Responsiveness   of Driving Curriculum Provision to   Efficient Driving Training: Survey into Contemporary Driving Practices in Ethiopia

This research focused on investigating curricular efficiency in drivers’ training to ensure risk-free driving. Issues of concern were efficiency of the driving curriculum with respect to clarity in expected learning outcomes, pedagogic provisions and assessment. Interpretive research design was used to give shape to the data collection and analysis. Data were collected in the form of experiential and archival reflections. Accordingly, experiences in planning, implementing and assessing drivers’ training curricula and implementation strategies were looked into. Data were collected from seven institutions providing drivers’ training in Asella (n=3) and Adama (n=4) Towns of Ethiopia, selected through purposive sampling. The findings indicated that, the drivers’ training was largely based on a short-span provision which was far below the standard to ensure in-depth practices. The curricular materials lacked well-organized components with regard to clear statement of learning outcomes, organization of contents and skills, clarity in role-orientation, and depth in assessment. Moreover, the psychological consideration to individual differences among trainees, awareness about would-be customers and coping strategies for risks in time of accidents were less stressed. Though technical aspects of handling vehicles were well-grounded, awareness about the community with respect to road-safety was minimal. Team-works among concerned stakeholders to boost drivers’ understanding and skills were also non-existent.

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Prediction of Behavioral T/C Levels in Cochlear Implant Patients Based Upon Analysis of Electrode Impedances

Journal of the American Academy of Audiology ◽

10.1055/s-0040-1718701 ◽

2021 ◽

Author(s):

A. Molisz ◽

A. Zarowski ◽

E. Cardinael ◽

A. Vermeiren ◽

T. Theunen ◽

...

Keyword(s):

Cochlear Implant ◽

Cochlear Implants ◽

Objective Measure ◽

Analysis Data ◽

Case Review ◽

Data Collection And Analysis ◽

Compound Action Potentials ◽

Subjective Threshold ◽

Electrode Contact ◽

Maximum Comfort

Abstract Background Fitting cochlear implants in babies and noncooperative patients is cumbersome and time consuming. Therefore, objective parameters have been sought in order to predict the subjective threshold (T) and maximum comfort (C) levels. Measurements of the electrically evoked compound action potentials (ECAPs) have been widely used for this purpose, yet the correlation between these objective measures and the subjective T/C levels is weak to moderate. Purpose This article aims (1) to evaluate correlations between the subjective parameters of the fitting maps such as thresholds (T level) and maximum comfort levels (C level), the impedance of the electrode contacts, and the ECAP thresholds, and (2) to compare the value of the electrode impedances and the ECAP measures for prediction of the T/C levels. Research Design Case review study in a quaternary otologic referral center. Study Sample Ninety-eight consecutive CI patients were enrolled. The average age of the patients was 49 years. All patients were users of the Nucleus 24RECA (Freedom, Contour Advance-of-Stylet electrode) cochlear implant. Data Collection and Analysis Data on impedance of the electrode contacts and the behavioral T/C levels at the first fitting session (2–5 weeks after surgery) and at the 5th fitting session (4–6 months after surgery) have been retrospectively collected in 98 consecutive CI patients. Additionally, the intraoperative impedance values and the ECAP thresholds (tNRT) have been recorded. Results Impedances of electrode contacts show significant strong negative correlations with the stabilized T/C levels at 4 to 6 months after implantation and are an important predictor for the behavioral T/C levels. They can explain R 2 = 28 to 41% of the variability of the behavioral T/C levels. In multiple regression analysis electrode contact impedances can explain twice as much of the variability of the stabilized T/C levels than the tNRT values. The electrode impedances together with the tNRT values are able to explain R 2 = 37 to 40% of the global variability of the T/C levels while the tNRT thresholds solely are able to explain only R 2 = 5 to 14% of the T/C levels variability. Conclusion Impedances of electrode contacts correlate strongly with the stabilized behavioral T/C levels and may be used as an objective measure for fitting of cochlear implants.

