Use of iPad Video-Review Feedback in the Supervision of SLP Student Clinicians

2014 ◽  
Vol 24 (2) ◽  
pp. 62-70 ◽  
Author(s):  
Shauna L. H. Smith ◽  
Amy E. Hardy
Keyword(s):  
Learning Styles ◽  
Survey Study ◽  
First Year ◽  
Traditional Methods ◽  
Clinical Supervisors ◽  
Video Review ◽  
Technological Advances ◽  
Efficiency And Effectiveness ◽  
Language Pathology ◽  
Survey Responses

Clinical supervisors in speech-language pathology graduate programs are faced with the challenges of adapting to the learning styles of the current generation of student clinicians, and the necessity for increased efficiency and effectiveness of instruction with decreasing amounts of supervision time. Traditional methods of providing clinical feedback have been written and verbal; however, technological advances now allow for nearly effortless implementation of video-review feedback, which targets the current learning styles of student clinicians. This survey study examined student clinicians' and clinical supervisors' responses to the use of video-review feedback using iPads, in addition to traditional feedback methods, to determine efficacy of this instructional modality. Eighteen first year graduate clinicians and six clinical supervisors participated in this study, which was conducted over a six week period. iPads were used to record a minimum of twelve brief portions of sessions during this period and then these recordings were reviewed and discussed in collaboration between the student and supervisor. Results of survey responses following the six week period indicated that student clinicians and supervisors preferred the use of video-review feedback in additional to traditional methods, and students were in agreement that this feedback was beneficial to their clinical learning.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

Novel Research on Ayurveda’s Standard Examination Method : Aaturaparijnana Hetu

2017 ◽  
Vol 2 (4) ◽  
Author(s):  
Rupesh Wadher
Keyword(s):  
Residual Strength ◽  
Research Work ◽  
Survey Study ◽  
Traditional Methods ◽  
Examination Method ◽  
Present Concept

Examination of ongoing pathology in patient’s body is quite essential for a physician to calculate the estimation the dose of drug. But examination method mentioned in Ayurveda is incomplete without using the present concept of Aturaparijnana Hetu. With the help of Aturaparijnana Hetu the traditional methods of person understanding (the Dashavidha Pariksha) become more accurate and powerful. Aturaparijnaana Hetu gives standard of a person. In this way, examination method acquires the foundation; designed for grading. In short, person’s residual strength can be documented. These article is intended to highlight the research work through survey study that how can a group is identify by their respective Desha and their role in Dashavidha Pariksha. Dehabala and Doshabala are assessing by this methods.

scholarly journals Challenges and solutions to returning to clinical training after research: a multidisciplinary survey of integrated academic trainees in West Yorkshire, United Kingdom

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
C. L. Downey ◽  
J. Bentley ◽  
H. Pandit
Keyword(s):  
United Kingdom ◽  
Clinical Training ◽  
Clinical Work ◽  
Survey Study ◽  
Full Time ◽  
Clinical Supervisors ◽  
Research Activities ◽  
Time Out ◽  
Rapid Transition ◽  
The University

Abstract Background Time out of clinical training can impact medical trainees’ skills, competence and confidence. Periods of Out of Programme for Research (OOPR) are often much longer than other approved mechanisms for time of out training. The aim of this survey study was to explore the challenges of returning to clinical training following OOPR, and determine potential solutions. Methods All current integrated academic training (IAT) doctors at the University of Leeds (United Kingdom) and previous IAT trainees undertaking OOPR in the local region (West Yorkshire, United Kingdom)(n = 53) were invited to complete a multidisciplinary survey. Results The survey was completed by 33 participants (62% response rate). The most relevant challenges identified were completing the thesis whilst transitioning back to clinical work, the rapid transition between full-time research and clinical practice, a diminished confidence in clinical abilities and isolation from colleagues. Potential solutions included dedicated funds allocated for the renewal of lapsed skills, adequate notice of the clinical rotation to which trainees return, informing clinical supervisors about the OOPR trainee returning to practice and a mandatory return to standard clinical days. Conclusions Addressing these issues has the potential to improve the trainee experience and encourage future trainees to take time out of training for research activities.

