Reflections on Student Perceptions of Supervisory Needs in Clinical Education

2009 ◽  
Vol 19 (3) ◽  
pp. 96-106 ◽  
Author(s):  
Mary Dale T. Fitzgerald
Keyword(s):  
Focus Groups ◽  
Student Perceptions ◽  
Clinical Supervision ◽  
Clinical Education ◽  
Rating Scales ◽  
Technical Assistance ◽  
Rating Scale ◽  
Student Focus ◽  
Focus Group Data ◽  
Relational Interactions

Abstract Clinical supervision is a multi-faceted process involving changing interactions between clinical mentors and supervisees. This paper presents a reflection on students' perspectives from a series of focus groups, surveys, and rating scales completed by students enrolled in residential and distance delivery programs. Qualitative themes which emerged from student focus groups regarding self-identified needs within the clinical education process are examined. Self-assessment surveys and rating scales constructed from focus group data were administered to different cohorts of students during on-campus practica. Participants completed a 5-point rating scale indicating agreement-disagreement with statements of the importance of specific supervisory behaviors and rankings of their five highest priority supervisory needs. Comparisons between students' perceived needs across the developmental continuum and across both delivery modes were examined for differences in the thematic focus of student-identified needs. While the overall patterns of needs were basically similar for the distance education cohort and the beginning, intermediate, and advanced level clinicians in traditional cohorts, differences were observed among the cohorts in terms of patterns of self-identified needs and priorities for emotional support, technical assistance, and collegiality. Implications for accommodating student-identified priority needs for technical knowledge and skills as well as relational interactions with clinical educators are addressed.

scholarly journals Medical Student Perceptions of Learner-Initiated Feedback Using a Mobile Web Application

2017 ◽  
Vol 4 ◽  
pp. 238212051774638 ◽  
Author(s):  
Amy C Robertson ◽  
Leslie C Fowler
Keyword(s):  
Student Perceptions ◽  
Mobile Device ◽  
Clinical Education ◽  
Web Application ◽  
Clinical Performance ◽  
Web Based ◽  
Mobile Web ◽  
Group Data ◽  
Timely Feedback ◽  
Focus Group Data

Feedback, especially timely, specific, and actionable feedback, frequently does not occur. Efforts to better understand methods to improve the effectiveness of feedback are an important area of educational research. This study represents preliminary work as part of a plan to investigate the perceptions of a student-driven system to request feedback from faculty using a mobile device and Web-based application. We hypothesize that medical students will perceive learner-initiated, timely feedback to be an essential component of clinical education. Furthermore, we predict that students will recognize the use of a mobile device and Web application to be an advantageous and effective method when requesting feedback from supervising physicians. Focus group data from 18 students enrolled in a 4-week anesthesia clerkship revealed the following themes: (1) students often have to solicit feedback, (2) timely feedback is perceived as being advantageous, (3) feedback from faculty is perceived to be more effective, (4) requesting feedback from faculty physicians poses challenges, (5) the decision to request feedback may be influenced by the student’s clinical performance, and (6) using a mobile device and Web application may not guarantee timely feedback. Students perceived using a mobile Web-based application to initiate feedback from supervising physicians to be a valuable method of assessment. However, challenges and barriers were identified.

scholarly journals Differences in Coaching Needs Among Underrepresented Minority Medical Students

2019 ◽  
Vol 51 (6) ◽  
pp. 516-522 ◽  
Author(s):  
Skender Najibi ◽  
Patricia A. Carney ◽  
Erin K. Thayer ◽  
Nicole M. Deiorio
Keyword(s):  
Medical Students ◽  
Focus Groups ◽  
Student Perceptions ◽  
Underrepresented Minority ◽  
Academic Coaching ◽  
Cross Sectional ◽  
Coaching Relationship ◽  
Coaching Process ◽  
Student Focus ◽  
Majority Students

