Clinical oral examinations: assessment of competence in radiation therapy

2009 ◽  
Vol 8 (3) ◽  
pp. 115-118 ◽  
Author(s):  
Michelle Leech ◽  
A. Craig ◽  
C. Poole ◽  
M. Broderick ◽  
S. Ni Chuinneagain ◽  
...  
Keyword(s):  
Radiation Therapy ◽  
Learning Outcomes ◽  
Clinical Competence ◽  
Oral Examinations ◽  
Second Year ◽  
Assessment Of Competence ◽  
Therapy Education ◽  
Assessment Strategies

AbstractMatching assessment strategies to learning outcomes in radiation therapy education is of the utmost importance. Assessing clinical competence requires that ‘competence’ be clearly defined prior to the start of any clinical programme. In this article, we report on our experience in using clinical oral examinations in assessing competence in second year undergraduate radiation therapy students. The shortcomings of clinical oral examinations such as ‘leaking’ of the agenda are addressed and more positive attributes, such as increased collaboration between academic and clinical radiation therapists are discussed.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Feasibility of Breast Radiation Therapy Video Education Combined With Standard Radiation Therapy Education for Patients With Breast Cancer

2021 ◽  
Vol 48 (3) ◽  
pp. 279-290
Author(s):  
Michelle Pembroke ◽  
Julie Bradley ◽  
Martina Mueller ◽  
Michelle Mollica ◽  
Lynne Nemeth
Keyword(s):  
Breast Cancer ◽  
Radiation Therapy ◽  
Therapy Education ◽  
Video Education

Learner-Centered Assessment and Facilitation Techniques

2011 ◽  
pp. 146-161
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Larry M. Dooley ◽  
Barry Boyd ◽  
Kathleen Kelsey ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Formative Evaluation ◽  
Traditional Classrooms ◽  
Online Programs ◽  
Online Delivery ◽  
Learner Centered ◽  
Assessment Techniques ◽  
Assessment Strategies ◽  
Distance Educators ◽  
Facilitation Techniques

You have just finished grading the first exam and the results are in. What does the grade really mean? Did the participants of the course or program learn? How do you know? How will you assess learning at a distance? A fundamental step in systematic instructional design and delivery is deciding how to assess learning outcomes. A well-written instructional objective includes outcome measures. Making certain that the assessment strategies match the objectives is an important first step, a step that must not be overlooked. A frequent concern raised by distance educators is that online delivery takes more time to facilitate and assess than traditional classrooms. In this chapter, we will discuss the use of formative evaluation and authentic assessment techniques to determine instructional effectiveness and learning outcomes. To establish viable online programs, we need to optimize the amount of time educators spend online. Tactics for optimizing time spent facilitating online learning will conclude the chapter.

scholarly journals Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

2021 ◽  
Vol 14 (7) ◽  
pp. 107
Author(s):  
Hanan Sarhan Megaad Alsubaiai
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Student Outcomes ◽  
Summative Assessment ◽  
Positive Outcome ◽  
Review Of Literature ◽  
The World ◽  
Specific Assessment ◽  
Experience Education ◽  
Assessment Strategies

Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. The review of literature presents formative assessment as a serious issue that can affect students’ outcomes. In particular, teachers’ perception is an important factor that determines their willingness to apply specific assessment strategies in class. According to the findings, formative assessment leads to positive student outcomes. Importantly, the overall perception towards formative is multi-factored. As such, a single factor cannot be blamed for teachers’ perception and attitude outcomes. Notably, teacher’ experience, education level, and other factors define their perception towards formative assessment. As such, any efforts to influence their perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers’ perception in influencing their decision to apply formative or summative assessment. 

scholarly journals PENINGKATAN KEMAMPUAN MENULIS NASKAH DRAMA SATU BABAK MENGGUNAKAN METODE NUMBERED HEAD TOGETHER TAHUN PELAJARAN 2018/2019

2019 ◽  
Vol 27 (2) ◽  
pp. 936
Author(s):  
Martina Septiani Sirait ◽  
Panigoran Siburian ◽  
Syahrizal Akbar
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Research Result ◽  
Writing Ability ◽  
Second Year ◽  
Classroom Action Research

This research aims at finding the process and result quality and describing the improvement of writing ability of drama text for students of SMP N 3 PancurBatu. It is classroom action research conducted for second year studentsof SMPN 3 PancurBatu. Cycle I and cycle II consists of planning, observing, and reflecting. The variable of this research is the ability in writing one chapter drama text in which the method used is Number Head Together. Technique of collecting data was done by observation, interview, and documentation. Based on test in cycle I and II, learning of writing a one-round drama script with the Numbered Head Together method on second-year student is significant. Completeness of learning outcomes is 66.67% or as many as 20 students are completed. Meanwhile, on cycle II it was got 76.67% or 23 students are completed. Based on research result, it can be summarized that the use of Numbered Head Together method can improve the students’ ability in writing a one-round drama script

scholarly journals ICT-supported, scenario-based learning in preclinical veterinary science education: Quantifying learning outcomes and facilitating the novice-expert transition

