Sample records for teaching psychomotor skills

  1. A model to teach concomitant patient communication during psychomotor skill development.

    PubMed

    Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

    2018-01-01

    Many health professionals use psychomotor or task-based skills in clinical practice that require concomitant communication with a conscious patient. Verbally engaging with the patient requires highly developed verbal communication skills, enabling the delivery of patient-centred care. Historically, priority has been given to learning the psychomotor skills essential to clinical practice. However, there has been a shift towards also ensuring competent communication with the patient during skill performance. While there is literature outlining the steps to teach and learn verbal communication skills, little is known about the most appropriate instructional approach to teach how to verbally engage with the patient when also learning to perform a task. A literature review was performed and it identified that there was no model or proven approach which could be used to integrate the learning of both psychomotor and communication skills. This paper reviews the steps to teach a communication skill and provides a suggested model to guide the acquisition and development of the concomitant -communication skills required with a patient at the time a psychomotor skill is performed. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature.

    PubMed

    Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

    2016-10-01

    A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.

  3. The Effects of Kinetic Structure on Knowledge About and Performance of a Psychomotor Skill: Teaching Students to Use the Compound Microscope

    ERIC Educational Resources Information Center

    Simmons, Ellen Stephanie

    1977-01-01

    Investigates effects of method of presentation and structure on secondary student's acquisition of knowledge and psychomotor skills in teaching use of the compound microscope. Psychomotor skills and knowledge acquisitions were both found to be directly related to high structure and separated presentations. (SL)

  4. A Simple, Low-Cost Stereographic Video Capture and Viewing Solution for Teaching Psychomotor Skills Using Online Delivery

    ERIC Educational Resources Information Center

    White, Ian

    2010-01-01

    It is recognised that the teaching of complex psychomotor skills using online delivery is difficult without the support of either face-to-face coaching and tuition or a stereoscopic viewing system that provides users with a feel for the spatial nature of the skills being taught. To date, the limitations of bandwidth, and the high cost and…

  5. Peer-assisted learning and orthopaedic evaluation psychomotor skills.

    PubMed

    Weidner, Thomas G; Popp, Jennifer K

    2007-01-01

    Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool. To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL. Randomized, pretest-posttest experimental design. Athletic Training Research and Education Laboratory. Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors). Review sessions led by either an Approved Clinical Instructor or peer tutor. We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL. Differences in the pretest-posttest skill scores were noted in both groups (P < .05). No differences in the posttest skills scores or the times to perform the skills were seen between the groups. The Athletic Training Peer-Assisted Learning Assessment Survey revealed that most (n = 19, 70.4%) of the subjects felt less anxious when practicing psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor. Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into

  6. Information and psychomotor skills knowledge acquisition: A student-customer-centered and computer-supported approach.

    PubMed

    Nicholson, Anita; Tobin, Mary

    2006-01-01

    This presentation will discuss coupling commercial and customized computer-supported teaching aids to provide BSN nursing students with a friendly customer-centered self-study approach to psychomotor skill acquisition.

  7. A Comparison of Adaptive and Nonadaptive Training Strategies in the Acquisition of a Physically Complex Psychomotor Skill.

    ERIC Educational Resources Information Center

    Riedel, James A.; And Others

    Results of research to determine if an adaptive technique could be used to teach a physically complex psychomotor skill (specifically, performing on an arc welding simulator) more efficiently than the skill could be taught with a nonadaptive technique are presented. Sixty hull maintenance technician firemen and fireman apprentice trainees were…

  8. Introduction to Psychomotor Skills (NS 117): Competency-Based Course Syllabus.

    ERIC Educational Resources Information Center

    Brady, Marilyn H.; Wells, Tanya G.

    "Introduction to Psychomotor Skills" (NS 117) is the first of seven core courses in the associate degree nursing program at Chattanooga State Technical Community College. The course was designed to help students develop competencies in psychomotor skills necessary to assume the role of provider of direct patient care. The course syllabus for NS…

  9. Psychomotor and Perceptual Speed Abilities and Skilled Performance.

    DTIC Science & Technology

    1999-02-01

    of the perceptual speed and touch-panel psychomotor tests used in the current project were administered to School of Dentistry students. Although...progress). Touch-panel monitor based psychomotor tests for predicting skilled performance: An exploratory study with School of Dentistry students...Paper to be submitted for presentation at the 1999 Human Factors and Ergonomics Society annual meeting. Ackerman, P. L., & Kanfer, R. (1993

  10. Establishing a curriculum for the acquisition of laparoscopic psychomotor skills in the virtual reality environment.

    PubMed

    Sinitsky, Daniel M; Fernando, Bimbi; Berlingieri, Pasquale

    2012-09-01

    The unique psychomotor skills required in laparoscopy result in reduced patient safety during the early part of the learning curve. Evidence suggests that these may be safely acquired in the virtual reality (VR) environment. Several VR simulators are available, each preloaded with several psychomotor skills tasks that provide users with computer-generated performance metrics. This review aimed to evaluate the usefulness of specific psychomotor skills tasks and metrics, and how trainers might build an effective training curriculum. We performed a comprehensive literature search. The vast majority of VR psychomotor skills tasks show construct validity for one or more metrics. These are commonly for time and motion parameters. Regarding training schedules, distributed practice is preferred over massed practice. However, a degree of supervision may be needed to counter the limitations of VR training. In the future, standardized proficiency scores should facilitate local institutions in establishing VR laparoscopic psychomotor skills curricula. Copyright © 2012 Elsevier Inc. All rights reserved.

  11. Using Gagne's theory to teach procedural skills.

    PubMed

    Buscombe, Charlotte

    2013-10-01

    Many key medical procedures are performed every day in clinical practice to yield important diagnostic information and to help determine the disease response to intensive treatments. Training clinicians to perform procedures competently and confidently thus carries considerable weight, helping to assure patient safety, the obtainment of adequate samples and minimising patient discomfort. This article considers how Robert Gagne's instructional design model may be effectively used to design lesson plans and teach procedural skills in small group settings. Gagne's model is based upon the information-processing model of mental events that occur when adults are presented with various stimuli. It highlights nine specific instructional events, which correlate with crucial conditions of learning, and are arranged to maximally enhance the learning process, improve session flow and, ultimately, ensure lesson objectives are comprehensively addressed. This article uses the nine points described by Gagne to outline a comprehensive lesson guide for teaching psychomotor skills, using a bone-marrow aspirate procedure as an example. Each of Gagne's instructional events is considered with specific activities for each, and with the variety of activities delineated to meet diverse learning styles. Gagne's instructional events can produce an effective and comprehensive lesson plan for teaching procedural skills, preparing learners with various preferred learning styles to perform psychomotor skills competently in clinical practice. This lesson plan can be of use for both teachers and students across clinical specialties, encouragingly outlining how Gagne's systematic and widely referenced theory can be creatively and practically used. © 2013 John Wiley & Sons Ltd.

  12. Factors affecting acquisition of psychomotor clinical skills by student nurses and midwives in CHAM Nursing Colleges in Malawi: A qualitative exploratory study.

    PubMed

    Mwale, Omero Gonekani; Kalawa, Roselyn

    2016-01-01

    Acquisition of psychomotor clinical skills has been shown to improve the quality of care provided to patients when care providers are competent. The aim of this study was to explore students, nurses and tutors experience on factors affecting acquisition of psychomotor clinical skills. The study employed an exploratory qualitative research design. The population was students, clinical nurses and tutors from a nursing College and mission hospital in the southern region of Malawi. In depth interviews using a semi structured guide was used to collect data. Thematic analysis method was employed to analyze the collected data. Ethical principles of respect of human dignity, beneficence and justice were observed. The findings have shown that acquisition of psychomotor skills is affected by: student motivation, lack of resources, learning environment, knowledge gap between the qualified nurses and tutors, and role modeling. In principle when student nurses have acquired necessary skills the quality of care provided to patients improve. Basing on the findings of this study it is recommended that Student should be well prepared before clinical placement Nurses and tutors should also update their knowledge and clinical teaching skills for them to adequately guide students. The clinical arena should have adequate resources.

  13. Accuracy and reliability of peer assessment of athletic training psychomotor laboratory skills.

    PubMed

    Marty, Melissa C; Henning, Jolene M; Willse, John T

    2010-01-01

    Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Cross-sectional study. Entry-level master's athletic training education program. First-year (n  =  5) and second-year (n  =  8) students. Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the φ increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (φ  =  0.79) for the Faber test, with 1 participant on 2 occasions (φ  =  0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (φ  =  0.72). Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills

  14. Student-Directed Video Validation of Psychomotor Skills Performance: A Strategy to Facilitate Deliberate Practice, Peer Review, and Team Skill Sets.

    PubMed

    DeBourgh, Gregory A; Prion, Susan K

    2017-03-22

    Background Essential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings. Method This mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students. Results Students reported gains in confidence and skill acquisition using team skills to record individual videos of skill performance, and described the importance of teamwork, peer support, and deliberate practice. Conclusion Although time consuming, the production of student-directed video validations of psychomotor skill performance is an authentic task with meaningful accountabilities that is well-received by students as an effective, satisfying learner experience to increase confidence and competence in performing psychomotor skills.

  15. Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition

    ERIC Educational Resources Information Center

    Davie, Emily; Martin, Malissa; Cuppett, Micki; Lebsack, Denise

    2015-01-01

    Context: Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile…

  16. Video capture on student-owned mobile devices to facilitate psychomotor skills acquisition: A feasibility study.

    PubMed

    Hinck, Glori; Bergmann, Thomas F

    2013-01-01

    Objective : We evaluated the feasibility of using mobile device technology to allow students to record their own psychomotor skills so that these recordings can be used for self-reflection and formative evaluation. Methods : Students were given the choice of using DVD recorders, zip drive video capture equipment, or their personal mobile phone, device, or digital camera to record specific psychomotor skills. During the last week of the term, they were asked to complete a 9-question survey regarding their recording experience, including details of mobile phone ownership, technology preferences, technical difficulties, and satisfaction with the recording experience and video critique process. Results : Of those completing the survey, 83% currently owned a mobile phone with video capability. Of the mobile phone owners 62% reported having email capability on their phone and that they could transfer their video recording successfully to their computer, making it available for upload to the learning management system. Viewing the video recording of the psychomotor skill was valuable to 88% of respondents. Conclusions : Our results suggest that mobile phones are a viable technology to use for the video capture and critique of psychomotor skills, as most students own this technology and their satisfaction with this method is high.

  17. Video capture on student-owned mobile devices to facilitate psychomotor skills acquisition: A feasibility study

    PubMed Central

    Hinck, Glori; Bergmann, Thomas F.

    2013-01-01

    Objective We evaluated the feasibility of using mobile device technology to allow students to record their own psychomotor skills so that these recordings can be used for self-reflection and formative evaluation. Methods Students were given the choice of using DVD recorders, zip drive video capture equipment, or their personal mobile phone, device, or digital camera to record specific psychomotor skills. During the last week of the term, they were asked to complete a 9-question survey regarding their recording experience, including details of mobile phone ownership, technology preferences, technical difficulties, and satisfaction with the recording experience and video critique process. Results Of those completing the survey, 83% currently owned a mobile phone with video capability. Of the mobile phone owners 62% reported having email capability on their phone and that they could transfer their video recording successfully to their computer, making it available for upload to the learning management system. Viewing the video recording of the psychomotor skill was valuable to 88% of respondents. Conclusions Our results suggest that mobile phones are a viable technology to use for the video capture and critique of psychomotor skills, as most students own this technology and their satisfaction with this method is high. PMID:23957324

  18. Web-based Learning and Computer Supported Collaborative Learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

    PubMed

    Koh, Jansen; Cheung, Jeffrey J H; Mackinnon, Kim; Brett, Clare; Kapralos, Bill; Dubrowski, Adam

    2013-01-01

    There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

  19. Designing Preclinical Instruction for Psychomotor Skills (II)--Instructional Engineering: Task Analysis.

    ERIC Educational Resources Information Center

    Knight, G. William; And Others

    1994-01-01

    The first step in engineering the instruction of dental psychomotor skills, task analysis, is explained. A chart details the procedural, cognitive, desired-criteria, and desired-performance analysis of a single task, occlusal preparation for amalgam restoration with carious lesion. (MSE)

  20. The Differential Effect of Sustained Operations on Psychomotor Skills of Helicopter Pilots.

    PubMed

    McMahon, Terry W; Newman, David G

    2018-06-01

    Flying a helicopter is a complex psychomotor skill requiring constant control inputs from pilots. A deterioration in psychomotor performance of a helicopter pilot may be detrimental to operational safety. The aim of this study was to test the hypothesis that psychomotor performance deteriorates over time during sustained operations and that the effect is more pronounced in the feet than the hands. The subjects were helicopter pilots conducting sustained multicrew offshore flight operations in a demanding environment. The remote flight operations involved constant workload in hot environmental conditions with complex operational tasking. Over a period of 6 d 10 helicopter pilots were tested. At the completion of daily flying duties, a helicopter-specific screen-based compensatory tracking task measuring tracking accuracy (over a 5-min period) tested both hands and feet. Data were compared over time and tested for statistical significance for both deterioration and differential effect. A statistically significant deterioration of psychomotor performance was evident in the pilots over time for both hands and feet. There was also a statistically significant differential effect between the hands and the feet in terms of tracking accuracy. The hands recorded a 22.6% decrease in tracking accuracy, while the feet recorded a 39.9% decrease in tracking accuracy. The differential effect may be due to prioritization of limb movement by the motor cortex due to factors such as workload-induced cognitive fatigue. This may result in a greater reduction in performance in the feet than the hands, posing a significant risk to operational safety.McMahon TW, Newman DG. The differential effect of sustained operations on psychomotor skills of helicopter pilots. Aerosp Med Hum Perform. 2018; 89(6):496-502.

  1. Computer-aided system for interactive psychomotor testing

    NASA Astrophysics Data System (ADS)

    Selivanova, Karina G.; Ignashchuk, Olena V.; Koval, Leonid G.; Kilivnik, Volodymyr S.; Zlepko, Alexandra S.; Sawicki, Daniel; Kalizhanova, Aliya; Zhanpeisova, Aizhan; Smailova, Saule

    2017-08-01

    Nowadays research of psychomotor actions has taken a special place in education, sports, medicine, psychology etc. Development of computer system for psychomotor testing could help solve many operational problems in psychoneurology and psychophysiology and also determine the individual characteristics of fine motor skills. This is particularly relevant issue when it comes to children, students, athletes for definition of personal and professional features. The article presents the dynamics of a developing psychomotor skills and application in the training process of means. The results of testing indicated their significant impact on psychomotor skills development.

  2. The Effects of Three Styles of Teaching on the Psychomotor Performance and Social Skill Development of Fifth Grade Children.

    ERIC Educational Resources Information Center

    Goldberger, Michael; And Others

    1982-01-01

    The effectiveness of three teaching styles in promoting motor skill acquisition and social skill development were examined in 96 fifth-grade students. Styles B, C, and E from Mosston's "Spectrum of Teaching Styles" appeared to be beneficial in helping students learn motor skills. (CJ)

  3. The impact of antipsychotics on psychomotor performance with regards to car driving skills.

    PubMed

    Brunnauer, Alexander; Laux, Gerd; Geiger, Elisabeth; Möller, Hans-Jürgen

    2004-04-01

    Cognitive and psychomotor impairments are a core feature of most patients with schizophrenia and may have an important influence on driving ability. The present study investigated the effects of neuroleptic monotherapy on psychomotor functions related to car driving skills in schizophrenic patients. Consecutively admitted schizophrenic inpatients (n = 120) were tested under steady state plasma level conditions before discharge to outpatient treatment. Patients met the International Classification of Diseases, Tenth Revision criteria for schizophrenia. The study followed a naturalistic nonrandomized design. Data were collected with the computerized Act & React Testsystem and were analyzed according to medication, severity of illness, and age. Only 32.5% of the schizophrenic inpatients passed the tests without major impairments. Patients treated with atypical neuroleptics or clozapine showed a better test performance on skills related to driving ability when compared with patients on typical neuroleptics. Differences were most pronounced in measures of divided attention, stress tolerance, and attention. Data also suggest that treatment with clozapine had an overall positive impact on measures of reactivity and stress tolerance. These results show that even under steady state pharmacologic conditions psychomotor functions of most schizophrenic patients partly remitted must be considered as impaired. To evaluate these effects, a systematic neuropsychologic examination is recommended.

  4. Video gaming enhances psychomotor skills but not visuospatial and perceptual abilities in surgical trainees.

    PubMed

    Kennedy, A M; Boyle, E M; Traynor, O; Walsh, T; Hill, A D K

    2011-01-01

    There is considerable interest in the identification and assessment of underlying aptitudes or innate abilities that could potentially predict excellence in the technical aspects of operating. However, before the assessment of innate abilities is introduced for high-stakes assessment (such as competitive selection into surgical training programs), it is essential to determine that these abilities are stable and unchanging and are not influenced by other factors, such as the use of video games. The aim of this study was to investigate whether experience playing video games will predict psychomotor performance on a laparoscopic simulator or scores on tests of visuospatial and perceptual abilities, and to examine the correlation, if any, between these innate abilities. Institutional ethical approval was obtained. Thirty-eight undergraduate medical students with no previous surgical experience were recruited. All participants completed a self-reported questionnaire that asked them to detail their video game experience. They then underwent assessment of their psychomotor, visuospatial, and perceptual abilities using previously validated tests. The results were analyzed using independent samples t tests to compare means and linear regression curves for subsequent analysis. Students who played video games for at least 7 hours per week demonstrated significantly better psychomotor skills than students who did not play video games regularly. However, there was no difference on measures of visuospatial and perceptual abilities. There was no correlation between psychomotor tests and visuospatial or perceptual tests. Regular video gaming correlates positively with psychomotor ability, but it does not seem to influence visuospatial or perceptual ability. This study suggests that video game experience might be beneficial to a future career in surgery. It also suggests that relevant surgical skills may be gained usefully outside the operating room in activities that are not

  5. Training to acquire psychomotor skills for endoscopic endonasal surgery using a personal webcam trainer.

    PubMed

    Hirayama, Ryuichi; Fujimoto, Yasunori; Umegaki, Masao; Kagawa, Naoki; Kinoshita, Manabu; Hashimoto, Naoya; Yoshimine, Toshiki

    2013-05-01

    Existing training methods for neuroendoscopic surgery have mainly emphasized the acquisition of anatomical knowledge and procedures for operating an endoscope and instruments. For laparoscopic surgery, various training systems have been developed to teach handling of an endoscope as well as the manipulation of instruments for speedy and precise endoscopic performance using both hands. In endoscopic endonasal surgery (EES), especially using a binostril approach to the skull base and intradural lesions, the learning of more meticulous manipulation of instruments is mandatory, and it may be necessary to develop another type of training method for acquiring psychomotor skills for EES. Authors of the present study developed an inexpensive, portable personal trainer using a webcam and objectively evaluated its utility. Twenty-five neurosurgeons volunteered for this study and were divided into 2 groups, a novice group (19 neurosurgeons) and an experienced group (6 neurosurgeons). Before and after the exercises of set tasks with a webcam box trainer, the basic endoscopic skills of each participant were objectively assessed using the virtual reality simulator (LapSim) while executing 2 virtual tasks: grasping and instrument navigation. Scores for the following 11 performance variables were recorded: instrument time, instrument misses, instrument path length, and instrument angular path (all of which were measured in both hands), as well as tissue damage, max damage, and finally overall score. Instrument time was indicated as movement speed; instrument path length and instrument angular path as movement efficiency; and instrument misses, tissue damage, and max damage as movement precision. In the novice group, movement speed and efficiency were significantly improved after the training. In the experienced group, significant improvement was not shown in the majority of virtual tasks. Before the training, significantly greater movement speed and efficiency were demonstrated in

  6. The influence of different training schedules on the learning of psychomotor skills for endoscopic surgery.

    PubMed

    Verdaasdonk, E G G; Stassen, L P S; van Wijk, R P J; Dankelman, J

    2007-02-01

    Psychomotor skills for endoscopic surgery can be trained with virtual reality simulators. Distributed training is more effective than massed training, but it is unclear whether distributed training over several days is more effective than distributed training within 1 day. This study aimed to determine which of these two options is the most effective for training endoscopic psychomotor skills. Students with no endoscopic experience were randomly assigned either to distributed training on 3 consecutive days (group A, n = 10) or distributed training within 1 day (group B, n = 10). For this study the SIMENDO virtual reality simulator for endoscopic skills was used. The training involved 12 repetitions of three different exercises (drop balls, needle manipulation, 30 degree endoscope) in differently distributed training schedules. All the participants performed a posttraining test (posttest) for the trained tasks 7 days after the training. The parameters measured were time, nontarget environment collisions, and instrument path length. There were no significant differences between the groups in the first training session for all the parameters. In the posttest, group A (training over several days) performed 18.7% faster than group B (training on 1 day) (p = 0.013). The collision and path length scores for group A did not differ significantly from the scores for group B. The distributed group trained over several days was faster, with the same number of errors and the same instrument path length used. Psychomotor skill training for endoscopic surgery distributed over several days is superior to training on 1 day.

  7. The Integration of Psychomotor Skills in a Hybrid-PBL Dental Curriculum: The Clinical Clerkships.

    ERIC Educational Resources Information Center

    Walton, Joanne N.; MacNeil, M. A. J.; Harrison, Rosamund L.; Clark, D. Christopher

    1998-01-01

    Describes the restructuring of clinical clerkships at the University of British Columbia (Canada) dental school as part of a new, hybrid, problem-based learning (PBL) curriculum, focusing on strategies for integrating development of psychomotor skills. Methods of achieving both horizontal and vertical integration of competencies through grouping…

  8. Criterion-Referenced Measurement (CRM) in the Initial Acquisition of a Psychomotor Skill with Exceptional Children

    ERIC Educational Resources Information Center

    Muhich, Dolores

    1976-01-01

    Criterion Referenced Measurement (CRM) in the initial acquisition of the psychomotor skill of typewriting demonstrated speed gains from 8 hours of instruction distributed over a 6-week interval for 4 male adolescent underachievers of above- and below-average intelligence. (Author)

  9. Psychomotor testing predicts rate of skill acquisition for proficiency-based laparoscopic skills training.

    PubMed

    Stefanidis, Dimitrios; Korndorffer, James R; Black, F William; Dunne, J Bruce; Sierra, Rafael; Touchard, Cheri L; Rice, David A; Markert, Ronald J; Kastl, Peter R; Scott, Daniel J

    2006-08-01

    Laparoscopic simulator training translates into improved operative performance. Proficiency-based curricula maximize efficiency by tailoring training to meet the needs of each individual; however, because rates of skill acquisition vary widely, such curricula may be difficult to implement. We hypothesized that psychomotor testing would predict baseline performance and training duration in a proficiency-based laparoscopic simulator curriculum. Residents (R1, n = 20) were enrolled in an IRB-approved prospective study at the beginning of the academic year. All completed the following: a background information survey, a battery of 12 innate ability measures (5 motor, and 7 visual-spatial), and baseline testing on 3 validated simulators (5 videotrainer [VT] tasks, 12 virtual reality [minimally invasive surgical trainer-virtual reality, MIST-VR] tasks, and 2 laparoscopic camera navigation [LCN] tasks). Participants trained to proficiency, and training duration and number of repetitions were recorded. Baseline test scores were correlated to skill acquisition rate. Cutoff scores for each predictive test were calculated based on a receiver operator curve, and their sensitivity and specificity were determined in identifying slow learners. Only the Cards Rotation test correlated with baseline simulator ability on VT and LCN. Curriculum implementation required 347 man-hours (6-person team) and 795,000 dollars of capital equipment. With an attendance rate of 75%, 19 of 20 residents (95%) completed the curriculum by the end of the academic year. To complete training, a median of 12 hours (range, 5.5-21), and 325 repetitions (range, 171-782) were required. Simulator score improvement was 50%. Training duration and repetitions correlated with prior video game and billiard exposure, grooved pegboard, finger tap, map planning, Rey Figure Immediate Recall score, and baseline performance on VT and LCN. The map planning cutoff score proved most specific in identifying slow learners

  10. The Orthopaedic Training Study, Phase II 1968-1972. Final Report Supplement, Psychomotor Skills, Part B.

    ERIC Educational Resources Information Center

    Olson, Carl J.; And Others

    This document, as a supplement to the final report of the Orthopaedic Training Study, presents a discussion of the rationale behind the implementation of a laboratory course in psychomotor skills development for medical students. Medical educators examined resident training in terms of 3 components of cognitive elements of learning: cognitive,…

  11. Learning style and laparoscopic experience in psychomotor skill performance using a virtual reality surgical simulator.

    PubMed

    Windsor, John A; Diener, Scott; Zoha, Farah

    2008-06-01

    People learn in different ways, and training techniques and technologies should accommodate individual learning needs. This pilot study looks at the relationship between learning style, as measured with the Multiple Intelligences Developmental Assessment Scales (MIDAS), laparoscopic surgery experience and psychomotor skill performance using the MIST VR surgical simulator. Five groups of volunteer subjects were selected from undergraduate tertiary students, medical students, novice surgical trainees, advanced surgical trainees and experienced laparoscopic surgeons. Each group was administered the MIDAS followed by two simulated surgical tasks on the MIST VR simulator. There was a striking homogeny of learning styles amongst experienced laparoscopic surgeons. Significant differences in the distribution of primary learning styles were found (P < .01) between subjects with minimal surgical training and those with considerable experience. A bodily-kinesthetic learning style, irrespective of experience, was associated with the best performance of the laparoscopic tasks. This is the first study to highlight the relationship between learning style, psychomotor skill and laparoscopic surgical experience with implications for surgeon selection, training and credentialling.

  12. The academic challenge of teaching psychomotor skills for hemostasis of solid organ injury.

    PubMed

    Lucas, Charles E; Ledgerwood, Anna M

    2009-03-01

    This study highlights the inherent challenges of achieving psychomotor skills in an era of nonoperative therapy for solid organ injuries. Technical procedures on the liver, the most frequent intra-abdominal solid organ injured, were assessed in five decades. Guided by prospective assessment and registry data, all patients with liver injury seen during 24 months in five consecutive decades were reviewed. Initially (1960s), all injuries were explored; currently (2000s), most injuries are observed. The number of patients was 235 (1960s), 228 (1970s), 79 (1980s), 116 (1990s), and 64 (2000s). The greater number in the 1990s reflects the diagnosis of minor, clinically insignificant, blunt injuries after abdominal CAT scan became available. Each injury was categorized by cause, severity (Abbreviated Injury Scale), associated shock, and primary therapy (observe [OBS], operation alone [OR], hepatorrhaphy [SUT], tractotomy [TRACT] with intraparenchymal hemostasis, hepatic dearterialization [HAL], and resection [RESECT]). Packing, used in each decade, was placed in one of the above primary treatment groups. The primary techniques for hemostasis are shown in the text table.Shock and Abbreviated Injury Scale correlated with mortality averaged 16%; 40 of 116 deaths (34%) exsanguinated from hepatic injury. During training, a resident performed an average of 12.0, 12.0, 2.4, 4.0, and 1.3 procedures for hemostasis. Reduced incidence and decreased therapeutic laparotomies for liver injury have created a training vacuum for future trauma surgeons. Surgical residents will need to supplement their clinical experience with solid organ hemostasis by practice on appropriate animal models of injury and cadaver dissections.

  13. Staff and students' perceptions and experiences of teaching and assessment in Clinical Skills Laboratories: interview findings from a multiple case study.

    PubMed

    Houghton, Catherine E; Casey, Dympna; Shaw, David; Murphy, Kathy

    2012-08-01

    The Clinical Skills Laboratory has become an essential structure in nurse education and several benefits of its use have been identified. However, the literature identifies the need to examine the transferability of skills learned there into the reality of practice. This research explored the role of the Clinical Skills Laboratory in preparing nursing students for the real world of practice. This paper focuses specifically on the perceptions of the teaching and assessment strategies employed there. Qualitative multiple case study design. Five case study sites. Interviewees (n=58) included academic staff, clinical staff and nursing students. Semi-structured interviews. The Clinical Skills Laboratory can provide a pathway to practice and its authenticity is significant. Teaching strategies need to incorporate communication as well as psychomotor skills. Including audio-visual recording into assessment strategies is beneficial. Effective relationships between education institutions and clinical settings are needed to enhance the transferability of the skills learned. The Clinical Skills Laboratory should provide an authentic learning environment, with the appropriate use of teaching strategies. It is crucial that effective links between educators and clinical staff are established and maintained. Copyright © 2011 Elsevier Ltd. All rights reserved.

  14. Correlation of psychomotor skills and didactic performance among dental students in Saudi Arabia.

    PubMed

    Afify, Ahmed R; Zawawi, Khalid H; Othman, Hisham I; Al-Dharrab, Ayman A

    2013-01-01

    The objective of this study is to investigate the correlation between the psychomotor skills and the academic performance of dental students. Didactic and preclinical scores were collected for students who graduated from the Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia, in 2011. Three courses (Dental Anatomy, Removable Prosthodontic Denture, and Orthodontics) were selected. Correlations comparing didactic and practical scores were done for the total samples, then for the males and females separately. There was no significant correlation between the practical and didactic scores for the three courses for the total sample. There was a significant correlation between all three subjects in the didactic scores. For females, the results showed that there was only a significant correlation between the practical and didactic scores for Dental Anatomy. For males, no correlation was observed between the practical and didactic scores for all subjects. In the present sample, didactic performance did not correlate well with the students' psychomotor performance.

  15. Correlation of psychomotor skills and didactic performance among dental students in Saudi Arabia

    PubMed Central

    Afify, Ahmed R; Zawawi, Khalid H; Othman, Hisham I; Al-Dharrab, Ayman A

    2013-01-01

    Objectives The objective of this study is to investigate the correlation between the psychomotor skills and the academic performance of dental students. Methods Didactic and preclinical scores were collected for students who graduated from the Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia, in 2011. Three courses (Dental Anatomy, Removable Prosthodontic Denture, and Orthodontics) were selected. Correlations comparing didactic and practical scores were done for the total samples, then for the males and females separately. Results There was no significant correlation between the practical and didactic scores for the three courses for the total sample. There was a significant correlation between all three subjects in the didactic scores. For females, the results showed that there was only a significant correlation between the practical and didactic scores for Dental Anatomy. For males, no correlation was observed between the practical and didactic scores for all subjects. Conclusion In the present sample, didactic performance did not correlate well with the students’ psychomotor performance. PMID:24159266

  16. Virtual reality as a metric for the assessment of laparoscopic psychomotor skills. Learning curves and reliability measures.

    PubMed

    Gallagher, A G; Satava, R M

    2002-12-01

    The objective assessment of the psychomotor skills of surgeons is now a priority; however, this is a difficult task because of measurement difficulties associated with the assessment of surgery in vivo. In this study, virtual reality (VR) was used to overcome these problems. Twelve experienced (>50 minimal-access procedures), 12 inexperienced laparoscopic surgeons (<10 minimal-access procedures), and 12 laparoscopic novices participated in the study. Each subject completed 10 trials on the Minimally Invasive Surgical Trainer; Virtual Reality (MIST VR). Experienced laparoscopic surgeons performed the tasks significantly (p < 0.01) faster, with less error, more economy in the movement of instruments and the use of diathermy, and with greater consistency in performance. The standardized coefficient alpha for performance measures ranged from a = 0.89 to 0.98, showing high internal measurement consistency. Test-retest reliability ranged from r = 0.96 to r = 0.5. VR is a useful tool for evaluating the psychomotor skills needed to perform laparoscopic surgery.

  17. Objective Assessment of Laparoscopic Force and Psychomotor Skills in a Novel Virtual Reality-Based Haptic Simulator.

    PubMed

    Prasad, M S Raghu; Manivannan, Muniyandi; Manoharan, Govindan; Chandramohan, S M

    2016-01-01

    Most of the commercially available virtual reality-based laparoscopic simulators do not effectively evaluate combined psychomotor and force-based laparoscopic skills. Consequently, the lack of training on these critical skills leads to intraoperative errors. To assess the effectiveness of the novel virtual reality-based simulator, this study analyzed the combined psychomotor (i.e., motion or movement) and force skills of residents and expert surgeons. The study also examined the effectiveness of real-time visual force feedback and tool motion during training. Bimanual fundamental (i.e., probing, pulling, sweeping, grasping, and twisting) and complex tasks (i.e., tissue dissection) were evaluated. In both tasks, visual feedback on applied force and tool motion were provided. The skills of the participants while performing the early tasks were assessed with and without visual feedback. Participants performed 5 repetitions of fundamental and complex tasks. Reaction force and instrument acceleration were used as metrics. Surgical Gastroenterology, Government Stanley Medical College and Hospital; Institute of Surgical Gastroenterology, Madras Medical College and Rajiv Gandhi Government General Hospital. Residents (N = 25; postgraduates and surgeons with <2 years of laparoscopic surgery) and expert surgeons (N = 25; surgeons with >4 and ≤10 years of laparoscopic surgery). Residents applied large forces compared with expert surgeons and performed abrupt tool movements (p < 0.001). However, visual + haptic feedback improved the performance of residents (p < 0.001). In complex tasks, visual + haptic feedback did not influence the applied force of expert surgeons, but influenced their tool motion (p < 0.001). Furthermore, in complex tissue sweeping task, expert surgeons applied more force, but were within the tissue damage limits. In both groups, exertion of large forces and abrupt tool motion were observed during grasping, probing or pulling, and tissue sweeping maneuvers

  18. Teaching Typewriting. Delta Pi Epsilon Rapid Reader No. 3.

    ERIC Educational Resources Information Center

    McLean, Gary N.

    This teaching guide provides secondary and postsecondary business teachers with ideas for teaching typewriting and evaluating students. Content is presented in seven sections. The first section discusses learning principles as they relate to psychomotor skill development including, stimulus-response, association, knowledge of results, temporal…

  19. Providing Opportunities for Student Self-Assessment: The Impact on the Acquisition of Psychomotor Skills in Occupational Therapy Students

    ERIC Educational Resources Information Center

    Jay, Julie; Owen, Antonette

    2016-01-01

    The Occupational Therapy department at the University of the Witwatersrand in South Africa is responsible for ensuring students achieve psychomotor skill proficiency, as it is an essential component of health care practice. The aim of this study was to determine whether the introduction of opportunities to afford self-evaluation better prepared…

  20. Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students' Self-efficacy, Problem Solving, and Psychomotor Skills.

    PubMed

    Park, Ju Young; Woo, Chung Hee; Yoo, Jae Yong

    2016-06-01

    This study was conducted to identify the educational effects of a blended e-learning program for graduating nursing students on self-efficacy, problem solving, and psychomotor skills for core basic nursing skills. A one-group pretest/posttest quasi-experimental design was used with 79 nursing students in Korea. The subjects took a conventional 2-week lecture-based practical course, together with spending an average of 60 minutes at least twice a week during 2 weeks on the self-guided e-learning content for basic cardiopulmonary resuscitation and defibrillation using Mosby's Nursing Skills database. Self- and examiner-reported data were collected between September and November 2014 and analyzed using descriptive statistics, paired t test, and Pearson correlation. The results showed that subjects who received blended e-learning education had improved problem-solving abilities (t = 2.654) and self-efficacy for nursing practice related to cardiopulmonary resuscitation and defibrillation (t = 3.426). There was also an 80% to 90% rate of excellent postintervention performance for the majority of psychomotor skills, but the location of chest compressions, compression rate per minute, artificial respiration, and verification of patient outcome still showed low levels of performance. In conclusion, blended E-learning, which allows self-directed repetitive learning, may be more effective in enhancing nursing competencies than conventional practice education.

  1. Teaching ESL Content through Kite Making for Grades K-12.

    ERIC Educational Resources Information Center

    Alexander, N.

    Ideas for teaching elementary and secondary students of English as a Second Language (ESL) through a unit on kites and kite-making are offered. First, unit objectives are outlined. These include objectives for cognitive skill development (classification, comparison), psychomotor skills (constructing a kite), mathematical operations (measuring,…

  2. Using spaced education to teach interns about teaching skills.

    PubMed

    Pernar, Luise I M; Corso, Katherine; Lipsitz, Stuart R; Breen, Elizabeth

    2013-07-01

    Despite limited preparation and knowledge base, surgical interns have important teaching responsibilities. Nevertheless, few faculty development programs are aimed at interns. Succinct teaching skill content was electronically distributed over time (spaced education) to interns in academic year 2010/2011. The interns in the previous year served as historic controls. Electronic surveys were distributed for program evaluation. Fifteen of 24 (62.5%) interns and 35 of 49 (71.4%) students responded to the surveys in academic year 2009/2010 and 16 of 27 (59.3%) interns and 38 of 52 (73%) students responded in academic year 2010/2011. Surveys showed improved attitudes toward teaching by interns as well as a higher estimation of interns' teaching skills as rated by students for those interns who received the spaced education program. Using spaced education to improve interns' teaching skills is a potentially powerful intervention that improves interns' enthusiasm for teaching and teaching effectiveness. The changes are mirrored in students' ratings of interns' teaching skills and interns' attitudes toward teaching. Copyright © 2013 Elsevier Inc. All rights reserved.

  3. An Empirical Study of the Application of Psychological Principles to the Teaching of Orienteering.

    ERIC Educational Resources Information Center

    Martland, J. R.

    1983-01-01

    An empirical study was carried out to explore effects of three sets of schedules developed by Edgar Stones as guidelines conducive to student learning. Guidelines for concept teaching, psychomotor skill development, and teaching problem solving formed the instructional framework for teaching 11-year-old children the principles of navigational…

  4. Teaching Cardiac Examination Skills

    PubMed Central

    Smith, Christopher A; Hart, Avery S; Sadowski, Laura S; Riddle, Janet; Evans, Arthur T; Clarke, Peter M; Ganschow, Pamela S; Mason, Ellen; Sequeira, Winston; Wang, Yue

    2006-01-01

    OBJECTIVE To determine if structured teaching of bedside cardiac examination skills improves medical residents' examination technique and their identification of key clinical findings. DESIGN Firm-based single-blinded controlled trial. SETTING Inpatient service at a university-affiliated public teaching hospital. PARTICIPANTS Eighty Internal Medicine residents. METHODS The study assessed 2 intervention groups that received 3-hour bedside teaching sessions during their 4-week rotation using either: (1) a traditional teaching method, “demonstration and practice” (DP) (n=26) or (2) an innovative method, “collaborative discovery” (CD) (n=24). The control group received their usual ward teaching sessions (n=25). The main outcome measures were scores on examination technique and correct identification of key clinical findings on an objective structured clinical examination (OSCE). RESULTS All 3 groups had similar scores for both their examination technique and identification of key findings in the preintervention OSCE. After teaching, both intervention groups significantly improved their technical examination skills compared with the control group. The increase was 10% (95% confidence interval [CI] 4% to 17%) for CD versus control and 12% (95% CI 6% to 19%) for DP versus control (both P<.005) equivalent to an additional 3 to 4 examination skills being correctly performed. Improvement in key findings was limited to a 5% (95% CI 2% to 9%) increase for the CD teaching method, CD versus control P=.046, equivalent to the identification of an additional 2 key clinical findings. CONCLUSIONS Both programs of bedside teaching increase the technical examination skills of residents but improvements in the identification of key clinical findings were modest and only demonstrated with a new method of teaching. PMID:16423116

  5. European consensus on a competency-based virtual reality training program for basic endoscopic surgical psychomotor skills.

    PubMed

    van Dongen, Koen W; Ahlberg, Gunnar; Bonavina, Luigi; Carter, Fiona J; Grantcharov, Teodor P; Hyltander, Anders; Schijven, Marlies P; Stefani, Alessandro; van der Zee, David C; Broeders, Ivo A M J

    2011-01-01

    Virtual reality (VR) simulators have been demonstrated to improve basic psychomotor skills in endoscopic surgery. The exercise configuration settings used for validation in studies published so far are default settings or are based on the personal choice of the tutors. The purpose of this study was to establish consensus on exercise configurations and on a validated training program for a virtual reality simulator, based on the experience of international experts to set criterion levels to construct a proficiency-based training program. A consensus meeting was held with eight European teams, all extensively experienced in using the VR simulator. Construct validity of the training program was tested by 20 experts and 60 novices. The data were analyzed by using the t test for equality of means. Consensus was achieved on training designs, exercise configuration, and examination. Almost all exercises (7/8) showed construct validity. In total, 50 of 94 parameters (53%) showed significant difference. A European, multicenter, validated, training program was constructed according to the general consensus of a large international team with extended experience in virtual reality simulation. Therefore, a proficiency-based training program can be offered to training centers that use this simulator for training in basic psychomotor skills in endoscopic surgery.

  6. Nursing Student Self-efficacy in Psychomotor Skills: Findings From a Validation, Longitudinal, and Correlational Study.

    PubMed

    Bulfone, Giampiera; Fida, Roberta; Ghezzi, Valerio; Macale, Loreana; Sili, Alessandro; Alvaro, Rosaria; Palese, Alvisa

    Student perceptions of self-efficacy (SE) prevent stress and burnout and improve engagement in nursing education, thus increasing learning outcomes. The study aims were to (1) validate a scale measuring nursing SE in psychomotor skills (NSE-PS), (2) describe changes in NSE-PS over time, and (3) explore NSE-PS correlations with burnout and engagement. A total of 1117 nursing students participated. A significant increase in the NSE-PS scores over the years has emerged; in addition, all NSE-PS dimensions were correlated negatively with burnout and positively with engagement.

  7. The reliability of a VISION COACH task as a measure of psychomotor skills.

    PubMed

    Xi, Yubin; Rosopa, Patrick J; Mossey, Mary; Crisler, Matthew C; Drouin, Nathalie; Kopera, Kevin; Brooks, Johnell O

    2014-10-01

    The VISION COACH™ interactive light board is designed to test and enhance participants' psychomotor skills. The primary goal of this study was to examine the test-retest reliability of the Full Field 120 VISION COACH task. One hundred eleven male and 131 female adult participants completed six trials where they responded to 120 randomly distributed lights displayed on the VISION COACH interactive light board. The mean time required for a participant to complete a trial was 101 seconds. Intraclass correlation coefficients, ranging from 0.962 to 0.987 suggest the VISION COACH Full Field 120 task was a reliable task. Cohen's d's of adjacent pairs of trials suggest learning effects did not negatively affect reliability after the third trial.

