scholarly journals Efficacy of Self-Directed Learning in the Supracondylar Fracture Performance Improvement Module at an Academic Pediatric Orthopedic Institution

2018 ◽  
Vol 2018 ◽  
pp. 1-6 ◽  
Author(s):  
Eric W. Edmonds ◽  
John W. Kemppainen ◽  
Joanna H. Roocroft ◽  
John Munch ◽  
Tracey P. Bastrom
Keyword(s):  
Patient Outcomes ◽  
Supracondylar Fracture ◽  
The Self ◽  
Medical Society ◽  
Self Assessment ◽  
Life Long Learning ◽  
Junior Staff ◽  
Supracondylar Humerus Fractures ◽  
Significant Difference ◽  
Pediatric Orthopedic

Maintenance of certification (MOC) within a medical society requires continuing medical education that demonstrates life-long learning, cognitive expertise, and practice-based self-assessment. This prospective study sought to evaluate whether a self-directed Practice Improvement Module (PIM) would improve pediatric orthopedic patient outcomes, thus demonstrating evidence of life-long learning (Part II MOC credit) in treating supracondylar humerus fractures. Six surgeons and 113 patients were included. There was no significant difference in actual fracture outcome before or after PIM at any level of surgeon experience regarding radiographic appearance or need for reoperation (p>0.10). Junior staff demonstrated a statistically significant improvement in the percentage of time that marking the operative site was documented in the chart by the surgeon before (38%) and after (65%) PIM (p=0.02). The self-directed education portion of the supracondylar fracture PIM led to modest improvement in documentation habits among junior staff, without impact on overall patient outcomes. Therefore, the PIM appears to be less useful in providing evidence for life-long learning as it relates to surgical outcomes (Part II MOC/CME), yet, it may directly benefit practice-based self-assessment (Part IV MOC), and the self-assessment and Personal Improvement Plan may be the most important portion of the PIM to improve outcomes.

Temporal characteristics of paediatric supracondylar humerus fractures

Trauma ◽  
2017 ◽  
Vol 20 (3) ◽  
pp. 208-216
Author(s):  
Bonnie McRae ◽  
Iulian Nusem
Keyword(s):  
Hypothesis Testing ◽  
Supracondylar Fracture ◽  
Fracture Incidence ◽  
Humeral Fractures ◽  
Elbow Injury ◽  
Injury Characteristics ◽  
Supracondylar Humerus Fractures ◽  
Elbow Fractures ◽  
Significant Difference ◽  
Supracondylar Humeral Fractures

Objective Supracondylar humeral fractures are the most common elbow injury occurring in the paediatric population, accounting for 55–80% of all elbow fractures and 3–18% of all paediatric fractures. They occur most commonly due to a fall from play equipment or furniture. This study aims to determine if any relationship exists between supracondylar humeral fractures and any temporal or injury characteristics. It was hypothesised that an increased incidence of supracondylar fractures would be observed in summer months and on weekends. Methods All patients <18 years of age with an isolated distal humerus supracondylar fracture between 2004 and 2014 were included in this study ( n = 569). Patient demographics and fracture characteristic data were collected. Hypothesis testing was performed to assess for any statistically significant relationship between fracture incidence and temporal or injury characteristics. Patients were then divided based on their management (conservative vs. operative) and hypothesis testing was performed to determine whether any difference existed between the management groups with regards to temporal and injury characteristics. Results No statistically significant association was noted between fracture incidence and gender, laterality, or day/month/season of injury. Time of injury and presentation to the Emergency Department demonstrated significant results, with highest incidence in the afternoon hours (12:00–17:59). Conclusions Unlike previous international studies, no significant difference was noted between day/month/season of injury and incidence of supracondylar fracture. This is thought to be likely due to the difference in climate between Australia and other countries.

scholarly journals The correlation between self-esteem and psychological health of cadets of the Suvorov Military School of the MIA of Russia

2021 ◽  
Vol 2021 (1) ◽  
pp. 225-233
Author(s):  
Alina Kulinchenko ◽  
Valentin Shapoval
Keyword(s):  
Psychological Health ◽  
Self Esteem ◽  
Psychological Support ◽  
The Self ◽  
Self Determination ◽  
Self Assessment ◽  
Significant Difference ◽  
Professional Self ◽  
Military School ◽  
Internal Affairs

