scholarly journals Educational Perspectives: Integrating a Student Post-Stroke Clinic within a First-Year Occupational Therapy Kinesiology Course

2020 ◽  
Author(s):  
Mark Blanchard ◽  
Barbara Doucet
Keyword(s):  
Occupational Therapy ◽  
Clinical Skills ◽  
Skill Development ◽  
Clinical Skill ◽  
Student Experiences ◽  
Clinical Experiences ◽  
Course Content ◽  
Actual Patient ◽  
Qualitative Thematic Analysis ◽  
The Impact

Purpose: In many occupational therapy graduate programs, student experiences with actual patient evaluation and intervention typically occur following several semesters of didactic instruction. We explored the impact of an early immersive and reflective hands-on patient experience on student learning and clinical skill development. Method: Following participation in five task-specific occupational therapy clinical sessions that were embedded into an applied kinesiology course, students performed reflections on the experience. These reflections included thoughts on kinesiology course content and clinical skill development through patient sessions over the semester. Results: A qualitative thematic analysis of student reflections was conducted. Findings reflected themes of improvement in observation skills, intervention abilities and communication. Conclusion: Early reflective and immersive clinical experiences may be helpful in the reinforcement of course content and in the development of clinical skills of occupational therapy graduate students prior to full intervention content exposure.

scholarly journals Impact of COVID-19 on Malaysian Dental Students’ Physical, Mental, Financial and Academic Concerns

2021 ◽  
Author(s):  
Widya Lestari ◽  
Nur Hazirah Yazid ◽  
Zawin Najah Azhar ◽  
Azlini Ismail ◽  
Cortino Sukotjo
Keyword(s):  
Online Survey ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Health Concern ◽  
Financial Health ◽  
Cross Sectional ◽  
Novel Coronavirus ◽  
The Impact

Abstract Background The coronavirus disease 2019 (COVID-19) caused by a novel coronavirus (SARS-CoV-2) has spread across the world at unprecedented speed and gained worldwide attention. The pandemic proved to hold an impact to humankind including dental students in all aspects of life. Dental students’ performances may indirectly be affected following the preventive measures in containing the disease. This study aims to evaluate the impact of COVID-19 pandemic on physical, mental, financial health and academic concern among dental students in Malaysia. Methods The current research implemented a cross sectional study among dental students in Malaysia. Assessment of the impact of COVID-19 on dental education was done by the distribution of a set of online survey consisting of 28 questions to dental students (n = 353) from public and private universities in Malaysia. The questionnaires include sociodemographic backgrounds and assessment on the 4 main domains. Results A total number of 353 respondents was recorded and 76.2% comprised of female. 59.7% were clinical students and 40.3% were preclinical students. 55.8% of the respondents attended hybrid mode of study. 78.0%, 76.5% and 91.8% students were concerned about their own emotional, physical health and the amount of clinical skill they acquire respectively. Year 3 students were found to be more concerned about their mental and financial health concern (p < 0.05). Conclusions COVID-19 pandemic had indeed significantly affected Malaysian dental students mainly due to fear of the quality of online learning and the amount of clinical skills acquired.

scholarly journals Students’ experiences with the use of a social annotation tool to improve learning in flipped classrooms

2019 ◽  
Author(s):  
Cor Suhre ◽  
Koos Winnips ◽  
Vincent De Boer ◽  
Pablo Valdivia ◽  
Hans Beldhuis
Keyword(s):  
Deep Level ◽  
Student Experiences ◽  
Annotation Tool ◽  
Pilot Studies ◽  
Student Activities ◽  
Course Content ◽  
The Social ◽  
Social Annotation ◽  
Flipped Classrooms ◽  
The Impact

To support the development and dissemination of more activating educational practices, pilot studies were launched on the use of the social annotation tool Perusall. During 2016-2017 several  managers of higher education course units worked with Perusall in classes of a size varying from 10 to more than hundred students. To assess the usefulness and effectiveness of Perusall we focused on two related aspects (1) perception by students of Perusall as an appropriate tool to support the processing of the study texts and (2) the impact of student engagement in Perusall on students’ examination results. Student experiences were evaluated by means of online questionnaires about several aspects concerning to the adoption of Perusall and log data about student activities in the Perusall platform. The results of the study show that engagement in deep level processing of course content depends on three critical factors: the transparency of annotation assignments, the perceived ease of working in Perusall and teachers’ use of students’ annotations to discuss the course content during lectures. The study further shows that students receive better examination results the more they engage in the annotation assignments.

