Promoting Problem-Solving and Self-Evaluation in Clinical Education Through a Collaborative Approach to Supervision

2003 ◽  
Vol 13 (3) ◽  
pp. 20-26 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Problem Solving ◽  
Clinical Education ◽  
Collaborative Approach ◽  
Self Evaluation

Student Clinicians Self-Evaluating Performance by Reviewing Session Videos and Using a Rubric

2015 ◽  
Vol 25 (2) ◽  
pp. 78-84 ◽  
Author(s):  
Holly C. Smith
Keyword(s):  
Clinical Education ◽  
Crucial Element ◽  
Self Evaluation ◽  
Pertinent Information ◽  
Evaluation Rubrics

Development of self-evaluation skills in student clinicians is a crucial element of clinical education. This article reviews pertinent information regarding supervisors' responsibilities related to teaching supervisees to self-evaluate. Previously identified methods of facilitating these skills are discussed. The use of video self-analyses paired with self-evaluation rubrics is explored.

scholarly journals Systematic and collaborative approach to problem solving using X-ray photoelectron spectroscopy

2021 ◽  
Vol 5 ◽  
pp. 100112
Author(s):  
Neal Fairley ◽  
Vincent Fernandez ◽  
Mireille Richard‐Plouet ◽  
Catherine Guillot-Deudon ◽  
John Walton ◽  
...  
Keyword(s):  
Problem Solving ◽  
Photoelectron Spectroscopy ◽  
Collaborative Approach ◽  
X Ray

scholarly journals Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course

2018 ◽  
Vol 11 (7) ◽  
pp. 43
Author(s):  
Oenardi Lawanto ◽  
Angela Minichiello ◽  
Jacek Uziak ◽  
Andreas Febrian
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Engineering Students ◽  
Self Regulation ◽  
Engineering Problem ◽  
Prior Learning ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Significant Difference ◽  
Task Interpretation

Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.

scholarly journals PEMBERDAYAAN MASYARAKAT PESISIR BERBASIS KELUARGA PERSEPEKTIF GENDER

2018 ◽  
Vol 2 (2) ◽  
pp. 267
Author(s):  
Dendi Sutarto
Keyword(s):  
Problem Solving ◽  
Learning By Doing ◽  
Self Evaluation ◽  
Self Selection ◽  
Self Development ◽  
Independent Variable

Kajian Pemberdayaan Masyarakat pesisir Batam, Karimun, dan Kepulauan Lingga berbasis keluarga bertujuan untuk mengetahui startegi, model dan faktor-faktor apakah yang mempengaruhi dalam pemberdayaan masyarakat pesisir. Analisis ini bermanfaat untuk memberikan rekomedasi solusi dan model untuk meningkatkan kemandirian dan pemberdayaan masyarakat secara berkenjutan. Kajian ini merupakan analsis metode deskriptif kualitatif dengan pendekatan gender. Faktor-faktor yang mempengaruhi pemberdayaan masyarakat secara berkelanjutan; Learning by doing, Problem solving, Self evaluation, Self development and coordination, Self selection, Self decisim independent variable. Konsep ini memberikan arah dalam pencapaian tujuan pemberdayaan masyarakat pesisi Batam, Lingga dan Karimun sebagai masyarakat pesisir kepulauan, dengan segenap potensi alam yang sangat besar, dengan itu semuan mereka membutuhkan sumber daya manusia sebagai kekuatan untuk mengelola potensi laut, perikanan, pertanian, home industry yang ada. Ada keyakinan besar dengan kekuatan sumber daya manusia sebagai word view atau cara mereka melihat dunia, potensi yang memiliki nilai sosial, ekonomis dan sebagainya sebagai kekuatan besar bagi mereka.

scholarly journals Augmentative and alternative communication intervention: A lifespan issue

2000 ◽  
Vol 56 (1) ◽  
pp. 25-28
Author(s):  
E. Alante
Keyword(s):  
Problem Solving ◽  
Augmentative And Alternative Communication ◽  
Team Work ◽  
Communication Intervention ◽  
Collaborative Approach ◽  
Alternative Communication ◽  
Intervention Team ◽  
Effective Problem

The purpose of this article is to reflect on the needs of people with little or no functional speech and the difficulties they experience throughout their lives. The mismatch between the needs of Augmentative and Alternative Communication (AAC) users and intervention provided is explored by firstly addressing the need for AAC users to become an integral part of the intervention team and in this way to professionalise consumer input. Secondly, the need for a more collaborative approach to team work is highlighted to ensure more effective problem-solving of lifespan issues. Finally, some brief comments are made about the role of the physiotherapist as part of the AAC intervention team 

scholarly journals The Study on the General Medical Students’ Clinical Competency in Problem Solving, Communication Skills, Procedure, History and Physical Examination and Critical and Non-Critical Indicators in Objective Structured Clinical Examination (OSCE)

2021 ◽  
Author(s):  
Haniye Mastour ◽  
Ali Emadzadeh ◽  
AmirAli Moodi Ghalibaf
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Clinical Examination ◽  
Clinical Education ◽  
Teaching And Learning ◽  
General Medicine ◽  
Objective Structured Clinical Examination ◽  
Clinical Competency ◽  
Medical Sciences ◽  
Cross Sectional

