A snapshot of placement activities and learning outcomes assessed through logbook submission for clinical exercise physiology students

2017 ◽  
Vol 18 (1) ◽  
pp. 67
Author(s):  
Robert Crowther ◽  
Rebecca Sealey ◽  
Ryan Harris
Keyword(s):  
Learning Outcomes ◽  
Exercise Physiology ◽  
Physiology Students

Development of Core Clinical Learning Competencies for Australian Exercise Physiology Students

2020 ◽  
Vol 9 (1) ◽  
pp. 1-9
Author(s):  
Jacqueline Raymond ◽  
Rebecca Sealey ◽  
Fiona Naumann ◽  
Kieron Rooney ◽  
Timothy English ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Physical Activity Intervention ◽  
Lifestyle Modification ◽  
Exercise Physiology ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Placements ◽  
Entry Level ◽  
Learning Competencies ◽  
Physiology Students

ABSTRACT Background: Clinical placements and assessment are an essential part of education to become a health professional. However, quality assessment in a clinical environment is challenging without a clear representation of what constitutes competence. The aim of this study was to establish core clinical learning competencies for Australian exercise physiology students. Methods: This study used a mixed-methods, multiphase approach. The competencies were developed following electronic surveys and focus groups, with additional refinement provided by the project team. Preliminary validation was conducted via electronic survey where (i) participants rated the importance of each unit of competency for entry-level practice, and (ii) participants who had recently graduated (n = 23) rated the extent to which they perceived they were competent in each unit. Results: The competencies are described as 19 elements organized into 6 units. The units are (i) communication, (ii) professionalism, (iii) assessment and interpretation, (iv) planning and delivery of an exercise and/or physical activity intervention, (v) lifestyle modification, and (vi) risk management. Of 126 survey participants, the majority (93%–98%) considered each unit as being important for entry-level practice. The majority (78%–95%) of recent graduates considered themselves competent in each unit, suggesting the competencies are articulated around the level of a new practitioner. Conclusion: The core clinical learning competencies resulted from an extensive, iterative process involving those with expertise in the area. The competencies have a range of applications, including informing the development of a student placement assessment tool for use in a clinical placement environment.

Use of concept mapping in an undergraduate introductory exercise physiology course

2012 ◽  
Vol 36 (3) ◽  
pp. 197-206 ◽  
Author(s):  
Kim Henige
Keyword(s):  
Blood Pressure ◽  
Student Success ◽  
Concept Mapping ◽  
Concept Maps ◽  
Exercise Physiology ◽  
Learning Opportunities ◽  
Acute Response ◽  
Acute Increase ◽  
Cardiorespiratory Endurance ◽  
Physiology Students

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O2 consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.

scholarly journals Simulated patient contributions to enhancing exercise physiology student clinical assessment skills

2019 ◽  
Vol 4 (S1) ◽  
Author(s):  
Nathan E. Reeves ◽  
Monique C. Waite ◽  
Neil Tuttle ◽  
Andrea Bialocerkowski
Keyword(s):  
Repeated Measures ◽  
Clinical Skills ◽  
Exercise Physiology ◽  
History Taking ◽  
Learning Modules ◽  
Motivation For Learning ◽  
Preparedness For Practice ◽  
Simulation Based ◽  
Two Parameters ◽  
Physiology Students

Abstract Background The aim of this study was to evaluate exercise physiology students’ perceptions of two simulation-based learning modules focused on communication and interpersonal skills during history taking. Methods A prospective, repeated-measures cohort study was conducted with 15 participants. The study evaluated two simulation-based learning modules in a 1-year Graduate Diploma of Exercise Science program. Surveys were administered at four time points: prior to each module and following each module. Students rated their confidence in communication and history taking, and perception of preparedness for practice, motivation for learning, and benefits of undertaking simulation-based learning. Quantitative data were analyzed descriptively and by using repeated measures tests. Qualitative data underwent thematic analyses. Results Students reported a significant improvement in their confidence in communication (P = 0.043) and in two parameters related to history taking (P = 0.034 and 0.035) following the completion of the two modules. There was 96% agreement that the simulation-based learning better prepared students for practice as an exercise physiologist. Significant changes occurred in all aspects of motivation for learning (P ranging from < 0.001 to 0.036) except for usefulness, where there was a ceiling effect (medians of 7 on a 7-point scale). Qualitative analysis demonstrated benefit to participants around themes of experiential learning, realism, opportunity to develop clinical skills, and debriefing. Students also made suggestions with respect to the activity structure of the simulation-based learning modules. Conclusions The results of this study indicated that simulation-based learning employing SPs increased the confidence and preparedness of exercise physiology students for conducting history taking, a requisite exercise physiology skill. Future studies should include behavioral measures of skill attainment and include follow-up evaluation to appraise the application of these skills into clinical practice.

