scholarly journals SIMULATION BASED TRAINING IMPROVES LAPAROSCOPIC SURGICAL SKILLS IN TRAINEE SURGEONS

2021 ◽  
Vol 71 (Suppl-1) ◽  
pp. S186-92
Author(s):  
Abdul Razaque Shaikh ◽  
Tanwir Khaliq
Keyword(s):  
Test Scores ◽  
Technical Skills ◽  
Surgical Skills ◽  
Control Group ◽  
Skill Sets ◽  
Minimally Invasive Surgical ◽  
Surgical Trainees ◽  
Post Test ◽  
The Impact ◽  
Better Than

Objective: To assess the impact of laparoscopic simulation training on surgical skills of trainee surgeons. Study Design: Comparative prospective study. Place and Duration of Study: Jinnah Sindh Medical University Karachi, for one month October 2019. Methodology: Total thirty surgical trainees of FCPS year four (R4) were studied. The cases group (fifteen trainees) were given one month laparoscopy training on a LAP Simulator (LAPSim), surgical science Sweden) and the control group (fifteen trainees) were not trained. Their laparoscopic skills were then compared. Objective Structured Assessment of Technical Skills (OSATS) specific and general was used to assess their performance. Data was entered and analyzed using SPSS-23. Results: On LAP Sim Scoring, post-test scores were significantly better than pre-test for all skills in the trainedresidents (p<0.01 for all subscales) and total post-test score was also significantly better for trained surgeonsas compared to untrained (77.45 ± 7.78 vs. 31.70 ± 2.48; p<0.01). On Objective Structured Assessment of Technical Skills for specific tasks, post-test scores were significantly better than pre-test for all tasks in the cases (p<0.01 for all subscales) and for none in the controls. On Objective Structured Assessment of Technical Skills general, posttest scores were significantly better than pre-test for all tasks in the cases (p<0.01 for all subscales) and for clip application (p<0.01) and suturing with intracorporeal knot tying (p<0.01) in the controls. Conclusion: This study demonstrated significantly improved levels of performance for all skill sets for novicesurgical residents trained on LAP Sim for minimally invasive surgical procedures.

scholarly journals The Impact of Kagan’s Cooperative Learning Structure (KCLS) on Grade 9 Students towards English Language Learning

2021 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Test Scores ◽  
English Language ◽  
Development Program ◽  
Control Group ◽  
Post Test ◽  
Brain Breaks ◽  
The Impact ◽  
English Subject

English subject has become very important in the context of Bhutanese education system. Owing to its importance in the era of modernization, the education ministry of Bhutan is providing professional development program in a form of training and workshops for all the English teachers to grow oneself professionally. Therefore the purposes of this study were to examine the learning achievement and investigate opinions of grade 9 Bhutanese students towards English subject by incorporating Kagans Cooperative Learning Structure (KCLS). The study was an experimental research and consisted of two groups pre-test post-test design at Kamji Central School under Chhuka district, Bhutan. A cluster random sampling was used to select two sections out of three sections with 38 students each in the experimental and the control groups. The quantitative data was analyzed using a pre-test and post-test scores while students’ reflective journal was analyzed using a coding system.The findings of the study showed a remarkable difference in the post-test scores. The mean scores of the control group and of the experimental group were 9.5 and 11.5 respectively. In addition,the student’s reflective journals revealed that the Kagans Cooperative Learning structure (KCLS) was interesting, provided with equal opportunities,enhanced active participation, and the brain breaks and cheers helped them keep themselves alert and boost retention level of learning.

The Effect of Student Focussed Teacher Inservice on the Progress of Mainstreamed Kindergarten Students

1999 ◽  
Vol 22 (3) ◽  
pp. 158-179
Author(s):  
Ivy Green ◽  
Coral Kemp
Keyword(s):  
Students With Disabilities ◽  
Test Scores ◽  
Training Group ◽  
Control Group ◽  
Individual Student ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Teacher Inservice ◽  
The Impact

