scholarly journals 188 Teaching animal handling through classrooms and hands-on experiences

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 14-15
Author(s):  
Heidi K Carroll ◽  
Maristela Rovai ◽  
Tracey Erickson
Keyword(s):  
Quality Care ◽  
Multiple Choice ◽  
Well Being ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Post Evaluation ◽  
Hands On ◽  
Post Test ◽  
Teaching Animal ◽  
Animal Handling

Abstract The dairy industry’s Farmers Assuring Responsible Management (F.A.R.M.) program expects annual employee training in cattle handling. Offering meaningful, accessible educational courses should be a priority of the industry as consumers demand quality care for cattle from farm to table when they make purchasing decisions. In response to this industry expectation, SDSU Extension offered multiple formats for cattle handling trainings. Methods used with University students and dairy employees to teach skills of proper cattle handling as it relates to quality products and animal well-being will be discussed. The objective is to evaluate knowledge gained and present outcomes learned from the trainings. In 2018, cattle handling and a brief introduction to the F.A.R.M. program was taught in an upperclassman Physiology of Lactation course (n=25 students) through two 50-minute lectures and one 2-hour hands-on cattle lab. Students were evaluated using multiple-choice questions as part of an exam. In 2019, one 50-minute lecture introducing the F.A.R.M. program and one 2-hour lecture/hands-on cattle lab on basic stockmanship skills was presented to the underclassman Introduction to Dairy Science course (n=27 students). Students were evaluated using a 10-question lab worksheet with multiple-choice, true-false, and short answer questions plus seven questions on a later exam. The same year, a pre and post evaluation quiz was implemented with farm employees for cattle handling trainings on a commercial dairy (n=19 employees). Students in 2018 had an average score of 79.43%, while students in 2019 had an average score of 93.60% on the lab worksheet and 84.26% on the exam questions. The employee average score on the pre-test was 78.95% and 87.89% on the post-test. Students scored well overall. Despite improvement in the post-test scores, employees scored high on the pre-test. Further evaluation of cattle handling teaching methods using strategic assessments is needed to better understand whether implementation of proper skills is occurring from the knowledge learned. Adding follow-up accountability may enhance implementation of consistent proper care and maintain consumer confidence in dairy products.

scholarly journals MSK30: a validated tool to assess clinical musculoskeletal knowledge

2019 ◽  
Vol 5 (1) ◽  
pp. e000495
Author(s):  
Danielle L Cummings ◽  
Matthew Smith ◽  
Brian Merrigan ◽  
Jeffrey Leggit
Keyword(s):  
Medical Students ◽  
Large Scale ◽  
Assessment Tool ◽  
Multiple Choice ◽  
School Curriculum ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Modified Delphi ◽  
Multiple Choice Exam ◽  
Individual Education

BackgroundMusculoskeletal (MSK) complaints comprise a large proportion of outpatient visits. However, multiple studies show that medical school curriculum often fails to adequately prepare graduates to diagnose and manage common MSK problems. Current standardised exams inadequately assess trainees’ MSK knowledge and other MSK-specific exams such as Freedman and Bernstein’s (1998) exam have limitations in implementation. We propose a new 30-question multiple choice exam for graduating medical students and primary care residents. Results highlight individual deficiencies and identify areas for curriculum improvement.Methods/ResultsWe developed a bank of multiple choice questions based on 10 critical topics in MSK medicine. The questions were validated with subject-matter experts (SMEs) using a modified Delphi method to obtain consensus on the importance of each question. Based on the SME input, we compiled 30 questions in the assessment. Results of the large-scale pilot test (167 post-clerkship medical students) were an average score of 74 % (range 53% – 90 %, SD 7.8%). In addition, the tool contains detailed explanations and references were created for each question to allow an individual or group to review and enhance learning.SummaryThe proposed MSK30 exam evaluates clinically important topics and offers an assessment tool for clinical MSK knowledge of medical students and residents. It fills a gap in current curriculum and improves on previous MSK-specific assessments through better clinical relevance and consistent grading. Educators can use the results of the exam to guide curriculum development and individual education.

scholarly journals An experience of workshop on introduction to statistical methods and SPSS hands-on training to enhance analytical skills among research professionals

2017 ◽  
Vol 4 (11) ◽  
pp. 4337
Author(s):  
Laxmi Tellur ◽  
Vijaya Sorganvi ◽  
M. C. Yadavannavar
Keyword(s):  
Statistical Methods ◽  
Research Centre ◽  
Teaching Methodology ◽  
Multiple Choice Questions ◽  
College Hospital ◽  
Medical College ◽  
Significant Difference ◽  
Hands On ◽  
Post Test ◽  
The Impact