Graduate Students' Perspectives on Integrating Clinical Experiences and Coursework on Autism Spectrum Disorder: A Pilot Study

2019 ◽  
Vol 4 (5) ◽  
pp. 977-988
Author(s):  
Joann P. Benigno ◽  
John McCarthy ◽  
Pam Britton Reese ◽  
Bridget M. Wright ◽  
Carley Tewanger
Keyword(s):  
Autism Spectrum Disorder ◽  
Graduate Students ◽  
Goal Attainment ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Experiences ◽  
Primary Service ◽  
The One

Purpose The aim of this study was to examine the goals, outcomes, and skills attained by graduate students participating in a clinical experience paired with a course on autism spectrum disorder (ASD). Method Twenty-four graduate student clinicians (23 females, 1 male) participated in the experience. Students provided services within social communication groups for children with ASD. Students were assigned 1 of 4 primary service-roles: communication partner, parent educator, lesson planner, and support staff. All student clinicians completed pre- and posttest assessments regarding their goals and desired outcomes. Students also rated the value and importance of clinical skills and integrating classroom content with clinical experiences. Results Students' ratings of the value and confidence of the clinical skills queried did not change from pre- to posttest. However, significant differences emerged between students' value and confidence ratings within the pre- and posttest time points. Students achieved the majority of the goals and desired outcomes for learning more about ASD and gaining clinical and treatment skills by the end of the experience. All students rated the importance of integrating clinical and classroom experience highly at both pre- and posttest. Conclusion Clinical experiences that infuse and reinforce classroom material support students' goal attainment and clinical skill development. Further research exploring graduate students' perspectives on training programs such as the one described in this study is warranted.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Obstetric Emergency Drill: Does it Change our Knowledge and Skill?

2019 ◽  
Vol 2 (1) ◽  
pp. 74-81
Author(s):  
Rosina Manandhar ◽  
Rachana Saha ◽  
Dipty Shrestha ◽  
Rumina Malla
Keyword(s):  
Clinical Skills ◽  
Post Partum ◽  
Clinical Skill ◽  
Shoulder Dystocia ◽  
P Value ◽  
Obstetric Emergency ◽  
Emergency Training ◽  
Obstetric Emergencies ◽  
Post Partum Haemorrhage ◽  
The Impact

Introduction: Obstetric emergencies are unpredictable and inappropriate management of such events can result in serious maternal and neonatal morbidity and mortality. Simulation and drill provides obstetric emergency training in a safe environment with an aim of improving clinical outcome. The aim of this study was to evaluate the impact of obstetric emergency training on the change in the knowledge, clinical skill and teamwork performance of the participants in the management of common obstetric emergencies: eclampsia, shoulder dystocia and post-partum haemorrhage. Methods: A hospital based interventional study was conducted amongst 11 residents, 4 medical officers and 45 interns. Pre-training and post-training assessment of the knowledge by using Multiple choice questions (MCQs), clinical skills by using Objective Structured Clinical Examination (OSCE) and teamwork performance by using Mayo High Performance Teamwork Scale (MHPTS) was undertaken in each of the modules: Eclampsia, Shoulder dystocia and Post-partum haemorrhage. Training intervention was undertaken by using standardized lectures and simulated clinical emergency scenarios. The changes in MCQs, OSCE and MHPTS scores were analyzed. Results: There was a significant improvement in the mean MCQ score (p-value ˂0.001) and OSCE score (p-value ˂0.001), overall and individually, in each module. After the training, a greater number of participants could perform the clinical skill components. There was also a significant improvement in post training MHPTS score (p-value˂0.001). Conclusions: Obstetric emergency drill and training significantly increased the knowledge, clinical skills and teamwork performance of participants in the management of important obstetric emergencies. Keywords: eclampsia; obstetric emergency; post-partum haemorrhage; shoulder dystocia; simulation.

scholarly journals Generalizability of a Progress Clinical Skills Examination and the Assessment of the Growth in Clinical Skills in a Medical School Curriculum with Early Clinical Experiences

2019 ◽  
Author(s):  
Heather S Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Clinical Experiences ◽  
First Year Students ◽  
Second Year

Abstract Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medial students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of level of training and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

scholarly journals Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Chinese Language ◽  
International Medical ◽  
Clinical Experiences ◽  
African Students ◽  
The Impact

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

scholarly journals Innovative Solutions for Clinical Education during a Global Health Crisis

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Melanie Logue ◽  
Cynthia Olson ◽  
Marylou Mercado ◽  
Carolyn McCormies
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Nursing Program ◽  
Student Experiences ◽  
Clinical Group ◽  
Clinical Experiences ◽  
Health Crisis ◽  
Innovative Solutions ◽  
Novel Coronavirus ◽  
The Impact