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Jennifer M. Seddon ◽  
Brenda McDonald ◽  
Adele L. Schmidt
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Science Students ◽  
Veterinary Science ◽  
Motivation For Learning ◽  
Student Cohorts ◽  
Information And Communication ◽  
Subject Areas ◽  
Second Year ◽  
And Training

<span>Problem and/or scenario-based learning is often deployed in preclinical education and training as a means of: (a) developing students' capacity to respond to authentic, real-world problems; (b) facilitating integration of knowledge across subject areas, and; (c) increasing motivation for learning. Six information and communication technology (ICT) supported, scenario-based learning (SBL) problems using case studies that integrated information across subject areas were implemented in a second-year genetics course for undergraduate veterinary science students and linked to educational outcomes. On a post-implementation questionnaire, students appreciated the use of authentic scenarios but login records indicated variable engagement among students. Comparison of learning outcomes from SBL-supported and non-SBL-supported content (within and across student cohorts) indicated that exposure to SBL generated quantifiable improvements in learning in both high and low ability students. Despite this, students did not perceive that the SBL activities improved their learning. Thus, ICT-supported SBL have the potential to reinforce connectivity of content across a range of pre-clinical courses, but to facilitate a genuine novice to expert transition may require consideration of students' perceptions of scenario relevance, their confidence, and how students of differing learning styles engage with such activities.</span>

scholarly journals Radiation therapy education for rural and remote GPs

2008 ◽  
Author(s):  
Naomi Chapman ◽  
Sharon Oultram ◽  
Karen Jovanovic
Keyword(s):  
Radiation Therapy ◽  
Rural And Remote ◽  
Therapy Education

scholarly journals STUDENT SUBMISSION PATTERNS IN ONLINE HOMEWORK AND RELATIONSHIPS TO LEARNING OUTCOMES: A PILOT STUDY

2019 ◽  
Author(s):  
Gianni Co ◽  
Zuheng Xu ◽  
Giorgio Sgarbi ◽  
Siqi Cheng ◽  
Ziqi Xu ◽  
...  
Keyword(s):  
Pilot Study ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Student Learning Outcomes ◽  
Online Homework ◽  
Science And Engineering ◽  
Significant Difference ◽  
Second Year ◽  
Post Hoc ◽  
Academic Year

Online homework systems are being increasingly used for auto-graded, instant feedback homework and practice for students in math, science and engineering. Students may use these systems, which often allow multiple or unlimited tries, in ways that are different from completing traditional paper-based homework, however research relating online homework system patterns of usage and learning outcomes is limited. This study explores online homework submission patterns and their links to student learning outcomes (weighted individual grades) by analyzing the submission patterns of two second-year engineering courses (~130 students each) from our institution over the 2017-2018 academic year using WeBWorK, an open online homework platform. Students in each of the two courses were clustered into three groups using a K-means algorithm based on when during the homework period they tended to submit attempts. Clusters were used to approximately represent a submission pattern, meaning groups of students that submit attempts mostly early, mostly late, or more evenly over the period. Conducting one-way ANOVAs for each course, we found that there is a significant difference between clusters (submission patterns) in terms of mean individual weighted grades on tests and exams (p < 1.07e-08, p < 2.68e-5). Post-hoc analyses revealed that the best performing cluster (students who submit attempts mostly early) had a mean tests/exams grades that were about 10% higher than worst performing cluster (students who submit attempts mostly late) (p < 2.6e-06, p < 9.9e-05).  

scholarly journals Teaching Children Foreign-Language Grammar: Are Authentic Materials Appropriate?

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Olga Malova
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Qualitative Method ◽  
Intervention Study ◽  
Research Question ◽  
Post Intervention ◽  
Authentic Materials ◽  
Second Year ◽  
Teaching Grammar ◽  
Children's Grammar

The paper discusses authentic materials as a resource for teaching grammar to young learners. Difficulties in foreign-language grammar learning for Russian pupils are presented, and typical challenges are described. The paper provides a pre-/post-intervention study of the development of children’s grammar skills. The research question is, “How does one use authentic materials for teaching grammar in an English as a foreign language (EFL) classroom?” A qualitative method is used to assess the learning outcomes of using authentic materials in teaching grammar to eight–nine-year-old pupils (the second year of studying English).

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