Developing Interpersonal and Counseling Skills Through Mixed-Reality Simulation in Communication Sciences and Disorders

2021 ◽  
pp. 1-13
Author(s):  
Twyla Perryman ◽  
Carlie Sandefur ◽  
Chelsea T. Morris
Keyword(s):  
Interpersonal Communication ◽  
Undergraduate Students ◽  
Mixed Reality ◽  
Clinical Skills ◽  
Statistical Significance ◽  
Counseling Skills ◽  
Clinical Simulation ◽  
Positive Attitudes ◽  
Computer Based ◽  
The Impact

Purpose Simulation is increasingly becoming a valuable tool for training and educating students in communication sciences and disorders (CSD). The purpose of this study is to examine the impact of a mixed-reality simulation on CSD students' perceptions of their ability to apply clinical and counseling skills. Additionally, this study sought to investigate the overall efficacy and acceptance of this type of clinical simulation experience for undergraduate CSD students. Method A total of 29 undergraduate students participated in a clinical simulation experience that used actor-controlled avatars in a mixed-reality simulation environment to practice collecting case history information and delivering diagnostic news to parents of a child client. All students completed pre- and postsimulation questionnaires that rated the impact of the clinical simulation experience on their confidence in demonstrating targeted clinical skills and their general attitudes about their participation. Additionally, five lead participants participated in follow-up interviews to gather data to best describe students' perceptions. Quantitative and qualitative data were recorded and analyzed. Results The majority of the students exhibited positive attitudes toward the mixed-reality clinical simulation experience and reported an increase in their perceived ability to apply several counseling skills (e.g., listening and selective feedback) following the session. Analysis showed that the perceived confidence levels on seven out of the 17 targeted skill items increased on the postevent questionnaire to a level of statistical significance and that the simulation experience was described as meaningful and supportive for increasing confidence. Conclusions Mixed-reality clinical simulation may be a useful tool for teaching interpersonal communication and counseling skills for students, including undergraduates, in CSD. Additionally, the use of mixed-reality technology in this study produced similar results seen with other clinical simulation methods such as standardized patients or computer-based simulations.

scholarly journals The Impact of Curriculum and Instructional Choices on Undergraduate Students in Introductory Geology

2019 ◽  
Vol 4 (3) ◽  
pp. 17
Author(s):  
Christopher Roemmele
Keyword(s):  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Collaborative Work ◽  
Positive Attitudes ◽  
Hands On ◽  
Pedagogical Choices ◽  
Introductory Geology ◽  
Students Attitudes ◽  
The Impact ◽  
Curriculum Topics

This research investigated the impact of an introductory geology class on undergraduate students' attitudes toward and conceptual understanding of geology. The purpose was to identify students' geologic blindness, a construct of disinterest, disdain, and unawareness of geology, geologic processes, and their relationship to humans, by assessing students’ views on curricular and pedagogical choices. A convergent parallel mixed-methods research design was conducted. The participants consisted of 289 students enrolled over two semesters in an introductory geology class for non-majors. Specific to content and instruction, students found the format of rock and mineral labs and exams difficult and in need of change. They expressed positive attitudes about the hands-on, collaborative nature of these labs, and observation skills to perform them. Curriculum topics judged more interesting were deemed less difficult to understand, and vice versa, and that there was general understanding of geology’s broader themes of tectonics and time. Open-ended responses from participants, and interviews with key informants provided further evidence for these results. Students indicated that explicit instruction on the topic relevance, cross-topic connections, and on-going assessment and the use of a variety of visualizations and collaborative work would help to improve understanding and attitudes. The results provide insight into ways to improve introductory geology courses by addressing geologic blindness.

Attitudes of undergraduate students towards persons with disabilities; the role of the need for social approval

2013 ◽  
Vol 44 (1) ◽  
pp. 40-49 ◽  
Author(s):  
Joanna Kowalska ◽  
Justyna Winnicka
Keyword(s):  
Undergraduate Students ◽  
People With Disabilities ◽  
Social Approval ◽  
Social Desirability Scale ◽  
Persons With Disabilities ◽  
Explicit Attitudes ◽  
Positive Attitudes ◽  
The Impact ◽  
The Relationship

Abstract The purpose of this study was a diagnosis of the attitudes of students of Warsaw universities towards people with disabilities and the variables which impacted on these attitudes. Additionally, we examined the relationship between the need for social approval and explicit attitudes towards people with disabilities. The study focused on two components of attitudes: behavioural (measured by preferable social distance - SDSB) and cognitive (tested with a semantic differential scale - SDSO). 318 students completed a survey including a demographic sheet, a social desirability scale, the SDSB and SDSO. The results indicate that students expressed positive attitudes towards people with disabilities. The impact of such variables as gender, the type of disability and the need for social approval was registered and were differentiated in regard to components of attitudes. The results are discussed with reference to earlier research and cues for further studies are suggested.

scholarly journals Assessment of UAV operator workload in a reconfigurable multi-touch ground control station environment

