scholarly journals Effect of Cueing on Learning Transfer Among Health Profession Students Engaged in a Case-Based Analogical Reasoning Exercise

2014 ◽  
Author(s):  
Timothy Speicher ◽  
Alexandra Bell ◽  
Marijke Kehrhahn ◽  
Douglas Casa
Keyword(s):  
Analogical Reasoning ◽  
Learning Transfer ◽  
Treatment Method ◽  
Optimal Treatment ◽  
Health Profession ◽  
Structural Principle ◽  
Significant Difference ◽  
Small Effect Size ◽  
Professional Health ◽  
Case Based

Purpose: The purpose of this study was to examine the effect of cueing on learning transfer among pre-professional, health profession undergraduates engaged in a case-based analogical reasoning exercise. Methods: The study design was a quasi-experimental, randomized post-test design. Volunteer undergraduate pre-professional health profession students (N = 192) were assigned to either an experimental group, which received two written clinical cases with cues or the control, which received the same cases, but no cues. After participants read the cases, a target case was provided for solution based on the previous cases. Target case solutions were scored by content experts for extent of transfer of a structural principle and optimal treatment method implicitly embedded in the comparison cases. Results: Cued participants (n = 98) demonstrated significantly more learning transfer (t (175.91) = 2.65; p = .009; d = .39) of the structural principle than non-cued participants (n = 94). However, no significant difference was found for cued and non-cued groups for transfer of the optimal treatment method (t (190) = .874; p = .39; and a small effect size (d = .13) was present. Conclusion: Learning transfer improves among pre-professional health profession undergraduates when cued during a case-based analogical reasoning experience. The findings support and extend previous multiple case-based analogical reasoning study outcomes indicating that multiple patient cases with cueing should be utilized over single case examination with or without cueing to promote transfer of learning. Improvements in learning transfer may lead to improved quality of patient care.

scholarly journals Case-Based Analogical Reasoning: A Pedagogical Tool for Promotion of Clinical Reasoning

2012 ◽  
Vol 7 (3) ◽  
pp. 129-136 ◽  
Author(s):  
Timothy E. Speicher ◽  
Alexandra Bell ◽  
Marijke Kehrhahn ◽  
Douglas J. Casa
Keyword(s):  
Athletic Training ◽  
Clinical Reasoning ◽  
Analogical Reasoning ◽  
Learning Transfer ◽  
Cognitive Learning ◽  
Primary Objective ◽  
Clinical Environment ◽  
Structural Principle ◽  
Multiple Case ◽  
Case Based

Context: One of the most common instructional methods utilized to promote learning transfer in health profession education is examination of a single patient case. However, in non-healthcare settings this practice has shown to be less effective in promoting learning than the examination of multiple cases with cueing. Objective(s): The primary objective of this article is to provide athletic training educators a rationale for implementing a multiple case-based analogical reasoning technique to improve students' learning transfer. Background: Case-based analogical reasoning is a pedagogical technique that improves problem solving by helping learners identify a common structural principle shared among multiple cases. Identification and transfer of the shared principle facilitates solving novel problems or patient cases. When cueing is coupled with the process, transfer of the structural principle to the problem is enhanced. Description: This article discusses cognitive learning theory and provides empirical evidence to support the use of case-based analogical reasoning to improve athletic training students' clinical reasoning. It also provides the educator practical tips for implementing the technique in classroom and clinical settings. Clinical Advantage(s): Improving the transfer of structural principles may improve solving novel problems in the clinical environment, which should also improve the quality of patient care. Conclusions: Clinical reasoning and learning transfer may be improved among health professional students during a case-based analogical reasoning process when cued to look for the shared structural principle among cases. Students who engage in multiple-case examination with cueing may be more apt to recall their learning and use it when faced with novel cases in the clinical environment.

scholarly journals Jones Fractures Identified at the National Football League Scouting Combine: Assessment of Prognostic Factors, Computed Tomography Findings, and Initial Career Performance

