Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills?

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

Perspectives on Administration and Supervision ◽

10.1044/aas20.1.9 ◽

2010 ◽

Vol 20 (1) ◽

pp. 9-13 ◽

Cited By ~ 2

Author(s):

Glenn Tellis ◽

Lori Cimino ◽

Jennifer Alberti

Keyword(s):

Real Time ◽

Digital Technology ◽

Clinical Training ◽

State Of The Art ◽

Clinical Skills ◽

Slow Motion ◽

Video Capture ◽

Microsoft Excel ◽

Clinical Supervisors ◽

Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

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The Clinician Directed Hierarchy: A Clinical Training Tool

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.56 ◽

2008 ◽

Vol 11 (2) ◽

pp. 56-60 ◽

Cited By ~ 1

Author(s):

Jill K. Duthie

Keyword(s):

Clinical Supervision ◽

Clinical Training ◽

Clinical Teaching ◽

Clinical Skills ◽

Clinical Settings ◽

Specific Level ◽

Problem Solving Skills ◽

Training Tool ◽

Target Behaviors ◽

Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

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The Fundamentals of the Clinical Fellowship Experience

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig11.81 ◽

2016 ◽

Vol 1 (11) ◽

pp. 81-85

Author(s):

Melanie Hudson

Keyword(s):

Growth And Development ◽

Transition Period ◽

Clinical Skills ◽

Practical Experience ◽

Professional Experience ◽

New Graduate ◽

Independent Practitioner

The Clinical Fellowship Experience is described by the American Speech-Hearing-Language Association (ASHA) as the transition period from constant supervision to independent practitioner. It is typically the first paid professional experience for the new graduate, and may be in a setting with which the new clinician has little or even no significant practical experience. The mentor of a clinical fellow (CF) plays an important role in supporting the growth and development of this new professional in areas that extend beyond application of clinical skills and knowledge. This article discusses how the mentor may provide this support within a framework that facilitates the path to clinical independence.

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Training Graduate Clinicians: Linking Critical Thinking Abilities With Perceived Clinical Skills

PsycEXTRA Dataset ◽

10.1037/e516352007-001 ◽

2006 ◽

Author(s):

Nathanael G. Mitchell ◽

Robin Morgan ◽

Jonathan Carrier ◽

Gerri Whitworth

Keyword(s):

Critical Thinking ◽

Clinical Skills

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The Core 4 Clinical Model: Strengthening the rural behavioral health workforce through a focus on foundational clinical skills.

Rural Mental Health ◽

10.1037/rmh0000133 ◽

2020 ◽

Vol 44 (2) ◽

pp. 118-128

Author(s):

David K. Dan ◽

Amy D. Herschell ◽

Tiberiu Bodea-Crisan ◽

Patricia L. Schake ◽

James G. Gavin

Keyword(s):

Behavioral Health ◽

Health Workforce ◽

Clinical Skills ◽

Clinical Model ◽

The Core ◽

Behavioral Health Workforce

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Topik-Topik Komunikasi Dakwah Dalam Mesej Akidah Kepada Masyarakat Orang Asli di Selangor

Sains Insani ◽

10.33102/sainsinsani.vol3no2.56 ◽

2018 ◽

Vol 3 (2) ◽

pp. 15-21

Author(s):

Zulkefli Aini ◽

Abdul Ghafar Don ◽

Ahmad Irdha Mokhtar ◽

Nur Uswah Ahmad Fauzi

Keyword(s):