  8. Teaching clinical skills in developing countries: are clinical skills centres the answer?

    PubMed

    Stark, Patsy; Fortune, F

    2003-11-01

    There is growing international interest in teaching clinical skills in a variety of contexts, one of which is Clinical Skills Centres. The drivers for change making Skills Centres an important adjunct to ward and ambulatory teaching come both from within and outside medical education. Educationally, self-directed learning is becoming the accepted norm, encouraging students to seek and maximize learning opportunities. There are global changes in health care practice, increased consumerism and increasing student numbers. In some countries, professional recommendations influence what is taught. Increasingly, core skills curricula and outcome objectives are being defined. This explicit definition encourages assessment of the core skills. In turn, all students require equal opportunities to learn how to practise the skills safely and competently. The moves towards interprofessional education make joint learning in a"neutral" setting, like a Clinical Skills Centre, appear particularly attractive. To discuss the potential role of Clinical Skills Centres in skills training in developing countries and to consider alternative options. Many developing countries seek to establish Clinical Skills Centres to ensure effective and reliable skills teaching. However, the model may not be appropriate,because fully equipped Clinical Skills Centres are expensive to set up, staff; and run. They are not the only way to achieve high quality clinical teaching. Suggested options are based on the philosophy and teaching methods successfully developed in Clinical Skills Centres that may fulfil the local needs to achieve low cost and high quality clinical teaching which is reflective of the local health needs and cultural expectations.

  9. Developing Teaching Skills in Physical Education.

    ERIC Educational Resources Information Center

    Siedentop, Daryl

    This textbook attempts to clarify the nature of teaching during the field experience or simulation of that experience for student teachers. The text takes a data-based approach to the development of teaching skills. It is divided into seven chapters. The first chapter, "Systematic Improvement of Teaching Skills," is a narrative…

  10. A Taxonomy of Psychomotor Forms. Occasional Paper No. 35.

    ERIC Educational Resources Information Center

    Goldberger, Michael

    A taxonomy of psychomotor skills provides a classification of all human movement forms. The development of motor skills in this hierarchy begins with the reflexive physical responses of the infant. The stages of growth include basic interactive movement forms, skilled movement forms, and functional and creative movement forms. This taxonomy offers…

  11. Teaching/Learning Guide: Level I.

    ERIC Educational Resources Information Center

    Carbon - Lehigh Intermediate Unit, Schnecksville, PA.

    The manual presents sequences of skills designed for use as guides to teaching/learning objectives and as a basis for evaluating and recording special education students' progress. It is explained that the goal of the first level of objectives (sequenced in this document) is to enable the student to function at a motor/psychomotor state of…

  12. Developmental Trends of Visual Feedback Control and Learning in Children's Copying and Tracking Skills.

    ERIC Educational Resources Information Center

    Sovik, Nils

    1980-01-01

    A description is given of an experiment investigating the applicability of a cybernetic theory in teaching children psychomotor skills. Results showed a learning effect in copying for younger subjects, in tracing for older subjects, and in tracking for all subjects. (GK)

  13. Teaching-skills training programs for family medicine residents

    PubMed Central

    Lacasse, Miriam; Ratnapalan, Savithiri

    2009-01-01

    ABSTRACT OBJECTIVE To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. DATA SOURCES Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. STUDY SELECTION The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. SYNTHESIS Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs’ effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. CONCLUSION Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the

  14. Digital recording as a teaching and learning method in the skills laboratory.

    PubMed

    Strand, Ingebjørg; Gulbrandsen, Lise; Slettebø, Åshild; Nåden, Dagfinn

    2017-09-01

    To obtain information on how nursing students react to, think about and learn from digital recording as a learning and teaching method over time. Based on the teaching and learning philosophy of the university college, we used digital recording as a tool in our daily sessions in skills laboratory. However, most of the studies referred to in the background review had a duration of from only a few hours to a number of days. We found it valuable to design a study with a duration of two academic semesters. A descriptive and interpretative design was used. First-year bachelor-level students at the department of nursing participated in the study. Data collection was carried out by employing an 'online questionnaire'. The students answered five written, open-ended questions after each of three practical skill sessions. Kvale and Brinkmann's three levels of understanding were employed in the analysis. The students reported that digital recording affected factors such as feeling safe, secure and confident and that video recording was essential in learning and training practical skills. The use of cameras proved to be useful, as an expressive tool for peer learning because video recording enhances self-assessment, reflection, sensing, psychomotor performance and discovery learning. Digital recording enhances the student's awareness when acquiring new knowledge because it activates cognitive and emotional learning. The connection between tutoring, feedback and technology was clear. The digital recorder gives students direct and immediate feedback on their performance from the various practical procedures, and may aid in the transition from theory to practice. Students experienced more self-confidence and a feeling of safety in their performances. © 2016 John Wiley & Sons Ltd.

  15. Psychomotor retardation in a girl with complete growth hormone deficiency.

    PubMed

    Dayal, Devi; Malhi, Prabhjot; Kumar Bhalla, Anil; Sachdeva, Naresh; Kumar, Rakesh

    2013-01-01

    Infants with complete growth hormone deficiency may suffer from psychomotor retardation in addition to severe growth failure. Without replacement therapy, they may have a compromised intellectual potential manifesting as learning disabilities and attention-deficit disorders in later life. In this communication, we discuss an infant who showed improvement in physical growth after growth hormone therapy but her psychomotor skills did not improve probably due to late start of treatment. There is a need to start growth hormone therapy as early as possible in infants with complete growth hormone deficiency to avoid adverse effects on psychomotor and brain development.

  16. Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

    PubMed

    Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

    2006-07-01

    Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

  17. Teaching Soft Skills Employers Need

    ERIC Educational Resources Information Center

    Ellis, Maureen; Kisling, Eric; Hackworth, Robbie G.

    2014-01-01

    This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft skills…

  18. Evaluating Behavioral Skills Training to Teach Safe Tackling Skills to Youth Football Players

    ERIC Educational Resources Information Center

    Tai, Sharayah S. M.; Miltenberger, Raymond G.

    2017-01-01

    With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six…

  19. Distribution of innate psychomotor skills recognized as important for surgical specialization in unconditioned medical undergraduates.

    PubMed

    Moglia, Andrea; Morelli, Luca; Ferrari, Vincenzo; Ferrari, Mauro; Mosca, Franco; Cuschieri, Alfred

    2018-03-14

    There is an increasing interest for a test assessing objectively the innate aptitude for surgery as a craft specialty to complement the current selection process of surgical residents. The aim of this study was to quantify the size of individuals with high, average, and low level of innate psychomotor skills among medical students. A volunteer sample of 155 medical students, without prior experience with surgical simulator, executed five tasks at a virtual simulator for robot-assisted surgery. They had to reach proficiency twice consecutively in each before moving to the next one. A weighting based on time and number of attempts needed to reach proficiency was assigned to each task. Nine students (5.8%) out of 155 significantly outperformed all the others on median (i.q.r.) weighted time [44.7 (42.2-47.3) min vs. 98.5 (70.8-131.8) min, p < 0.001], and number of attempts to reach proficiency [14 (12-15) vs. 23 (19-32.75), p < 0.001). Seventeen students (11.0%) scored significantly much worse than the rest on median weighted time [202.2 (182.5-221.0) min vs. 84.3 (65.7-114.4) min, p < 0.001], and number of attempts [42 (40-48) vs. 22 (17.25-28), p < 0.001]. Low correlation between simulator scores and extracurricular activities, like videogames and musical instruments, was found. The test successfully identified two groups straddling the large cohort with average innate aptitude for psychomotor skills: (i) innately gifted and (ii) with scarce level. Hence, exercises on a virtual simulator are a valid test of innate manual dexterity and can be considered to complement the selection process for a surgical training program, primarily to identify individuals with low innate aptitude for surgery and advise them to consider specialization in other (non-craft) medical specialties.

  20. Human behavior and human performance: Psychomotor demands

    NASA Technical Reports Server (NTRS)

    1992-01-01

    The results of several experiments are presented in abstract form. These studies are critical for the interpretation and acceptance of flight based science to be conducted by the Behavior and Performance project. Some representative titles are as follow: External audio for IBM/PC compatible computers; A comparative assessment of psychomotor performance (target prediction by humans and macaques); Response path (a dependent measure for computer maze solving and other tasks); Behavioral asymmetries of psychomotor performance in Rhesus monkey (a dissociation between hand preference and skill); Testing primates with joystick based automated apparatus; and Environmental enrichment and performance assessment for ground or flight based research with primates;

  1. Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability.

    PubMed

    Hui Shyuan Ng, Aubrey; Schulze, Kim; Rudrud, Eric; Leaf, Justin B

    2016-11-01

    This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

  2. Teaching Basic Caregiver Skills.

    ERIC Educational Resources Information Center

    Schenk, Susan, Ed.; Harrah, Doris, Ed.

    This instructor's guide provides materials for a nursing skills course designed to teach basic home nursing skills to families who plan to care for a chronically ill or elderly family member at home. It may be taught by a registered nurse with knowledge of all areas or by a team, with each instructor concentrating on his/her area of expertise.…

  3. Teaching pediatric communication skills to medical students

    PubMed Central

    Frost, Katherine A; Metcalf, Elizabeth P; Brooks, Rachel; Kinnersley, Paul; Greenwood, Stephen R; Powell, Colin VE

    2015-01-01

    Background Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students’ assessment of this module. Methods We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery. Results Two hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students’ comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios. Conclusion Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training. PMID:25653569

  4. Teaching pediatric communication skills to medical students.

    PubMed

    Frost, Katherine A; Metcalf, Elizabeth P; Brooks, Rachel; Kinnersley, Paul; Greenwood, Stephen R; Powell, Colin Ve

    2015-01-01

    Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students' assessment of this module. We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery. Two hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students' comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios. Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training.

  5. Psychomotor skills assessment by motion analysis in minimally invasive surgery on an animal organ.

    PubMed

    Hofstad, Erlend Fagertun; Våpenstad, Cecilie; Bø, Lars Eirik; Langø, Thomas; Kuhry, Esther; Mårvik, Ronald

    2017-08-01

    A high level of psychomotor skills is required to perform minimally invasive surgery (MIS) safely. To be able to measure these skills is important in the assessment of surgeons, as it enables constructive feedback during training. The aim of this study was to test the validity of an objective and automatic assessment method using motion analysis during a laparoscopic procedure on an animal organ. Experienced surgeons in laparoscopy (experts) and medical students (novices) performed a cholecystectomy on a porcine liver box model. The motions of the surgical tools were acquired and analyzed by 11 different motion-related metrics, i.e., a total of 19 metrics as eight of them were measured separately for each hand. We identified for which of the metrics the experts outperformed the novices. In total, two experts and 28 novices were included. The experts achieved significantly better results for 13 of the 19 instrument motion metrics. Expert performance is characterized by a low time to complete the cholecystectomy, high bimanual dexterity (instrument coordination), a limited amount of movement and low measurement of motion smoothness of the dissection instrument, and relatively high usage of the grasper to optimize tissue positioning for dissection.

  6. Peer Assessment of Elementary Science Teaching Skills

    ERIC Educational Resources Information Center

    Kilic, Gulsen Bagci; Cakan, Mehtap

    2007-01-01

    In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

  7. Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective.

    PubMed

    Lauter, Jan; Branchereau, Sylvie; Herzog, Wolfgang; Bugaj, Till Johannes; Nikendei, Christoph

    2017-05-01

    In current medical curricula, the transfer of procedural skills has received increasing attention. Skills lab learning and tutor-led teaching have become an inherent part of all medical curricula at German medical faculties. In 2011, the initial basis for the classification of clinical skills in medical school was created by the German Association for Medical Education (GMA) Committee's consensus statement on procedural skills. As a recommendation for medical curricula, the National Competency-based Catalogue of Learning Objectives (NKLM, 2015) lists procedural skills according to their curriculum integration and competency level. However, classification in regard to the perceived complexity, relevance, or teaching competency is still lacking. The present study aimed to investigate procedural skills taught at the Medical Faculty of Heidelberg in regard to their complexity, relevance, and required teaching skills. To achieve this aim (1) the specific procedural skills in terms of complexity, that is, the degree of difficulty, and (2) the perceived relevance of taught procedural skills for studying and subsequent medical profession as well as (3) the personal preparation and required teaching skills were assessed in medical teachers, tutors and students. During the winter semester 2014/2015, the evaluations of all medical teachers, student tutors, and medical students in the skills lab teaching departments of internal medicine, surgery, pediatrics, gynecology, and otorhinolaryngology at the Medical Faculty of Heidelberg were assessed via a quantitative cross-sectional questionnaire survey using 7-point Likert scales. The questionnaire comprised four item sets concerning 1) demographic details, 2) procedural skill complexity, 3) practical relevance, and 4) required preparation and teaching skills. Descriptive, quantitative analysis was used for questionnaire data. The survey included the data from 17 of 20 physicians (return rate: 85 %), 10 of 10 student tutors

  8. Peer-assisted teaching of basic surgical skills.

    PubMed

    Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

    2015-01-01

    Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p < 0.001), and the standard deviation of mean inter-suture distance halved from ± 4.7 mm pre-teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

  9. Psychomotor and cognitive effects of 15-minute inhalation of methoxyflurane in healthy volunteers: implication for post-colonoscopy care.

    PubMed

    Nguyen, Nam Q; Burgess, Jenna; Debreceni, Tamara L; Toscano, Leanne

    2016-11-01

    Background and study aims: Colonoscopy with portal inhaled methoxyflurane (Penthrox) is highly feasible with low sedation risk and allows earlier discharge. It is unclear if subjects can return to highly skilled psychomotor skill task shortly after Penthrox assisted colonoscopy. We evaluated the psychomotor and cognitive effects of 15-minute inhalation of Penthrox in adults. Patients and methods: Sixty healthy volunteers (18 to 80 years) were studied on 2 occasions with either Penthrox or placebo in a randomized, double-blind fashion. On each occasion, the subject's psychomotor function was examined before, immediately, 30, 60, 120, 180 and 240 min after a 15-minute inhalation of studied drug, using validated psychomotor tests (Digit Symbol Substitution Test (DSST), auditory reaction time (ART), eye-hand coordination (EHC) test, trail making test (TMT) and logical reasoning test (LRT). Results: Compared to placebo, a 15-minute Penthrox inhalation led to an immediate but small impairment of DSST ( P  < 0.001), ART ( P  < 0.001), EHC ( P  < 0.01), TMT ( P  = 0.02) and LRT ( P  = 0.04). In all subjects, the performance of all 5 tests normalized by 30 minutes after inhalation, and was comparable to that with placebo. Although increasing age was associated with a small deterioration in psychomotor testing performance, the magnitude of Penthrox effects remained comparable among all age groups. Conclusions: In all age groups, a 15-minute Penthrox inhalation induces acute but short-lasting impairment of psychomotor and cognitive performance, which returns to normal within 30 minutes , indicating that subjects who have colonoscopy with Penthrox can return to highly skilled psychomotor skills tasks such as driving and daily work the same day.

  10. Teamwork: Effectively Teaching an Employability Skill

    ERIC Educational Resources Information Center

    Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

    2010-01-01

    Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

  11. "Not" Just Wanna Have Fun: Teaching Listening Skills with Songs

    ERIC Educational Resources Information Center

    Abdullah, Amalia Qistina

    2013-01-01

    Teaching listening skills is very challenging to ESL teachers. It involves active participation from both teachers and students to ensure the objectives of teaching listening skills can be achieved. Hence, this presentation provides interesting and exciting strategies to teach listening skills using selected songs. It is hoped that this would…

  12. Bimanual Psychomotor Performance in Neurosurgical Resident Applicants Assessed Using NeuroTouch, a Virtual Reality Simulator.

    PubMed

    Winkler-Schwartz, Alexander; Bajunaid, Khalid; Mullah, Muhammad A S; Marwa, Ibrahim; Alotaibi, Fahad E; Fares, Jawad; Baggiani, Marta; Azarnoush, Hamed; Zharni, Gmaan Al; Christie, Sommer; Sabbagh, Abdulrahman J; Werthner, Penny; Del Maestro, Rolando F

    Current selection methods for neurosurgical residents fail to include objective measurements of bimanual psychomotor performance. Advancements in computer-based simulation provide opportunities to assess cognitive and psychomotor skills in surgically naive populations during complex simulated neurosurgical tasks in risk-free environments. This pilot study was designed to answer 3 questions: (1) What are the differences in bimanual psychomotor performance among neurosurgical residency applicants using NeuroTouch? (2) Are there exceptionally skilled medical students in the applicant cohort? and (3) Is there an influence of previous surgical exposure on surgical performance? Participants were instructed to remove 3 simulated brain tumors with identical visual appearance, stiffness, and random bleeding points. Validated tier 1, tier 2, and advanced tier 2 metrics were used to assess bimanual psychomotor performance. Demographic data included weeks of neurosurgical elective and prior operative exposure. This pilot study was carried out at the McGill Neurosurgical Simulation Research and Training Center immediately following neurosurgical residency interviews at McGill University, Montreal, Canada. All 17 medical students interviewed were asked to participate, of which 16 agreed. Performances were clustered in definable top, middle, and bottom groups with significant differences for all metrics. Increased time spent playing music, increased applicant self-evaluated technical skills, high self-ratings of confidence, and increased skin closures statistically influenced performance on univariate analysis. A trend for both self-rated increased operating room confidence and increased weeks of neurosurgical exposure to increased blood loss was seen in multivariate analysis. Simulation technology identifies neurosurgical residency applicants with differing levels of technical ability. These results provide information for studies being developed for longitudinal studies on the

  13. Evaluating behavioral skills training to teach safe tackling skills to youth football players.

    PubMed

    Tai, Sharayah S M; Miltenberger, Raymond G

    2017-10-01

    With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six participants from a Pop Warner football team. Safer tackling techniques increased during practice and generalized to games for the two participants who had opportunities to tackle in games. © 2017 Society for the Experimental Analysis of Behavior.

  14. Retention of drug administration skills after intensive teaching.

    PubMed

    Wheeler, D W; Degnan, B A; Murray, L J; Dunling, C P; Whittlestone, K D; Wood, D F; Smith, H L; Gupta, A K

    2008-04-01

    We have identified deficiencies in medical students' drug administration skills, and we attempted to address them with interactive online teaching modules and simulated critical incident scenarios. Short-term improvements have been evident with this intensive effort, but medium-term retention of skills has not been measured. A drug administration lecture, an online module and a simulated emergency scenario were offered to final year clinical students. None of the teaching was compulsory but participation was recorded, along with students' simulator performances and marks in an objective structured practical examination 9 months later. A poor simulator score predicted a poor performance in the later examination. Participation in the simulated scenario only significantly improved examination scores when supplemented by online teaching (p = 0.002). Intensive drug administration teaching using an online module and high fidelity simulation improves drug administration skills in the medium term. Students found simulation much more engaging than online teaching.

  15. Managerial Skills Teaching: Ten Questions and Answers.

    ERIC Educational Resources Information Center

    McEnrue, Mary Pat

    2002-01-01

    Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…

  16. Behavioral asymmetries of psychomotor performance in rhesus monkeys (Macaca mulatta) - A dissociation between hand preference and skill

    NASA Technical Reports Server (NTRS)

    Hopkins, William D.; Washburn, David A.; Berke, Leslie; Williams, Mary

    1992-01-01

    Hand preferences were recorded for 35 rhesus monkeys (Macaca mulatta) as they manipulated a joystick in response to 2 computerized tasks. These preferences were then used to contrast 8 left- and 10 right-handed subjects on performance measures of hand skill. Individual hand preferences were found, but no significant population asymmetry was observed across the sample. However, the performance data reveal substantial benefits of right-handedness for joystick manipulation, as this group of monkeys mastered the 2 psychomotor tasks significantly faster than did their left-handed counterparts. The data support earlier reports of a right-hand advantage for joystick manipulation and also support the importance of distinguishing between hand preference and manual performance in research on functional asymmetries.

  17. Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

    PubMed Central

    Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

    2016-01-01

    Introduction Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). Discussion Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment. PMID:26894587

  18. Cultural Teaching: The Development of Teaching Skills in Maya Sibling Interactions.

    ERIC Educational Resources Information Center

    Maynard, Ashley E.

    2002-01-01

    Examined the development of teaching skills in older siblings responsible for teaching their younger siblings to become competent members of their culture among children from a Zinacantec Maya village in Chiapas, Mexico. Found that by age 4, children took responsibility for initiating teaching situations with their younger siblings, and by 8,…

  19. Teaching Writing Skills with Children's Literature.

    ERIC Educational Resources Information Center

    Dierking, Connie Campbell; Anderson-McElveen, Susan

    Intended for teachers, this workbook uses 20 well-known children's books as models to teach expository and narrative writing skills. The workbook teaches students about brainstorming, focus, organization, elaboration, and writing conventions with readily-available quality children's literature, such as "When I Was Young in the…

  20. Helping Faculty Develop Teaching Skills through Workshops.

    ERIC Educational Resources Information Center

    Russell, James R.; Stafford, Carl W.

    This paper describes the teaching skills workshops at Purdue University (Indiana), which were originally developed in 1980 to train graduate assistants to teach college classes but are now being used by the faculty--instructors through full professors--to improve their teaching. It is noted that the workshops have been successfully modified for…

  1. An Evaluation of Computerized Behavioral Skills Training to Teach Safety Skills to Young Children

    ERIC Educational Resources Information Center

    Vanselow, Nicholas R.; Hanley, Gregory P.

    2014-01-01

    Previous research has demonstrated the efficacy of behavioral skills training (BST) and in situ training (IST) for teaching children to protect themselves. However, BST may be resource intensive and difficult to implement on a large scale. We evaluated a computerized version of BST (CBST) to teach safety skills and determined the extent to which…

  2. Using professional interpreters in undergraduate medical consultation skills teaching

    PubMed Central

    Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

    2014-01-01

    The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration

  3. Performance Simulation: The Method.

    ERIC Educational Resources Information Center

    Rucker, Lance M.

    A logical, performer-based approach to teaching psychomotor skills is described. Four phases of surgical psychomotor skills training are identified, using an example from a dental preclinical training curriculum: (1) dental students are acquainted with the postural and positional parameters of balanced psychomotor performances; (2) students learn…

  4. Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation

    ERIC Educational Resources Information Center

    Scheeler, Mary Catherine

    2008-01-01

    A clear need to teach preservice teachers to generalize newly acquired teaching skills across time and settings has been well established in the literature. Few empirical studies exist that inform teacher educators on ways to promote generalization of teaching skills with beginning teachers, however. Programming for generalization continues to be…

  5. Using the Teaching Interactions Procedure to Teach Social Skills to Children with Autism and Intellectual Disability

    ERIC Educational Resources Information Center

    Ng, Aubrey Hui Shyuan; Schulze, Kim; Rudrud, Eric; Leaf, Justin B.

    2016-01-01

    This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The…

  6. Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training

    ERIC Educational Resources Information Center

    Singh, Binita D.; Moore, Dennis W.; Furlonger, Brett E.; Anderson, Angelika; Busacca, Margherita L.; English, Derek L.

    2017-01-01

    A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to…

  7. Measurement of Employability Skills on Teaching Factory Learning

    NASA Astrophysics Data System (ADS)

    Subekti, S.; Ana, A.

    2018-02-01

    Vocational High Schools as one of the educational institutions that has the responsibility in preparing skilled labors has a challenge to improve the quality of human resources as a candidate for skilled labors, to compete and survive in a changing climate of work. BPS noted an increase in the number of non-worker population (BAK) in 2015-2017 on vocational graduates as many as 564,272 people. The ability to adapt and maintain jobs in a variety of conditions is called employability skills. This study purpose to measure the development of employability skills of communication skills, problem-solving skills and teamwork skills on the implementation of teaching factory learning in SMK Negeri 1 Cibadak, THPH Skills Program on bakery competency. This research uses mixed method, with concurrent triangulation mix methods research design. Data collection techniques used interviews and questionnaires. The result shows that there are increasing students’ employability skills in communication skills, problem solving skills, and teamwork skills in teaching factory learning. Principles of learning that apply learning by doing student centering and learning arrangements such as situations and conditions in the workplace have an impact on improving student employability skills.

  8. Effectiveness of equine therapy in children with psychomotor impairment.

    PubMed

    Del Rosario-Montejo, O; Molina-Rueda, F; Muñoz-Lasa, S; Alguacil-Diego, I M

    2015-09-01

    Equine therapy, an intervention method that has been practiced for decades around the world, is used to treat patients susceptible to psychomotor delays. We examine development of gross motor function compared to other psychomotor skills in patients undergoing this therapy, and analyse how this improvement affects general health status and quality of life. The study includes 11 children with delayed psychomotor development (aged 8.82 ± 3.89; 6 boys, 5 girls). The main study variables were gross motor function (GMFM-88) and perceived quality of life (Pediatric Quality of Life Inventory, PedsQL). Three measurements were performed: before and after a period of inactivity, and once again 2 months after the second measurement, following completion of a sustained period of therapy. We observed significant differences in overall results on the GMFM-88 between the initial and final tests and between the intermediate and final tests. Regarding the PedsQL quality of life scale, no statistically significant results were recorded. Noticeable changes in motor control were recorded throughout the course of the intervention, which suggests that equine therapy may be appropriate treatment in cases of delayed psychomotor development. Copyright © 2013 Sociedad Española de Neurología. Published by Elsevier España, S.L.U. All rights reserved.

  9. Using Blended Learning in Developing Student Teachers Teaching Skills

    ERIC Educational Resources Information Center

    Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

    2012-01-01

    The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

  10. Defining and Measuring Psychomotor Performance

    ERIC Educational Resources Information Center

    Autio, Ossi

    2007-01-01

    Psychomotor performance is fundamental to human existence. It is important in many real world activities and nowadays psychomotor tests are used in several fields of industry, army, and medical sciences in employee selection. This article tries to define psychomotor activity by introducing some psychomotor theories. Furthermore the…

  11. A qualitative evaluation of scalpel skill teaching of podiatry students.

    PubMed

    Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Fryer, Caroline E; Hillier, Susan L

    2017-01-01

    Degrees in health disciplines need a balance of theoretical knowledge and sufficient clinical practice to meet registration requirements, in particular those requiring specialist skills such as the use of scalpels and other small instruments, such as podiatry. However, despite this requirement there is a scarcity of literature and research to inform teaching of these particular manual clinical skills. Therefore, the aims of this study were to determine the current approaches being used to teach manual skills, in particular scalpel skills, in university podiatry programs in Australia and New Zealand, and to explore what issues, challenges and innovations exist. A qualitative study, consisting of semi-structured interviews with staff at eight university podiatry programs in Australia and New Zealand was undertaken to determine how these skills are taught and evaluated, and how poor performers are managed. A conventional content analysis technique was used to analyse and code interview data, with the resultant categories reported. Approaches to teaching manual clinical skills, in particular scalpel skills, appear to be consistent between university programs in Australia and New Zealand in utilising didactic-style content, demonstration, physical practice on inanimate objects and real skin, and often the use of supplementary audio-visual material. The main reported differences between programs were in methods and processes of practice, with controversy regarding the use of inanimate objects versus real skin for practice. Despite a lack of research and literature surrounding this topic, the approach to teaching is relatively consistent between programs with greatest disparity being the structure and duration of practice. Key issues for teaching staff in teaching manual skills were students' clinical exposure, motivation, levels of anxiety and dexterity.

  12. Graduate students' teaching experiences improve their methodological research skills.

    PubMed

    Feldon, David F; Peugh, James; Timmerman, Briana E; Maher, Michelle A; Hurst, Melissa; Strickland, Denise; Gilmore, Joanna A; Stiegelmeyer, Cindy

    2011-08-19

    Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills.

  13. Student views on the effective teaching of physical examination skills: a qualitative study.

    PubMed

    Martens, Merel J C; Duvivier, Robbert J; van Dalen, Jan; Verwijnen, G Maarten; Scherpbier, Albert J J A; van der Vleuten, Cees P M

    2009-02-01

    The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. We organised focus group discussions with students from Years 1-3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: 'responding to students' questions'; 'not exposing students' weaknesses in front of the group', and '[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a

  14. A Preliminary Evaluation of Two Behavioral Skills Training Procedures for Teaching Abduction-Prevention Skills to Schoolchildren

    PubMed Central

    Johnson, Brigitte M; Miltenberger, Raymond G; Knudson, Peter; Egemo-Helm, Kristin; Kelso, Pamela; Jostad, Candice; Langley, Linda

    2006-01-01

    Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not all children learn the skills. This study compared BST only to BST with an added in situ training component to teach abduction-prevention skills in a small-group format to schoolchildren. Results showed that both programs were effective in teaching abduction-prevention skills. In addition, the scores for the group that received in situ training were significantly higher than scores for the group that received BST alone at the 3-month follow-up assessment. PMID:16602383

  15. Using Behavioral Skills Training and Video Rehearsal to Teach Blackjack Skills

    ERIC Educational Resources Information Center

    Speelman, Ryan C.; Whiting, Seth W.; Dixon, Mark R.

    2015-01-01

    A behavioral skills training procedure that consisted of video instructions, video rehearsal, and video testing was used to teach 4 recreational gamblers a specific skill in playing blackjack (sometimes called "card counting"). A multiple baseline design was used to evaluate intervention effects on card-counting accuracy and chips won or…

  16. Animated Agents Teaching Helping Skills in an Online Environment: A Pilot Study

    ERIC Educational Resources Information Center

    Duggan, Molly H.; Adcock, Amy B.

    2007-01-01

    Human service educators constantly struggle with how to best teach students the communication skills required of entry-level human service professionals. While teaching such skills is easier in a traditional face-to-face environment, teaching communication skills via distance learning presents its own challenges. Developing interactive web-based…

  17. Impact of postgraduate training on communication skills teaching: a controlled study.

    PubMed

    Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Cerutti, Bernard; van der Vleuten, Cees P; Dolmans, Diana

    2014-04-14

    Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors' perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors' ability to identify residents' good and poor communication skills and to discuss them interactively during feedback. We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents' communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching skills on achieving more effective communication

  18. Using the ADDIE Model to Create an Online Strength Training Program: An Exploration

    ERIC Educational Resources Information Center

    Brook, Rebekah L.

    2014-01-01

    The purpose of this design and development research was to investigate whether the ADDIE model can be used to design online modules that teach psychomotor skills. The overarching research question was: How can the ADDIE Model of Instructional Design be used to create an online module that teaches safe and effective movement for psychomotor skills?…

  19. Teaching Skill Acquisition and Development in Dental Education.

    PubMed

    Lyon, Lucinda J; Hoover, Terry E; Giusti, Lola; Booth, Mark T; Mahdavi, Elham

    2016-08-01

    Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support.

  20. The PrOSTE: identifying key components of effective procedural teaching.

    PubMed

    McSparron, Jakob I; Ricotta, Daniel N; Moskowitz, Ari; Volpicelli, Frank M; Roberts, David H; Schwartzstein, Richard M; Huang, Grace C

    2015-02-01

    teaching should be emphasized to ensure effective transfer of psychomotor skills to trainees.

  1. An appraisal of the literature on teaching physical examination skills.

    PubMed

    Easton, Graham; Stratford-Martin, James; Atherton, Helen

    2012-07-01

    To discover which models for teaching physical examination skills have been proposed, and to appraise the evidence for each. We conducted a narrative review of relevant literature from 1990-2010. We searched the databases MEDLINE, PsycINFO, and ERIC (The Education Resource Information Centre) for the terms: 'physical examination' AND 'teaching' as both MESH terms and keyword searches. We excluded web-based or video teaching, non-physical examination skills (e.g. communication skills), and articles about simulated patients or models. We identified five relevant articles. These five studies outlined several approaches to teaching physical examination skills, including Peyton's 4-step model, an adaptation of his model to a 6-step model; the silent run through; and collaborative discovery. There was little evidence to support one method over others. One controlled trial suggested that silent run-through could improve performance of complex motor tasks, and another suggested that collaborative discovery improves students' ability to recognise key findings in cardiac examinations. There are several models for teaching physical examinations, but few are designed specifically for that purpose and there is little evidence to back any one model over another. We propose an approach which adopts several key features of these models. Future research could usefully evaluate the effectiveness of the proposed models, or develop innovative practical models for teaching examination skills.

  2. Teaching health assessment in the virtual classroom.

    PubMed

    Lashley, Mary

    2005-08-01

    Health assessment skills are vital to professional nursing practice. Health assessment has traditionally been taught using lecture, teacher-developed tests, practice and live demonstration, and interactive and computer-based learning materials. Rapid advances in information technology during the past decade have greatly expanded distance learning options in higher education. Although much nursing education now uses the Internet, there has been limited use of the Web to teach psychomotor and clinical skills. This article describes how online instruction can be integrated into a health assessment course to teach physical examination skills. The development of instructional videos that can be digitally streamed onto the Web for ready and repeated access can also enhance online learning of technical and clinical skills. Student evaluation of this Web-enhanced course revealed that online assignments enabled them to pace their learning, thereby promoting greater flexibility and independence. Students were able to master the technical skills of working online with minimal difficulty and reported that working online was no more stressful than attending class. The most helpful aspect of the online course was the instructor-developed video that was digitally streamed online.

  3. Impact of postgraduate training on communication skills teaching: a controlled study

    PubMed Central

    2014-01-01

    Background Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors’ perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors’ ability to identify residents’ good and poor communication skills and to discuss them interactively during feedback. Methods We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents’ communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. Results 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. Conclusions The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching

  4. Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

    ERIC Educational Resources Information Center

    Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

    2013-01-01

    Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

  5. See, Do, Teach? A Review of Contemporary Literature and Call to Action for Communication Skills Teaching in Urology.

    PubMed

    Kieran, Kathleen; Jensen, Norman M; Rosenbaum, Marcy

    2018-04-01

    To assess the current state of published literature on communication skills teaching in urology to inform future directions for research and teaching. Excellent patient-physician communication skills increase understanding of medical conditions, facilitate shared decision-making regarding treatment planning, improve clinical outcomes, and decrease lawsuits. Surgical and procedure-based subspecialties, including urology, have generally been slow to incorporate formal communication skills teaching into curricula for postgraduate trainees. We performed a PubMed literature search using multiple keywords, selecting and reviewing articles published in English, and addressing 1 of 3 domains (curriculum development, teaching methods, and assessment methods) of communication skills teaching. The distribution of articles within the urology-specific literature was compared with that of procedure-based specialties as a whole. Eight articles were found in the urology literature, and 24 articles were found in other procedure-based specialties. Within the urology-specific literature, all 8 articles (100%) acknowledged the need for communication curriculum development, 1 article (12.5%) described how communication skills were taught, and 1 article (12.5%) discussed how communication skills were assessed. Fewer articles in other procedure-based specialties acknowledged the need to develop curricula (29.2%, P = .0007) but were equally likely to discuss communication skills teaching (37.5%, P = .63) and assessment (33.3%, P = .73). Orthopedic surgery is the only surgical subspecialty with ongoing, adaptable, formal training for physicians. Most current publications addressing communication skills in procedure-based specialties are specialty specific and focus on only 1 of the 3 communication domains. Opportunities exist to share information and to create more integrated models to teach communication skills in urology. Copyright © 2018 Elsevier Inc. All rights reserved.

  6. Factors influencing pre-service physics teachers' skills of writing teaching materials

    NASA Astrophysics Data System (ADS)

    Sinaga, Parlindungan

    2016-02-01

    Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

  7. Radiology resident teaching skills improvement: impact of a resident teacher training program.

    PubMed

    Donovan, Andrea

    2011-04-01

    Teaching is considered an essential competency for residents to achieve during their training. Instruction in teaching skills may assist radiology residents in becoming more effective teachers and increase their overall satisfaction with teaching. The purposes of this study were to survey radiology residents' teaching experiences during residency and to assess perceived benefits following participation in a teaching skills development course. Study participants were radiology residents with membership in the American Alliance of Academic Chief Residents in Radiology or the Siemens AUR Radiology Resident Academic Development Program who participated in a 1.5-hour workshop on teaching skills development at the 2010 Association of University Radiologists meeting. Participants completed a self-administered, precourse questionnaire that addressed their current teaching strategies, as well as the prevalence and structure of teaching skills training opportunities at their institutions. A second postcourse questionnaire enabled residents to evaluate the seminar and assessed new knowledge and skill acquisition. Seventy-eight residents completed the precourse and postcourse questionnaires. The vast majority of respondents indicated that they taught medical students (72 of 78 [92.3%]). Approximately 20% of residency programs (17 of 78) provided residents with formal didactic programs on teaching skills. Fewer than half (46.8%) of the resident respondents indicated that they received feedback on their teaching from attending physicians (36 of 77), and only 18% (13 of 78) routinely gave feedback to their own learners. All of the course participants agreed or strongly agreed that this workshop was helpful to them as teachers. Few residency programs had instituted resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills. Copyright © 2011 AUR. Published by

  8. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    PubMed

    Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

    2016-06-08

    Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

  9. Beyond effective teaching: Enhancing students’ metacognitive skill through guided inquiry

    NASA Astrophysics Data System (ADS)

    Adnan; Bahri, Arsad

    2018-01-01

    This research was quasi experimental with pretest posttes non-equivalent control group design. This research aimed to compare metacognitive skill of students between tought by guided inquiry and traditional teaching. Sample of this research was the students at even semester at the first year, Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Indonesia. The data of students’ metacognitive skill was measured by essay test. The data was analyzed by inferential statistic of ANCOVA test. The result of research showed that there was the effect of teaching model towards metacognitive skill of students. Students were tought by guided inquiry had higher metacognitive skill than tought by traditional teaching. The lecturer can use the guided inquiry model in others courses with considering the course materials and also student characteristics.

  10. Comparison of Psychomotor Development Screening Test and Clinical Assessment of Psychomotor Development

    PubMed

    Radmilović, Goranka; Matijević, Valentina; Zavoreo, Iris

    2016-12-01

    Numerous adverse factors are acting in the prenatal, perinatal and postnatal period of life and may be the cause of later mild or severe deviations from normal psychomotor development. Therefore, it is crucial to identify infants with neurological risk factors and infants that already have a delay from orderly development, in order to immediately initiate the rehabilitation process. The aim of this study was to determine whether there is difference in the assessment of psychomotor development in neurological risk children based on the psychomotor development test (Croatian, Razvoj psihomotorike, RPM test) and clinical evaluation of neuromotor development. RPM test is designed for rough estimate of psychomotor development in children in the first two years of life. The study included 15 full term children (8 male and 7 female) with clinical diagnosis of mild paraparesis and mild deviation from normal psychological and social development, and 15 full term children (8 male and 7 female) without neurological risk factors and deviations from normal psychomotor development, all at the age of 12-24 months. Of the 15 children diagnosed with mild paraparesis, none had delayed psychomotor development, 6.7% had suspect development and 93.3% had normal development on RPM test. All children in the control group had normal development on RPM test. According to the results, the RPM test is not sensitive enough to detect mild neurodevelopmental disorders.

  11. Teaching sexual history-taking skills using the Sexual Events Classification System.

    PubMed

    Fidler, Donald C; Petri, Justin Daniel; Chapman, Mark

    2010-01-01

    The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents' video-recorded interviews with simulated patients, discussion of videos that simulated bad interviews, simulated patients, and a competency scoring form to score a video of a simulated interview. After the course, residents completed an anonymous survey to assess the usefulness of the experience. After the course, most residents felt more comfortable taking sexual histories. They described the Sexual Events Classification System and simulated interviews as practical methods for teaching sexual history-taking skills. The Sexual Events Classification System and simulated patient experiences may serve as a practical model for teaching sexual history-taking skills to general psychiatric residents.

  12. Stoma care: empowering patients through teaching practical skills.

    PubMed

    Metcalf, C

    Teaching patients practical skills in stoma care is a complex process and although, arguably, at the very heart of stoma care nursing practice, has been largely ignored in the literature. Teaching principles are based upon social learning theory and educationalists provide guidelines on the most effective way to teach a practical skill. These guidelines have been utilized by nurses when teaching patients with newly formed stomas how to change a pouch. The process of adapting to a stoma and its daily management takes time. Psychologically, however, some patients will adapt more easily than others and researchers have attempted to identify factors which may account for this. Studies have demonstrated that patients who are satisfied with the amount of preoperative information they receive are less likely to develop psychological problems. Psychological adjustment may be affected if patients feel that they have developed insufficient pouch changing skills or have problems with leakage from their pouch or sore skin around their stoma. Studies have also demonstrated that cognitive factors, such as patients feeling in control of their illness and stoma, have been found to play a role in psychological adaptation. Clinical nurse specialists in stoma care are in an ideal position to target these cognitive factors using a variety of strategies including effective practical teaching to empower patients, thus facilitating psychological adaptation following stoma surgery.

  13. Community medicine teaching and evaluation: scope of betterment.

    PubMed

    Gopalakrishnan, S; Kumar, P Ganesh

    2015-01-01

    There have been rapid and extensive changes in the way assessment is conducted in medical education. Assessment brings about standardization of the manner in which the syllabus is to be implemented and also gives guidelines regarding the teaching pattern, especially when the student is going to rotate through various departments in a medical college. Community Medicine is an important branch of medicine concerned with the health of populations. Existing forms of assessment of community medicine education mainly consists of internal [formative] assessment and final (summative) examination. Advantages of the present system is the similarity of the methods used for internal assessments and final examinations and is relatively easily done since only the knowledge application and recall ability of the student in theory and practical are assessed. Disadvantages in the current evaluation system are neglecting the assessment of psychomotor, affective and communication skills. Evaluation systems can be improved by implementing techniques to assess psychomotor skills, presentation and communication skills, organizational skills and the student's ability to work in a team. Regular feedback from students should be taken periodically for the betterment of Community Medicine education. This article is meant to sensitise the academic experts in medical education to plan better need based methods of assessment in the subject of Community Medicine, in relation to the new MCI 2012 Regulations, in order to make it a better learning experience for the students.

