Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Measuring Student Engagement in a Flipped Athletic Training Classroom

2015 ◽  
Vol 10 (4) ◽  
pp. 315-322 ◽  
Author(s):  
Gayle A. Thompson ◽  
Suzan F. Ayers
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Training Program ◽  
Athletic Training ◽  
Flipped Classroom ◽  
Peer Interaction ◽  
Peer Interactions ◽  
Inductive Reasoning ◽  
Instructional Format ◽  
High Level

Context Active learning describes any instructional approach that fosters student engagement in the content and is believed to promote critical thinking more fully than do traditional lecture formats. Objective Investigate student engagement, specifically professional relevance and peer interaction, with active learning techniques used in a flipped classroom format. Design An exploratory study utilizing both quantitative and qualitative survey instruments. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate entry-level athletic training program. Patients or Other Participants Seventeen students (11 females, 6 males) of at least sophomore level, enrolled in the lower extremity orthopaedic assessment course in the athletic training program. Main Outcome Measure(s) A mixed-method analysis was used. Quantitative questionnaires were analyzed with comparisons of medians and the Friedman test for nonparametric analysis. Qualitative questionnaires were coded using deductive and inductive reasoning and analyzed with emerging themes and shared coding procedures. Validity evidence is presented for quantitative data. Independent coding was used to confirm the trustworthiness of the qualitative data analysis. Results Participants reported a high level of course preparation, perceived content relevance, and value of peer interaction, all of which are indicators of student engagement. Four qualitative themes emerged: (1) content relevant to profession, (2) class activities fostering professional development, (3) becoming a reflective practitioner, and (4) pedagogical reflections. Conclusions A primary finding of our study was the high degree of perceived relevance of classroom content to professional practice. Participants indicated they learned as much as they taught in peer interactions and perceived both to be at essentially the same high level. Evidence supports the use of an active learning instructional format to engage students. Participants indicated a high level of support for the flipped classroom despite the greater effort required by the emphasis on student responsibility and the active learning nature of the course.

scholarly journals Pelatihan Pemanfaatan Limbah Plastik Menjadi Berbagai Kreasi Daur Ulang Bagi Masyarakat Desa Penyak

2021 ◽  
Vol 2 (2) ◽  
pp. 60-69
Author(s):  
Yuant Tiandho ◽  
◽  
Herman Aldila ◽  
Yekti Widyaningrum ◽  
Tri Kusmita ◽  
...  
Keyword(s):  
Training Program ◽  
Community Service ◽  
Plastic Waste ◽  
Marine Animals ◽  
Knowledge And Skills ◽  
Direct Training ◽  
Start Up ◽  
Service Activity

As an archipelago, handling plastic waste in the Province of Bangka Belitung Islands is an aspect that needs to be taken seriously. Apart from being focused on developing tourist areas, plastic waste will easily be carried to the sea and prone to be degraded into microplastics, often consumed by marine animals. This community service activity focuses on Penyak Village, Kec. Koba, Kab. Central Bangka, Bangka Belitung Islands. To solve the plastic problem in that location, the community service team conducted training for the community, especially for Pendidikan Kesejahteraan Keluarga (PKK) members, related to processing plastic waste into various recycled creations such as bags, pencil cases, and different kinds of souvenirs. The training program is carried out by providing materials and direct training to increase the understanding and skills. To broaden people's insights, the team conducted training with the Ecoplantstic start-up, which focuses on developing waste-based products. Through the evaluation, it is known that the training provided can improve the knowledge and skills of the community in processing plastic waste into various recycled creations, and several participants plan to develop the skills acquired for entrepreneurial purposes.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Engineering Task-based Augmented Reality Guidance: Application to the Training of Aircraft Flight Procedures

2021 ◽  
Author(s):  
Giorgia Lallai ◽  
Giovanni Loi Zedda ◽  
Célia Martinie ◽  
Philippe Palanque ◽  
Mauro Pisano ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Training Program ◽  
Critical Systems ◽  
Multiple Stakeholders ◽  
Complex Activity ◽  
Tutoring Systems ◽  
Knowledge And Skills ◽  
Aircraft Flight ◽  
Combined Use ◽  
Training Activities

Abstract Training operators to efficiently operate critical systems is a cumbersome and costly activity. A training program aims at modifying operators’ knowledge and skills about the system they will operate. The design, implementation and evaluation of a ‘good’ training program is a complex activity that requires involving multi-disciplinary work from multiple stakeholders. This paper proposes the combined use of task descriptions and augmented reality (AR) technologies to support training activities both for trainees and instructors. AR interactions offer the unique benefit of bringing together the cyber and the physical aspects of an aircraft cockpit, thus providing support to training in this context that cannot be achieved by software tutoring systems. On the instructor side, the LeaFT-MixeR system supports the systematic coverage of planed tasks as well as the constant monitoring of trainee performance. On the trainee side, LeaFT-MixeR provides real-time AR information supporting the identification of objects with which to interact, in order to perform the planned task. The paper presents the engineering principles and their implementation to bring together AR technologies and tool-supported task models. We show how these principles are embedded in LeaFT-MixeR system as well as its application to the training of flight procedures in aircraft cockpits.