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P127: Paramedics perception of working in Nova Scotia’s collaborative emergency centres

CJEM ◽

10.1017/cem.2017.329 ◽

2017 ◽

Vol 19 (S1) ◽

pp. S121

Author(s):

S. Whalen ◽

J. Goldstein ◽

R. Urquhart ◽

A. Carter

Keyword(s):

Health Care ◽

Nova Scotia ◽

Care Delivery ◽

Analysis Data ◽

Team Work ◽

Healthcare Team ◽

Telephone Interviews ◽

Leadership Support ◽

Data Collection And Analysis ◽

Constant Comparative Analysis

Introduction: The Collaborative Emergency Centre (CEC) model of health care delivery was implemented in rural Nova Scotia in July 2011 without an identifiable, directly comparable precedent. It features interprofessional teams working under one roof with the goal of providing improved access to timely primary health care, and appropriate access to 24/7 emergency care. One important component of the CEC model is overnight staffing by a paramedic/registered nurse team consulting with an offsite physician via telephone. Our objective was to ascertain the attitudes, feelings and experiences of paramedics working within the CEC construct. Methods: We conducted a qualitative study, guided by the principles of grounded theory. Semi-structured telephone interviews were carried out by the principal investigator with paramedics with experience working in a CEC in the province of Nova Scotia. Interviews were recorded, transcribed and analyzed. Analysis involved an inductive and deductive grounded approach using constant comparative analysis. Data collection and analysis continued until thematic saturation was reached. Results: Fourteen paramedics participated in the study. The majority were male (n=10, 71%), with a mean age of 44 years (STD=8.8) and mean experience as a paramedic of 14 years (STD=9.7). Four major themes were identified from the data: 1) leadership support, encompassing support from Emergency Health Services and Government prior to and after implementation of the model, 2) team work and collaboration, including interprofessional relationships among members of the healthcare team, 3) value to patients and the communities, and 4) professional and personal benefits of working in CECs. Conclusion: Paramedics have found working in CECs to be both professionally and personally rewarding. They perceive the CEC model to be of great value to the patients and communities it serves. Key lessons that might help future expansion of the model in Nova Scotia and other jurisdictions across the country include the importance of building and strengthening relationships between paramedics and nurses, and the need for greater feedback and support from leadership.

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Auditory Temporal Gap Detection in Children with and without Auditory Processing Disorder

Journal of the American Academy of Audiology ◽

10.3766/jaaa.21.6.5 ◽

2010 ◽

Vol 21 (06) ◽

pp. 404-408 ◽

Cited By ~ 18

Author(s):

Dennis P. Phillips ◽

Michel Comeau ◽

Jessica N. Andrus

Keyword(s):

Auditory Processing ◽

Silent Period ◽

Analysis Data ◽

Auditory Processing Disorder ◽

Gap Detection ◽

Temporal Acuity ◽

Normal Children ◽

Modified Method ◽

Simple Event ◽

Data Collection And Analysis

Background: Auditory gap detection is a measure of temporal acuity. The paradigm comes in two forms, distinguished by whether the sounds bounding the silent period are the same (within channel [WC]) or different (between channel [BC]). Purpose: The purpose of this study was to test normal children and children referred for auditory processing disorder (APD) assessment, with both gap detection paradigms. Research Design: Best gap durations (i.e., shortest reliably detected gaps) were measured in a two-interval, two-alternative forced-choice design embedded within a modified method of limits, for both WC and BC paradigms, with stimuli presented at 55 dB HL. Study Sample: Sixteen control children and 20 children referred for APD assessment participated in the study. Of the 20 referred children, 9 were diagnostically positive for APD (APD+), and 11 were negative (APD−). The mean age of children in all three groups was 10–11 yr. Data Collection and Analysis: Data collected were best gap durations for each paradigm, for each child. Group differences were assessed using Kruskal-Wallis analyses of variance. Results: WC best gap durations were very similar across the three participant groups. BC best gap durations varied significantly between listener groups, with the greatest difference being between controls and APD+ samples. Conclusions: BC best gap durations differed among the listener groups while WC ones did not. This suggests that the relative timing perceptual operations required by the BC task are more susceptible to the perceptual disturbances in APD than is the simple event detection required by the WC task.

