An anatomy of CBT training: trainees’ endorsements of elements, sources and modalities of learning during a postgraduate CBT training course

2013 ◽  
Vol 6 ◽  
Author(s):  
Sarah G. Rakovshik ◽  
Freda McManus
Keyword(s):  
Peer Interactions ◽  
Learning Experience ◽  
Course Evaluation ◽  
Master's Level ◽  
Clinical Instruction ◽  
Distance Training ◽  
Training Course ◽  
Traditional Training ◽  
Perceived Impact ◽  
The Impact

AbstractThis study examines trainees’ evaluations of a postgraduate CBT training course to determine which aspects are perceived as having the greatest effect on competence. A course evaluation was completed by three cohorts (n = 73) of a yearlong master's-level CBT training course, and statistical comparisons were conducted to examine the perceived impact of discrete aspects of training. There were significant differences between endorsements of the impact of various aspects of the learning experience. Overall, supervision was perceived to have a greater influence on trainees’ competence than clinical instruction. Interactions with trainers were given the highest rating, followed by learning from personal reflection and peer interactions. The varied aspects of extensive CBT training were perceived by students to be differentially effective in enhancing CBT skills. Supervision was perceived to have the strongest impact on competence, and trainees’ own reflections on their practice in preparation for supervision perceived as an important contributor to supervision's efficacy. The relatively low rating of peer-related learning suggests acceptability for distance training (e.g. internet-based), which excludes peer interaction found in traditional training. Due to limitations inherent in study design, only tentative conclusions can be offered. Further research involving more rigorous hypothesis testing is recommended.

Scenario-Based Learning Environment to Support Peer-Learning

2012 ◽  
Author(s):  
Zahed Siddique ◽  
Mrinal C. Saha ◽  
Firas Akasheh ◽  
Shaiful Arif ◽  
Bipul Barua ◽  
...  
Keyword(s):  
Peer Interactions ◽  
3D Visualization ◽  
Learning Experience ◽  
Peer Learning ◽  
Design Problems ◽  
University Of Oklahoma ◽  
Manufacturing Engineering ◽  
Novel Concept ◽  
The University ◽  
The Impact

It is well documented that students learn more effectively when they are actively involved in the learning process, and interacting with peers. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide a peer-learning experience. In this paper we present Create your Scenario Interactively (CSI) module, which is an interactive storybook-like learning tool composed of interactive storyline, 2D/3D visualization, simulation, and state-of-the-art interaction technology. The CSI method allows peer-interactions and prepares students to solve open-ended problems. The CSI module has been developed for metal casting and implemented in manufacturing engineering courses at the University of Oklahoma and Tuskegee University. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. We also analyze the effect of peer-learning to develop critical thinking and solve design problems. The details of the CSI module, implementation details, and assessment results are discussed in the paper.

scholarly journals A Challenge-Based Learning Experience in Industrial Engineering in the Framework of Education 4.0

2021 ◽  
Vol 13 (17) ◽  
pp. 9867
Author(s):  
Yadira Gutiérrez-Martínez ◽  
Rogelio Bustamante-Bello ◽  
Sergio A. Navarro-Tuch ◽  
Ariel A. López-Aguilar ◽  
Arturo Molina ◽  
...  
Keyword(s):  
Professional Education ◽  
Learning Experience ◽  
Product Analysis ◽  
Interconnected System ◽  
Challenge Based Learning ◽  
Traditional Training ◽  
Implementation Methodology ◽  
Emotional Domotics ◽  
The Impact ◽  
The Internet Of Things

Current tendencies of product, project and services development focus on a higher consideration of the User Experience (UX). Therefore, traditional training and teaching methodologies need to adapt to prepare the students to develop strategies for problem solving for their professional education. Such needs have risen and interest in tendencies such as education and Industry 4.0 has grown. This paper presents and analyzes the process and results of a teaching implementation methodology based on Challenge-Based Learning (CBL). The paper describes the process followed, explaining the methodology precedents that led to the final implementation case. It also mentions previous experiments on product analysis and home automation developments that are linked to implementation of the technology. This case’s implementation, analysis and experimentation integrated the use of Emotional Domotics (ED) Tools for the UX analysis, to grant feedback and compare the students’ results with the bio-metrical and emotional computational analysis. The methodology, described through this document, allowed the students to better understand and experience some of the implications of an interconnected system with instant information feedback. This allowed them to better grasp part of the impact that the tendency towards the Internet of Things (IoT) is currently having, and the impact of the improvement proposals from the students.

scholarly journals Developing a rubric for the assessment of student performance in compounding and dispensing practical

2021 ◽  
pp. 674-678
Author(s):  
Dibya Sundar Panda ◽  
Nasser Hadal Alotaibi ◽  
Nabil K Alruwaili
Keyword(s):  
Student Performance ◽  
Quantitative Evaluation ◽  
Psychomotor Performance ◽  
Learning Experience ◽  
Course Evaluation ◽  
Evaluation Instrument ◽  
Scoring Rubric ◽  
The Impact