2016 ◽  
Vol 4 (3) ◽  
pp. 203-216
Author(s):  
Jeffrey Haber ◽  
Joon Chung
Keyword(s):  
Mixed Reality ◽  
Human Mind ◽  
Ground Control ◽  
Task Load ◽  
Touch Gestures ◽  
Ground Control Station ◽  
Computer Based ◽  
Commercial Off The Shelf ◽  
The Impact ◽  
Operator Workload

Multi-touch computer inputs allow users to interact with a virtual environment through the use of gesture commands on a monitor instead of a mouse and keyboard. This style of input is easy for the human mind to adapt to because gestures directly reflect how one interacts with the natural environment. This paper presents and assesses a personal-computer-based unmanned aerial vehicle ground control station that utilizes multi-touch gesture inputs and system reconfigurability to enhance operator performance. The system was developed at Ryerson University’s Mixed-Reality Immersive Motion Simulation Laboratory using commercial-off-the-shelf Presagis software. The ground control station was then evaluated using NASA’s task load index to determine if the inclusion of multi-touch gestures and reconfigurability provided an improvement in operator workload over the more traditional style of mouse and keyboard inputs. To conduct this assessment, participants were tasked with flying a simulated aircraft through a specified number of waypoints, and had to utilize a payload controller within a predetermined area. The task load index results from these flight tests have initially shown that the developed touch-capable ground control station improved operator workload while reducing the impact of all six related human factors.

scholarly journals Impact of Resident-Led Small-Group Learning Sessions on Preclinical Students' Perceptions of Ophthalmology

2021 ◽  
Vol 13 (01) ◽  
pp. e78-e81
Author(s):  
Priya Sorab ◽  
Andrew R. Benza ◽  
Ian T. Patterson ◽  
Lisa D. Kelly
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Positive Impact ◽  
Clinical Skills ◽  
Positive Interactions ◽  
Area Of Interest ◽  
Positive Attitudes ◽  
Before And After ◽  
The Impact ◽  
Residents As Teachers

Abstract Introduction Resident physicians have a significant role in the education of medical students, and limited research has demonstrated that positive interactions with residents are linked with enhanced students’ perceptions of a specialty. Minimal research on residents as teachers has been done in ophthalmology, and no research has examined the impact of residents as teachers on the perceptions of preclinical students. This is an important area of interest because ophthalmology conducts an early match. The competitiveness of the field increases the importance of early involvement in research and clinical activities. This study aimed to assess the role of a resident-led workshops as a vehicle for exposing preclinical students to ophthalmology. Methods A 2-hour workshop on the Ophthalmology Clinical Skills was held at the University of Cincinnati College of Medicine in November 2018. The workshop was conducted by seven ophthalmology residents, and the learners were 15 first-year and 11 second-year medical students. The workshop format consisted of a 30-minute introductory lecture on the field of ophthalmology, followed by a 60-minute small-group clinical skills’ session focusing on direct ophthalmoscopy and slit lamp examination. Preworkshop and postworkshop surveys were administered to the medical students, and Student’s paired sample t-test was used to assess the differences in responses before and after the workshop. Results Students’ average interest in ophthalmology rose (p = 0.049) as did their likeliness to approach a resident for career advice (p = 4.65 × 10−6) and their likeliness to attend the Secrets of the Match Lunch talk, a yearly talk held by a student matched into ophthalmology (p = 0.002). Conclusion These results suggest that resident intervention can have a positive impact on preclinical students’ perceptions of ophthalmology and may be a good educational strategy to foster their positive attitudes toward the field.

scholarly journals Maths Sparks: Investigating the impact of outreach on pupil’s attitudes towards mathematics

2017 ◽  
Vol 15 (3) ◽  
pp. 4
Author(s):  
Anthony Gerard Cronin ◽  
Aoibhinn Ni Shuilleabhain ◽  
Emily Lewanowski-Breen ◽  
Christopher Kennedy
Keyword(s):  
Undergraduate Students ◽  
Gender Gap ◽  
Academic Staff ◽  
Male Students ◽  
Positive Attitudes ◽  
Attitudes Towards Mathematics ◽  
Outreach Programme ◽  
The Subject ◽  
The Republic ◽  
The Impact

In this article, we examine the impact of participating in a series of mathematics workshops on secondary-school pupils’ attitudes towards mathematics. A six-week program, entitled ‘Maths Sparks’, was run by a team of lecturers and students at a research-intensive university in the Republic of Ireland. The outreach series aimed to promote mathematics to pupils from schools designated as socio-economically disadvantaged (DEIS - Delivering Equality of Opportunity in Schools), who are less likely to study mathematics at higher level than their non-DEIS counterparts (Smyth et al. 2015). Sixty-two pupils participated in the research and data was generated through pre-post questionnaires based on the Fennema-Sherman (1976) framework of Attitudes to Mathematics. Findings suggest that while male students initially had more positive attitudes towards mathematics, there was a narrowing in this gender gap across several factors on the Fennema-Sherman scale as a result of participation in the programme. The most prominent of these features were: ‘Attitudes towards success in mathematics’ and ‘Motivation towards mathematics’. Findings suggest that the construct and delivery of this Mathematics outreach programme, involving undergraduate students and academic staff, may provide a useful structure in benefitting pupils’ attitudes towards mathematics and encouraging their study of the subject.

