scholarly journals Planning and Implementation of Guided Self-study in an Undergraduate Physiotherapy Curriculum in Switzerland—A Feasibility Study

2020 ◽  
Vol 7 ◽  
pp. 238212052094492
Author(s):  
Slavko Rogan ◽  
Jan Taeymans J ◽  
Stefan Zuber ◽  
Evert Zinzen
Keyword(s):  
Higher Education ◽  
Feasibility Study ◽  
Clinical Examination ◽  
Learning Objectives ◽  
Objective Structured Clinical Examination ◽  
Knowledge And Skills ◽  
Written Examination ◽  
Self Study ◽  
Program Differentiation ◽  
Physiotherapy Students

Background: Self-directed learning (andragogy) or self-determined learning (heutagogy) can be implemented in guided self-study (GSS) with the aim to foster changes in the knowledge and skills of physiotherapy students in a higher education setting. To date, there is a lack of evidence for the use of GSS in higher education for physiotherapy. Aim: This study aimed to evaluate the feasibility of developing and implementing GSS in an undergraduate physiotherapy educational program in Switzerland. In addition, the effectiveness of GSS in bringing changes in knowledge and skills was assessed. Method: Full-time undergraduate physiotherapy students (n = 49) from the third semester volunteered in this feasibility study. Students were randomly allocated into a GSS group or a control group (CG) in the period from October to November 2019. The GSS group prepared a total of 3 clinical cases. Each case was processed in an 8-day cycle. On day 1, the clinical case (ie, description of a patient and symptoms) and learning goals were provided to the students electronically. The students prepared the cases in groups from days 2 to 7. They were guided 2 times by the tutor (physical meeting and via Skype) during this preparation phase. The results of group work were presented and reflected on during a moderated plenum session (90 minutes) on day 8. The feasibility of this higher education study was operationalized as follows: exposure (“dose,” ie, the number of GSS sessions performed over 90 minutes, as well as the content of the cases and the learning objectives); students’ responsiveness, with an a priori set 100% willingness to participate on day 8; program differentiation, to illustrate differences between the content of GSS cases and the curriculum; and degree of acceptability. In addition, an assessment was made of the total scores in the objective structured clinical examination (OSCE) and written examinations, as well as the amount of GSS. Statistical analyses were conducted using an intention-to-treat approach. Results: All 3 GSS sessions on day 8 lasted the scheduled 90 minutes. The content of the presented cases was aligned with the learning objectives. The responsiveness of students willing to participate on day 8 was 42%. In program differentiation, no differences in content were found between the GSS presentation content and the usual curriculum content when compared with the learning aims. Objective structured clinical examination grades and written examination grades were similar for the GSS and CG. The analysis of the focus group interview showed a low degree of acceptability indicating that the students’ workload was high during the GSS period. Conclusions: This study showed that this GSS program for undergraduate physiotherapy students in its current form is “feasible with modification.” Modification of the study protocol (eg, better time planning in the academic calendar) is needed to improve the students’ responsiveness. Alternatively, classroom hours may be reduced to favor self-study time. Such adjustments to the timetable should allow the physiotherapy students to better prepare the clinical cases. The effectiveness of the GSS and normal curriculum on OSCE and written examination scores was similar, probably due to the observed low students’ acceptability

scholarly journals Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

2020 ◽  
Author(s):  
Slavko Rogan ◽  
Jan Taeymans ◽  
Stefan Zuber ◽  
Evert Zinzen
Keyword(s):  
Higher Education ◽  
Feasibility Study ◽  
Control Group ◽  
Willingness To Participate ◽  
Current Form ◽  
Knowledge And Skills ◽  
Self Study ◽  
Program Differentiation ◽  
Physiotherapy Students ◽  
Physiotherapy Education

