly agreed they could communicate easily with RSPs using Skype, 80% preferred traditional face-to-face clinical encounters, and 58% reported technical difficulties during the encounters. Open-ended written responses supported survey results. Findings from this study expose challenges with technology and human factors, but positive experiences support the continued investigation of web-based OSCEs as a synchronous e-learning initiative for teaching and assessing doctor-patient communication. Such educational programs are valuable but unlikely to replace face-to-face encounters with patients. This web-based OSCE program provides physician learners with additional opportunity to improve doctor-patient communication. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  18. A Practical Guide To Developing Effective Web-based Learning

    Science.gov (United States)

    Cook, David A; Dupras, Denise M

    2004-01-01

    OBJECTIVE Online learning has changed medical education, but many “educational” websites do not employ principles of effective learning. This article will assist readers in developing effective educational websites by integrating principles of active learning with the unique features of the Web. DESIGN Narrative review. RESULTS The key steps in developing an effective educational website are: Perform a needs analysis and specify goals and objectives; determine technical resources and needs; evaluate preexisting software and use it if it fully meets your needs; secure commitment from all participants and identify and address potential barriers to implementation; develop content in close coordination with website design (appropriately use multimedia, hyperlinks, and online communication) and follow a timeline; encourage active learning (self-assessment, reflection, self-directed learning, problem-based learning, learner interaction, and feedback); facilitate and plan to encourage use by the learner (make website accessible and user-friendly, provide time for learning, and motivate learners); evaluate learners and course; pilot the website before full implementation; and plan to monitor online communication and maintain the site by resolving technical problems, periodically verifying hyperlinks, and regularly updating content. CONCLUSION Teaching on the Web involves more than putting together a colorful webpage. By consistently employing principles of effective learning, educators will unlock the full potential of Web-based medical education. PMID:15209610

  19. Wandering: A Web-Based Platform for the Creation of Location-Based Interactive Learning Objects

    Science.gov (United States)

    Barak, Miri; Ziv, Shani

    2013-01-01

    Wandering is an innovative web-based platform that was designed to facilitate outdoor, authentic, and interactive learning via the creation of location-based interactive learning objects (LILOs). Wandering was integrated as part of a novel environmental education program among middle school students. This paper describes the Wandering platform's…

  20. A Web-Based Visualization and Animation Platform for Digital Logic Design

    Science.gov (United States)

    Shoufan, Abdulhadi; Lu, Zheng; Huss, Sorin A.

    2015-01-01

    This paper presents a web-based education platform for the visualization and animation of the digital logic design process. This includes the design of combinatorial circuits using logic gates, multiplexers, decoders, and look-up-tables as well as the design of finite state machines. Various configurations of finite state machines can be selected…

  1. Web-Based Writing Support: Making It Useable for Distance Teachers

    Science.gov (United States)

    Goodfellow, Robin; Strauss, Pat; Puxley, Marianne

    2012-01-01

    This paper considers the issues that distance teachers in higher education who are not writing specialists face in supporting their students' academic writing development. We discuss the usefulness of open web-based writing support resources, and propose the need for a system that serves as an interface with these resources. Such a system should…

  2. An Autonomous Learning System of Bengali Characters Using Web-Based Intelligent Handwriting Recognition

    Science.gov (United States)

    Khatun, Nazma; Miwa, Jouji

    2016-01-01

    This research project was aimed to develop an intelligent Bengali handwriting education system to improve the literacy level in Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. Here, we developed a prototype of web-based (iPhone/smartphone or computer browser) intelligent…

  3. So You Want To Develop Web-Based Instruction--Points to Ponder.

    Science.gov (United States)

    Carlson, Randal D.; Downs, Elizabeth; Repman, Judith; Clark, Kenneth F.

    The World Wide Web offers significant opportunities for instruction--opening up education to the unserved or underserved, providing new tools to enhance learning and increasing convenience for learners in terms of effective use of place and time. Prior to planning for Web-based instruction, it is imperative that the underlying motivation is…

  4. Web-Based Teacher Training and Coaching/Feedback: A Case Study

    Science.gov (United States)

    Wilczynski, Susan M.; Labrie, Allison; Baloski, Ann; Kaake, Amanda; Marchi, Nick; Zoder-Martell, Kimberly

    2017-01-01

    The present case study evaluated web-based training with coaching and feedback delivered through videoconferencing software to increase teacher use of behavioral methods associated with increased compliance. The participant, a preschool special education teacher, increased both her knowledge of efficacious interventions for autism spectrum…

