scholarly journals Optimizing Simulated Multidisciplinary Team Training of Pediatric Emergencies: An Evaluation of Prerequisites for Transfer of Skills to Clinical Practice

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
E. H. A. J. Coolen ◽  
T. P. F. M. Klaassen ◽  
J. M. T. Draaisma ◽  
C. R. M. G. Fluit ◽  
M. Hogeveen ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Self Efficacy ◽  
Learning Experience ◽  
Role Playing ◽  
Team Training ◽  
Learning Goals ◽  
Online Questionnaire ◽  
Transfer Of Skills ◽  
Before And After ◽  
And Performance

Introduction. Multidisciplinary simulation-based team training (STT) provides a powerful training method to train technical and team skills during emergencies. Effectiveness of STT depends on transfer of learned skills to clinical practice. In this study we examined three important prerequisites to enhance transfer from STT into clinical practice, intervention readiness, realism, and performance self-efficacy. Methods. For the quantitative part of the study, 131 participants (pediatric nurses and physicians) were asked to fill out an online questionnaire before and after training. For the qualitative part of the study we organized three one-hour focus group sessions in which participants were interviewed on attitude, realism, and self-efficacy. Results. Providing adequate preparation material and extensive debriefing of scenarios is important in creating this positive learning experience. The perspective of realism depends strongly on setting and learning goals. During STT team assembly and role playing can become more important to participants, while physical aspects become less important. Performance self-efficacy for all participants increases significantly (P<0.05) regarding team skills. Conclusions. STT can be a very positive multidisciplinary learning experience, which creates the possibility of enhancing confidence, skills, and team performance within the clinical context. STT combines three important prerequisites for transfer of training to take place.

Peer Tutoring in a Physical Education Setting: Influence of Tutor Skill Level on Novice Learners’ Motivation and Performance

2002 ◽  
Vol 22 (1) ◽  
pp. 105-123 ◽  
Author(s):  
Fabienne d’Arripe-Longueville ◽  
Christophe Gernigon ◽  
Marie-Laure Huet ◽  
Marielle Cadopi ◽  
Fayda Winnykamen
Keyword(s):  
High School Students ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Skill Level ◽  
Learning Goals ◽  
Proximal Development ◽  
School Students ◽  
Novice Learners ◽  
Peer Tutor ◽  
And Performance

Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.

scholarly journals A New EHR Training Curriculum and Assessment for Pediatric Residents

2017 ◽  
Vol 08 (04) ◽  
pp. 0994-1002 ◽  
Author(s):  
Kathryn Stroup ◽  
Benjamin Sanders ◽  
Bruce Bernstein ◽  
Leah Scherzer ◽  
Lee Pachter
Keyword(s):  
Clinical Education ◽  
Self Efficacy ◽  
Phase 1 ◽  
Role Playing ◽  
Training Curriculum ◽  
Before And After ◽  
Time Required ◽  
Conventional Classroom ◽  
Proficiency Scores ◽  
Survey Responses

Background Conventional classroom Electronic Health Record (EHR) training is often insufficient for new EHR users. Studies suggest that enhanced training with a hands-on approach and closely supported clinical use is beneficial. Objectives Our goals were to develop an enhanced EHR learning curriculum for Post Graduate Year 1 (PGY1) residents and measure changes in EHR skill proficiency, efficiency, and self-efficacy. Methods A novel three-phase, multimodal enhanced EHR curriculum was designed for a cohort of PGY1 residents. After basic training, residents began phase 1 of enhanced training, including demonstrations, live practice, and order set review. Phase 2 involved skills-oriented assignments, role playing, and medication entry. Phase 3 included shadowing, scribing histories, and supervised order entry. Residents' EHR skills and attitudes were measured and compared before and after the enhanced curriculum via proficiency test and a survey of efficiency and self-efficacy. Results Nineteen of 26 PGY1 residents participated in the study (73%). There was significant improvement in mean proficiency scores and two of the five individual proficiency scores. There were significant improvements in most efficiency survey responses from pre- to postintervention. For the self-efficacy presurvey, many PGY1s reported to be “very” or “somewhat confident” performing each of the five tasks, and perceptions did not improve or worsened on most postsurvey responses. The greatest resource was the time required to design and deliver the enhanced training. Conclusion An enhanced training curriculum along with a proficiency assessment was developed and described here. An enhanced training curriculum significantly improved PGY1 EHR efficiency and some measures of proficiency but not self-efficacy. This intervention may support improved EHR-related clinic workflows, which ultimately could enable residents and preceptors to prioritize patient care and time for clinical education.