Abstract Background: Guided self-study (G-SS) can be used as a self-directed learning method (andragogy) or self-determined learning (heutagogy) that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. Furthermore, and to the best of our knowledge, no practical guidelines for G-SS exist for physiotherapy undergraduate students to foster changes in knowledge and skills. This higher education feasibility study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course at the Bern University of Applied Sciences (BFH), Switzerland. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills. Method: Fifty-one first-semester physiotherapy students volunteered from BFH. They were randomly divided into a G-SS group or control group (CG). The G-SS group received six cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case (i.e. description of a patient and the symptoms) and learning goals were provided to the students electronically (day 1). The students prepared the cases in groups and were guided (e.g. via Skype) by the tutor during this preparation time (day 2 to 7). The results of the group work were presented and reflected on during a moderated plenum session (90 minutes) at day 8. The primary outcome parameters were i) exposure as the number of G-SS sessions performed over 90 minutes, ii) the responsiveness of students with a previously determined 83% willingness to participate in the G-SS program iii) program differentiation, to illustrate the difference between G-SS content and the curriculum and the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using an Intention-To-Treat (ITT) approach. Results: All six G-SS sessions on day 8 were performed over 90 minutes. The responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the set 83%, and in terms of program differentiation, no differences were found between G-SS program and normal curriculum content. G-SS as compared to the CG scored significantly better on OSCE (p < 0.01) and on the written exam (p < 0.04). Conclusion: The results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases. G-SS have the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare the case, present the case solutions and reflect upon their actions.

scholarly journals Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

2020 ◽  
Author(s):  
Slavko Rogan ◽  
Jan Taeymans ◽  
Stefan Zuber ◽  
Evert Zinzen
Keyword(s):  
Higher Education ◽  
Feasibility Study ◽  
Slight Modification ◽  
Learning Goals ◽  
Control Group ◽  
Current Form ◽  
Knowledge And Skills ◽  
Self Study ◽  
Physiotherapy Students ◽  
Physiotherapy Education

Abstract BackgroundGuided self-study (G-SS) can be used as a self-directed learning method (andragogy) or self-determined learning (heutagogy) that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. This higher education feasibility study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills.Method51 first-semester physiotherapy students were randomly divided into a G-SS group or control group (CG). The G-SS group received six cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case and learning goals were provided to the students electronically (day 1). The students prepared the cases in groups and were guided by the tutor during this preparation time (day 2 to 7). The results of the group work were presented and reflected on during a moderated plenum session at day 8. The primary outcome parameters were i) exposure, ii) the responsiveness of students iii) program differentiation, and the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using an Intention-To-Treat (ITT) approach.ResultsThe responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the set 83%, and in terms of program differentiation.No differences were found between G-SS program and normal curriculum content. G-SS as compared to the CG scored significantly better on OSCE (p < 0.01) and on the written exam (p < 0.04).ConclusionThe results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases. G-SS have the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare the case, present the case solutions and reflect upon their actions.Trial registrationRegistry of Efficacy and Effectiveness Studies, Registry ID: #1762.1 Registered on February 26th, 2019

scholarly journals Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Slavko Rogan ◽  
Jan Taeymans ◽  
Stefan Zuber ◽  
Evert Zinzen
Keyword(s):  
Higher Education ◽  
Clinical Case ◽  
A Priori ◽  
Secondary Outcome ◽  
Knowledge And Skills ◽  
Self Study ◽  
Program Differentiation ◽  
Physiotherapy Students ◽  
Physiotherapy Education ◽  
Clinical Cases

Abstract Background Guided self-study (G-SS) can be used as a self-directed learning method or self-determined learning that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. This study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills. Method Fifty-one first-semester physiotherapy students were randomly divided into a G-SS group or control group (CG). The G-SS group received six clinical cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case were provided to the students electronically (day 1). The students prepared the cases in groups and were guided by the tutor during this preparation time (day 2 to 7). Group work results were presented and reflected on during a moderated plenum session at day 8. A priori criteria of success were defined based on empirical experience for the primary outcome parameters i) exposure, ii) responsiveness of students and iii) program differentiation. The secondary outcome was the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using SPSS. Results The responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the a priori set 83%. No differences in program differentiation were found. G-SS as compared to the CG scored significantly better on OSCE (p = 0.003) and on the written exam (p = 0.004). Conclusion The results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases under conditions of lower workload. G-SS has the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare and present the clinical case solutions and reflect upon their actions. Trial registration Registry of Efficacy and Effectiveness Studies, Registry ID: #1726.1 Registered on February 26th, 2019.

scholarly journals OBJECTIVE STRUCTURED PRACTICAL EXAMINATION ON DISCIPLINE “UKRAINIAN LANGUAGE AS FOREIGN LANGUAGE” AS TOOL TO ASSESS COMMUNICATIVE COMPETENCIES OF INTERNATIONAL MEDICAL SDTUDENTS