  5. Interaction Patterns in Web-based Knowledge Communities: Two-Mode Network Approach

    NARCIS (Netherlands)

    Vollenbroek, Wouter Bernardus; de Vries, Sjoerd A.; Fred, Ana; Dietz, Jan; Aveiro, David; Liu, Kecheng; Bernardino, Jorge; Filipe, Joaquim

    2016-01-01

    The importance of web-based knowledge communities (WKCs) in the 'network society' is growing. This trend is seen in many disciplines, like education, government, finance and other profit- and non-profit organisations. There is a need for understanding the development of these online communities in

  6. Diagnosing Students' Mental Models via the Web-Based Mental Models Diagnosis System

    Science.gov (United States)

    Wang, Tzu-Hua; Chiu, Mei-Hung; Lin, Jing-Wen; Chou, Chin-Cheng

    2013-01-01

    Mental models play an important role in science education research. To extend the effectiveness of conceptual change research and to improve mental model identi?cation and diagnosis, the authors developed and tested the Web-Based Mental Models Diagnosis (WMMD) system. In this article, they describe their WMMD system, which goes beyond the…

  7. Pre-Service Teachers' Views on Web-Based Classroom Management

    Science.gov (United States)

    Boyaci, Adnan

    2010-01-01

    With the invention of World Wide Web in 1992, delivery of distance education via internet and emergency of web-based classrooms have rapidly gained acceptance as an alternative and supplement to traditional face to face classroom instruction (Alavi, Yoo & Vogel, 1997; Rahm & Reed, 1997), which represents a paradigm shift challenging all…

  8. Evaluation of the Professional Development Program on Web Based Content Development

    Science.gov (United States)

    Yurdakul, Bünyamin; Uslu, Öner; Çakar, Esra; Yildiz, Derya G.

    2014-01-01

    The aim of this study is to evaluate the professional development program on web based content development (WBCD) designed by the Ministry of National Education (MoNE). Based on the theoretical CIPP model by Stufflebeam and Guskey's levels of evaluation, the study was carried out as a case study. The study group consisted of the courses that…

  9. Aligning Web-Based Tools to the Research Process Cycle: A Resource for Collaborative Research Projects

    Science.gov (United States)

    Price, Geoffrey P.; Wright, Vivian H.

    2012-01-01

    Using John Creswell's Research Process Cycle as a framework, this article describes various web-based collaborative technologies useful for enhancing the organization and efficiency of educational research. Visualization tools (Cacoo) assist researchers in identifying a research problem. Resource storage tools (Delicious, Mendeley, EasyBib)…

  10. Proposing a Web-Based Tutorial System to Teach Malay Language Braille Code to the Sighted

    Science.gov (United States)

    Wah, Lee Lay; Keong, Foo Kok

    2010-01-01

    The "e-KodBrailleBM Tutorial System" is a web-based tutorial system which is specially designed to teach, facilitate and support the learning of Malay Language Braille Code to individuals who are sighted. The targeted group includes special education teachers, pre-service teachers, and parents. Learning Braille code involves memorisation…

  11. ELM-ART--An Interactive and Intelligent Web-Based Electronic Textbook

    Science.gov (United States)

    Weber, Gerhard; Brusilovsky, Peter

    2016-01-01

    This paper present provides a broader view on ELM-ART, one of the first Web-based Intelligent Educational systems that offered a creative combination of two different paradigms--Intelligent Tutoring and Adaptive Hypermedia technologies. The unique dual nature of ELM-ART contributed to its long life and research impact and was a result of…

  12. Cooperative Project-Based Learning in a Web-Based Software Engineering Course

    Science.gov (United States)

    Piccinini, Nicola; Scollo, Giuseppe

    2006-01-01

    Even in self-organized project-based learning, the instructors' role re-mains critical, especially in the initial orientation provided to the students in order to grasp the educational goals and the various roles they may undertake to achieve them. In this paper we survey a few questions proposed to that purpose in a web-based software engineering…

  13. Usability of a Web-Based School Experience System: Opinions of IT Teachers and Teacher Candidates

    Science.gov (United States)

    Genç, Zülfü

    2015-01-01

    With advances in information and communication technologies, the classical nature of educational institutions has changed. One innovative effort within teacher training is the Web-Based School Experience System (WBSES) developed by the researcher. In this study, the usability of an existing WBSES is evaluated from both teachers' (n = 13) and…

  14. Methodology for Design of Web-Based Laparoscopy e-Training System

    Science.gov (United States)