  14. Effectiveness of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability

    ERIC Educational Resources Information Center

    Cankaya, Serkan; Kuzu, Abdullah

    2018-01-01

    Mobile skill teaching software has been developed for the parents of the children with intellectual disability to be used in teaching daily life skills. The purpose of this research is to investigate the effectiveness of the mobile skill teaching software developed for the use of the parents of the children with intellectual disability. In…

  15. 38 CFR 4.122 - Psychomotor epilepsy.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2011-07-01 2011-07-01 false Psychomotor epilepsy. 4... Psychomotor epilepsy. The term psychomotor epilepsy refers to a condition that is characterized by seizures... psychomotor epilepsy vary from patient to patient and in the same patient from seizure to seizure. (b) A...

  16. 38 CFR 4.122 - Psychomotor epilepsy.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2013-07-01 2013-07-01 false Psychomotor epilepsy. 4... Psychomotor epilepsy. The term psychomotor epilepsy refers to a condition that is characterized by seizures... psychomotor epilepsy vary from patient to patient and in the same patient from seizure to seizure. (b) A...

  17. 38 CFR 4.122 - Psychomotor epilepsy.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2012-07-01 2012-07-01 false Psychomotor epilepsy. 4... Psychomotor epilepsy. The term psychomotor epilepsy refers to a condition that is characterized by seizures... psychomotor epilepsy vary from patient to patient and in the same patient from seizure to seizure. (b) A...

  18. 38 CFR 4.122 - Psychomotor epilepsy.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2014-07-01 2014-07-01 false Psychomotor epilepsy. 4... Psychomotor epilepsy. The term psychomotor epilepsy refers to a condition that is characterized by seizures... psychomotor epilepsy vary from patient to patient and in the same patient from seizure to seizure. (b) A...

  19. Cognitive task analysis for teaching technical skills in an inanimate surgical skills laboratory.

    PubMed

    Velmahos, George C; Toutouzas, Konstantinos G; Sillin, Lelan F; Chan, Linda; Clark, Richard E; Theodorou, Demetrios; Maupin, Fredric

    2004-01-01

    The teaching of surgical skills is based mostly on the traditional "see one, do one, teach one" resident-to-resident method. Surgical skills laboratories provide a new environment for teaching skills but their effectiveness has not been adequately tested. Cognitive task analysis is an innovative method to teach skills, used successfully in nonmedical fields. The objective of this study is to evaluate the effectiveness of a 3-hour surgical skills laboratory course on central venous catheterization (CVC), taught by the principles of cognitive task analysis to surgical interns. Upon arrival to the Department of Surgery, 26 new interns were randomized to either receive a surgical skills laboratory course on CVC ("course" group, n = 12) or not ("traditional" group, n = 14). The course consisted mostly of hands-on training on inanimate CVC models. All interns took a 15-item multiple-choice question test on CVC at the beginning of the study. Within two and a half months all interns performed CVC on critically ill patients. The outcome measures were cognitive knowledge and technical-skill competence on CVC. These outcomes were assessed by a 14-item checklist evaluating the interns while performing CVC on a patient and by the 15-item multiple-choice-question test, which was repeated at that time. There were no differences between the two groups in the background characteristics of the interns or the patients having CVC. The scores at the initial multiple-choice test were similar (course: 7.33 +/- 1.07, traditional: 8 +/- 2.15, P = 0.944). However, the course interns scored significantly higher in the repeat test compared with the traditional interns (11 +/- 1.86 versus 8.64 +/- 1.82, P = 0.03). Also, the course interns achieved a higher score on the 14-item checklist (12.6 +/- 1.1 versus 7.5 +/- 2.2, P <0.001). They required fewer attempts to find the vein (3.3 +/- 2.2 versus 6.4 +/- 4.2, P = 0.046) and showed a trend toward less time to complete the procedure (15.4 +/- 9

  20. Teaching Writing Skills: Global Issues. Skills Series, Volume 3.

    ERIC Educational Resources Information Center

    Benegar, John

    Social studies and language arts teachers can use these self-contained activities to teach writing skills to students in grades 6-12. Some of the activities have a global approach requiring students to write about topics such as human rights and cultural differences. Information provided for each activity includes an introduction, objectives, time…

  1. Leadership skills teaching in Yorkshire & the Humber - a survey: uncovering, sharing, developing, embedding.

    PubMed

    Fowler, Iolanthe; Gill, Andy

    2015-09-01

    Medical leadership is a hot topic, but it is not known yet how to teach this most effectively. A working party of educators in Yorkshire and the Humber (Y&H) studied the leadership domains, as set out in the Medical Leadership Competency Framework and from this distilled a set of 'trainable' leadership skills, which were felt to be important to teach during general practitioner (GP) training. A questionnaire was sent out to a large GP educational community (educators and trainees) within Y&H to establish the following: (i) whether the distilled skills were thought to have face validity when applied to the concept of leadership, (ii) what was the relative importance of these skills in relation to each other and (iii) the degree to which these skills were already being taught in practice placements and at General Practice Specialty Training Programme (GPSTP) teaching sessions.Educators reported more teaching and training occurring than trainees reported receiving, and the relative importance of the skills sets were different between educators and trainees. It was evident that leadership skills are currently being taught, but that making training explicitly 'leadership', and raising the importance of leadership skills in GP, may address some of these imbalances. Educators requested guidance on how to teach these skills effectively and commented that many existing opportunities for leadership teaching and training are not well recognised or used. Routinely and regularly offering the chance for trainees at all levels to be exposed to leadership skills by role modelling, making use of everyday opportunities in practice to teach and encouraging trainee involvement in projects and opportunities to practice new skills can facilitate the acquisition and celebration of mastery of generic leadership skills.

  2. Teaching Technical Skills through Play.

    ERIC Educational Resources Information Center

    Gullion, Laurie

    The value of light-hearted play in teaching technical recreational sport skills is immense. Children as well as adults can learn more quickly and completely with a games-oriented approach. Often without realizing the hidden goal of excellent skiing or paddling, participants respond to intriguing tasks in a game, immerse themselves in good…

  3. How to use Gagne's model of instructional design in teaching psychomotor skills.

    PubMed

    Khadjooi, Kayvan; Rostami, Kamran; Ishaq, Sauid

    2011-01-01

    Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's "events of instruction" to design a lesson plan for this subject.

  4. Using Systematic Feedback and Reflection to Improve Adventure Education Teaching Skills

    ERIC Educational Resources Information Center

    Richardson, Rick; Kalvaitis, Darius; Delparte, Donna

    2014-01-01

    This study examined how adventure educators could use systematic feedback to improve their teaching skills. Evaluative instruments demonstrated a statistically significant improvement in teaching skills when applied at an outdoor education center in Western Canada. Concurrent focus group interviews enabled instructors to reflect on student…

  5. Teaching Beginning Chess Skills to Students with Disabilities.

    ERIC Educational Resources Information Center

    Storey, Keith

    2000-01-01

    This article discusses teaching higher-level thinking skills and concentration to students with disabilities through chess instruction. Guidelines for chess instruction are provided, including: teaching ideas and strategy first rather than specific lines of play, using a variety of instructional modalities, and building in reinforcement for…

  6. Teaching Sexual History-Taking Skills Using the Sexual Events Classification System

    ERIC Educational Resources Information Center

    Fidler, Donald C.; Petri, Justin Daniel; Chapman, Mark

    2010-01-01

    Objective: The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Methods: Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents'…

  7. Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.

    ERIC Educational Resources Information Center

    Patton, Patricia Lucey

    1995-01-01

    Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

  8. How to use Gagne's model of instructional design in teaching psychomotor skills

    PubMed Central

    Rostami, Kamran; Ishaq, Sauid

    2011-01-01

    Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's “events of instruction” to design a lesson plan for this subject. PMID:24834168

  9. Teaching interpersonal skills in family practice: results of a national survey.

    PubMed

    Kahn, G; Cohen, B; Jason, H

    1979-02-01

    The increasing recognition of the importance of a well-developed set of interpersonal skills to the competent family physician has resulted in a rapid growth in the formal teaching of interpersonal skills within family practice residencies. Of the 168 programs responding to a national survey of family practice residencies, 88 percent indicated that they have formal programs in interpersonal skills. It is estimated that there are well over 500 family practice faculty members who have special responsibilities in teaching interpersonal skills. While most programs address the component skills of the interpersonal process (eg, demonstrating empathy, information gathering, information giving, and psychological intervention), it is of concern that only about half offer explicit training in patient education (53 percent), specific types of counseling (eg, family counseling, 55 percent), or some of the specific interpersonal skills important in team practice and practice management (eg, supervisory skills). One of the most striking findings was that 88 percent of the reporting programs use videotechnology, with 77 percent of these planning to increase their use. Although most programs evaluate their interpersonal skills training using both indirect and direct assessment methods, only 25 percent attempt to use patient outcome as a measure of teaching effectiveness.

  10. Teaching Pedestrian Skills to Individuals with Developmental Disabilities

    ERIC Educational Resources Information Center

    Batu, Sema; Ergenekon, Yasemin; Erbas, Dilek; Akmanoglu, Nurgul

    2004-01-01

    The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model…

  11. Classrooms that Work: Teaching and Learning Generic Skills.

    ERIC Educational Resources Information Center

    Stasz, Cathleen

    1994-01-01

    Eight vocational and academic classes taught by four different teachers at three comprehensive high schools were studied to identify classroom practices that facilitate teaching and learning generic skills. The teachers studied had a mix of instructional goals for students, including subject matter knowledge and skills, complex reasoning skills…

  12. Multisensory Teaching of Basic Language Skills. Third Edition

    ERIC Educational Resources Information Center

    Birsh, Judith R., Ed.

    2011-01-01

    As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities--along with the added benefits of multisensory techniques--discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across…

  13. Teaching Listening Skills to JFL Students in Australia.

    ERIC Educational Resources Information Center

    Danaher, Mike

    1996-01-01

    Examines issues affecting the teaching and learning of listening skills within the study of Japanese as a Foreign Language. Listening within foreign-language learning is a complex skill, and students encounter several difficulties in learning to listen for comprehension. Teachers face concerns ranging from resource availability to how to teach…

  14. Teaching Listening as a Communicative Skill in Military English

    ERIC Educational Resources Information Center

    Likaj, Manjola

    2015-01-01

    This article deals with teaching listening in English for Specific Purposes and more specifically in Military English. There are presented different approaches on listening and ways on teaching it in ESP. Active listening it is seen as one of the most productive and applicable approach in teaching ESP students how to master the skill of listening.…

  15. Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training.

    PubMed

    Singh, Binita D; Moore, Dennis W; Furlonger, Brett E; Anderson, Angelika; Busacca, Margherita L; English, Derek L

    2017-10-01

    A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to criterion. At each session, data was also collected on the accuracy of oral responses to 10 comprehension questions. BST was associated with clear gains in the participant's performance on each comprehension skill, along with concomitant gains in reading comprehension both on the daily probes and a standardized measure. Skills maintained at follow-up support the conclusion that BST was effective in improving the comprehension skills of a child with autism.

  16. Anatomy teaching assistants: facilitating teaching skills for medical students through apprenticeship and mentoring.

    PubMed

    Lachman, Nirusha; Christensen, Kevin N; Pawlina, Wojciech

    2013-01-01

    Significant increase in the literature regarding "residents as teachers" highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third- and fourth-year medical students through integrated apprenticeship and mentoring during the human structure didactic block. This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

  17. Teaching Play Skills to Young Children with Autism

    ERIC Educational Resources Information Center

    Jung, Sunhwa; Sainato, Diane M.

    2013-01-01

    Background: Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism.…

  18. The Effect of Simulation Training on Baccalaureate Nursing Students' Competency in Performing Intramuscular Injection

    ERIC Educational Resources Information Center

    Ross, Jennifer Gunberg

    2011-01-01

    Simulation is a teaching method that closely replicates reality by integrating all three learning domains: cognitive, affective, and psychomotor. Despite the widespread use of simulation in nursing education today, there is a dearth of empirical evidence supporting the use of simulation to teach psychomotor skills. Furthermore, there is no…

  19. Informatics Approach to Improving Surgical Skills Training

    ERIC Educational Resources Information Center

    Islam, Gazi

    2013-01-01

    Surgery as a profession requires significant training to improve both clinical decision making and psychomotor proficiency. In the medical knowledge domain, tools have been developed, validated, and accepted for evaluation of surgeons' competencies. However, assessment of the psychomotor skills still relies on the Halstedian model of…

  20. Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

    ERIC Educational Resources Information Center

    Aslan, Safiye

    2017-01-01

    This study aims to investigate the effect of learning by teaching on inquiry skills. With its explanatory sequential design, this particular study focuses on interrogating whether learning by teaching has an effect on prospective science teachers' inquiry skills and to unveil how it does so, only if it had an effect. The current research is…

  1. An Assessment of the Application of Psychomotor Learning Theory Constructs in Preclinical Laboratory Instruction.

    ERIC Educational Resources Information Center

    Feil, Philip

    1992-01-01

    A survey investigated the application of constructs related to acquisition of psychomotor skills in the preclinical dental curriculum in 220 departments of operative dentistry, fixed and removable prosthodontics, pediatric dentistry, and periodontics. Results indicate insufficient opportunities for students to define desired outcomes and…

  2. Community Medicine Teaching and Evaluation: Scope of Betterment

    PubMed Central

    Kumar, P. Ganesh

    2015-01-01

    There have been rapid and extensive changes in the way assessment is conducted in medical education. Assessment brings about standardization of the manner in which the syllabus is to be implemented and also gives guidelines regarding the teaching pattern, especially when the student is going to rotate through various departments in a medical college. Community Medicine is an important branch of medicine concerned with the health of populations. Existing forms of assessment of community medicine education mainly consists of internal [formative] assessment and final (summative) examination. Advantages of the present system is the similarity of the methods used for internal assessments and final examinations and is relatively easily done since only the knowledge application and recall ability of the student in theory and practical are assessed. Disadvantages in the current evaluation system are neglecting the assessment of psychomotor, affective and communication skills. Evaluation systems can be improved by implementing techniques to assess psychomotor skills, presentation and communication skills, organizational skills and the student’s ability to work in a team. Regular feedback from students should be taken periodically for the betterment of Community Medicine education. This article is meant to sensitise the academic experts in medical education to plan better need based methods of assessment in the subject of Community Medicine, in relation to the new MCI 2012 Regulations, in order to make it a better learning experience for the students. PMID:25738009

  3. Multisensory Teaching of Basic Language Skills. Second Edition

    ERIC Educational Resources Information Center

    Birsh, Judith R., Ed.

    2005-01-01

    For students with dyslexia and other learning disabilities--and for their peers--creative teaching methods that use two or more senses can dramatically improve language skills and academic outcomes. That is why every current and future educator needs the second edition of this definitive guide to multisensory teaching. A core text for a variety of…

  4. Obstetric skills drills: evaluation of teaching methods.

    PubMed

    Birch, L; Jones, N; Doyle, P M; Green, P; McLaughlin, A; Champney, C; Williams, D; Gibbon, K; Taylor, K

    2007-11-01

    To determine the most effective method of delivering training to staff on the management of an obstetric emergency. The research was conducted in a District General Hospital in the UK, delivering approximately 3500 women per year. Thirty-six staff, comprising of junior and senior medical and midwifery staff were included as research subjects. Each of the staff members were put into one of six multi-professional teams. Effectively, this gave six teams, each comprising of six members. Three teaching methods were employed. Lecture based teaching (LBT), simulation based teaching (SBT) or a combination of these two (LAS). Each team of staff were randomly allocated to undertake a full day of training in the management of Post Partum Haemorrhage utilising one of these three teaching methods. Team knowledge and performance were assessed pre-training, post training and at three months later. In addition to this assessment of knowledge and performance, qualitative semi-structured interviews were carried out with 50% of the original cohort one year after the training, to explore anxiety, confidence, communication, knowledge retention, enjoyment and transferable skills. All teams improved in their performance and knowledge. The teams taught using simulation only (SBT) were the only group to demonstrate sustained improvement in clinical management of the case, confidence, communication skills and knowledge. However, the study did not have enough power to reach statistical significance. The SBT group reported transferable skills and less anxiety in subsequent emergencies. SBT and LAS reported improved multidisciplinary communication. Although tiring, the SBT was enjoyed the most. Obstetrics is a high risk speciality, in which emergencies are to some extent, inevitable. Training staff to manage these emergencies is a fundamental principal of risk management. Traditional risk management strategies based on incident reporting and event analysis are reactive and not always effective

  5. Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Thomas, Benjamin R.; Lafasakis, Michael; Spector, Vicki

    2016-01-01

    The aim of this study was to evaluate the effects of behavioral skills training (BST) on the skateboarding skills of an 11-year-old male with autism spectrum disorder (ASD). BST was used in a multiple-probe across skills design to teach five target skateboarding skills. Imitation of an additional skill was also assessed outside of BST sessions.…

  6. Teaching and Training Relevant Community Skills to Mentally Retarded Persons.

    ERIC Educational Resources Information Center

    Matson, Johnny L.

    1988-01-01

    Reviews some of the major developments in teaching and training relevant community skills to mentally retarded persons. The following adaptive skills are discussed: (1) toilet use and bed wetting; (2) eating, dressing, and personal hygiene; (3) community survival; and (4) vocational and social skills. (BJV)

  7. Teaching Skills and Health-Related Fitness through a Preservice Gymnastics Program

    ERIC Educational Resources Information Center

    Donham-Foutch, Shae

    2007-01-01

    Children who do not develop a foundation of basic motor skills are less likely to participate in regular physical activity. An excellent way of teaching basic motor skills, as well as health-related fitness, is through gymnastics. Many young teachers, however, think that teaching gymnastics is too challenging and do not know how to incorporate it…

  8. EVA: laparoscopic instrument tracking based on Endoscopic Video Analysis for psychomotor skills assessment.

    PubMed

    Oropesa, Ignacio; Sánchez-González, Patricia; Chmarra, Magdalena K; Lamata, Pablo; Fernández, Alvaro; Sánchez-Margallo, Juan A; Jansen, Frank Willem; Dankelman, Jenny; Sánchez-Margallo, Francisco M; Gómez, Enrique J

    2013-03-01

    The EVA (Endoscopic Video Analysis) tracking system is a new system for extracting motions of laparoscopic instruments based on nonobtrusive video tracking. The feasibility of using EVA in laparoscopic settings has been tested in a box trainer setup. EVA makes use of an algorithm that employs information of the laparoscopic instrument's shaft edges in the image, the instrument's insertion point, and the camera's optical center to track the three-dimensional position of the instrument tip. A validation study of EVA comprised a comparison of the measurements achieved with EVA and the TrEndo tracking system. To this end, 42 participants (16 novices, 22 residents, and 4 experts) were asked to perform a peg transfer task in a box trainer. Ten motion-based metrics were used to assess their performance. Construct validation of the EVA has been obtained for seven motion-based metrics. Concurrent validation revealed that there is a strong correlation between the results obtained by EVA and the TrEndo for metrics, such as path length (ρ = 0.97), average speed (ρ = 0.94), or economy of volume (ρ = 0.85), proving the viability of EVA. EVA has been successfully validated in a box trainer setup, showing the potential of endoscopic video analysis to assess laparoscopic psychomotor skills. The results encourage further implementation of video tracking in training setups and image-guided surgery.

  9. Correlation between perceptual, visuo-spatial, and psychomotor aptitude to duration of training required to reach performance goals on the MIST-VR surgical simulator.

    PubMed

    McClusky, D A; Ritter, E M; Lederman, A B; Gallagher, A G; Smith, C D

    2005-01-01

    Given the dynamic nature of modern surgical education, determining factors that may improve the efficiency of laparoscopic training is warranted. The objective of this study was to analyze whether perceptual, visuo-spatial, or psychomotor aptitude are related to the amount of training required to reach specific performance-based goals on a virtual reality surgical simulator. Sixteen MS4 medical students participated in an elective skills course intended to train laparoscopic skills. All were tested for perceptual, visuo-spatial, and psychomotor aptitude using previously validated psychological tests. Training involved as many instructor-guided 1-hour sessions as needed to reach performance goals on a custom designed MIST-VR manipulation-diathermy task (Mentice AB, Gothenberg, Sweden). Thirteen subjects reached performance goals by the end of the course. Two were excluded from analysis due to previous experience with the MIST-VR (total n = 11). Perceptual ability (r = -0.76, P = 0.007) and psychomotor skills (r = 0.62, P = 0.04) significantly correlated with the number of trials required. Visuo-spatial ability did not significantly correlate with training duration. The number of trials required to train subjects to performance goals on the MIST-VR manipulation diathermy task is significantly related to perceptual and psychomotor aptitude.

  10. Instruction dialogues: Teaching new skills to a robot

    NASA Technical Reports Server (NTRS)

    Crangle, Colleen; Suppes, P.

    1989-01-01

    Extended dialogues between a human user and a robot system are presented. The purpose of each dialogue is to teach the robot a new skill or to improve the performance of a skill it already has. The particular interest is in natural language dialogues but the illustrated techniques can be applied to any high level language. The primary purpose is to show how verbal instruction can be integrated with the robot's autonomous learning of a skill.

  11. Teaching residents practice-management knowledge and skills: an in vivo experience.

    PubMed

    Williams, Laurel Lyn

    2009-01-01

    This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. A literature search was conducted through PubMed and Academic Psychiatry. Additionally residents involved in the training program for practice management were given an anonymous survey to complete. There were no randomized, controlled trials in the academic psychiatric field concerning the topic of practice management. The responses to the resident survey (n=10) indicated a modest improvement in residents' perception of receiving adequate training and exposure to practice management knowledge and skills. The available research suggests that many residents and faculty believe that practice management knowledge and skills are still not adequately addressed. The Baylor Clinic practice management program may be one possible solution for integrating the teaching of practice management knowledge and skills. More research on this topic is needed.

  12. Using a Behavioral Skills Training Package to Teach Conversation Skills to Young Adults with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Nuernberger, Jodi E.; Ringdahl, Joel E.; Vargo, Kristina K.; Crumpecker, Anna C.; Gunnarsson, Karl F.

    2013-01-01

    A behavioral skills training package was used to teach vocal and non-vocal conversation skills to young adults with autism spectrum disorders. A task analysis was created and verified that included both vocal conversation skills such as making comments related to the conversation topic, and non-vocal conversation skills such as maintaining…

  13. Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

    ERIC Educational Resources Information Center

    Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

    2012-01-01

    Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

  14. Developing the Effective Teaching Skills of Teacher Candidates during Early Field Experiences

    ERIC Educational Resources Information Center

    Welsh, Kelly A.; Schaffer, Connie

    2017-01-01

    This study examined the development of effective teaching skills in teacher candidates in the context of early field experiences directly tied to a pedagogical course. Evidence from faculty instructors, mentor teachers, and teacher candidates suggests secondary education candidates were able to develop effective teaching skills related to…

  15. Psychomotor performance measured in a virtual environment correlates with technical skills in the operating room.

    PubMed

    Kundhal, Pavi S; Grantcharov, Teodor P

    2009-03-01

    observed between the economy of motion score from the operative procedure and LapSim's economy parameters (path length and angular path in six of the tasks) (p < 0.05). The current study demonstrated significant correlations between operative performance in the operating room (assessed using a well-validated rating scale) and psychomotor performance in virtual environment assessed by a computer simulator. This provides strong evidence for the validity of the simulator system as an objective tool for assessing laparoscopic skills. Virtual reality simulation can be used in practice to assess technical skills relevant for minimally invasive surgery.

  16. Improvement of Skills in Cardiopulmonary Resuscitation of Pediatric Residents by Recorded Video Feedbacks.

    PubMed

    Anantasit, Nattachai; Vaewpanich, Jarin; Kuptanon, Teeradej; Kamalaporn, Haruitai; Khositseth, Anant

    2016-11-01

    To evaluate the pediatric residents' cardiopulmonary resuscitation (CPR) skills, and their improvements after recorded video feedbacks. Pediatric residents from a university hospital were enrolled. The authors surveyed the level of pediatric resuscitation skill confidence by a questionnaire. Eight psychomotor skills were evaluated individually, including airway, bag-mask ventilation, pulse check, prompt starting and technique of chest compression, high quality CPR, tracheal intubation, intraosseous, and defibrillation. The mock code skills were also evaluated as a team using a high-fidelity mannequin simulator. All the participants attended a concise Pediatric Advanced Life Support (PALS) lecture, and received video-recorded feedback for one hour. They were re-evaluated 6 wk later in the same manner. Thirty-eight residents were enrolled. All the participants had a moderate to high level of confidence in their CPR skills. Over 50 % of participants had passed psychomotor skills, except the bag-mask ventilation and intraosseous skills. There was poor correlation between their confidence and passing the psychomotor skills test. After course feedback, the percentage of high quality CPR skill in the second course test was significantly improved (46 % to 92 %, p = 0.008). The pediatric resuscitation course should still remain in the pediatric resident curriculum and should be re-evaluated frequently. Video-recorded feedback on the pitfalls during individual CPR skills and mock code case scenarios could improve short-term psychomotor CPR skills and lead to higher quality CPR performance.

  17. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

    ERIC Educational Resources Information Center

    Eisenberg, Michael B.; Johnson, Doug

    This digest describes an integrated approach to teaching computer skills in K-12 schools. The introductory section discusses the importance of integrating information skills into the curriculum. "Technology Skills for Information Problem Solving: A Curriculum Based on the Big6 Skills Approach" (Michael B. Eisenberg, Doug Johnson, and…

  18. Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities

    ERIC Educational Resources Information Center

    Zhang, Kaili Chen

    2011-01-01

    This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…

  19. Using simulation pedagogy to teach clinical education skills: A randomized trial.

    PubMed

    Holdsworth, Clare; Skinner, Elizabeth H; Delany, Clare M

    2016-05-01

    Supervision of students is a key role of senior physiotherapy clinicians in teaching hospitals. The objective of this study was to test the effect of simulated learning environments (SLE) on educators' self-efficacy in student supervision skills. A pilot prospective randomized controlled trial with concealed allocation was conducted. Clinical educators were randomized to intervention (SLE) or control groups. SLE participants completed two 3-hour workshops, which included simulated clinical teaching scenarios, and facilitated debrief. Standard Education (StEd) participants completed two online learning modules. Change in educator clinical supervision self-efficacy (SE) and student perceptions of supervisor skill were calculated. Between-group comparisons of SE change scores were analyzed with independent t-tests to account for potential baseline differences in education experience. Eighteen educators (n = 18) were recruited (SLE [n = 10], StEd [n = 8]). Significant improvements in SE change scores were seen in SLE participants compared to control participants in three domains of self-efficacy: (1) talking to students about supervision and learning styles (p = 0.01); (2) adapting teaching styles for students' individual needs (p = 0.02); and (3) identifying strategies for future practice while supervising students (p = 0.02). This is the first study investigating SLE for teaching skills of clinical education. SLE improved educators' self-efficacy in three domains of clinical education. Sample size limited the interpretation of student ratings of educator supervision skills. Future studies using SLE would benefit from future large multicenter trials evaluating its effect on educators' teaching skills, student learning outcomes, and subsequent effects on patient care and health outcomes.

  20. Teaching Social Skills and Assertiveness to Students with Disabilities

    ERIC Educational Resources Information Center

    Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

    2006-01-01

    This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

  1. Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

    PubMed

    Vogel, Daniela; Harendza, Sigrid

    2016-01-01

    Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

  2. Teaching crucial skills: An electrocardiogram teaching module for medical students.

    PubMed

    Chudgar, Saumil M; Engle, Deborah L; Grochowski, Colleen O'Connor; Gagliardi, Jane P

    2016-01-01

    Medical student performance in electrocardiogram (ECG) interpretation at our institution could be improved. Varied resources exist to teach students this essential skill. We created an ECG teaching module (ECGTM) of 75 cases representing 15 diagnoses to improve medical students' performance and confidence in ECG interpretation. Students underwent pre- and post-clerkship testing to assess ECG interpretation skills and confidence and also end-of-clinical-year testing in ECG and laboratory interpretation. Performance was compared for the years before and during ECGTM availability. Eighty-four percent of students (total n=101) reported using the ECGTM; 98% of those who used it reported it was useful. Students' performance and confidence were higher on the post-test. Students with access to the ECGTM (n=101) performed significantly better than students from the previous year (n=90) on the end-of-year ECG test. The continuous availability of an ECGTM was associated with improved confidence and ability in ECG interpretation. The ECGTM may be another available tool to help students as they learn to read ECGs. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Multimedia Design Principles in the Psychomotor Domain: The Effect of Multimedia and Spatial Contiguity on Students' Learning of Basic Life Support with Task Cards

    ERIC Educational Resources Information Center

    Iserbyt, Peter; Mols, Liesbet; Elen, Jan; Behets, Daniel

    2012-01-01

    This study adds to the literature by introducing multimedia research in the psychomotor area. In this study, 87 freshman students in pedagogy used task cards to learn Basic Life Support (BLS), a psychomotor skill consisting of nine lifesaving actions to be performed in a specific order. Task cards are printed materials and are often implemented…

  4. Review of teaching methods and critical thinking skills.

    PubMed

    Kowalczyk, Nina

    2011-01-01

    Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

  5. The Teaching of Critical Thinking Skills by Academic Librarians.

    ERIC Educational Resources Information Center

    Goetzfridt, Nicholas J.

    Teaching critical thinking is a relatively new dimension of bibliographic instruction (BI) in the academic environment. It marks a departure from the teaching of "user skills" in which the primary concern is enabling library patrons to determine the appropriateness of reference tools and to use those tools effectively. This report assembles a…

  6. Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image

    ERIC Educational Resources Information Center

    Mainwaring, Lynda M.; Krasnow, Donna H.

    2010-01-01

    Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

  7. The outcomes and acceptability of near-peer teaching among medical students in clinical skills.

    PubMed

    Khaw, Carole; Raw, Lynne

    2016-06-12

    To determine the outcomes and acceptability of final-year students tutoring in Clinical Skills to Years 1-2 students in a 4-week Medical Education elective. A paper-based survey with 14 questions requiring responses on a Likert-like scale and 2 questions with free-text responses was used to investigate Year 6 student-tutor (n=45) and Years 1-2 tutee (n=348) perceptions of near-peer teaching in Clinical Skills. The independent t-test compared mean responses from student-tutors and tutees, and thematic analysis of free-text responses was conducted. Tutee perceptions were significantly higher than student-tutor self-perceptions in small-group teaching and facilitation skills (p=0.000), teaching history-taking skills (p=0.046) and teaching physical examination skills (p=0.000). Perceptions in aspects of 'Confidence in tutoring' were not significantly different for student-tutors and tutees, with both having lowest perceptions for identifying and providing remediation for underperforming tutees. Student-tutors rated all areas of personal and professional development highly. Main themes emerging from analysis of student comments were the benefits to student-tutors, benefits to tutees and areas needing improvement, with outcomes of this near-peer teaching relating well to cognitive and social theories in the literature. Both student tutors and their tutees perceived near-peer teaching in Clinical Skills to be acceptable and beneficial with particular implications for Medical Education.

  8. Teaching Group Counseling Skills: Problems and Solutions.

    ERIC Educational Resources Information Center

    Furr, Susan R.; Barret, Bob

    2000-01-01

    Discusses the challenges involved in meeting the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles, theories, leadership skills, and group counseling methods for effective group practice. Presents a model involving two courses allowing…

  9. Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder.

    PubMed

    Thomas, Benjamin R; Lafasakis, Michael; Spector, Vicki

    2016-12-01

    The aim of this study was to evaluate the effects of behavioral skills training (BST) on the skateboarding skills of an 11-year-old male with autism spectrum disorder (ASD). BST was used in a multiple-probe across skills design to teach five target skateboarding skills. Imitation of an additional skill was also assessed outside of BST sessions. The overall percentage of correct skateboarding skills improved following BST. Performance gains were stable in probes across settings, and additional imitations increased across the study.

  10. Video Modeling and Prompting in Practice: Teaching Cooking Skills

    ERIC Educational Resources Information Center

    Kellems, Ryan O.; Mourra, Kjerstin; Morgan, Robert L.; Riesen, Tim; Glasgow, Malinda; Huddleston, Robin

    2016-01-01

    This article discusses the creation of video modeling (VM) and video prompting (VP) interventions for teaching novel multi-step tasks to individuals with disabilities. This article reviews factors to consider when selecting skills to teach, and students for whom VM/VP may be successful, as well as the difference between VM and VP and circumstances…

  11. Teaching Feminine Hygiene Skills to Young females with Autism Spectrum Disorder and Intellectual Disability.

    PubMed

    Veazey, Sarah E; Valentino, Amber L; Low, Adeline I; McElroy, Alyssa R; LeBlanc, Linda A

    2016-06-01

    Little applied research focuses on teaching feminine hygiene skills to females with disabilities, yet this is a common clinical concern. The current study demonstrates the use of chaining to teach two young females with autism spectrum disorder feminine hygiene skills. A nonconcurrent multiple baseline across participants was utilized, and the results indicate that both participants acquired the skill. Generalization probes with one participant indicated the skill generalized to novel stimuli.

  12. The contributions of digital technologies in the teaching of nursing skills: an integrative review.

    PubMed

    Silveira, Maurício de Souza; Cogo, Ana Luísa Petersen

    2017-07-13

    To analyze the contributions of digital educational technologies used in teaching nursing skills. Integrative literature review, search in five databases, from 2006 to 2015 combining the descriptors 'education, nursing', 'educational technology', 'computer-assisted instruction' or related terms in English. Sample of 30 articles grouped in the thematic categories 'technology in the simulation with manikin', 'incentive to learning' and 'teaching of nursing skills'. It was identified different formats of digital educational technologies used in teaching Nursing skills such as videos, learning management system, applications, hypertext, games, virtual reality simulators. These digital materials collaborated in the acquisition of theoretical references that subsidize the practices, enhancing the teaching and enable the use of active learning methods, breaking with the traditional teaching of demonstrating and repeating procedures.

  13. Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

    PubMed

    Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

    2015-03-01

    Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

  14. Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

    PubMed Central

    Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

    2007-01-01

    Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. PMID:17624068

  15. Teaching basic lung isolation skills on human anatomy simulator: attainment and retention of lung isolation skills.

    PubMed

    Latif, Rana K; VanHorne, Edgar M; Kandadai, Sunitha Kanchi; Bautista, Alexander F; Neamtu, Aurel; Wadhwa, Anupama; Carter, Mary B; Ziegler, Craig H; Memon, Mohammed Faisal; Akça, Ozan

    2016-01-20

    Lung isolation skills, such as correct insertion of double lumen endobronchial tube and bronchial blocker, are essential in anesthesia training; however, how to teach novices these skills is underexplored. Our aims were to determine (1) if novices can be trained to a basic proficiency level of lung isolation skills, (2) whether video-didactic and simulation-based trainings are comparable in teaching lung isolation basic skills, and (3) whether novice learners' lung isolation skills decay over time without practice. First, five board certified anesthesiologist with experience of more than 100 successful lung isolations were tested on Human Airway Anatomy Simulator (HAAS) to establish Expert proficiency skill level. Thirty senior medical students, who were naive to bronchoscopy and lung isolation techniques (Novice) were randomized to video-didactic and simulation-based trainings to learn lung isolation skills. Before and after training, Novices' performances were scored for correct placement using pass/fail scoring and a 5-point Global Rating Scale (GRS); and time of insertion was recorded. Fourteen novices were retested 2 months later to assess skill decay. Experts' and novices' double lumen endobronchial tube and bronchial blocker passing rates showed similar success rates after training (P >0.99). There were no differences between the video-didactic and simulation-based methods. Novices' time of insertion decayed within 2 months without practice. Novices could be trained to basic skill proficiency level of lung isolation. Video-didactic and simulation-based methods we utilized were found equally successful in training novices for lung isolation skills. Acquired skills partially decayed without practice.

  16. Modeling Expert Behavior in Support of an Adaptive Psychomotor Training Environment: A Marksmanship Use Case

    ERIC Educational Resources Information Center

    Goldberg, Benjamin; Amburn, Charles; Ragusa, Charlie; Chen, Dar-Wei

    2018-01-01

    The U.S. Army is interested in extending the application of intelligent tutoring systems (ITS) beyond cognitive problem spaces and into psychomotor skill domains. In this paper, we present a methodology and validation procedure for creating expert model representations in the domain of rifle marksmanship. GIFT (Generalized Intelligent Framework…

  17. The Use of Computer Software to Teach High Technology Skills to Vocational Students.

    ERIC Educational Resources Information Center

    Farmer, Edgar I.

    A study examined the type of computer software that is best suited to teach high technology skills to vocational students. During the study, 50 manufacturers of computer software and hardware were sent questionnaires designed to gather data concerning their recommendations in regard to: software to teach high technology skills to vocational…

  18. Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

    PubMed Central

    Vogel, Daniela; Harendza, Sigrid

    2016-01-01

    Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

  19. Impact of teaching and assessment format on electrocardiogram interpretation skills.

    PubMed

    Raupach, Tobias; Hanneforth, Nathalie; Anders, Sven; Pukrop, Tobias; Th J ten Cate, Olle; Harendza, Sigrid

    2010-07-01

    Interpretation of the electrocardiogram (ECG) is a core clinical skill that should be developed in undergraduate medical education. This study assessed whether small-group peer teaching is more effective than lectures in enhancing medical students' ECG interpretation skills. In addition, the impact of assessment format on study outcome was analysed. Two consecutive cohorts of Year 4 medical students (n=335) were randomised to receive either traditional ECG lectures or the same amount of small-group, near-peer teaching during a 6-week cardiorespiratory course. Before and after the course, written assessments of ECG interpretation skills were undertaken. Whereas this final assessment yielded a considerable amount of credit points for students in the first cohort, it was merely formative in nature for the second cohort. An unannounced retention test was applied 8 weeks after the end of the cardiovascular course. A significant advantage of near-peer teaching over lectures (effect size 0.33) was noted only in the second cohort, whereas, in the setting of a summative assessment, both teaching formats appeared to be equally effective. A summative instead of a formative assessment doubled the performance increase (Cohen's d 4.9 versus 2.4), mitigating any difference between teaching formats. Within the second cohort, the significant difference between the two teaching formats was maintained in the retention test (p=0.017). However, in both cohorts, a significant decrease in student performance was detected during the 8 weeks following the cardiovascular course. Assessment format appeared to be more powerful than choice of instructional method in enhancing student learning. The effect observed in the second cohort was masked by an overriding incentive generated by the summative assessment in the first cohort. This masking effect should be considered in studies assessing the effectiveness of different teaching methods.

  20. Constraints of Motor Skill Acquisition: Implications for Teaching and Learning.

    ERIC Educational Resources Information Center

    Hamilton, Michelle L.; Pankey, Robert; Kinnunen, David

    This article presents various solutions to possible problems associated with providing skill-based instruction in physical education. It explores and applies Newell's (1986) constraints model to the analysis and teaching of motor skills in physical education, describing the role of individual, task, and environmental constraints in physical…

  1. Implementation and outcome evaluation of high-fidelity simulation scenarios to integrate cognitive and psychomotor skills for Korean nursing students.

    PubMed

    Ahn, Heejung; Kim, Hyun-Young

    2015-05-01

    This study is involved in designing high-fidelity simulations reflecting the Korean nursing education environment. In addition, it evaluated the simulations by nursing students' learning outcomes and perceptions of the simulation design features. A quantitative design was used in two separate phases. For the first phase, five nursing experts participated in verifying the appropriateness of two simulation scenarios that reflected the intended learning objectives. For the second phase, 69 nursing students in the third year of a bachelor's degree at a nursing school participated in evaluating the simulations and were randomized according to their previous course grades. The first phase verified the two simulation scenarios using a questionnaire. The second phase evaluated students' perceptions of the simulation design, self-confidence, and critical thinking skills using a quasi-experimental post-test design. ANCOVA was used to compare the experimental and control groups, and correlation coefficient analysis was used to determine the correlation among them. We created 2 simulation scenarios to integrate cognitive and psychomotor skills according to the learning objectives and clinical environment in Korea. The experimental group had significantly higher scores on self-confidence in the first scenario. The positive correlations between perceptions of the simulation design features, self-confidence, and critical thinking skill scores were statistically significant. Students with a more positive perception of the design features of the simulations had better learning outcomes. Based on this result, simulations need to be designed and implemented with more differentiation in order to be perceived more appropriately by students. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Going Beyond the Sentence: Implications of Discourse Analysis for the Teaching of the Writing Skill.

    ERIC Educational Resources Information Center

    Ghadessy, Mohsen

    1984-01-01

    Questions the prevalent attitude of English as a second language teachers regarding the teaching of writing skills. Weaknesses in syllabi and teaching strategies are cited, indicating deficiencies in the teaching of discourse analysis--the manipulation of words, structures, and ideas--all skills necessary for the development and production of a…

  3. Teaching-skills training programs for family medicine residents: systematic review of formats, content, and effects of existing programs.

    PubMed

    Lacasse, Miriam; Ratnapalan, Savithiri

    2009-09-01

    To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs' effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are

  4. Developing and Teaching Ethical Decision Making Skills.

    ERIC Educational Resources Information Center

    Robinson, John

    1991-01-01

    Student leaders and campus activities professionals can use a variety of techniques to help college students develop skill in ethical decision making, including teaching about the decision-making process, guiding students through decisions with a series of questions, playing ethics games, exploring assumptions, and best of all, role modeling. (MSE)

  5. Medical Students Teaching Medical Students Surgical Skills: The Benefits of Peer-Assisted Learning.

    PubMed

    Bennett, Samuel Robert; Morris, Simon Rhys; Mirza, Salman

    2018-04-10

    Teaching surgical skills is a labor intensive process, requiring a high tutor to student ratio for optimal success, and teaching for undergraduate students by consultant surgeons is not always feasible. A surgical skills course was developed, with the aim of assessing the effectiveness of undergraduate surgical peer-assisted learning. Five surgical skills courses were conducted looking at eight domains in surgery, led by foundation year doctors and senior medical students, with a tutor to student ratio of 1:4. Precourse and postcourse questionnaires (Likert scales 0-10) were completed. Mean scores were compared precourse and postcourse. Surgical skills courses took place within clinical skills rooms in the Queen Elizabeth Hospital Birmingham (UK). Seventy students (59 medical, 2 dental, and 9 physician associate students) from a range of academic institutions across the UK completed the course. There was an overall increase in mean scores across all eight domains. Mean improvement score precourse and postcourse in WHO surgical safety checklist (+3.94), scrubbing (+2.99), gowning/gloving (+3.34), knot tying (+5.53), interrupted sutures (+5.89), continuous sutures (+6.53), vertical mattress sutures (+6.46), and local anesthesia (+3.73). Peer-assisted learning is an effective and feasible method for teaching surgical skills in a controlled environment, subsequently improving confidence among healthcare undergraduates. Such teaching may provide the basis for feasibly mass-producing surgical skills courses for healthcare students. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  6. EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills

    ERIC Educational Resources Information Center

    Gonzalez, Paul F.; Ochoa, Cesar A.; Cabrera, Paola A.; Castillo, Luz M.; Quinonez, Ana L.; Solano, Lida M.; Espinosa, Franklin O.; Ulehlova, Eva; Arias, Maria O.