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PENERAPAN MODEL PEMBELAJARAN KOOEPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS V SEKOLAH DASAR

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v7i1.5349 ◽

2018 ◽

Vol 7 (1) ◽

pp. 170

Author(s):

Samsur Samsur

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Implementation Strategies ◽

Learning Models ◽

Class V ◽

Average Percentage ◽

Average Value ◽

Percentage Improvement ◽

Match Type ◽

Academic Year

This research is motivated by the lack of IPS student learning outcomes can be seen from the results of thestudents' social studies class V SD Negeri 54 Sebangar with an average value of 60.65. Therefore, theresearchers provide an alternative implementation strategies in the classroom to the application of learningmodels kooeperatif make a match type in the class V SD Negeri 54 Sebangar in the academic year 2014/2015.This research aims to improve learning outcomes IPS V grade students of SD Negeri 54 Sebangar with theapplication of learning models kooeperatif make a match type in the class V Implementation Strategy. Form ofresearch is the Classroom Action Research (PTK) with 2 cycles. Based on research data anlisis after applying oflearning models kooeperatif make a match type, the average percentage of the activity of teachers in the firstcycle 74.99% increased to 91.06% in the second cycle. The average percentage of student activity alsoincreased, namely 67.85% in the first cycle increased to 82.14% in the second cycle. Student learning outcomesin basic score by the average value of 60.65 and the first cycle increased with an average value of 75.00 classwith a 23.66% increase in the percentage of learning outcomes and the percentage of students who completed84.61%, and the second cycle increased again by an average of 82.30 with the percentage improvement classlearning outcomes 35.69% and the percentage of students who completed 88.46%. These results indicate that theapplication the application of learning models kooeperatif make a match type in the class V IPS grade studentsof SD Negeri 54 Sebangar.

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Acceptability of physician associate interns in primary care: results from a service evaluation

BMC Family Practice ◽

10.1186/s12875-021-01372-5 ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Elizabeth Cottrell ◽

Victoria Silverwood ◽

Alex Strivens-Joyce ◽

Lucy Minshull ◽

John J. Edwards ◽

...

Keyword(s):

Primary Care ◽

Analysis Data ◽

Service Evaluation ◽

Full Potential ◽

Patient Acceptability ◽

Practice Characteristics ◽

Primary Care Workforce ◽

Data Collection And Analysis ◽

Or Practice ◽

Five Practices

Abstract Background Physician associates (PA) form part of the policy-driven response to increased primary care demand and a general practitioner (GP) recruitment and retention crisis. However, they are novel to the primary care workforce and have limitations, for example, they cannot prescribe. The novel 1 year Staffordshire PA Internship (SPAI) scheme, introduced in 2017, was established to support the integration of PAs into primary care. PA interns concurrently worked in primary and secondary care posts, with protected weekly primary care focussed education sessions. This evaluation established the acceptability of PA interns within primary care. Methods All ten PAs from the first two SPAI cohorts, the nine host practices (supervising GPs and practice managers) and host practice patients were invited to participate in the evaluation. A conceptual framework for implementing interventions in primary care informed data collection and analysis. Data were gathered at three time points over the internship from practices, through discussions with the supervising GP and/or practice manager, and from the PAs via discussion groups. To enrich discussion data, PA and practices were sent brief surveys requesting information on PA/practice characteristics and PA primary care roles. Patient acceptability data were collected by the host practices. Participation at every stage was optional. Results By evaluation end, eight PAs had completed the internship. Seven PAs and six practices provided data at every time point. Five practices provided patient acceptability data. Overall PA interns were acceptable to practices and patients, however ambiguity about the PA role and how best to communicate and operationalise PA roles was revealed. An expectation-preparedness gap resulted in PAs needing high levels of supervision early within the internship. SPAI facilitated closure of the expectation-preparedness gap and its funding arrangements made the high supervision requirements more acceptable to practices. Conclusions The test-of-concept SPAI successfully integrated new PAs into primary care. However, the identified challenges risk undermining PAs roles in primary care before they have attained their full potential. Nationally, workforce leaders should develop approaches to support new PAs into primary care, including commitments to longer-term, sustainable, cohesive and appropriately funded schemes, including structured and standardised education and supervision.