Use of Interactive Online Games in Teaching English as a Foreign Language

2010 ◽  
pp. 125-137 ◽  
Author(s):  
Hoe Kyeung Kim
Keyword(s):  
Self Efficacy ◽  
Online Games ◽  
Online Game ◽  
Teaching English ◽  
Teaching Online ◽  
English Teaching ◽  
The Social ◽  
Before And After ◽  
Affective Value ◽  
And Performance

The purpose of this study is to examine how the use of multiplayer English teaching online games influences students’ self-efficacy and their English performance scores. The participants of this study were sixty elementary students in Korea. They were selected based on the scores on the social-affective value test and then divided into two groups-high and low groups. During five weeks, the participants played with an English teaching online game two hours per week. The students’ self-efficacy scores were collected before and after they played the online game. Their English performance scores on the online game were collected to compare the two groups. The findings indicated that their online game experience increased self-efficacy. Interestingly, students with low social-affective values showed more improvement than those with high social-affective values in both self-efficacy and performance scores.

The Importance of Learning Goals versus Outcome Goals for Entrepreneurs

2006 ◽  
Vol 7 (4) ◽  
pp. 213-220 ◽  
Author(s):  
Terry W. Noel ◽  
Gary P. Latham
Keyword(s):  
Cognitive Processes ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Explanatory Power ◽  
Learning Goals ◽  
Future Research ◽  
Outcome Goals ◽  
And Performance ◽  
The Relationship ◽  
General Self Efficacy

Little is currently known about the cognitive processes entrepreneurs engage in as they develop and implement strategies. A computer simulation was used to investigate this question. Repeated measures regression analysis indicated that participants using a learning goal were able to keep their simulated firms running longer than those using a performance outcome goal. Strategy mediated the relationship between task-specific self-efficacy and performance. Conversely, task-specific self-efficacy mediated the relationship between strategy use and performance. General self-efficacy added explanatory power to firm survival, even after controlling for the effects of specific self-efficacy. Limitations and implications for future research are discussed.

scholarly journals Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task: Multivariate analyses of grade level, gender, and performance effects

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Günter Faber
Keyword(s):  
Self Efficacy ◽  
Grade Level ◽  
Fifth Graders ◽  
Task Completion ◽  
Efl Learners ◽  
High Performing ◽  
Performance Effects ◽  
Before And After ◽  
And Performance ◽  
Efficacy Expectancies

Learners’ task-specific self-efficacy expectancies have gained increased attention in the EFL context. Across various competence areas they have been demonstrated to substantially affect learners’ motivation, learning approach, and performance. However, certain research gaps still exist – particularly concerning younger learners’ grammar self-efficacy. Furthermore, though conceptually assumed to play an essential role in learners’ self-efficacy formation and calibration accuracy, little is empirically known about task completion effects. The same applies to the role of grade level and gender differences in lower secondary EFL classrooms. Against this background, the present study addressed the effects on preadolescent learners’ self-efficacy expectancies before and after completion of a grammar task. In a sample of 212 preadolescent learners at secondary grade 5 and 6 their self-efficacy expectancies were analyzed before and after task completion. ANOVA results and post hoc analyses indicated task completion effects to exist in a most differentiated manner – and to substantially depend on an interaction between learners’ grade level, gender, and task performance. Fifth-graders’ but not sixth-graders’ self-efficacy expectancies were more accurate after task completion. Most remarkably, it was the male fifth-graders in the high performing group who initially overestimated their grammar performance and perceived their capabilities more realistically after task completion. Thus, it is a matter of careful differentiation for teachers to support effective self-efficacy cognitions of EFL learners during secondary grades. In research, repeated measurement of individual self-efficacy estimates before and after task completion can help to reveal more about the ongoing process of self-concept development.

