scholarly journals Rising to the Challenge of COVID-19: Pivoting to Online and Project-Based Physiotherapy Student Placements in Contemporary Professional Settings

2021 ◽  
Vol 9 (2) ◽  
pp. 21-38
Author(s):  
Vidya Lawton ◽  
Rebecca Vaughan ◽  
Taryn M. Jones ◽  
Verity Pacey
Keyword(s):  
Student Performance ◽  
Real World ◽  
Student Assessment ◽  
Hybrid Approach ◽  
Learning Experiences ◽  
Student Survey ◽  
Physiotherapy Student ◽  
Assessment Performance ◽  
Survey Responses ◽  
Student Placements

Online and project-based student placements in sport and corporate settings were incorporated within the Macquarie University Doctor of Physiotherapy following the restriction of face-to-face delivery during the COVID-19 pandemic. This study explores student and educator perceptions of these placements, and analyses student performance results to provide future recommendations. The mixed-methods design included a student survey, semi-structured educator interviews and quantitative analysis of student assessment performance comparing 2020 to 2018/2019 cohorts. Quantitative survey data were described, with proportional differences between groups analysed. Open-ended survey responses and interview transcripts were thematically analysed, and integration of all results was performed. Themes derived from 24 student surveys highlighted that the learning experiences and skills required for online and project-based placements were varied and valuable. Analysis of 176 students’ performance showed differences between performance and applicability of assessment items in 2020 placements in comparison to previous years, although all students met performance requirements. Analysis of eight educator interviews identified that online and project-based placements changed experiences for all stakeholders and highlighted the need for enhanced educator and student communication and organisation for the placement to be successful. Online and project-based placements were considered a better reflection of contemporary work practices, producing valuable deliverables to the business. Three final integrated themes were identified regarding online and project-based elements of placements: learning experiences of students differed, skills for students and educators differed, and placements were representative of real-world work. A hybrid approach that incorporates both online and onsite placement time and includes a project-based component is recommended for future placements. Project-based and online elements provide genuine and valuable learning opportunities for physiotherapy students in preparation for real-world work.

scholarly journals Designing rigorous and relevant learning experiences for future teachers

2019 ◽  
Vol 290 ◽  
pp. 13002
Author(s):  
Daniela-Maria Creţu
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Learning Experiences ◽  
Preschool Education ◽  
Two Dimensions ◽  
Future Teachers ◽  
Application Analysis ◽  
The University ◽  
Real World Problems

Teaching and learning at the university should help students develop complex thinking about the issues they are dealing with and practice skills needed to solve real-world problems. The Rigor/Relevance Framework, developed by the staff of the International Center for Leadership in Education (ICLE), is a useful tool for designing learning experiences that increase the rigor and the relevance of the curriculum. This model integrates Bloom’s taxonomy with its six levels (remembering, comprehension, application, analysis, synthesis, and evaluation) with the Application Model, which has five levels (knowledge in one discipline, apply in discipline, apply across disciplines, apply to real-world predictable situations and apply to real-world unpredictable situations). The combination of these two dimensions results in four quadrants: Acquisition, Application, Assimilation, Adaptation, in which learning experiences can be designed to raise the rigor and relevance of instruction. The aim of this study is to exemplify the use of the Rigor/Relevance Framework in designing the learning experiences offered during two courses for future teachers for primary and preschool education. The implications of selecting appropriate instructional strategies and student assessment methods are discussed.

scholarly journals Implementation and Student Assessment of a Two-stage Midterm Exam in a First-year Physical Chemistry Course for International Engineering Students

2018 ◽  
Author(s):  
Roza Vaez Ghaemi ◽  
Gabriel Potvin
Keyword(s):  
Physical Chemistry ◽  
Student Performance ◽  
English Language ◽  
Engineering Students ◽  
Student Assessment ◽  
First Year ◽  
Two Stage ◽  
Before And After ◽  
Language Communication ◽  
Survey Responses