A quasi‐experimental matched pre‐test, post‐test control group design was used to investigate the impact of individual student focussed teacher inservice on the progress of students with disabilities enrolled in mainstream kindergarten classes. Twelve student pairs in one district of the NSW Department of Education and Training were matched on pre‐test scores collected at the end of the term prior to kindergarten entry. The kindergarten teachers of each student pair were assigned to a training and non‐training group. Teachers in the training group were involved in a 2 day inservice training program which focussed on the assessed needs of the students with disabilities in their classes. Teachers in both groups were surveyed to gauge their perceptions of the support they received in the identified students’ transitions to school and of their efforts to include the students. The students were reassessed at the end of kindergarten. Although the students as a whole made gains in all areas assessed, there were no statistically significant differences in the post‐test scores of the students in the classes of the teachers in the training versus the non‐training group. The implications of these findings and the results of the teacher survey are discussed.

scholarly journals The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
Robert Scott Liggett
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Control Group ◽  
Math Intervention ◽  
Math Scores ◽  
Rural Town ◽  
Teachers And Students ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact

Today’s society places a lot of pressure on schools, teachers, and students to improve test scores.This paper discusses the possibility of using mathematical manipulatives to improve student testscores and students’ attitudes towards mathematics. Forty-three Grade 2 students with age rangesbetween six and eight from a rural town in Saskatchewan were selected. They were dividedrandomly into two groups: the treatment group (n=22) and the control group (n=21) and theirpre- and post-test scores compared. Findings supported the hypothesis that students in thetreatment group who received the math intervention obtained higher post-test scores incomparison to their classmates in the control group.

Assessment of a Scenario-Based Approach to Facilitating Critical Thinking Among Paramedic Students

1997 ◽  
Vol 12 (3) ◽  
pp. 42-48 ◽  
Author(s):  
Judy Janing
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Alternative Methods ◽  
Control Group ◽  
Final Examination ◽  
Higher Level Thinking ◽  
Post Test ◽  
The Impact

AbstractIntroduction:Paramedic practice is shifting from [direct] on-line medical control to protocol-driven care initiated on the paramedic's judgment of the patient's problem(s). Teaching in most paramedic training programs remains grounded in technical rationality. This does not adequately prepare practitioners for current day practice. Medical conditions often present as ill-defined problems. To deal with these situations, practitioners need problem solving and reflective-thinking skills. Methodologies incorporating the use of these skills in a contextual situation similar to actual practice may help paramedics develop these skills.Hypothesis:This study sought to determine the impact of written scenario exercises in the context of clinical problems as a means of learning in order to foster higher level thinking skills and self-directed tendencies. It involved three hypotheses: 1) Post-test scores would correlate with scores attained on the traditional, multiple choice, final examination; 2) Post-test scores would correlate with scores on the critical thinking sub-test of the final examination; and 3) Scores would be better on the post-test compared to thepre-test.Methods:This two year, longitudinal, prospective study was conducted with 55 paramedic students using a pre- and post-test. Post-test scores were compared with final examination scores and scores of the subset of higher level thinking questions within that examination using the Pearson r-test. The relationship between the pre- and post-test scores was analyzed using a one-tailed dependent t-test. Post-hoc analysis of the variables of age, experience, and education was conducted using one-way analysis of variance.Results:The correlation between post-test scores with final examination scores was positive and modestly significant. There was no correlation of post-test scores with sub-test scores. Comparison of pre- and post-test scores was significant. Effects for age, experience, and education were not significant statistically.Conclusion:Using written scenarios increases ability to utilize reflective thinking and self-directed tendencies. However, this ability may not be demonstrated consistently on traditional written examinations. A multi-site study using large numbers and a control group or alternative methods appears to be indicated to demonstrate more accurate effects of the methodology.

scholarly journals Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
M. Haviz ◽  
L. Lufri
Keyword(s):  
Outcome Data ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Student Learning Outcome ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
The Impact ◽  
Better Than

Subject jigsaw has been identified as one of alternative model to teach difficult materials such as embryology. This study aimed to analyze the impact of the subject jigsaw model on students’ achievement. This quasi-experimental study employed post-test only control group design. As many as 84 students from the fifth semester in Biology Department of IAIN Batusangkar were involved as the sample. They were grouped in three classes which were taught using subject jigsaw model, jigsaw model, and conventional (control). The instruments were observation sheet and test. The cooperative skills and student learning outcome data were analyzed using ANOVA and least significance difference (LSD). The results showed that cooperative skills of students, at beginner, intermediate, and advanced levels, who learn with subject jigsaw are higher than those learning with successive Jigsaw of 3.10, 3.21, and 2.99. Furthermore, the  students’ learning outcomes, who taught with subject jigsaw were significantly different from other treatments (F = 28.590; p-value < 0.05). Based on the LSD results showed that the students achievement on subject jigsaw model was better than the others. Thus, subject jigsaw model is recommended to implement in embryology course.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

Do Different Roles of Anesthesia Residents Improve Knowledge Retention after Non-Technical Skills Workshop?