scholarly journals Coeducation in Higher Education of Afghanistan: Students’ Perspective

2021 ◽  
Author(s):  
Sayeed Naqibullah Orfan ◽  
Ebtisam Niazi
Keyword(s):  
Communication Skills ◽  
Undergraduate Students ◽  
Real Life ◽  
Male Students ◽  
Survey Questionnaire ◽  
Negative Effects ◽  
Academic Confidence ◽  
Positive Attitudes ◽  
Gender Biases ◽  
The Impact

The study investigated Afghan undergraduate students’ perceptions of positive and negative effects of coeducation. It also examined the impact of students’ gender and ethnicity on their perceptions. A survey questionnaire was used to collect data from 230 randomly selected students from Takhar University. The authors utilized descriptive and inferential statistics to analyze the data. The results showed that students had positive attitudes towards coeducation. They believed that coeducation had both personal and social effects such as improving students’ academic confidence, communication skills, preparing them for real life, promoting gender equality and reducing gender biases and stereotypes. However, less than half of students believed that coeducation had negative effects, e.g., distracting students and male students’ domination of class activities. Moreover, the findings revealed that students’ gender had a significant impact on their responses; female students’ attitude towards coeducation was stronger than that of male students. However, students’ ethnicity did not significantly impact their responses.

scholarly journals The Impact of Mental Health Stigma and Ageism on Students’ Intention to Work with Older Adults: A Mixed Methods Design

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 607-607
Author(s):  
Cindy Woolverton ◽  
Katelind Biccum ◽  
Aiping Yu ◽  
Lanlan Xin ◽  
Jessica Strong
Keyword(s):  
Mental Health ◽  
Older Adults ◽  
Undergraduate Students ◽  
Adult Population ◽  
Negative Attitude ◽  
Qualitative Description ◽  
Mental Health Stigma ◽  
Older Individuals ◽  
Positive Attitudes ◽  
The Impact

Abstract Approximately 20% of older adults have a mental or neurological disorder which can cause significant disability. With a growing older adult population, there is a need for providers receiving specialized training in aging to provide quality care. However, there continues to be shortages of students seeking careers in geriatrics and especially in working with older individuals with mental health (MH) concerns. The present study explored the relationship between MH stigma, ageism and intention to work with older adults among undergraduate students. Undergraduate students (N=188) completed a battery of questionnaires including intention to work with older adults, positive and negative attitude towards older adults, and open-ended questions exploring MH stigma views. Regression results indicated that MH stigma, positive, and negative attitudes significantly predicted intention to work with older adults, (F(3, 182) = 8.51, p = .000). Examination of the coefficients revealed that positive attitudes significantly predicted intention to work with older adults (t=4.38, p=.000), and MH stigma demonstrated a trend towards significance (t=1.90, p=.059). Open-ended responses were analyzed using qualitative description methods which revealed themes consistent with negative and positive stereotypes, MH problems going undetected, and need for additional support in recognizing and treating MH conditions among older adults. Positive attitudes are an important predictor in students’ intention to work with older adults, and MH stigma may be an important factor to explore further. Qualitative themes also describe how MH concerns are an important area to focus on among older adults, although there continues to be evidence of aging stereotypes.

scholarly journals UNDERGRADUATE EXERCISE AND AGING STUDENTS KNOWLEDGE AND PERCEPTIONS REGARDING OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S536-S536
Author(s):  
Tracy Davis ◽  
Michelle Zechner
Keyword(s):  
Older Adults ◽  
Undergraduate Students ◽  
Health Care Professionals ◽  
Healthcare Providers ◽  
Census Bureau ◽  
Average Score ◽  
Knowledge And Attitudes ◽  
Positive Attitudes ◽  
Exercise And Aging ◽  
The Impact

Abstract The aging population presents far ranging implications and opportunities for individuals, families, policy makers, and healthcare providers. The U.S. Census Bureau estimates an increase in the population aged 65+, which is projected to reach 83.7 million by 2050. With this changing demographic environment, human services and health care professionals with specialized training in aging are needed, regardless of career goals all students deserve exposure to aging education. Undergraduate students have varying knowledge and attitudes towards older adults. Many times undergraduate students have had limited interactions with older adults and their attitudes and perceptions are based on interactions with grandparents and other relatives. In order to better understand undergraduate student’s knowledge and attitudes regarding older adults we surveyed a group of 50 undergraduate students enrolled in an exercise and aging course offered through the Department of Kinesiology and Health. Students were surveyed using the Facts on Aging Quiz (Breytspraak & Bandura, 2015) and the Aging Semantic Differential (ASD) (Rosencranz & McNevin, 1969). Preliminary findings suggest that students have relatively low knowledge about older adults, as the average score of the Facts on Aging Quiz was 30.4 out of 50 (SD= 3.86). However, scores on the ASD indicate that the student have generally more positive attitudes towards older adults (M=74.29; SD=20.9). At the end of the semester the same students will be surveyed again to evaluate the impact of the course. Findings from this study will be used to augment course content to increase student knowledge and attitudes about older adults.

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