Australian exercise physiology student attitudes and knowledge towards people living with mental illness

2020 ◽  
Vol 15 (4) ◽  
pp. 193-205
Author(s):  
Hamish Fibbins ◽  
Philip Ward ◽  
Robert Stanton ◽  
Jeanette Thom ◽  
Amanda Burdett ◽  
...  
Keyword(s):  
Mental Illness ◽  
Student Attitudes ◽  
Exercise Physiology ◽  
Physical And Mental Health ◽  
Training And Education ◽  
Content Type ◽  
Training Requirements ◽  
Knowledge And Attitudes ◽  
Attitudes And Knowledge ◽  
Physiology Students

Purpose Physical activity is increasingly recognised as critical to improving physical and mental health (MH). Understanding the education and training requirements of exercise professionals will support better integration of these emerging MH professionals within the multidisciplinary MH team. The purpose of this study was to determine the exposure to, knowledge and attitudes of final year exercise physiology students towards people with mental illness (MI). Design/methodology/approach Student exposure to and knowledge and attitudes of people living with MH were assessed via a 24-item online questionnaire. Findings In total, n = 63 out of 78 eligible students participated (81%). Of the participants, 81% (n = 51) showed a favourable attitude towards people with MI and 68% (n = 43) of participants had good knowledge of topics relating to MI. Significant correlations existed between the total score for attitude and any exposure to MH issues and having undertaken placement as part of university training and knowledge and total scores. Further training and education are needed to better equip exercise physiology graduates to work with people with MI. Originality/value This is the first study to examine the attitudes and knowledge of exercise physiology students towards people living with MI and their association with exposure to MI. Given the growing number of exercise professionals being integrated into multidisciplinary MH teams, this study may help to direct the delivery of associated training and education services.

The Current Professional Status of Former Undergraduate Applied Exercise Physiology Students

2007 ◽  
Vol 39 (Supplement) ◽  
pp. S442
Author(s):  
Allie White ◽  
Wade Womack ◽  
Stephen F. Crouse ◽  
John S. Green
Keyword(s):  
Exercise Physiology ◽  
Professional Status ◽  
Physiology Students

Effect of Problem-based Learning Instruction on Learning Outcomes for Exercise Physiology Course

2008 ◽  
Vol 40 (Supplement) ◽  
pp. S428-S429
Author(s):  
Jin Wook CHUNG ◽  
Kevin J. FINN, FACSM ◽  
Larry D. HENSLEY ◽  
Kwang Jun KIM
Keyword(s):  
Learning Outcomes ◽  
Exercise Physiology ◽  
Problem Based Learning ◽  
Learning Instruction

The use of formative online quizzes to enhance class preparation and scores on summative exams

2008 ◽  
Vol 32 (4) ◽  
pp. 297-302 ◽  
Author(s):  
John L. Dobson
Keyword(s):  
Significant Positive Correlation ◽  
Exercise Physiology ◽  
Exam Performance ◽  
Course Material ◽  
Group 3 ◽  
Online Quizzes ◽  
Exam Scores ◽  
Group 2 ◽  
Physiology Students ◽  
Group 1

Online quizzes were introduced into an undergraduate Exercise Physiology course to encourage students to read ahead and think critically about the course material before coming to class. The purpose of the study was to determine if the use of the online quizzes was associated with improvements in summative exam scores and if the online quizzes were valid predictors of summative exam performance. A retrospective analysis was performed on the course scores from three different groups of Exercise Physiology students. Students in group 1 completed the original version of the course, those in group 2 completed an updated version of the course that included more rigorous exam questions, and those in group 3 completed the same updated version of the course but with the addition of 10 required online quizzes. Results showed that the overall mean summative exam score from group 3 was significantly higher than that from group 2 (81.79 ± 8.26 and 78.72 ± 9.61, respectively). A significant positive correlation ( r = 0.50) was also found between individual mean online quiz scores and individual mean exam scores for those students in group 3. It was concluded that the formative online quizzes did enhance summative exam performance and that the online quizzes were valid predictors of exam performance.

scholarly journals Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth

2019 ◽  
Vol 4 (S1) ◽  
Author(s):  
Marie-Claire O’Shea ◽  
Nathan E. Reeves ◽  
Andrea Bialocerkowski ◽  
Elizabeth Cardell
Keyword(s):  
Interprofessional Education ◽  
Learning Experience ◽  
Exercise Physiology ◽  
Simulated Patients ◽  
Ability To Work ◽  
Interprofessional Teams ◽  
Allied Health Students ◽  
Simulation Based ◽  
Nutrition And Dietetics ◽  
Physiology Students

Abstract Background Current workforce demands require new graduates to competently work within health care teams and often in remote settings. To better prepare students for this work, universities have spent much time developing interprofessional education (IPE) activities. The body of literature supporting IPE of allied health students is growing. Simulation-based learning with simulated patients is one platform through which IPE can be implemented in a dedicated, supported environment and potentially at scale. This study describes an interprofessional simulation-based learning experience with nutrition and dietetics and exercise physiology students. The common practice area of interacting with patients who have type 2 diabetes was targeted, and the simulation was delivered in partnership with simulated patients via a telehealth platform to allow interprofessional teams to work collaboratively in remote locations. Methods Ten nutrition and dietetics and 13 exercise physiology students participated in a simulation module in which students observed and collaborated in the development and delivery of an interprofessional treatment plan for patients with diabetes. Learning outcomes were measured according to the first two levels of Kirkpatrick’s (1994) model for training evaluation (i.e. reaction and learning), as well as the perceived impact on behaviour. Results The students’ confidence in communication, assessment, management and ability to work with another health professional significantly increased (p < 0.05) post-activity. Students perceived that the simulation-based learning would have a positive impact on their clinical skills and ability to work with other health professionals. Students reported that the most effective aspects of the simulation module were learning from and about each other, the opportunity for experiential learning and the supportive learning environment. However, the telehealth platform audio clarity and delay had negative impact on the learning experiences for students. Conclusion The overall positive results demonstrate the potential of simulation-based learning activities for preparing allied health students for working in interprofessional teams. Although remote access was possible, the telehealth platform was identified as a limiting factor to this simulation-based learning experience. However, videoconferencing technology has advanced considerably since this study. Hence, there is an opportunity to employ more reliable technology for future simulations.

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