The Experts below are selected from a list of 145464 Experts worldwide ranked by ideXlab platform
Fumihiko Fukamauchi - One of the best experts on this subject based on the ideXlab platform.
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a preparatory study for designing web based Educational Materials for the hearing impaired
International Conference on Computers for Handicapped Persons, 2004Co-Authors: Miki Namatame, Muneo Kitajima, Tomoyuki Nishioka, Fumihiko FukamauchiAbstract:Our aim is to design web-based interactive Educational Materials for the hearing-impaired based on their interaction style. We describe the results of an eye-tracking experiment that demonstrates behavioral differences between hearing-impaired and hearing persons when using web-based Materials. We found that the hearing-impaired exhibited a smaller strategic scan pattern, and shallower and more intuitive text processing. These findings suggest that the design of web-based Educational Materials, which currently only consider textual or image substitutes for auditory information, is insufficient for the hearing-impaired.
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ICCHP - A preparatory study for designing web-based Educational Materials for the hearing-impaired
Lecture Notes in Computer Science, 2004Co-Authors: Miki Namatame, Muneo Kitajima, Tomoyuki Nishioka, Fumihiko FukamauchiAbstract:Our aim is to design web-based interactive Educational Materials for the hearing-impaired based on their interaction style. We describe the results of an eye-tracking experiment that demonstrates behavioral differences between hearing-impaired and hearing persons when using web-based Materials. We found that the hearing-impaired exhibited a smaller strategic scan pattern, and shallower and more intuitive text processing. These findings suggest that the design of web-based Educational Materials, which currently only consider textual or image substitutes for auditory information, is insufficient for the hearing-impaired.
Miki Namatame - One of the best experts on this subject based on the ideXlab platform.
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a preparatory study for designing web based Educational Materials for the hearing impaired
International Conference on Computers for Handicapped Persons, 2004Co-Authors: Miki Namatame, Muneo Kitajima, Tomoyuki Nishioka, Fumihiko FukamauchiAbstract:Our aim is to design web-based interactive Educational Materials for the hearing-impaired based on their interaction style. We describe the results of an eye-tracking experiment that demonstrates behavioral differences between hearing-impaired and hearing persons when using web-based Materials. We found that the hearing-impaired exhibited a smaller strategic scan pattern, and shallower and more intuitive text processing. These findings suggest that the design of web-based Educational Materials, which currently only consider textual or image substitutes for auditory information, is insufficient for the hearing-impaired.
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ICCHP - A preparatory study for designing web-based Educational Materials for the hearing-impaired
Lecture Notes in Computer Science, 2004Co-Authors: Miki Namatame, Muneo Kitajima, Tomoyuki Nishioka, Fumihiko FukamauchiAbstract:Our aim is to design web-based interactive Educational Materials for the hearing-impaired based on their interaction style. We describe the results of an eye-tracking experiment that demonstrates behavioral differences between hearing-impaired and hearing persons when using web-based Materials. We found that the hearing-impaired exhibited a smaller strategic scan pattern, and shallower and more intuitive text processing. These findings suggest that the design of web-based Educational Materials, which currently only consider textual or image substitutes for auditory information, is insufficient for the hearing-impaired.
Agnes Grudniewicz - One of the best experts on this subject based on the ideXlab platform.
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user centered design and printed Educational Materials a focus group study of primary care physician preferences
Journal of Continuing Education in The Health Professions, 2016Co-Authors: Agnes Grudniewicz, Onil Bhattacharyya, Ann K Mckibbon, Sharon E StrausAbstract:Introduction:It is challenging for primary care physicians (PCPs) to review and apply the growing amount of clinical evidence available. Printed Educational Materials (PEMs), which synthesize evidence, are often ineffective at improving knowledge, possibly due to poor design and limited uptake. In t
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what is the effectiveness of printed Educational Materials on primary care physician knowledge behaviour and patient outcomes a systematic review and meta analyses
Implementation Science, 2015Co-Authors: Agnes Grudniewicz, Ryan Kealy, Reitze N Rodseth, Jemila S Hamid, David Rudoler, Sharon E StrausAbstract:Background Printed Educational Materials (PEMs) are commonly used simple interventions that can be used alone or with other interventions to disseminate clinical evidence. They have been shown to have a small effect on health professional behaviour. However, we do not know whether they are effective in primary care. We investigated whether PEMs improve primary care physician (PCP) knowledge, behaviour, and patient outcomes.