Background: In a current scenario, research project and writing a thesis is one of the most important components of PG and Ph.D. studies and a potential area where the students are challenged by lack of structured guidance. Thus the workshop on “Introduction to Statistical Methods & ‘SPSS’ Hands-on Training” was conducted with the objectives, to know the impact of workshop and to obtain suggestions for improvement.Methods: The workshop on “Introduction to Statistical Methods & ‘SPSS’ Hands-on Training” conducted during 7-9 November, 2016 by the Department of Community Medicine, Shri B. M. Patil Medical College, Hospital and Research Centre in collaboration with University of Manitoba, Canada. The effectiveness of the workshop was assessed by pre-and-post tests using Multiple-Choice Questions (MCQ). Analysis was done using paired t test and Wilcoxon signed rank test.Results: A total of thirty six participants attended the sessions. The overall participant opinion about the workshop was positive. Majority of the participants were female. Majority of the participants were in the age group of 30-35 years (33%), followed by 25-30 years (28%). Majority of participants were MBBS (31%), MD (28%), other degree faulty members (22%) and PhD (22%). The mean score in pre-and-post-test was 12.52±6.17 and 13.98±6.50 respectively (Range=2-27) and was found significant difference in the scores between pre-and-post-tests (p=0.002).Conclusions: The recommendations and suggestions given by workshop participants were to increase the duration of the workshop. Participants were satisfied with the teaching methodology in the workshops. 

scholarly journals Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

2019 ◽  
Author(s):  
ISAIE SIBOMANA ◽  
Irenee David Karenzi ◽  
Irenee Niyongombwa ◽  
Jean Claude Byiringiro ◽  
Julien Gashegu ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Test Scores ◽  
Multiple Choice ◽  
Cost Effective ◽  
Human Anatomy ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Post Test ◽  
The University ◽  
Anatomy Teaching

Abstract Introduction: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning (TBL). While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy. Keywords: Anatomy, teaching, MCQs, TBL, University of Rwanda

scholarly journals Modified tutorials in Pharmacology for Medical students using case based learning and multiple choice questions

2019 ◽  
Vol 8 (6) ◽  
pp. 1243
Author(s):  
Sowmya Kaniganti ◽  
Nachiket Shankar ◽  
Satya Kishore Chivukula
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Learning Tool ◽  
Post Test ◽  
Case Based Learning ◽  
Group 2 ◽  
Self Learning ◽  
Case Based ◽  
Group 1

Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between CBL and MCQ groups. Questionnaire analysis suggested that both the methods provoked self-learning (45%). Thematic analysis demonstrated the positive experiences like motivated self-learning, clinical application, better understanding than theory classes and drawbacks being time consuming and fear of presentation.Conclusions: Since the study included both qualitative and quantitative analysis, the results can be elucidated comprehensively. This study implies that CBL and MCQ are effective and can be implemented into the curriculum of Pharmacology. This study can serve as an evidence to incorporate these tools in the curriculum.

scholarly journals Meningkatkan Kemampuan Bekerja dengan Grafik melalui Pembelajaran Kinematika

2019 ◽  
Vol 4 (3) ◽  
pp. 302
Author(s):  
Nurul Hidayah ◽  
Sutopo Sutopo ◽  
Hari Wisodo
Keyword(s):  
Multiple Choice ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Kinematics Learning ◽  
The Way

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research examines the increase of students’ ability in working with graph. This research is conducted by involving 58 students in class X SMA Negeri 5 Malang as the subjects. Students are given kinematics learning by making models of various representations including graphics. The ability of students are assessed using multiple choice questions in graphic format. The improvement of students’ ability is observed from the average score pretest and posttest. The analysis shows that there is a significant increase (p = 0.00) with the results of the N-Gain calculation of 0.25 including the medium category. Students are able to change the understanding of graph after learning even though the WYSIWYG effect is still very influential on the way students interpretation graph.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini mengkaji peningkatan kemampuan siswa bekerja dengan grafik. Penelitian dilakukan dengan subjek 58 siswa kelas X SMA N 5 Malang. Siswa diberikan pembelajaran kinematika dengan membuat model berbagai representasi termasuk grafik. Kemampuan siswa diukur menggunakan soal-soal <em>multiple choice</em> dalam format grafik. Peningkatan kemampuan siswa ditinjau dari skor rata-rata <em>pretest</em> dan <em>posttest</em>. Analisis menunjukkan ada peningkatan signifikan (<em>p</em>=0,000) dengan hasil perhitungan N-Gain sebesar 0,25 termasuk kategori sedang. Siswa mampu mengubah pemahaman tentang grafik setelah pembelajaran meskipun efek WYSIWYG masih sangat berpengaruh pada cara siswa menginterpretasikan grafik.</p></td></tr></tbody></table></div>

scholarly journals Evaluation of One-Day Multiple-Choice Question Workshop for Anesthesiology Faculty Members