Objectives: To study the impact of assessment using a scoring rubric on the compounding and dispensing skills of the students. Methods: A rubric was prepared to evaluate the students’ psychomotor performance and attitude in compounding and dispensing. The rubric was applied by the teacher, the students themselves, and their classmates instead of the earlier used dichotomous checklist. Scores were compared pre- and post-implementation of the rubric. The students’ learning experience and outcomes were assessed through regular course evaluation surveys. Results: Student performance was improved from the baseline to the mid and end of term. The number of harmful scorings was reduced, and the number of admissible scorings was increased. Conclusion: The pharmaceutical compounding rubric showed to be a quantitative evaluation instrument for teachers. It also helped identify the challenging areas. The implementation of the rubric helped minimise errors.

What Does a Doctoral Degree in Rehabilitation Counseling Bring to Speech-Language Pathology Programs?

2012 ◽  
Vol 15 (2) ◽  
pp. 63-69
Author(s):  
Joseph P. Agan
Keyword(s):  
Rehabilitation Counseling ◽  
Doctoral Degree ◽  
Interdisciplinary Studies ◽  
Master's Level ◽  
Speech Language Pathology ◽  
Research And Teaching ◽  
Personal Experiences ◽  
Language Pathology ◽  
Interdisciplinary Study ◽  
The Impact

In this paper, I will describe the potential contributions of interdisciplinary studies combining speech-language pathology and rehabilitation counseling in the preparation of future speech-language pathologists (SLPs). I will provide a brief introduction to the field of rehabilitation counseling and consider it from an SLP’s perspective. Next, I will describe some of my own personal experiences as they pertain to the intersecting cultures of work and disability and how these experiences influenced my practice as a master’s level SLP eventually leading to my decision to pursue a doctoral degree in rehabilitation counseling. I will describe the impact of this line of interdisciplinary study on my research and teaching. Finally, I will present some arguments about why concepts relevant to rehabilitation counseling are important to the mindset of SLPs.

Studying Abroad in Nepal: Assessing Impact

2003 ◽  
Vol 9 (1) ◽  
pp. 175-188 ◽  
Author(s):  
Patricia Farrell ◽  
Murari Suvedi
Keyword(s):  
Personal Development ◽  
Intellectual Development ◽  
Longitudinal Research ◽  
Adult Learning Theory ◽  
Academic Program ◽  
The Body ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Perceived Impact ◽  
The Impact

The purpose of this study is to analyze the reported or perceived impact of studying in Nepal on student’s academic program, personal development and intellectual development. The study draws upon adult learning theory to analyze survey instrument data, interviews, and case studies to discern the impact of the program on college students and to contribute to the body of longitudinal research on U.S. study abroad programs.

scholarly journals Promoting the Quality of Life of Elderly during the COVID-19 Pandemic

2021 ◽  
Vol 18 (13) ◽  
pp. 6813
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Learning Experience ◽  
The Elderly ◽  
Learning Approach ◽  
Learning Center ◽  
Learning Centers ◽  
Technology Learning ◽  
The Impact

This study explored the technology learning model of the elderly in a senior learning center under the impact of the COVID-19 pandemic. Many senior learning centers were closed during the pandemic, and many of them adopted the mode of online education. However, problems such as decreased motivation and a lack of peer interaction still exist. To solve these problems, this study used the easy-to-implement calligraphy AR approach and E-book approach to conduct a quasi-experiment on the elderly of a calligraphy course offered by a senior learning center. The results show a higher learning motivation among the elderly who use calligraphy AR. The learning effectiveness and technology acceptance of the elderly in the E-book learning group were higher than those in the calligraphy AR group. The elderly mentioned that the E-book learning approach is more user-friendly. In general, in the face of the COVID-19 pandemic affecting the suspension of classes in senior centers, education through the development of technology has stimulated the growth of education in advanced learning centers. Through this kind of scientific and technological learning method, it will bring a whole new experience to the elderly. It can improve the stress relief methods, mental health, and quality of life of the elderly during the COVID-19 emergency shutdown, and provide a novel calligraphy technique learning experience for the elderly. Therefore, we believe that the calligraphy AR learning approach and the calligraphy E-book learning approach are practical and may promote quality of life and mental health of the elderly during the emergency closures due to COVID-19, providing elderly attendees with a novel calligraphy technology learning experience.

scholarly journals Is the perceived impact of disciplinary procedures on medical doctors’ professional practice associated with working in an open culture and feeling supported? A questionnaire among medical doctors in the Netherlands who have been disciplined

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e036922
Author(s):  
Berber S Laarman ◽  
Renée J R Bouwman ◽  
Anke J E de Veer ◽  
Roland D Friele
Keyword(s):  
Professional Practice ◽  
Negative Impact ◽  
Working Environment ◽  
Perceived Support ◽  
Medical Doctors ◽  
Safe Environment ◽  
Item Questionnaire ◽  
Disciplinary Procedures ◽  
Perceived Impact ◽  
The Impact