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Improving Student Learning Result Using Slide Media And Animated Media In Class X Geography Material SMA Negeri 2 Bantaeng

UNM Geographic Journal ◽

10.26858/ugj.v2i1.5909 ◽

2019 ◽

Vol 2 (1) ◽

pp. 32

Author(s):

Kiky Angreny ◽

Hasriyanti Edy ◽

Sulaiman Zhiddiq

Keyword(s):

Learning Outcomes ◽

Sampling Technique ◽

Analysis Data ◽

Report Cards ◽

Average Value ◽

Animated Films ◽

Improving Student Learning ◽

Power Point ◽

Media Power ◽

Experimental Group

This study aims: To determine differences in learning outcomes of students of class X by using media power point To determine the differences in the results of class X student using animation media. This type of research used in this research that the type of research experiments. The subjects of this study consisted of an experiment I, using media power point and experimental group II were using media animation using animasi.Populasi media in this study were all students of class X SMA Negeri 2 Bantaeng. Sampling with purposive sampling technique, so the sample is X.is.1 class and X.is.2 SMAN 2 Bantaengdengan consideration the average value of report cards are not much different for subjects geografi.Instrumen research use tests and assignments, while analysis Data processed by using the t test. The results showed that : Results of study on X.is.1 class based on learning outcomes obtained 28.40 .While X.is.2 33,80. tcount>ttable)(t=5,22and table = 7.42)Dari these data it can be concluded that the use of media is more animated films increased compared to the use of media slides ( power point ).

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KORELASI ANTARA KETERAMPILAN GENERIK SAINS DENGAN HASIL BELAJAR PADA KONSEP EKOLOGI

Jurnal Bioterdidik: Wahana Ekspresi Ilmiah ◽

10.23960/jbt.v9i2.22635 ◽

2021 ◽

Vol 9 (2) ◽

pp. 21-29

Author(s):

Fernida Siti Listiani ◽

◽

Endang Surahman ◽

Romy Faisal Mustofa

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Research Method ◽

Analysis Data ◽

Student Learning Outcomes ◽

Internal Factor ◽

Pearson Product Moment Correlation ◽

Regression Test ◽

Post Test ◽

The Relationship

Generic science skills are important in the learning process because generic science skills is an internal factor that affect learning. This study aims to determine the relationship between generic science skills with student learning outcomes in ecology sub materials. The research method used is a correlation studySampling was done by purposive sampling of 2 classes namely XI MIPA 3 and XI MIPA 4 amount of 58 students. Data collect ion techniques were carried out with a post-test of 25 items in the form of descriptions to measure the ability generic science skills. The analysis data technique used Pearson product moment correlation regression test with α 0,05. The result showed that there was a positive correlation between generic science skills and student learning outcomes in ecology sub materials with a correlation coefficient of 0,496 meaning it had a moderate closeness of the relationship.

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Impact of Clinicians' Use of Electronic Knowledge Resources on Clinical and Learning Outcomes: Systematic Review and Meta-Analysis

Journal of Medical Internet Research ◽

10.2196/13315 ◽

2019 ◽

Vol 21 (7) ◽

pp. e13315 ◽

Cited By ~ 6

Author(s):

Lauren A Maggio ◽

Christopher A Aakre ◽

Guilherme Del Fiol ◽

Jane Shellum ◽

David A Cook

Keyword(s):