2020 ◽  
Vol 10 (6) ◽  
Author(s):  
Parissa Sezari ◽  
Ardeshir Tajbakhsh ◽  
Nilofar Massoudi ◽  
Ali Arhami Dolatabadi ◽  
Soodeh Tabashi ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Poor Quality ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Post Test ◽  
Training Courses ◽  
Knowledge And Attitude ◽  
Novice Educators ◽  
Quality Indexes

Background: Multiple-choice questions (MCQs) are used commonly to evaluate medical health students. Most novice educators tend to create poor quality, flawed, and low-cognitive-level questions. Therefore, there is a need for educating the assessors to maximize the quality of MCQs and evaluations. Objectives: The current study aimed to evaluate the effect of a one-day MCQ workshop on anesthesiology faculty members. Methods: Faculty members were invited to participate in a four-hour, one-day MCQ workshop. At the beginning of the workshop, the participants were questioned about their knowledge about MCQ quality indexes and also were asked about MCQ general principles (pre-test). Participants were again asked about the questions which they had in the pre-test as their post-test and were questioned about their expectations and the influence of this workshop. Results: The participants declared that their expectations were fulfilled (9.4 ± 0.6 out of 10), and the course was applicable (9.7 ± 0.7 out of 10). Before the workshop, only 12.5% of the participants know MCQ indicators. This rate increased to 41% after the workshop (P < 0.05). Also, they were questioned about Millman’s checklist for the MCQ examination. Participants’ correct answers were increased from 2.75 to 3.05 out of four (P < 0.05). Conclusions: Although previous participation in MCQ training courses did not demonstrate an increase in knowledge and attitude, it could be theorized that short-term repetition would yield better results.

scholarly journals Designing mathematical-technological activities for teachers using the Technology Acceptance Model

Pythagoras ◽  
2007 ◽  
Vol 0 (65) ◽  
Author(s):  
Gerrit Stols
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Average Score ◽  
Geometer's Sketchpad ◽  
Perceived Ease Of Use ◽  
Hands On ◽  
Post Test ◽  
Acceptance Model

The objective of this study was the design and development of mathematical technological activities. The guiding model in developing these activities was the Technology Acceptance Model (TAM). The two main issues to address, according  to the  model,  are the “perceived ease of use” and the “perceived usefulness” of the software. The activities were used, refined and tested in a professional development programme which consisted of five hands-on laboratory sessions, lasting 2 hours each, spaced over a 3-month period. The study found that the approach of letting teachers experience technology while engaged in authentic mathematical tasks promotes the perceived usefulness of Geometer’s Sketchpad (GSP) by the teachers. At the end of the series of workshops, 91% of the teachers indicated in the summative evaluation that these workshops helped them to  understand  geometry better. This finding was supported by the 21.5% increase in the pre-test and post-test average score.

scholarly journals PENERAPAN METODE DISKUSI DENGAN BANTUAN MEDIA ANIMASI UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATA DIKLAT MOTOR SISTEM BAHAN BAKAR SISWA KELAS XI SMK MUHAMMADIYAH GAMPING TAHUN AJARAN 2014/2015

TAMAN VOKASI ◽  
2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Rico Harry Prasetyo ◽  
Rabiman Rabiman
Keyword(s):  
Action Research ◽  
Action Observation ◽  
Multiple Choice ◽  
Motor Fuel ◽  
Learning Outcome ◽  
Engine Fuel ◽  
Fuel System ◽  
Multiple Choice Questions ◽  
Post Test ◽  
Academic Year

