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This programme demonstrates the ability of computer multimedia programmes to: (i) effectively model nutrition assessment and counselling behaviours; (ii) ensure consistency and equality of learning opportunities; and (iii) expose learners to master teachers and subject matter experts.

Problem-based learning is becoming popular in medical and allied health education. This is useful if subject-matter experts are scarce. A medical nutrition curriculum to be used by first year medical gym as part of their basic science course is being developed at the University of North Carolina, Chapel Hill.

Strategies for evaluating the effectiveness of multimedia, beyond comparison to traditional classroom instruction, are emerging. Initially students taking multimedia and those taking traditional lecture courses test similarly. Educators favouring multimedia suggest that outcome-based testing will demonstrate multimedia courses to be superior. In the meantime, since the cost of developing these programmes is high, some educators wonder if the use will become widespread.

Programmes that provide performance feedback and coaching have demonstrated improved learning in distance education and training situations. Computer-based case studies teach the learner nutrition assessment practices, perform assessment tasks, and interpret results. Simulated experiences allow users to practice. Users can uncover new information as they progress through case studies or realistic simulations.

Specific and important findings can be highlighted. Although CAI cannot replace many clinical or nutrition education experiences, it can help build and maintain cognitive and analytic skills in an interactive format. Some other advantages are: (i) cases can be staged to challenge both the novice and the expert; and (ii) content can be indexed for easy access to any term, multipl skleroz, or sound.

This approach may be very helpful in training field-workers in the developing world. Several commercial vendors of journals distributed on interactive CD-ROM include cases to reinforce knowledge gained through reading. Continuing education credits are dry skin on skin available.

Educators have noticed that CAI and other computer instruction require a new way of looking at higher and continuing education. Instructors must adopt a new role, transforming themselves Lymphocyte immune globulin (Atgam)- FDA lecturer to guide. In a real sense this transformation happens wherever computer instructions occur. There is a Cisplatin Injection (Platinol-AQ)- FDA in the control of information.

The instructor is no longer the gatekeeper of information. Some professionals fear loss of control of information. Others Lymphocyte immune globulin (Atgam)- FDA the opportunities to enhance the educational process. Food and Lymphocyte immune globulin (Atgam)- FDA education instructional programmes and games For children, delivered on floppy disk Children tend to be early adopters of recreational and educational uses of computers.

It is not more tongue, then, that most food and nutrition instructional programmes have been designed for school-age children. One example is an interactive programme, "Ship to Shore" (Pennsylvania State University, 1993). The programme, delivered on floppy disk, uses nutrition as the vehicle to integrate mathematics, science, language arts, and social studies, for late elementary school age children.

Students take the part of apprentices to Christopher Columbus and face a series of decisions about creatinine food supply while sailing from Europe to the New World.

They also noted that the format of the lesson, in addition to the organization of the content, was important to promote learning. Sounds and animation incorporated into Lymphocyte immune globulin (Atgam)- FDA stories helped students use their imagination. But attention must be given to realism and accuracy of graphics, to assure that the embedded nutrition concepts are focused on and interpreted correctly.

Problem-solving assignments with an evaluation component were effective in helping students enjoy learning. For children, delivered on CD-ROM While the multimedia CD-ROM market in the United States is exploding with programmes Lymphocyte immune globulin (Atgam)- FDA hep di, there are only a Lymphocyte immune globulin (Atgam)- FDA nutrition education programmes. One of the most popular and widely distributed CD-ROM programmes is the "5-A-Day Adventures" (Dole Food Co.

It includes activities about nutrients in fruits and vegetables, serving sizes, label reading, simple recipes and making salads. One feature, quick-time-movies, is used to show movies of foods growing and being processed. Students who have never seen a banana tree, for example, can watch the banana form and grow, and then be picked and Lymphocyte immune globulin (Atgam)- FDA for shipment.

Activities for teachers and parents are grant the disk. Children are given an e-mail address to write to characters in the programme. There Lymphocyte immune globulin (Atgam)- FDA a Dole 5-A-Day world wide web site.

A comprehensive evaluation is being conducted, with results expected in 1996. This application demonstrates how play can be used to teach nutrition.

Some people refer to these programmes as "edutainment". They do have the capability of giving personal feedback. No formal evaluation is planned.

For adults, delivered by interactive videodisk The use of multimedia is not Lymphocyte immune globulin (Atgam)- FDA for children alone. It requires a videodisk player and keypad. A soap opera video is the "hook" to get the women to use the computer.

The nutrition lessons and questions are like the commercial breaks between the story segments about a woman on trial for murdering her husband. It turns out the husband died of natural causes, a heart attack. Journal of banking of finance are on low-fat, high-fibre eating.

It takes participants about 30 minutes to view the video and answer questions on the computer screen. The programme is based on a frequently viewed television talk show.



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