2021 ◽  
Vol 104 (9) ◽  
pp. 1519-1527
Keyword(s):  
Test Scores ◽  
Linear Regression Analysis ◽  
Technical Skills ◽  
Knowledge Retention ◽  
University Hospital ◽  
Multivariate Linear Regression Analysis ◽  
Simulation Based ◽  
Post Test ◽  
Anesthesia Residents ◽  
Predictors Of Change

Objective: The authors assessed whether anesthesia residents who acted as a scenario creators would have better knowledge retention than their juniors 90 days after participating in a simulation-based anesthetists’ non-technical skills (ANTS) workshop. Materials and Methods: A prospective observational study via simulation ANTS workshop was conducted at a university hospital in southern Thailand in November 2017. Seven third-year post-graduate (PGY-3) residents volunteered as scenario creators, while the remaining anesthesia residents were randomly selected to participate in or observe three case scenarios, which were cardiac arrest, hypotension, and difficult ventilation. Resident’s knowledge was assessed before, immediately after, and 90 days after the workshop using a 20-item multiple-choice questionnaire. Predictors of change in knowledge scores were analyzed using multivariate linear regression analysis and presented as beta coefficient (β) and 95% confidence limits (CL). Results: Twenty-four anesthesia residents were recruited in the present study and included eight PGY-1, seven PGY-2, and nine PGY-3. The roles consisted of seven scenario creators, seven participants, and 10 observers. The overall immediate post-test and 90-day post-test scores increased significantly compared to the pre-test scores with a mean of 15.5 and 13.2 versus 11.7 (p<0.001 and p=0.007, respectively). The predictors of change in 90-day scores were PGY-3 versus PGY-1 (β 95% CL 4.0 [0.5 to 7.6], p=0.039), and role of participants and observers versus scenario creator (β 95% CL 5.5 [2.2 to 8.8] and 6.7 [2.8 to 10.6], p=0.004, respectively). Conclusion: Anesthesia residents who were participants or observers could improve their knowledge 90 days after a simulation-based ANTS workshop without necessarily being a scenario creator. Keywords: Anesthetists’ non-technical skill; Knowledge retention; Scenario creator; Simulation workshop

scholarly journals Establishing a surgical skills laboratory and dissection curriculum for neurosurgical residency training

2015 ◽  
Vol 123 (5) ◽  
pp. 1331-1338 ◽  
Author(s):  
James K. C. Liu ◽  
Varun R. Kshettry ◽  
Pablo F. Recinos ◽  
Kambiz Kamian ◽  
Richard P. Schlenk ◽  
...  
Keyword(s):  
Surgical Training ◽  
Training Programs ◽  
Core Competencies ◽  
Technical Skills ◽  
Surgical Skills ◽  
Training Experience ◽  
Surgical Trainees ◽  
Modern Health Care ◽  
External Pressures ◽  
Skills Laboratory

Surgical education has been forced to evolve from the principles of its initial inception, in part due to external pressures brought about through changes in modern health care. Despite these pressures that can limit the surgical training experience, training programs are being held to higher standards of education to demonstrate and document trainee competency through core competencies and milestones. One of the methods used to augment the surgical training experience and to demonstrate trainee proficiency in technical skills is through a surgical skills laboratory. The authors have established a surgical skills laboratory by acquiring equipment and funding from nondepartmental resources, through institutional and private educational grants, along with product donations from industry. A separate educational curriculum for junior- and senior-level residents was devised and incorporated into the neurosurgical residency curriculum. The initial dissection curriculum focused on cranial approaches, with spine and peripheral nerve approaches added in subsequent years. The dissections were scheduled to maximize the use of cadaveric specimens, experimenting with techniques to best preserve the tissue for repeated uses. A survey of residents who participated in at least 1 year of the curriculum indicated that participation in the surgical skills laboratory translated into improved understanding of anatomical relationships and the development of technical skills that can be applied in the operating room. In addition to supplementing the technical training of surgical residents, a surgical skills laboratory with a dissection curriculum may be able to help provide uniformity of education across different neurosurgical training programs, as well as provide a tool to assess the progression of skills in surgical trainees.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

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