Background and Objectives: Little is known about how the academic coaching needs of medical students differ between those who are racially, ethnically, and socially underrepresented minority (RES-URM) and those who represent the majority. This single-site exploratory study investigated student perceptions and coaching needs associated with a mandatory academic coaching program, and coaches’ understanding of and preparedness to address these potentially differing needs. Methods: Coaching needs of second- and third-year medical students were assessed using two initial focus groups and two validation focus groups, one consisting of RES-URM students and the other majority medical students. Coaches were assessed using a cross-sectional self-administered survey designed to determine their perceptions of differing coaching needs of students Results: Seven themes emerged from the student focus groups. Three of these reflected the coaching relationship, and four reflected the coaching process. RES-URM students expressed stress around sharing vulnerability that was not expressed among majority students. Sixty-eight percent of coaches expressed that RES-URM students would not have differing needs of their coaches. Coaches self-rated as being somewhat (45%), moderately (29%), or very (13%) skilled at coaching RES-URM students. Conclusions: RES-URM students cite different coaching needs than majority students that most coaches do not recognize. Faculty and program development regarding these unique needs is warranted.

scholarly journals Formative student-authored question bank: perceptions, question quality and association with summative performance

2017 ◽  
Vol 94 (1108) ◽  
pp. 97-103 ◽  
Author(s):  
Jason L Walsh ◽  
Benjamin H L Harris ◽  
Paul Denny ◽  
Phil Smith
Keyword(s):  
Focus Groups ◽  
Student Perceptions ◽  
Item Analysis ◽  
Multiple Choice Questions ◽  
Online Resource ◽  
Student Focus ◽  
Student Cohorts ◽  
Question Difficulty ◽  
Quantitative And Qualitative Methods

Purpose of the studyThere are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions.Study designWe introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality.ResultsOver two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 ’most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2).ConclusionsItem analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool.

scholarly journals Rating Scale Measures in Multiple-Choice Exams: Pilot Studies in Pharmacology

2018 ◽  
Vol 2018 ◽  
pp. 1-12 ◽  
Author(s):  
Andreas Melzer ◽  
Ulrich Gergs ◽  
Josef Lukas ◽  
Joachim Neumann
Keyword(s):  
Clinical Education ◽  
Correct Answer ◽  
Rating Scales ◽  
Rating Scale ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Student Knowledge ◽  
Final Exam ◽  
Pilot Studies ◽  
The One

Multiple-choice questions are widely used in clinical education. Usually, the students have to mark the one and only correct answer from a set of five alternatives. Here, in a voluntary exam, at the end of an obligatory pharmacology exam, we tested a format where more than one alternative could be correct (N=544 students from three year groups). Moreover, the students were asked to rate each item. The students were unaware how many correct answers were contained in the questions. Finally, a questionnaire had to be filled out about the difficulty of the new tests compared to the one out of five tests. In the obligatory final exam, all groups performed similarly. From the results, we conclude that the new rating scales were a better challenge and could be adapted to assess student knowledge and confidence in more depth than previous multiple-choice questions.

Preliminary Findings on the Use of Session Questionnaires to Improve Clinician-Client Alliance With Special Consideration to Clinical Education

2015 ◽  
Vol 25 (1) ◽  
pp. 50-60
Author(s):  
Anu Subramanian
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Rating Scale ◽  
Treatment Effectiveness ◽  
Clinical Decision ◽  
Added Value ◽  
Therapeutic Outcomes ◽  
Specific Feedback ◽  
Stakeholder Perspective

