scholarly journals PSIV-31 Do community-engaged learning courses benefit the equine student over a traditional laboratory setting?

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 468-469
Author(s):  
Avery Walters ◽  
Katie Cagle-Holtcamp ◽  
Molly Nicodemus ◽  
Holly Evans ◽  
Samantha Lee ◽  
...  
Keyword(s):  
Community Engagement ◽  
Skill Assessment ◽  
Laboratory Setting ◽  
Engaged Learning ◽  
Pedagogical Strategies ◽  
Engaged Pedagogy ◽  
Assessment Scores ◽  
Self Evaluation ◽  
Confidence Levels ◽  
Paired Samples

Abstract Vocational training is essential in developing both the skills and confidence to perform these activities within a profession. This type of training can be achieved through a traditional laboratory setting or within a laboratory centered around community engagement activities. While the benefits of both types of pedagogical strategies have been documented, comparison of these approaches to teaching in the equine environment is limited, and yet, development of skills and confidence is essential to the equine student as they step into the equine industry. Therefore, the objective of the study was to compare development of students’ confidence levels and skills through a traditional equine laboratory-setting to that of a community-engaged pedagogy. The study was conducted over the fall semester. A survey instrument was given at the beginning (pre-) and end (post-) of each semester for a weekly 2-hour traditional equine laboratory (TL; n = 36) and an equine course with a weekly 2-hour equine community engagement activity (CE; n = 47). Students in both course types completed a total of 30 hours handling horses during the semester. The survey consisted of 18 questions evaluating the student’s confidence in their perceived equine horsemanship skills. Students ranked their confidence from 1–5 with 5 indicating higher confidence. A skill assessment was completed by course instructors in conjunction with the students’ self-evaluation surveys. The skill assessment consisted of 10 questions with instructors ranking skills from 1–4 with 4 indicating higher skill level. Paired samples t-tests showed significant differences by the end of the semester in the skill assessment scores for both the TL and CE courses (P < 0.01) and in the student-perceived confidence levels for the CE course (P < 0.01). Although results indicate that both pedagogical strategies can be beneficial in equine skill development, community-engaged learning courses can provide a more effective approach to improving confidence in equine students.

The Effects of Online Motor Skill Assessment Training on Assessment Competence of Physical Educators

2020 ◽  
pp. 1-13
Author(s):  
Wesley J. Wilson ◽  
Ali Brian ◽  
Luke E. Kelly
Keyword(s):  
Motor Skill ◽  
Program Completion ◽  
Skill Assessment ◽  
Control Group ◽  
Physical Educators ◽  
Guided Practice ◽  
Assessment Scores ◽  
Practice Tests ◽  
Professional Development Needs ◽  
Assessment Training

Novice teachers struggle with assessing fundamental motor skills. With growing time constraints, not to mention the current COVID-19 pandemic, professional development needs to be streamlined, asynchronous, and online to meet the needs of current teachers. The purpose of this study was to test the feasibility and efficacy of the Motor Skill Assessment Program (MSAP) in increasing the assessment competency of the underhand roll among physical educators and to examine which factors associated with posttest assessment scores. Twenty-nine physical educators (female = 21, male = 8) completed the program. Paired sample t tests were used to determine the efficacy of the program in improving assessment accuracy from pretest to posttest. Associations between posttest scores assessed which factors predicted success within the program addressing feasibility. Program completion resulted in significantly better posttest assessment scores among participants. Guided practice attempts and average scores on guided practice tests correlated most strongly and positively with posttest scores. The assessment training program increased the assessment competency of physical educators. Guided practice and using practice tests best predicted participant learning. Now that the MSAP results with teacher learning and is feasible, this efficacy trial should be scaled up to feature a control group and more skills.

scholarly journals Using confidence-based marking in a laboratory setting: A tool for student self-assessment and learning

2013 ◽  
Vol 27 (1) ◽  
pp. 21-26 ◽  
Author(s):  
Deborah A. Barr ◽  
Jeanmarie R. Burke
Keyword(s):  
Assessment Tool ◽  
School Setting ◽  
Correlation Coefficients ◽  
Laboratory Setting ◽  
High Confidence ◽  
Self Assessment ◽  
Course Content ◽  
Confidence Levels ◽  
Level Of Understanding ◽  
And Function