    2015-01-01

    Research on teaching listening and speaking skills has been conducted at many levels. The purpose of this study was to analyze the current implementation of classroom and extracurricular activities, as well as the use of educational resources for teaching both skills in public senior high schools in the Amazon region of Ecuador, particularly in…

  7. Individualizing the Teaching of Communication Skills to the Student Professional.

    ERIC Educational Resources Information Center

    Moy, Caryl T.

    Individualized instruction in the teaching of communication skills to the beginning professional places emphasis on communication in the helping professions, but encourages skills to be used where applicable in personal relationships. Individualized instruction by the teacher is made possible through the use of cassette tapes turned in each week…

  8. Innovative cardiopulmonary resuscitation and automated external defibrillator programs in schools: Results from the Student Program for Olympic Resuscitation Training in Schools (SPORTS) study.

    PubMed

    Vetter, Victoria L; Haley, Danielle M; Dugan, Noreen P; Iyer, V Ramesh; Shults, Justine

    2016-07-01

    Bystander cardiopulmonary resuscitation (CPR) rates are low. Our study objective was to encourage Philadelphia high school students to develop CPR/AED (automated external defibrillator) training programs and to assess their efficacy. The focus was on developing innovative ways to learn the skills of CPR/AED use, increasing willingness to respond in an emergency, and retention of effective psychomotor resuscitation skills. Health education classes in 15 Philadelphia School District high schools were selected, with one Control and one Study Class per school. Both completed CPR/AED pre- and post-tests to assess cognitive knowledge and psychomotor skills. After pre-tests, both were taught CPR skills and AED use by their health teacher. Study Classes developed innovative programs to learn, teach, and retain CPR/AED skills. The study culminated with Study Classes competing in multiple CPR/AED skills events at the CPR/AED Olympic event. Outcomes included post-tests, Mock Code, and presentation scores. All students' cognitive and psychomotor skills improved with standard classroom education (p<0.001). Competition with other schools at the CPR/AED Olympics and the development of their own student-directed education programs resulted in remarkable retention of psychomotor skill scores in the Study Class (88%) vs the Control Class (79%) (p<0.001). Olympic participants averaged 93.1% on the Mock Code with 10 of 12 schools ≥94%. Students who developed creative and novel methods of teaching and learning resuscitation skills showed outstanding application of these skills in a Mock Code with remarkable psychomotor skill retention, potentially empowering a new generation of effectively trained CPR bystanders. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  9. Toward Establishing Relationships between Essential and Higher Order Teaching Skills.

    ERIC Educational Resources Information Center

    Kromrey, Jeffrey D.; And Others

    Nineteen secondary school teachers in a mid-sized Florida school district participated in a single-group pretest/posttest design to explore the relationship between essential and higher order teaching skills. Correlations between two sets of teacher performance variables were computed before and after training in teaching for higher order thinking…

  10. Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

    ERIC Educational Resources Information Center

    Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

    2016-01-01

    This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

  11. Multisensory Teaching of Basic Language Skills Activity Book. Revised Edition

    ERIC Educational Resources Information Center

    Carreker, Suzanne; Birsh, Judith R.

    2011-01-01

    With the new edition of this activity book--the companion to Judith Birsh's bestselling text, "Multisensory Teaching of Basic Language Skills"--students and practitioners will get the practice they need to use multisensory teaching effectively with students who have dyslexia and other learning disabilities. Ideal for both pre-service teacher…

  12. Teaching and testing physical examination skills without the use of patients.

    PubMed

    Karnath, Bernard; Thornton, William; Frye, Ann W

    2002-07-01

    To design a cardiopulmonary physical exam curriculum that does not involve the use of patients. Bedside teaching is becoming a lost art, and the use of alternative methods of instruction such as simulation has become increasingly important. Simulators have been shown to enhance physical examination skills of students and physicians in training.(1) In 1995, a program was started to improve cardiopulmonary physical diagnosis and the teaching of auscultation at the University of Texas Medical Branch at Galveston (UTMB). The teaching manikin "Harvey" played a vital role in the development of the new curriculum. In 1997, UTMB adopted an organ-based approach to the basic science curriculum. The cardiopulmonary module in the basic science curriculum was a ten-week course taught in the second year of medical school. The physical diagnosis section of that course involved six instructional hours; four of the six hours were dedicated to cardiac auscultation and two hours to pulmonary auscultation. Only simulators and CD-ROMs were used for instruction. The 184 second-year medical students at UTMB were formed into small groups for instruction and practice. Although "Harvey" was an effective teaching tool, other simulators had to be developed for testing students' skills after instruction. It would be very difficult to administer a skills OSCE for 184 students without the development of several smaller transportable simulators. A commercially available blood pressure simulator from the Medical Plastics Laboratory, Inc., Gatesville, TX, was used to test the accuracy of students' blood pressure readings. Small auscultation transducers combined with a palpable pulse simulator, developed by one of the authors (WT) in collaboration with Andries Acoustics, Spicewood, TX, were used to efficiently test students' proficiency in cardiopulmonary auscultation. Digital simulated cardiopulmonary sounds were recorded onto a standard CD-ROM mini-disc and transmitted to the small transducers

  13. Residents as teachers: psychiatry and family medicine residents' self-assessment of teaching knowledge, skills, and attitudes.

    PubMed

    Brand, Michael W; Ekambaram, Vijayabharathi; Tucker, Phebe; Aggarwal, Ruchi

    2013-09-01

    Residents are one of the prime sources of information and education for medical students. As an initial step in supporting residents as teachers, a baseline self-assessment of residents' knowledge, skills, attitudes, and values related to teaching was conducted among psychiatry and family medicine residents to compare and improve their confidence and skills as teachers. Psychiatry residents (N=12) and family medicine residents (N=23) completed self-assessments of their knowledge, skills, attitudes, and values related to teaching. Residents also were asked to list steps used in the One-Minute Preceptor process and estimate the time each spent in teaching. Descriptive summary statistics were used for four main areas related to teaching; t-test and chi-square analyses were conducted to ascertain whether there was a significant difference in resident groups. In the current study, the perceived amount of time spent for teaching patients was significantly higher among family practice residents, whereas no group differences were found for time teaching medical students, peers, community members, non-physicians, or others. However, family medicine residents rated themselves higher than psychiatry residents in their understanding of their roles in teaching medical students and teaching patients. Also, family medicine residents' self-reported teaching skills were more advanced (82.4%) than psychiatry residents' (54.2%). They most likely applied at least two different teaching methods in inpatient and outpatient settings, as compared with psychiatry residents. No significant group differences were found in the other 15 items assessing teaching knowledge, skills, attitudes, and values. Results indicate that residents' knowledge, skills, attitudes, and values regarding teaching varies across institutions and training programs. The psychiatry residents in this study do not clearly understand their role as educators with patients and medical students; they have a less clear

  14. Teaching Motor Skills to Children: Theory into Practice.

    ERIC Educational Resources Information Center

    Gabbard, Carl

    1984-01-01

    A recent development in elementary physical education is the use of Schema theory as a basis for teaching and understanding the acquisition of motor skills by children. This theory suggests how children learn and perform a variety of movements. (DF)

  15. Integrating 21st Century Skills into Teaching English: Investigating Its Effect on Listening and Speaking Skills

    ERIC Educational Resources Information Center

    Ashraf, Hamid; Ahmadi, Fatemeh; Hosseinnia, Mansooreh

    2017-01-01

    The present study intended to integrate some 21st century skills teaching into English classroom and investigate their effect on listening and reading comprehension skills. In so doing, the study used a quantitative, experimental design with 55 participants, 25 in the control group and 30 in the experimental group who were students of second high…

  16. Teaching Badminton Based on Student Skill Levels

    ERIC Educational Resources Information Center

    Wang, Jianyu; Moffit, Jeff

    2009-01-01

    Badminton has been identified as a lifelong activity. It is an inexpensive sport and everyone--children, seniors, and individuals with disabilities--can reach a level of enjoyment in the game after mastering basic skills and tactics. In teaching badminton, teachers need to understand how students develop game play ability from a low level to an…

  17. Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods

    ERIC Educational Resources Information Center

    Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan

    2013-01-01

    Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a…

  18. Effectiveness of a Clinical Skills Workshop for drug-dosage calculation in a nursing program.

    PubMed

    Grugnetti, Anna Maria; Bagnasco, Annamaria; Rosa, Francesca; Sasso, Loredana

    2014-04-01

    Mathematical and calculation skills are widely acknowledged as being key nursing competences if patients are to receive care that is both effective and safe. Indeed, weaknesses in mathematical competence may lead to the administration of miscalculated drug doses, which in turn may harm or endanger patients' lives. However, little attention has been given to identifying appropriate teaching and learning strategies that will effectively facilitate the development of these skills in nurses. One such approach may be simulation. To evaluate the effectiveness of a Clinical Skills Workshop on drug administration that focused on improving the drug-dosage calculation skills of second-year nursing students, with a view to promoting safety in drugs administration. A descriptive pre-post test design. Educational. Simulation center. The sample population included 77 nursing students from a Northern Italian University who attended a 30-hour Clinical Skills Workshop over a period of two weeks. The workshop covered integrated teaching strategies and innovative drug-calculation methodologies which have been described to improve psychomotor skills and build cognitive abilities through a greater understanding of mathematics linked to clinical practice. Study results showed a significant improvement between the pre- and the post-test phases, after the intervention. Pre-test scores ranged between 0 and 25 out of a maximum of 30 points, with a mean score of 15.96 (SD 4.85), and a median score of 17. Post-test scores ranged between 15 and 30 out of 30, with a mean score of 25.2 (SD 3.63) and a median score of 26 (p<0.001). Our study shows that Clinical Skills Workshops may be tailored to include teaching techniques that encourage the development of drug-dosage calculation skills, and that training strategies implemented during a Clinical skills Workshop can enhance students' comprehension of mathematical calculations. Copyright © 2013 Elsevier Ltd. All rights reserved.

  19. Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

    ERIC Educational Resources Information Center

    Williams, Laurel Lyn

    2009-01-01

    Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents…

  20. Peyton's four-step approach for teaching complex spinal manipulation techniques - a prospective randomized trial.

    PubMed

    Gradl-Dietsch, Gertraud; Lübke, Cavan; Horst, Klemens; Simon, Melanie; Modabber, Ali; Sönmez, Tolga T; Münker, Ralf; Nebelung, Sven; Knobe, Matthias

    2016-11-03

    The objectives of this prospective randomized trial were to assess the impact of Peyton's four-step approach on the acquisition of complex psychomotor skills and to examine the influence of gender on learning outcomes. We randomly assigned 95 third to fifth year medical students to an intervention group which received instructions according to Peyton (PG) or a control group, which received conventional teaching (CG). Both groups attended four sessions on the principles of manual therapy and specific manipulative and diagnostic techniques for the spine. We assessed differences in theoretical knowledge (multiple choice (MC) exam) and practical skills (Objective Structured Practical Examination (OSPE)) with respect to type of intervention and gender. Participants took a second OSPE 6 months after completion of the course. There were no differences between groups with respect to the MC exam. Students in the PG group scored significantly higher in the OSPE. Gender had no additional impact. Results of the second OSPE showed a significant decline in competency regardless of gender and type of intervention. Peyton's approach is superior to standard instruction for teaching complex spinal manipulation skills regardless of gender. Skills retention was equally low for both techniques.

  1. Basic Skills Resource Center: Teaching Reading Comprehension to Adults in Basic Skills Courses

    DTIC Science & Technology

    1985-08-01

    paper trash out to be burned 4. A hockey coach telling his players to keep shooting at the goalie . What skill, or skills, did you use to answer the...With this exercise the learner is introduced to the idea of INFERENCE. The learner’s mind must INFER the rest of the idea in order to pull the four...to pull the ideas of the paragraph together. (Lesson 3 will teach learners how to construct an "umbrella" idea to act as a topic sentence for readings

  2. Evaluation of a class wide teaching program for developing preschool life skills.

    PubMed

    Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

    2007-01-01

    Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

  3. Surveying Colorado Band Directors' Opinions of Skills and Characteristics Important to Successful Music Teaching

    ERIC Educational Resources Information Center

    Miksza, Peter; Roeder, Matthew; Biggs, Dana

    2010-01-01

    This study was designed to (a) gather band directors' opinions of skills and characteristics important to teaching and (b) examine the relative effectiveness of electronic versus paper survey methods. Survey respondents ranked lists of music, teaching, and personal skills or characteristics in order of importance and answered open-ended items…

  4. An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

    PubMed

    Sheahan, Linda; While, Alison; Bloomfield, Jacqueline

    2015-12-01

    The teaching and learning of clinical skills is a key component of nurse education programmes. The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies for clinical skill acquisition within pre-registration education. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA) compared with the conventional teaching approach. A randomised controlled trial was conducted. Participants were randomly allocated to an experimental group (MITA intervention) (n=46) and a control group (conventional teaching) (n=44) to learn clinical skills. Setting was in one Irish third-level educational institution. Participants were all first year nursing students (n=90) in one institution. The experimental group was taught using MITA delivered by the researcher while the control group was taught by a team of six experienced lecturers. Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants' multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS). All participants were assessed using the same objective structured clinical examination (OSCE) at the end of semester one and semester two. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. The strongest preference on ILS for both groups was the sensing style. The highest MI was interpersonal intelligence. Participants in the experimental group had higher scores in all three OSCEs (p<0.05) at Time 1, suggesting that MITA had a positive effect on clinical skill acquisition. Most participants favoured practical examinations, followed by multiple choice questions as methods of assessment. MITA was evaluated positively. The study findings support the use of MITA for clinical skills teaching

  5. Peer teaching as a means of enhancing communication skills in anaesthesia training: trainee perspectives.

    PubMed

    O'Shaughnessy, S M

    2018-02-01

    The purpose of this study is to introduce peer teaching of communication skills to first-year anaesthesia trainees in Ireland and to evaluate their perception of this teaching modality. Seventy-nine first-year anaesthesia trainees participated in a novel peer-led communication skills programme over a 2-year period (Y1, Y2). A Likert scaling questionnaire was developed to explore trainee perception of the peer teaching programme. Of the 79 respondents (36 in Y1 and 43 in Y2), 99% either agreed or strongly agreed that the peer teachers were successful in their role. Ninety-two percent requested formal peer teaching in other areas of training. The trainees regarded a peer teacher as an appropriate information provider (92%), role model (88%), planner (88%) and facilitator (94%), but less so as an assessor (70%). The most consistently stated strength of peer teaching was the relatability of peer teachers with their lack of experience cited as the main weakness. Eighty percent of participants preferred peer teaching to regular expert teaching. This study highlights the positive attitudes of first-year anaesthesia trainees towards a novel peer teaching programme in communication skills. This author recommends that peer teaching is further developed within postgraduate medical programmes to maximise learning for trainees in the student and teacher roles and to redistribute the teaching burden within clinical departments.

  6. An Occupational Survey of Refrigeration Technicians Aiming at Determining Psychomotor Competencies in Turkish Vocational Higher Education System

    ERIC Educational Resources Information Center

    Isik, Nurettin; Onat, Ayhan

    2004-01-01

    In this study of "Occupational Survey of Refrigeration Technicians" in which the "Task Inventory Questionnaires" have been developed, we aim at determining the vocational psychomotor competencies (skills) of refrigeration technicians for effectively carrying out the occupational duties in labor-life. In the first phase of the…

  7. Bedside teaching and the acquisition of practical skills in mid-sixteenth-century Padua.

    PubMed

    Stolberg, Michael

    2014-10-01

    Very little is known to this point about the practical skills which sixteenth-century physicians needed and applied at the bedside and even less about how these skills were taught to students. Drawing on student notebooks and on printed collections of consilia by Padua professors, this paper outlines the different settings in which case-centered and, more specifically, bedside teaching was imparted in mid-sixteenth-century Padua. It describes the range of diagnostic and therapeutic skills that students acquired thanks to this hands-on training at the patient's bedside, from uroscopy and feeling the pulse to the manual exploration of the patient's abdomen, which, historians have wrongly believed, physicians performed very rarely or not at all, and surgical skills. Taking a closer look, more specifically, at the role of teaching in the Hospital of San Francesco in Padua, the paper provides evidence that not only Giovanna Battista da Monte but also at least one other mid-sixteenth-century professor, Antonio Fracanzani, made systematic use of the teaching opportunities which the hospital offered. Ultimately, the paper will argue that clinical teaching in the hospital did not differ fundamentally from forms of bedside teaching in the patients' homes, however. Both became increasingly popular in Padua and elsewhere at the time, reflecting a growing appreciation for the practical and sensory skills which future physicians needed in addition to theoretical learning if they hoped to be successful in the highly contested early modern medical marketplace. © The Author 2013. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  8. Preparing Language Teachers to Teach Language Online: A Look at Skills, Roles, and Responsibilities

    ERIC Educational Resources Information Center

    Compton, Lily K. L.

    2009-01-01

    This paper reviews and critiques an existing skills framework for online language teaching. This critique is followed by an alternative framework for online language teaching skills. This paper also uses a systems view to look at the roles and responsibilities of various stakeholders in an online learning system. Four major recommendations are…

  9. Teaching and assessing procedural skills: a qualitative study

    PubMed Central

    2013-01-01

    Background Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Methods Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Results Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. Conclusions The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs. PMID:23672617

  10. Teaching and assessing procedural skills: a qualitative study.

    PubMed

    Touchie, Claire; Humphrey-Murto, Susan; Varpio, Lara

    2013-05-14

    Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs.

  11. The Coffee Project Revisited: Teaching Research Skills to Forensic Chemists

    ERIC Educational Resources Information Center

    Hamnett, Hilary J.; Korb, Ann-Sophie

    2017-01-01

    This study describes a new module design for teaching research skills to analytical chemists based on the use of a student-led, in-class experiment involving coffee. The module was redesigned in response to feedback from students, and aims to give them the skills they need to be productive in future research projects both within the institution…

  12. A Money Planner. Teaching Budgeting Skills to Low-Income Consumers.

    ERIC Educational Resources Information Center

    Shurtz, Mary Ann; LeFlore, Ann Becker

    This module, one of six on teaching consumer matters to low-income groups, focuses on budgeting and managing money. Budgeting is examined in two contexts: skills which apply to everyone at every income level and skills which specifically apply to low-income people. Topics include how to write a budget (starting a group workshop, small group work,…

  13. The use of head-mounted display eyeglasses for teaching surgical skills: A prospective randomised study.

    PubMed

    Peden, Robert G; Mercer, Rachel; Tatham, Andrew J

    2016-10-01

    To investigate whether 'surgeon's eye view' videos provided via head-mounted displays can improve skill acquisition and satisfaction in basic surgical training compared with conventional wet-lab teaching. A prospective randomised study of 14 medical students with no prior suturing experience, randomised to 3 groups: 1) conventional teaching; 2) head-mounted display-assisted teaching and 3) head-mounted display self-learning. All were instructed in interrupted suturing followed by 15 minutes' practice. Head-mounted displays provided a 'surgeon's eye view' video demonstrating the technique, available during practice. Subsequently students undertook a practical assessment, where suturing was videoed and graded by masked assessors using a 10-point surgical skill score (1 = very poor technique, 10 = very good technique). Students completed a questionnaire assessing confidence and satisfaction. Suturing ability after teaching was similar between groups (P = 0.229, Kruskal-Wallis test). Median surgical skill scores were 7.5 (range 6-10), 6 (range 3-8) and 7 (range 1-7) following head-mounted display-assisted teaching, conventional teaching, and head-mounted display self-learning respectively. There was good agreement between graders regarding surgical skill scores (rho.c = 0.599, r = 0.603), and no difference in number of sutures placed between groups (P = 0.120). The head-mounted display-assisted teaching group reported greater enjoyment than those attending conventional teaching (P = 0.033). Head-mounted display self-learning was regarded as least useful (7.4 vs 9.0 for conventional teaching, P = 0.021), but more enjoyable than conventional teaching (9.6 vs 8.0, P = 0.050). Teaching augmented with head-mounted displays was significantly more enjoyable than conventional teaching. Students undertaking self-directed learning using head-mounted displays with pre-recorded videos had comparable skill acquisition to those attending traditional wet

  14. Role modelling in medical education: the importance of teaching skills.

    PubMed

    Burgess, Annette; Oates, Kim; Goulston, Kerry

    2016-04-01

    By observation of role models, and participation in activities, students develop their attitudes, values and professional competencies. Literature suggests that clinical skills and knowledge, personality, and teaching skills are three main areas that students consider central to the identification of positive role models. The aim of this study was to explore junior medical students' opinions of the ideal attributes of a good role model in clinical tutors. The study was conducted with one cohort (n = 301) of students who had completed year 1 of the medical programme in 2013. All students were asked to complete a questionnaire regarding the ideal attributes of a good role model in a clinical tutor. The questionnaire consisted of seven closed items and one open-ended question. The response rate to the questionnaire was 265/301 (88%). Although students found all three key areas important in a good role model, students emphasised the importance of excellence in teaching skills. Specifically, students see good role models as being able to provide a constructive learning environment, a good understanding of the curriculum and an ability to cater to the learning needs of all students. Students see good role models as being able to provide a constructive learning environment While acknowledging the importance of a patient-centred approach, as well as clinical knowledge and skills, our findings reinforce the importance of the actual teaching abilities of role models within medical education. © 2015 John Wiley & Sons Ltd.

  15. [Psychomotor development in offspring of mothers with post partum depression].

    PubMed

    Podestá L, Loreto; Alarcón, Ana María; Muñoz, Sergio; Legüe C, Marcela; Bustos, Luis; Barría P, Mauricio

    2013-04-01

    Postpartum depression (PPD) has adverse effects on psychomotor development of the offspring. To evaluate the relationship between PPD and psychomotor development in children aged 18 months, consulting in primary care. Cross-sectional study with 360 infants and their mothers. Children had their psychomotor evaluation at l8 months and mothers completed the Edinburgh Postnatal Depression Scale at 4 and 12 weeks postpartum. The prevalence of both PPD and psychomotor alteration was estimated. The association between PPD and psychomotor alteration, including confounding variables, was estimated through logistic multiple regression analysis. The prevalence of PPD and psychomotor alteration was 29 and 16%, respectively Mothers with PPD had twice the probability of having an offspring with psychomotor alteration (Odds ratio = 2.0, confidence intervals = 1.07-3.68). This probability was significantly higher among single mothers or those with an unstable partner. PPD has a detrimental impact on psychomotor development of children.

  16. Cinemeducation: teaching family assessment skills using full-length movies.

    PubMed

    Wilson, Astrid H; Blake, Barbara J; Taylor, Gloria A; Hannings, Glenda

    2013-05-01

    A thorough family assessment provides a foundation for the nursing process when working with families. Therefore, nurses, along with other health care providers must develop expertise in conducting family assessments to provide the best possible care within the community. This article describes an innovative educational strategy using movies to teach family assessment skills and puts forth recommendations for future research to provide evidence to support this teaching modality. © 2013 Wiley Periodicals, Inc.

  17. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience.

    PubMed

    Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

    2014-01-01

    Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school.

  18. Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

    NASA Astrophysics Data System (ADS)

    Shahali, Edy H. M.; Halim, Lilia; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

    2017-04-01

    This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach's alpha reliability of 0.88. The findings showed that the teachers' conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers' understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.

  19. Peer assisted learning: teaching dental skills and enhancing graduate attributes.

    PubMed

    Cameron, D A; Binnie, V I; Sherriff, A; Bissell, V

    2015-09-25

    This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

  20. An active learning curriculum improves fellows' knowledge and faculty teaching skills.

    PubMed

    Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

    2017-01-01

    Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p <0.001), general gastroenterology ( p =0.005), esophagus ( p <0.001), and small bowel ( p =0.001), and the total score ( p =0.001) between pre- and postimplementation of the active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

  1. A Program Based on Task-Based Teaching Approach to Develop Creative Thinking Teaching Skills for Female Science Teachers in Kingdom of Saudi Arabia (KSA)

    ERIC Educational Resources Information Center

    Ibrahim, Manal Hassan Mohammed Bin

    2015-01-01

    This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on…

  2. Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching.

    PubMed

    Buckley, Sharon; Zamora, Javier

    2007-06-28

    Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However, whilst a number of students

  3. Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching

    PubMed Central

    Buckley, Sharon; Zamora, Javier

    2007-01-01

    Background Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Methods Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Results Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However

  4. Evaluating Behavioral Skills Training with and without Simulated in Situ Training for Teaching Safety Skills to Children

    ERIC Educational Resources Information Center

    Miltenberger, Raymond; Gross, Amy; Knudson, Peter; Bosch, Amanda; Jostad, Candice; Breitwieser, Carrie Brower

    2009-01-01

    This study compared the effectiveness of behavioral skills training (BST) to BST plus simulated in situ training (SIT) for teaching safety skills to children to prevent gun play. The results were evaluated in a posttest only control group design. Following the first assessment, participants in both training groups and the control group who did not…

  5. Enhancing Students' Speaking Skills through Peer Team Teaching: A Student Centered Approach

    ERIC Educational Resources Information Center

    Vani, V. Vijaya

    2016-01-01

    The present paper attempts to establish that peer team teaching of a prescribed English lesson of 1st year B.Tech course by the students will provide more opportunities to enhance their public speaking skills. This kind of classroom activity will also help them to develop their vocabulary, reading skills, team working skills, etc. It is assumed…

  6. Influence of growth hormone replacement on neurological and psychomotor development. Case report.

    PubMed

    Motta, Felipe; Eisencraft, Adriana Pasmanik; Crisostomo, Lindiane Gomes

    2018-05-14

    The height response to the use of growth hormone in short height cases has already been confirmed in the literature. The influence of the insulin-like growth factor 1 (GH-IGF1) axis components on development, function, regeneration, neuroprotection, cognition, and motor functions has been evaluated in experimental studies and in adults with central nervous system lesions. However, there is still little research on the clinical impact of hormone replacement on neurological and psychomotor development. This report presents the case of a patient with excellent weight-height recovery and, even more surprisingly, neurological and psychomotor development in response to use of growth hormone. The result strengthens the correlation between experimental and clinical findings related to cerebral plasticity response to growth hormone in children. A preterm male patient with multiple health problems during the neonatal and young infancy period, who for six years presented with a relevant deficit in growth, bone maturation, and neurological and psychomotor development. At six years of age, he had low stature (z-score -6.89), low growth rate, and low weight (z-score -7.91). He was incapable of sustaining his axial weight, had not developed fine motor skills or sphincter control, and presented with dysfunctional swallowing and language. Supplementary tests showed low IGF-11 levels, with no changes on the image of the hypothalamus-pituitary region, and bone age consistent with three-year-old children - for a chronological age of six years and one month. Growth hormone replacement therapy had a strong impact on the weight-height recovery as well as on the neurological and psychomotor development of this child.

  7. Pre-Service Teachers' Perceptions of Instructors' Teaching Skills

    ERIC Educational Resources Information Center

    Sahan, Hasan Huseyin

    2017-01-01

    The purpose of this study was to investigate the perceptions of pre-service teachers attending the pedagogical formation program offered by Balikesir University Necatibey Faculty of Education pertaining to instructors' teaching skills. A total of 220 pre-service teachers participated in the study. The data were collected by "Perceptions of…

  8. The Dynamics of Motivation in Teaching Literacy Skills.

    ERIC Educational Resources Information Center

    Stanchfield, Jo M.

    Basic emotional and intellectual factors in motivation can help to stimulate the learner to acquire the five major literacy skills: listening, speaking, thinking, reading, and writing. Contagion, or the spread effect in psychology, is reflected in the readily communicated attitude of the teacher toward students and teaching itself. Similarly,…

  9. Teaching Directional Skills to Preschool and Kindergarten Children

    ERIC Educational Resources Information Center

    Sterritt, Graham M.; And Others

    1976-01-01

    Studied a new device and training procedure for teaching the directional orientation and sentence tracking skills used in reading and writing western languages. Left-right and up-down directional confusion were shown to be rapidly corrected in normal children by the use of a simple electronic device providing clear feedback. (Author)

  10. Resources and Approaches for Teaching Quantitative and Computational Skills in the Geosciences and Allied Fields

    NASA Astrophysics Data System (ADS)

    Orr, C. H.; Mcfadden, R. R.; Manduca, C. A.; Kempler, L. A.

    2016-12-01

    Teaching with data, simulations, and models in the geosciences can increase many facets of student success in the classroom, and in the workforce. Teaching undergraduates about programming and improving students' quantitative and computational skills expands their perception of Geoscience beyond field-based studies. Processing data and developing quantitative models are critically important for Geoscience students. Students need to be able to perform calculations, analyze data, create numerical models and visualizations, and more deeply understand complex systems—all essential aspects of modern science. These skills require students to have comfort and skill with languages and tools such as MATLAB. To achieve comfort and skill, computational and quantitative thinking must build over a 4-year degree program across courses and disciplines. However, in courses focused on Geoscience content it can be challenging to get students comfortable with using computational methods to answers Geoscience questions. To help bridge this gap, we have partnered with MathWorks to develop two workshops focused on collecting and developing strategies and resources to help faculty teach students to incorporate data, simulations, and models into the curriculum at the course and program levels. We brought together faculty members from the sciences, including Geoscience and allied fields, who teach computation and quantitative thinking skills using MATLAB to build a resource collection for teaching. These materials, and the outcomes of the workshops are freely available on our website. The workshop outcomes include a collection of teaching activities, essays, and course descriptions that can help faculty incorporate computational skills at the course or program level. The teaching activities include in-class assignments, problem sets, labs, projects, and toolboxes. These activities range from programming assignments to creating and using models. The outcomes also include workshop

  11. Cognitive skills training in digital era: A paradigm shift in surgical education using the TaTME model.

    PubMed

    Knol, Joep; Keller, Deborah S

    2018-04-30

    Surgical competence is a complex, multifactorial process, requiring ample time and training. Optimal training is based on acquiring knowledge and psychomotor and cognitive skills. Practicing surgical skills is one of the most crucial tasks for both the novice surgeon learning new procedures and surgeons already in practice learning new techniques. Focus is placed on teaching traditional technical skills, but the importance of cognitive skills cannot be underestimated. Cognitive skills allow recognizing environmental cues to improve technical performance including situational awareness, mental readiness, risk assessment, anticipating problems, decision-making, adaptation, and flexibility, and may also accelerate the trainee's understanding of a procedure, formalize the steps being practiced, and reduce the overall training time to become technically proficient. The introduction and implementation of the transanal total mesorectal excision (TaTME) into practice may be the best demonstration of this new model of teaching and training, including pre-training, course attendance, and post-course guidance on technical and cognitive skills. To date, the TaTME framework has been the ideal model for structured training to ensure safe implementation. Further development of metrics to grade successful learning and assessment of long term outcomes with the new pathway will confirm the success of this training model. Copyright © 2018 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. All rights reserved.

  12. Teaching children generalized imitation skills: a case report.

    PubMed

    Brown, Freddy Jackson; Peace, Natalie; Parsons, Rachel

    2009-03-01

    Generalized imitation plays an important role in the acquisition of new skills, in particular language and communication. In this case report a multiple exemplar training procedure, with an errorless learning phase, was used to teach Ben, a 13-year-old child with severe intellectual disabilities, to imitate behaviours modelled by an adult instructor. After exposure to seven multiple exemplars, Ben learned to imitate novel actions to criterion (i.e. generalized imitation). These skills were maintained at 90 percent at 6 week and 18 week follow-up. In line with earlier research, this article provides some further support for the finding that multiple exemplar training can facilitate the reliable emergence of generalized imitation skills. Topographically similar behaviours during the learning phase can be difficult to discriminate and hence can slow the learning process. Future research could explore how generalized imitation supports the development of basic communication and activity skills.

  13. Iron deficiency anemia: adverse effects on infant psychomotor development.

    PubMed

    Walter, T; De Andraca, I; Chadud, P; Perales, C G

    1989-07-01

    In a double-blind, placebo-control prospective cohort study of 196 infants from birth to 15 months of age, assessment was made at 12 months of age of the relationship between iron status and psychomotor development, the effect of a short-term (10-day) trial of oral iron vs placebo, and the effect of long-term (3 months) oral iron therapy. Development was assessed with the mental and psychomotor indices and the infant behavior record of the Bayley Scales of Infant Development in 39 anemic, 30 control, and 127 nonanemic iron-deficient children. Anemic infants had significantly lower Mental and Psychomotor Developmental Index scores than control infants or nonanemic iron-deficient infants (one-way analysis of variance, P less than .0001). Control infants and nonanemic iron-deficient infants performed comparably. No difference was noted between the effect of oral administration of iron or placebo after 10 days or after 3 months of iron therapy. Among anemic infants a hemoglobin concentration less than 10.5 g/dL and duration of anemia of greater than 3 months were correlated with significantly lower motor and mental scores (P less than .05). Anemic infants failed specifically in language capabilities and body balance-coordination skills when compared with controls. These results, in a design in which intervening variables were closely controlled, suggest that when iron deficiency progresses to anemia, but not before, adverse influences in the performance of developmental tests appear and persist for at least 3 months despite correction of anemia with iron therapy. If these impairments prove to be long standing, prevention of iron deficiency anemia in early infancy becomes the only way to avoid them.

  14. Using peer-assisted learning to teach and evaluate residents' musculoskeletal skills.

    PubMed

    Martinez, Johanna; Harris, Christina; Jalali, Cathy; Tung, Judy; Meyer, Robert

    2015-01-01

    Although direct observation and corrective feedback are established methods of increasing select aspects of residents' musculoskeletal (MSK) clinical skills, the evaluation and management of patients with MSK complaints remains an underemphasized part of internal medicine training. This paper reports on the development of an innovative peer-assisted learning (PAL) model to teach five MSK areas (back, knee, shoulder, neck, or hip pain). Based on data from 42 participating interns and 44 senior residents from an urban US academic medical center, results from an objective structured clinical exam (OSCE) demonstrate gains in both knowledge and self-reported confidence in MSK skills. Moreover, subsequent focus group results reveal a strong preference for the PAL model. In conclusion, an educational module that utilizes the OSCE format holds much promise for teaching MSK skills to both intern and senior residents.

  15. Psychomotor retardation in depression: Biological underpinnings, measurement, and treatment

    PubMed Central

    Buyukdura, Jeylan S.; McClintock, Shawn M.; Croarkin, Paul E.

    2013-01-01

    Psychomotor retardation is a long established component of depression that can have significant clinical and therapeutic implications for treatment. Due to its negative impact on overall function in depressed patients, we review its biological correlates, optimal methods of measurement, and relevance in the context of therapeutic interventions. The aim of the paper is to provide a synthesis of the literature on psychomotor retardation in depression with the goal of enhanced awareness for clinicians and researchers. Increased knowledge and understanding of psychomotor retardation in major depressive disorder may lead to further research and better informed diagnosis in regards to psychomotor retardation. Manifestations of psychomotor retardation include slowed speech, decreased movement, and impaired cognitive function. It is common in patients with melancholic depression and those with psychotic features. Biological correlates may include abnormalities in the basal ganglia and dopaminergic pathways. Neurophysiologic tools such as neuroimaging and transcranial magnetic stimulation may play a role in the study of this symptom in the future. At present, there are three objective scales to evaluate psychomotor retardation severity. Studies examining the impact of psychomotor retardation on clinical outcome have found differential results. However, available evidence suggests that depressed patients with psychomotor retardation may respond well to electroconvulsive therapy (ECT). Current literature regarding antidepressants is inconclusive, though tricyclic antidepressants may be considered for treatment of patients with psychomotor retardation. Future work examining this objective aspect of major depressive disorder (MDD) is essential. This could further elucidate the biological underpinnings of depression and optimize its treatment. PMID:21044654

  16. Teaching the Soft Skills: Three Students Break It Down

    ERIC Educational Resources Information Center

    Merz, Sandy

    2015-01-01

    Teaching soft skills (i.e., grit, empathy, collaboration, perseverance, communication, ethics, self-management) is a task that might seem overwhelming to new teachers, but this article offers practical advice from students about how to incorporate the lessons into the classroom.

  17. The Use of Patient Instructors to Teach Interviewing Skills.

    ERIC Educational Resources Information Center

    Gardner, Marie E.; And Others

    1983-01-01

    A program using patient instructors programmed with a history of hypertension, chronic pulmonary disease, or congestive heart failure to teach and evaluate pharmacy students' interviewing skills is described. Content areas included drug therapy, adverse reactions, drug interactions, etc. (Author/MSE)

  18. Children's Teaching Skills: The Role of Theory of Mind and Executive Function

    ERIC Educational Resources Information Center

    Davis-Unger, Angela C.; Carlson, Stephanie M.

    2008-01-01

    Teaching others effectively may rely on knowledge about the mind as well as self-control processes. The goal of this investigation was to explore the role of theory of mind (ToM) and executive function (EF) in children's developing teaching skills. Children 3.5-5.5 years of age (N = 82) were asked to teach a confederate learner how to play a board…

  19. Impact of Model-Based Teaching on Argumentation Skills

    ERIC Educational Resources Information Center

    Ogan-Bekiroglu, Feral; Belek, Deniz Eren

    2014-01-01

    The purpose of this study was to examine effects of model-based teaching on students' argumentation skills. Experimental design guided to the research. The participants of the study were pre-service physics teachers. The argumentative intervention lasted seven weeks. Data for this research were collected via video recordings and written arguments.…

  20. Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

    NASA Astrophysics Data System (ADS)

    Rahayu, D. V.

    2017-02-01

    This study was intended to figure out basic teaching skills of Mathematics Department Students of STKIP Garut at Field Experience Program in academic year 2014/2015. This study was qualitative research with analysis descriptive technique. Instrument used in this study was observation sheet to measure basic teaching mathematics skills. The result showed that ability of content mastery and explaining skill were in average category. Questioning skill, conducting variations skill and conducting assessment skill were in good category. Managing classroom skill and giving motivation skill were in poor category. Based on the result, it can be concluded that the students’ basic teaching skills weren’t optimal. It is recommended for the collegians to get lesson with appropriate strategy so that they can optimize their basic teaching skills.

  1. Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment

    ERIC Educational Resources Information Center

    Karimzadeh, Mansoureh; Salehi, Hadi; Embi, Mohamed Amin; Nasiri, Mehdi; Shojaee, Mohammad

    2014-01-01

    This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and…

  2. A Psychomotor Skills Course for Orthopaedic Residents

    ERIC Educational Resources Information Center

    Lippert, Frederick G.; And Others

    1975-01-01

    The course described and evaluated here was developed at the University of Washington School of Medicine to teach 20 orthopaedic residents operative techniques, instrument usage, and safety precautions outside of the operating room without hazard to the patient or regard to time constraints. (JT)

  3. Pre-Service Teachers' Opinions on Teaching Thinking Skills

    ERIC Educational Resources Information Center

    Akinoglu, Orhan; Karsantik, Yasemin

    2016-01-01

    The purpose of the present study is to determine pre-service teachers' opinions on teaching thinking skills. 134 senior pre-service pre-school, English and mathematics teachers studying at a state university in Istanbul participated in the study which is designed based on survey model. A questionnaire which was developed by the researchers was…

  4. Primary School Teacher Perceived Self-Efficacy to Teach Fundamental Motor Skills

    ERIC Educational Resources Information Center

    Callea, Micarle B.; Spittle, Michael; O'Meara, James; Casey, Meghan

    2008-01-01

    Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A…

  5. How to teach emergency procedural skills in an outdoor environment using low-fidelity simulation.

    PubMed

    Saxon, Kathleen D; Kapadia, Alison P R; Juneja, Nadia S; Bassin, Benjamin S

    2014-03-01

    Teaching emergency procedural skills in a wilderness setting can be logistically challenging. To teach these skills as part of a wilderness medicine elective for medical students, we designed an outdoor simulation session with low-fidelity models. The session involved 6 stations in which procedural skills were taught using homemade low-fidelity simulators. At each station, the students encountered a "victim," who required an emergency procedure that was performed using the low-fidelity model. The models are easy and inexpensive to construct, and their design and implementation in the session is described here. Using low-fidelity simulation models in an outdoor setting is an effective teaching tool for emergency wilderness medicine procedures and can easily be reproduced in future wilderness medicine courses. © 2014 Wilderness Medical Society Published by Wilderness Medical Society All rights reserved.

  6. Electing Research: Creating a Research Elective Is a Great Way to Teach In-Depth Skills

    ERIC Educational Resources Information Center

    Hofmann, Mary

    2005-01-01

    Mary Hoffman, was having a hard time teaching in-depth research skills to her middle school students, due to time limitations. So last fall, she approached her principal with an unprecedented idea: to offer kids a semester-long elective on research. What better way to teach comprehensive, analytical skills to those who really wanted a challenge?…

  7. Skill Based Teaching--Learning Science Implementing Metaphorical Thinking

    ERIC Educational Resources Information Center

    Navaneedhan, Cittoor Girija; Kamalanabhan, T. J.

    2017-01-01

    Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through auto didacticism, Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. The…

  8. Teaching Organizational Skills through Self-Regulated Learning Strategies

    ERIC Educational Resources Information Center

    Cahill, Susan M.