Knowledge and Skills of Lay Participants Training with Basic Life Support Program in Case of Cardiac Arrest

2021 ◽  
Vol 104 (Suppl. 1) ◽  
pp. S44-S48
Keyword(s):  
Cardiac Arrest ◽  
Training Program ◽  
Basic Life Support ◽  
Life Support ◽  
Training Session ◽  
Smartphone Application ◽  
Knowledge And Skills ◽  
Lay People ◽  
Before And After ◽  
Hospital Cardiac Arrest

Background: Out-of-hospital cardiac arrest is an important cause that leads to hospital admission and death. Improving lay people’s knowledge and skills in basic life support (BLS) may lead to reduced death associated with out-of-hospital cardiac arrest. “BLS NU KKU” is a BLS training program developed from up-to-date literature as a smartphone application used to train lay people in the community. Objective: To evaluate BLS-related knowledge and skills of participants before and after BLS training. Materials and Methods: A one group pretest-posttest design was used to implement the present study in Khon Kaen, Thailand. Participants were 350 individuals age 18 and older. An 8-hour BLS training session was offered to 10 groups of 35 participants over the period of 10 months between November 2018 and August 2019. Self-administered questionnaires were used to assess BLS knowledge and Cardiopulmonary resuscitation (CPR) skills. Results: The mean score for BLS-related knowledge significantly increased after the BLS training (mean = 15.05, SD = 2.51) compared to the scores before the training (mean = 10.47, SD = 3.43) (p<0.05). BLS skills improved from 0% to 100% (p<0.001) will all skills rated with mostly “excellent” and “good”. Satisfaction with the training program was also rated mostly with “excellent” and “good”. Conclusion: The BLS training program effectively improved participants’ knowledge and skills for basic life support. This program should be disseminated to train lay people in other settings. Keywords: Basic life support, Cardiac arrest, Mobile application

scholarly journals Learners as teachers? An evaluation of peer interaction and correction in a German Language MOOC

2019 ◽  
pp. 88-93
Author(s):  
Elisabeth Clifford ◽  
Christine Pleines ◽  
Hilary Thomas ◽  
Susanne Winchester
Keyword(s):  
Language Development ◽  
Peer Interaction ◽  
Online Courses ◽  
Corrective Feedback ◽  
Massive Open Online Courses ◽  
The Other ◽  
Mixed Method Study ◽  
Culture Of Learning ◽  
The One ◽  
Meaningful Interaction

The benefits of peer interaction, support, and feedback in Massive Open Online Courses (MOOCs) for Languages (LMOOCs) are well documented, but there has been little research on peer correction in MOOCs. Classroom-based research suggests that peer corrective feedback has significant potential for language development, but it also identifies a number of conditions for the feedback to be effective, notably a ‘positive classroom atmosphere’; this may be hard to achieve on a MOOC, with its diverse cohort and large number of participants. Our mixed-method study reveals participants’ conflicting expectations of learning from their peers on the one hand and actively contributing to their peers’ learning on the other. Most participants believe they are not competent to provide helpful corrective feedback, and some think that the expectation to correct creates unwanted pressure and hinders communication. This paper encourages MOOC educators to address the challenge of creating a culture of learning through meaningful interaction whilst also finding ways of exploiting the opportunities offered by constructive peer correction.

scholarly journals Designing and Implementing a Novel Graduate Program to Develop Transdisciplinary Leaders in Urban Sustainability

2020 ◽  
Author(s):  
Megan M. Wallen ◽  
Ingrid Guerra-Lopez ◽  
Louay Meroueh ◽  
Rayman Mohamed ◽  
Andrea Sankar ◽  
...  
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Graduate Program ◽  
Graduate Training ◽  
Urban Sustainability ◽  
Problem Definition ◽  
Urban Setting ◽  
Collaborative Problem Solving ◽  
Research Education ◽  
Graduate Training Program

Urban settings are increasingly faced with challenges across natural and engineered environmental systems, threatening the sustainability of urban centers where &gt;50% of the world's population resides. The pressures of aging infrastructure, water and air pollution, and environmental justice exemplify the growing need for urban professionals to employ complex scientific reasoning across disciplines where they can effectively address the multi-faceted issues of urban sustainability. Here we present an innovative model for preparing the next generation of public, private, and academic leaders to address complex problems in urban sustainability. Specifically, we outline the design and implementation of an integrated, adaptable graduate training program, with the goals of science leadership, curriculum relevancy, community impact, broader applicability, recruitment into science, technology, engineering and mathematics (STEM) programs and careers, and program sustainability. This program addresses human-ecosystem challenges using a transdisciplinary approach to produce scientific products in partnership with local communities, businesses, industries, scientists, and policy makers, while providing a mechanism to understand and overcome contemporary societal challenges. Students receive rigorous training in their home disciplines, coupled with training across disciplinary lines and developmental experiences, to prepare them to communicate, collaborate, and innovate in a variety of contexts. Training success is evaluated across measurable competency domains including problem definition, research methods, communication, collaboration, and problem-solving. After three years the program expanded relationships across fields and professions, successfully established 18 internship opportunities with community partners, created a new dual-title PhD program open to students in 5 academic departments, and facilitated the co-production of knowledge with external partners. This model bridges the gaps between research, education, and application, providing an integrated, rigorous graduate training program that fosters collaborative problem-solving between STEM graduate students and the broader community of professionals conducting sustainability work in a post-industrial urban setting.

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