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redesigning printed Educational Materials for primary care physicians design improvements increase usability
Implementation Science, 2015Co-Authors: Agnes Grudniewicz, Onil Bhattacharyya, Ann K Mckibbon, Sharon E StrausAbstract:Background Printed Educational Materials (PEMs) are a frequently used tool to disseminate clinical information and attempt to change behavior within primary care. However, their effect on clinician behavior is limited. In this study, we explored how PEMs can be redesigned to better meet the needs of primary care physicians (PCPs) and whether usability and selection can be increased when design principles and user preferences are used.
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printed Educational Materials effects on professional practice and healthcare outcomes
Cochrane Database of Systematic Reviews, 2012Co-Authors: Anik Giguere, Fredric M. Wolf, Jeremy M. Grimshaw, Agnes Grudniewicz, Stephane Turcotte, Michelle Fiander, Sun Makossokallyth, Anna Farmer, Mariepierre GagnonAbstract:Background Printed Educational Materials are widely used passive dissemination strategies to improve the quality of clinical practice and patient outcomes. Traditionally they are presented in paper formats such as monographs, publication in peer-reviewed journals and clinical guidelines. Objectives To assess the effect of printed Educational Materials on the practice of healthcare professionals and patient health outcomes. To explore the influence of some of the characteristics of the printed Educational Materials (e.g. source, content, format) on their effect on professional practice and patient outcomes. Search methods For this update, search strategies were rewritten and substantially changed from those published in the original review in order to refocus the search from published material to printed material and to expand terminology describing printed Materials. Given the significant changes, all databases were searched from start date to June 2011. We searched: MEDLINE, EMBASE, the Cochrane Central Register of Controlled Trials (CENTRAL), HealthStar, CINAHL, ERIC, CAB Abstracts, Global Health, and the EPOC Register. Selection criteria We included randomised controlled trials (RCTs), quasi-randomised trials, controlled before and after studies (CBAs) and interrupted time series (ITS) analyses that evaluated the impact of printed Educational Materials (PEMs) on healthcare professionals' practice or patient outcomes, or both. We included three types of comparisons: (1) PEM versus no intervention, (2) PEM versus single intervention, (3) multifaceted intervention where PEM is included versus multifaceted intervention without PEM. There was no language restriction. Any objective measure of professional practice (e.g. number of tests ordered, prescriptions for a particular drug), or patient health outcomes (e.g. blood pressure) were included. Data collection and analysis Two review authors undertook data extraction independently, and any disagreement was resolved by discussion among the review authors. For analyses, the included studies were grouped according to study design, type of outcome (professional practice or patient outcome, continuous or dichotomous) and type of comparison. For controlled trials, we reported the median effect size for each outcome within each study, the median effect size across outcomes for each study and the median of these effect sizes across studies. Where the data were available, we re-analysed the ITS studies and reported median differences in slope and in level for each outcome, across outcomes for each study, and then across studies. We categorised each PEM according to potential effects modifiers related to the source of the PEMs, the channel used for their delivery, their content, and their format. Main results The review includes 45 studies: 14 RCTs and 31 ITS studies. Almost all the included studies (44/45) compared the effectiveness of PEM to no intervention. One single study compared paper-based PEM to the same document delivered on CD-ROM. Based on seven RCTs and 54 outcomes, the median absolute risk difference in categorical practice outcomes was 0.02 when PEMs were compared to no intervention (range from 0 to +0.11). Based on three RCTs and eight outcomes, the median improvement in standardised mean difference for continuous profession practice outcomes was 0.13 when PEMs were compared to no intervention (range from -0.16 to +0.36). Only two RCTs and two ITS studies reported patient outcomes. In addition, we re-analysed 54 outcomes from 25 ITS studies, using time series regression and observed statistically significant improvement in level or in slope in 27 outcomes. From the ITS studies, we calculated improvements in professional practice outcomes across studies after PEM dissemination (standardised median change in level = 1.69). From the data gathered, we could not comment on which PEM characteristic influenced their effectiveness. Authors' conclusions The results of this review suggest that when used alone and compared to no intervention, PEMs may have a small beneficial effect on professional practice outcomes. There is insufficient information to reliably estimate the effect of PEMs on patient outcomes, and clinical significance of the observed effect sizes is not known. The effectiveness of PEMs compared to other interventions, or of PEMs as part of a multifaceted intervention, is uncertain.