Patient Care ◽

Learning Outcomes ◽

Meta Analysis ◽

Implementation Strategies ◽

Cochrane Library ◽

Patient Specific ◽

Evidence Based ◽

Knowledge Resources ◽

Knowledge Resource ◽

Variable Impact

Background Clinicians use electronic knowledge resources, such as Micromedex, UpToDate, and Wikipedia, to deliver evidence-based care and engage in point-of-care learning. Despite this use in clinical practice, their impact on patient care and learning outcomes is incompletely understood. A comprehensive synthesis of available evidence regarding the effectiveness of electronic knowledge resources would guide clinicians, health care system administrators, medical educators, and informaticians in making evidence-based decisions about their purchase, implementation, and use. Objective The aim of this review is to quantify the impact of electronic knowledge resources on clinical and learning outcomes. Methods We searched MEDLINE, Embase, PsycINFO, and the Cochrane Library for articles published from 1991 to 2017. Two authors independently screened studies for inclusion and extracted outcomes related to knowledge, skills, attitudes, behaviors, patient effects, and cost. We used random-effects meta-analysis to pool standardized mean differences (SMDs) across studies. Results Of 10,811 studies screened, we identified 25 eligible studies published between 2003 and 2016. A total of 5 studies were randomized trials, 22 involved physicians in practice or training, and 10 reported potential conflicts of interest. A total of 15 studies compared electronic knowledge resources with no intervention. Of these, 7 reported clinician behaviors, with a pooled SMD of 0.47 (95% CI 0.27 to 0.67; P<.001), and 8 reported objective patient effects with a pooled SMD of 0.19 (95% CI 0.07 to 0.32; P=.003). Heterogeneity was large (I2>50%) across studies. When compared with other resources—7 studies, not amenable to meta-analytic pooling—the use of electronic knowledge resources was associated with increased frequency of answering questions and perceived benefits on patient care, with variable impact on time to find an answer. A total of 2 studies compared different implementations of the same electronic knowledge resource. Conclusions Use of electronic knowledge resources is associated with a positive impact on clinician behaviors and patient effects. We found statistically significant associations between the use of electronic knowledge resources and improved clinician behaviors and patient effects. When compared with other resources, the use of electronic knowledge resources was associated with increased success in answering clinical questions, with variable impact on speed. Comparisons of different implementation strategies of the same electronic knowledge resource suggest that there are benefits from allowing clinicians to choose to access the resource, versus automated display of resource information, and from integrating patient-specific information. A total of 4 studies compared different commercial electronic knowledge resources, with variable results. Resource implementation strategies can significantly influence outcomes but few studies have examined such factors.

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Stress and Coping Among Adolescents Across a Competitive Swim Season

The Sport Psychologist ◽

10.1123/tsp.27.2.143 ◽

2013 ◽

Vol 27 (2) ◽

pp. 143-155 ◽

Cited By ~ 4

Author(s):

Meghan H. McDonough ◽

Valerie Hadd ◽

Peter R.E. Crocker ◽

Nicholas L. Holt ◽

Katherine A. Tamminen ◽

...

Keyword(s):

Data Collection ◽

Coping Strategies ◽

Stress And Coping ◽

Dynamic Nature ◽

Adolescent Athletes ◽

Competitive Season ◽

Data Collection And Analysis ◽

Before And After ◽

And Coping

This study qualitatively examined the congruence between anticipated and experienced stressors and coping, and approaches to coping by elite adolescent swimmers across a competitive season. Eight swimmers were interviewed before and after 4 swim meets in a season. Data collection and analysis were guided by theories of stress and coping. Accuracy of anticipating stressors was low, and the stressors and coping strategies were variable across the season. Idiographic profiles were created for each athlete and grouped according to similar characteristics. Three groups included athletes who (a) generally perceived stressors as something to be avoided, (b) generally perceived stressors as problems to be solved, or (c) generally perceived swimming as fun and minimally stressful. These patterns appeared to be associated with anticipating stressors, highlighting the complex and dynamic nature of stress and coping among adolescent athletes.

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Kindergarten teachers' evaluation: perceptions of the new Israeli multiple domains performance tool

Quality Assurance in Education ◽

10.1108/qae-04-2021-0059 ◽

2022 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Yael Cohen-Azaria

Keyword(s):

Data Collection ◽

Analysis Data ◽

Kindergarten Teachers ◽

Ministry Of Education ◽

Content Type ◽

Data Collection And Analysis ◽

Teachers Attitudes ◽

Multiple Domains ◽

Depth Interviews

Purpose In 2012, the Israeli Ministry of Education and its Testing and Evaluation Department introduced a new tool to evaluate the quality of kindergarten teachers’ work. This paper aims to identify how kindergarten teachers perceive the new multiple domains performance tool. Design/methodology/approach The study applied a qualitative paradigm of data collection and analysis. Data collection consisted of semi-structured in-depth interviews conducted with 36 kindergarten teachers. Findings Findings indicated that most kindergarten teachers perceive their work plan and the kindergarten climate as the most important evaluation domains, while perceiving involving parents as the least important and even an unnecessary domain. One-third of them indicated that an innovation domain should be added. Also, the kindergarten teachers perceived the use of the KT-MDPT as both positive and negative. Originality/value There is a clear dearth in scholarly literature dealing with the evaluation of the quality of kindergarten teachers’ work. This study is the first to reveal Israeli kindergarten teachers' attitudes regarding this new tool for work quality evaluation.

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