2020 ◽  
Vol 20 (2) ◽  
pp. 227-232
Author(s):  
M. Zhovnir
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Foreign Language ◽  
Health Care System ◽  
Clinical Examination ◽  
Health Care Professionals ◽  
Public Intellectual ◽  
Objective Structured Clinical Examination ◽  
Practical Examination ◽  
Care System

High quality higher education is a solid basis of individual and public intellectual property. It is also an integrated part of standard of living and citizens’ welfare. Finally, the mission of higher education is to offer competitive priority to its receivers now and in the future. So, we need to pay our attention on the quality of education. This article focuses on the evaluation of language and communicative competencies of future health care professionals. Health care system is of exceptional importance because the existence and further development of the state institution as a whole is impossible without the full and harmonious functioning of the health care system. The author highlights approaches to monitor students’ knowledge and speaking skills as well as behaviour, attitude. Applying Objective Structured Practical Examination (OSPE) at a medical university, especially at the non-clinical departments has been proven as an effective tool to assess these abilities, describes the design, preparation and procedure of this examination. Some themes within the scope of the material checked («At the hospital admission office. Primary patient assessment. General complaints of the patient»», III year, medical faculty) have been presented and analyzed in details in the context of this examination. Experimental Stations of the Objective Structured Clinical Examination on the discipline «Ukrainian as a Foreign Language» is one of the modern way to evaluate how effectively medical students can communicate and apply language knowledge when simulating commonly encountered scenarios at medical settings. Moreover, the Objective Structured Practical Examination (OSPE) can be used for checking of students’ communicative skills. Thus, there are some differences between the Objective Structured Practical Examination (OSPE) and the Objective Structured Clinical Examination (OSCE). The study has been presented within the anthropocentric scientific paradigm. The methodology included descriptive analytical methods, general linguistic methods, modern methods of comparison, discourse analysis.

scholarly journals Attracting and retaining nurses through a clinical fellowship programme

2019 ◽  
Vol 28 (18) ◽  
pp. 1207-1209
Author(s):  
Zoe Marsh ◽  
Leanne Walford ◽  
Rephna Rosemary Baker ◽  
Ann-Marie Cannaby ◽  
Baldev M Singh
Keyword(s):  
Registered Nurses ◽  
Clinical Examination ◽  
Nursing Staff ◽  
Objective Structured Clinical Examination ◽  
Staff Nurse ◽  
Knowledge And Skills ◽  
Early Success ◽  
Fellowship Programme ◽  
Workforce Issue ◽  
Examination Preparation

Shortages in nursing are the single biggest and most urgent workforce issue that the NHS needs to address. This article sets out the early success of the Nurse Clinical Fellowship Programme established by The Royal Wolverhampton NHS Trust. The unique programme aims to attract and retain nurses by offering a staff nurse post with supported access to academia, fully funded by the NHS Trust. To date, the Trust has attracted 90 nurses (both UK and international registered nurses) to the programme. The programme is also offered internally and the Trust has a cohort of 10 internal nursing staff enrolled onto the programme completing either their BSc (top-up) or Masters, with a second cohort of 60 internal nurses due to start in September 2019. To support international registered nurses with demonstrating their competence to meet Nursing and Midwifery Council requirements the Trust has also established an objective structured clinical examination preparation course designed to embrace and enhance the existing knowledge and skills, while guiding staff in transferring these in line with UK and Trust policies and practices.

scholarly journals How to Design and Apply an Objective Structured Clinical Examination (OSCE) in Medical Education?

2020 ◽  
Vol 3 (1) ◽  
pp. 51-55
Author(s):  
Said Said Elshama ◽  
◽  
Keyword(s):  
Clinical Examination ◽  
Laboratory Data ◽  
Data Interpretation ◽  
Assessment Method ◽  
Learning Objectives ◽  
Objective Structured Clinical Examination ◽  
Educational Impact ◽  
Medical Graduates ◽  
Attitudes And Behaviors ◽  
Utility Index

The Objective Structured Clinical Examination (OSCE) is considered a gold standard summative and formative assessment method wherein it is a comprehensive and standardized tool assessing the clinical competencies including psychomotor domain, attitudes, and behaviors that will be manifested in the real work of the medical graduates. Therefore, the implementation of OSCE depends on the design of a blueprint that consists of two axes; the first axis is the tested competencies according to the learning objectives while the second axis represents a system or problem that is related to these competencies. Thus, the blueprint of OSCE is a translation for the learning objectives into clinical competences such as history taking, physical examination, radiographic and laboratory data interpretation, technical skills, attitudinal behaviors, and counseling skills. In addition, the utility index proved that OSCE has a good balance for acceptability, reliability, validity, credibility, feasibility, cost, and educational impact. However, the use of OSCE for the students' assessment is considered expensive and exhausted because it requires many facilities, a great deal of the personnel besides the needed consuming time for its application.

