The Development of a Clinical Skills Laboratory at Ross University School of Veterinary Medicine

2018 ◽  
Vol 46 (3) ◽  
pp. 177-183
Author(s):  
Bernard Grevemeyer ◽  
Andrew Knight
Keyword(s):  
Veterinary Medicine ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Physical Space ◽  
Teaching Staff ◽  
Psychomotor Skills ◽  
Skills Laboratory ◽  
Source Models ◽  
Senior Students

Dedicated clinical skills laboratories (CSLs) that make use of models, mannequins and simulators, are being increasingly established in medical and veterinary schools. These have been commonplace in medical schools for more than two decades, but their incorporation within the teaching of veterinary curricula has occurred much more recently. In 2007, a decision was taken to establish a CSL at Ross University School of Veterinary Medicine. We considered the range of skills that we wished to teach, the physical space and equipment needed, the storage and air conditioning requirements, the facilities needed to deliver PowerPoint lectures and case study presentations, and other essentials necessary to handle cadaver specimens. We converted an appropriate campus building to our needs, hired teaching staff, and started to source models and mannequins for the teaching of veterinary clinical skills. In 2010, 177 senior students completed a survey evaluating their experiences within our CSL. Student satisfaction was generally high, with 95% of respondents feeling that the CSL had improved their psychomotor skills. However, 15% of them felt that the models were insufficiently realistic. Our clinical skills programme has since developed considerably, and it currently offers instruction in a diverse array of surgical, medical and other clinical skills. We hope that this description of our experiences may assist others embarking on similar projects elsewhere.

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

scholarly journals Teaching Psychomotor Skills in a Virtual Environment: An Educational Case Study

2021 ◽  
Vol 11 (9) ◽  
pp. 537
Author(s):  
Laura Plummer ◽  
Lesley Smith ◽  
Elizabeth Cornforth ◽  
Shweta Gore
Keyword(s):  
Physical Therapy ◽  
Virtual Environment ◽  
Clinical Skills ◽  
New Technology ◽  
Psychomotor Skills ◽  
Coaching Model ◽  
Therapy Program ◽  
Short Period ◽  
Rapid Transition

In March 2020, most physical therapy schools across the globe transitioned to online learning in response to the COVID-19 pandemic. This change posed unique challenges not only because it required adapting to new technology in a short period but, more importantly, it involved developing ways to teach hands-on psychomotor and clinical skills virtually while maintaining the quality of instruction. In response to the rapid transition, the physical therapy program at MGH Institute of Health Professions (IHP)designed and implemented a novel and effective coaching model to address the challenges. The model was developed based on experiential learning theory, constructivism, a coaching framework, and andragogical principles of feedback and reflection. Not only did the model meet its objectives of effectively teaching basic psychomotor skills in the virtual environment, but it may also have andragogical benefits that can be applied to traditional face-to-face methods. This case study describes the theoretical underpinning of the model, its development and implementation, the perceived effectiveness for learning psychomotor skills in a virtual environment, and the potential for broader relevance to future models of physical therapy education.

The Case Study of Technology Leakage in Cyber-Physical Space

2020 ◽  
Vol 10 (2) ◽  
pp. 151-173
Author(s):  
Min-Su Jung ◽  
◽  
Hang-Bae Chang
Keyword(s):  
Physical Space

Emplacing Berlin: Digital Itineraries and Short-term Study Abroad in the City

2018 ◽  
Vol 12 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Richard B. Apgar
Keyword(s):  
Study Abroad ◽  
Urban Landscape ◽  
Physical Space ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Digital Maps ◽  
Short Term Study ◽  
The City

As destination of choice for many short-term study abroad programs, Berlin offers students of German language, culture and history a number of sites richly layered with significance. The complexities of these sites and the competing narratives that surround them are difficult for students to grasp in a condensed period of time. Using approaches from the spatial humanities, this article offers a case study for enhancing student learning through the creation of digital maps and itineraries in a campus-based course for subsequent use during a three-week program in Berlin. In particular, the concept of deep mapping is discussed as a means of augmenting understanding of the city and its history from a narrative across time to a narrative across the physical space of the city. As itineraries, these course-based projects were replicated on site. In moving from the digital environment to the urban landscape, this article concludes by noting meanings uncovered and narratives formed as we moved through the physical space of the city.

scholarly journals An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico

2021 ◽  
Vol 13 (9) ◽  
pp. 4790
Author(s):  
Brenda Imelda Boroel Cervantes ◽  
José Alfonso Jiménez Moreno ◽  
Salvador Ponce Ceballos ◽  
José Sánchez Santamaría
Keyword(s):  
Data Analysis ◽  
Focus Groups ◽  
Teaching Staff ◽  
Training Context ◽  
Northern Mexico ◽  
Postgraduate Studies ◽  
Successful Design ◽  
Formative Experiences

The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students.

