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

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

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 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

Optimization strategy of physical education teaching from the perspective of safety education

2021 ◽  
pp. 002072092110052
Author(s):  
Huibin Niu ◽  
Lefang Wang
Keyword(s):  
Control Experiment ◽  
Processing Method ◽  
Control Group ◽  
Optimization Strategy ◽  
Safety Education ◽  
Knowledge And Skills ◽  
Safety Knowledge ◽  
And Control ◽  
Experimental Group ◽  
Sports Activities

In this paper, from the perspective of safety education, we focus on sports the optimization strategy of curriculum teaching is studied. This paper adopts the methods of questionnaire survey and control experiment. In the study, 770 students' acceptance of safety education and acceptance content were investigated. At the same time, the students were divided into control group and experimental group. In addition, we use the adjustment processing method to analyze the experimental data, through the analysis of the students' safety knowledge, obstacle ability, attitude and frequency of participating in sports activities, and the preferred sports project selection. The results show that 62.1% and 36.6% of the subjects in the control group like and prefer to participate in sports activities, while 75.4% and 81.6% of the subjects in the experimental group like to participate in sports activities and prefer to participate in sports activities, Therefore, safety education can not only help students acquire safety knowledge and skills, but also improve students' enthusiasm to participate in sports activities.

Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

2018 ◽  
Vol 48 (2) ◽  
pp. 119-128
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Andrew Day ◽  
Gregory Martin ◽  
Michael Peachey
Keyword(s):  
Higher Education ◽  
Indigenous Students ◽  
Knowledge And Skills ◽  
Academic Knowledge ◽  
Success In Higher Education ◽  
Hidden Knowledge

This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

scholarly journals O26 Testing an intervention to reduce fatigue impact in inflammatory arthritis: design and outcomes of a single-arm feasibility study

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Susan Bridgewater ◽  
Joe Lomax ◽  
Bryan Abbott ◽  
Jo Adams ◽  
Alice Berry ◽  
...  
Keyword(s):  
Feasibility Study ◽  
Inflammatory Arthritis ◽  
Primary Outcome ◽  
Time Frame ◽  
Secondary Outcome ◽  
Control Group ◽  
Regression To The Mean ◽  
Intervention Delivery ◽  
Cognitive Behavioural ◽  
One To One

Abstract Background/Aims  Patients with inflammatory arthritis report that fatigue can be a challenging symptom to manage, with little support available. In response, we developed a brief one-to-one cognitive-behavioural manualised intervention, delivered by rheumatology health professionals (RHPs), to help patients manage their fatigue. Methods  We designed a single-arm feasibility study called FREE-IA (Fatigue - Reducing its Effects through individualised support Episodes in Inflammatory Arthritis). Patients were eligible if they were ≥18 years, had a clinician confirmed diagnosis of inflammatory arthritis, scored ≥6/10 on the BRAF NRS Fatigue Impact with fatigue that they considered recurrent, frequent, and/or persistent, and were not accessing support for their fatigue. Following training, RHPs delivered 2-4 one-to-one sessions to participants. The initial two core sessions were delivered face-to-face in clinic; participants then had the option of up to two further sessions, either in clinic, by telephone or online. We proposed delivering sessions 1 and 2 within two weeks of each other, and sessions 3 and 4 in the following two weeks. Baseline data were collected before the first session (T0), and outcomes at six weeks (T1) and six months (T2). The primary outcome was fatigue impact (BRAF NRS Fatigue Effect), collected by telephone. Secondary outcomes included fatigue severity, fatigue coping, multi-dimensional impact of fatigue, disease impact and disability and measures of therapeutic mechanism (self-efficacy, and perceived confidence and autonomy to manage health). These outcomes were collected by post. This study allowed us to test the feasibility and acceptability of RHP training, study design and materials, intervention delivery and outcome collection, ahead of a possible RCT to determine intervention effectiveness. Results  Eight RHPs at five hospitals delivered 113 sessions to 46 participants. Four sessions were delivered by phone and none online. Session 2 was only delivered within the two-week time frame for 37% of participants attending both core sessions. Out of a potential 138 primary and secondary outcome responses at T0, T1 and T2, there were 13 missing primary outcome responses and 27 missing secondary outcome responses. Results indicated improvements in all measures except disability at either T1 or T2, or both, with confidence intervals supporting an interpretation of improvement. Conclusion  We were able to design and deliver FREE-IA training to RHPs, deliver FREE-IA sessions to patients, and collect outcomes at three time points with low levels of attrition. Outcomes in all measures except disability were in a direction to suggest improvement at T1, T2, or both. Study numbers were small, there was no control group and regression to the mean was a possibility. However, outcomes were in the direction to cautiously suggest benefit, and there is evidence of promise of the intervention. A definitive RCT is the next step to test clinical and cost effectiveness of the intervention. Disclosure  S. Bridgewater: None. J. Lomax: None. B. Abbott: None. J. Adams: None. A. Berry: None. S. Creanor: None. P. Ewings: None. S. Hewlett: None. L. McCracken: None. M. Ndosi: None. J. Thorn: None. M. Urban: None. E. Dures: None.