    2008-01-01

    This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

  9. Considerations and Strategies for Teaching Online Counseling Skills: Establishing Relationships in Cyberspace

    ERIC Educational Resources Information Center

    Trepal, Heather; Haberstroh, Shane; Duffey, Thelma; Evans, Marcheta

    2007-01-01

    As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's-level counseling students. Recommendations are made for helping students to establish and maintain…

  10. Teaching critical appraisal skills for nursing research.

    PubMed

    Jones, Sandra C; Crookes, Patrick A; Johnson, Keryn M

    2011-09-01

    Evidence-based practice is a major focus in nursing, yet the literature continues to document a research-practice gap. Reasons for this gap stem partly from a lack of skills to critique and synthesize the literature, a lack of search skills and difficulty in understanding research articles, and limited knowledge of research by nursing professionals. An innovative and quality driven subject to improve critical appraisal and critical thinking skills was developed for the School of Nursing, Midwifery and Indigenous Health at the University of Wollongong, based on formative research with postgraduate students and supervisors. Through face-to-face and online teaching modules students worked through a structured process of analysing the key aspects of published papers using structured analysis tools for each study design. Pre and post surveys of students found improvements in perceived knowledge of all key skills of critical appraisal. External independent evaluation determined that it was a high quality subject showing many hallmarks of good assessment practice and good practice in use of information and communication technology (ICT) in support of the learning outcomes. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. Primary Prevention: Teaching Children Today the Parenting Skills They Will Need Tomorrow.

    ERIC Educational Resources Information Center

    Pozmantier, Janet

    "Primary Prevention: Promoting Mental Health in the Next Generation" is a curriculum that teaches children about the relationship between parenting practices and a child's mental health. Essentially, the program teaches children today about the parenting skills they will need in the future. This report describes the curriculum and…

  12. Monitoring Student Listening Techniques: An Approach to Teaching the Foundations of a Skill.

    ERIC Educational Resources Information Center

    Swanson, Charles H.

    To teach listening as a discreet skill, teachers need a suitable definition of the word "skill." The author suggests defining a skill as a complex of techniques and behaviors from which performers select, depending upon the situation, to fullfill their purposes. The curricular design should be based on four components: (1) establishing attention,…

  13. Can effective teaching and learning strategies help student nurses to retain drug calculation skills?

    PubMed

    Wright, Kerri

    2008-10-01

    Student nurses need to develop and retain drug calculation skills in order accurately to calculate drug dosages in clinical practice. If student nurses are to qualify and be fit to practise accurate drug calculation skills, then educational strategies need to not only show that the skills of student nurses have improved but that these skills have been retained over a period of time. A quasi-experimental approach was used to test the effectiveness of a range of strategies in improving retention of drug calculation skills. The results from an IV additive drug calculation test were used to compare the drug calculation skills of student nurses between two groups of students who had received different approaches to teaching drug calculation skills. The sample group received specific teaching and learning strategies in relation to drug calculation skills and the second group received only lectures on drug calculation skills. All test results for students were anonymous. The results from the test for both groups were statistically analysed using the Mann Whitney test to ascertain whether the range of strategies improved the results for the IV additive test. The results were further analysed and compared to ascertain the types and numbers of errors made in each of the sample groups. The results showed that there is a highly significant difference between the two samples using a two-tailed test (U=39.5, p<0.001). The strategies implemented therefore did make a difference to the retention of drug calculation skills in the students in the intervention group. Further research is required into the retention of drug calculation skills by students and nurses, but there does appears to be evidence to suggest that sound teaching and learning strategies do result in better retention of drug calculation skills.

  14. ACCESS! Teaching Writing Skills to Students with Intellectual Disability

    ERIC Educational Resources Information Center

    Cannella-Malone, Helen I.; Konrad, Moira; Pennington, Robert C.

    2015-01-01

    The purpose of this article is to provide teachers with tools that they can use to teach written expression to school-age students with intellectual disabilities. These tools are presented around the mnemonic ACCESS: accommodations and assistive technologies, concrete topics, critical skills, explicit instruction, strategy instruction, systematic…

  15. Teaching Personal Skills in Technology and Engineering Education: Is It Our Job?

    ERIC Educational Resources Information Center

    Loveland, Thomas R.

    2017-01-01

    Recent papers on career and college readiness have emphasized preparation of secondary students for either future college and/or career choices (Robles, 2012, Rateau, Kaufman & Cletzer, 2015). While technologies used in business change rapidly and make the teaching of job-specific skills somewhat impractical, the foundational skills needed for…

  16. The teaching of physical assessment skills in pre-registration nursing programmes in Australia: issues for nursing education.

    PubMed

    Birks, Melanie; James, Ainsley; Chung, Catherine; Cant, Robyn; Davis, Jenny

    2014-01-01

    Health assessment is a fundamental aspect of the professional nursing role. The teaching of skills in physical assessment is therefore a large component of pre-registration nursing programmes. As the nursing curriculum becomes more crowded with what is deemed to be essential content, there is a need to rationalise what is taught in preparatory nursing programmes to ensure readiness for practice. The study outlined in this paper, as part of a larger project, explored the teaching of physical assessment skills in pre-registration nursing programmes across Australia. Fifty-three academics completed the 121 item online survey, indicating whether each skill was taught with practice, taught with no practice or not taught at all. The results suggest that only half the skills were being taught by more than 80% of the academics and 23 skills (19%) were taught by more than 90%. Of the 121 skills commonly taught--69 skills (57%) were taught with student practice and 29 (24%) were taught with no student practice. The results of this study raise questions about the teaching of physical assessment in pre-registration nursing programmes. The suggestion is not that skills that are used regularly or infrequently should be removed from the curriculum, rather, the authors propose that consideration be given to whether the teaching of skills that are never likely to be used is occurring at the expense of comprehensive mastery of core skills.

  17. Producing Competent Doctors - The Art and Science of Teaching Clinical Skills.

    PubMed

    Dhaliwal, Upreet; Supe, Avinash; Gupta, Piyush; Singh, Tejinder

    2017-05-15

    For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of clinical skills, medical teachers must adopt teaching methods that prioritise observation, practice, feedback; and more practice. We try to elucidate the meaning of clinical skills, the challenges inherent in clinical skills training in India, training models that have shown success in practice and can be adopted in the Indian context, and various techniques to enhance skill-training, including the giving of feedback, which is a critically important component of skills development.

  18. Training basic teaching skills to community and institutional support staff for people with severe disabilities: a one-day program.

    PubMed

    Parsons, M B; Reid, D H; Green, C W

    1996-01-01

    Shortcomings in the technology for training support staff in methods of teaching people with severe disabilities recently have resulted in calls to improve the technology. We evaluated a program for training basic teaching skills within one day. The program entailed classroom-based verbal and video instruction, practice, and feedback followed by on-the-job feedback. In Study I, four undergraduate interns participated in the program, and all four met the mastery criterion for teaching skills. Three teacher aides participated in Study 2, with results indicating that when the staff applied their newly acquired teaching skills, students with profound disabilities made progress in skill acquisition. Clinical replications occurred in Study 3, involving 17 staff in school classrooms, group homes, and an institution. Results of Studies 2 and 3 also indicated staff were accepting of the program and improved their verbal skills. Results are discussed regarding advantages of training staff in one day. Future research suggestions are offered, focusing on identifying means of rapidly training other teaching skills in order to develop the most effective, acceptable, and efficient technology for staff training.

  19. An assessment of student satisfaction with peer teaching of clinical communication skills.

    PubMed

    Mills, Jonathan K A; Dalleywater, William J; Tischler, Victoria

    2014-10-13

    Peer teaching is now used in medical education with its value increasingly being recognised. It is not yet established whether students differ in their satisfaction with teaching by peer-teachers compared to those taught by academic or clinical staff. This study aimed to establish satisfaction with communication skills teaching between these three teaching groups. Students participated in a role-play practical facilitated either by clinicians, peer-teachers or non-clinical staff. A questionnaire was administered to first-year medical students after participating in a communication skills role-play session asking students to evaluate their satisfaction with the session. Data were analysed in SPSS 20. One hundred and ninety eight students out of 239 (83%) responded. Students were highly satisfied with the teaching session with no difference in satisfaction scores found between those sessions taught by peers, clinical and non-clinical staff members. 158 (80%) considered the session useful and 139 (69%) strongly agreed tutors facilitated their development. There was no significant difference in satisfaction scores based on tutor background. Satisfaction is as high when tutored by peer-teachers compared to clinicians or non-clinical staff. Constructive feedback is welcomed from a range of personnel. Final-year students could play an increasing role in the teaching of pre-clinical medical students.

  20. Comparison of outcomes of two skills-teaching methods on lay-rescuers' acquisition of infant basic life support skills.

    PubMed

    Shavit, Itai; Peled, Shuny; Steiner, Ivan P; Harley, Dwight D; Ross, Shelley; Tal-Or, Eran; Lemire, April

    2010-09-01

    The objective was to determine if lay-rescuers' acquisition of infant basic life support (BLS) skills would be better when skills teaching consisted of videotaping practice and providing feedback on performances, compared to conventional skills-teaching and feedback methods.   This pilot-exploratory, single-blind, prospective, controlled, randomized study was conducted on November 12, 2007, at the Rappaport Faculty of Medicine, Technion-Israel Institute of Technology, Haifa, Israel. The population under study consisted of all first-year medical students enrolled in the 2007-2008 year. BLS training is part of their mandatory introductory course in emergency medicine. Twenty-three students with previous BLS training were excluded. The remaining 71 were randomized into four and then two groups, with final allocation to an intervention and control group of 18 and 16 students, respectively. All the students participated in infant BLS classroom teaching. Those in the intervention group practiced skills acquisition independently, and four were videotaped while practicing. Tapes were reviewed by the group and feedback was provided. Controls practiced using conventional teaching and feedback methods. After 3 hours, all subjects were videotaped performing an unassisted, lone-rescuer, infant BLS resuscitation scenario. A skills assessment tool was developed. It consisted of 25 checklist items, grouped into four sections: 6 points for "categories" (with specific actions in six categories), 14 points for "scoring" (of accuracy of performance of each action), 4 points for "sequence" (of actions within a category), and 1 point for "order" of resuscitation (complete and well-sequenced categories). Two blinded expert raters were given a workshop on the use of the scoring tool. They further refined it to increase scoring consistency. The main outcome of the study was defined as evidence of better skills acquisition in overall skills in the four sections and in the specific skills

  1. Development and Validation of Teaching Practice Evaluation Instrument for Assessing Chemistry Students' Teaching Skills

    ERIC Educational Resources Information Center

    Ezeudu, F. O.; Chiaha, G. T. U.; Eze, J. U.

    2013-01-01

    The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University…

  2. Teaching communications skills to medical students: Introducing the fine art of medical practice.

    PubMed

    Choudhary, Anjali; Gupta, Vineeta

    2015-08-01

    Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. A total of 48, fourth-year MBBS students participated in the study. They were given training in basic communication and counseling skills and taught the patient interview technique according to Calgary-Cambridge guide format. Improvement in communication was assessed by change in pre- and post-training multiple choice questions, clinical patient examination, and Standardized Patient Satisfaction Questionnaire (SPSQ) scores. About 88% of the students in the sample were convinced of the importance of learning communication skills for effective practice. Almost 90% students were communicating better after training, as tested by improved SPSQ. As judged by Communication Skill Attitude Scale, student's positive attitude toward learning communication skill indicated that there is a necessity of communication skill training during undergraduate years. The ability to communicate effectively is a core competency for medical practitioners. Inculcating habits of good communications skill during formative years will help the medical students and future practitioners. Regular courses on effective communication should be included in the medical school curriculum.

  3. Teaching skills related to self-employment to adults with developmental disabilities: an analog analysis.

    PubMed

    Dotson, Wesley H; Richman, David M; Abby, Layla; Thompson, Samuel; Plotner, Anthony

    2013-08-01

    Employment opportunities for people with developmental disabilities (DD) have improved in the last several decades. There is increasing focus on helping people with DD sample more diverse employment options, including running their own businesses. The present study (1) evaluated the effects of a well-established behavioral teaching procedure on the acquisition of a sample of three broad classes of skills related to self-employment (worker, supervisor, and clerical work) in young adults with DD within an analog recycling business, and (2) investigated the extension of that treatment to the natural environment while working in isolation or in peer pairs. Results suggest that the teaching procedure was effective in teaching three broad classes of skills related to many self-employment possibilities, the skills generalized to the natural environment, and peer pairs supported each other to complete tasks with a high degree of accuracy required to run a recycling business. This study represents an initial demonstration that adults with DD can learn skills required to run their own business. Copyright © 2013 Elsevier Ltd. All rights reserved.

  4. Prevention of problem behavior by teaching functional communication and self-control skills to preschoolers.

    PubMed

    Luczynski, Kevin C; Hanley, Gregory P

    2013-01-01

    We evaluated the effects of the preschool life skills program (PLS; Hanley, Heal, Tiger, & Ingvarsson, 2007) on the acquisition and maintenance of functional communication and self-control skills, as well as its effect on problem behavior, of small groups of preschoolers at risk for school failure. Six children were taught to request teacher attention, teacher assistance, and preferred materials, and to tolerate delays to and denial of those events during child-led, small-group activities. Teaching strategies included instruction, modeling, role play, and differential reinforcement. Six additional children randomly assigned to similarly sized control groups participated in small-group activities but did not experience the PLS program. Within-subject and between-groups designs showed that the PLS teaching procedures were functionally related to the improvements and maintenance of the skills and prevention of problem behavior. Stakeholder responses on a social acceptability questionnaire indicated that they were satisfied with the form of the targeted social skills, the improvements in the children's performance, and the teaching strategies. © Society for the Experimental Analysis of Behavior.

  5. Using Banks: Teaching Banking Skills to Low-Income Consumers.

    ERIC Educational Resources Information Center

    Shurtz, Mary Ann; LeFlore, Ann Becker

    This module, one of six on teaching consumer matters to low-income adults, discusses banking skills. Topics include banking services (savings accounts, safety deposit boxes, Christmas clubs, loans, etc.), checking accounts (deposits, checkwriting, check registers, opening an account), how to use the check register (cancelled checks, deposits),…

  6. Multimedia Shared Stories: Teaching Literacy Skills to Diverse Learners

    ERIC Educational Resources Information Center

    Rivera, Christopher J.

    2013-01-01

    Through research, shared stories have demonstrated their effectiveness in teaching literacy skills to students with disabilities, including students who are culturally and linguistically diverse. In an effort to keep pace with ever-changing technology, shared stories can be transformed into a multimedia experience using software that is commonly…

  7. Visuospatial and psychomotor aptitude predicts endovascular performance of inexperienced individuals on a virtual reality simulator.

    PubMed

    Van Herzeele, Isabelle; O'Donoghue, Kevin G L; Aggarwal, Rajesh; Vermassen, Frank; Darzi, Ara; Cheshire, Nicholas J W

    2010-04-01

    This study evaluated virtual reality (VR) simulation for endovascular training of medical students to determine whether innate perceptual, visuospatial, and psychomotor aptitude (VSA) can predict initial and plateau phase of technical endovascular skills acquisition. Twenty medical students received didactic and endovascular training on a commercially available VR simulator. Each student treated a series of 10 identical noncomplex renal artery stenoses endovascularly. The simulator recorded performance data instantly and objectively. An experienced interventionalist rated the performance at the initial and final sessions using generic (out of 40) and procedure-specific (out of 30) rating scales. VSA were tested with fine motor dexterity (FMD, Perdue Pegboard), psychomotor ability (minimally invasive virtual reality surgical trainer [MIST-VR]), image recall (Rey-Osterrieth), and organizational aptitude (map-planning). VSA performance scores were correlated with the assessment parameters of endovascular skills at commencement and completion of training. Medical students exhibited statistically significant learning curves from the initial to the plateau performance for contrast usage (medians, 28 vs 17 mL, P < .001), total procedure time (2120 vs 867 seconds, P < .001), and fluoroscopy time (993 vs. 507 seconds, P < .001). Scores on generic and procedure-specific rating scales improved significantly (10 vs 25, P < .001; 8 vs 17 P < .001). Significant correlations were noted for FMD with initial and plateau sessions for fluoroscopy time (r(s) = -0.564, P = .010; r(s) = -.449, P = .047). FMD correlated with procedure-specific scores at the initial session (r(s) = .607, P = .006). Image recall correlated with generic skills at the end of training (r(s) = .587, P = .006). Simulator-based training in endovascular skills improved performance in medical students. There were significant correlations between initial endovascular skill and fine motor dexterity as well as with

  8. Searching for the Formula: How Librarians Teach Chemistry Graduate Students Research Skills

    ERIC Educational Resources Information Center

    Fong, Bonnie L.

    2014-01-01

    An exploratory study was conducted in Summer 2012 in an effort to determine what librarians in the United States are doing to teach chemistry graduate students research skills. Chemistry librarians at ARL (Association of Research Libraries) institutions were surveyed about the content they teach; when, where, and how they present it; and what…

  9. The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials

    ERIC Educational Resources Information Center

    Sinaga, Parlindungan; Suhandi, Andi; Liliasari

    2015-01-01

    Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for…

  10. Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?

    PubMed

    Sadideen, Hazim; Kneebone, Roger

    2012-09-01

    Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory. Copyright © 2012 Elsevier Inc. All rights reserved.

  11. Development of a Laparoscopic Box Trainer Based on Open Source Hardware and Artificial Intelligence for Objective Assessment of Surgical Psychomotor Skills.

    PubMed

    Alonso-Silverio, Gustavo A; Pérez-Escamirosa, Fernando; Bruno-Sanchez, Raúl; Ortiz-Simon, José L; Muñoz-Guerrero, Roberto; Minor-Martinez, Arturo; Alarcón-Paredes, Antonio

    2018-05-01

    A trainer for online laparoscopic surgical skills assessment based on the performance of experts and nonexperts is presented. The system uses computer vision, augmented reality, and artificial intelligence algorithms, implemented into a Raspberry Pi board with Python programming language. Two training tasks were evaluated by the laparoscopic system: transferring and pattern cutting. Computer vision libraries were used to obtain the number of transferred points and simulated pattern cutting trace by means of tracking of the laparoscopic instrument. An artificial neural network (ANN) was trained to learn from experts and nonexperts' behavior for pattern cutting task, whereas the assessment of transferring task was performed using a preestablished threshold. Four expert surgeons in laparoscopic surgery, from hospital "Raymundo Abarca Alarcón," constituted the experienced class for the ANN. Sixteen trainees (10 medical students and 6 residents) without laparoscopic surgical skills and limited experience in minimal invasive techniques from School of Medicine at Universidad Autónoma de Guerrero constituted the nonexperienced class. Data from participants performing 5 daily repetitions for each task during 5 days were used to build the ANN. The participants tend to improve their learning curve and dexterity with this laparoscopic training system. The classifier shows mean accuracy and receiver operating characteristic curve of 90.98% and 0.93, respectively. Moreover, the ANN was able to evaluate the psychomotor skills of users into 2 classes: experienced or nonexperienced. We constructed and evaluated an affordable laparoscopic trainer system using computer vision, augmented reality, and an artificial intelligence algorithm. The proposed trainer has the potential to increase the self-confidence of trainees and to be applied to programs with limited resources.

  12. Teaching emergency medical services management skills using a computer simulation exercise.

    PubMed

    Hubble, Michael W; Richards, Michael E; Wilfong, Denise

    2011-02-01

    Simulation exercises have long been used to teach management skills in business schools. However, this pedagogical approach has not been reported in emergency medical services (EMS) management education. We sought to develop, deploy, and evaluate a computerized simulation exercise for teaching EMS management skills. Using historical data, a computer simulation model of a regional EMS system was developed. After validation, the simulation was used in an EMS management course. Using historical operational and financial data of the EMS system under study, students designed an EMS system and prepared a budget based on their design. The design of each group was entered into the model that simulated the performance of the EMS system. Students were evaluated on operational and financial performance of their system design and budget accuracy and then surveyed about their experiences with the exercise. The model accurately simulated the performance of the real-world EMS system on which it was based. The exercise helped students identify operational inefficiencies in their system designs and highlighted budget inaccuracies. Most students rated the exercise as moderately or very realistic in ambulance deployment scheduling, budgeting, personnel cost calculations, demand forecasting, system design, and revenue projections. All students indicated the exercise was helpful in gaining a top management perspective, and 89% stated the exercise was helpful in bridging the gap between theory and reality. Preliminary experience with a computer simulator to teach EMS management skills was well received by students in a baccalaureate paramedic program and seems to be a valuable teaching tool. Copyright © 2011 Society for Simulation in Healthcare

  13. An Apprenticeship Rotation Teaches Chief Residents Nontechnical Skills and ACGME Core Competencies.

    PubMed

    Kwakye, Gifty; Chen, Xiaodong Phoenix; Havens, Joaquim M; Irani, Jennifer L; Yule, Steven; Smink, Douglas S

    2015-01-01

    Traditionally, surgical training has used an apprenticeship model but has more recently moved to a service-based model, with groups of residents working with groups of attending surgeons. We developed an apprenticeship rotation to enhance one-on-one interaction between chief residents and selected faculty. We hypothesized that the apprenticeship rotation would be effective for teaching nontechnical skills (NTS) and core competencies. An apprenticeship rotation was created at a university-based surgery residency in which each chief resident selected a single attending surgeon with whom to work exclusively with for a 4-week period. Emphasis was placed on teaching intraoperative NTS as well as the 4 difficult-to-teach Accreditation Council for Graduate Medical Education core competencies (DCC): Interpersonal and Communication Skills, Practice-Based Learning and Improvement, Professionalism, and Systems-Based Practice. Participants were surveyed afterwards about their rotation using a 5-point Likert scale. A Wilcoxon signed rank test was used to compare differences depending on data distribution. All (13/13) the chief residents and 67% (8/12) faculty completed the survey. Overall, 85% of residents and 87.5% of faculty would recommend the rotation to other residents/faculty members. Both residents and faculty reported improvement in trainees' technical skills and NTS. Residents reported improvement in all 4 DCC, particularly, Practice-Based Learning and Improvement, Professionalism, and Interpersonal and Communication Skills. The apprenticeship rotation is an effective means of teaching residents both NTS and DCC essential for independent practice. Consideration should be given to introducing this program into surgical curricula nationally. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  14. Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.

    PubMed

    Kramer, Maxwell; Olson, Dalay; Walker, J D

    2018-06-01

    Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. We then tested the efficacy of the tutorials in an introductory undergraduate biology class. On the basis of a multivariate ordinary least-squares regression model, students who received the tutorials are predicted to score 0.82 points higher on a 15-point science process skill assessment than their peers who received traditional textbook instruction on the same topic. This moderate but significant impact indicates that well-designed online tutorials can be more effective than traditional ways of teaching science process skills to undergraduate students. We also found trends that suggest the tutorials are especially effective for nonnative English-speaking students. However, due to a limited sample size, we were unable to confirm that these trends occurred due to more than just variation in the student group sampled.

  15. Preparing clinical laboratory science students with teaching skills.

    PubMed

    Isabel, Jeanne M

    2010-01-01

    Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

  16. California Community College Handbook: Teaching Basic Skills in Vocational Education. Model Programs.

    ERIC Educational Resources Information Center

    Evaluation and Training Inst., Los Angeles, CA.

    This handbook was produced as a result of a project that studied California community college programs that teach basic skills in vocational education programs. The project included a literature review, a telephone survey, and 12 site visits. The handbook contains four sections: (1) steps for integrating basic skills and vocational instruction;…

  17. Utilizing Improvisation to Teach Empathy Skills in Counselor Education

    ERIC Educational Resources Information Center

    Bayne, Hannah B.; Jangha, Awa

    2016-01-01

    Empathy development is foundational to counselor training, yet there is scant research on techniques for teaching empathy aside from traditional microskills models. The authors discuss empathy as a skill set, highlight how improvisation (improv) can be used to enhance training, and describe how to incorporate improv activities within the classroom.

  18. Developing Employability Skills in Information System Graduates: Traditional vs. Innovative Teaching Methods

    ERIC Educational Resources Information Center

    Osmani, Mohamad; Hindi, Nitham M.; Weerakkody, Vishanth

    2018-01-01

    It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the…

  19. A systematic and comprehensive approach to teaching and evaluating interpersonal skills.

    PubMed

    Grayson, M; Nugent, C; Oken, S L

    1977-11-01

    This study addressed one problem with current methods for teaching and evaluating interpersonal skills: the failure to include a wide range of behaviors reported in the literature as contributing to patient dissatisfaction and noncompliance. To address this concern, the authors developed a comprehensive interpersonal skills training program and a pretest-posttest evaluation. The tests were administered to two student groups one of which received the interpersonal skills instruction. The student group exposed to the training exhibited a significant positive change from pretest to posttest. Additionally the change for this group was significantly greater than the change for the group not exposed to interpersonal skills instruction.

  20. Using Video Strategies To Teach Functional Skills to Students with Moderate to Severe Disabilities.

    ERIC Educational Resources Information Center

    Collins, Belva C.

    This paper provides guidelines for the use of videotape recordings for systematic instruction in functional skills for students with moderate to severe disabilities. Four examples illustrate use of videotapes to teach community skills (e.g., crossing a street) to secondary students with moderate disabilities; self care skills (e.g., zipping a…

  1. Imaging skills for transthoracic echocardiography in cardiology fellows: The value of motion metrics

    PubMed Central

    Montealegre-Gallegos, Mario; Mahmood, Feroze; Kim, Han; Bergman, Remco; Mitchell, John D.; Bose, Ruma; Hawthorne, Katie M.; O’Halloran, T. David; Wong, Vanessa; Hess, Philip E.; Matyal, Robina

    2016-01-01

    Background: Proficiency in transthoracic echocardiography (TTE) requires an integration of cognitive knowledge and psychomotor skills. Whereas cognitive knowledge can be quantified, psychomotor skills are implied after repetitive task performance. We applied motion analyses to evaluate psychomotor skill acquisition during simulator-based TTE training. Methods and Results: During the first month of their fellowship training, 16 cardiology fellows underwent a multimodal TTE training program for 4 weeks (8 sessions). The program consisted of online and live didactics as well as simulator training. Kinematic metrics (path length, time, probe accelerations) were obtained at the start and end of the course for 8 standard TTE views using a simulator. At the end of the course TTE image acquisition skills were tested on human models. After completion of the training program the trainees reported improved self-perceived comfort with TTE imaging. There was also an increase of 8.7% in post-test knowledge scores. There was a reduction in the number of probe accelerations [median decrease 49.5, 95% CI = 29-73, adjusted P < 0.01], total time [median decrease 10.6 s, 95% CI = 6.6-15.5, adjusted P < 0.01] and path length [median decrease 8.8 cm, 95% CI = 2.2-17.7, adjusted P < 0.01] from the start to the end of the course. During evaluation on human models, the trainees were able to obtain all the required TTE views without instructor assistance. Conclusion: Simulator-derived motion analyses can be used to objectively quantify acquisition of psychomotor skills during TTE training. Such an approach could be used to assess readiness for clinical practice of TTE. PMID:27052064

  2. Can "Withitness Skills" Be Applied to Teaching with Laptops?

    ERIC Educational Resources Information Center

    McDaniel, Larry; Jackson, Allen; Gaudet, Laura; Shim, Andrew

    2009-01-01

    It may amaze those in education that in this age of technology and computers, how basic concepts of classroom teaching are similar or even more important than they were 40 years ago when Kounin first defined withitness elements. New challenges, related to laptop Internet instruction, require instructors to develop "withitness" skills and…

  3. Computer-enhanced visual learning method: a paradigm to teach and document surgical skills.

    PubMed

    Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E

    2009-09-01

    Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs.

  4. Computer-Enhanced Visual Learning Method: A Paradigm to Teach and Document Surgical Skills

    PubMed Central

    Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E.

    2009-01-01

    Innovation Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. Aim of Innovation CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. Results CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs. PMID:21975716

  5. Effective teaching of manual skills to physiotherapy students: a randomised clinical trial.

    PubMed

    Rossettini, Giacomo; Rondoni, Angie; Palese, Alvisa; Cecchetto, Simone; Vicentini, Marco; Bettale, Fernanda; Furri, Laura; Testa, Marco

    2017-08-01

    To date, despite the relevance of manual skills laboratories in physiotherapy education, evidence on the effectiveness of different teaching methods is limited. Peyton's four-step and the 'See one, do one' approaches were compared for their effectiveness in teaching manual skills. A cluster randomised controlled trial was performed among final-year, right-handed physiotherapy students, without prior experience in manual therapy or skills laboratories. The manual technique of C1-C2 passive right rotation was taught by different experienced physiotherapist using Peyton's four-step approach (intervention group) and the 'See one, do one' approach (control group). Participants, teachers and assessors were blinded to the aims of the study. Primary outcomes were quality of performance at the end of the skills laboratories, and after 1 week and 1 month. Secondary outcomes were time required to teach, time required to perform the procedure and student satisfaction. A total of 39 students were included in the study (21 in the intervention group and 18 in the control group). Their main characteristics were homogeneous at baseline. The intervention group showed better quality of performance in the short, medium and long terms (F 1,111  = 35.91, p < 0.001). Both groups demonstrated decreased quality of performance over time (F 2,111  = 12.91, p < 0.001). The intervention group reported significantly greater mean ± standard deviation satisfaction (4.31 ± 1.23) than the control group (4.03 ± 1.31) (p < 0.001). Although there was no significant difference between the two methods in the time required for teaching, the time required by the intervention group to perform the procedure was significantly lower immediately after the skills laboratories and over time (p < 0.001). Peyton's four-step approach is more effective than the 'See one, do one' approach in skills laboratories aimed at developing physiotherapy student competence in C1-C2 passive mobilisation

  6. Teaching Safety Skills to Children to Prevent Gun Play: An Evaluation of in Situ Training

    ERIC Educational Resources Information Center

    Miltenberger, Raymond G.; Gatheridge, Brian J.; Satterlund, Melisa; Egemo-Helm, Kristin R.; Johnson, Brigitte M.; Jostad, Candice; Kelso, Pamela; Flessner, Christopher A.

    2005-01-01

    This study evaluated behavioral skills training with added in situ training for teaching safety skills to prevent gun play. Following baseline, each child received two sessions of behavioral skills training and one in situ training session. Additional in situ training sessions were conducted until the child exhibited the safety skills (don't touch…

  7. Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

    ERIC Educational Resources Information Center

    Ibili, Emin

    2017-01-01

    In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and…

  8. Educational technologies in health sciences libraries: teaching technology skills.

    PubMed

    Hurst, Emily J

    2014-01-01

    As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many librarians. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting?

  9. Educational Technologies in Health Science Libraries: Teaching Technology Skills

    PubMed Central

    Hurst, Emily J.

    2014-01-01

    As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting? PMID:24528269

  10. Toward meaningful outcomes in teaching conversation and greeting skills with individuals with autism spectrum disorder.

    PubMed

    Hood, Stephanie A; Luczynski, Kevin C; Mitteer, Daniel R

    2017-07-01

    We identified greeting and conversation deficits based on a parent interview and semistructured direct assessment for one child and two adolescents with autism spectrum disorder. We taught the greeting and conversation skills using behavioral skills training and within-session corrective feedback. A multiple baseline across conversation and greeting skills demonstrated experimental control over the effects of the teaching on acquisition and generalization to novel adults. We also conducted embedded reversals to assess maintenance of the acquired skills. Teaching produced robust acquisition, generalization, maintenance, and treatment extension for 15 of the 16 targeted skills across participants. Participant and parent reports indicated high levels of social validity for the intervention and outcomes. The results support individualized assessment and intervention for improving greeting and conversation skills during unscripted interactions, which are requisite for more extended and complex social interactions. © 2017 Society for the Experimental Analysis of Behavior.

  11. A Proposal for Overcoming Problems in Teaching Interviewing Skills to Medical Students

    ERIC Educational Resources Information Center

    Benbassat, Jochanan; Baumal, Reuben

    2009-01-01

    The objective of this paper is to draw attention to four features that distinguish the pedagogy of patient interviewing from the teaching of other clinical skills: (a) students are not naive to the skill to be learned, (b) they encounter role models with a wide variability in interviewing styles, (c) clinical teachers are not usually specialists…

  12. Group Counseling: Techniques for Teaching Social Skills to Students with Special Needs

    ERIC Educational Resources Information Center

    Stephens, Derk; Jain, Sachin; Kim, Kioh

    2010-01-01

    This paper examines literature that supports the use of group counseling techniques in the school setting to teach social skills to children and adolescents with special needs. From the review of this literature it was found that group counseling is a very effective way of addressing a variety of social skills problems that can be displayed by…

  13. Build On-the-Job Success Skills. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.

    ERIC Educational Resources Information Center

    Wells, Ruth Herman

    This document is one of eight in a series of guides designed to help teach and counsel troubled youth. This document focuses on the social skills necessary for on-the-job success. It includes 20 lesson plans that help students learn appropriate behaviors at the work place. The first lesson instructs students on what to wear and bring to work.…

  14. Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

    NASA Astrophysics Data System (ADS)

    Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

    2012-04-01

    For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students' assignments, and developers-designed students' assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers' assessment knowledge (AK) was found to be the highest stage in teachers' professional growth, building on teachers' content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.

  15. Digital stethoscope as an innovative tool on the teaching of auscultatory skills.

    PubMed

    Mesquita, Claudio Tinoco; Reis, Jader Costa dos; Simões, Luciana Silveira; Moura, Eduardo Cardoso de; Rodrigues, Gustavo Amarante; Athayde, Carolina Cunto de; Machado, Hugo Lima; Lanzieri, Pedro Gemal

    2013-02-01

    Physical cardiovascular examination, particularly cardiac auscultation, is one of the most difficult clinical skills for students during their medical training. Studies suggest that the use of technologies such as digital stethoscope increase the accuracy of clinical examination, however, its impact on the teaching of cardiac auscultation for undergraduate students of medicine is not known. The objective is to demonstrate the usefulness of the digital stethoscope compared to traditional methods as a tool in the teaching of auscultatory skills. nterventional, longitudinal, controlled, unicenter and randomized study. Thirty-eight medicine students were enrolled for a cardiovascular semiology course lasting eight weeks. The course program included lectures and bedside practice in Cardiology wards. In the practical lessons, the students were randomized into two groups: 1) (n = 21) digital stethoscope (Littmann® Model 3200, 3M); and 2) (n = 17) conventional stethoscopes. A pre-training evaluation was conducted through a test using the software Heart Sounds®, which was repeated after the course. The average scores were compared by paired T test and unpaired T test. It is observed that, at the end of the course, there was a significantly greater improvement in the group that used the digital stethoscope (51.9%) compared to the group using the conventional stethoscope (29.5%). Short-term interventions for cardiac semiology teaching are able to contribute significantly to improving proficiency in the identification of heart sounds. The use of digital stethoscope proved to be a positive factor in teaching these skills.

  16. Effects of alcohol on motorcycle riding skills

    DOT National Transportation Integrated Search

    2007-12-01

    Alcohol is known to disrupt the effect of neurotransmitters and impair various psychomotor skills. Indeed, alcohol intoxication is a significant risk factor for fatal traffic crashes, especially when riding a motorcycle. At present, there is sparse r...

  17. Using behavioral skills training and video rehearsal to teach blackjack skills.

    PubMed

    Speelman, Ryan C; Whiting, Seth W; Dixon, Mark R

    2015-09-01

    A behavioral skills training procedure that consisted of video instructions, video rehearsal, and video testing was used to teach 4 recreational gamblers a specific skill in playing blackjack (sometimes called card counting). A multiple baseline design was used to evaluate intervention effects on card-counting accuracy and chips won or lost across participants. Before training, no participant counted cards accurately. Each participant completed all phases of the training protocol, counting cards fluently with 100% accuracy during changing speed criterion training exercises. Generalization probes were conducted while participants played blackjack in a mock casino following each training phase. Afterwards, all 4 participants were able to count cards while they played blackjack. In conjunction with count accuracy, total winnings were tracked to determine the monetary advantages associated with counting cards. After losing money during baseline, 3 of 4 participants won a substantial amount of money playing blackjack after the intervention. © Society for the Experimental Analysis of Behavior.

  18. Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

    ERIC Educational Resources Information Center

    Besler, Fatma; Kurt, Onur

    2016-01-01

    Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…

  19. "Star Power" for Teaching Professional Skills to Engineering Students

    ERIC Educational Resources Information Center

    Goh, Suk Meng

    2012-01-01

    The objective of this study is to evaluate the potential of a game called "Star Power" to teach professional skills to mechanical engineering undergraduates. The game was conducted as an activity in a final year Professional Practice unit. A survey in the form of a questionnaire was administered to participating students in the following…

  20. A Comparative Study of Teaching Typing Skills on Microcomputers.

    ERIC Educational Resources Information Center

    Lindsay, Robert M.

    A 4-week experimental study was conducted with 105 high school students in 4 introductory typewriting classes of a large urban school in British Columbia during the 1981 spring semester. The purpose of the study was to compare the effectiveness of teaching the skill-building components of typewriting speed and accuracy using either the…

  1. Should we use philosophy to teach clinical communication skills?

    PubMed

    Gerber, Berna

    2016-11-16

    Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession's (mistaken) understanding of itself as a natural science on doctor-patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient's psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication.

  2. Perspective: moving students beyond an organ-based approach when teaching medical interviewing and physical examination skills.

    PubMed

    Alexander, Erik K

    2008-10-01

    Medical interviewing and physical examination skills are core pillars of clinical medicine. Though nearly all U.S. medical students participate in preclinical courses designed to teach these skills, medical school faculty often comment that students' abilities remain limited on entering their clinical clerkships. The reason for this contention is not clear.The author briefly describes the current preclinical curricula at most medical schools that are designed to teach patient interviewing and examination. An organ-based curriculum is commonly employed, although the limitations of such an approach readily become apparent. For example, many hospitalized patients do not suffer from single-organ illnesses, but rather from infections or metabolic derangements, which cause numerous abnormalities to several body systems. Furthermore, clinical reasoning skills are rarely taught in such preclinical courses, though these abilities form the foundation for effective doctoring. These findings suggest an opportunity for content development surrounding patient interviewing and examination. The author proposes an educational approach that depicts how the confluence of both content knowledge skills and clinical reasoning skills can work synergistically to enhance preclinical teaching of the medical interview and physical examination.

  3. Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability

    ERIC Educational Resources Information Center

    Spivey, Corrine E.; Mechling, Linda C.

    2016-01-01

    This study evaluated the effectiveness of video modeling with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills (responding to strangers who: requested personal information; requested money; and entered the participant's…

  4. Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

    ERIC Educational Resources Information Center

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

    In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

  5. The impact of a multiple intelligences teaching approach drug education programme on drug refusal skills of Nigerian pupils.

    PubMed

    Nwagu, Evelyn N; Ezedum, Chuks E; Nwagu, Eric K N

    2015-09-01

    The rising incidence of drug abuse among youths in Nigeria is a source of concern for health educators. This study was carried out on primary six pupils to determine the effect of a Multiple Intelligences Teaching Approach Drug Education Programme (MITA-DEP) on pupils' acquisition of drug refusal skills. A programme of drug education based on the Multiple Intelligences Teaching Approach (MITA) was developed. An experimental group was taught using this programme while a control group was taught using the same programme but developed based on the Traditional Teaching Approach. Pupils taught with the MITA acquired more drug refusal skills than those taught with the Traditional Teaching Approach. Urban pupils taught with the MITA acquired more skills than rural pupils. There was no statistically significant difference in the mean refusal skills of male and female pupils taught with the MITA. © The Author(s) 2014.

  6. Developing information literacy skills in pre-registration nurses: an experimental study of teaching methods.

    PubMed

    Brettle, Alison; Raynor, Michael

    2013-02-01

    To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. Randomised control trial. Seventy-seven first year undergraduate pre-registration diploma nursing students. Online in-house information literacy tutorial One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. Search histories were scored using a validated checklist covering keyword selection, boolean operators, truncation and synonyms. Skills retention was measured at 1 month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. The searching skills of first year pre-registration nursing students improve following information literacy sessions (p<0.001), and remain unchanged 1 month later, regardless of teaching method. The two methods produce a comparable improvement (p=0.263). There is no improvement or degradation of skills 1 month post-session for either method (p=0.216). Nurses Information literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1 month post-intervention for either method. Copyright © 2011. Published by Elsevier Ltd.

  7. A Comparison of Discrete Trial Teaching with and without Gestures/Signs in Teaching Receptive Language Skills to Children with Autism

    ERIC Educational Resources Information Center

    Kurt, Onur

    2011-01-01

    The present study was designed to compare the effectiveness and efficiency of two discrete trial teaching procedures for teaching receptive language skills to children with autism. While verbal instructions were delivered alone during the first procedure, all verbal instructions were combined with simple gestures and/or signs during the second…

  8. Teaching Vocational, Functional Language and Reading Skills to the Adolescent Hispanic Severely Handicapped.

    ERIC Educational Resources Information Center

    Duran, Elva

    Vocational and language skill development of severely retarded and autistic adolescent Hispanics is a training focus at the University of Texas, El Paso. University students and parents of the handicapped are trained in the following areas: teaching grocery shopping and how to order from fast food restaurants, teaching use of public…

  9. Longitudinal Effects of Induction on Teaching Skills and Attrition Rates of Beginning Teachers

    ERIC Educational Resources Information Center

    Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan

    2016-01-01

    The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction…

  10. A Comparison of Self Critique Using Video Tapes and Verbal Critique by the Instructor in Learning Psychomotor Skills. Final Report.