Objective Confidence-based marking (CBM), developed by A. R. Gardner-Medwin et al., has been used for many years in the medical school setting as an assessment tool. Our study evaluates the use of CBM in the neuroanatomy laboratory setting, and its effectiveness as a tool for student self-assessment and learning. Methods The subjects were 224 students enrolled in Neuroscience I over a period of four trimesters. Regional neuroanatomy multiple choice question (MCQ) quizzes were administered the week following topic presentation in the laboratory. A total of six quizzes was administered during the trimester and the MCQ was paired with a confidence question, and the paired questions were scored using a three-level CBM scoring scheme. Results Spearman's rho correlation coefficients indicated that the number of correct answers was correlated highly with the CBM score (high, medium, low) for each topic. The χ2 analysis within each neuroscience topic detected that the distribution of students into low, medium, and high confidence levels was a function of number of correct answers on the quiz (p < .05). Pairwise comparisons of quiz performance with CBM score as the covariate detected that the student's level of understanding of course content was greatest for information related to spinal cord and medulla, and least for information related to midbrain and cerebrum. Conclusion CBM is a reliable strategy for challenging students to think discriminately-based on their knowledge of material. The three-level CBM scoring scheme was a valid tool to assess student learning of core neuroanatomic topics regarding structure and function.

scholarly journals Model for Project-Based Community Engagement

2021 ◽  
Vol 16 (2) ◽  
pp. 1-13
Author(s):  
Paul Leidig ◽  
William Oakes
Keyword(s):  
Conceptual Framework ◽  
Community Engagement ◽  
Program Design ◽  
Project Teams ◽  
Design Development ◽  
Engaged Learning ◽  
Stem Fields ◽  
Visual Model ◽  
Practical Tool ◽  
Project Deliverables

Community engagement experiences in STEM fields are typically project-based, which introduces components and considerations not explicitly addressed by models commonly used in community-engaged learning more broadly.  This paper is a narrative on how we reflected on current models, developed a new one designed for project-based community engagement experiences, and where we see it being useful into the future.  While existing models can be useful for STEM-based project teams, project-based engagement raises further questions and presents additional features, such as the existence of the dual value generators of both the project deliverable and project process.  We concentrated on providing a macroscopic view of project-based community engagement to organize aspects of a program and maximize positive features while managing resources.  The visual model has been developed to facilitate reflection on program design, development, operation, and assessment. It can facilitate intentional consideration, definition, and organization of stakeholders, project deliverables, project process, resources input, and value produced. We foresee several potential uses for this model as a conceptual framework and practical tool for community engagement experiences and programs.

scholarly journals Exploring the Impact of Individualized Research Consultations Using Pre and Posttesting in an Academic Library: A Mixed Methods Study

2019 ◽  
Vol 14 (1) ◽  
pp. 2-21 ◽  
Author(s):  
Lindsey Sikora ◽  
Karine Fournier ◽  
Jamie Rebner
Keyword(s):  
Mixed Methods ◽  
Confidence Level ◽  
Statistical Significance ◽  
Academic Library ◽  
Search Strategies ◽  
T Test ◽  
Search Techniques ◽  
Confidence Levels ◽  
Paired Samples ◽  
The Impact

Abstract Objective – Academic librarians consistently offer individualized help to students and researchers. Few studies have empirically examined the impact of individualized research consultations (IRCs). For many librarians, IRCs are an integral part of their teaching repertoire. However, without any evidence of an IRC’s effectiveness or value, one might ask if it’s worth investing so much time and effort. Our study explored the impact of IRCs on students' search techniques and self-perceived confidence levels. We attempted to answer the following questions: 1) Do IRCs improve students’ information searching techniques, including the proper use of keywords and/or subject headings, the accurate use of Boolean operators, and the appropriate selection of specialized resources/databases? 2) Do IRCs influence students’ confidence level in performing effective search strategies? Methods – Our study used a mixed-methods approach. Our participants were students from the Faculties of Health Sciences and Medicine at the University of Ottawa, completing an undergraduate or graduate degree, and undertaking a research or thesis project. Participants were invited to complete two questionnaires, one before and one after meeting with a librarian. The questionnaires consisted of open-ended and multiple choice questions, which assessed students' search techniques, their self-perceived search techniques proficiency and their confidence level. A rubric was used to score students' open-ended questions, and self-reflective questions were coded and analyzed for content using the software QSR NVivo. Results – Twenty-nine completed pre and posttests were gathered from February to September 2016. After coding the answers using the rubric, two paired-samples t-tests were conducted. The first t-test shows that students’ ability to use appropriate keywords was approaching statistical significance. The second t-test showed a statistically significant increase in students’ ability to use appropriate search strings from the pretest to the posttest. We performed a last paired-samples t-test to measure students’ confidence level before and after the appointment, and a statistically significant increase in confidence level was found. Conclusion – Out of three paired t-tests performed, two showed a statistically significant difference from the pretest to the posttest, with one t-test approaching statistical significance. The analysis of our qualitative results also supports the statement that IRCs have a positive real impact on students’ search techniques and their confidence levels. Future research may explore specific techniques to improve search strategies across various disciplines, tips to improve confidence levels, and exploring the viewpoint of librarians.  