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

scholarly journals ANALISIS JENIS LAYANAN PENDIDIKAN DAN NON PENDIDIKAN YANG PENTING BAGI PENINGKATAN KEPUASAN MAHASISWA (STUDI KASUS: FAKULTAS TEKNIK UNIVERSITAS DIPONEGORO)

2018 ◽  
Vol 13 (1) ◽  
pp. 7
Author(s):  
Aries Susanty ◽  
Haryo Santoso ◽  
Pramudiastuti Nursyachbani
Keyword(s):  
Taguchi Method ◽  
Student Satisfaction ◽  
Educational Services ◽  
Optimal Result ◽  
One Dimensional ◽  
The Right ◽  
Right Order ◽  
Item Item

AbstrakPenelitian ini memiliki dua tujuan. Pertama, penelitian ini bertujuan untuk mengindentifikasi item layanan pendidikan dan non pendidikan yang dianggap penting untuk peningkatan kepuasan mahasiswa Fakultas Teknik Univesitas Diponegoro (UNDIP). Kedua, penelitian ini bertujuan untuk menyusun sejumlah rekomendasi untuk perbaikan atas item layanan pendidikan  dan non pendidikan yang dianggap penting tersebut. Terdapat 7 dimensi dan 28 item layanan yang digunakan untuk mengindentifikasi jenis layanan pendidikan dan non Pendidikan yang diterima oleh mahasiswa Fakultas Teknik UNDIP. Penelitian ini menggunakan Metode Kano dan Taguchi untuk mengindentifikasi item layanan pendidikan dan non pendidikan yang dianggap paling penting. Dalam hal ini, Metode Kano digunakan untuk memilih sejumlah item layanan pendidikan dan non pendidikan yang termasuk dalam kelompok attractive dan one-dimentional. Adapun Metode Taguchi digunakan untuk dua hal, yang pertama yaitu memverifikasi hasil pengelompokan dari Metode Kano sehingga diperoleh hasil yang lebih optimal dan mengurutkan  prioritas perbaikan dari item-item layanan yang termasuk dalam kelompok  attractive dan one-dimentional. Data untuk penelitian ini diperoleh dari hasil pengisian kuesioner oleh 120 responden untuk kuesioner Kano dan 60 responden untuk kuesioner Taguchi. Hasil pengolahan data dengan menggunakan Metode Kano menunjukkan bahwa terdapat 6 item layanan yang termasuk dalam kategori one-dimensional dan terdapat 2 item layanan .yang termasuk dalam kategori attractive. Selanjutnya, pengolahan data dengan menggunakan  Metode Taguchi diperoleh bahwa terdapat 2 item layanan yang perpindah dari one-dimensional ke attractive dan 1 item layanan yangberpindah dari attractive ke one-dimensional. AbstractAnalysis of the type of educational and non-educational services that are important for the enhancement of student satisfaction (case study Faculty of Engineering, Diponegoro University)] This research has two objective. First this study aims to identify the type of educational and non-educational services that are important for the satisfaction’s enhancement of the student of Faculty Engineering, Diponegoro University. Second, this study aims to formulate some recommendation for improving the type of educational and non-educational services that are important for the satisfaction’s enhancement of the student of Faculty Engineering. There are 7 dimensions and 28 indicators used to identify the type of educational and non-educational received by the student. This research uses the Kano and Taguchi method to identify the type of educational and non-educational services that are important for student. In this case, the Kano method is used to identify educational and non-educational services that are include attractive and one-dimensional categories. Whereas the Taguchi method is used to verify Kano’s categorize result for getting more optimal result than Kano method and to put priorities in the right order of those services that are include attractive and one-dimensional categories. Data for this research is got from questionnaires that were distributed to 120 respondents for Kano method and 60 respondents for Taguchi method. Kano method’s result showed that there are 6 type of services that are include in one-dimensional category and 2 type of services that are include in attractive category.  However, based on validation result that is using Taguchi method showed that there are 5 type of services that are include in one-dimensional category and 3 type of services that are include in attractive category.Keywords: Educational and Non-educational Services; Satisfaction’s Enhancement of Student; Faculty of Engineering Diponegoro Univesity; Kano Method; Taguchi Method.

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