IntroductionDisciplinary procedures can have a negative impact on the professional functioning of medical doctors. In this questionnaire study, doctors’ experience with open culture and support during a disciplinary procedure is studied to determine whether open culture and support are associated with perceived changes in the professional practice of doctors.MethodsAll doctors who received a warning or a reprimand from the Dutch Medical Disciplinary Board between July 2012 and August 2016 were invited to fill in a 60-item questionnaire concerning open culture, perceived support during the disciplinary procedure and the impact of the procedure on professional functioning as reported by doctors themselves. The response rate was 43% (n=294).ResultsA majority of doctors perceive their work environment as a safe environment in which to talk about and report incidents (71.2% agreed). Respondents felt supported by a lawyer or legal representative and colleagues (92.8% and 89.2%, respectively). The disciplinary procedure had effects on professional practice. Legal support and support from a professional confidant and a professional association were associated with fewer perceived changes to professional practice.ConclusionOur study shows that doctors who had been disciplined perceive their working environment as open. Doctors felt supported by lawyers and/or legal representatives and colleagues. Legal support was associated with less of a perceived impact on doctors’ professional practice.

The Use of Twitter as an Interactive Learning Tool Within a Postgraduate Public Health Course: A Pilot Study

2020 ◽  
pp. 237337992097842
Author(s):  
Rimante Ronto ◽  
Alexandra Bhatti ◽  
Josephine Chau
Keyword(s):  
Public Health ◽  
Online Survey ◽  
Learning Experience ◽  
Empirical Studies ◽  
Teaching Staff ◽  
Learning Tool ◽  
Interactive Approach ◽  
Master Of Public Health ◽  
Use Of Social Media ◽  
The Impact

Twitter has gained attention in recent years as a tool to use in higher education to enhance students’ learning, engagement, and reflective writing. This study explored public health students’ perceptions on the usefulness of Twitter as a learning tool, engagement with their peers, staff, and the broader public health community. Participants were Master of Public Health students from a public university based in Sydney, Australia. A mixed methods approach was used combining content analysis of tweets, an online survey and two focus groups. Students were asked to engage with Twitter by reflecting on each week’s teaching content and by liking and replying to their peers’ tweets. Participation and engagement in this task were high initially and declined toward the end of semester. Most student tweets aligned with topics taught during the semester. Survey and focus group data indicated most students had positive views on using Twitter and reported finding engagement with Twitter beneficial in obtaining current information on health promotion news and trends, increasing their professional networks and allowing them to connect with their peers and teaching staff. Results indicate Twitter is a promising interactive approach to enhance public health students’ engagement and overall learning experience, as well as being useful for professional networking. Larger scale empirical studies are needed to investigate the impact of the use of social media platforms such as Twitter to various learning outcomes longitudinally and beyond this course.

The Impact of Live Cases on Student Skill Development in Marketing Courses

2021 ◽  
pp. 027347532110345
Author(s):  
Shannon Cummins ◽  
Jeff S. Johnson
Keyword(s):  
Time Management ◽  
Learning Experience ◽  
Skill Development ◽  
Handling Time ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Samples ◽  
Conflict Handling ◽  
Student Skill ◽  
The Impact

Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.

scholarly journals COVID-19 Perceived Impact and Psychological Variables as Predictors of Unhealthy Food and Alcohol Consumption Trajectories: The Role of Gender and Living with Children as Moderators

2021 ◽  
Vol 18 (9) ◽  
pp. 4542
Author(s):  
Camila Salazar-Fernández ◽  
Daniela Palet ◽  
Paola A. Haeger ◽  
Francisca Román Mella
Keyword(s):  
Mental Health ◽  
Alcohol Consumption ◽  
Depression Symptoms ◽  
Unhealthy Food ◽  
Psychological Variables ◽  
Curve Modeling ◽  
Perceived Impact ◽  
Mental Health Factors ◽  
The Impact ◽  
Over Time

The present study examines the trajectories of unhealthy food and alcohol consumption over time and considers whether perceived impact of COVID-19 and psychological variables are predictors of these trajectories. We ascertained whether these predictors are different in women vs. men and between women living with vs. without children. Data were collected through online surveys administered to 1038 participants from two universities (staff and students) in Chile, across five waves (July to October 2020). Participants provided information about their past-week unhealthy food and alcohol consumption and mental health. Using latent growth curve modeling analysis, we found that higher perceived health and interpersonal COVID-19 impact, younger age and lower depression symptoms were associated with more rapid increases over time in unhealthy food consumption. On the other hand, higher perceived COVID-19 economic impact and older age were associated with more rapid diachronic decreases in alcohol consumption. Gender and living with or without children, for women only, were moderators of these trajectories. This longitudinal study provides strong evidence identifying the multiple repercussions of COVID-19 and mental health factors on unhealthy food and alcohol consumption. These findings highlight the need for interventions aimed at minimizing the impact of the pandemic on unhealthy food and alcohol consumption over time.

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