ASHA's focus on evidence-based practice (EBP) includes the family/stakeholder perspective as an important tenet in clinical decision making. The common factors model for treatment effectiveness postulates that clinician-client alliance positively impacts therapeutic outcomes and may be the most important factor for success. One strategy to improve alliance between a client and clinician is the use of outcome questionnaires. In the current study, eight parents of toddlers who attended therapy sessions at a university clinic responded to a session outcome questionnaire that included both rating scale and descriptive questions. Six graduate students completed a survey that included a question about the utility of the questionnaire. Results indicated that the descriptive questions added value and information compared to using only the rating scale. The students were varied in their responses regarding the effectiveness of the questionnaire to increase their comfort with parents. Information gathered from the questionnaire allowed for specific feedback to graduate students to change behaviors and created opportunities for general discussions regarding effective therapy techniques. In addition, the responses generated conversations between the client and clinician focused on clients' concerns. Involving the stakeholder in identifying both effective and ineffective aspects of therapy has advantages for clinical practice and education.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Childbirth and Posttraumatic Stress Responses

2006 ◽  
Vol 22 (4) ◽  
pp. 259-267 ◽  
Author(s):  
Eelco Olde ◽  
Rolf J. Kleber ◽  
Onno van der Hart ◽  
Victor J.M. Pop
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Stress Responses ◽  
Rating Scales ◽  
Rating Scale ◽  
Stress Disorder ◽  
Traumatic Experience ◽  
Event Scale ◽  
Self Rating ◽  
The Impact

Childbirth has been identified as a possible traumatic experience, leading to traumatic stress responses and even to the development of posttraumatic stress disorder (PTSD). The current study investigated the psychometric properties of the Dutch version of the Impact of Event Scale-Revised (IES-R) in a group of women who recently gave birth (N = 435). In addition, a comparison was made between the original IES and the IES-R. The scale showed high internal consistency (α = 0.88). Using confirmatory factor analysis no support was found for a three-factor structure of an intrusion, an avoidance, and a hyperarousal factor. Goodness of fit was only reasonable, even after fitting one intrusion item on the hyperarousal scale. The IES-R correlated significantly with scores on depression and anxiety self-rating scales, as well as with scores on a self-rating scale of posttraumatic stress disorder. Although the IES-R can be used for studying posttraumatic stress reactions in women who recently gave birth, the original IES proved to be a better instrument compared to the IES-R. It is concluded that adding the hyperarousal scale to the IES-R did not make the scale stronger.

D-test: A New Test for Analyzing Scale Invariance Using Symbolic Dynamics and Symbolic Entropy

Methodology ◽  
2011 ◽  
Vol 7 (3) ◽  
pp. 88-95 ◽  
Author(s):  
Jose A. Martínez ◽  
Manuel Ruiz Marín
Keyword(s):  
Symbolic Dynamics ◽  
Scale Invariance ◽  
Rating Scales ◽  
Rating Scale ◽  
Marketing Research ◽  
Response Patterns ◽  
Measurement Scales ◽  
Improve Measurement ◽  
Entropy Measures ◽  
The Difference

The aim of this study is to improve measurement in marketing research by constructing a new, simple, nonparametric, consistent, and powerful test to study scale invariance. The test is called D-test. D-test is constructed using symbolic dynamics and symbolic entropy as a measure of the difference between the response patterns which comes from two measurement scales. We also give a standard asymptotic distribution of our statistic. Given that the test is based on entropy measures, it avoids smoothed nonparametric estimation. We applied D-test to a real marketing research to study if scale invariance holds when measuring service quality in a sports service. We considered a free-scale as a reference scale and then we compared it with three widely used rating scales: Likert-type scale from 1 to 5 and from 1 to 7, and semantic-differential scale from −3 to +3. Scale invariance holds for the two latter scales. This test overcomes the shortcomings of other procedures for analyzing scale invariance; and it provides researchers a tool to decide the appropriate rating scale to study specific marketing problems, and how the results of prior studies can be questioned.

Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education Tool

2013 ◽  
Author(s):  
David S. Fike ◽  
Joseph A. Zorek ◽  
Anitra A. MacLaughlin ◽  
Mohammed Samiuddin ◽  
Rodney B. Young ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Clinical Education ◽  
Education Tool
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