Abstract Introduction: Clinical education is the basic pillar and heart of medical education. In fact, it is one of the most important manifestations of teaching and learning in professions related to medical sciences, which leads to the clinical competency of learners. Assessing new physicians before entering the field of clinical activities can be a reliable criterion for evaluating the quality of their clinical skills.The current study was done to investigate the knowledge, practice, and general clinical competency of general medicine graduates before entering the field of clinical activities. The study was in line with according to the document of the minimum competency expected from general practitioners in Iran. Methods In this descriptive cross-sectional study, the scores of different stations of the national Objective Structured Clinical Examination (OSCE), which be held at the end of the general medicine course in Iran, were collected at Mashhad University of Medical Sciences. These scores were subdivided into four specific areas and two critical and non-critical indicators of capability were gathered from the exam assessors' checklists. Totally, 266 students who participated in six periodicities of clinical competency tests at the end of the general medicine course at Mashhad University of Medical Sciences were included in the study by the census method. The clinical competency of general medicine graduates assessed in the areas of problem-solving, communication skills, practical action (procedures and critical skills), taking the history, performing physical examinations, and critical and non-critical indicators by the OSCE. Data were analyzed using descriptive statistics (frequency, mean and standard deviation) and inferential statistics including independent t-test, one-way and two-way analysis of variance by using SPSS. Results The results showed that the effect of different areas of the OSCE (F(3,5652) = 7.022 and P = 0.001) and participants' performance based on their critical and non-critical indicators (T = 1.976 and P = 0.04) are significant with 95% confidence interval. Conclusion The OSCE improves the standards of clinical competencies of new physicians and can make beneficial changes in clinical education at medical schools.

scholarly journals Cara siswa menyelesaikan masalah suhu dan kalor dari sudut pandang keterampilan metakognisi

2018 ◽  
Author(s):  
Susanti Rahayu
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Learning Strategy ◽  
Monitoring And Evaluation ◽  
Metacognitive Skills ◽  
Physics Learning ◽  
Self Evaluation ◽  
Main Target ◽  
The Relationship ◽  
Descriptive Qualitative

Abstract: The ways students solve problems become one of the main target of physics learning. Investigation about how students solve problems is explored in the context of metacognition skills.  The steps of metacognition skills in physics problem solving include: planning, monitoring, evaluation, and controlling. This is a preliminary exploration study that aims to: 1.) mapping the metacognition skills that are used in physics problem solving of temperature and heat, 2.)  exhibiting students’ self evaluation of his/her metacognition skills in problem solving, and 3.) identifying the relationship between students answer and their self evaluation. This is a descriptive qualitative study. The data were obtained by test and questionnaire. The physics problem solving test was given to 35 students of 11th grader. After doing test, they filled the 22 items of questionnaire adapted from Physics Metacognition Inventory (PMI). The result shows that none of the students solved all the problems optimally. The result of questionnaire showed that the average of metacognitive skills 64%, with the maximum and the minimum scores is 87% and 35% respectively. The correlation between the analyses of students’ answer and their self evaluation shows a negative value that indicates no relationship. Specifically, students pass the planning and controlling phase quite well, even though they tend to be poor in monitoring and evaluation. This findings must become a particular attention for the researchers and teachers in providing the learning strategy to habit the phases of metacognition skills in order to improve students’ metacognitive skills.   Abstrak: Cara siswa dalam menyelesaikan masalah menjadi salah satu sasaran utama dalam pembelajaran fisika. Penelusuran mengenai bagaimana cara siswa menyelesaikan masalah dieksplorasi dalam konteks keterampilan metakognisi. Tahapan keterampilan metakognisi dalam menyelesaikan masalah fisika meliputi: planning, monitoring, evaluation, dan controlling. Penelitian ini merupakan studi eksplorasi awal bertujuan untuk: 1.) memetakan keterampilan metakognisi yang digunakan siswa dalam menyelesaikan masalah fisika pada materi Suhu dan Kalor, 2.) menunjukkan penilaian diri siswa terhadap keterampilan metakognisi yang dimiliki dalam menyelesaikan masalah, dan 3.) mengidentifikasi hubungan antara analisis jawaban siswa dan penilaian diri. Penelitian ini merupakan penelitian deskriptif kualitatif. Data penelitian diperoleh melalui tes dan angket. Tes yang digunakan merupakan soal problem solving, yang diberikan kepada 35 siswa kelas XI. Setelah mengerjakan soal, siswa mengisi angket yang terdiri dari 22 item yang diadaptasi dari Physics Metacognition Inventory (PMI). Hasil penelitian menunjukkan belum ada siswa yang optimal menyelesaikan seluruh soal. Angket penilaian diri menunjukkan skor rerata 64%, dengan skor maksimum dan minimum masing-masing 87% dan 35%. Hubungan antara analisis jawaban siswa dan hasil penilaian diri menunjukkan nilai korelasi negatif yang mengindikasikan tidak sinkronnya hasil jawaban dan penilaian diri siswa. Secara spesifik, tahapan planning dan controlling dilakukan siswa dengan cukup baik, akan tetapi siswa cenderung lemah dalam memonitoring dan mengevaluasi ketika menyelesaikan masalah. Temuan ini menjadikan perhatian khusus untuk peneliti dan guru dalam menyajikan strategi belajar untuk membiasakan tahapan dalam keterampilan metakognisi dengan target peningkatan keterampilan metakognisi siswa.

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