Group exams have been shown to improve student performance, retention of material, and teamwork and communication skills. This paper assesses the opinion of students regarding group exams, and their perception of potential benefits and impacts on their learning, before and after having participated in one. Both a traditional and two-stage exam were performed in first-year physical chemistry courses in the engineering stream of Vantage College at UBC, which means the participating cohort is entirely composed of international students with a range of English-language communication skills.The overall experience of students with group exams, based on survey responses, was positive, and the large majority of students indicated they would like to continue using this format of exam in the future. The perception of group exams improved before and after having written one, with the students initially overestimating the difficulty, stress, and level of conflict associated with this process. Some students indicated less confidence that peer learning helped them improve their performance after having written the exam, but further study to elucidate the significance and the causes of this result.

scholarly journals Cross-Departmental Collaboration for the Community: Technical Communicators in a Service-Learning Software Engineering Course

10.28945/3292 ◽  
2009 ◽  
Author(s):  
Joseph Chao ◽  
Jennifer Brown
Keyword(s):  
Software Engineering ◽  
Service Learning ◽  
Real World ◽  
Technical Communication ◽  
Lessons Learned ◽  
Student Survey ◽  
Team Members ◽  
Non Profit ◽  
Non Profit Organizations ◽  
Survey Responses

This paper discusses a collaborative service-learning approach to a software engineering course that involved partnering with local non-profit organizations and collaborating with a technical communication class. The main goals of the collaboration with the technical communication class were to provide the students with a real-world project that gave them experience with a crossdepartmental team collaboration and to improve the documentation accompanying the software that was developed for the non-profit organizations. Another goal was to, in turn, reduce the burden on the computer science instructor to provide technical support for the software after the end of the semester. We describe the courses involved, the goals for and method of collaboration, limitations, student survey responses, and lessons learned from this collaboration. As expected with a first attempt at a cross-departmental collaborative project, student survey results showed both positive and negative impressions of the collaboration. With further transforming of the curriculum, we believe this type collaboration holds value as an effective method of providing real-world experience, not only with developing software and working with a client, but also with collaborating with team members from other disciplines.

scholarly journals Comparison of interactive video test performance to overall class performance in a biomechanics course

2017 ◽  
Vol 32 (1) ◽  
pp. 32-35
Author(s):  
Guinevere S. Bennett
Keyword(s):  
Student Performance ◽  
Classroom Environment ◽  
Test Performance ◽  
Interactive Video ◽  
Student Assessment ◽  
Class Discussion ◽  
P 16 ◽  
Assessment Performance ◽  
Postural Analysis ◽  
Base Of Support

Objective: This study compared interactive video test performance and students' overall class performance. The hypothesis was that there would be a difference in video test performance compared to overall class performance. Methods: A total of 30 students participated in the pilot study from a master's level biomechanics course. Students completed four interactive video tests using EduCanon; content of videos included base of support, lever systems, scapulohumeral rhythm, and postural analysis. This content was reviewed with class discussion after completion of the interactive video test. The tests administered counted toward the participation portion of the final student grade. Student performance on the EduCanon interactive video test was compared to overall class grade using a paired t-test. Results: All 30 students completed the 4 EduCanon interactive video tests. Final class grades were greater compared to cumulative EduCanon test performance. There was no difference between performance using interactive video testing compared to students' overall class performance (t[29] = −1.43, p = .16). Conclusion: The results of this study did not support improved student assessment performance with incorporation of interactive video testing in the classroom environment. Continued research into new testing strategies is recommended to identify additional effective testing in the classroom.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

Hybrid argumentation systems for structured news reports

2001 ◽  
Vol 16 (4) ◽  
pp. 295-329 ◽  
Author(s):  
ANTHONY HUNTER
Keyword(s):  
Knowledge Management ◽  
Decision Support ◽  
Hybrid Systems ◽  
Real World ◽  
Hybrid Approach ◽  
Graphical Notation ◽  
The Real ◽  
News Reports ◽  
Further Development ◽  
Argumentation Systems