Surviving the Partnership

2017 ◽  
pp. 152-166
Author(s):  
Jennifer Barker ◽  
Jennifer Thompson ◽  
Pamela Hurley
Keyword(s):  
University Students ◽  
Primary School ◽  
Community Engagement ◽  
Research University ◽  
Engaged Scholarship ◽  
Engaged Learning ◽  
Primary School Students ◽  
School Students

This chapter breaks down the process and application of community engagement projects within a department of architecture, at an urban-serving research university. As a matter of policy, the department requires community engagement projects in all design studios, and as such, promotes a culture of engaged learning. The authors present an overview of engaged culture based on their experiences with community engagement projects, including strengths and areas for improvement. This is supported by the presentation of an arts-based project involving plastic reuse that brought together university students and primary school students. The authors conclude with recommendations for sustaining a culture of engagement, including aspects they seek to implement as they continue to foster engaged learning and further their own engaged scholarship.

Bridging the Age-based Digital Divide

2015 ◽  
Vol 6 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Amy Antonio ◽  
David Tuffley
Keyword(s):  
Rural Areas ◽  
Digital Literacy ◽  
Information Age ◽  
The Elderly ◽  
Literacy Skills ◽  
Pedagogical Strategies ◽  
Demographic Groups ◽  
Confidence Levels ◽  
Rural And Remote Areas ◽  
Internet Information

An increasing reliance on digital technology in one's everyday life necessitates the development of digital literacy skills to enable one's continued participation in the Internet information-age. As existing services, such as banking and shopping, move increasingly online, the likelihood of excluding certain demographic groups, such as the elderly and those living in rural areas, increases exponentially. The following article outlines the results of a pilot study that explored the perceived digital literacy skills of a group of adults in a rural community. It will be shown that despite relatively low confidence levels reported by the participants, they were nevertheless keen to learn how to use digital technologies. Based on participant feedback, the study concludes that there is a need to develop pedagogical strategies to teach digital literacy skills to older adults, particularly those living in rural and remote areas.

Abstract P161: The Effect of Simulation Based Education on Nursing and EMS Stroke Care

Stroke ◽  
2021 ◽  
Vol 52 (Suppl_1) ◽  
Author(s):  
Christina A Collin ◽  
Carol M DeGennaro ◽  
Sean M Fitch ◽  
Gregory A Panza ◽  
Kristen M Hickey
Keyword(s):  
Mechanical Thrombectomy ◽  
Treatment Options ◽  
Hospital Setting ◽  
Stroke Care ◽  
Vessel Occlusion ◽  
Training Tool ◽  
Confidence Levels ◽  
Paired Samples ◽  
Nurse Role ◽  
Simulation Based

Background: Treatment options for acute ischemic stroke (AIS) now include mechanical thrombectomy. As a result, primary stroke centers (PSC) must quickly identify large vessel occlusion (LVO) patients, treat them with alteplase when appropriate and transfer them to a comprehensive stroke center (CSC) for potential mechanical thrombectomy. Given the need for expedited care in the emergency department, collaboration with emergency medical services (EMS) in the pre-hospital setting and timely administration of alteplase prior to transfer to the CSC have been identified as practice gaps. Purpose: To examine the effect of an educational stroke simulation session on the knowledge and confidence level of registered nurses (RN) and EMS providers who care for patients with acute stroke receiving alteplase. Methods: Simulations were 60 min, in groups of 4-5 RNs and 1-2 EMS providers, and focused on neurological assessment, administration of alteplase, and rapid transfer when a LVO is suspected and/or identified. Participants completed a pre and post simulation survey assessing confidence levels of nurse role actions and knowledge of stroke care (Table 1). A paired samples t-test examined differences in confidence levels and total percent of correctly answered questions on the survey, pre versus post simulation. A McNemar test examined differences in the proportion of participants that correctly answered each question on the test pre versus post simulation. Results: Following the stroke simulation, the confidence levels of nurses increased for all nurse role actions (all P s<0.01; Table 1) and there was an increase in the number of correct answers for 3 of the 6 test questions (all P s<0.05; Table 1), as well as the total percent of correctly answered test questions ( P <0.001). Conclusions: Simulation based education can be an effective training tool for improving the knowledge and confidence of nursing and EMS providers in the management of AIS.