2018 ◽  
Vol 6 (8) ◽  
pp. 232596711879074 ◽  
Author(s):  
Robert C. Spang ◽  
Daniel B. Haber ◽  
Brendin R. Beaulieu-Jones ◽  
Kristen L. Stupay ◽  
George Sanchez ◽  
...  
Keyword(s):  
Computed Tomography ◽  
National Football League ◽  
Treatment Method ◽  
Level Of Evidence ◽  
Significant Difference ◽  
Specific Performance ◽  
Incomplete Healing ◽  
Bony Healing ◽  
The Mean ◽  
Career Performance

Background: Jones fractures result in subsequent dysfunction and remain an issue for athletes. Purpose: To (1) describe the epidemiology, treatment, and impact of Jones fractures identified at the National Football League (NFL) Scouting Combine on players’ early careers and (2) establish the value of computed tomography (CT) to determine bony healing after a fracture in prospective players. Study Design: Cohort study; Level of evidence, 3. Methods: All players who attended the combine between 2009 and 2015 were retrospectively reviewed to identify their history of Jones fractures. The playing position, treatment method, and number of missed collegiate games were recorded. The mean overall draft pick number, number of games started and played, snap percentage, and position-specific performance scores (fantasy score) over the first 2 years in the NFL were compared between players with fractures and controls. An imaging classification system was applied based on grading of each quadrant of the fifth metatarsal (plantar, dorsal, medial, lateral), with a score of 0 for not healed or 1 for healed. Results: Overall, the number of Jones fractures identified was 72 in 2285 athletes (3.2%), with all treated via intramedullary screw fixation. The mean overall draft pick number for players with fractures was 111.2 ± 67.9 compared with 99.0 ± 65.9 for controls ( P = .12). Performance scores for players with fractures were lower than those for controls across all positions, with a significant difference in running backs (2.6 vs 4.0, respectively; P < .001) and defensive linemen (1.4 vs 2.3, respectively; P = .02). The mean CT score was 2.5 ± 1.3. Of the 32 athletes who underwent imaging, 16 Jones fractures (50.0%) were healed or nearly healed, 12 (37.5%) were partially healed, and 4 (12.5%) showed little or no healing. The plantar cortex demonstrated the least healing (18/32; 56.3%), followed by the lateral cortex (15/32; 46.9%). Players with a mean score <1 were found to have fewer games started (2.7 ± 2.5) than those with 1 to 3 cortices healed (17.4 ± 10.4) or all cortices healed (8.7 ± 11.2). Conclusion: Based on CT, 50% of all players with a previous Jones fracture demonstrated incomplete healing. Moreover, position-specific performance scores over the first 2 years of a player’s career were lower across all positions for those with fractures compared with controls. Players with CT scores <1 were found to start fewer games and were drafted later than controls.

Effect of Heat Treatment on Very High Cycle Fatigue Properties of TC4

2021 ◽  
Vol 881 ◽  
pp. 3-11
Author(s):  
Bo Han Wang ◽  
Li Cheng ◽  
Xun Chun Bao
Keyword(s):  
Heat Treatment ◽  
High Cycle Fatigue ◽  
Treatment Method ◽  
Fatigue Performance ◽  
Fatigue Properties ◽  
Cycle Fatigue ◽  
Α Phase ◽  
Very High Cycle Fatigue ◽  
Significant Difference ◽  
Very High

The bimodal, equiaxed and Widmanstatten microstructures of TC4 titanium alloy were obtained through different heat treatment processes. The content of primary α phase in the bimodal and equiaxed microstructures was measured to be about 40% and 90%, and the average size was about 9.4μm and 7.9 μm. Three types of microstructure fatigue S-N curves are obtained, which are successively descending type, single-platform descending type and infinite life type. The order of very high cycle fatigue performance is Widmanstatten>equiaxed>bimodal, but the anti-fretting fatigue performance of Widmanstatten is the worst. The grain refinement makes the fatigue performance of the equiaxed better than that of the bimodal. The second process is determined as the best heat treatment method. There is no significant difference in the life of the crack propagation stage. The very high cycle fatigue life mainly depends on the crack initiation stage. In the bimodal and the equiaxed, the crack initiates in the primary α phase of the subsurface, and the crack in the Widmanstatten initiates in the coarse α 'grain boundary of the subsurface.

scholarly journals Comparative study of patient-based versus case-based teaching in prescription writing skills of second year MBBS students

