A university extension course in leprosy: telemedicine in the Amazon for primary healthcare

There is a high prevalence of leprosy in the Amazon region of Brazil. We have developed a distance education course in leprosy for training staff of the Family Health Teams (FHTs). The course was made available through a web portal. Tele-educational resources were mediated by professors and coordinators, and included the use of theoretical content available through the web, discussion lists, Internet chat, activity diaries, 3-D video animations (Virtual Human on Leprosy), classes in video streaming and case simulation. Sixty-five FHT staff members were enrolled. All of them completed the course and 47 participants received a certificate at the end of the course. At the end of the course, 48 course-evaluation questionnaires were answered. A total of 47 participants (98%) considered the course as excellent. The results demonstrate the feasibility of an interactive, tele-education model as an educational resource for staff in isolated regions. Improvements in diagnostic skills should increase diagnostic suspicion of leprosy and may contribute to early detection.

Circular - Clemson University, Extension Service.

Some issues are in revised editions.

University Extension lectures ... .

Mode of access: Internet.

Handbook of university extension /

Mode of access: Internet.

The Oxford University Extension gazette.

Description based on: vol. 1, no. 10, July 1891.

Proceedings of the ... National University Extension Conference.

Mode of access: Internet.

Report [of a conference sponsored by] Institute of Labor and Industrial Relations [and] Division of University Extension, University of Illinois. May 20-21, 1965.

Mode of access: Internet.

University Extension Journal

Mode of access: Internet.

The University Extension World

Mode of access: Internet.

University extension

Mode of access: Internet.

Applying andragogy to the open college learner

Questionnaires were sent to 703 Open College students. The questionnaire asked questions regarding personal demographics, how they felt about andragogy as postulated by Malcolm Knowles, and invited responses pertaining to the institutional practices of Open College. Two hundred and ninety-four responses were received. The information was synthesized and used descriptively. The information regarding andragogy was also used descriptively and analyzed using chi-square. The statistics were compared by gender. No significant difference was found. Students rejected the concept of self-directed learning. They did use their past experience when preparing assignments, however. They also entered Open College in order to learn how to do something better rather than for esoteric reasons. In fact, their whole orientation to learning was very practical in nature. The factors motivating these learners were internal rather than external. In addition, institutional practices were identified that could further enhance the Open College experience.

Bulletin of the Extension Division, Indiana University.

Mode of access: Internet.

University of North Carolina Extension leaflets.

Also issued in various subseries.