Veterinary Student Self-Assessment of Basic Surgical Skills as an Experiential Learning Tool

2020 ◽  
Vol 47 (6) ◽  
pp. 661-667
Author(s):  
Karen M. Tobias ◽  
Misty R. Bailey
Keyword(s):  
Experiential Learning ◽  
Surgical Skills ◽  
Learning Tool ◽  
Self Assessment ◽  
Veterinary Student

The Theory and Method of Unmixing

2020 ◽  
pp. 237-265
Author(s):  
Bennetta Jules-Rosette ◽  
J.R. Osborn
Keyword(s):  
Experiential Learning ◽  
Internal Structure ◽  
Case Studies ◽  
Interactive Learning ◽  
Digital Models ◽  
Learning Tool ◽  
Artistic Interpretation

This chapter describes the theory and method of unmixing. Unmixing entails the location and separation of semiotic elements that compose an artwork to enable curatorial contextualization, artistic interpretation, and audience perception. These elements may then be activated in digital workstations. By interacting with the stations, audiences learn about the composition and internal structure of artworks. The chapter examines precursors to unmixing, differentiates the method from practices of remix, and presents case studies of unmixed paintings and exhibitions. Unmixing workstations, and digital models more broadly, provide an opportunity to bring artifacts into the realm of experiential learning. Digital copies can be combined and recombined while preserving the authenticity of the original. The unmixing platform provides a valuable interactive learning tool for museumgoers of all ages.

Evidence That Female Urologists and Urology Trainees Tend to Underrate Surgical Skills on Self-Assessment

2020 ◽  
Vol 254 ◽  
pp. 255-260
Author(s):  
Brady L. Miller ◽  
David Azari ◽  
Rebecca C. Gerber ◽  
Robert Radwin ◽  
Brian V. Le
Keyword(s):  
Surgical Skills ◽  
Self Assessment

scholarly journals Hepato-pancreatico-biliary surgical education: rediscovery of cadaver based teaching

2020 ◽  
Vol 7 (6) ◽  
pp. 2078
Author(s):  
Rajesh Pendlimari ◽  
Nagesh N. Swamygowda ◽  
Sushrutha C. S.
Keyword(s):  
Surgical Training ◽  
Surgical Education ◽  
Surgical Techniques ◽  
Surgical Care ◽  
Surgical Skills ◽  
Learning Tool ◽  
Care Needs ◽  
Great Opportunity ◽  
Surgical Residents ◽  
Surgical Trainees

Background: As the classical surgical training (mentor–trainee) model is not feasible in the current era of surgical training and simulation model for training young residents is proven, the advanced surgical residents may benefit from cadaver based surgical teaching.Methods: International Hepato-Pancreato-Biliary Association India 2017 provided great opportunity to organize basic hepato-pancreatico-biliary (HPB) anatomy workshop clubbed with HPB radiology and other advanced surgical techniques. It was attended by advanced surgical residents and practicing junior faculty. Post-program survey was conducted and results implied.Results: 131 surgeons attended and 90 (80% residents, 15.6% practicing surgeons) completed the survey. Majority (97.5%) felt that the HPB anatomy was adequately demonstrated by spending enough time for dissection techniques and discussion. Most (84.7%) never attended cadaveric dissection during or after their training program. 95.1% think that dedicated anatomy or dissection teaching sessions are either very useful or useful for their level of surgical training. All participants found cadaveric workshop either very useful (73.3%) or useful (26.7%) learning tool. Majority (73.3%) felt that demonstrated HPB procedures were appropriate for their level. All participants (100%) felt that cadaveric workshops will improve their surgical skills and many (93.4%) felt these improve their confidence in operation theatres.Conclusions: This cadaver based HPB teaching program is an initial step for unique HPB surgical education and useful adjunct for advanced surgical trainees in modern era. Residents consider this as good learning tool and possibly improve surgical skills and confidence. The translation of cadaver based HPB surgical learning into better surgical care needs evaluation in future.

scholarly journals Empowering Student Learning Through Rubric-Referenced Self-Assessment*

2012 ◽  
Vol 26 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Xiaohua He ◽  
Anne Canty
Keyword(s):  
Treatment Group ◽  
Student Learning ◽  
Student Performance ◽  
Assessment Tool ◽  
Comparison Group ◽  
Learning Tool ◽  
Self Assessment ◽  
Chiropractic Students ◽  
Assessment Results

Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment.

TAKE A HIKE: GEOCACHING AS AN EXPERIENTIAL LEARNING TOOL IN INTRODUCTORY GEOLOGY COURSES

2016 ◽  
Author(s):  
Kelly Best Lazar ◽  
◽  
Stephen M. Moysey ◽  
John R. Wagner ◽  
Scott Brame ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Learning Tool ◽  
Introductory Geology

Poverty Simulation: An Experiential Learning Tool Emphasizing Economic Justice Content

2012 ◽  
Vol 17 (1) ◽  
pp. 69-84
Author(s):  
Diane Zosky ◽  
James Thompson
Keyword(s):  
Social Work ◽  
Experiential Learning ◽  
Evaluation Study ◽  
Economic Justice ◽  
Learning Tool ◽  
The Poor ◽  
The Social ◽  
Economic Injustice

The social work profession has been criticized for abandoning its mission to serving the poor and challenging economic injustice. The authors’ evaluation study examines the effectiveness of a poverty simulation experience in an undergraduate policy class to counter the trend that diverges from the profession’s original mission. The poverty simulation was designed to emphasize the structural contributions of poverty, dispel myths about people who live in poverty, and encourage students to remain committed to challenging social and economic injustice. Data demonstrate that the poverty simulation experience increased students’ knowledge of the challenges of living in poverty.

The effectiveness of the cadaver-based educational seminar for trauma surgery (C-BEST) for residents

2021 ◽  
Keyword(s):  
Statistical Analysis ◽  
Trauma Surgery ◽  
Surgical Skills ◽  
P Value ◽  
Surgical Experience ◽  
Self Assessment ◽  
Time Points ◽  
Confidence Levels ◽  
Self Confidence ◽  
Educational Seminar

To assess the effectiveness of the cadaver-based educational seminar for trauma surgery (C-BEST) for residents using a 10-point self-assessment of confidence levels (SACL) survey. We collected data, including SACL for 21 surgical skills and an evaluation of the contents before, immediately after, and half a year after the seminar, from 42 seminars conducted between January 2013 and March 2019. On comparing SACL results from evaluations at the three time points using statistical analysis, a p value of <0.05 was obtained. We enrolled 412 participants; of the 52 residents, 47 respondents were included in the study. Improvements in all skills were observed on comparing SACL before and immediately after the seminar (2.2 ± 2.6 vs. 5.3 ± 2.5; p < 0.001), but a decrease was observed between immediately after and half a year after the seminar (5.3 ± 2.5 vs. 4.9± 2.7; p < 0.01). Upon examining the results according to each skill, SACL did not decrease between immediately after and half a year after the seminar (p > 0.05). The most performed procedure was left anterior thoracotomy and aortic clamp (n = 13), and the number of residents majoring in surgery increased from 27 to 32 half a year after the seminar. C-BEST boosts more self-confidence of the participating residents immediately after the seminar. Although this effect is not maintained half a year after the seminar, many participants practiced their skills after the seminar. Therefore, C-BEST is useful for residents with little surgical experience; this may also inspire the residents to major in surgery.

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