2020 ◽  
Vol 9 (2) ◽  
pp. 289
Author(s):  
Shilpa P. Jadav ◽  
Nishant B. Bhansali ◽  
Dinesh M. Parmar
Keyword(s):  
Comparative Study ◽  
Writing Skills ◽  
Educational Interventions ◽  
Good Tool ◽  
Significant Difference ◽  
Group A ◽  
Second Year ◽  
Group B ◽  
Case Based ◽  
Prescription Writing

Background: Prescription writing errors can lead to deficiencies in healthcare. Although prescription writing is a part of the medical students' curriculum with traditional methods, their prescribing skills are still poor due to inadequate training. To fulfil the need for new educational interventions this study aims to compare patient-based teaching with case-based teaching in improving prescription writing skills of second year MBBS students.Methods: This prospective comparative study was carried out after orientation of participants to prescription writing as per WHO prescribing guidelines (n=71). Group A (n=37) and group B (n=34) were given patient-based teaching and case-based teaching respectively of prescription writing for the same five common clinical conditions. The prescription writing skill was assessed by evaluating the prescriptions written by both the groups and scored by 19-point scoring system. Feedback from the group A students was also taken.Results: Statistical analysis of mean scores of group A (15.90) and group B (13.14) was done by Mann-Whitney U test (p<0.001). Comparison of both the groups for the individual parameters was done by Chi-square test which found significant difference in writing some important parameters like doctor’s registration no., contacts of prescriber, name of the medicine, strength of drug, dosage form, dosing instructions, total quantity of medicine and duration of medication etc. Group A students’ feedback brought out the fact that patient-based teaching is a good tool for teaching and learning.Conclusions: Patient-based teaching for prescription writing improves students’ prescription writing skills in an effective way in comparison with traditional case-based teaching.

scholarly journals Subliminal Laser as Additional Therapy to Reduce Intravitreal Injection Number for the Patients with Macular Diseases

2020 ◽  
Vol 18 (1) ◽  
pp. 45-47
Author(s):  
Liene Muceniece ◽  
Dace Markevica
Keyword(s):  
Visual Acuity ◽  
Macular Edema ◽  
Systemic Disease ◽  
Alternative Therapy ◽  
Treatment Method ◽  
Macular Thickness ◽  
Intravitreal Injections ◽  
Macular Diseases ◽  
Significant Difference ◽  
Additional Therapy

SummaryIntroductionIntravitreal injections have become one of the most performed surgical procedures in ophthalmology. There is a need to look for an effective alternative therapy for patients with anti-VEGF complications and systemic disease contraindications.Aim of the studyTo evaluate Subliminal laser effectiveness on reducing macular disease edema.Materials and methodsSubliminal laser treatment was done three times with three month intervals for patients with macular edema due to retinal diseases. On 1st, 3rd, 6th and 9th month visit the best corrected visual acuity, intraocular pressure, macular thickness and macular volume were registered.ResultsMean visual acuity before treatment was 0,52 (SD=0,31) that changed to 0,56 after the 9 month treatment (p>0,05). Mean central macular thickness from 326,12 μm reduced to 308,15 (p=0,76). Without significant difference, inner cycle volume changed from 1353,80 mm3 to 1297,57 mm3 (p=0,81) and outer cycle volume from 1179,4 mm3 to 1112,56 mm3 (p=0,51).ConclusionsSubliminal laser controls macular edema level and could be a solution for patients who cannot afford or are emotionally distressed by monthly intravitreal injections. This treatment method can be used as additional therapy to reduce the number of intravitreal injections.

scholarly journals EFEKTIFITAS METODE MENGAJAR KESELURUHAN DENGAN METODE MENGAJAR BAGIAN PERBAGIAN TERHADAP HASIL BELAJAR MENGUMPAN (PASSING) KAKI BAGIAN DALAM PADA PERMAINAN FUTSAL MAHASISWA FIK UNM

2020 ◽  
Vol 12 (1) ◽  
pp. 48
Author(s):  
Sudirman Sudirman ◽  
Andi Mas Jaya
Keyword(s):  
Experimental Method ◽  
Learning Outcomes ◽  
Degrees Of Freedom ◽  
Teaching Method ◽  
Treatment Method ◽  
T Test ◽  
Analysis Technique ◽  
Significant Difference ◽  
Before And After

