Physical Examination of the Thorax and Abdomen

2013 ◽  
Vol 18 (5) ◽  
pp. 32-37
Author(s):  
Lindsey Eberman ◽  
Heather Mata ◽  
Leamor Kahanov
Keyword(s):  
Physical Examination ◽  
Athletic Training ◽  
Skill Acquisition ◽  
Scratch Test ◽  
Lesson Plans ◽  
Psychomotor Skills ◽  
Contextual Knowledge ◽  
Orthopedic Injuries

Student acquisition of psychomotor skills in athletic training is diffcult, particularly those pertaining to non-orthopedic injuries and illnesses, which are less common in our patient populations. We provide examples of lesson plans to improve physical examination of the thorax and abdomen. Each lesson (the scratch test, utilization of a noise-immune stethoscope, tactile fremitus, and intent auscultation) allows students to engage in performance of the skill and expand contextual knowledge to enhance skill acquisition and learning.

scholarly journals Perceived Frequency of Peer-Assisted Learning in the Laboratory and Collegiate Clinical Settings

2012 ◽  
Vol 47 (2) ◽  
pp. 212-220 ◽  
Author(s):  
Jolene M. Henning ◽  
Thomas G. Weidner ◽  
Melissa Snyder ◽  
William N. Dudley
Keyword(s):  
Athletic Training ◽  
Skill Acquisition ◽  
Peer Mentoring ◽  
Peer Assessment ◽  
Athletic Training Education ◽  
Cross Sectional Study ◽  
Clinical Settings ◽  
Peer Assisted Learning ◽  
Cross Sectional ◽  
Peer Modeling

Context: Peer-assisted learning (PAL) has been recommended as an educational strategy to improve students' skill acquisition and supplement the role of the clinical instructor (CI). How frequently students actually engage in PAL in different settings is unknown. Objective: To determine the perceived frequency of planned and unplanned PAL (peer modeling, peer feedback and assessment, peer mentoring) in different settings. Design: Cross-sectional study. Setting: Laboratory and collegiate clinical settings. Patients or Other Participants: A total of 933 students, 84 administrators, and 208 CIs representing 52 (15%) accredited athletic training education programs. Intervention(s): Three versions (student, CI, administrator) of the Athletic Training Peer Assisted Learning Survey (AT-PALS) were administered. Cronbach α values ranged from .80 to .90. Main Outcome Measure(s): Administrators' and CIs' perceived frequency of 3 PAL categories under 2 conditions (planned, unplanned) and in 2 settings (instructional laboratory, collegiate clinical). Self-reported frequency of students' engagement in 3 categories of PAL in 2 settings. Results: Administrators and CIs perceived that unplanned PAL (0.39 ± 0.22) occurred more frequently than planned PAL (0.29 ± 0.19) regardless of category or setting (F1,282 = 83.48, P < .001). They perceived that PAL occurred more frequently in the collegiate clinical (0.46 ± 0.22) than laboratory (0.21 ± 0.24) setting regardless of condition or category (F1,282 = 217.17, P < .001). Students reported engaging in PAL more frequently in the collegiate clinical (3.31 ± 0.56) than laboratory (3.26 ± 0.62) setting regardless of category (F1,860 = 13.40, P < .001). We found a main effect for category (F2,859 = 1318.02, P < .001), with students reporting they engaged in peer modeling (4.01 ± 0.60) more frequently than peer mentoring (2.99 ± 0.88) (P < .001) and peer assessment and feedback (2.86 ± 0.64) (P < .001). Conclusions: Participants perceived that students engage in unplanned PAL in the collegiate clinical setting with a stronger inclination toward engagement in peer modeling. Educators should develop planned PAL activities to capitalize on the inherent desire of the students to collaborate with their peers.

scholarly journals An Analysis of Doctoral Students' Perceptions of Mentorship During Their Doctoral Studies

2015 ◽  
Vol 10 (3) ◽  
pp. 227-235 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Joanne C. Klossner
Keyword(s):  
Doctoral Students ◽  
Athletic Training ◽  
Skill Acquisition ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Faculty Mentor ◽  
Telephone Interviews ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty ◽  
The Relationship

Context Mentorship has been established as a key facilitator of professional socialization for athletic trainers into various professional roles. Understanding how current doctoral students are trained to serve in future faculty roles is critical, as there is an increased demand for athletic trainers to serve in this capacity. Objective Gain an understanding of the relationship that develops between a doctoral student and the athletic training faculty mentor. Design Qualitative study. Setting Universities with athletic training doctoral students. Patients or Other Participants Twenty-eight doctoral students (19 females, 9 males; average age = 28 ± 3 years) participated in our study. The doctoral students were certified for 6 ± 3 years and represented 5 different National Athletic Trainers' Association districts and 9 different universities. Main Outcome Measures One-on-one telephone interviews following a semistructured script were recorded with all participants. Upon completion, each interview was transcribed and analyzed using a thematic approach. Peer review, multiple analyst triangulation, and stakeholder checks ensured trustworthiness. Results Three themes emerged from our thematic analysis procedure: (1) The relationship between the student and the faculty mentor needs to be one that is supportive, yet viewed as yielding autonomy and collaboration; (2) the relationship between the student and the faculty mentor needs to include opportunities for professional development specifically related to skill acquisition and development related to a future academic role; and (3) the relationship between the student and the faculty mentor must demonstrate a mutual investment in the educational experience. Conclusions Mentoring is necessary to help ensure a quality experience for doctoral students preparing for future positions in higher education or research. Like previous research in socialization, doctoral students want autonomy in their roles, but value their mentor's feedback and support. Therefore, doctoral faculty mentors should demonstrate strong communication skills and provide doctoral students opportunities for diverse learning experiences.