Muneo Kitajima - One of the best experts on this subject based on the ideXlab platform.
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a preparatory study for designing web based Educational Materials for the hearing impaired
International Conference on Computers for Handicapped Persons, 2004Co-Authors: Miki Namatame, Muneo Kitajima, Tomoyuki Nishioka, Fumihiko FukamauchiAbstract:Our aim is to design web-based interactive Educational Materials for the hearing-impaired based on their interaction style. We describe the results of an eye-tracking experiment that demonstrates behavioral differences between hearing-impaired and hearing persons when using web-based Materials. We found that the hearing-impaired exhibited a smaller strategic scan pattern, and shallower and more intuitive text processing. These findings suggest that the design of web-based Educational Materials, which currently only consider textual or image substitutes for auditory information, is insufficient for the hearing-impaired.
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ICCHP - A preparatory study for designing web-based Educational Materials for the hearing-impaired
Lecture Notes in Computer Science, 2004Co-Authors: Miki Namatame, Muneo Kitajima, Tomoyuki Nishioka, Fumihiko FukamauchiAbstract:Our aim is to design web-based interactive Educational Materials for the hearing-impaired based on their interaction style. We describe the results of an eye-tracking experiment that demonstrates behavioral differences between hearing-impaired and hearing persons when using web-based Materials. We found that the hearing-impaired exhibited a smaller strategic scan pattern, and shallower and more intuitive text processing. These findings suggest that the design of web-based Educational Materials, which currently only consider textual or image substitutes for auditory information, is insufficient for the hearing-impaired.
Tomoyuki Nishioka - One of the best experts on this subject based on the ideXlab platform.
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a preparatory study for designing web based Educational Materials for the hearing impaired
International Conference on Computers for Handicapped Persons, 2004Co-Authors: Miki Namatame, Muneo Kitajima, Tomoyuki Nishioka, Fumihiko FukamauchiAbstract:Our aim is to design web-based interactive Educational Materials for the hearing-impaired based on their interaction style. We describe the results of an eye-tracking experiment that demonstrates behavioral differences between hearing-impaired and hearing persons when using web-based Materials. We found that the hearing-impaired exhibited a smaller strategic scan pattern, and shallower and more intuitive text processing. These findings suggest that the design of web-based Educational Materials, which currently only consider textual or image substitutes for auditory information, is insufficient for the hearing-impaired.
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ICCHP - A preparatory study for designing web-based Educational Materials for the hearing-impaired
Lecture Notes in Computer Science, 2004Co-Authors: Miki Namatame, Muneo Kitajima, Tomoyuki Nishioka, Fumihiko FukamauchiAbstract:Our aim is to design web-based interactive Educational Materials for the hearing-impaired based on their interaction style. We describe the results of an eye-tracking experiment that demonstrates behavioral differences between hearing-impaired and hearing persons when using web-based Materials. We found that the hearing-impaired exhibited a smaller strategic scan pattern, and shallower and more intuitive text processing. These findings suggest that the design of web-based Educational Materials, which currently only consider textual or image substitutes for auditory information, is insufficient for the hearing-impaired.