The relevance of studying the self- assessment of cadets of the Suvorov Military School of the Ministry of Internal Affairs of Russia and its relationship with psychological health is due to the need to increase the effectiveness of the system of psychological support for cadets during the period of pre-university education, the purpose of which is to compensate for the deficiencies in the adaptive abilities of adolescents and their further personal and professional self-determination. One of the main criteria for assessing a cadet’s career opportunities in the law enforcement system is his self-assessment. A young man entering the Suvorov Military School of the Ministry of Internal Affairs of Russia does not always proportion the level of his physical, intellectual and personal capabilities with those requirements of the educational environment of a military school. The inability of adolescents to adequately assess their strengths and weaknesses complicates the process of professional self-determination, in connection with which a significant percentage of the pupils who entered the school experience difficulties in adaptation, are disappointed in their choice and make a decision to expel. The study resulted in a correlation between the self-esteem of the cadets of the Suvorov Military School of the Ministry of Internal Affairs of Russia with the resource of their psychological health, reflecting the ratio of constructive and destructive-deficient central (unconscious) personality functions. Another finding is a significant difference in the self-assessment of cadets assigned to different groups of psychological health. The practical significance of the research findings is determined by the possibility of their effective use in the system of psychological support for pre-university training of cadets of the Suvorov military school, including the period of mass psycho-prophylactic examinations and the provision of targeted psychological assistance to cadets with low self-assessment.

scholarly journals Student Self-Assessment Practices in Lower Secondary Education in Kosovo

2022 ◽  
Vol 12 (1) ◽  
pp. 97
Author(s):  
Zamira Gashi Shatri ◽  
Venera Këndusi ◽  
Behxhet Gaxhiqi ◽  
Naser Zabeli ◽  
Arjeta Vishaj
Keyword(s):  
Civic Education ◽  
Eighth Graders ◽  
The Self ◽  
Assessment Process ◽  
Learning Goals ◽  
Assessment Practices ◽  
Self Assessment ◽  
Self Confidence ◽  
Significant Difference ◽  
The Impact

Self-assessment has a direct impact on students’ achievement. Through self-assessment students have the opportunity to assess themselves in regards to learning goals and assess their achievement. The purpose of our research is to reflect on the use of the self-assessment practices of students in schools, as well as the impact that student self-assessment has on their achievement. Another purpose of this research is to evaluate if students compare their knowledge with other students in the class and to evaluate if students during the self-assessment process can overestimate or underestimate themselves. Two hundred and two students, from four classes of seventh grade (n=112) and four classes of eighth grade (n=90) of lower secondary schools from five urban schools and five rural schools in Kosovo, in the subject Civic Education, participated in the research. The results show that there is a significant difference between seventh-graders and eighth-graders on the use of student self-assessment. There is also a difference between schools in the city and schools in the village. There is a significant difference between classes and based on residence even when the students are asked if they are encouraged to have self-confidence and be independent.   Received: 13 October 2021 / Accepted: 26 November 2021 / Published: 3 January 2022

scholarly journals On-Task and Off-Task Self-Assessment: Which Works Better on Young Learners’ Writing Performance?

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Ni Luh Putu Eka Sulistia Dewi ◽  
I Nyoman Pradnyana Bayu Trisna
Keyword(s):  
Foreign Language ◽  
Sampling Error ◽  
Writing Process ◽  
Sixth Graders ◽  
The Self ◽  
Self Assessment ◽  
Writing Performance ◽  
Significance Level ◽  
Young Learners ◽  
Significant Difference

The implementation of self-assessment might contribute to the young learners’ English proficiency and affective domain. Yet, there is still limited findings found for the effect on young learners’ writing performance. This experimental study investigated the effect of on-task and off-task self-assessment on young learners of English as a foreign language in Bali, Indonesia. 46 sixth graders participated in this study were required to do self-assessment in completing their writing prompt. A self-assessment checklist was used as the instrument. The on-task self-assessment group applies the self-assessment checklist at every stage of their writing process, namely pre-writing, drafting, revising, editing, and publishing.  On the other hand, the off-task self-assessment group uses the self-assessment checklist before they start the writing process. Using independent samples t-test for hypothesis testing, it was found that there is no significant difference in both groups’ writing performance since the real probability that is due to sampling error is 0.194 which is bigger than the significance level of 0.05. Therefore, self-assessment could be implemented in on-task and off-task since it brings similar effect to the young learners’ writing performance.

scholarly journals Assessment of the Psychophysical Sphere and Functional Status of Women Aged 75–90 Living Alone and in Nursing Homes

2021 ◽  
Vol 18 (17) ◽  
pp. 9028
Author(s):  
Justyna Traczyk ◽  
Agnieszka Dębiec-Bąk ◽  
Anna Skrzek ◽  
Małgorzata Stefańska
Keyword(s):  
Physical Activity ◽  
Nursing Homes ◽  
Functional Status ◽  
Daily Physical Activity ◽  
The Self ◽  
Living Alone ◽  
Self Assessment ◽  
Activity Restriction ◽  
Significant Difference ◽  
Status Of Women