Numerous argumentation systems have been proposed in the literature. Yet there often appears to be a shortfall between proposed systems and possible applications. In other words, there seems to be a need for further development of proposals for argumentation systems before they can be used widely in decision-support or knowledge management. I believe that this shortfall can be bridged by taking a hybrid approach. Whilst formal foundations are vital, systems that incorporate some of the practical ideas found in some of the informal approaches may make the resulting hybrid systems more useful. In informal approaches, there is often an emphasis on using graphical notation with symbols that relate more closely to the real-world concepts to be modelled. There may also be the incorporation of an argument ontology oriented to the user domain. Furthermore, in informal approaches there can be greater consideration of how users interact with the models, such as allowing users to edit arguments and to weight influences on graphs representing arguments. In this paper, I discuss some of the features of argumentation, review some key formal argumentation systems, identify some of the strengths and weaknesses of these formal proposals and finally consider some ways to develop formal proposals to give hybrid argumentation systems. To focus my discussions, I will consider some applications, in particular an application in analysing structured news reports.

Innovation in Community Clinical Placements: A Canadian Survey

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Catherine Hoe Harwood ◽  
Sheryl Reimer-Kirkham ◽  
Richard Sawatzky ◽  
Landa Terblanche ◽  
Lynn Van Hofwegen
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Student ◽  
Nurse Educators ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Placements ◽  
Program Administrators ◽  
Baccalaureate Nursing Programs ◽  
Survey Responses ◽  
Student Placements

Ongoing restructuring within the health care system juxtaposed with mandated increased seats in nursing programs have taxed traditional clinical practice settings beyond their capacity. In the search for suitable clinical placements to meet learning objectives and fulfill required clinical hours, nursing program administrators are turning to various non-traditional settings. Yet limited research exists to describe the prevalence and types of 'innovative' clinical placements (ICPs) or the nature and quality of student learning in such settings. Described in this article are findings from a national survey of Canadian baccalaureate nursing programs completed by nurse educators and clinical placement coordinators regarding nursing student placements within ICPs. Participant survey responses provide a national snap-shot of ICPs, along with perspectives on pedagogy, strengths and weaknesses, capacity and sustainability issues, and ethical, legal and academic considerations associated with student placements in these settings.

scholarly journals Development and Formative Evaluation of a Low-Fidelity Equine Castration Model for Veterinary Education

2021 ◽  
Vol 8 ◽  
Author(s):  
M. Katie Sheats ◽  
Megan J. Burke ◽  
James B. Robertson ◽  
Katherine E. Fiebrandt ◽  
Callie A. Fogle
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Formative Evaluation ◽  
Performance Metrics ◽  
Early Stage ◽  
Future Research ◽  
Student Survey ◽  
Significant Difference ◽  
Veterinary Faculty ◽  
Fidelity Model

Entrustable Professional Activities (EPAs) are units of activity that early-stage professionals perform in the workplace that necessitate simultaneous integration of multiple competencies. EPA #6 requires students to perform a common surgical procedure on a stable patient, including pre-operative and post-operative management. Castration is one of the most common surgeries performed by equine primary care practitioners and is considered an “entry-level competency” for veterinary graduates entering equine private practice, however, to our knowledge there are no equine castration models available for veterinary student education. Therefore, we developed an inexpensive, low-fidelity model of equine field castration and evaluated it using a mixed-methods approach. Two different groups of students, with or without model experience, completed surveys before and after live horse castration. Students who used the model also completed model specific surveys. Videos of the students completing the model were evaluated by at least two different equine veterinary faculty using a 15-point rubric, and inter-rater reliability of the rubric was determined. After completing the model, students reflected on strengths and weaknesses of their performance. From our student survey results, we determined that student attitudes toward the model were mostly positive. Interestingly, there were several student attitudes toward the model that became significantly more favorable after live horse castration. Prior to live horse castration, there was no significant difference in confidence in model vs. no-model groups. Following live horse castration, students who used the model had higher confidence in procedure preparation and hand-ties than students who did not use the model, but they had lower scores for confidence during patient recovery. When reflecting on model castration, students most commonly cited preparation and surgical description as strengths, and ligature placement and hand-ties as weaknesses. Experts provided several suggestions to improve the model, including incorporation of emasculators and the need for better model stabilization. Our findings suggest that both students and veterinary educators feel that this low-fidelity model has educational value. Rubric performance metrics were favorable, but additional steps are needed to improve grading consistency among educators. Future research will determine whether student performance on the model is predictive of competence score during live-horse castration.

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