The purpose of this study was to improve the activeness and learning outcome of class XI TKR students of SMK Muhammadiyah Gampingin the academic year of 2014/2015 by applying the discussion method with assist media of animation on the Engine Fuel System subject.This study was a classroom action research conducted by applying the discussion method with assist media of animationin SMK Muhammadiyah Gamping in the academic year of 2014/2015. There were 28 students as the subjects of this study. This study was conducted in three cycles, in which every cycle consisted of four stages: planning, implementation of action, observation, and reflection. The techniques applied in collecting data were observation sheet to measure the students’ learning activeness, and the instrument of test in the form of multiple choice questions divided into pre-test and post-test to measure the improvement of the students’ learning outcome.The result showed that the application of the discussion method with assist media of animation could increase the students’ activeness and learning outcome in the Engine Fuel System subject of class XI SMK Muhammadiyah Gamping. It could be seen from the average number of the students’ activeness on cycle I that was 42,85%, increased to 48,72% on cycle II, then itreached up to 57,64% on cycle III. Mean while, the average number of the learning outcome on cycle I was 43,92 with the lowest score of 35, the highest score of 75, and there were only two students who passed the minimum completeness criteria KKM. The average number increased on the cycle II, reaching up to 65,35 with the lowest score of 55, the highest score 75, and seven students passed the KKM. Then, on cycle III, it increased again to the number of 76,25 with the lowest score of 65, the highest score of 85, and 25 out of 28 students passed the KKM. Thus, it can be concluded that the application of the discussion method with assist media of animation can improve the students’ activeness and learning outcome in the Motor Fuel System subject of class XI SMK Muhammadiyah Gamping.

scholarly journals Hubungan Penguasaan Konsep dengan Kemampuan Menilai Kredibilitas Sumber Informasi Menggunakan Problem Based Learning (PBL) pada Materi Pencemaran Lingkungan

2018 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Adnes Ningrum Warsita ◽  
Mimin Nurjhani Kusumastuti ◽  
Rita Shintawati
Keyword(s):  
Environmental Pollution ◽  
Problem Based Learning ◽  
Correlation Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Total Sample ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Post Test ◽  
Essay Question

The aim of this research was to reveal a relationship between students' concepts mastery on the matter of environmental pollution with the ability to assess the credibility of the source through problem-based learning. The type of research is pre-experiment which analyzed by correlation method. Then the study design using the post-test only design with a total sample of 39 students of grade 10 and for sampling technique uses simple-random sampling technique. Student’s concepts mastery on material environmental pollution are identified using the instrument in the form of multiple choice questions and essay question, while the level of ability to assess the credibility of the source is identified based on the accuracy of the students sort the level of credibility of source and the students' answers on the criteria that they use to sort the credibility of the source, which is scored with a rubric that has been made. The average score of students' mastery of concepts is 74.1 and quite good. In addition, through one sample t-test was also proven when problem-based learning have a real or significant influence on students' mastery of concepts in the matter of environmental pollution. Correlation test is then performed using the non parametric statistical using Spearman correlation, and got score 0.82 for correlation coefficient, which means having a high correlation with a contribution of 67.5%. Thus the conclusions that can be drawn is that there is a high correlation between students' concepts mastery on the matter of environmental pollution with the ability to assess the credibility of the source through problem-based learning.

scholarly journals Item statistics derived from three-option versions of multiple-choice questions are usually as robust as four- or five-option versions: implications for exam design

2018 ◽  
Vol 42 (4) ◽  
pp. 565-575 ◽  
Author(s):  
Catherine Loudon ◽  
Aide Macias-Muñoz
Keyword(s):  
Human Physiology ◽  
Multiple Choice ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Testing Conditions ◽  
Item Statistics ◽  
Assessment Of Student Learning ◽  
Lower Average Score ◽  
Small Improvement ◽  
Undergraduate Class

Different versions of multiple-choice exams were administered to an undergraduate class in human physiology as part of normal testing in the classroom. The goal was to evaluate whether the number of options (possible answers) per question influenced the effectiveness of this assessment. Three exams (each with three versions) were given to each of two sections during an academic quarter. All versions were equally long, with 30 questions: 10 questions with 3 options, 10 questions with 4, and 10 questions with 5 (always one correct answer plus distractors). Each question appeared in all three versions of an exam, with a different number of options in each version (three, four, or five). Discrimination (point biserial and upper-lower discrimination indexes) and difficulty were evaluated for each question. There was a small increase in difficulty (a lower average score on a question) when more options were provided. The upper-lower discrimination index indicated a small improvement in assessment of student learning with more options, although the point biserial did not. The total length of a question (number of words) was associated with a small increase in discrimination and difficulty, independent of the number of options. Quantitative questions were more likely to show an increase in discrimination with more options than nonquantitative questions, but this effect was very small. Therefore, for these testing conditions, there appears to be little advantage in providing more than three options per multiple-choice question, and there are disadvantages, such as needing more time for an exam.

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