scholarly journals DREAMzone: Educating Counselors and Human Service Professionals Working with Undocumented Students

2016 ◽  
Vol 8 (2) ◽  
pp. 32-48 ◽  
Author(s):  
Jesus Cisneros ◽  
Anna Lopez
Keyword(s):  
Higher Education ◽  
Educational Intervention ◽  
Human Service ◽  
Direct Contact ◽  
Undocumented Students ◽  
Learning Objectives ◽  
Future Directions ◽  
Human Service Professionals ◽  
Knowledge And Skills ◽  
Laws And Policies

This article discusses the development and implementation of DREAMzone, an educational intervention designed to provide counselors and other human service professionals with awareness, knowledge, and skills for working with undocumented students. DREAMzone is driven by four learning objectives: (a) identify and deconstruct preconceptions of undocumented immigrants; (b) increase knowledge about laws and policies affecting the experiences of undocumented students; (c) engage in direct contact with undocumented students; and (d) acquire skills, practices, and resources for working with undocumented students. Program reflections are provided, including future directions for effectuating a systems level transformation within higher education.

scholarly journals Hubungan Learning Approach Dengan Nilai Objective Structured Clinical Examination (OSCE) Mahasiswa Fakultas Kedokteran Universitas Riau Tahun Kedua

2019 ◽  
Vol 12 (2) ◽  
pp. 128
Author(s):  
Zulfi Mustika Rantari ◽  
Zulharman Zulharman ◽  
Enikarmila Asni
Keyword(s):  
Medical Student ◽  
Clinical Examination ◽  
Learning Objectives ◽  
Objective Structured Clinical Examination ◽  
Learning Approach ◽  
Cross Sectional ◽  
Cross Sectional Design ◽  
Study Process ◽  
The Relationship ◽  
The Way

The learning approach is the way to achieve their learning objectives. Learning approach can influence the OSCEvalue. This study aimed to analyze the relationship between learning approach and OSCE value. This study wasanalytic descriptive with cross-sectional design. The subjects were all the medical student University of Riau in thesecond year. Study Process Questionnaire (SPQ) which have been translated to Indonesia language was used in thisstudy. OSCE value before remedial data were analyzed using Kruskal-Wallis. The majority of students (93.1%) usingthe achieving approach and there were no relationship between learning approach and OSCE value. lue.

scholarly journals Experience in developing simulation script for performance of Objective Structured Clinical Examination (OSCE)

2019 ◽  
Vol 1 (I) ◽  
pp. 178-192
Author(s):  
Л.Р. ШОСТАКОВИЧ-КОРЕЦЬКА ◽  
А.В. ЧЕРГІНЕЦЬ ◽  
К.Ю. ЛИТВІН ◽  
В.В. МАВРУТЕНКОВ ◽  
Т.А. ГАЙДУК ◽  
...  
Keyword(s):  
Higher Education ◽  
Clinical Examination ◽  
Emergency Care ◽  
World System ◽  
Radical Change ◽  
Objective Structured Clinical Examination ◽  
Positive Aspect ◽  
Computer Equipment ◽  
The World ◽  
Simulation Scenario

The importance of the application of priority pedagogical technologies is dictated by Ukraine's aspirations to integrate into the world system of education. Modern standards of higher education require a radical change not only in the teaching system, but also in the format of the state final graduation certificate. The article presents the experience of developing a simulation scenario for the objective structured clinical examination (OSCE) performance. According to this scenario, the final certification of graduates was conducted. Upon completion, an audit of teachers and participants-actors was conducted to evaluate certain activities of the work, identify both disadvantages and positive aspects, as well as identify further steps to improve this form of work. The positive aspect of the new format of attestation was the satisfaction of the students themselves, as well as the ability to evaluate the communicative properties of students, the degree of their awareness in the provision of emergency care in practice. Along with this, it is necessary to improve the issue of calculating the duration of certain sections of work and the issue of technical and computer equipment of simulation stations.

Sign in / Sign up

Export Citation Format

Share Document