Aim: To assess the psychophysical sphere and functional status of women aged 75–90 living alone and in nursing homes. Methods: 23 women living in nursing homes (NH) and 20 living alone (HOME) underwent the following tests: Up and Go Test, Chair Stand Test, assessment of daily physical activity levels using pedometers, Mini-Mental State Examination, Groningen Activity Restriction Scale, Geriatric Depression Scale, and WHOQOL-Bref. Results: It was shown that the subjects living by themselves performed a greater amount of daily physical activity, although there was not significant difference between the two groups in the Up and Go Test result. There were not statistically significant differences in the self-assessment of the mental sphere, but significant differences were found in the self-evaluation of the physical sphere. In the NH group, subjects with and without depression did not differ in terms of the amount of daily physical activity and functional test results. Women with depression from the HOME group were less physically active and had worse functional fitness. Conclusions: Women living alone performed a greater amount of daily physical activity, but the functional status of women in both groups did not differ in a statistically significant way. The groups didn’t differ statistically significantly in terms of psychological self-assessment.

scholarly journals Validation of the Voice Handicap Index: 10 (VHI-10) to the Brazilian Portuguese

CoDAS ◽  
2013 ◽  
Vol 25 (5) ◽  
pp. 482-485 ◽  
Author(s):  
Thiago Costa ◽  
Gisele Oliveira ◽  
Mara Behlau
Keyword(s):  
Brazilian Portuguese ◽  
Voice Handicap Index ◽  
The Self ◽  
Voice Rehabilitation ◽  
Self Assessment ◽  
Significant Difference ◽  
Psychometric Measures ◽  
Vocal Quality ◽  
High Level ◽  
The Voice

PURPOSE: To validate the Voice Handicap Index - 10 (VHI-10) into Brazilian Portuguese and to check its psychometric measures. METHODS: The validation was performed following the guidelines suggested by the Scientific Advisory Committee of the Medical Outcomes Trust. A hundred ten individuals participated, 60 with vocal complaint, 6 males and 54 females, with age ranging from 21 to 82 years; and 50 without vocal complaint, 6 males and 44 females, age ranging from 18 to 87 years. The procedures performed were a voice self-assessment and the VHI-10. For the self-assessment, the individuals evaluated their vocal quality by means of a five-point scale: excellent, very good, good, fair and poor. The VHI-10 was administered twice to 30 of the 60 individuals with vocal complaint to determine the test-retest reproducibility. For checking the sensitivity, the VHI-10 was administered to 21 patients that underwent voice rehabilitation. RESULTS: The validity was determined by comparing the total score with the self-assessment results. Individuals that classified their voice as poor had a total score of 28.2 (standard deviation=8). Internal consistence was determined with high values of coefficient (p<0.001). Results showed a high level of reproducibility (p=0.0114). Sensitivity was demonstrated with a significant difference between pre and post-rehabilitation results (p<0.005). CONCLUSION: The VHI-10 is an instrument validated into Brazilian Portuguese, with psychometric measures of validity, reliability and sensibility proven and can be applied to individuals with voice problems.

scholarly journals Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

2019 ◽  
Author(s):  
Zlata Tomljenović ◽  
Svetlana Novaković
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Visual Arts ◽  
Professional Training ◽  
The Self ◽  
Teaching Methodology ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Significant Difference

 In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.

scholarly journals PENGARUH METODE PEMBELAJARAN KWL DAN ASESMEN DIRI TERHADAP KEMANDIRIAN BELAJAR DAN KETERAMPILAN MEMBACA WACANA BAHASA BALI PADA SISWA KELAS XI MIPA SMA NEGERI 1 SINGARAJA