This study aims to find out which is more effective between the overall method and the teaching method part by section on learning outcomes passing (passing) the inner leg in students who take Futsal learning. This research was carried out by an experimental method in total sampling. Thedata analysis technique used to test the hypothesis is the t-test, at a significant level α= 0.05, starting with calculating the t-count value to compare with the t-table value at a significant level of 95%. (1) The whole method is obtained by t-count = 4, the value listed in t-table with degrees of freedom (dk) = 15-1 = 14. A significant level of 5% is 2.14, so t-count> t-table, means that there is a convincing (significant) difference before and after being given the overall method treatment. (2) The teaching method part of division is obtained the value of t-count = 3.7, the value listed in t-table with degrees of freedom (dk) = 15-1 = 14. Significant level of 5% is 2.14, so t-count> t-table, means that there is a convincing (significant) difference before and after the treatment method is given in part. And (3) The overall method and the part-by-part teaching method obtained t-count = 3.2, the values listed in t-table with degrees of freedom (dk) = 15 + 15-2 = 28. A significant level of 5% is 2.05. So t-count> t-table.

Introduction to case-based learning: An attempt to integrate topics in biochemistry

2021 ◽  
Vol 0 ◽  
pp. 1-5
Author(s):  
Sukhraj Kaur ◽  
Ritu Sharma
Keyword(s):  
Medical Curriculum ◽  
Case Histories ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Institutional Ethics ◽  
Significant Difference ◽  
Post Test ◽  
Case Based Learning ◽  
Teaching Learning ◽  
Case Based

Objectives: Biochemistry is one of the foundation sciences in the medical curriculum, which has immense importance in understanding the future clinical sciences, but it is generally considered to be a subject of just countless biochemical structures, pathways, and reactions. Conventionally, it was taught by means of didactic lectures, tutorials, and practical classes. These days, the education system is changing to a student-centered teaching–learning process with the use of various innovative teaching methods. Case-based learning (CBL) is one such approach which can make learning more effective and interesting. To generate interest of students in Biochemistry by correlating topics and their clinical application. Materials and Methods: After taking permission from the Institutional ethics committee, the students were given didactic lecture on the integration of carbohydrates and lipid metabolisms followed by a test (pre-test). They were then divided into small groups and given case histories which they were to discuss amongst themselves and arrive at a conclusion. These case histories were then discussed one to one with the facilitator. The students were again given a test (post-test). Results: There was a significant difference in the marks obtained in pre and post-test. Majority of the students felt it was an enjoyable and effective way of studying Biochemistry. Faculty also gave an encouraging response. Conclusion: CBL can be an important way of stimulating the students for self-directed learning and integrating topics of Biochemistry so that they are easily conceptualized.

Circular frames without x-ray – lessons learned regarding radiation exposure during tibial deformity correction from Low & Middle Income Countries?

2022 ◽  
pp. 004947552110433
Author(s):  
James Shelton ◽  
Sara Dorman ◽  
Yinna Kim ◽  
Phillipa Thorpe ◽  
Badri Narayan ◽  
...  
Keyword(s):  
Radiation Exposure ◽  
Deformity Correction ◽  
Treatment Method ◽  
Lessons Learned ◽  
Phnom Penh ◽  
Middle Income ◽  
X Ray ◽  
Middle Income Countries ◽  
Low Middle Income Countries ◽  
Significant Difference

Circular frames are a successful way of treating difficult fractures and non-unions. At our institution (CSC) in Phnom Penh, Cambodia, our method differs from developed healthcare systems in that we do not use x-ray to site the frames. A retrospective cohort study was performed between CSC and a UK LRS unit. Demographics, diagnosis, frame type, pre- and post-op deformity, proximal and distal construct alignment comparative to the tibia, and time to union or failure. 70 patients in total were identified and were randomly selected from a hospital in UK. Demographics & deformity were similar and failed to reach significant difference on testing: union rate 70% v. 82%, time to union 9.8 v. 8.5 months, and radiation exposure mean 0 v. 74 cGy/cm2 (range 6.4–326.7). These are startlingly homogenous results considering the differing resources available. We believe that ring fixators are a viable treatment method in austere environments where image intensifiers are unavailable, and demand no unnecessary radiation exposure.