scholarly journals Pharmacogenomics Implementation Training Improves Self-Efficacy and Competency to Drive Adoption in Clinical Practice

2021 ◽  
Vol 12 ◽  
Author(s):  
Fadhli Adesta ◽  
Caroline Mahendra ◽  
Kathleen Irena Junusmin ◽  
Arya Melissa Selva Rajah ◽  
Sharon Goh ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Self Efficacy ◽  
Healthcare Professionals ◽  
Learning Objectives ◽  
Diverse Group ◽  
Survey Questionnaire ◽  
Before And After ◽  
Self Assessments ◽  
Survey Responses ◽  
Training Modules

Background: Administration of pharmacogenomics (PGx) testing in clinical practice has been suboptimal, presumably due to lack of PGx education. Here, we aim to evaluate the standpoint of PGx testing among a diverse group of healthcare professionals (HCPs) through conducting surveys before and after training.Materials and Methods: Training modules were designed to cover three key learning objectives and deployed in five sections. A pre- and post-training survey questionnaire was used to evaluate participants’ self-assessments on employing PGx in clinical practice.Results and Conclusion: Out of all enrollments, 102 survey responses were collected. Overall, respondents agree on the benefits of PGx testing, but have inadequate self-efficacy and competency in utilizing PGx data. Our results show that a 90 min long training significantly improves these, and could lead to greater anticipation of PGx adoption.

scholarly journals Description and Pilot Evaluation of a Dreamer Ally Training for Higher Education Staff and Faculty

2021 ◽  
Vol 13 (1) ◽  
pp. 2-22
Author(s):  
Ellen Hawley McWhirter ◽  
Kristin Yarris ◽  
Bryan Ovidio Rojas-Araúz
Keyword(s):  
Self Efficacy ◽  
Legal Status ◽  
Learning Goals ◽  
Control Group ◽  
Stimulate Action ◽  
Participant Satisfaction ◽  
Paired Samples ◽  
Training Satisfaction ◽  
Before And After ◽  
Faculty And Staff

We describe a Dreamer Ally training provided to staff and faculty on a university campus and present results of a pilot evaluation of this training. The Dreamer Ally training was designed to (a) increase university faculty and staff awareness, understanding, and self-efficacy for working with Dreamer students and (b) stimulate action to make the campus more responsive to the challenges and contributions of Dreamer students. For the purpose of this study we define Dreamer students as inclusive of undocumented students, students with the temporary protection of DACA (Deferred Action for Childhood Arrivals), students who qualify for the state’s tuition equity program, and students from mixed legal status families. Study goals were to describe the training, gather pilot data on participant learning goals, post-training satisfaction and self-efficacy for supporting Dreamer students, and generate participant feedback about utility of training components and their plans for subsequent action. Participants completed questionnaires before and after the training. Responses to open-ended questions indicated that most participants attended in order to learn how to better support Dreamer students. Paired samples (pre and post) t-tests indicated significantly higher self-efficacy for supporting Dreamer students at posttest. Participant satisfaction with the training was high and found the information session content and working through different Dreamer student scenarios most useful. Action plans included changing program or unit websites to be more inclusive of Dreamers. Limitations include the absence of a control group. Findings can inform institutional efforts to raise faculty and staff awareness of and responsiveness to the challenges facing Dreamer students.

scholarly journals Impact of Informal Experiences: Changes in Mathematics Motivation for Middle Schoolers

2020 ◽  
Vol 10 (3) ◽  
pp. 88
Author(s):  
Suzanne F Lindt ◽  
Dittika Gupta
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Learning Goals ◽  
School Students ◽  
Middle Schoolers ◽  
Before And After ◽  
Efficacy Measure ◽  
Vicarious Experiences ◽  
The Impact