    ERIC Educational Resources Information Center

    McKay, Rose P.; Harrison, Omeera Anne

    A study was designed to determine if self-critique by videotapes of a practice session was as effective for teaching a nursing skill as were teacher critiques of the practice session. Seventy women nursing students were trichotomized by anxiety level and randomly assigned to either the self-critique with a procedure checklist treatment or to the…

  11. Simulation for learning and teaching procedural skills: the state of the science.

    PubMed

    Nestel, Debra; Groom, Jeffrey; Eikeland-Husebø, Sissel; O'Donnell, John M

    2011-08-01

    Simulation is increasingly used to support learning of procedural skills. Our panel was tasked with summarizing the "best evidence." We addressed the following question: To what extent does simulation support learning and teaching in procedural skills? We conducted a literature search from 2000 to 2010 using Medline, CINAHL, ERIC, and PSYCHINFO databases. Inclusion criteria were established and then data extracted from abstracts according to several categories. Although secondary sources of literature were sourced from key informants and participants at the "Research Consensus Summit: State of the Science," they were not included in the data extraction process but were used to inform discussion. Eighty-one of 1,575 abstracts met inclusion criteria. The uses of simulation for learning and teaching procedural skills were diverse. The most commonly reported simulator type was manikins (n = 17), followed by simulated patients (n = 14), anatomic simulators (eg, part-task) (n = 12), and others. For research design, most abstracts (n = 52) were at Level IV of the National Health and Medical Research Council classification (ie, case series, posttest, or pretest/posttest, with no control group, narrative reviews, and editorials). The most frequent Best Evidence Medical Education ranking was for conclusions probable (n = 37). Using the modified Kirkpatrick scale for impact of educational intervention, the most frequent classification was for modification of knowledge and/or skills (Level 2b) (n = 52). Abstracts assessed skills (n = 47), knowledge (n = 32), and attitude (n = 15) with the majority demonstrating improvements after simulation-based interventions. Studies focused on immediate gains and skills assessments were usually conducted in simulation. The current state of the science finds that simulation usually leads to improved knowledge and skills. Learners and instructors express high levels of satisfaction with the method. While most studies focus on short-term gains

  12. The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement

    ERIC Educational Resources Information Center

    Aldemir, Ozgul; Gursel, Oguz

    2014-01-01

    Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small-group teaching. It has been ascertained that a small-group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching academic skills to pre-school children in small-group…

  13. Teaching Reading Skills to Learning-Disabled Fourth to Sixth Graders through Content Areas.

    ERIC Educational Resources Information Center

    Leung, Esther K.

    The study examined the value of teaching reading skills to learning disabled (LD) fourth to sixth graders through the content areas. Four LD resource teachers implemented the year-long program with 12 experimental and 10 control subjects. Experimental subjects were taught specific reading skills through their Social Studies and/or Science…

  14. Pharmacokinetic/pharmacodynamic modeling of psychomotor impairment induced by oral clonazepam in healthy volunteers.

    PubMed

    dos Santos, Fábio Monteiro; Gonçalves, José Carlos Saraiva; Caminha, Ricardo; da Silveira, Gabriel Estolano; Neves, Claúdia Silvana de Miranda; Gram, Karla Regina da Silva; Ferreira, Carla Teixeira; Jacqmin, Philippe; Noël, François

    2009-10-01

    This study was undertaken to model the relationship between clonazepam plasma concentrations and a central nervous system adverse effect (impairment of the psychomotor performance) following the oral administration of immediate-release tablets of clonazepam in healthy volunteers. Such a (P)pharmacokinetic/(P)pharmacodynamic (PK/PD) study is important to interpret properly the consequences of determined levels of plasma concentrations of psychoactive therapeutic drugs reported to be involved in road-traffic accidents. Twenty-three male subjects received a single oral dose of 4 mg clonazepam. Plasma concentration, determined by on-line solid phase extraction coupled with high-performance liquid chromatography tandem mass spectrometry, and psychomotor performance, quantified through the Digit Symbol Substitution Test, were monitored for 72 hours. A 2-compartment open model with first order absorption and lag-time better fitted the plasma clonazepam concentrations. Clonazepam decreased the psychomotor performance by 72 +/- 3.7% (observed maximum effect), 1.5 to 4 hours (25th-75th percentile) after drug administration. A simultaneous population PK/PD model based on a sigmoid Emax model with time-dependent tolerance described well the time course of effect. Such acute tolerance could minimize the risk of accident as a result of impairment of motor skill after a single dose of clonazepam. However, an individual analysis of the data revealed a great interindividual variation in the relationship between clonazepam effect and plasma concentration, indicating that the phenomenon of acute tolerance can be predicted at a population, but not individual, level.

  15. Promoting the teaching of critical thinking skills through faculty development.

    PubMed

    Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

    2009-06-01

    Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development.

  16. Effectiveness of a five-step method for teaching clinical skills to students in a dental college in India.

    PubMed

    Virdi, Mandeep S; Sood, Meenakshi

    2011-11-01

    This study conducted at the PDM Dental College and Research Institute, Haryana, India, had the purpose of developing a teaching method based upon a five-step method for teaching clinical skills to students proposed by the American College of Surgeons. This five-step teaching method was used to place fissure sealants as an initial procedure by dental students in clinics. The sealant retention was used as an objective evaluation of the skill learnt by the students. The sealant retention was 92 percent at six- and twelve-month evaluations and 90 percent at the eighteen-month evaluation. These results indicate that simple methods can be devised for teaching clinical skills and achieve high success rates in clinical procedures requiring multiple steps.

  17. Teaching and assessing procedural skills using simulation: metrics and methodology.

    PubMed

    Lammers, Richard L; Davenport, Moira; Korley, Frederick; Griswold-Theodorson, Sharon; Fitch, Michael T; Narang, Aneesh T; Evans, Leigh V; Gross, Amy; Rodriguez, Elliot; Dodge, Kelly L; Hamann, Cara J; Robey, Walter C

    2008-11-01

    Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM.

  18. The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

    ERIC Educational Resources Information Center

    Likitrattanaporn, Wannakarn

    2017-01-01

    The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching…

  19. Activating Children's Thinking Skills (ACTS): The Effects of an Infusion Approach to Teaching Thinking in Primary Schools

    ERIC Educational Resources Information Center

    Dewey, Jessica; Bento, Janet

    2009-01-01

    Background: Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation (DfEE, 1999). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. Aims: To…

  20. Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

    NASA Astrophysics Data System (ADS)

    Rahayu, D. V.; Kusumah, Y. S.; Darhim

    2018-05-01

    This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.

  1. Teaching First-Aid Skills to Students with Moderate Handicaps in Small Group Instruction.

    ERIC Educational Resources Information Center

    Gast, David L.; And Others

    1992-01-01

    Task analysis and backward chaining were used to teach four young adults with moderate mental disabilities basic first aid skills for simulated cuts, burns, and insect bites. Following training, students were able to apply skills to a nonhandicapped peer. Maintenance probes at 1 to 18 weeks posttraining indicated mixed results. Social validation…

  2. Family Consumer Sciences Teachers' Use of Technology to Teach Higher Order Thinking Skills

    ERIC Educational Resources Information Center

    Hirose, Beth Erica

    2009-01-01

    Family and consumer sciences (FACS) high school teachers were surveyed on their use of technology to teach higher order thinking skills (HOTS). This study determined if teachers had enough support and training to use technology. Lesson plans were accumulated that required both technology and higher order thinking skills. These lessons were then…

  3. Teaching and Assessing Manipulative Motor Skills in High School Physical Education

    ERIC Educational Resources Information Center

    Bert, Greg

    2015-01-01

    This article provides new ways to teach and assess motor skills in various lifetime sports such as tennis, golf, badminton, and other sports that students are likely to play as adults by focusing on five basic biomechanical principles.

  4. The Flipped Classroom for pre-clinical dental skills teaching - a reflective commentary.

    PubMed

    Crothers, A J; Bagg, J; McKerlie, R

    2017-05-12

    A Flipped Classroom method for teaching of adult practical pre-clinical dental skills was introduced to the BDS curriculum in Glasgow during the 2015/2016 academic session. This report provides a commentary of the first year of employing this method - from the identification of the need to optimise teaching resources, through the planning, implementation and development of the method, with an early indication of performance.

  5. Teaching Social Skills in a Virtual Environment: An Exploratory Study

    ERIC Educational Resources Information Center

    Baker, Jason; Parks-Savage, Agatha; Rehfuss, Mark

    2009-01-01

    This article reports on an exploratory study which examines the use of virtual environment technology as a tool to teach elementary school children social skills. Small group interventions were assessed to determine how the participants were measurably different on 7 different dependent variables: problem behaviors, academic competence,…

  6. Influence of Preparatory Workshops on Dental Students' Academic Performance and Stress on Their First Operative Dentistry Psychomotor Exam.

    PubMed

    Dilbone, Deborah A; Feng, Xiaoying; Su, Yu; Xirau-Probert, Patricia; Behar-Horenstein, Linda S; Nascimento, Marcelle M

    2018-06-01

    Predoctoral dental psychomotor examinations are known to generate high levels of stress among dental students, which may compromise their academic performance. At one U.S. dental school, all 93 first-year dental students were invited to attend a series of three workshop sessions prior to enrollment in their initial operative dentistry course. The workshops were developed to facilitate academic transition from the dental anatomy course to the operative dentistry course; provide early exposure to materials, instruments, and laboratory techniques; support the early development of psychomotor and self-assessment skills; and lessen students' stress and anxiety levels regarding psychomotor examinations. The aim of this study was to assess the impact of the workshops on the students' academic performance and self-reported stress and preparedness. All students who attended the workshop sessions and all who did not were asked to complete a pre-exam survey (immediately preceding the exam) and a post-exam survey (immediately after the exam) on the day of their first operative dentistry psychomotor exam. Of the 93 students, 21 attended one, 34 attended two, and 25 attended three workshop sessions, while 13 students did not attend any. Response rates for the pre- and post-exam surveys were 100% and 98.9%, respectively. Students who attended all three workshop sessions reported being significantly less stressed about taking the exam than the other groups. The mean exam grade of students who attended the workshop sessions was significantly higher than that of students who did not attend the sessions. These findings support the development and implementation of preparatory workshops to improve academic performance and decrease the stress levels of dental students prior to the first operative dentistry psychomotor exam.

  7. College Instructors' Implicit Theories about Teaching Skills and Their Relationship to Professional Development Choices

    ERIC Educational Resources Information Center

    Thadani, V.; Breland, W.; Dewar, J.

    2010-01-01

    Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

  8. Can Japanese students embrace learner-centered methods for teaching medical interviewing skills? Focus groups.

    PubMed

    Saiki, Takuya; Mukohara, Kei; Otani, Takashi; Ban, Nobutaro

    2011-01-01

    Students' perceptions of learner-centered methods for teaching medical interviewing skills have not been fully explored. To explore Japanese students' perceptions of learner-centered methods for teaching medical interviewing skills such as role play with student-created scenarios, peer-assisted video reviews, and student-led small group debriefing. We conducted three focus groups with a total of 15 students who participated in the learner-centered seminars on medical interviewing skills at the Nagoya University School of Medicine. The transcripts were analyzed by two authors independently. Keywords and concepts were identified and a thematic framework was developed. Overall, students valued the experience of writing their own scenarios for role play, but some questioned their realism. Many students commented that peer-assisted video reviews provided them with more objective perspectives on their performance. However, some students expressed concerns about competitiveness during the video reviews. While students appreciated teachers' minimum involvement in the group debriefing, some criticized that teachers did not explain the objectives of the seminar clearly. Many students had difficulties in exchanging constructive feedback. We were able to gain new insights into positive and negative perceptions of students about learner-centered methods for teaching medical interviewing skills at one medical school in Japan.

  9. Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy.

    PubMed

    Rowe, Michael; Frantz, Jose; Bozalek, Vivienne

    2013-04-10

    While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond "having" knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. There is a need for a cultural change in clinical education, in which those involved with the

  10. Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy

    PubMed Central

    2013-01-01

    Background While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond “having” knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. Methods This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Results Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. Conclusions There is a need for a cultural change in clinical

  11. Examination of Turkish Students' Opinions Related to Values in the Example of Iraq, Saudi Arabia and Turkey

    ERIC Educational Resources Information Center

    Tasdemir, Adem

    2012-01-01

    Reflecting effective and psychomotor skills to teaching environment are as important as cognitive skills in learning process. In this context, values are important to develop skills in affective domain. In this study, the opinions of the students who have been studying in three different countries (Iraq, Saudi Arabia, Turkey) were aimed to be…

  12. Trait Based Assessment on Teaching Writing Skill for EFL Learners

    ERIC Educational Resources Information Center

    Asrobi, Maman; Prasetyaningrum, Ari

    2017-01-01

    This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of "Hamzanwadi University" in the academic year…

  13. Teaching Job Interviewing Skills with the Help of Television Shows

    ERIC Educational Resources Information Center

    Bloch, Janel

    2011-01-01

    Because of its potential for humor and drama, job interviewing is frequently portrayed on television. This article discusses how scenes from popular television series such as "Everybody Loves Raymond," "Friends," and "The Mary Tyler Moore Show" can be used to teach effective job interview skills in business communication courses. Television…

  14. Teaching Communication Skills to Students with Severe Disabilities, Second Edition

    ERIC Educational Resources Information Center

    Downing, June E.

    2005-01-01

    How can educators and therapists best teach students with severe and multiple disabilities to communicate effectively? Developed by a highly respected expert, this practical guide has the comprehensive, research-based information professionals need to support students from preschool to high school as they learn and use communication skills. With a…

  15. Involving Parents in Teaching Social Communication Skills to Young Children

    ERIC Educational Resources Information Center

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

    This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…

  16. Evaluating the Effectiveness of a Teaching Package Utilizing Behavioral Skills Training and In Situ Training to Teach Gun Safety Skills in a Preschool Classroom

    ERIC Educational Resources Information Center

    Hanratty, Laura A.; Miltenberger, Raymond G.; Florentino, Samantha R.

    2016-01-01

    There are a number of different safety threats that children face in their lives. One infrequent, but highly dangerous situation a child can face is finding a firearm. Hundreds of children are injured or killed by firearms each year. Fortunately, behavioral skills training (BST) and in situ training (IST) are effective approaches for teaching a…

  17. The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills

    ERIC Educational Resources Information Center

    Yunus, Melor Md; Nordin, Norazah; Salehi, Hadi; Embi, Mohamed Amin; Salehi, Zeinab

    2013-01-01

    Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in…

  18. The effectiveness of video prompting on teaching aquatic play skills for children with autism.

    PubMed

    Yanardag, Mehmet; Akmanoglu, Nurgul; Yilmaz, Ilker

    2013-01-01

    To investigate the effectiveness of the video prompting procedure on teaching aquatic play skills and to determine the effects of aquatic exercise training on the motor performance of children with autism. A multiple probe design across behaviours was used and replicated across subjects for the instructional part of this study. Pretest-posttest design was applied for the exercise training part of this study. Three children with autism were taught three aquatic play skills in a one-to-one training format. Aquatic play skills intervention and aquatic exercise training were performed separately throughout 12 weeks at three sessions per week, each lasting 1 h. The video prompting procedure was utilized for the instruction part of this study. Video prompting was effective in teaching aquatic play skills to children with autism. In addition, aquatic exercise training increased the total motor performance scores of all the participants after 12 weeks. According to the social validity results, the families gave positive feedback about the learned skills and movement capabilities of their children. Aquatic play skills and swimming pools are favoured for children with autism. This attractive intervention is recommended as a means to extend knowledge of leisure skills and motor development of children with autism.

  19. A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills.

    PubMed

    Ricciotti, Hope A; Dodge, Laura E; Head, Julia; Atkins, K Meredith; Hacker, Michele R

    2012-01-01

    Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p < 0.001). However, resident self-evaluation of teaching skill was lower than faculty evaluation (mean difference: 0.4; 95% CI 0.3-0.6). When compared to the clinical setting, resident-as-teacher evaluations were significantly correlated with faculty and resident evaluations, but not medical student evaluations. Evaluations from both the resident-as-teacher program and the clinical setting improved with duration of residency. The resident-as-teacher program provides a method to train, give feedback, and evaluate resident teaching.

  20. Evaluation of an audience response system in a preclinical operative dentistry course.

    PubMed

    Elashvili, Ana; Denehy, Gerald E; Dawson, Deborah V; Cunningham, Marsha A

    2008-11-01

    Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture "Principles of Dental Bonding." The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.

  1. Should we use philosophy to teach clinical communication skills?

    PubMed Central

    2016-01-01

    Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession’s (mistaken) understanding of itself as a natural science on doctor–patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient’s psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication. PMID:28155325

  2. In Control: A Skill-Building Program for Teaching Young Adolescents To Manage Anger.

    ERIC Educational Resources Information Center

    Kellner, Millicent H.

    This program guide was written to help teach young people effective anger management skills. Geared toward adolescents of middle school age and intended for in-class use, the sessions are readily adaptable for use in small group or individual contexts. The main goal is to help youngsters gain the awareness and skills to manage their anger so that…

  3. A proposal for overcoming problems in teaching interviewing skills to medical students.

    PubMed

    Benbassat, Jochanan; Baumal, Reuben

    2009-08-01

    The objective of this paper is to draw attention to four features that distinguish the pedagogy of patient interviewing from the teaching of other clinical skills: (a) students are not naïve to the skill to be learned, (b) they encounter role models with a wide variability in interviewing styles, (c) clinical teachers are not usually specialists in the behavioral sciences, including patient interviewing, and (d) the validity of the methods used for assessment of interviewing skills is uncertain. We propose to adjust the teaching of patient interviewing to these features by (a) gaining an insight into the students' views and using these views as a point of departure for discussions of patient interviewing; (b) helping students to understand why different clinicians use different communication styles; (c) providing the clinical tutors with additional training that will help them function as both specialists who share their expertise with the students and facilitators of small-group learning; and (d) using assessment methods that encourage joint deliberation by the learner and the examiner, rather than a judgmental right-wrong dualism by the examiner alone. The teaching approach that we suggest is consistent with current theories of adult learning, and it occurs in an egalitarian rather than a hierarchical environment. Hopefully, students will also adopt such egalitarian attitudes toward patients, thereby reducing the tendency to a paternalistic communication style.

  4. Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz.

    ERIC Educational Resources Information Center

    McCarthy-Tucker, Sherri

    2001-01-01

    Presents an interview with Claudio S. Hutz, who is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology since 1977. Discusses topics such as teaching psychology in Brazil and developing critical thinking skills. (CMK)

  5. High Tech Cooking: A Literature Review of Evolving Technologies for Teaching a Functional Skill

    ERIC Educational Resources Information Center

    Mechling, Linda C.

    2008-01-01

    This review synthesizes the empirical literature (1986-2006) focusing on teaching cooking skills to persons with moderate to severe intellectual disabilities. Twenty-two studies were identified which provided information on four forms of technologies currently being used to teach food preparation: (a) picture-based systems; (b) Palmtop personal…

  6. Impact of Milieu Teaching on Communication Skills of Young Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Christensen-Sandfort, Robyn J.; Whinnery, Stacie B.

    2013-01-01

    This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were…

  7. Enhancing communication skills for telehealth: development and implementation of a Teach-Back intervention for a national maternal and child health helpline in Australia.

    PubMed

    Morony, Suzanne; Weir, Kristie; Duncan, Gregory; Biggs, Janice; Nutbeam, Don; Mccaffery, Kirsten J

    2018-03-07

    Telehealth professionals require advanced communication skills, in part to compensate for lack of visual cues. Teach-Back is a best practice communication technique that has been recommended but not previously evaluated for consumer telehealth. We aimed to implement Teach-Back at a national maternal and child health telephone helpline. We describe the intervention and report telenurse experiences learning to use Teach-Back. We identified barriers (time, knowledge, skills, beliefs) and enablers (self-reflection) to using Teach-Back, and developed a novel training program to address these, guided by the Theoretical Domains Framework. We engaged maternal and child health telenurses to participate in a "communication skills" study. The intervention had two key components: guided self-reflection and a Teach-Back skills workshop. For the duration of the 7-week study nurses completed brief online surveys following each call, reflecting on both the effectiveness of their communication and perceived caller understanding. At the end of each shift they reflected on what worked well. Teach-Back knowledge, skills, and beliefs were addressed in a 2-h workshop using videos, discussion, and role play. We explored nurses' experiences of the intervention in focus groups and interviews; and analysed transcripts and comments from the self-reflection surveys using the Framework method. This study forms part of a larger evaluation conducted in 2016. In total 16 nurses participated: 15 were trained in Teach-Back, and 13 participated in focus groups or interviews. All engaged with both self-reflection and Teach-Back, although to differing extents. Those who reported acquiring Teach-Back skills easily limited themselves to one or two Teach-Back phrases. Nurses reported that actively self-reflecting (including on what they did well) was useful both for developing Teach-Back skills and analysing effectiveness of the techniques. Most wanted more opportunity to learn how their colleagues

  8. A Tool to Teach Communication Skills to Pharmacy Students

    PubMed Central

    2008-01-01

    Objective To develop a tool to teach pharmacy students assertive communication skills to use when talking with physicians over the telephone. Design As an assignment for their Communication Skills and Counseling course, students were asked to write a script involving a patient care issue or problem covering 3 different communication styles that could be used when contacting a prescriber by telephone: passive, aggressive, and assertive. Students worked in groups to write and act out the scripts for the class. Assessment Eight scripts were developed by students and rated by peers and faculty members. The script that received the highest ratings was used in the development of a multimedia educational CD. Conclusion The development of hypothetical scripts describing a drug therapy problem and illustrating the types of interactions between physicians and pharmacists while discussing the problem allowed pharmacy students to explore different communication techniques and improve their communication skills. PMID:18698394

  9. Information Portals: A New Tool for Teaching Information Literacy Skills

    ERIC Educational Resources Information Center

    Kolah, Debra; Fosmire, Michael

    2010-01-01

    Librarians at Rice and Purdue Universities created novel assignments to teach students important information literacy skills. The assignments required the students to use a third-party web site, PageFlakes and NetVibes, respectively, to create a dynamically updated portal to information they needed for their research and class projects. The use of…

  10. Integrative Teaching Techniques and Improvement of German Speaking Learning Skills

    ERIC Educational Resources Information Center

    Litualy, Samuel Jusuf

    2016-01-01

    This research ist a Quasi-Experimental research which only applied to one group without comparison group. It aims to prove whether the implementation of integrative teaching technique has influenced the speaking skill of the students in German Education Study Program of FKIP, Pattimura University. The research was held in the German Education…

  11. Psychomotor development, environmental stimulation, and socioeconomic level of preschoolers in Temuco, Chile.

    PubMed

    Doussoulin Sanhueza, Arlette

    2006-01-01

    This research was designed to describe the psychomotor development, environmental stimulation, and the socioeconomic condition of preschool children attending three educational institutions in the city of Temuco, Chile. The sample included 81 boys and girls whose age ranged from three to four years. The Test de Desarrollo Psicomotor (The Psychomotor Development Test), or TEPSI, was used to assess psychomotor development; the Home Observation Measurement of the Environment (HOME) Scale was used to evaluate environmental stimulation; and the Socioeconomic Standardization Model was used to categorize children's socioeconomic status. The highest statistical correlation was observed between psychomotor development and environmental stimulation when comparing all three parameters across the sample. Environmental stimulation may be the most relevant parameter in the study of psychomotor development of children. Socioeconomic status alone does not seem to be strongly related to children's psychomotor development in the Temuco region of Chile.

  12. Teaching school children basic life support improves teaching and basic life support skills of medical students: A randomised, controlled trial.

    PubMed

    Beck, Stefanie; Meier-Klages, Vivian; Michaelis, Maria; Sehner, Susanne; Harendza, Sigrid; Zöllner, Christian; Kubitz, Jens Christian

    2016-11-01

    The "kids save lives" joint-statement highlights the effectiveness of training all school children worldwide in cardiopulmonary resuscitation (CPR) to improve survival after cardiac arrest. The personnel requirement to implement this statement is high. Until now, no randomised controlled trial investigated if medical students benefit from their engagement in the BLS-education of school children regarding their later roles as physicians. The objective of the present study is to evaluate if medical students improve their teaching behaviour and CPR-skills by teaching school children in basic life support. The study is a randomised, single blind, controlled trial carried out with medical students during their final year. In total, 80 participants were allocated alternately to either the intervention or the control group. The intervention group participated in a CPR-instructor-course consisting of a 4h-preparatory seminar and a teaching-session in BLS for school children. The primary endpoints were effectiveness of teaching in an objective teaching examination and pass-rates in a simulated BLS-scenario. The 28 students who completed the CPR-instructor-course had significantly higher scores for effective teaching in five of eight dimensions and passed the BLS-assessment significantly more often than the 25 students of the control group (Odds Ratio (OR): 10.0; 95%-CI: 1.9-54.0; p=0.007). Active teaching of BLS improves teaching behaviour and resuscitation skills of students. Teaching school children in BLS may prepare medical students for their future role as a clinical teacher and support the implementation of the "kids save lives" statement on training all school children worldwide in BLS at the same time. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  13. Teaching Note--Teaching Self-Care and Wellness as a Professional Practice Skill: A Curricular Case Example

    ERIC Educational Resources Information Center

    Grise-Owens, Erlene; Miller, Justin; Escobar-Ratliff, Laura; George, Nicole

    2018-01-01

    Educating for human rights and justice requires attention to the well-being of those being prepared to pursue these aims. This article describes an MSW program's implementation of teaching self-care as a core practice skill. This curricular innovation stems from the increasing literature documenting the deleterious effects of burnout in…

  14. Early crisis nontechnical skill teaching in residency leads to long-term skill retention and improved performance during crises: A prospective, nonrandomized controlled study.

    PubMed

    Doumouras, Aristithes G; Engels, Paul T

    2017-07-01

    Medical error is common in crises, and the majority of observed errors are nontechnical in nature. The long-term impact of teaching crisis nontechnical skills to residents has not been evaluated. The objective of this study was to determine the effect of simulation-based teaching of crisis nontechnical skills compared to controls one year after initial teaching. This was a prospective study using both historical controls and a before-and-after methodology to evaluate the effect of a high-fidelity simulation curriculum that used crisis resource management principles to teach nontechnical skills. Postgraduate year 2 and 3 residents were invited to take part in a prospective training course over 2 years. The primary outcome was leader performance evaluated by expert raters using the previously validated 7-point Ottawa Global Rating Scale. Overall, 23 residents performed 30 simulations over the 2 years with the intervention group of 7 residents being assessed in both years. After adjustment, the postgraduate year 3 intervention group who received training the previous year had significantly higher overall performance scores than all postgraduate year 2 scores (1.09 95% confidence interval 0.70-1.47, P < .001) and the historical postgraduate year 3 cohort who received no prior training (1.20, 95% confidence interval 0.37-2.03, P = .005). There was no decay of skills noted over the course of the study. Postgraduate year 3 residents who had prior training had significantly improved crisis performance compared to historical postgraduate year 3 controls and untrained postgraduate year 2 residents. There were no significant differences between the crisis performance of postgraduate year 2 residents and the untrained postgraduate year 3 controls. This confirms the beneficial effect and long-term retention after crisis nontechnical skill training. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Learning Clinical Skills during Bedside Teaching Encounters in General Practice: A Video-Observational Study with Insights from Activity Theory

    ERIC Educational Resources Information Center

    Ajjawi, Rola; Rees, Charlotte; Monrouxe, Lynn V.

    2015-01-01

    Purpose: This paper aims to explore how opportunities for learning clinical skills are negotiated within bedside teaching encounters (BTEs). Bedside teaching, within the medical workplace, is considered essential for helping students develop their clinical skills. Design/methodology/approach: An audio and/or video observational study examining…

  16. Can Distance Learning Be Used to Teach Automotive Management Skills?

    ERIC Educational Resources Information Center

    Noto, Teresa L.

    2011-01-01

    Today's automotive college students will shape the future of the automobile industry. The success of college-level automotive programs has long been dependent on the students' ability to participate in hands-on classroom based interactions. In this article, distance learning and how it can be used to teach automotive management skills, as well as…

  17. Introducing a teaching module to impart communication skills in the learning anaesthesiologists

    PubMed Central

    Gadre, Vaijayanti Nitin; Kelkar, Kalpana V; Kelkar, Vidya S; Jamkar, Maya A

    2015-01-01

    Background and Aims: Pre-operative negative valence communications adversely affect intra and post-operative pain experience. This study was conducted to evaluate the teaching of communication skills by teachers in anaesthesia department and whether the post-operative pain is effectively modified due to the skill of communication acquired by students. Methods: All students and teachers in the department participated in the study. Patients with uncomplicated pregnancy posted for elective lower segment caesarean section were involved. Students were taught to explain the anaesthesia plan pre-operatively to the patients in a positive manner. They were taught the practice of giving positive suggestions before any potentially painful stimulus. Pre-operatively all students informed the patients about the conduct of spinal anaesthesia. The teachers evaluated the students performing spinal block. The performance was rated for procedural and interpersonal skills (direct observation of procedural skills [DOPS] and Smith and Kendall Behavioural scale [SKBS] respectively). The extent of cooperation and the ease with which spinal block could be administered correctly by the student was judged by the teacher. Post-operatively students were randomly provided questionnaires to elicit answers from patients. Results: P value DOPS and SKBS (0.567, 0.867) show no significant statistical variation. P > 0.05 = not significant, indicates no significant variation in procedural and behavioural skills of students in two groups. Conclusion: Teaching of communication skills to students showed a demonstrable effect on their pre-operative dialogue with patients. Pain mechanism was effectively modulated by improving patients’ psychology to undergo anaesthesia. PMID:26195834

  18. Development of a Field-Deployable Psychomotor Vigilance Test to Monitor Helicopter Pilot Performance.

    PubMed

    McMahon, Terry W; Newman, David G

    2016-04-01

    Flying a helicopter is a complex psychomotor skill. Fatigue is a serious threat to operational safety, particularly for sustained helicopter operations involving high levels of cognitive information processing and sustained time on task. As part of ongoing research into this issue, the object of this study was to develop a field-deployable helicopter-specific psychomotor vigilance test (PVT) for the purpose of daily performance monitoring of pilots. The PVT consists of a laptop computer, a hand-operated joystick, and a set of rudder pedals. Screen-based compensatory tracking task software includes a tracking ball (operated by the joystick) which moves randomly in all directions, and a second tracking ball which moves horizontally (operated by the rudder pedals). The 5-min test requires the pilot to keep both tracking balls centered. This helicopter-specific PVT's portability and integrated data acquisition and storage system enables daily field monitoring of the performance of individual helicopter pilots. The inclusion of a simultaneous foot-operated tracking task ensures divided attention for helicopter pilots as the movement of both tracking balls requires simultaneous inputs. This PVT is quick, economical, easy to use, and specific to the operational flying task. It can be used for performance monitoring purposes, and as a general research tool for investigating the psychomotor demands of helicopter operations. While reliability and validity testing is warranted, data acquired from this test could help further our understanding of the effect of various factors (such as fatigue) on helicopter pilot performance, with the potential of contributing to helicopter operational safety.

  19. A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities

    ERIC Educational Resources Information Center

    Leffert, James S.; Brady, Mary E.; Siperstein, Gary N.

    2009-01-01

    Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school…

  20. Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions

    ERIC Educational Resources Information Center

    Al-Sobhi, Bandar Mohammad Saeed; Preece, Abdul Shakour

    2018-01-01

    Of the four English language skills, speaking enjoys a superior status. Accordingly, it should be given high priority while teaching. In spite of its importance, teaching English speaking skill to Arab EFL learners has always been an exacting task for Arab teachers of English because it is considered a foreign language, i.e. not widely spoken or…

  1. Exploration of Teaching Skills of Pre-Service High School Teachers' through Self-Regulated Learning Based on Learning Style

    ERIC Educational Resources Information Center

    Habibi; Kuswanto, Heru; Yanti, Fitri April

    2017-01-01

    An expert in the field of science is often difficult to teach his knowledge to students. Conversely someone who is expert in the field of education is certainly more expert in transferring knowledge. The purpose of this research is to explore the skill of teaching skill preservice of physics teacher of High School. Samples were taken randomly as…

  2. Use of videos to support teaching and learning of clinical skills in nursing education: A review.

    PubMed

    Forbes, Helen; Oprescu, Florin I; Downer, Terri; Phillips, Nicole M; McTier, Lauren; Lord, Bill; Barr, Nigel; Alla, Kristel; Bright, Peter; Dayton, Jeanne; Simbag, Vilma; Visser, Irene

    2016-07-01

    Information and communications technology is influencing the delivery of education in tertiary institutions. In particular, the increased use of videos for teaching and learning clinical skills in nursing may be a promising direction to pursue, yet we need to better document the current research in this area of inquiry. The aim of this paper was to explore and document the current areas of research into the use of videos to support teaching and learning of clinical skills in nursing education. The four main areas of current and future research are effectiveness, efficiency, usage, and quality of videos as teaching and learning materials. While there is a clear need for additional research in the area, the use of videos seems to be a promising, relevant, and increasingly used instructional strategy that could enhance the quality of clinical skills education. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. Teaching Skills in the Clinical Setting: Incorporating Creative Teaching Techniques. Health Occupations Clinical Teacher Education Series for Secondary and Post-Secondary Educators.

    ERIC Educational Resources Information Center

    Shea, Mary Lou; And Others

    This learning module, which is part of a staff development program for health occupations clinical instructors, discusses various creative teaching techniques that can be used in teaching students to find information, use opportunities to learn, assume responsibility for self-learning, solve problems, apply skills learned to new situations,…

  4. Teaching communication skills to hospice teams: comparing the effectiveness of a communication skills laboratory with in-person, second life, and phone role-playing.

    PubMed

    Hamilton, Gillian; Ortega, Rosio; Hochstetler, Vicki; Pierson, Kristen; Lin, Peiyi; Lowes, Susan

    2014-09-01

    Communication skills are critical in hospice care but challenging to teach. Therefore, a hospice agency developed a communication skills laboratory for nurses and social workers. Learners role-played 3 common hospice scenarios. The role-play modalities were in-person, Second Life, and telephone. Learners were scored on 4 communication aspects. Learners in all modalities rated the laboratory as very effective. However, learners in the Second Life and phone modality showed greater improvements from scene 1 to 3 than those in the in-person modality. There were no significant differences in improvement between the Second Life and phone modalities. Results support the effectiveness of this communication skills laboratory while using different teaching modalities and show phone and Second Life role-plays were more effective than an in-person role-play. © The Author(s) 2013.

  5. Relevance of Student Teaching Skills and Activities from the Perspective of the Student Teacher

    ERIC Educational Resources Information Center

    Smalley, Scott W.; Retallick, Michael S.; Paulsen, Thomas H.

    2015-01-01

    The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North…

  6. Teaching interprofessional teamwork skills to health professional students: A scoping review.

    PubMed

    Fox, Lanae; Onders, Robert; Hermansen-Kobulnicky, Carol J; Nguyen, Thanh-Nga; Myran, Leena; Linn, Becky; Hornecker, Jaime

    2018-03-01

    An expanding body of literature is examining interprofessional teamwork and its effect in healthcare. To produce capable healthcare professionals prepared to participate in interprofessional roles, teamwork training must begin early in health professional students' training. The focus of this scoping review was to explore interprofessional education (IPE) studies designed to teach and/or assess interprofessional teamwork skills to students from two or more different health professions, to find and describe effective pedagogy and assessment strategies. Using a scoping review methodology, 1,106 abstracts were reviewed by three teams of investigators. Eligibility criteria were inclusion of students in interprofessional teams, an intervention to improve interprofessional teamwork skills and assessment of outcomes related to teamwork. Thirty-three studies met the criteria for inclusion. The literature was varied in terms of study design, teaching methods and assessment measures for interprofessional teamwork. The lack of rigorous, comparable studies in this area makes recommending one teaching method or assessment measure over another difficult. Regardless of teaching method, it appears that most learning activities where interprofessional teams interact result in positive changes in student perceptions and attitudes towards IPE and practice. As health education programs seek to incorporate more interprofessional activities into their respective programs, it is important to review methods and measures that would best fit their individual program. This review highlights the importance of standardising the reporting of methods and outcomes for those who wish to incorporate the studied methods into their curricula.

  7. A Model for Teaching Rational Behavior Skills to Emotionally Disturbed Youth in a Public School Setting.

    ERIC Educational Resources Information Center

    Patton, Patricia L.

    1985-01-01

    Describes a model used to teach rational behavior skills to 34 emotionally disturbed adolescents. Discusses teaching, training, and counseling strategies. The group demonstrated significant positive changes in learning and personality variables, but not behavior. (JAC)

  8. Chunking, Priming and Active Learning: Toward an Innovative and Blended Approach to Teaching Communication-Related Skills

    ERIC Educational Resources Information Center

    Bodie, Graham D.; Powers, William G; Fitch-Hauser, Margaret

    2006-01-01

    Possessing communication-related skills is vital to student success within and beyond college. The utilization of these skills, or being considered socially competent, has been linked to personal, relational, and occupational success. But how do we teach the necessary social skills to today's students? Building on research from education and…

  9. A Review of Research on Procedures for Teaching Safety Skills to Persons with Developmental Disabilities

    ERIC Educational Resources Information Center

    Dixon, Dennis R.; Bergstrom, Ryan; Smith, Marlena N.; Tarbox, Jonathan

    2010-01-01

    Safety skills are an important but often neglected area of training for persons with developmental disabilities (DD). The present study reviewed the literature on teaching safety skills to persons with DD. Safety skills involve a variety of behaviors such as knowing how to cross the street or what to do in case of a house fire. A number of studies…

  10. Innovative approach to teaching communication skills to nursing students.

    PubMed

    Zavertnik, Jean Ellen; Huff, Tanya A; Munro, Cindy L

    2010-02-01

    This study assessed the effectiveness of a learner-centered simulation intervention designed to improve the communication skills of preprofessional sophomore nursing students. An innovative teaching strategy in which communication skills are taught to nursing students by using trained actors who served as standardized family members in a clinical learning laboratory setting was evaluated using a two-group posttest design. In addition to current standard education, the intervention group received a formal training session presenting a framework for communication and a 60-minute practice session with the standardized family members. Four domains of communication-introduction, gathering of information, imparting information, and clarifying goals and expectations-were evaluated in the control and intervention groups in individual testing sessions with a standardized family member. The intervention group performed better than the control group in all four tested domains related to communication skills, and the difference was statistically significant in the domain of gathering information (p = 0.0257). Copyright 2010, SLACK Incorporated.

  11. Teaching math skills to at-risk students using home-based peer tutoring.

    PubMed

    Mayfield, Kristin H; Vollmer, Timothy R

    2007-01-01

    Home-based peer tutoring was used to teach math skills to 4 girls with deficits in mathematics and histories of abuse or neglect. Girls living in the same home formed tutoring dyads, and each participant served as both the peer tutor and the tutee during the course of the study. At the initiation of the tutoring intervention, an expert tutor provided multiple 3-min tutoring sessions to the designated peer tutor on three or four mathematics skills. The peer tutor concurrently provided 3-min tutoring sessions on the same skills to the tutee using a multiple baseline design. Results showed that participants improved their performance on all target skills. Additional interventions were implemented for some skills to improve accuracy further. Maintenance tests were also administered after 3 to 5 months of no practice on the skills. Results showed that tutors and tutees maintained their accuracy on 7 of the 12 skills assessed.

  12. Teaching Math Skills to At-risk Students Using Home-based Peer Tutoring

    PubMed Central

    Mayfield, Kristin H; Vollmer, Timothy R

    2007-01-01

    Home-based peer tutoring was used to teach math skills to 4 girls with deficits in mathematics and histories of abuse or neglect. Girls living in the same home formed tutoring dyads, and each participant served as both the peer tutor and the tutee during the course of the study. At the initiation of the tutoring intervention, an expert tutor provided multiple 3-min tutoring sessions to the designated peer tutor on three or four mathematics skills. The peer tutor concurrently provided 3-min tutoring sessions on the same skills to the tutee using a multiple baseline design. Results showed that participants improved their performance on all target skills. Additional interventions were implemented for some skills to improve accuracy further. Maintenance tests were also administered after 3 to 5 months of no practice on the skills. Results showed that tutors and tutees maintained their accuracy on 7 of the 12 skills assessed. PMID:17624064

  13. To observe or not to observe peers when learning physical examination skills; that is the question.

    PubMed

    Martineau, Bernard; Mamede, Sílvia; St-Onge, Christina; Rikers, Remy M J P; Schmidt, Henk G

    2013-04-17

    Learning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination. The study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student's performance was used as a measure of learning. Students in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05). The opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling.

  14. Comparisons of population subgroups performance on a keyboard psychomotor task

    NASA Technical Reports Server (NTRS)

    Stapleford, R. L.

    1973-01-01

    Response time and pass/fail data were obtained from 163 subjects performing a psychomotor task. The basic task comprised a random five digit number briefly displayed to the subject at the start of each trail, and the keyboard on which the subject was to enter the number as fast as he could accurately do so after the display was extinguished. Some tests were run with the addition of a secondary task which required the subject to respond to a displayed light appearing at a random time. Matched pairs of subjects were selected from the group to analyze the effects of age, sex, intelligence, prior keyboard skill, and drinking habits. There was little or no effect due to age or drinking habits. Differences in response time were: average IQ subjects faster than low IQ subjects by 0.5 to 0.6 sec; subjects with prior keyboard skill faster by 0.4 to 0.5 sec; and female subjects faster by 0.2 to 0.3 sec. These effects were generally insensitive to the presence of the secondary task.

  15. Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

    NASA Astrophysics Data System (ADS)

    Reza, M.; Ibrahim, M.; Rahayu, Y. S.

    2018-01-01

    This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

  16. Using Comprehensive Video-Module Instruction as an Alternative Approach for Teaching IUD Insertion.

    PubMed

    Garcia-Rodriguez, Juan Antonio; Donnon, Tyrone

    2016-01-01

    Family medicine clinicians and residents have increasing educational and work demands that have made it difficult to provide and access training on specific procedures such as IUD insertion. The purpose of this study was to determine whether the use of video-module instruction could provide residents with the necessary knowledge and skills to perform an IUD insertion correctly when compared with the traditional form of instruction, which is a lecture-demonstration session provided by an academic gynecologist. Thirty-nine family medicine residents participated in the study during the induction period at the beginning of their residency program in July 2012 at the University of Calgary. A randomized, two group pretest/posttest experimental research design was used to compare the procedural knowledge and skills performance (posttest only) of residents trained using an alternative instructional intervention (video-module teaching) with the traditional lecture-demonstration approach to teaching IUD insertion. Both teaching methods were effective in providing procedural knowledge instruction, and the paired-samples t tests results were almost identical: t (37)=1.35. On the other hand, performance scores were significantly higher in the video-module group: t (37)=2.37, 95% CI (0.61, 8.00), with a mean difference in performance of 4.31. There were no significant differences in residents' satisfaction scores, and there was no correlation between the different scores and sex or age or between performance and level of satisfaction. This video-module instruction is an effective method to provide comprehensive IUD insertion training, and the psychomotor skills gain (performance component) was significantly higher than the traditional method of instruction.

  17. Exploring Saudi Pre-Service Teachers' Knowledge of Critical Thinking Skills and Their Teaching Perceptions

    ERIC Educational Resources Information Center

    Gashan, Amani K.

