THE CASCADIA INITIATIVE TOOMEY, DOUGLAS R.; ALLEN, RICHARD M.; BARCLAY, ANDREW H. ...
Oceanography (Washington, D.C.),
06/2014, Letnik:
27, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Increasing public awareness that the Cascadia subduction zone in the Pacific Northwest is capable of great earthquakes (magnitude 9 and greater) motivates the Cascadia Initiative, an ambitious ...onshore/offshore seismic and geodetic experiment that takes advantage of an amphibious array to study questions ranging from megathrust earthquakes, to volcanic arc structure, to the formation, deformation and hydration of the Juan De Fuca and Gorda Plates. Here, we provide an overview of the Cascadia Initiative, including its primary science objectives, its experimental design and implementation, and a preview of how the resulting data are being used by a diverse and growing scientific community. The Cascadia Initiative also exemplifies how new technology and community-based experiments are opening up frontiers for marine science. The new technology—shielded ocean bottom seismometers—is allowing more routine investigation of the source zone of megathrust earthquakes, which almost exclusively lies offshore and in shallow water. The Cascadia Initiative offers opportunities and accompanying challenges to a rapidly expanding community of those who use ocean bottom seismic data.
Abstract Several models and theories have been proposed to help registered dietitians (RD) counsel and communicate nutrition information to patients. However, there is little time for students or ...interns to observe and/or participate in counseling sessions. Computer-assisted instruction (CAI) can be used to give students more opportunity to observe the various methods and theories of counseling. This study used CAI simulations of RD−client communications to examine whether students who worked through the CAI modules would choose more appropriate counseling methods. Modules were created based on information from experienced RD. They contained videos of RD–patient interactions and demonstrated helpful and less helpful methods of communication. Students in didactic programs in dietetics accessed the modules via the Internet. The intervention group of students received a pretest module, two tutorial modules, and a posttest module. The control group only received the pretest and posttest modules. Data were collected during three semesters in 2006 and 2007. Two sample t tests were used to compare pretest and posttest scores. The influence of other factors was measured using factorial analysis of variance. Statistical significance was set at P <0.05. Eleven didactic programs participated. A total of 350 students were in the intervention group and 102 students were in the control group. Pretest scores were not different (6.30±0.26 vs 6.21±0.15, control and intervention, respectively). The intervention group's posttest score was higher than its pretest score (6.21±0.15 vs 6.65±0.16, pretest and posttest, respectively). Change in score from pretest to posttest was higher for the intervention group (−0.02±0.20 vs 0.44±0.11, control and intervention, respectively). For the 21 questions in the tutorials, those who answered 19 to 21 correctly had a greater increase from pretest to posttest than those who answered <13 correctly (−0.44±0.37 vs 0.84±0.17, <13 and 19 to 21 correct, respectively). There was no effect of instructor, grade point average, school year, or prior counseling on the results. The study provides evidence that the use of CAI can improve communication and counseling methods for dietetics students.
Objective To determine the impact of computer-based simulations on the performance of dietetics interns in initial clinical rotations.
Design Interns used either a simulation program (Care Planning ...Simulation System CPSS) or a computer-based tutorial (Nutrition Care Planning Tutorial NCPT) during their orientation. Performance of these interns on nutrition care skills was evaluated during their initial clinical rotations.
Subjects/setting Participants were 108 dietetics interns from 8 different programs. Each internship had at least 8 interns, and none of the internships awarded a graduate degree.
Intervention Subjects in the experimental group completed nutrition assessment and care planning activities for 3 simulated patients. Subjects in the control group completed a tutorial on assessment and care planning.
Main outcome measures Likert scale ratings of 31 behaviors were recorded by clinical preceptors. Behavior statements were grouped into 8 categories and average ratings for each category were determined.
Statistical analysis Repeated-measures analysis of variance and linear regression were used to compare performance ratings between groups.
Results There were no differences in overall evaluations of the simulation and tutorial groups for the 8-week period. Interns who started clinical rotations immediately after orientation (CPSS-I and NCPT-I groups) were rated lower in all categories than those who began their clinical rotations later (CPSS-D and NCPT-D groups). Maturation and acquisition of general skills likely influenced ratings of interns with delayed clinical rotations. For most categories of behavior, the rate of improvement in rating scores was greatest for interns who used CPSS.
Applications Computer-based simulations are a promising supplement to current techniques in didactic instruction and may be useful in both didactic and practice settings. Computer-based simulations can provide more varied practice experiences to didactic students and interns in preparation for more skilled entry-level positions in dietetics.
J Am Diet Assoc, 2000;100:183–190.
Evers believes that advancements in information technology will allow dieticians to spend less time on the "business" aspect of the profession and more time helping people lead healthier lives by ...promoting optimal nutritional health and well-being. Interactive video featuring lifelike patients will help dietetics students develop critical thinking skills much earlier than traditional methods.
This article presents learning strategies to help high school students with learning disabilities succeed in technical classes. Strategies address time management, memorization, and learning to use ...charts and graphs. Figures offer an example of breaking a project into subtasks, a self-questioning strategy, the CAN DO learning strategy, and a sample woodworking text with illustrations. (DB)
Objective The effects of a computer-assisted instruction (CAI) tutorial program on learning clinical reasoning skills were compared in undergraduate dietetics students.
Design A drill-and-practice ...program to control for time on task, a tutorial program, and a simulation program, as the test vehicle, were developed. The tutorial and simulation programs presented data on a patient with cardiovascular disease.
Setting Subjects were tested in 30 undergraduate dietetics programs.
Subjects Participants were 413 undergraduate diet therapy students enrolled in a coordinated program in dietetics (CPD) or a didactic program in dietetics (DPD).
Intervention After completion of lectures on cardiovascular disease, subjects were given the drill-and-practice program plus a simulation test (group 1), the tutorial plus a simulation test (group 2), or the simulation test only (group 3).
Main outcome measures Scores on the simulation test were compared. Variables included type of CAI, dietetics program, year in school, computer experience, and experience using a medical chart. Mastery of objectives related to lower- and higher-level clinical reasoning skills introduced in the tutorial program was compared.
Statistical analysis One-way analysis of variance and Student-Newman Keuls tests were conducted to determine any differences among the three groups. Reliability was determined using the Kuder-Richardson Formula 20.
Results The reliability coefficient of the simulation test was 0.93. Group 2 scored higher on the simulation test than group 1 or group 3. As a group, the CPD students scored higher than the DPD students. When CPD and DPD students were divided into the three experimental groups, there was no significant difference between the CPD and DPD student simulation scores. Group 2 mastered all objectives for lower-level reasoning skills and the higher-level decision-making objective better than groups 1 and 3.
Applications/conclusions A computer tutorial program enhanced clinical reasoning skills in undergraduate dietetics students. This type of program could be used to supplement many topics taught in diet therapy and provide DPD students with experiential learning before their clinical intern practicums.
J Am Diet Assoc. 1995; 95:868–873.
This study was undertaken to determine (a) if dietitians are at or above their desirable weight and how they compare to the general public; (b) if a low-key incentive program could assist members of ...a dietetic association to set and attain weight management goals; (c) if goals selected are appropriate on the basis of nutrition guidelines; and (d) which weight management techniques were used to achieve the goals chosen
PDF