Qualitative Study ◽

Study Design ◽

Verbal Feedback ◽

Structured Interviews ◽

Orang Asli ◽

Case Study Design ◽

Beliefs And Practice ◽

Islamic Faith ◽

Selection Of

One of the factors that can affect a person's behavior is a communication message. In the context of the da`wah, preachers who involved actively in da`wah communication with the Orang Asli should be able to ensure that the message conveyed can be understood by the target group. In addition, the selection of the correct messages of da`wah based on the foremost priority simplify the process of sharing information between the preachers and the Orang Asli. Accordingly, this article aims to identify specific topics of Islamic faith (akidah) submitted by the Orang Asli in the process of da`wah communication and to identify verbal feedback given by the preachers to the Orang Asli of the topics. This qualitative study using case study design and data was collected through semi-structured interviews. Interviews involving nine preachers were active in da`wah activity to the Orang Asli community in Selangor. Data were analyzed thematically according to the specified objectives. The study found that the topics frequently raised by the Orang Asli is concerned about belief in Allah, belief in Malaikat, and belief in Qada' and Qadar. The topics may be found within the framework of worldview in their beliefs and practice of ancient traditions. Therefore, the preachers gave verbal feedback on these topics is based on a clear and precise sample corresponding to the level of their thinking. The emphasis on these topics is very important to strengthen and purify the faith of the community.Keywords: Communication; Message; Preacher; Indigenous community Abstrak: Elemen mesej dalam komunikasi merupakan salah satu faktor yang dapat memberi kesan terhadap perubahan tingkah laku seseorang. Dalam konteks dakwah, pendakwah yang terlibat dalam proses komunikasi dakwah dengan Orang Asli seharusnya berkebolehan memastikan kandungan mesej yang disampaikan boleh difahami oleh sasaran dakwahnya. Di samping itu, pemilihan mesej dakwah yang betul mengikut keutamaan memudahkan proses perkongsian maklumat antara pendakwah dengan Orang Asli. Sehubungan dengan itu, artikel ini bertujuan untuk mengenalpasti topik-topik tertentu dalam mesej akidah yang dikemukakan oleh masyarakat Orang Asli kepada pendakwah dan mengenalpasti maklum balas lisan yang diberikan oleh pendakwah kepada Orang Asli terhadap topik tersebut. Kajian kualitatif ini menggunakan reka bentuk kajian kes dengan pengumpulan data melalui temu bual separa struktur. Temu bual melibatkan sembilan orang pendakwah yang aktif dalam aktiviti dakwah masyarakat Orang Asli di Selangor. Data kajian dianalisis secara tematik mengikut objektif yang ditentukan. Kajian ini mendapati bahawa topik-topik yang sering dikemukan oleh Orang Asli kepada pendakwah dalam penyampaian mesej akidah ialah berkenaan tentang keimanan kepada Allah SWT, keimanan kepada malaikat, dan keimanan kepada qada’ dan qadar. Topik-topik berkenaan didapati berada dalam kerangka worldview kepercayaan dan amalan tradisi mereka. Sehubungan dengan itu, pendakwah memberikan maklum balas lisan terhadap topik-topik tersebut adalah berdasarkan keterangan yang jelas dan contoh yang tepat bersesuaian dengan tahap pemikiran mereka. Penekanan terhadap topik-topik tersebut merupakan perkara yang penting dalam rangka mengukuhkan dan memurnikan akidah masyarakat Orang Asli.Kata kunci: Komunikasi; Mesej; Pendakwah; Komuniti Orang Asli

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56. Proficiency at the end of practice predicts retention of a technical clinical skills

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2817 ◽

2007 ◽

Vol 30 (4) ◽

pp. 59

Author(s):

H. Carnahan ◽

E. Hagemann ◽

A. Dubrowski

Keyword(s):

Virtual Reality ◽

Clinical Skills ◽

Clinical Skill ◽

Technical Skills ◽

Skills Training ◽

Retention Performance ◽

Specific Criterion ◽

Practice Trials ◽

Practice Time ◽

Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

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Inter-rater Reliability of Preceptors on Clinical Pharmacy Competency Evaluation

Current Drug Therapy ◽

10.2174/1574885515999201209202624 ◽

2020 ◽

Vol 15 ◽

Author(s):

Dixon Thomas ◽

Sherief Khalifa ◽

Jayadevan Sreedharan ◽

Rucha Bond

Keyword(s):

United Arab Emirates ◽

Clinical Pharmacy ◽

Clinical Competence ◽

Assessment Tool ◽

Clinical Skills ◽

Group Discussion ◽

Pharmacy Students ◽

Rater Reliability ◽

Quasi Experimental ◽

Competency Evaluation

Background:: Clinical competence of pharmacy students is better evaluated at their practice sites. compared to the classroom. A clinical pharmacy competency evaluation rubric like that of the American College of Clinical Pharmacy (ACCP)is an effective assessment tool for clinical skills and can be used to show item reliability. The preceptors should be trained on how to use the rubrics as many inherent factors could influence inter-rater reliability. Objective:: To evaluate inter-rater reliability among preceptors on evaluating clinical competence of pharmacy students, before and after a group discussion intervention. Methods:: In this quasi experimental study in a United Arab Emirates teaching hospital, Seven clinical pharmacy preceptors rated clinical pharmacy competencies of ten recent PharmD graduates referring to their portfolios and preceptorship. Clinical pharmacy competencies were adopted from ACCP and mildly modified to be relevant for the local settings. Results:: Inter-rater reliability (Cronbach's Alpha) among preceptors was reasonable being practitioners at a single site for 2-4 years. At domain level, inter-rater reliability ranged from 0.79 - 0.93 before intervention and 0.94 - 0.99 after intervention. No inter-rater reliability was observed in relation to certain competency elements ranging from 0.31 – 0.61 before intervention, but improved to 0.79 – 0.97 after intervention. Intra-class correlation coefficient improved among all individual preceptors being reliable with each other after group discussion though some had no reliability with each other before group discussion. Conclusion:: Group discussion among preceptors at the training site was found to be effective in improving inter-rater reliability on all elements of the clinical pharmacy competency evaluation. Removing a preceptor from analysis did not affect inter-rater reliability after group discussion.

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