    2015-01-01

    The current study aimed to investigate Saudi pre-service teachers' knowledge about the general concepts of critical thinking, as well as its skills. In addition, the study explored their perceptions about critical thinking and its teaching in classrooms with an aim to develop learning and teaching process. The study was conducted with twenty-nine…

  18. Teaching communication skills: using action methods to enhance role-play in problem-based learning.

    PubMed

    Baile, Walter F; Blatner, Adam

    2014-08-01

    Role-play is a method of simulation used commonly to teach communication skills. Role-play methods can be enhanced by techniques that are not widely used in medical teaching, including warm-ups, role-creation, doubling, and role reversal. The purposes of these techniques are to prepare learners to take on the role of others in a role-play; to develop an insight into unspoken attitudes, thoughts, and feelings, which often determine the behavior of others; and to enhance communication skills through the participation of learners in enactments of communication challenges generated by them. In this article, we describe a hypothetical teaching session in which an instructor applies each of these techniques in teaching medical students how to break bad news using a method called SPIKES [Setting, Perception, Invitation, Knowledge, Emotions, Strategy, and Summary]. We illustrate how these techniques track contemporary adult learning theory through a learner-centered, case-based, experiential approach to selecting challenging scenarios in giving bad news, by attending to underlying emotion and by using reflection to anchor new learning.

  19. Analysis backpropagation methods with neural network for prediction of children's ability in psychomotoric

    NASA Astrophysics Data System (ADS)

    Izhari, F.; Dhany, H. W.; Zarlis, M.; Sutarman

    2018-03-01

    A good age in optimizing aspects of development is at the age of 4-6 years, namely with psychomotor development. Psychomotor is broader, more difficult to monitor but has a meaningful value for the child's life because it directly affects his behavior and deeds. Therefore, there is a problem to predict the child's ability level based on psychomotor. This analysis uses backpropagation method analysis with artificial neural network to predict the ability of the child on the psychomotor aspect by generating predictions of the child's ability on psychomotor and testing there is a mean squared error (MSE) value at the end of the training of 0.001. There are 30% of children aged 4-6 years have a good level of psychomotor ability, excellent, less good, and good enough.

  20. Games To Enhance Social and Emotional Skills: Sixty-Six Games That Teach Children, Adolescents, and Adults Skills Crucial to Success in Life.

    ERIC Educational Resources Information Center

    Malouff, John; Schutte, Nicola S.

    By using a game-centered approach, mental health professionals can help teach social and emotional skills to their clients. The 66 games described in this book are presented using a standard format that includes suggestions for how to help players use their skills in daily life. The games were field tested using an evaluation strategy that focused…

  1. Novel Transparent Urinary Tract Simulator Improves Teaching of Urological Operation Skills at a Single Institution.

    PubMed

    Zhong, Xiao; Wang, Pingxian; Feng, Jiayu; Hu, Wengang; Huang, Chibing

    2015-01-01

    This randomized controlled study compared a novel transparent urinary tract simulator with the traditional opaque urinary tract simulator as an aid for efficiently teaching urological surgical procedures. Senior medical students were tested on their understanding of urological theory before and after lectures concerning urinary system disease. The students received operative training using the transparent urinary tract simulator (experimental group, n = 80) or the J3311 opaque plastic urinary tract simulator (control, n = 80), specifically in catheterization and retrograde double-J stent implantation. The operative training was followed by a skills test and student satisfaction survey. The test scores for theory were similar between the two groups, before and after training. Students in the experimental group performed significantly better than those in the control group on the procedural skills test, and also had significantly better self-directed learning skills, analytical skills, and greater motivation to learn. During the initial step of training, the novel transparent urinary tract simulator significantly improved the efficiency of teaching urological procedural skills compared with the traditional opaque device. © 2015 S. Karger AG, Basel.

  2. Teaching "Yes, And" … Improv in Sales Classes: Enhancing Student Adaptive Selling Skills, Sales Performance, and Teaching Evaluations

    ERIC Educational Resources Information Center

    Rocco, Richard A.; Whalen, D. Joel

    2014-01-01

    In an application of experiential learning, assessment, and career development, this article reports a field experiment of teaching sales students adaptive selling skills via an "Improvisational (Improv) Comedy" technique: "Yes, And." Students learn this well-established theatrical improv method via classroom lecture,…

  3. A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students

    ERIC Educational Resources Information Center

    Alsowat, Hamad H.

    2017-01-01

    This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy…

  4. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    PubMed

    Joekes, Katherine; Noble, Lorraine M; Kubacki, Angela M; Potts, Henry W W; Lloyd, Margaret

    2011-06-27

    This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept. Students in the early years of their medical

  5. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    PubMed Central

    2011-01-01

    Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept

  6. A Brief Group Intervention Using Video Games to Teach Sportsmanship Skills to Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Ferguson, Bill R.; Gillis, Jennifer M.; Sevlever, Melina

    2013-01-01

    Impaired social skills represent a fundamental deficit for children with Autism Spectrum Disorders (ASD). Despite the potential importance of "good sportsmanship," this social skill has received relatively little attention in the literature. The current study utilized a Behavioral Skills Training (BST) approach to teach three…

  7. Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom

    ERIC Educational Resources Information Center

    Hsu, Hsiao-Ping; Tsai, Bor-Wen; Chen, Che-Ming

    2018-01-01

    Teaching high-school geomorphological concepts and topographic map reading entails many challenges. This research reports the applicability and effectiveness of Google Earth in teaching topographic map skills and geomorphological concepts, by a single teacher, in a one-computer classroom. Compared to learning via a conventional instructional…

  8. The Interplay between Attention, Experience and Skills in Online Language Teaching

    ERIC Educational Resources Information Center

    Shi, Lijing; Stickler, Ursula; Lloyd, Mair E.

    2017-01-01

    The demand for online teaching is growing as is the recognition that online teachers require highly sophisticated skills to manage classrooms and create an environment conducive to learning. However, there is little rigorous empirical research investigating teachers' thoughts and actions during online tutorials. Taking a sociocultural perspective,…

  9. Teaching in the Knowledge Society: New Skills and Instruments for Teachers

    ERIC Educational Resources Information Center

    Cartelli, Antonio, Ed.

    2006-01-01

    "Teaching in the Knowledge Society: New Skills and Instruments for Teachers" covers a pedagogical survey of the changes induced by information and communication technology (ICT) in today's society and education. It critically analyzes facts, instruments, solutions, and strategies while suggesting interpretations and hypotheses to develop a new way…

  10. E-learning teaches attendings "how to" objectively assess pediatric urology trainees' surgery skills for orchiopexy.

    PubMed

    Fernandez, Nicolas; Maizels, Max; Farhat, Walid; Smith, Edwin; Liu, Dennis; Chua, Michael; Bhanji, Yasin

    2018-04-01

    Established methods to train pediatric urology surgery by residency training programs require updating in response to administrative changes such as new, reduced trainee duty hours. Therefore, new objective methods must be developed to teach trainees. We approached this need by creating e-learning to teach attendings objective assessment of trainee skills using the Zwisch scale, an established assessment tool. The aim of this study was to identify whether or not e-learning is an appropriate platform for effective teaching of this assessment tool, by assessing inter-rater correlation of assessments made by the attendings after participation in the e-learning. Pediatric orchiopexy was used as the index case. An e-learning tool was created to teach attending surgeons objective assessment of trainees' surgical skills. First, e-learning content was created which showed the assessment method videotape of resident surgery done in the operating room. Next, attendings were enrolled to e-learn this method. Finally, the ability of enrollees to assess resident surgery skill performance was tested. Namely, test video was made showing a trainee performing inguinal orchiopexy. All enrollees viewed the same online videos. Assessments of surgical skills (Zwisch scale) were entered into an online survey. Data were analyzed by intercorrelation coefficient kappa analysis (strong correlation was ICC ≥ 0.7). A total of 11 attendings were enrolled. All accessed the online learning and then made assessments of surgical skills trainees showed on videotapes. The e-learning comprised three modules: 1. "Core concepts," in which users learned the assessment tool methods; 2. "Learn to assess," in which users learned how to assess by watching video clips, explaining the assessment method; and 3. "Test," in which users tested their skill at making assessments by watching video clips and then actively inputting their ratings of surgical and global skills as viewed in the video clips (Figure

  11. Does teaching crisis resource management skills improve resuscitation performance in pediatric residents?*.

    PubMed

    Blackwood, Jaime; Duff, Jonathan P; Nettel-Aguirre, Alberto; Djogovic, Dennis; Joynt, Chloe

    2014-05-01

    The effect of teaching crisis resource management skills on the resuscitation performance of pediatric residents is unknown. The primary objective of this pilot study was to determine if teaching crisis resource management to residents leads to improved clinical and crisis resource management performance in simulated pediatric resuscitation scenarios. A prospective, randomized control pilot study. Simulation facility at tertiary pediatric hospital. Junior pediatric residents. Junior pediatric residents were randomized to 1 hour of crisis resource management instruction or no additional training. Time to predetermined resuscitation tasks was noted in simulated resuscitation scenarios immediately after intervention and again 3 months post intervention. Crisis resource management skills were evaluated using the Ottawa Global Rating Scale. Fifteen junior residents participated in the study, of which seven in the intervention group. The intervention crisis resource management group placed monitor leads 24.6 seconds earlier (p = 0.02), placed an IV 47.1 seconds sooner (p = 0.04), called for help 50.4 seconds faster (p = 0.03), and checked for a pulse after noticing a rhythm change 84.9 seconds quicker (p = 0.01). There was no statistically significant difference in time to initiation of cardiopulmonary resuscitation (p = 0.264). The intervention group had overall crisis resource management performance scores 1.15 points higher (Ottawa Global Rating Scale [out of 7]) (p = 0.02). Three months later, these differences between the groups persisted. A 1-hour crisis resource management teaching session improved time to critical initial steps of pediatric resuscitation and crisis resource management performance as measured by the Ottawa Global Rating Scale. The control group did not develop these crisis resource management skills over 3 months of standard training indicating that obtaining these skills requires specific education. Larger studies of crisis resource education are

  12. Vocational trainees' views and experiences regarding the learning and teaching of communication skills in general practice.

    PubMed

    Van Nuland, Marc; Thijs, Gabie; Van Royen, Paul; Van den Noortgate, Wim; Goedhuys, Jo

    2010-01-01

    To explore the views and experiences of general practice (GP) vocational trainees regarding communication skills (CS) and the teaching and learning of these skills. A purposive sample of second and third (final) year GP trainees took part in six focus group (FG) discussions. Transcripts were coded and analysed in accordance with a grounded theory approach by two investigators using Alas-ti software. Finally results were triangulated by means of semi-structured telephone interviews. The analysis led to three thematic clusters: (1) trainees acknowledge the essential importance of communication skills and identified contextual factors influencing the learning and application of these skills; (2) trainees identified preferences for learning and receiving feedback on their communication skills; and (3) trainees perceived that the assessment of communication skills is subjective. These themes are organised into a framework for a better understanding of trainees' communication skills as part of their vocational training. The framework helps in leading to a better understanding of the way in which trainees learn and apply communication skills. The unique context of vocational training should be taken into account when trainees' communication skills are assessed. The teaching and learning should be guided by a learner-centred approach. The framework is valuable for informing curricular reform and future research.

  13. The "Near-Peer" Approach to Teaching Musculoskeletal Physical Examination Skills Benefits Residents and Medical Students.

    PubMed

    Rosenberg, Casandra J; Nanos, Katherine N; Newcomer, Karen L

    2017-03-01

    The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. Qualitative, anonymous paper and online surveys. Tertiary academic center with a medical school and PM&R training program. Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend

  14. Teaching communication skills: part of medical education?

    PubMed

    Sleight, P

    1995-01-01

    Hypertension is generally a symptomless disease, but it needs lifelong treatment in most cases. This places enormous demands on individual doctors treating individual patients. Communication under these circumstances should be a skillful blend of patient education (for example about lifestyle, other risk factors, reasons for treatment) coupled with the development of a strong personal interest in, and relationship with, the patient in order to motivate that patient to follow advice and therapy. Communication skills in medicine are learnt slowly and often only by experience. Medical school deans are under enormous pressure to add extra items into an already crowded curriculum, and so education in communication tends to have a low priority. Before a school can take such interest in educating students in communication it first has to take an interest in the education of its teachers. Rather belatedly, medical schools are now taking such an interest. Previously academic promotion depended mainly on research publications and public profile and little on an assessment of an ability to teach. Increasingly both undergraduate and postgraduate teaching is now subject to assessment from those taught, and universities are now making formal assessments of their teachers' ability in communication. In Oxford all newly appointed teachers are asked to appear before a panel, give a short 10-15 min communication and to listen to criticism of their technique. Video filming of their performance is a valuable feedback in getting lecturers to see their own faults and to help improve their techniques. It is very important to begin such training not only at lecturer level but also at student level.(ABSTRACT TRUNCATED AT 250 WORDS)

  15. Development in Dialogic Teaching Skills: A Micro-Analytic Case Study of a Pre-Service ITA

    ERIC Educational Resources Information Center

    Rine, Emily F.

    2009-01-01

    As universities have come to depend increasingly on international, non-native English-speaking graduate students to teach many of the undergraduate courses, they have created International Teaching Assistant (ITA) programs in order to provide ITAs with the cultural, pedagogical, and linguistic skills needed to instruct in an American university…

  16. A PBLT Approach to Teaching ESL Speaking, Writing, and Thinking Skills

    ERIC Educational Resources Information Center

    Shahini, Gholamhossein; Riazi, A. Mehdi

    2011-01-01

    This paper introduces Philosophy-based Language Teaching (PBLT) as a new approach to developing productive language and thinking skills in students. The approach involves posing philosophical questions and engaging students in dialogues within a community of enquiry context. To substantiate the approach, the paper reports a study in which 34…

  17. The Implementation of Interactive Multimedia Learning Materials in Teaching Listening Skills

    ERIC Educational Resources Information Center

    Ampa, Andi Tenri

    2015-01-01

    One of the factors that may affect the success of the learning process is the use of learning media. Therefore, this research aimed to implement and evaluate the interactive multimedia learning materials using Wondershare Quizcreator program and audio materials in teaching "English listening skills". The research problem was whether or…

  18. Teaching Study Skills and Test-Taking Strategies to Elementary School Students.

    ERIC Educational Resources Information Center

    Beidel, Deborah C.; Turner, Samuel M.; Taylor-Ferreira, Jill C.

    1999-01-01

    Presents and evaluates a pilot program to reduce test anxiety and related social-evaluative concerns. The Testbusters program teaches effective study habits, study skills, and test-taking strategies for children in grades 4 through 7. Results indicate that Testbusters decreased general levels of test anxiety and improved overall grade point…

  19. Conversational Skills for Autistic Adolescents: Teaching Assertiveness in Naturalistic Game Settings.

    ERIC Educational Resources Information Center

    McGee, Gail G.; And Others

    1984-01-01

    A naturalistic social skills training program was used to teach assertive responses to three autistic adolescents in the context of two game situations. Results demonstrated the effectiveness of the procedure in generating high levels of positive and negative assertions that maintained across a 4.5-month follow-up interval. (Author/CL)

  20. Design of therapeutic clothing for sensory stimulation of children with psychomotor delay.

    PubMed

    Pires, Ângela; Miguel, Rui

    2012-01-01

    This research work was based on an experimental concept of functional clothing for children with psychomotor development limitations. No matter the analyzed pathology, all these children need sensorial stimulation because of their psychomotor difficulties, especially at fine motor skills level. The main objective was to develop functional and comfortable clothing with sensorial stimulation elements (colours, textures, fragrances, sounds, etc.). It is intended, on the one hand, to increase the autonomy of the children in what concerns the act of dressing/undressing and, on the other hand, to stimulate their learning, coordination and self-esteem. A study about the specific needs of these children concerning clothing was worked out, which consisted in inquiring their parents and therapists. Based on the inquiries results, bibliographic revision in the area of therapeutic/ interactive clothing and analysis of didactic and therapeutic material catalogues we developed a clothing prototype (sweat-shirt). The prototype was then tested by the children of the study sample and the test results were, once again, explained by the parents through the fulfilling of a prototype evaluation inquiry. This study supplied some important conclusions, more directed to the confirmation of the theme significance and to the definition of a methodology to be used in future research.

  1. Parent-implemented behavioral skills training of social skills.

    PubMed

    Dogan, Rebecca K; King, Melissa L; Fischetti, Anthony T; Lake, Candice M; Mathews, Therese L; Warzak, William J

    2017-10-01

    Impairment in social skills is a primary feature of Autism Spectrum Disorders (ASDs). Research indicates that social skills are intimately tied to social development and negative social consequences can persist if specific social behaviors are not acquired. The present study evaluated the effects of behavioral skills training (BST) on teaching four parents of children with ASDs to be social skills trainers. A nonconcurrent multiple baseline design across parent-child dyads was employed and direct observation was used to assess parent and child behaviors Results demonstrated substantial improvement in social skills teaching for all participants for trained and untrained skills. Ancillary measures of child performance indicated improvement in skills as well. High levels of correct teaching responses were maintained at a 1 month follow-up. This study extends current literature on BST while also providing a helpful, low-effort strategy to modify how parents can work with their children to improve their social skills. © 2017 Society for the Experimental Analysis of Behavior.

  2. A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill.

    PubMed

    Kupolati, Mojisola D; MacIntyre, Una E; Gericke, Gerda J

    2018-01-01

    Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition. Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers ( N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research. Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know. Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons.

  3. Relationship between Teachers Teaching Styles and Students Interest towards Integrated Living Skills Subjects in Schools

    ERIC Educational Resources Information Center

    Pying, How Shwu; Rashid, Abdullah Mat

    2014-01-01

    The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and identify the…

  4. Bridging the Generation Gap across the Digital Divide: Teens Teaching Internet Skills to Senior Citizens.

    ERIC Educational Resources Information Center

    Kolodinsky, Jane; Cranwell, Michele; Rowe, Ellen

    2002-01-01

    The Teens Teaching Internet Skills Pilot Project engaged youth from 4-H Technology Teams in training senior citizens to obtain information from the Medicare website. The teens perceived an improvement in working with seniors, project management, teaching, public speaking, and leadership. The workshops had a positive effect on seniors' comfort and…

  5. The Opinions of Instructors Teaching Turkish to Foreigners about the Writing Skills of Syrian Students

    ERIC Educational Resources Information Center

    Sengül, Murat

    2015-01-01

    This study focuses on the difficulties experienced by the instructors while teaching writing skill to Arabians from Syria, and how these difficulties could be overcome. The study group of the research includes 11 instructors working in Turkish Teaching Centers (TTCs) of Cukurova University and Adana Science and Technology University. The data…

  6. Mathematics in Finance and Economics: Importance of Teaching Higher Order Mathematical Thinking Skills in Finance

    ERIC Educational Resources Information Center

    Tularam, Gurudeo Anand

    2013-01-01

    This paper addresses the importance of teaching mathematics in business and finance schools of tertiary institutions of Australia. The paper explores the nature of thinking and reasoning required for advancement financial or economic studies involves the use of higher order thinking and creativity skills (HOTS) for teaching in mathematics classes.…

  7. Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm

    ERIC Educational Resources Information Center

    Kivunja, Charles

    2015-01-01

    In "Do You Want Your Students to Be Job-Ready With 21st Century Skills?" Kivunja (2014a) draws on the work by the Partnership For Teaching 21st Century Skills (P21) reported by Trilling and Fadel (2009), to articulate that the skills that young people need to succeed as individuals, citizens and workers in the 21st century fall into four…

  8. Lost in translation: Cultural divides in communication skills teaching identified in the ICCH 2016 student symposium.

    PubMed

    Schopper, Heather K; Mohamed, Nasteha A; Seegel, Max; Gorina, Kseniya; Silverman, Jonathan; Rosenbaum, Marcy

    2017-11-01

    To provide a platform for learners' voices at an international conference on communication in healthcare. A group of medical students were invited to explore their experiences with communication skills learning at a symposium at the 2016 International Conference on Communication in Healthcare in Heidelberg, DE. Students from the US, Denmark, Germany, and Russia discussed their experiences with communication skills curriculum at their institutions. We identified divides that have challenged our ability to develop and maintain strong communication skills: 1) valuation of communication skills vs. other topics, 2) curricular theory vs. practice, 3) evaluation vs. feedback, 4) preclinical vs. clinical learning, and 5) the medical student vs. practicing clinician role. The points of transition we identified on the road of communication skills teaching highlight opportunities to strengthen the educational experience for students. Without an effort to address these divides, however, our communication skills may be lost in translation. Students value communication skills teaching during their medical education and there are opportunities to translate this to countries that currently lack robust curricula and to the real-life post-graduate setting. Support is necessary from students, teachers, and administrators, and focus on translation of skills during role transitions is needed. Copyright © 2017 Elsevier B.V. All rights reserved.

  9. Ex-vivo porcine organs with a circulation pump are effective for teaching hemostatic skills

    PubMed Central

    2012-01-01

    Surgical residents have insufficient opportunites to learn basic hemostatic skills from clinical experience alone. We designed an ex-vivo training system using porcine organs and a circulation pump to teach hemostatic skills. Residents were surveyed before and after the training and showed significant improvement in their self-confidence (1.83 ± 1.05 vs 3.33 ± 0.87, P < 0.01) on a 5 point Likert scale. This training may be effective to educate residents in basic hemostatic skills. PMID:22404974

  10. Learning and Teaching about the Nature of Science through Process Skills

    ERIC Educational Resources Information Center

    Mulvey, Bridget K.

    2012-01-01

    This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a…

  11. An Evaluation of Behavioral Skills Training for Teaching Caregivers How to Support Social Skill Development in Their Child with Autism Spectrum Disorder.

    PubMed

    Hassan, Mahfuz; Simpson, Andrea; Danaher, Katey; Haesen, James; Makela, Tanya; Thomson, Kendra

    2018-06-01

    Limited research has explored how to best train caregivers to support their child with autism spectrum disorder (ASD) despite caregivers being well suited to promote generalization and maintenance of their child's skills in the natural environment. Children with ASD have been shown to benefit from social skill training, which is not always conducted in the natural context. This research examined the efficacy of behavioral skills training (BST) with, and without in situ training (IST), for teaching caregivers how to also use BST to support their child's context-specific social skills. Although caregivers met mastery criterion within BST sessions, their skills did not generalize to the natural environment until IST was introduced. The implications of the findings are discussed.

  12. [Teaching courses on aspects of medical history taking and communication skills in Germany: a survey among students of 12 medical faculties].

    PubMed

    Schildmann, Jan; Kampmann, Margareta; Schwantes, Ulrich

    2004-06-01

    Good communication between patients and doctors has positive effects on health and the patients' quality of life. Communication skills can be trained. In many countries communication skills training is an important part of medical education and continuing medical education. In this study German medical students were questioned about current communication training. Questionnaires were sent to 28 Medical Schools in Germany and distributed in General Practice courses. Using Likert scales students were asked to rate both existing teaching courses on communication skills and their ability to communicate. 377 students of 12 Medical Schools participated in this study. Two Medical Schools offer teaching courses on communication skills as part of their regular curriculum. On a scale ranging from 1 (no such courses available) to 7 (courses fully available) students assessed the practical teaching of communication skills to be 3 (median). In addition, on a scale ranging from 1 to 7 students rated their general communication skills as 3 (median) and their ability of taking a sexual history and breaking bad news as 4 (median). Although these results are not representative, they give a general idea of communication skills teaching in Germany. During their clinical education students should be especially trained for difficult situations in the patient-doctor encounter. The international experience of other Medical Schools should be taken into account when implementing communication skills training as part of medical education.

  13. Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

    ERIC Educational Resources Information Center

    Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

    2016-01-01

    The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…

  14. Do occupational therapy and physical therapy curricula teach critical thinking skills?

    PubMed

    Vogel, Kimberly A; Geelhoed, Michael; Grice, Kimatha O; Murphy, Douglas

    2009-01-01

    This study evaluated whether critical thinking ability can be improved through participation in occupational therapy (OT) and physical therapy (PT) curricula. The researchers compared levels of the critical thinking skills of OT and PT students at the beginning and end of their programs to determine whether changes occurred and to examine facets of the curricula that may have caused the differences. The curricula include teaching strategies of problem-based learning modules, small group discussion and problem-solving, case studies, clinical observation, and evidence-based practice assignments, as well as teaching about critical thinking as a process in itself. Fifty OT and PT students completed the Watson-Glaser Critical Thinking Appraisal at the beginning and end of 20 mos of the academic phase of their master's degree programs. Researchers analyzed the data using a one-way repeated-measures ANOVA. Results showed no differences between OT and PT students on the pretest or post-test and no differences for PT students between the pretest and post-test. OT students' scores increased significantly from pretest to post-test. The influence of the timing of teaching critical thinking skills in the resulting differences between the two curricula, as well as the validity of the Watson-Glaser Critical Thinking Appraisal is a valid measure of critical thinking changes in allied health students are discussed.

  15. The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings

    ERIC Educational Resources Information Center

    Moon, Brian

    2014-01-01

    The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future…

  16. The Benefits of Teaching Self-Management Skills to Students of Psychology

    ERIC Educational Resources Information Center

    Kazemi, Ellie; Rice, Brian; Rylander, Alyssa; Morgan, Shannon F.

    2011-01-01

    The various student gains and reported satisfaction with self-management projects have been well documented. However, we found that few psychology programs explicitly teach these skills. In this paper we demonstrate how self-management projects can meet nine out of the ten undergraduate student learning goals outlined by the APA Task Force (2002).…

  17. Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism

    ERIC Educational Resources Information Center

    Akmanoglu, Nurgul; Yanardag, Mehmet; Batu, E. Sema

    2014-01-01

    Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted…

  18. Feasibility of Using Video to Teach a Dialectical Behavior Therapy Skill to Clients with Borderline Personality Disorder

    ERIC Educational Resources Information Center

    Waltz, Jennifer; Dimeff, Linda A.; Koerner, Kelly; Linehan, Marsha M.; Taylor, Laura; Miller, Christopher

    2009-01-01

    This study tested the feasibility of using a psychoeducational video recording to teach a behavioral skill from the Dialectical Behavior Therapy (DBT; Linehan, 1993a, 1993b) skills training program to individuals meeting criteria for borderline personality disorder. A video presenting a DBT emotion-regulation skill was developed and the extent to…

  19. Teaching Advanced Leadership Skills in Community Service (ALSCS) to medical students.

    PubMed

    Goldstein, Adam O; Calleson, Diane; Bearman, Rachel; Steiner, Beat D; Frasier, Pamela Y; Slatt, Lisa

    2009-06-01

    Inadequate access to health care, lack of health insurance, and significant health disparities reflect crises in health care affecting all of society. Training U.S. physicians to possess not only clinical expertise but also sufficient leadership skills is essential to solve these problems and to effectively improve health care systems. Few models in the undergraduate medical curriculum exist for teaching students how to combine needed leadership competencies with actual service opportunities.The Advanced Leadership Skills in Community Service (ALSCS) selective developed in response to the shortage of leadership models and leadership training for medical students. The ALSCS selective is designed specifically to increase students' leadership skills, with an emphasis on community service. The selective integrates classroom-based learning, hands-on application of learned skills, and service learning. More than 60 medical students have participated in the selective since inception. Short-term outcomes demonstrate an increase in students' self-efficacy around multiple dimensions of leadership skills (e.g., fundraising, networking, motivating others). Students have also successfully completed more than a dozen leadership and community service projects. The selective offers an innovative model of a leadership-skills-based course that can have a positive impact on leadership skill development among medical school students and that can be incorporated into the medical school curriculum.

  20. Emergency skill training--a randomized controlled study on the effectiveness of the 4-stage approach compared to traditional clinical teaching.

    PubMed

    Greif, Robert; Egger, Lars; Basciani, Reto M; Lockey, Andrew; Vogt, Andreas

    2010-12-01

    The "4-stage approach" has been widely accepted for practical skill training replacing the traditional 2 stages ("see one, do one"). However, the superior effectiveness of the 4-stage approach was never proved. To evaluate whether skill training with the 4-stage approach results in shorter performance time needed for a successful percutaneous needle-puncture cricothyroidotomy, and consequently in a reduced number of attempts needed to perform the skill in <60s compared to traditional teaching. Randomized controlled single-blinded parallel group study at the University Hospital Bern. With IRB approval and informed consent 128 undergraduate medical students were randomized in four groups: traditional teaching, no stage 2, no stage 3, and 4-stage approach for the training of cricothyroidotomy. Everyone watched a video of the cricothyroidotomy as stage 1 followed by skill training in the respective teaching group. Participants had to perform the cricothyroidotomy 10 times on skin-covered pig larynxes. Performance time was measured from skin palpation to trachea ventilation. Study participants filled out a self-rating on competency during the training. Performance time for each attempt was comparable in all groups and improved similarly to reach a performance time of <60 s. Self-rating revealed that all groups felt equally competent throughout. Even if the 4-stage approach is widely accepted and used as a didactic method for skill teaching we could not find evidence that its use or omitting stage 2 or 3 results in superior learning of an emergency skill compared to traditional teaching. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  1. Limitations of Condensed Teaching Strategies to Develop Hand-Held Cardiac Ultrasonography Skills in Internal Medicine Residents.

    PubMed

    Wilkinson, Jeffrey S; Barake, Walid; Smith, Chris; Thakrar, Amar; Johri, Amer M

    2016-08-01

    Advances in ultrasonographic technology have allowed for hand-held cardiac ultrasonography (HHCU) units that fit into a physician's laboratory coat. Recently, studies to educate internal medicine residents have shown promise. The optimal duration and methodology for teaching HHCU skills has not been established. Over a 1-year period, internal medicine residents were recruited during their cardiology ward rotation into a single-centre nonblinded randomized trial. The 2 condensed teaching strategies were (1) a conventional ward-based program and (2) a technology-driven simulation-based strategy. Outcomes were evaluated by (1) an objective structured clinical examination (OSCE) to evaluate interpretation ability (assessing both type I and type II error rates) and (2) demonstration of HHCU skills graded by 2 level III echocardiographers. Twenty-four internal medicine residents were randomized. After teaching, the conventional teaching group had a significant absolute increase in the ability to make a singular correct diagnosis (20%; P < 0.001). In the technology arm, making a singular correct diagnosis increased 24% from baseline (P = 0.001). Interpretation skill was not significantly different between groups. The false-positive rate increased by an absolute 14% and 17% in the conventional and technology groups, respectively (P = 0.079 and P = 0.008). Our findings suggest that HHCU interpretation skills improve after either a conventional ward-based or a technology-driven approach. However, our study emphasizes the important limitations of both teaching programs, because we detected a trend toward an increase in the false-positive rate after both approaches. This suggests that a short duration of training may not be sufficient for HHCU to be performed in a safe manner. Copyright © 2016 Canadian Cardiovascular Society. Published by Elsevier Inc. All rights reserved.

  2. Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types.

    PubMed

    Williams, Julia; O'Connor, Mórna; Windle, Richard; Wharrad, Heather J

    2015-12-01

    Clinical skills are a critical component of pre-registration nurse education in the United Kingdom, yet there is widespread concern about the clinical skills displayed by newly-qualified nurses. Novel means of supporting clinical skills education are required to address this. A package of Reusable Learning Objects (RLOs) was developed to supplement pre-registration teaching on the clinical skill of administering injection medication. RLOs are electronic resources addressing a single learning objective whose interactivity facilitates learning. This article evaluates a package of five injection RLOs across three studies: (1) questionnaires administered to pre-registration nursing students at University of Nottingham (UoN) (n=46) evaluating the RLO package as a whole; (2) individual RLOs evaluated in online questionnaires by educators and students from UoN; from other national and international institutions; and healthcare professionals (n=265); (3) qualitative evaluation of the RLO package by UoN injection skills tutors (n=6). Data from all studies were assessed for (1) access to, (2) usefulness, (3) impact and (4) integration of the RLOs. Study one found that pre-registration nursing students rate the RLO package highly across all categories, particularly underscoring the value of their self-test elements. Study two found high ratings in online assessments of individual RLOs by multiple users. The global reach is particularly encouraging here. Tutors reported insufficient levels of student-RLO access, which might be explained by the timing of their student exposure. Tutors integrate RLOs into teaching and agree on their use as teaching supplements, not substitutes for face-to-face education. This evaluation encompasses the first years postpackage release. Encouraging data on evaluative categories in this early review suggest that future evaluations are warranted to track progress as the package is adopted and evaluated more widely. Copyright © 2015 Elsevier Ltd

  3. Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition.

    ERIC Educational Resources Information Center

    Wehmeyer, Michael L.; Agran, Martin; Hughes, Carolyn

    This book describes instructional methods for teaching basic self-determination skills to students with disabilities. The first section provides an introduction to self-determination as an educational and transition outcome, discusses the impetus for an educational focus on self determination, and describes the relationships between transition…

  4. Assessment of the role of aptitude in the acquisition of advanced laparoscopic surgical skill sets: results from a virtual reality-based laparoscopic colectomy training programme.

    PubMed

    Nugent, Emmeline; Hseino, Hazem; Boyle, Emily; Mehigan, Brian; Ryan, Kieran; Traynor, Oscar; Neary, Paul

    2012-09-01

    The surgeons of the future will need to have advanced laparoscopic skills. The current challenge in surgical education is to teach these skills and to identify factors that may have a positive influence on training curriculums. The primary aim of this study was to determine if fundamental aptitude impacts on ability to perform a laparoscopic colectomy. A practical laparoscopic colectomy course was held by the National Surgical Training Centre at the Royal College of Surgeons in Ireland. The course consisted of didactics, warm-up and the performance of a laparoscopic sigmoid colectomy on thesimulator. Objective metrics such as time and motion analysis were recorded. Each candidate had their psychomotor and visual spatial aptitude assessed. The colectomy trays were assessed by blinded experts post procedure for errors. Ten trainee surgeons that were novices with respect to advanced laparoscopic procedures attended the course. A significant correlation was found between psychomotor and visual spatial aptitude and performance on both the warm-up session and laparoscopic colectomy (r > 0.7, p < 0.05). Performance on the warm-up session correlated with performance of the laparoscopic colectomy (r = 0.8, p = 0.04). There was also a significant correlation between the number of tray errors and time taken to perform the laparoscopic colectomy (r = 0.83, p = 0.001). The results have demonstrated that there is a relationship between aptitude and ability to perform both basic laparoscopic tasks and laparoscopic colectomy on a simulator. The findings suggest that there may be a role for the consideration of an individual's inherent baseline ability when trying to design and optimise technical teaching curricula for advanced laparoscopic procedures.

  5. To observe or not to observe peers when learning physical examination skills; that is the question

    PubMed Central

    2013-01-01

    Background Learning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination. Methods The study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student’s performance was used as a measure of learning. Results Students in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05). Conclusions The opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling. PMID:23594455

  6. Teaching Leisure Skills to an Adult with Developmental Disabilities Using a Video Prompting Intervention Package

    ERIC Educational Resources Information Center

    Chan, Jeffrey Michael; Lambdin, Lindsay; Van Laarhoven, Toni; Johnson, Jesse W.

    2013-01-01

    The current study used a video prompting plus least-to-most prompting treatment package to teach a 35-year-old Caucasian man with Down Syndrome three leisure skills. Each leisure skill was task analyzed and the researchers created brief videos depicting the completion of individual steps. Using a multiple probe across behaviors design, the video…

  7. Using a Constant Time Delay Procedure to Teach Foundational Swimming Skills to Children with Autism

    ERIC Educational Resources Information Center

    Rogers, Laura; Hemmeter, Mary Louise; Wolery, Mark

    2010-01-01

    The purpose of this study was to evaluate the effectiveness of using a constant time delay procedure to teach foundational swimming skills to three children with autism. The skills included flutter kick, front-crawl arm strokes, and head turns to the side. A multiple-probe design across behaviors and replicated across participants was used.…

  8. One Step at a Time: Using Task Analyses to Teach Skills

    ERIC Educational Resources Information Center

    Snodgrass, Melinda R.; Meadan, Hedda; Ostrosky, Michaelene M.; Cheung, W. Catherine

    2017-01-01

    Task analyses are useful when teaching children how to complete tasks by breaking the tasks into small steps, particularly when children struggle to learn a skill during typical classroom instruction. We describe how to create a task analysis by identifying the steps a child needs to independently perform the task, how to assess what steps a child…

  9. Investigation of Reflective Teaching Practice Effect on Training Development Skills of the Pre-Service Teachers

    ERIC Educational Resources Information Center

    Töman, Ufuk

    2017-01-01

    This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of…

  10. A Calculus of Occupational Skill Attainment: Building More Validity into a Valid Assessment System

    ERIC Educational Resources Information Center

    Munyofu, Paul; Kohr, Richard

    2009-01-01

    This study investigated several aspects of occupational skill assessment as implemented in one state: (1) What is the extent to which student achievement on the cognitive component was related to their achievement on the psychomotor component of the technical skill assessments? (2) How efficiently was their overall composite attainment calculated?…

  11. Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction.

    PubMed

    Stauch, Tiffany A; Plavnick, Joshua B; Sankar, Sudha; Gallagher, Annie C

    2018-05-17

    Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID. © 2018 Society for the Experimental Analysis of Behavior.

  12. Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult with Traumatic Brain Injury to Read: A Case Study

    ERIC Educational Resources Information Center

    Goddard, Yvonne; Rinderknecht, Laura

    2009-01-01

    Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose…

  13. Beliefs and Values about Intra-Operative Teaching and Learning: A Case Study of Surgical Teachers and Trainees

    ERIC Educational Resources Information Center

    Ong, Caroline C.; Dodds, Agnes; Nestel, Debra

    2016-01-01

    Surgeons require advanced psychomotor skills, critical decision-making and teamwork skills. Much of surgical skills training involve progressive trainee participation in supervised operations where case variability, operating team interaction and environment affect learning, while surgical teachers face the key challenge of ensuring patient…

  14. TEACHING EARLY BRAILLE LITERACY SKILLS WITHIN A STIMULUS EQUIVALENCE PARADIGM TO CHILDREN WITH DEGENERATIVE VISUAL IMPAIRMENTS

    PubMed Central

    Toussaint, Karen A; Tiger, Jeffrey H

    2010-01-01

    Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names. PMID:21119894

  15. Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairments.

    PubMed

    Toussaint, Karen A; Tiger, Jeffrey H

    2010-01-01

    Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names.

  16. Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills.

    PubMed

    Aldi, Catarina; Crigler, Alexandra; Kates-McElrath, Kelly; Long, Brian; Smith, Hillary; Rehak, Kim; Wilkinson, Lisa

    2016-12-01

    Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling. • Point-of-view video models may be an effective intervention to teach daily living skills. • Video modeling with handheld portable devices (Apple iPod or iPad) can be just as effective as video modeling with stationary viewing devices (television or computer). • The use of handheld portable devices (Apple iPod and iPad) makes video modeling accessible and possible in a wide variety of environments.

  17. Learning and teaching about the nature of science through process skills

    NASA Astrophysics Data System (ADS)

    Mulvey, Bridget K.

    This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a year of secondary science methods instruction that incorporated the process skills-based approach. Data consisted of each participant's written and interview responses to the Views of the Nature of Science (VNOS) questionnaire. Systematic data analysis led to the conclusion that participants exhibited statistically significant and practically meaningful improvements in their nature of science views and viewed teaching the nature of science as essential to their future instruction. The second and third papers assessed the outcomes of the process skills-based approach with 25 inservice middle school science teachers. For the second paper, she collected and analyzed participants' VNOS and interview responses before, after, and 10 months after a 6-day summer professional development. Long-term retention of more aligned nature of science views underpins teachers' ability to teach aligned conceptions to their students yet it is rarely examined. Participants substantially improved their nature of science views after the professional development, retained those views over 10 months, and attributed their more aligned understandings to the course. The third paper addressed these participants' instructional practices based on participant-created video reflections of their nature of science and inquiry instruction. Two participant interviews and class notes also were analyzed via a constant comparative approach to ascertain if, how, and why the teachers explicitly integrated the nature of science into their instruction. The participants recognized the process skills-based approach as instrumental in the facilitation of their improved

  18. A Review of Research on Teaching People with Significant Disabilities Vocational Skills

    ERIC Educational Resources Information Center

    Cannella-Malone, Helen I.; Schaefer, John M.

    2017-01-01

    Although an important part of adult life, individuals with significant disabilities experience low rates of gainful employment. The purpose of this review was to summarize and analyze the literature on teaching vocational skills to individuals with significant disabilities. Sixty-two articles (with 75 experiments) included in this review were…

  19. Team-Based Learning Exercise Efficiently Teaches Brief Intervention Skills to Medicine Residents

    ERIC Educational Resources Information Center

    Wamsley, Maria A.; Julian, Katherine A.; O'Sullivan, Patricia; McCance-Katz, Elinore F.; Batki, Steven L.; Satre, Derek D.; Satterfield, Jason

    2013-01-01

    Background: Evaluations of substance use screening and brief intervention (SBI) curricula typically focus on learner attitudes and knowledge, although effects on clinical skills are of greater interest and utility. Moreover, these curricula often require large amounts of training time and teaching resources. This study examined whether a 3-hour…

  20. How Well Prepared Are Australian Preservice Teachers to Teach Early Reading Skills?

    ERIC Educational Resources Information Center

    Meeks, Linda J.; Kemp, Coral R.

    2017-01-01

    Preservice early childhood and primary teachers from teacher preparation institutions across five Australian states were surveyed regarding their perceptions of preparedness and ability to teach early reading and spelling skills, as well as their knowledge of components of early reading, such as phonemic awareness, alphabet knowledge and early…

  1. Missed opportunities: a descriptive assessment of teaching and attitudes regarding communication skills in a surgical residency.