Multisource Feedback and Self-Assessment of the Communicator, Collaborator, and Professional CanMEDS Roles for Diagnostic Radiology Residents

2014 ◽  
Vol 65 (4) ◽  
pp. 379-384 ◽  
Author(s):  
Linda Probyn ◽  
Catherine Lang ◽  
George Tomlinson ◽  
Glen Bandiera
Keyword(s):  
Training Evaluation ◽  
Hospital Staff ◽  
Multisource Feedback ◽  
Self Assessment ◽  
Evaluation Report ◽  
Staff Members ◽  
Assessment Scores ◽  
Self Evaluation ◽  
External Evaluators ◽  
Feedback Data

Purpose To develop a tool for the external and self-evaluation of residents in the Communicator, Collaborator, and Professional CanMEDS roles. Methods An academic teaching institution affiliated with 4 major urban hospitals conducted a survey that involved 46 residents and 216 hospital staff members. Residents selected at least 13 external evaluators from different categories (including physicians, nurses or technologists, peers or fellows, and support staff members) from their last 6 months of rotations. The external evaluators and residents answered 4 questions that pertained to each of the 3 CanMEDS roles being assessed. The survey results were analysed for feasibility, variance within and between rater groups, and the relationships between multisource and self-evaluation scores, and between multisource feedback and in-training evaluation report scores. Results The multisource feedback survey had an overall response rate of 73% with 683 evaluations sent out to 216 unique evaluators. The ratings from different groups of evaluators were only weakly correlated. Residents were most likely to receive their best rating from a collaborating physician and their worst rating from a site secretary or a program assistant. Generally, self-assessment scores were significantly lower than multisource feedback scores. Although there was a strong correlation within the multisource feedback data and within the in-training evaluation report data, there was a weak correlation among the data sets. Conclusions Multisource feedback provides useful feedback and scores that relate to critical CanMEDS roles that are not necessarily reflected in a resident's in-training evaluation report. The self-assessment feature of multisource feedback permits a resident to compare the accuracy of his or her assessments to improve their life-long learning skills.

Cognitive autonomy differences among adolescents in Malaysia

2019 ◽  
Vol 5 ◽  
Author(s):  
Abderrahim Benlahcene ◽  
Sana Anwar Lashar ◽  
Anita Lubana
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
School Students ◽  
Self Assessment ◽  
Assessment Scores ◽  
Self Evaluation ◽  
Cognitive Autonomy ◽  
Academic Grades ◽  
Evaluative Thinking

This research examined the relationship between five areas of cognitive autonomy and development among adolescents. Students from middle and high school in Keddah participated in this study. Ninety-four participants responded on the Cognitive Autonomy and Self-Evaluation (CASE) inventory, which examined the evaluative thinking, voicing opinions, comparative validation, decision making, and self-assessment.  Scores were compared based on gender and grade. Results highlighted that high school students scored significantly higher in two of the five areas of cognitive autonomy. Additionally, females in middle school rated themselves significantly higher in two areas of cognitive autonomy (evaluative thinking and decision making). Areas of academic grades, time watching TV, time spent reading, and using computer were also discussed.

scholarly journals Attitude, but not self-evaluated knowledge, correlates with academic performance in physiology in Thai medical students

2019 ◽  
Vol 43 (3) ◽  
pp. 324-331 ◽  
Author(s):  
Nachchakorn Kwankajonwong ◽  
Chuthamas Ongprakobkul ◽  
Shaun Peter Qureshi ◽  
Pasakorn Watanatada ◽  
Sekh Thanprasertsuk ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical Curriculum ◽  
Self Directed Learning ◽  
Assessment Scores ◽  
Self Evaluation ◽  
Significant Difference ◽  
Assessment Performance ◽  
Physiology Laboratory ◽  
Teaching Time

Positive attitude and self-evaluation are necessary for medical students and doctors. To explore how best to integrate physiology teaching in our Thai medical curriculum, we investigated relationships between student’s academic performance, their attitude, self-evaluated knowledge, and proportion of physiology taught in an organ-system integrated block. We organized 13 physiology laboratory classes, during which students self-rated attitude and knowledge. Academic performance was measured by formative and summative assessments. One hundred thirty-six participants were categorized into most proactive (Most PA), more proactive (More PA), less proactive (Less PA), and least proactive (Least PA) attitude groups by self-preparation questionnaire. Eighty participants were categorized into high (HighE), moderate (ModerateE), and low (LowE) self-evaluation rating groups. Mean formatives score in the Most PA group was significantly higher than in the other PA groups ( P = 0.003, P = 0.001, and P < 0.001, respectively). Mean summative score in the Most PA group was significantly higher than the Less PA and the Least PA groups ( P = 0.017 and P = 0.015 respectively). There was no significant difference in mean assessment scores among HighE, ModerateE, and LowE groups. Proportion of teaching time dedicated to physiology positively correlated with student attitude ( r = 0.84, P = 0.001) and negatively correlated with self-evaluation rating ( r = −0.73, P = 0.007). Thai medical students may benefit from a proactive attitude to studying physiology, contrasting with traditional didactic expectations of Thai education. Proportion of teaching time dedicated to physiology does not influence academic performance; therefore, future adjustments to curriculum integration may incorporate classes that facilitate self-directed learning. Future study should explore other influences on learning and assessment performance.

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