scholarly journals Changes in physiotherapy students’ knowledge and perceptions of EBP from first year to graduation: a mixed methods study

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Maureen P. McEvoy ◽  
Lucy K. Lewis ◽  
Julie Luker
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Study ◽  
First Year ◽  
Physiotherapy Students

Analyzing trends in the aural decoding errors of Japanese EFL learners

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
First Year ◽  
Formulaic Language ◽  
Decoding Skills ◽  
Efl Learners ◽  
Japanese University ◽  
Syntactic Knowledge ◽  
L2 Listening

Abstract Japanese EFL learners’ difficulty with accurately decoding connected English speech motivated this mixed methods study. The aural decoding capacities of 63 first-year Japanese university students, with low to intermediate level English proficiency, were first measured with a battery of paused transcription tests (PTT). The transcriptions were clusters of three-words that each possessed attributes typical of co-articulated speech. In addition, after each test, a subgroup of 10 participants individually listened to the same PTT and recounted introspective self-observations of their perceived difficulties with the aural decoding tasks in their L1. These quantitative and qualitative data were used to identify four trends in decoding errors which were categorized as follows: limited collocation familiarity, syntactic knowledge constraints, difficulties utilizing co-text, and L1 phonological influence. This study investigates some of the difficulties associated with aural decoding, highlights the challenges of identifying the origins of decoding errors and suggests that more focus is needed on developing decoding skills as well as knowledge of formulaic language in L2 listening education.

scholarly journals The Utility and Value of The Physiotherapy eSkills Training Online Resource During Work-integrated learning: A mixed methods study.

2020 ◽  
Author(s):  
Elisabeth Preston ◽  
Cathy Chapple ◽  
Elizabeth Mayland ◽  
Louise Ada ◽  
Leigh Hale
Keyword(s):  
Mixed Methods ◽  
Learning Style ◽  
Work Hours ◽  
Mixed Methods Study ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Video Footage ◽  
Online Resource ◽  
Work Integrated Learning ◽  
Physiotherapy Students

Purpose: The purpose of this study was to determine the use and value of the Physiotherapy eSkills Training Online resource during work-integrated learning in naïve physiotherapy students. Method: A mixed methods study design was used. Participants: Forty-four final year physiotherapy students participating in neurological work-integrated learning units of study participated in this study. Intervention: Students had access to the Physiotherapy eSkills Training Online resource during their 6-week neurological work-integrated learning unit of study, which includes video footage and written information about 25 practical skills related to the physiotherapy management of stroke. Outcome Measures: Use of the Physiotherapy eSkills Training Online resource was examined by recording the number of hits on the resource, the number of students who accessed it, the number of times each student accessed it, and the time it was accessed. Students’ perception of the value of the resource was explored through semi-structured interviews. Results: There were 46 hits on the resource, by 13 (30%) students during the neurological work-integrated learning unit of study. Ten students accessed the resource twice or more. Double the number of hits occurred outside of work hours compared with during work hours. Qualitative analysis revealed five themes regarding the low usage of the resource by students: content of the resource; learning style; learning behavior and expectations; technical issues; and practical issues. Conclusion: Use of the resource was low, with only a small number of students using the resource on a few occasions. Value of the resource could not be clearly established.

scholarly journals Advising the Alien: Investigating Young Children's Learning of Dog Safety Messages

2012 ◽  
Vol 37 (3) ◽  
pp. 115-123 ◽  
Author(s):  
Sue Nichols ◽  
Kirrilly Thompson ◽  
Sarah Blunden
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Study ◽  
First Year ◽  
Narrative Strategy ◽  
Safety Program ◽  
Individual Interviews ◽  
Protective Behaviour ◽  
Abstract Knowledge ◽  
Safety Programs ◽  
The Impact

The purpose of this study was to evaluate the impact of a dog safety program on the protective behaviour knowledge of children in the first year of school. This mixed methods study utilised pre- and post-testing (N = 121), observation of six sessions and individual interviews with a sub-group of children (N = 49). These interviews utilised a co-constructed narrative strategy where children were invited to assist an imaginary alien to safely navigate hypothetical safety scenarios. All schools improved their knowledge of safe dog interactions, with an overall increase in knowledge of 18%. Most children were able to apply abstract knowledge to hypothetical scenarios involving accompanied and unaccompanied dogs. Of concern, 24% of children still believed that dogs liked being patted on their heads and 16% of children had not overcome their intuitive reaction to run from a threatening dog. Whilst the program has made significant improvements to children's knowledge of safe dog-interactions, more gains can be made. We identify important opportunities for improving dog safety programs in general. We comment on the need to consider the impact of different models of child–dog relations in terms of either similitude or difference.

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