Lack of clinical experience availability has been a longstanding concern for academic programs in nursing. The continued decrease in clinical group size and the number of students that an organization will allow for clinical experiences has been a growing issue that requires innovation to create alternative clinical experiences to meet program, student, and governing agency requirements. When the novel coronavirus, SARS-CoV-2, or COVID-19, emerged in early 2020, resulting in a global pandemic, the impact included nursing education. Students were no longer allowed in clinical facilities due to attempts to contain the virus and lack of personal protective equipment. Many programs were underprepared and had to quickly adjust to meet clinical requirements for students to complete courses. This article discusses several impacts in the context of policymakers, regulators, and nursing practice, with specific examples from policy changes that occurred in the state of Arizona. We describe the nursing program response to pandemic challenges with examples of innovative solutions in practice and policy that informed the rapid shift to nontraditional student experiences.

Using a Situated Simulation-Based Program for Improving Students’ Interaction and Observation Skills with Children in Occupational Therapy

2019 ◽  
Author(s):  
Chia-Hui Hung ◽  
Tzu-Hua Ho ◽  
Chen-Yung Lin
Keyword(s):  
Occupational Therapy ◽  
Simulation Training ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Relationship Building ◽  
Simulation Program ◽  
Successful Implementation ◽  
Simulation Performance ◽  
Simulation Based ◽  
Basic Evaluation

Abstract Background Occupational therapy education programs need to produce students who can confidently and safely deliver services for children. The study incorporated a simulation of a real situation into a clinical skill observation of a pediatric occupational therapy curriculum. The purpose of the study was to determine whether situated simulation-based program could increase students’ perceived knowledge and clinical skills to better prepare them for pediatric practice. Methods The authors introduced a situated simulation-based program with video-based simulation training and a situated simulation-based exam during a pediatric occupational therapy course for thirty-two students in their fourth year of study in occupational therapy. The simulation program was two video-based simulation training sessions, tasked students with observing, evaluating and managing the children play. The debriefings were provided to connect student’s observation and basic evaluation skills. A post- simulation performance evaluation, the situated simulation-based exam, was created by faculty. The exam was prepared in a situated simulation therapeutic room was held to assess students’ skills in communication and interaction and basic evaluation skills. The scores of the video-based simulation training and the situated simulation-based exam were collected and examined. Results The video-based simulation scores explained 33.3% of the variance of performance in the situated simulation-based exam. The overall passing rates were as follows: situated simulation-based exam, 65.6%; communication and interaction station, 53.1%; basic evaluation station, 68.8%. Conclusions The video-based simulation training enhanced students’ communication and interaction skills. More relationship building skills were facilitated within the situated simulation-based exam with a real environment. The strategies that assist successful implementation of a situated simulation program to facilitate learning include course plans, clear scenario training goals, evaluation quality, and situated simulation contexts. This study provides preliminary support for simulation-based programs as training for improving the clinical skills of interaction and observation before students’ internships.

scholarly journals A review of Operating Department Practitioner students’ experiences of clinical placements as a result of changing organisations in each academic year

2018 ◽  
Vol 29 (3) ◽  
pp. 42-48
Author(s):  
Steven Brown
Keyword(s):  
Qualitative Methodology ◽  
Clinical Skills ◽  
Student Experiences ◽  
Clinical Experiences ◽  
Clinical Placements ◽  
Alternative Approach ◽  
Evidenced Based ◽  
Practitioner Education ◽  
Evidenced Based Practice ◽  
Academic Year

Operating Department Practitioner students as part of their education undertake placements that enable them alongside their academic studies to meet the Health and Care Professions Council Standards of Proficiency; however, like all education providers there was an annual shortage of appropriate placements. As a result, the organisation involved in this review needed to explore an alternative approach to allocating clinical placements. In addition, the course team wanted to change how students gained their clinical skills and possibly increase their understanding of the Operating Department Practitioner role. Traditionally the institution involved (like other Operating Department Practitioner education providers) placed students in one organisation for all of their clinical placements unlike other professions such as nursing who placed students in different areas. The review resulted in students being placed in a different organisation in each year of their course. A qualitative methodology in the form of focus groups was employed to review students’ views of the change and their clinical experiences. This resulted in students highlighting areas such as readiness for being qualified and links to evidenced-based practice as benefits of the new system. The review has been successful in terms of placement numbers but also student experiences, although an ongoing review is being undertaken, the change has been successful.

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