    PubMed

    Hutul, Olivia A; Carpenter, Robert O; Tarpley, John L; Lomis, Kimberly D

    2006-01-01

    The Accreditation Council for Graduate Medical Education (ACGME) requires that "residents must be able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, their patients' families, and professional associates." The authors sought to assess current methods of teaching and attitudes regarding communication skills in their surgical residency. After obtaining Institutional Review Board (IRB) exemption, voluntary anonymous surveys were completed by a sample of convenience at the Vanderbilt University Medical Center: surgical residents at Grand Rounds and attending surgeons in a faculty meeting. Data were evaluated from 49 respondents (33 of 75 total surgical residents, 16 representative attending surgeons). One hundred percent of respondents rated the importance of communication to the successful care of patients as "4" or "5" of 5. Direct attending observation of residents communicating with patients/families was confirmed by residents and faculty. Residents reported varying levels of comfort with different types of conversations. Residents were "comfortable" or "very comfortable" as follows: obtaining informed consent, 91%; reporting operative findings, 64%; delivering bad news, 61%; conducting a family conference, 40%; discussing do not resuscitate (DNR) orders, 36%; and discussing transition to comfort care, 24%. Resident receptiveness to communication skills education varied with proposed venues: 84% favored teaching in the course of routine clinical care, 52% via online resources, and 46% in workshops. Residents were asked how frequently they received feedback specific to their communication skills during the past 6 months: Most residents reported 0 (39%) or 1 (21%) feedback episode. Only 30% of resident respondents reported receiving feedback that they perceived helpful. Attending surgeons reported that they did provide residents feedback specific to their communication skills. When asked

  2. Coaching Teaching Assistants to Implement Naturalistic Behavioral Teaching Strategies to Enhance Social Communication Skills during Play in the Preschool Classroom

    ERIC Educational Resources Information Center

    Frantz, Rebecca Jane

    2017-01-01

    Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working…

  3. Teaching home care electronic documentation skills to undergraduate nursing students.

    PubMed

    Nokes, Kathleen M; Aponte, Judith; Nickitas, Donna M; Mahon, Pamela Y; Rodgers, Betsy; Reyes, Nancy; Chaya, Joan; Dornbaum, Martin

    2012-01-01

    Although there is general consensus that nursing students need knowledge and significant skill to document clinical findings electronically, nursing faculty face many barriers in ensuring that undergraduate students can practice on electronic health record systems (EHRS). External funding supported the development of an educational innovation through a partnership between a home care agency staff and nursing faculty. Modules were developed to teach EHRS skills using a case study of a homebound person requiring wound care and the Medicare-required OASIS documentation system. This article describes the development and implementation of the module for an upper-level baccalaureate nursing program located in New York City. Nursing faculty are being challenged to develop creative and economical solutions to expose nursing students to EHRSs in nonclinical settings.

  4. A student-led process to enhance the learning and teaching of teamwork skills in medicine.

    PubMed

    Balasooriya, Chinthaka; Olupeliyawa, Asela; Iqbal, Maha; Lawley, Claire; Cohn, Amanda; Ma, David; Luu, Queenie

    2013-01-01

    The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

  5. A standardized patient model to teach and assess professionalism and communication skills: the effect of personality type on performance.

    PubMed

    Lifchez, Scott D; Redett, Richard J

    2014-01-01

    Teaching and assessing professionalism and interpersonal communication skills can be more difficult for surgical residency programs than teaching medical knowledge or patient care, for which many structured educational curricula and assessment tools exist. Residents often learn these skills indirectly, by observing the behavior of their attendings when communicating with patients and colleagues. The purpose of this study was to assess the results of an educational curriculum we created to teach and assess our residents in professionalism and communication. We assessed resident and faculty prior education in delivering bad news to patients. Residents then participated in a standardized patient (SP) encounter to deliver bad news to a patient's family regarding a severe burn injury. Residents received feedback from the encounter and participated in an education curriculum on communication skills and professionalism. As a part of this curriculum, residents underwent assessment of communication style using the Myers-Briggs type inventory. The residents then participated in a second SP encounter discussing a severe pulmonary embolus with a patient's family. Resident performance on the SP evaluation correlated with an increased comfort in delivering bad news. Comfort in delivering bad news did not correlate with the amount of prior education on the topic for either residents or attendings. Most of our residents demonstrated an intuitive thinking style (NT) on the Myers-Briggs type inventory, very different from population norms. The lack of correlation between comfort in delivering bad news and prior education on the subject may indicate the difficulty in imparting communication and professionalism skills to residents effectively. Understanding communication style differences between our residents and the general population can help us teach professionalism and communication skills more effectively. With the next accreditation system, residency programs would need to

  6. Teaching Social Communication Skills Using a Cool versus Not Cool Procedure plus Role-Playing and a Social Skills Taxonomy

    ERIC Educational Resources Information Center

    Leaf, Justin B.; Taubman, Mitchell; Milne, Christine; Dale, Stephanie; Leaf, Jeremy; Townley-Cochran, Donna; Tsuji, Kathleen; Kassardjian, Alyne; Alcalay, Aditt; Leaf, Ronald; McEachin, John

    2016-01-01

    We utilized a cool versus not cool procedure plus role-playing to teach social communication skills to three individuals diagnosed with autism spectrum disorder. The cool versus not cool procedure plus role-playing consisted of the researcher randomly demonstrating the behavior correctly (cool) two times and the behavior incorrectly (not cool) two…

  7. Teaching Interview Skills to Undergraduate Engineers: An Emerging Area of Library Instruction

    ERIC Educational Resources Information Center

    Nelson, Megan Sapp

    2009-01-01

    Librarianship is one of a limited number of disciplines that deliberately learn and practice the art of the interview. For engineering librarians, this gives expertise and a role in teaching professional skills that are increasingly expected in the engineering profession. The reference interview and design interview have many similarities. Some…

  8. Developing Teaching Skills through the School Practicum in Turkey: A Metasynthesis Study

    ERIC Educational Resources Information Center

    Tas, Mükerrem Akbulut; Karabay, Aysegül

    2016-01-01

    Using a metasynthesis approach, this study examined general teaching skills in previous studies on school practicum. The results and suggestions from 53 qualitative primary research studies that focused on school practicum in Turkey were reviewed. Data were collected using document analysis and content analysis using the NVivo10 programme. The…

  9. Evaluating New Approaches to Teaching of Sight-Reading Skills to Advanced Pianists

    ERIC Educational Resources Information Center

    Zhukov, Katie

    2014-01-01

    This paper evaluates three teaching approaches to improving sight-reading skills against a control in a large-scale study of advanced pianists. One hundred pianists in four equal groups participated in newly developed training programmes (accompanying, rhythm, musical style and control), with pre- and post-sight-reading tests analysed using…

  10. Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?

    ERIC Educational Resources Information Center

    Wylie, Ken; Cummins, Brian

    2013-01-01

    Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

  11. Using Simultaneous Prompting to Teach Independent Living and Leisure Skills to Adults with Severe Intellectual Disabilities

    ERIC Educational Resources Information Center

    Dollar, Chad A.; Fredrick, Laura D.; Alberto, Paul A.; Luke, Jaye K.

    2012-01-01

    The acquisition of independent living and leisure skills enables adults to experience an enhanced quality of life by increasing competence, self-reliance, and the development of autonomy. This study examined the effectiveness of simultaneous prompting to teach behavior chains (i.e., independent living and leisure skills) to adults with SID…

  12. Information-Seeking about Anxiety and Perceptions about Technology to Teach Coping Skills in Older Veterans.

    PubMed

    Zapata, Aimee Marie L; Beaudreau, Sherry A; O'Hara, Ruth; Bereknyei Merrell, Sylvia; Bruce, Janine; Garrison-Diehn, Christina; Gould, Christine E

    2018-01-01

    We sought to learn where older veterans seek information about anxiety and coping. Due to increasing use of technology in health care, we also explored benefits and barriers of using technology to teach coping skills. Twenty veterans (mean age = 69.5 years, SD = 7.3) participated in semi-structured interviews in which we inquired about where they seek information about anxiety. We explored quantitative and qualitative differences for veterans with high versus low anxiety. In follow-up focus groups, we examined opinions about learning coping skills using technology. Though veterans primarily named health care professionals as sources of information about anxiety, online searches and reading books were frequently mentioned. Reported benefits of using technology were convenience and standardized instruction of coping skills. Barriers included lack of interaction and frustration with technology usability. Older veterans use multiple sources, heavily rely on interpersonal sources (e.g., professionals, friends), and employ varied search strategies regarding how to cope with anxiety. Using technology to teach coping skills was generally acceptable to older veterans. Health care professionals could guide patients towards credible online and book sources. Providing instruction about using technology may help older adults use technology to learn coping skills.

  13. Activities to Enhance Social, Emotional, and Problem-Solving Skills: Seventy-Six Activities that Teach Children, Adolescents, and Adults Skills Crucial to Success in Life. Second Edition

    ERIC Educational Resources Information Center

    Malouff, John M.; Schutte, Nicola S.

    2007-01-01

    This book provides descriptions of 76 engaging activities that can be used to teach children, adolescents, and adults valuable social, emotional, and problem-solving skills. Some of the skills taught include identifying and expressing one's own emotions, identifying emotions in others, coping with stressors, making and keeping friends, setting…

  14. Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

    ERIC Educational Resources Information Center

    Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

    2012-01-01

    For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new…

  15. [Object permanence in children with neurological and psychomotor disorders].

    PubMed

    Pisaturo, C; Frassoni, S; Borreani, A; Battaglia, F; Meruzzi, B

    1995-06-01

    The aim of this research was to investigate whether the development of object permanence is an available sign of the cognitive development in infants with psychomotor handicaps. Subjects consisted of 5 males, ranging in age from 12 to 33 months, with handicaps as a result of perinatal brain injury. Four were preterm infants. All of the children received psychomotor treatment. Their stage of object permanence was assessed using traditional (B-L) and non traditional test (U-H). (The children's performances on the U-H scales have an "Intrinsic validity"). Four children achieved the first stages of the development of object permanence. The acquisition of object permanence was delayed in comparison with the age-appropriated time, but it may be considered adequate in comparison with the "developmental age" (B-L). One children with severe mental and motor disorders solved no task, the findings suggest that the children with psychomotor handicaps may gain the concept of object permanence and that psychomotor treatment may assist them in the development of the concept. This performance is not age-dependent. So the acquisition of the concept of object permanence may be considered an accurate and sensitive tool for the follow-up of the sensorimotor development in the handicapped children.

  16. The One-Minute Preceptor: a five-step tool to improve clinical teaching skills.

    PubMed

    Kertis, Margo

    2007-01-01

    The One-Minute Preceptor (OMP) is a teaching tool that has been used successfully for over 10 years in family practice residency programs. It was designed to enhance the teaching skills of physicians involved in the clinical education of new residents. This article describes the five steps of the OMP and how it was taught to a group of nurse preceptors and reports their evaluations of the impact that this education had on their ability to instruct and offer feedback to the novice nurse.

  17. An Annotated Bibliography of Materials for Teaching Advanced Written Skills in English as a Second Language.

    ERIC Educational Resources Information Center

    Macha, Dyne; Angelis, Paul

    This bibliography includes textbooks useful for the teaching of written skills in English as a second language to college and university students. The major emphasis of the texts listed is the teaching of writing but some contain material on reading as well. The first section contains only texts designed specifically for second language use. The…

  18. A teaching skills assessment tool inspired by the Calgary-Cambridge model and the patient-centered approach.

    PubMed

    Sommer, Johanna; Lanier, Cédric; Perron, Noelle Junod; Nendaz, Mathieu; Clavet, Diane; Audétat, Marie-Claude

    2016-04-01

    The aim of this study was to develop a descriptive tool for peer review of clinical teaching skills. Two analogies framed our research: (1) between the patient-centered and the learner-centered approach; (2) between the structures of clinical encounters (Calgary-Cambridge communication model) and teaching sessions. During the course of one year, each step of the action research was carried out in collaboration with twelve clinical teachers from an outpatient general internal medicine clinic and with three experts in medical education. The content validation consisted of a literature review, expert opinion and the participatory research process. Interrater reliability was evaluated by three clinical teachers coding thirty audiotaped standardized learner-teacher interactions. This tool contains sixteen items covering the process and content of clinical supervisions. Descriptors define the expected teaching behaviors for three levels of competence. Interrater reliability was significant for eleven items (Kendall's coefficient p<0.05). This peer assessment tool has high reliability and can be used to facilitate the acquisition of teaching skills. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  19. Developing Navigational Skills with Young Children: Investigating Serial and Conceptual Approaches to the Teaching of Compass Skills. Sports Science Education Programme, Annual Report 1989/90.

    ERIC Educational Resources Information Center

    Liverpool Univ. (England).

    Map and compass skills are a neglected aspect of the elementary school curriculum. Orienteering--a sport that involves running a prescribed course with the aid of map and compass--may provide an avenue for teaching these skills. This study taught orienteering to 148 10-year-old children and compared the effectiveness of a serial approach based on…

  20. Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

    PubMed

    Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

    2018-04-01

    The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

  1. Can we teach core clinical obstetrics and gynaecology skills using low fidelity simulation in an interprofessional setting?

    PubMed

    Kumar, Arunaz; Gilmour, Carole; Nestel, Debra; Aldridge, Robyn; McLelland, Gayle; Wallace, Euan

    2014-12-01

    Core clinical skills acquisition is an essential component of undergraduate medical and midwifery education. Although interprofessional education is an increasingly common format for learning efficient teamwork in clinical medicine, its value in undergraduate education is less clear. We present a collaborative effort from the medical and midwifery schools of Monash University, Melbourne, towards the development of an educational package centred around a core skills-based workshop using low fidelity simulation models in an interprofessional setting. Detailed feedback on the package was positive with respect to the relevance of the teaching content, whether the topic was well taught by task trainers and simulation models used, pitch of level of teaching and perception of confidence gained in performing the skill on a real patient after attending the workshop. Overall, interprofessional core skills training using low fidelity simulation models introduced at an undergraduate level in medicine and midwifery had a good acceptance. © 2014 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

  2. From see one do one, to see a good one do a better one: learning physical examination skills through peer observation.

    PubMed

    St-Onge, Christina; Martineau, Bernard; Harvey, Anne; Bergeron, Linda; Mamede, Silvia; Rikers, Remy

    2013-01-01

    Learning and mastering the skills required to execute physical exams is of great importance and should be fostered early during medical training. Observing peers has been shown to positively influence the acquisition of psychomotor skills. The current study investigated the influence of peer observation on the acquisition of psychomotor skills required to execute a physical examination. Second-year medical students (N=194) learned the neurological physical examination for low back pain in groups of three. Each student learned and performed the physical examination while the other students observed. Analyses compared the impact of the quantity and the quality of observed performances on students' learning of the physical examination skills. Students benefited from observing peers while they executed their examination. Moreover, observing a high-performing peer increased the acquisition of physical examination skills. Results suggest that group learning activities that allow students to observe their peers during physical examination should be favored.

  3. Teaching a Model of Social Skills Training to Child Care Workers at a Group Home for Adolescents, for Improvement of Treatment Planning.

    ERIC Educational Resources Information Center

    Gramling, Lyle T.

    This practicum study implemented a training program in the teaching of social skills for 4 child care workers at a group home for 12 adolescents having moderate to severe emotional and behavioral problems. The inservice training program involved teaching concepts, techniques, and social skills terminology during the first four sessions, with…

  4. The Effects of Reciprocal Teaching and Direct Instruction Approaches on Knowledge Map (K-Map) Generation Skill

    ERIC Educational Resources Information Center

    Görgen, Izzet

    2014-01-01

    The primary purpose of the present study is to investigate whether reciprocal teaching approach or direct instruction approach is more effective in the teaching of k-map generation skill. Secondary purpose of the study is to determine which of the k-map generation principles are more challenging for students to apply. The results of the study…

  5. The Effects of Reciprocal Teaching and Direct Instruction Approaches on Knowledge Map (k-map) Generation Skill

    ERIC Educational Resources Information Center

    Gorgen, Izzet

    2014-01-01

    The primary purpose of the present study is to investigate whether reciprocal teaching approach or direct instruction approach is more effective in the teaching of k-map generation skill. Secondary purpose of the study is to determine which of the k-map generation principles are more challenging for students to apply. The results of the study…

  6. [Integrated Peer Teaching of Communication and Clinical Skills: How to Train Student Tutors?].

    PubMed

    Ringel, Nadja; Bürmann, Barbara Maatouk; Fellmer-Drueg, Erika; Roos, Marco; Herzog, Wolfgang; Nikendei, Christoph; Wischmann, Tewes; Weiss, Carmen; Eicher, Christiane; Engeser, Peter; Schultz, Jobst-Hendrik; Jünger, Jana

    2015-08-01

    This paper describes the theory-based development of a standardized training model for peer tutors. The aim is to qualify tutors to teach communication skills integrated with practical clinical skills, to medical students in the pre-clinical curriculum. As a result, students are encouraged to form a basic understanding of the biopsychosocial model of diseases early in their studies. The training model's design is based on the Kern model for curriculum development as adapted by McLean et al., who outlined the following steps: planning, implementation, and evaluation/feedback. Our focus is on development, review of feasibility, and evaluation as measured by the subjectively perceived effectiveness of the implemented training model. 2 target groups were considered: the peer tutors and the student tutees. In 2009, a 3-step training model consisting of 12 units was developed, based on the theory of patient-centered communication and the biopsychosocial model. The training was rated very positively on a 5-point Likert scale by all tutors at 2 points in time: t1 (directly after training) and t2 (after conducting 2 tutorials) (t1: M=1.67; SD=±0.86; t2: M=1.75; SD=±0.71). On a 6-point Likert scale, the tutees also evaluated their communication and clinical skills as being significantly better after completing the 10 tutorials (t2: scale for interaction and communication: M=4.81; SD: 1.09; scale for clinical examination: M=4.99; SD: 0.85) than before the tutorials (t0: scale for communication and interaction: M=3.18; SD=1.15; scale for clinical examination: M=2.88; SD: 1.09). By implementing a standardized tutor training model, one can qualify peer tutors to teach communication skills integrated with practical clinical skills during the pre-clinical phase. Practice teaching of the curricular material via role playing, tutorial simulation and an extensive feedback session, along with the definition of clinical standards for recording case histories and performing

  7. Teaching Skills to Second and Third Grade Children to Prevent Gun Play: A Comparison of Procedures

    ERIC Educational Resources Information Center

    Kelso, Pamela D.; Miltenberger, Raymond G.; Waters, Marit A.; Egemo-Helm, Kristin; Bagne, Angela G.

    2007-01-01

    A posttest only control group design was used to investigate the effects of two programs to teach firearm injury prevention skills to second and third grade children. Children were taught the safety skills "Stop. Don't touch. Leave the area. Tell an adult." should they ever find a firearm. The effectiveness of the National Rifle Association's…

  8. Psychomotor Vigilance Task Evaluation for Touchscreen Devices

    NASA Technical Reports Server (NTRS)

    Arsintescu, Lucia

    2017-01-01

    The Psychomotor Vigilance Task (PVT) is considered the gold standard fatigue detection device and is used frequently in fatigue research. The purpose of this study was to compare a psychomotor vigilance task developed for use on touchscreen devices with the original PVT-192 in conditions of acute sleep loss and circadian desynchronization. Participants arrived in the lab approximately two hours after their habitual time and were asked to stay awake for up to 24 hrs and take 5-minute reaction time tests every 2 hours on two different devices: the original PVT-192 and NASA-PVT on an iPod. We found that the NASA-PVT and PVT-192 were sensitive to the 24 hrs of extended wakefulness.

  9. Surgical Skill: Trick or Trait?

    PubMed

    Siska, Van Bruwaene; Ann, Lissens; Gunter, De Win; Bart, Neyrinck; Willy, Lens; Marlies, Schijven; Marc, Miserez

    2015-01-01

    Among other indispensible qualities, a competent surgeon needs to be technically skilled. With the advent of minimally invasive procedures, technical demands on surgeons also increase. Will it be possible for all individuals to meet these technical demands through motivated practice or is there a trait such as "aptitude" that determines ultimate surgical skill? Baseline laparoscopic psychomotor aptitude (on a box trainer), visual-spatial aptitude (Schlauch figures test), and interest in surgery (10-point Likert scale) were measured in our study group. Afterward, study participants attended a 3-hour hands-on laparoscopy training, followed by 2 additional weeks of voluntary practice for those who were motivated to do so. After these 2 weeks, participants were retested using the laparoscopic box trainer. All research was performed in the Center for Surgical Technologies, Leuven. A total of 68 fifth-year medical students without prior experience in laparoscopy from the University of Leuven. Multiple additive regression analysis showed significant effect for psychomotor aptitude (26%), interest in surgery (9%), and voluntary practice (18%) on final box trainer performance. No correlation was found between aptitude and interest in surgery (p = 0.27). No correlation was found between aptitude and amount of voluntary practice. High-aptitude students more frequently applied for surgical disciplines in their final career choice (50% vs 18%, p = 0.01). This study shows that aptitude and motivated practice equally influence final box trainer performance. Students with lower aptitude do not automatically train more. Although the interest in surgery was initially not related to psychomotor aptitude, eventually students with high aptitude apply more frequently for a surgical career. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  10. Teaching Social Skills to Adults with Intellectual Disabilities: A Comparison of External Control and Problem-Solving Interventions

    ERIC Educational Resources Information Center

    O'Reilly, Mark F.; Lancioni, Giulio E.; Sigafoos, Jeff; O'Donoghue, Deirdre; Lacey, Claire; Edrisinha, Chaturi

    2004-01-01

    We compared the effectiveness of a problem-solving and an external control intervention to teach social skills to five adults with mild intellectual disabilities. The social skills of ''responding to corrective feedback'' and ''managing conflict'' were targeted for intervention. Each participant received the problem-solving intervention with one…

  11. Effectiveness of Teacher Education Programmes in Developing Teaching Skills for Secondary Level

    ERIC Educational Resources Information Center

    Ullah, S. Zia; Farooq, M. S.; Memon, R. A.

    2008-01-01

    The purpose of the study was to evaluate the effectiveness of secondary school teacher education programme in terms of development of selected teaching skills and suggesting ways and means to improve the programme. The population of the study comprised of the pre-service teachers of all the government colleges of education for men and women in…

  12. Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students.

    PubMed

    Boruff, Jill T; Thomas, Aliki

    2011-12-01

    To ensure that physical and occupational therapy graduates develop evidence-based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students' ability to conduct a search independently. The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students' long-term retention of information literacy objectives. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

  13. Literature review of teaching skills programs for junior medical officers.

    PubMed

    Dannaway, Jasan; Ng, Heryanto; Schoo, Adrian

    2016-01-31

    The aim of this review was to assess the current evidence regarding the efficacy of teaching skills programs for junior medical officers. We aimed to compare and contrast these results with findings from previous literature reviews, the last of which were published in 2009. In order to capture studies since the last published literature reviews, five databases and grey literature were searched for publications from January 2008 to January 2015. A search for literature reviews without using the timeframe limitation was also performed. The search from January 2008 to January 2015 resulted in the inclusion of 12 studies. Five systematic reviews of the topic were found which included 39 individual studies that were also analysed. Nearly all studies reported positive effects. Twenty nine studies reported change in attitudes, 28 reported modification in knowledge, 28 reported change in behaviour, 6 reported change in the organisation and two reported change in program participant's students. There were substantial threats of bias present. The literature reviewed demonstrated many positive effects of teaching skills programs, which supports their utilization. However, high level outcomes need to be evaluated over longer periods of time to establish their true impact. An organisation specific approach to these programs needs to occur using sound course design principles, and they need to be reported in evaluation trials that are designed with robust methodology.

  14. Teaching surgical skills using video internet communication in a resource-limited setting.

    PubMed

    Autry, Amy M; Knight, Sharon; Lester, Felicia; Dubowitz, Gerald; Byamugisha, Josaphat; Nsubuga, Yosam; Muyingo, Mark; Korn, Abner

    2013-07-01

    To study the feasibility and acceptability of using video Internet communication to teach and evaluate surgical skills in a low-resource setting. This case-controlled study used video Internet communication for surgical skills teaching and evaluation. We randomized intern physicians rotating in the Obstetrics and Gynecology Department at Mulago Hospital at Makerere University in Kampala, Uganda, to the control arm (usual practice) or intervention arm (three video teaching sessions with University of California, San Francisco faculty). We made preintervention and postintervention videos of all interns tying knots using a small video camera and uploaded the files to a file hosting service that offers cloud storage. A blinded faculty member graded all of the videos. Both groups completed a survey at the end of the study. We randomized 18 interns with complete data for eight in the intervention group and seven in the control group. We found score improvement of 50% or more in six of eight (75%) interns in the intervention group compared with one of seven (14%) in the control group (P=.04). Scores declined in five of the seven (71%) controls but in none in the intervention group. Both intervention and control groups used attendings, colleagues, and the Internet as sources for learning about knot-tying. The control group was less likely to practice knot-tying than the intervention group. The trainees and the instructors felt this method of training was enjoyable and helpful. Remote teaching in low-resource settings, where faculty time is limited and access to visiting faculty is sporadic, is feasible, effective, and well-accepted by both learner and teacher. II.

  15. Neurologic Complications of Psychomotor Stimulant Abuse.

    PubMed

    Sanchez-Ramos, Juan

    2015-01-01

    Psychomotor stimulants are drugs that act on the central nervous system (CNS) to increase alertness, elevate mood, and produce a sense of well-being. These drugs also decrease appetite and the need for sleep. Stimulants can enhance stamina and improve performance in tasks that have been impaired by fatigue or boredom. Approved therapeutic applications of stimulants include attention deficit hyperactivity disorder (ADHD), narcolepsy, and obesity. These agents also possess potent reinforcing properties that can result in excessive self-administration and abuse. Chronic use is associated with adverse effects including psychosis, seizures, and cerebrovascular accidents, though these complications usually occur in individuals with preexisting risk factors. This chapter reviews the adverse neurologic consequences of chronic psychomotor stimulant use and abuse, with a focus on two prototypical stimulants methamphetamine and cocaine. © 2015 Elsevier Inc. All rights reserved.

  16. Towards a Typology of Improvisation as a Professional Teaching Skill: Implications for Pre-Service Teacher Education Programmes

    ERIC Educational Resources Information Center

    Aadland, Helga; Espeland, Magne; Arnesen, Trond Egil

    2017-01-01

    In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold…

  17. Teaching and assessment of communication skills in undergraduate dental education - a survey in German-speaking countries.

    PubMed

    Rüttermann, S; Sobotta, A; Hahn, P; Kiessling, C; Härtl, A

    2017-08-01

    Teaching communication is perceived to be of importance in dental education. Several reports have been published worldwide in the educational literature describing modifications of the dental curriculum by implementing the teaching of communication skills. Surveys which evaluate the current state of training and assessment of communication skills in dental education in different countries exist already in some countries, but little information is available about German-speaking countries. In a cross-sectional study with the aim of a census, all 36 dental schools in Germany (30), Austria (3), and Switzerland (3) were surveyed. The present survey revealed that at 26 of the 34 dental schools (76%), communication skills training has been implemented. Training of communication skills mainly takes place between the 6th and the 9th semester. Ten schools were able to implement a partly longitudinal curriculum, while the other sites only offer stand-alone courses. Of the 34 dental schools, six assess communication skills in a summative way. Three of those schools also use formative assessments for their students. Another seven sites only use formative assessment. From the various formats of assessment, OSCE is mentioned most frequently. The necessity to train and assess communication skills has reached German-speaking dental schools. The present survey allows an overview of the training and assessment of communication skills in undergraduate dental education in German-speaking Europe. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  18. Key issues and challenges in developing a pedagogical intervention in the simulation skills center--an action research study.

    PubMed

    Reierson, Inger Åse; Hvidsten, Anne; Wighus, Marianne; Brungot, Solvor; Bjørk, Ida Torunn

    2013-07-01

    Simulation skills centers (SSC) are considered important learning arenas for preparing and qualifying nursing students. Limited clinical placements and claims of diminished learning opportunities raise concerns that newly educated nurses lack proficiency in many psychomotor skills. Accordingly, there is an increased focus on learning in the SSC. However, it has been questioned if the pedagogical underpinning of teaching and learning in the SSC is missing or unclear. At a bachelor nursing education in Norway, there was a desire to change practice and enhance learning in the SSC by systematic use of The Model of Practical Skill Performance (Bjørk and Kirkevold, 2000). A participatory action research design was chosen. A pedagogical intervention was developed and implemented in 2010 in a cohort of eighty-seven first year bachelor nursing students during their basic nursing skill course. The intervention is shortly described. This article reports key issues and challenges that emerged during development of the new intervention. Data to inform the study were collected via thorough meeting minutes and the project leader's logbook, and analyzed using fieldnotes analysis. Six key issues and challenges were identified. These are presented and discussed consecutively in light of their importance for development and implementation of the new intervention. Copyright © 2013 Elsevier Ltd. All rights reserved.

  19. A Case Study in Using Explicit Instruction to Teach Young Children Counting Skills

    ERIC Educational Resources Information Center

    Hinton, Vanessa; Stroizer, Shaunita; Flores, Margaret

    2015-01-01

    Number sense is one's ability to understand what numbers mean, perform mental mathematics, and look at the world and make comparisons. Researchers show instruction that teaches children how to classify numbers, put numbers in sequence, conserve numbers effectively, and count builds their number sense skills. Targeted instruction that teaches…

  20. Smoked Cannabis' Psychomotor and Neurocognitive Effects in Occasional and Frequent Smokers

    PubMed Central

    Desrosiers, Nathalie A.; Ramaekers, Johannes G.; Chauchard, Emeline; Gorelick, David A.; Huestis, Marilyn A.

    2015-01-01

    Δ9-Tetrahydrocannabinol (THC), the primary psychoactive constituent in cannabis, impairs psychomotor performance, cognition and driving ability; thus, driving under the influence of cannabis is a public safety concern. We documented cannabis' psychomotor, neurocognitive, subjective and physiological effects in occasional and frequent smokers to investigate potential differences between these smokers. Fourteen frequent (≥4x/week) and 11 occasional (<2x/week) cannabis smokers entered a secure research unit ∼19 h prior to smoking one 6.8% THC cigarette. Cognitive and psychomotor performance was evaluated with the critical tracking (CTT), divided attention (DAT), n-back (working memory) and Balloon Analog Risk (BART) (risk-taking) tasks at −1.75, 1.5, 3.5, 5.5 and 22.5 h after starting smoking. GLM (General Linear Model) repeated measures ANOVA was utilized to compare scores. Occasional smokers had significantly more difficulty compensating for CTT tracking error compared with frequent smokers 1.5 h after smoking. Divided attention performance declined significantly especially in occasional smokers, with session × group effects for tracking error, hits, false alarms and reaction time. Cannabis smoking did not elicit session × group effects on the n-back or BART. Controlled cannabis smoking impaired psychomotor function, more so in occasional smokers, suggesting some tolerance to psychomotor impairment in frequent users. These data have implications for cannabis-associated impairment in driving under the influence of cannabis cases. PMID:25745105

  1. Using the Interactive Whiteboard to Scaffold a Metalanguage: Teaching Higher Order Thinking Skills in Preservice Teacher Education

    ERIC Educational Resources Information Center

    Harrison, Neil

    2013-01-01

    This research focuses on how the interactive whiteboard (IWB) can be effectively used to teach higher order thinking skills to primary preservice teachers in the history classroom. The case study finds that skills such as analysis, evaluation and inference constitute a valuable metalanguage that needs to be explicitly taught to preservice…

  2. Teaching menstrual care skills to intellectually disabled female students.

    PubMed

    Altundağ, Sebahat; Çalbayram, Nazan Çakırer

    2016-07-01

    The aim of this study was to teach pad replacement skills to intellectually disabled adolescent female students during their menstruation periods by demonstrating on a dummy. It may be difficult to make intellectually disabled adolescents achieve self-care during menstruation. In addition, there are difficulties experienced in explaining menstruation, such as physical changes and the practice of cleaning during this period. The study used a 'One group pretest and post-test model'. The study was performed in a special educational institution. The population consisted of 77 female students in the high school section. Calculation of a sample size was not attempted, and 54 students with no attendance issues agreed to take part in the study and were included. In this work, we found that pad replacement training significantly changed the scores of mentally disabled adolescents before and after training. Our training yielded positive results, and the population improved their skills at all stages of skill building. Training adolescents with mental disabilities helped them gain hygiene habits. Performance of these trainings occurs at the beginning of menstrual hygiene education. To achieve improved success in life, it is important that adolescents assume the responsibility of self-care and manage sustained care activity on their own. © 2016 John Wiley & Sons Ltd.

  3. Teaching Strategies for Developing Students' Argumentation Skills About Socioscientific Issues in High School Genetics

    NASA Astrophysics Data System (ADS)

    Dawson, Vaille Maree; Venville, Grady

    2010-03-01

    An outcome of science education is that young people have the understandings and skills to participate in public debate and make informed decisions about science issues that influence their lives. Toulmin’s argumentation skills are emerging as an effective strategy to enhance the quality of evidence based decision making in science classrooms. In this case study, an Australian science teacher participated in a one-on-one professional learning session on argumentation before explicitly teaching argumentation skills to two year 10 classes studying genetics. Over two lessons, the teacher used whole class discussion and writing frames of two socioscientific issues to teach students about argumentation. An analysis of classroom observation field notes, audiotaped lesson transcripts, writing frames and student interviews indicate that four factors promoted student argumentation. The factors are: the role of the teacher in facilitating whole class discussion; the use of writing frames; the context of the socioscientific issue; and the role of the students. It is recommended that professional learning to promote student argumentation may need to be tailored to individual teachers and that extensive classroom based research is required to determine the impact of classroom factors on students’ argumentation.

  4. Developing a Constructivist Proposal for Primary Teachers to Teach Science Process Skills: "Extended" Simple Science Experiments (ESSE)

    ERIC Educational Resources Information Center

    Hirça, Necati

    2015-01-01

    Although science experiments are the basis of teaching science process skills (SPS), it has been observed that a large number of prospective primary teachers (PPTs), by virtue of their background, feel anxious about doing science experiments. To overcome this problem, a proposal was suggested for primary school teachers (PSTs) to teach science and…

  5. Lessons from a pilot project in cognitive task analysis: the potential role of intermediates in preclinical teaching in dental education.

    PubMed

    Walker, Judith; von Bergmann, HsingChi

    2015-03-01

    The purpose of this study was to explore the use of cognitive task analysis to inform the teaching of psychomotor skills and cognitive strategies in clinical tasks in dental education. Methods used were observing and videotaping an expert at one dental school thinking aloud while performing a specific preclinical task (in a simulated environment), interviewing the expert to probe deeper into his thinking processes, and applying the same procedures to analyze the performance of three second-year dental students who had recently learned the analyzed task and who represented a spectrum of their cohort's ability to undertake the procedure. The investigators sought to understand how experts (clinical educators) and intermediates (trained students) overlapped and differed at points in the procedure that represented the highest cognitive load, known as "critical incidents." Findings from this study and previous research identified possible limitations of current clinical teaching as a result of expert blind spots. These findings coupled with the growing evidence of the effectiveness of peer teaching suggest the potential role of intermediates in helping novices learn preclinical dentistry tasks.

  6. Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

    ERIC Educational Resources Information Center

    Mercer-Mapstone, Lucy; Kuchel, Louise

    2017-01-01

    Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

  7. Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students.

    PubMed

    Mirzazadeh, Azim; Bavarian, Behrouz; Labaf, Ali; Afshari, Ali; Nikoo, Mohammad; Meshkani, Zahra Sadat; Khashayar, Patricia

    2013-04-20

    The inefficacy of clinical skill education during the clerkship has been reported in several studies. The present study was conducted to evaluate the competency of medical students in performing several clinical skills through an Objective Structured Clinical Examination (OSCE), aiming to evaluate the quality of the existing curriculum in the clerkship phase. The cross sectional study was conducted at the end of the clerkship period, before the students had entered the internship. The OSCE exam was conducted in the morning (2 different tracts) and in the evening (2 similar tracts) and 86 students participated in the exam. Each tract consisted of seven stations. The students' points in the stations assessing history taking and clinical skills were compared. The students gained the highest points in the history taking stations, whereas the procedure stations accounted for the lowest points; there was a significant difference between these stations (p < 0.001). The female students achieved higher scores in the OSCE exam compared to males (p = 0.004). The OSCE exam revealed the inefficacy of the current medical curriculum in teaching the required clinical skill to undergraduate medical students during the clerkship.

  8. Effects of Psychomotor Intervention Program on Students with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    ElGarhy, Sayed; Liu, Ting

    2016-01-01

    The purpose of this study was to examine the effects of a psychomotor intervention program (PIP) on body awareness and psychomotor concepts for students with autism spectrum disorder (ASD). Twenty-eight students (23 boys and 5 girls) with ASD participated in this study. Fourteen students with ASD were randomly assigned to the experimental group…

  9. Teaching Mental Skills for Self-Esteem Enhancement in a Military Healthcare Setting

    DTIC Science & Technology

    2009-01-01

    Soldiers, and 915 Army Civilians (Sheftick & Holzer, 2007). Self - Esteem Rosenberg (1965) provided a broad and frequently cited description of self ...Teaching Mental Skills for Self - Esteem Enhancement in a Military Healthcare Setting Jon Hammermeister, Michael A. Pickering and LTC Carl J. Ohlson...The need exists for educational methods which can positively influence self - esteem , especially in demanding military healthcare settings. Warrior

  10. Perceptions of Teaching Methods for Preclinical Oral Surgery: A Comparison with Learning Styles

    PubMed Central

    Omar, Esam

    2017-01-01

    Purpose: Dental extraction is a routine part of clinical dental practice. For this reason, understanding the way how students’ extraction knowledge and skills development are important. Problem Statement and Objectives: To date, there is no accredited statement about the most effective method for the teaching of exodontia to dental students. Students have different abilities and preferences regarding how they learn and process information. This is defined as learning style. In this study, the effectiveness of active learning in the teaching of preclinical oral surgery was examined. The personality type of the groups involved in this study was determined, and the possible effect of personality type on learning style was investigated. Method: This study was undertaken over five years from 2011 to 2015. The sample consisted of 115 students and eight staff members. Questionnaires were submitted by 68 students and all eight staff members involved. Three measures were used in the study: The Index of Learning Styles (Felder and Soloman, 1991), the Myers-Briggs Type Indicator (MBTI), and the styles of learning typology (Grasha and Hruska-Riechmann). Results and Discussion: Findings indicated that demonstration and minimal clinical exposure give students personal validation. Frequent feedback on their work is strongly indicated to build the cognitive, psychomotor, and interpersonal skills needed from preclinical oral surgery courses. Conclusion: Small group cooperative active learning in the form of demonstration and minimal clinical exposure that gives frequent feedback and students’ personal validation on their work is strongly indicated to build the skills needed for preclinical oral surgery courses. PMID:28357004

  11. Teaching social play skills to adults and children with autism as an approach to building rapport.

    PubMed

    Shireman, Molly L; Lerman, Dorothea C; Hillman, Conrad B

    2016-09-01

    Adults with autism spectrum disorder (ASD) and no intellectual disabilities were taught to increase the social play skills of children with ASD as part of a vocational training program. Participants included 3 adults, aged 21 to 27 years, and 6 children with ASD. Probes conducted throughout the study evaluated whether play skills training affected a measure of rapport between the adult and child. Results demonstrated the effectiveness of behavioral skills training for teaching the adult participants the appropriate play skills. In addition, the children's social engagement increased. Finally, rapport probes showed that play skills training increased levels of proximity, our measure of rapport, between the adults and children. © 2016 Society for the Experimental Analysis of Behavior.

  12. An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction

    ERIC Educational Resources Information Center

    Alsowat, Hamad

    2016-01-01

    This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate…

  13. Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

    ERIC Educational Resources Information Center

    Samalot-Rivera, Amaury; Porretta, David L.

    2009-01-01

    The purpose of this study was to determine adapted physical educators' perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura's social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face…

  14. Feasibility Standards for Communicative Skills: Final Report for the U.S. Army Training and Doctrine Command

    DTIC Science & Technology

    1992-01-27

    was found for the interrelatedness of these skills (the "whole language" approach). However, it is a complex relationship , and there remain...the comprehensive annotated bibliography. It does not include discussions of writing or speaking anxiety; psychomotor skills ; or potential bias, such... relationship and how the communicative skills program will be implemented. The only way to determine that which is useful from that which is not is

  15. A Neural Network Guide to Teaching. Fastback 431.

    ERIC Educational Resources Information Center

    Baker, Justine C.; Martin, Francis G.

    This booklet proposes a model for learning that provides insight into the underlying physiology of the brain and suggests teaching strategies of repetition, variety and pattern, and incubation consistent with that physiology. It discusses how these three strategies can be used to enhance learning in the cognitive, psychomotor, and affective…

  16. Use of Video Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Allen, Keith D.; Wallace, Dustin P.; Renes, Diana; Bowen, Scott L.; Burke, Ray V.

    2010-01-01

    As part of a collaborative project between a University Center for Excellence in Developmental Disabilities and a local private business, we examined the effects of video modeling to teach vocational skills to four adolescents and young adults with Autism Spectrum Disorders. Video modeling was used to teach the participants to wear a WalkAround[R]…

  17. Using an Online Collaborative Project between American and Chinese Students to Develop ESL Teaching Skills, Cross-Cultural Awareness and Language Skills

    ERIC Educational Resources Information Center

    Angelova, Maria; Zhao, Ying

    2016-01-01

    The purpose of this study was to explore the potential of computer-mediated communication (CMC) tools to facilitate second language acquisition and develop English as a second language (ESL) teaching skills and cultural awareness. The paper describes a collaborative online project between students from China and the USA, who communicated using the…

  18. Comparison of Peer and Self-Video Modeling in Teaching First Aid Skills to Children with Intellectual Disability

    ERIC Educational Resources Information Center

    Ozkan, Serife Yucesoy

    2013-01-01

    The purposes of this study were to (1) compare peer and self-video modeling in terms of effectiveness and efficiency in teaching first aid skills to children with intellectual disability and (2) analyze the error patterns made in probe sessions to determine whether the children who took the role of sufferers during the first aid skill sessions…

  19. Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

    ERIC Educational Resources Information Center

    Ozaydin, Latife

    2015-01-01

    The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…

  20. 21st Century Teaching and Learning: An Assessment of Student Website Evaluation Skills

    ERIC Educational Resources Information Center

    Pinkham, Caroline; Wintle, Sarah E.; Silvernail, David L.

    2008-01-01

    Over the past 20 years, the amount of information available to students via the Internet has increased dramatically. Access for students to technological resources used to locate information on the Internet has likewise increased. As a result, teachers are now being asked to teach students important 21st Century Skills, including the ability to…