Track topics on Twitter Track topics that are important to you
This study will describe the experience of patients with visible physical abnormalities in the genetics clinic when they are involved in teaching others about their condition. Information from this study may be used to enhance educational experiences in genetics clinics.
Patients 18 years of age and older with a visible physical anomaly who have been seen by a genetics professional in the past 5 years may be eligible for this study.
In a tape-recorded telephone interview, patients are asked about the following:
- Their experiences when visiting the genetics clinic
- The circumstances under which they have been approached to participate in teaching others
- Their perspective on specific teaching behaviors used in genetic consultations, and how this perspective is affected by their perception of their own visible difference
- The benefits and downsides of being involved in teaching others
- The circumstances under which they feel comfortable being approached by genetics providers to help teach others about their condition
- The conditions or circumstances that make some individual teaching experiences better or worse than others
It is common for genetics patients to facilitate teaching of others during the course of their genetics exam. Patient response to serving as a teaching case has been studied only on a limited extent. This study proposes to qualitatively explore the ways in which taking on a teaching role in a genetics clinic is experienced by patients with visible differences.
Qualitative telephone interviews with approximately 30 genetics patients with visible differences will be conducted. The interviews will be semi-structured and an interview guide will be loosely followed. Interviews will be recorded and transcripts of the interviews will be coded for analysis. A typology of common themes will be compiled and reported. Information collected through these interviews will improve understanding of the phenomenon of patients in educator roles, relate experiences to patient expectations and will fill a gap in the published literature. It is additionally hoped that results of this study may inform the development of new recommendations to enhance educational experiences in genetics clinics.
Johns Hopkins University
National Institutes of Health Clinical Center (CC)
Published on BioPortfolio: 2014-08-27T03:43:57-0400
HOPP Learning will be implemented in elementary schools in the Horten municipality and will assess the effect of a combined pedagogical approach, active learning, on a large student popula...
Major depression is a prevalent and impairing illness. To better understand the basic science and treatment of depression, the investigators study the behavioral and brain processes associ...
This study is a comparison of 3 learning techniques, Errorless learning, modelling and trial and error, in the relearning of IADL of Alzheimer patients from mild to moderately severe demen...
This study evaluates the use of eLearning of quality improvement methods. Participants who use eLearning only, facilitated learning only and a combination of eLearning and facilitated lear...
In the pilot trial cardiac patients will be provided with e-learning videos, 2 à 5 times/week during the 4-week trial period.
In this brief, we propose a novel multilabel learning framework, called multilabel self-paced learning, in an attempt to incorporate the SPL scheme into the regime of multilabel learning. Specifically...
Phenomenon: Transfer of learning between classroom and workplace appears to be difficult. Various conceptions about learning in either the classroom or the workplace exist among stakeholders, yet litt...
Martinho and Kacelnik (2016) imprinted newly hatched ducklings (Anas platyrhynchos domestica) with a moving pair of either same or different objects, and following only one session, the ducklings accu...
The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learn...
When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learni...
Change in learning in one situation due to prior learning in another situation. The transfer can be positive (with second learning improved by first) or negative (where the reverse holds).
A principle that learning is facilitated when the learner receives immediate evaluation of learning performance. The concept also hypothesizes that learning is facilitated when the learner is promptly informed whether a response is correct, and, if incorrect, of the direction of error.
Learning to make a series of responses in exact order.
Learning that is manifested in the ability to respond differentially to various stimuli.
The course of learning of an individual or a group. It is a measure of performance plotted over time.
Within medicine, nutrition (the study of food and the effect of its components on the body) has many different roles. Appropriate nutrition can help prevent certain diseases, or treat others. In critically ill patients, artificial feeding by tubes need t...