scholarly journals Accuracy and Reliability of Peer Assessment of Athletic Training Psychomotor Laboratory Skills

2010 ◽  
Vol 45 (6) ◽  
pp. 609-614 ◽  
Author(s):  
Melissa C. Marty ◽  
Jolene M. Henning ◽  
John T. Willse
Keyword(s):  
Athletic Training ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Generalizability Theory ◽  
Athletic Training Education ◽  
Cross Sectional Study ◽  
Psychomotor Skills ◽  
Athletic Training Students ◽  
Manual Muscle Test ◽  
Cross Sectional

Abstract Context: Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. Objective: To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Design: Cross-sectional study. Setting: Entry-level master's athletic training education program. Patients or Other Participants: First-year (n  =  5) and second-year (n  =  8) students. Main Outcome Measure(s): Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Results: Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the ϕ increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (ϕ  =  0.79) for the Faber test, with 1 participant on 2 occasions (ϕ  =  0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (ϕ  =  0.72). Conclusions: Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills could be an important part of the learning process and a tool to supplement instructor assessment.

Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition

2015 ◽  
Vol 10 (4) ◽  
pp. 287-295 ◽  
Author(s):  
Emily Davie ◽  
Malissa Martin ◽  
Micki Cuppett ◽  
Denise Lebsack
Keyword(s):  
Athletic Training ◽  
Skill Acquisition ◽  
Stress Test ◽  
Athletic Training Education ◽  
Knee Valgus ◽  
Athletic Training Students ◽  
Manual Muscle Test ◽  
Valgus Stress ◽  
Video Instruction ◽  
Exam Scores

Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.

Practice

2021 ◽  
pp. 66-92
Author(s):  
Robert H. Woody
Keyword(s):  
Athletic Training ◽  
Skill Acquisition ◽  
Deliberate Practice ◽  
Psychological Research ◽  
Careful Consideration ◽  
Folk Knowledge ◽  
Musical Expertise ◽  
Practice Time ◽  
Over Time

Practicing is an activity that accounts for the highest levels of musical expertise, but one that many musicians do not typically—or at least consistently—carry out. Most people have done some kind of independent practicing (or academic studying or athletic training) in their lives and have likely heard platitudes such as “Practice makes perfect.” Such folk knowledge tends to suggest that quantity of practice is the most important factor. Unfortunately, popular handling of psychological research has largely reinforced this misconception. More careful consideration of the research, however, shows that although developing musicians certainly must make time for practice, the efficiency and deliberateness of time spent are also crucial. This chapter begins by defining “deliberate practice” as the type of practicing that optimally contributes to musical skill acquisition. Through consistent practice over time, skills that began as highly conscious and effortful progress to ultimately becoming fluently and automatically performed. Rather than striving to simply amass hours of practice time, musicians are encouraged to be more productive and efficient by strategically planning, executing, and reflecting on their practice.

Student-Directed Video Validation of Psychomotor Skills Performance: A Strategy to Facilitate Deliberate Practice, Peer Review, and Team Skill Sets

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Gregory A. DeBourgh ◽  
Susan K. Prion
Keyword(s):  
Skill Acquisition ◽  
Clinical Judgment ◽  
Deliberate Practice ◽  
Psychomotor Skills ◽  
Psychomotor Skill ◽  
Convenience Sample ◽  
Skill Sets ◽  
New Nurses ◽  
Healthcare Settings ◽  
Skill Performance

AbstractBackgroundEssential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings.MethodThis mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students.ResultsStudents reported gains in confidence and skill acquisition using team skills to record individual videos of skill performance, and described the importance of teamwork, peer support, and deliberate practice.ConclusionAlthough time consuming, the production of student-directed video validations of psychomotor skill performance is an authentic task with meaningful accountabilities that is well-received by students as an effective, satisfying learner experience to increase confidence and competence in performing psychomotor skills.

scholarly journals Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

2021 ◽  
Vol 1 (2) ◽  
pp. 42-49
Author(s):  
Ying Yu ◽  
Jodie Price ◽  
Vincent Pearson ◽  
Leeanne Pront ◽  
Angie Sterland ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Student Evaluation ◽  
Skill Development ◽  
Clinical Skill ◽  
Psychomotor Skills ◽  
Clinical Environment ◽  
Patient Acuity ◽  
Teaching Resources ◽  
Teaching Resource ◽  
Undergraduate Nursing

A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development.  A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.   