scholarly journals Jones Fractures Identified at the National Football League Scouting Combine: Assessment of Prognostic Factors, Computed Tomography Findings, and Initial Career Performance

2018 ◽  
Vol 6 (7_suppl4) ◽  
pp. 2325967118S0012
Author(s):  
Robert C. Spang ◽  
Daniel B. Haber ◽  
Brendin Beaulieu-Jones ◽  
Kristen Stupay ◽  
George Sanchez ◽  
...  
Keyword(s):  
Computed Tomography ◽  
National Football League ◽  
Treatment Method ◽  
Jones Fracture ◽  
Major Injury ◽  
Significant Difference ◽  
Early National ◽  
Specific Performance ◽  
Playing Time ◽  
Career Performance

Objectives: Jones fractures, which result in loss of playing time and subsequent dysfunction, remain a significant issue for elite contact athletes. The objectives of the present study are to (1) describe the epidemiology, surgical treatment, and impact on early National Football League (NFL) career of Jones fractures identified at the NFL Scouting Combine and (2) establish the value of computed tomography (CT) to determine healing following a Jones fracture in prospective NFL players. Methods: All players who attended the NFL Scouting Combine (2009-2015) were retrospectively reviewed to identify those who previously sustained a Jones fracture with position of play, treatment method, and number of missed collegiate games recorded. Overall mean draft pick, number of games started and played, snap percentage, and position-specific performance scores (Fantasy Score) were compared between Jones fracture athletes and controls without any major injury prior to the NFL Combine and during first three years of NFL career. A classification system, based on the grading of four individual quadrants (plantar, dorsal, medial, lateral), was applied by three orthopaedic surgeons. Results: Overall, the number of Jones fractures among athletes who attended the NFL Combine (2009-2015) was 72/2285 (3.2%) with all athletes treated via intramedullary (IM) screw fixation. Position-specific performance scores for players with a previous Jones fracture were lower than controls across all positions with a significant difference in running backs and defensive linemen. Subgroup CT scan analysis demonstrated a mean overall score of 2.5±1.3 with kappa values of 0.6 and 0.64 for inter- and intra-observer reliability, respectively. 16 Jones fractures (50%) were healed or nearly healed,12 (37.5%) were partially healed, and 4 (12.5%) showed little or no healing. The plantar cortex demonstrated least healing (56%), followed by the lateral cortex (46.9%). Conclusion: Although infrequent, Jones fractures are encountered at the NFL Combine with the highest prevalence at the tight end position and lowest at the running back position. Based on CT, 50% of all players with a previous Jones fracture demonstrate inhealing with least healing at the plantar and lateral cortices. Moreover, position-specific performance scores demonstrate worst performance at all positions for players with a previous Jones fracture versus controls.

scholarly journals From design experiences to generic mechanisms: Model-based learning in analogical design

1996 ◽  
Vol 10 (2) ◽  
pp. 131-136 ◽  
Author(s):  
Sambasiva R. Bhatta ◽  
Ashok K. Goel
Keyword(s):  
Analogical Reasoning ◽  
Feedback Mechanism ◽  
Short Paper ◽  
Creative Design ◽  
Learning Method ◽  
Model Based ◽  
Cross Domain ◽  
Behavior Function ◽  
Function Models ◽  
Case Based

AbstractAnalogical reasoning plays an important role in design. In particular, cross-domain analogies appear to be important in innovative and creative design. However, making cross-domain analogies is hard and often requires abstractions common to the source and target domains. Recent work in case-based design suggests that generic mechanisms are one type of abstractions useful in adapting past designs. However, one important yet unexplored issue is where these generic mechanisms come from. We hypothesize that they are acquired incrementally from design experiences in familiar domains by abstraction over patterns of regularity. Three important issues in abstraction from experiences are what to abstract from an experience, how far to abstract, and what methods to use. In this short paper, we describe how structure-behavior-function models of designs in a familiar domain provide the content, and together with the problem-solving context in which learning occurs, also provide the constraints for learning generic mechanisms from design experiences. In particular, we describe the model-based learning method with a scenario of learning feedback mechanism.

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