    Borissova, Daniela; Mustakerov, Ivan

    2011-01-01

    The Web-based e-learning can benefit from the modern multimedia tools combined with network capabilities to overcome traditional education. The objective of this paper is focused on e-training system development to improve performance of theoretical knowledge and providing ample opportunity for practical attainment of manual skills in virtual…

  15. A Web-Based Tool to Support Data-Based Early Intervention Decision Making

    Science.gov (United States)

    Buzhardt, Jay; Greenwood, Charles; Walker, Dale; Carta, Judith; Terry, Barbara; Garrett, Matthew

    2010-01-01

    Progress monitoring and data-based intervention decision making have become key components of providing evidence-based early childhood special education services. Unfortunately, there is a lack of tools to support early childhood service providers' decision-making efforts. The authors describe a Web-based system that guides service providers…

  16. Web-Based Social Work Courses: Guidelines for Developing and Implementing an Online Environment

    Science.gov (United States)

    Dawson, Beverly Araujo; Fenster, Judy

    2015-01-01

    Although web-based courses in schools of social work have proliferated over the past decade, the literature contains few guidelines on steps that schools can take to develop such courses. Using Knowles's framework, which delineates tasks and themes involved in implementing e-learning in social work education, this article describes the cultivation…

  17. Using Web-Based Homework to Teach Principles of Microeconomics: A Preliminary Investigation

    Science.gov (United States)

    Mitchell, Jeannette C.; Mitchell, Johanna E.

    2017-01-01

    This study evaluates an interactive web-based homework designed to increase student understanding in a principles of microeconomics course. Employing concepts from Action Research, the preliminary investigation was undertaken based on assumptions about the efficacy of online educational resources. Do students who do well on online homework improve…

  18. Web Based Distributed Coastal Image Analysis System Project

    Data.gov (United States)

    National Aeronautics and Space Administration — This project develops Web based distributed image analysis system processing the Moderate Resolution Imaging Spectroradiometer (MODIS) data to provide decision...

  19. Implementation of clinical research trials using web-based and mobile devices: challenges and solutions

    Directory of Open Access Journals (Sweden)

    Roy Eagleson

    2017-03-01

    Full Text Available Abstract Background With the increasing implementation of web-based, mobile health interventions in clinical trials, it is crucial for researchers to address the security and privacy concerns of patient information according to high ethical standards. The full process of meeting these standards is often made more complicated due to the use of internet-based technology and smartphones for treatment, telecommunication, and data collection; however, this process is not well-documented in the literature. Results The Smart Heart Trial is a single-arm feasibility study that is currently assessing the effects of a web-based, mobile lifestyle intervention for overweight and obese children and youth with congenital heart disease in Southwestern Ontario. Participants receive telephone counseling regarding nutrition and fitness; and complete goal-setting activities on a web-based application. This paper provides a detailed overview of the challenges the study faced in meeting the high standards of our Research Ethics Board, specifically regarding patient privacy. Conclusion We outline our solutions, successes, limitations, and lessons learned to inform future similar studies; and model much needed transparency in ensuring high quality security and protection of patient privacy when using web-based and mobile devices for telecommunication and data collection in clinical research.

  20. Implementation of clinical research trials using web-based and mobile devices: challenges and solutions.

    Science.gov (United States)

    Eagleson, Roy; Altamirano-Diaz, Luis; McInnis, Alex; Welisch, Eva; De Jesus, Stefanie; Prapavessis, Harry; Rombeek, Meghan; Seabrook, Jamie A; Park, Teresa; Norozi, Kambiz

    2017-03-17

    With the increasing implementation of web-based, mobile health interventions in clinical trials, it is crucial for researchers to address the security and privacy concerns of patient information according to high ethical standards. The full process of meeting these standards is often made more complicated due to the use of internet-based technology and smartphones for treatment, telecommunication, and data collection; however, this process is not well-documented in the literature. The Smart Heart Trial is a single-arm feasibility study that is currently assessing the effects of a web-based, mobile lifestyle intervention for overweight and obese children and youth with congenital heart disease in Southwestern Ontario. Participants receive telephone counseling regarding nutrition and fitness; and complete goal-setting activities on a web-based application. This paper provides a detailed overview of the challenges the study faced in meeting the high standards of our Research Ethics Board, specifically regarding patient privacy. We outline our solutions, successes, limitations, and lessons learned to inform future similar studies; and model much needed transparency in ensuring high quality security and protection of patient privacy when using web-based and mobile devices for telecommunication and data collection in clinical research.