The current research sought to examine the impact of a week-long mathematics camp on motivation and self-efficacy beliefs of participating middle school students. Middle school students participated in a one-week mathematics camp on a college campus, where they worked on authentic mathematics activities that were applied to real world concepts. The activities were developed by a mathematics educator and were facilitated by trained college students. Middle school students responded to the Sources of Self-Efficacy measure before and after the mathematics camp to determine whether changes occurred in various motivational variables resulting from their participation in the camp. Parallel t-tests indicated significant positive changes in students’ vicarious experiences and mastery goals to suggest that participation in the camp may have caused students to feel more confident in their ability to work through math problems and to adopt learning goals for mastering mathematics content. Providing middle school students with informal learning experiences in mathematics may help them in creating long-term goals for their learning.

scholarly journals The Role of a Simulation-Based Activity on Student Perceptions of Parenteral Nutrition Education

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 123
Author(s):  
Genene Salman ◽  
Henry Hua ◽  
Michelle Nguyen ◽  
Sandy Rios ◽  
Elvin A. Hernandez
Keyword(s):  
Clinical Practice ◽  
Parenteral Nutrition ◽  
Nutrition Education ◽  
Student Perceptions ◽  
Learning Experience ◽  
Perceived Competence ◽  
Innovative Teaching ◽  
Signed Rank ◽  
Before And After ◽  
Strongly Agree

Introduction: Parenteral nutrition (PN) education in pharmacy schools and postgraduate programs may not sufficiently prepare future pharmacists for clinical practice. Limited data exist regarding innovative teaching strategies in the area of PN. The purpose of this study was to identify students’ perceptions of a simulated PN activity in a pharmacotherapeutics course. Methods: Second-year Doctor of Pharmacy (PharmD) students from two cohorts (N = 84 for both cohorts) completed a PN assignment using simulated PN materials, which resembled those seen in clinical practice. Before and after the activity, students completed identical surveys about their perceived competence and interest in PN, which were analyzed using Wilcoxon signed-rank tests. Results: Following the simulation, the percentage of students affirming their perceived competence (selecting strongly agree or agree in the survey) in their ability to describe the process of combining ingredients to make a PN admixture (45.2% vs. 83.3%, p < 0.001) and calculate PN-related problems (58.3% vs. 83.3%, p < 0.001) improved. The proportion of students expressing interest in PN increased after the simulation (78.6% vs. 86.9%, p < 0.001). Conclusion: A simulated practicum experience in PN was viewed positively by PharmD students at this university, and may be a valuable active learning experience to incorporate in a PharmD curriculum.

scholarly journals Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students with Learning Difficulties

2020 ◽  
pp. 131-143
Author(s):  
Styliani Siouli ◽  
Stylianos Makris ◽  
Evangelia Romanopoulou ◽  
Panagiotis P. D. Bamidis
Keyword(s):  
Primary School ◽  
Learning Experience ◽  
Affective State ◽  
Learning Difficulties ◽  
Second Grade ◽  
Grade Student ◽  
Emotional Status ◽  
Before And After ◽  
And Performance ◽  
Positive Effect

AbstractResearch demonstrates that positive emotions contribute to students’ greater engagement with the learning experience, while negative emotions may detract from the learning experience. The purpose of this study is to evaluate the effect of a computer-based training program on the emotional status and its effect on the performance of two students with learning difficulties: a second-grade student of a primary school with Simpson-Golabi-Behmel syndrome and a fourth-grade student of a primary school with learning difficulties. For the purpose of this study, the “BrainHQ” web-based cognitive training software and the mobile app “AffectLecture” were used. The former was used for measuring the affective state of the students before and after each intervention. The latter was used for improving students’ cognitive development, in order to evaluate the possible improvement of their initial emotional status after the intervention with “BrainHQ” program, the possible effect of positive/negative emotional status on their performance, as well as the possible effect of high/poor performance on their emotional status. The results of the study demonstrate that there is a positive effect of emotion on performance and vice versa and the positive effect of performance on the emotional status and vice versa. These findings suggest that the affective state of students should be taken into account by educators, scholars and policymakers.

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