scholarly journals Feasibility study of peer-led and school-based social network Intervention (STASH) to promote adolescent sexual health

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Kirstin R. Mitchell ◽  
Carrie Purcell ◽  
Sharon A. Simpson ◽  
Chiara Broccatelli ◽  
Julia V. Bailey ◽  
...  
Keyword(s):  
Sexual Health ◽  
Sex Education ◽  
Feasibility Study ◽  
Intervention Group ◽  
Weight Of Evidence ◽  
Control Group ◽  
Programme Theory ◽  
Scale Evaluation ◽  
Social Network Intervention

Abstract Background Effective sex education is the key to good sexual health. Peer-led approaches can augment teacher-delivered sex education, but many fail to capitalise on mechanisms of social influence. We assessed the feasibility of a novel intervention (STASH) in which students (aged 14–16) nominated as influential by their peers were recruited and trained as Peer Supporters (PS). Over a 5–10-week period, they spread positive sexual health messages to friends in their year group, both in-person and via social media, and were supported to do so via weekly trainer-facilitated meetings. The aims of the study were to assess the feasibility of STASH (acceptability, fidelity and reach), to test and refine the programme theory and to establish whether the study met pre-set progression criteria for continuation to larger-scale evaluation. Methods The overall design was a non-randomised feasibility study of the STASH intervention in 6 schools in Scotland. Baseline (n=680) and follow-up questionnaires (approx. 6 months later; n=603) were administered to the intervention year group. The control group (students in year above) completed the follow-up questionnaire only (n=696), 1 year before the intervention group. The PS (n=88) completed a brief web survey about their experience of the role; researchers interviewed participants in key roles (PS (n=20); PS friends (n=22); teachers (n=8); trainers (n=3)) and observed 20 intervention activities. Activity evaluation forms and project monitoring data also contributed information. We performed descriptive quantitative analysis and thematic qualitative analysis. Results The PS role was acceptable; on average across schools >50% of students nominated as influential by their friends, signed up and were trained (n=104). This equated to 13% of the year group. Trained PS rarely dropped out (97% completion rate) and 85% said they liked the role. Fidelity was good (all bar one trainer-led activity carried out; PS were active). The intervention had good reach; PS were reasonably well connected and perceived as ‘a good mix’ and 58% of students reported exposure to STASH. Hypothesised pre-conditions, contextual influences and mechanisms of change for the intervention were largely confirmed. All bar one of the progression criteria was met. Conclusion The weight of evidence supports continuation to full-scale evaluation. Trial registration Current controlled trials ISRCTN97369178

Tax audit

2021 ◽  
Author(s):  
Marina Bogdanova
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Federal State ◽  
Institutions Of Higher Education ◽  
Educational Standards ◽  
Self Study ◽  
Tax Audit ◽  
State Educational

The textbook is prepared in accordance with the curriculum for the discipline "Tax Audit". It reveals the basics of tax audit in accordance with the methodology of the audit of calculations with the budget for taxes and fees, contains recommended methods of auditing basic taxes, practical tasks, a list of recommended literature for self-study of the discipline and topics for abstracts. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of educational institutions of higher education, studying in the areas of training 38.04.01 and 38.03.01 "Economics".

The Effect of Community Empowerment on The Implementation of Diabetes Mellitus Management in Malangsuko, West Java

2020 ◽  
Author(s):  
Tavip Dwi Wahyuni ◽  
Keyword(s):  
Diabetes Mellitus ◽  
Positive Impact ◽  
Intervention Group ◽  
Community Empowerment ◽  
Wilcoxon Test ◽  
Control Group ◽  
West Java ◽  
Control Group Design ◽  
Knowledge And Skills ◽  
Diabetes Mellitus Management

ABSTRACT Background: Efforts to deal with Diabetes Mellitus (DM) disease require support from various parties, especially the community and family apart from the sufferer himself. The community in an effort to reduce the risk of DM disease, among others, by providing knowledge and understanding to families and sufferers directly, including empowering the community. This study was carried out by empowering health cadres by training in knowledge and skills in medical examinations, starting from checking blood pressure, anthropometry, and blood sugar. This study aimed to analyze the effect of community empowerment on the implementation of DM management. Subjects and Method: This was an experimental study with a control group design. This study was carried out in Malangsuko Village, West Java. Total of 30 cadres were divided into 15 cadres in the control group and 15 cadres in the treatment group. The independent variable was community empowerment. The dependent variable was the implementation of DM management. Data were collected using questionnaire and observation sheet skills results. Data were analyzed using Wilcoxon test. Results: After a post test, a total of 73% cadres had moderate knowledge and 80% had low skill in control group, while in intervention group, 73.3% cadres had good knowledge and 100% had good skill. Conclusion: The empowerment of health cadres in Malangsuko Village is effective because it has a positive impact on knowledge and skills in early detection of DM disease. Keywords: community empowerment, diabetes mellitus management Correspondence: Tavip Dwi Wahyuni. School of Health Polytechnics, Malang, East Java. Email: [email protected] DOI: https://doi.org/10.26911/the7thicph.04.11

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