2019 ◽  
Vol 9 (1) ◽  
pp. 45-57
Author(s):  
I P Widhi Astika ◽  
AAIN Marhaeni ◽  
I G Lanang Agung Parwata
Keyword(s):  
Conventional Method ◽  
Interaction Effect ◽  
Random Sampling ◽  
Peer Assessment ◽  
The Self ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran KWL (Know-Want-Learn) dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Penelitian ini dilakukan dalam bentuk kuasi eksperimen menggunakan rancangan faktorial 2x2. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Singaraja yang berjumlah 282 dan sampel diambil menggunakan random sampling yaitu siswa kelas XI MIPA 1, 2, 6, dan 9 dengan jumlah 124 orang. Data penelitian yang berupa skor kemandirian belajar dan skor keterampilan membaca dikumpulkan menggunakan kuesioner dan tes. Data dianalisis menggunakan MANOVA dua jalur. Hasil analisis menunjukkan (a) kemandirian belajar, dan (b) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL lebih tinggi daripada siswa yang mengikuti pembelajaran dengan metode konvensional pada siswa yang menggunakan asesmen diri, (c) kemandirian belajar, dan (d) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL dan siswa yang mengikuti pembelajaran dengan metode konvensional tidak berbeda secara signifikan pada siswa yang menggunakan asesmen sejawat (e) terdapat pengaruh KWL berbantuan asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (f) tidak terdapat pengaruh KWL berbantuan asesmen sejawat terhadap kemandirian belajar dan keterampilan membaca, (g) tidak terdapat pengaruh asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (h) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap kemandirian belajar, (i) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap keterampilan membaca, dan (j) terdapat pengaruh interaksi secara simultan antara KWL dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Kata kunci: Asesmen Diri, Kemandirian Belajar, Keterampilan Membaca, KWL (Know-Want-Learn). AbstractThe study aimed to know the effect of KWL method and self-assessment toward self regulated learning and reading competency. This study was quasi-experimental which design was factorial 2x2. The population of this study were the students in XI MIPA at SMA Negeri 1 Singaraja with total number of 282, and the samples were obtained by using random sampling, they were XI MIPA 1, 2, 6, and 9 with the total number of 124 students. The data in the form of self regulated learning scores and reading competency scores were obtained by using questionnairs and test. The data obtained were analyzed by using two-way MANOVA. The data analysis showed that (a) self regulated learning, and (b) students’ reading competency of students who follow the learning with KWL method is higher that the students who follow the conventional method to the students who use the self-assessment, (c) self regulated learning, and (d) students’ reading competency of students who follow the learning with KWL method had not significant difference than the students who follow the conventional method to the students who use peer-assessment, (e) KWL with self-assessment affected the raising of self regulated learning and reading competency, (f) KWL with peer-assesment did not affect the raising of self regulated learning and reading competency, (g) self-assessment did not affect the raising of self regulated learning and reading competency, (h) there was interaction effect between KWL and self-assessment toward self regulated learning, (i) there was interaction effect between KWL and self-assessment toward reading competency, (j) there was interaction effect simultaneously between KWL and self-assessment toward self regulated learning and reading competency. Keywords: KWL, Reading Competency, Self-Assessment, Self Regulated Learning.

scholarly journals “I Drive Well, the Problem is the Other Driver”: A Study About the Self-Assessment of the Ability to Drive

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
Eduarda Lehmann Bannach ◽  
Alessandra Sant´Anna Bianchi
Keyword(s):  
The Self ◽  
The Other ◽  
Self Assessment ◽  
Driving Experience ◽  
Self Evaluation ◽  
Demographic Questionnaire ◽  
Significant Difference ◽  
Self Assessments ◽  
Ability To Drive ◽  
Better Than

This study aims to verify the self-evaluation that people make about their ability to drive and investigate whether there is a difference between self-evaluation and evaluation about their friends’ abilities. To this end, 151 people answered three different questionnaires, one questionnaire about driving abilities (self-evaluation and evaluation of friends), the Driver’s Behavior Questionnaire and a socio-demographic questionnaire The sample consisted of 50.3% of males with a mean age of 25.32 years (sd = 1.66). As a result, self-evaluation was positively correlated with age, evaluation of friend, weekly driving hours, Common Violations, and Aggressive Violations. In addition, there was significant difference between evaluation by sex: males carry out self-assessments in a more positive way. It was also found that people evaluate themselves better than they evaluate their friends. From this research, it is possible to think the target audience that would most benefit from an intervention to reduce self-evaluation, that is, men, people over 24 years old, and people who have more driving experience.

scholarly journals A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production

2020 ◽  
Vol 10 (5) ◽  
pp. 7-27
Author(s):  
Mahmoud Azizi ◽  
◽  
Roman Kralik ◽  
Lucia Petrikovicova ◽  
Hedviga Tkáčová ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Peer Feedback ◽  
The Self ◽  
Word Choice ◽  
Recording Device ◽  
Oral Performance ◽  
Self Assessment ◽  
Feedback Group ◽  
Efl Learners ◽  
Significant Difference

Introduction. The purpose of the current study is to investigate self-assessment and peer feedback as two helpful strategies for facilitating teaching and learning in language classrooms and to investigate the effects of these techniques on EFL learners' oral performance. Materials and Methods. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted. The participants of the study were two groups of five EFL learners who were called self-assessment group and peer feedback group. The self-assessment and peer feedback techniques were incorporated to the self-assessment and peer feedback group respectively. There were a pretest and posttest sessions and four sessions of treatment were between the pretest and posttest. The instruments used in this study were storyboards and checklists. The data was collected via recording device and then it was transcribed for further analysis. Some parts of the data were also analyzed qualitatively. Results. The findings of the present study showed that both techniques are helpful in different aspects of oral performance. Self-assessment had significant effects on the use of correct error- free clauses, subject verb agreement, word choice and tense consistency and also the features of fluency and organization. Conclusions. Peer feedback also improved the use of error-free clauses and fluency but not the other items. But there is no significant difference between the two techniques.

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