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

Chest compression efficacy of child resuscitators

2021 ◽  
Vol 13 (11) ◽  
pp. 448-455
Author(s):  
Tiffany Wai Shan Lau ◽  
Anthony Robert Lim ◽  
Kyra Anne Len ◽  
Loren Gene Yamamoto
Keyword(s):  
Blood Flow ◽  
Cardiopulmonary Resuscitation ◽  
Chest Compression ◽  
Minimum Weight ◽  
Success Rates ◽  
Compression Force ◽  
Chest Compressions ◽  
Traditional Methods ◽  
Video Review ◽  
Brief Training

Background: Chest compression efficacy determines blood flow in cardiopulmonary resuscitation (CPR) and relies on body mechanics, so resuscitator weight matters. Individuals of insufficient weight are incapable of generating a sufficient downward chest compression force using traditional methods. Aims: This study investigated how a resuscitator's weight affects chest compression efficacy, determined the minimum weight required to perform chest compressions and, for children and adults below this minimum weight, examine alternate means to perform chest compressions. Methods: Volunteers aged 8 years and above were enrolled to perform video-recorded, music-facilitated, compression-only CPR on an audible click-confirming manikin for 2 minutes, following brief training. Subjects who failed this proceeded to alternate modalities: chest compressions by jumping on the lower sternum; and squat-bouncing (bouncing the buttocks on the chest). These methods were assessed via video review. Findings: There were 57 subjects. The 30 subjects above 40kg were all able to complete nearly 200 compressions in 2 minutes. Success rates declined in those who weighed less than 40kg. Below 30 kg, only one subject (29.9 kg weight) out of 14 could achieve 200 effective compressions. Nearly all of the 23 subjects who could not perform conventional chest compressions were able to achieve effective chest compressions using alternate methods. Conclusion: A weight below 40kg resulted in a declining ability to perform standard chest compressions effectively. For small resuscitators, the jumping and squat-bouncing methods resulted in sufficient compressions most of the time; however, chest recoil and injuries are concerns.

Learning Styles in First Year Medical Students

1986 ◽  
Vol 8 (2) ◽  
pp. 125-135 ◽  
Author(s):  
Gwen Chessell
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
First Year ◽  
First Year Medical Students

scholarly journals Videoconference Administration of the Western Aphasia Battery–Revised: Feasibility and Validity

2020 ◽  
Vol 29 (2) ◽  
pp. 673-687 ◽  
Author(s):  
Maria Dekhtyar ◽  
Emily J. Braun ◽  
Anne Billot ◽  
Lindsey Foo ◽  
Swathi Kiran
Keyword(s):  
Rapid Growth ◽  
Patient Population ◽  
Speech Language Pathology ◽  
Traditional Methods ◽  
Link Type ◽  
Language And Communication ◽  
Language Pathology ◽  
Chronic Aphasia ◽  
Highly Correlated ◽  
Domain Scores

Purpose There is a rapid growth of telepractice in both clinical and research settings; however, the literature validating translation of traditional methods of assessments and interventions to valid remote videoconference administrations is limited. This is especially true in the field of speech-language pathology where assessments of language and communication can be easily conducted via remote administration. The aim of this study was to validate videoconference administration of the Western Aphasia Battery–Revised (WAB-R). Method Twenty adults with chronic aphasia completed the assessment both in person and via videoconference with the order counterbalanced across administrations. Specific modifications to select WAB-R subtests were made to accommodate interaction by computer and Internet. Results Results revealed that the two methods of administration were highly correlated and showed no difference in domain scores. Additionally, most participants endorsed being mostly or very satisfied with the videoconference administration. Conclusion These findings suggest that administration of the WAB-R in person and via videoconference may be used interchangeably in this patient population. Modifications and guidelines are provided to ensure reproducibility and access to other clinicians and scientists interested in remote administration of the WAB-R. Supplemental Material https://doi.org/10.23641/asha.11977857

scholarly journals The Relationship between Computer Anxiety and Learning Styles(Sensory-intuitive and Verbal-visual) among Persian University Students

2019 ◽  
Vol 22 (1) ◽  
pp. 52-62
Author(s):  
Vahid R. Mirzaeian ◽  
Hamedreza Kohzadi
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Significant Relationship ◽  
Computer Anxiety ◽  
Visual Learning ◽  
Verbal Learning ◽  
Frequency Standard ◽  
First Year ◽  
And Gender

This study was conducted in central Iran among all first-year university students studying engineering courses at Arak University of Technology. All students (No = 310) were included in this study. Instruments used mostly consisted of a computer anxiety questionnaire plus a learning style questionnaire. The data was analyzed by both descriptive and inferential statistics (Mean, Frequency, Standard Deviations, Independent T-test as well as Point Biserial Correlation Coefficient). The results indicated that there was a statistically significant relationship between computer anxiety and sensory-intuitive learning styles, in that the students having sensory learning style suffered from computer anxiety more frequently than the student having intuitive learning styles. In addition, there was a statistically significant relationship between computer anxiety and verbal-visual learning style, given that the students having visual learning style suffered from computer anxiety more than the students having verbal learning style. No statistically significant relationship, however, was found between computer anxiety and gender.

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