scholarly journals The Effectiveness of Computer-Assisted Instruction to Teach Physical Examination to Students and Trainees in the Health Sciences Professions: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 4 ◽  
pp. 238212051772042 ◽  
Author(s):  
Jennifer Tomesko ◽  
Riva Touger-Decker ◽  
Margaret Dreker ◽  
Rena Zelig ◽  
James Scott Parrott
Keyword(s):  
Physical Examination ◽  
Skill Acquisition ◽  
Science Studies ◽  
Web Of Science ◽  
Meta Analysis ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Face To Face ◽  
Mode Of Instruction ◽  
Assisted Instruction

Purpose: To explore knowledge and skill acquisition outcomes related to learning physical examination (PE) through computer-assisted instruction (CAI) compared with a face-to-face (F2F) approach. Method: A systematic literature review and meta-analysis published between January 2001 and December 2016 was conducted. Databases searched included Medline, Cochrane, CINAHL, ERIC, Ebsco, Scopus, and Web of Science. Studies were synthesized by study design, intervention, and outcomes. Statistical analyses included DerSimonian-Laird random-effects model. Results: In total, 7 studies were included in the review, and 5 in the meta-analysis. There were no statistically significant differences for knowledge (mean difference [MD] = 5.39, 95% confidence interval [CI]: −2.05 to 12.84) or skill acquisition (MD = 0.35, 95% CI: −5.30 to 6.01). Conclusions: The evidence does not suggest a strong consistent preference for either CAI or F2F instruction to teach students/trainees PE. Further research is needed to identify conditions which examine knowledge and skill acquisition outcomes that favor one mode of instruction over the other.

scholarly journals Teaching Health Care Administration in Athletic Training: A Unique Approach

2013 ◽  
Vol 8 (3) ◽  
pp. 71-73 ◽  
Author(s):  
Bradley W. Sage
Keyword(s):  
Health Care ◽  
Learning Style ◽  
Athletic Training ◽  
Teaching Style ◽  
Health Care Administration ◽  
Course Evaluation ◽  
Psychomotor Skills ◽  
Hands On ◽  
Challenges And Opportunities ◽  
Hands On Learning

Health care administration is a challenging topic to teach due to the inability for students to directly engage in many of the activities such as insurance billing, inventory, and ordering equipment and supplies. The objective of this article is to describe how a discussion-based meeting format can be used to engage students in health care administration. Athletic training is a profession requiring a vast array of hands-on psychomotor skills. Students who enroll in professional athletic training programs are often kinesthetic learners who are best suited for hands-on learning. Although many classes in athletic training curricula offer an opportunity for these learners, in general the content area of health care administration does not. This creates challenging circumstances for the athletic training educator. A discussion-based business meeting environment was created to engage students in health care administration content. Students were required to complete meeting briefings before discussions during 25 meetings. Students engaged in open discussions that sparked expression of insightful personal opinions. Furthermore, students shared their clinical experiences and discussed openly the challenges and opportunities facing the profession of athletic training. This format allowed the presentation of this information to be conducted in a more stimulating and engaging way, better coinciding with the learning style of the students. This pedagogical approach to teaching health care administration appears to be an effective way to deliver this important material to athletic training students. Challenges still exist in respect to evaluating student participation and finding comfort in this teaching style. Both anecdotal student feedback and objectives scores on the Student Instructional Report (SIR) II course evaluation report show this method has been successful in engaging students in a difficult subject matter and improving learning outcomes.

Evaluation of the scratch collapse test for the diagnosis of carpal tunnel syndrome

2013 ◽  
Vol 39 (2) ◽  
pp. 181-186 ◽  
Author(s):  
H. S. Makanji ◽  
S. J. E. Becker ◽  
C. S. Mudgal ◽  
J. B. Jupiter ◽  
D. Ring
Keyword(s):  
Carpal Tunnel Syndrome ◽  
Physical Examination ◽  
Carpal Tunnel ◽  
Test Performance ◽  
Clinical Presentation ◽  
Clinical Signs ◽  
Scratch Test ◽  
Tunnel Syndrome ◽  
Phalen's Test ◽  
Thenar Atrophy

This prospective study measured and compared the diagnostic performance characteristics of various clinical signs and physical examination manoeuvres for carpal tunnel syndrome (CTS), including the scratch collapse test. Eighty-eight adult patients that were prescribed electrophysiological testing to diagnose CTS were enrolled in the study. Attending surgeons documented symptoms and results of standard clinical manoeuvres. The scratch collapse test had a sensitivity of 31%, which was significantly lower than the sensitivity of Phalen’s test (67%), Durkan’s test (77%), Tinel’s test (43%), CTS-6 lax (88%), and CTS-6 stringent (54%). The scratch test had a specificity of 61%, which was significantly lower than the specificity of thenar atrophy (96%) and significantly higher than the specificity of Durkan’s test (18%) and CTS-6 lax (13%). The sensitivity of the scratch collapse test was not superior to other clinical signs and physical examination manoeuvers for CTS, and the specificity of the scratch collapse test was superior to that of Durkan’s test and CTS-6 lax. Further studies should seek to limit the influence of a patient’s clinical presentation on scratch test performance and assess the scratch test’s inter-rater reliability.

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