scholarly journals Effect of Clinician Feedback Versus Video Self-Assessment in 5th-Year Chiropractic Students on an End-of-Year Communication Skills Examination

2010 ◽  
Vol 24 (2) ◽  
pp. 165-174 ◽  
Author(s):  
Mark D. Hecimovich ◽  
Jo-Anne Maire ◽  
Barrett Losco
Keyword(s):  
Communication Skills ◽  
Analysis Of Variance ◽  
Learning Opportunities ◽  
T Test ◽  
History Taking ◽  
Immediate Feedback ◽  
Self Assessment ◽  
Significant Difference ◽  
Self Assessments ◽  
Chiropractic Students

Purpose: To compare the effect of two learning opportunities, clinician feedback and video self-assessment, on 5th-year chiropractic students' patient communication skills, specifically those required for history taking. Methods: A cohort of 51 final-year students was divided into two groups. The first group received immediate feedback from a clinical supervisor following a history-taking encounter with a patient. The second group performed self-assessments of their videotaped history-taking encounter. An end-of-year Viva Voce examination was used to measure the effectiveness of the students' history-taking skills, using two subscores, one for behavior and another for content, as well as an overall total score. An unpaired t-test was performed to determine whether any significant difference occurred between the two groups of students. Each group was then subdivided into two subgroups based on gender, and a two-way analysis of variance was performed to determine whether the type of feedback or the students' gender had any significant effect on the outcome of the Viva Voce. Results: There were no significant differences between the two groups of students in terms of their final scores in the Viva Voce. After dividing each group into their gender subgroups and further analysis of the results, neither the mode of feedback nor the students' gender had any significant effect on the outcome of the Viva Voce. Conclusion: This study suggests that, for a mixed cohort, video self-assessment and clinician feedback are equivalent in their ability to enhance students' communication skills relating to history taking.

scholarly journals DIFFERENCES BETWEEN DEAF AND HARD OF HEARING STUDENTS IN MOTIVATION FOR ACADEMIC ACHIEVEMENT

2021 ◽  
Vol 11 (2) ◽  
pp. 151-158
Author(s):  
Meliha Povlakic Hadziefendic ◽  
◽  
Esad H. Mahmutovic ◽  
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Analysis Of Variance ◽  
Hard Of Hearing ◽  
Self Efficacy ◽  
T Test ◽  
Measuring Instrument ◽  
Academic Achievements ◽  
Tukey Test ◽  
Significant Difference

Goal of this paper was to determine differences between deaf and hard of hearing (DHH) students in motivation for academic achievement and compared to hearing students. Sample was comprised of 94 students averaging 16.5 ± 1.34 years of age. Sample was divided into three groups (deaf, hard of hearing and hearing students). For examination, we used the following: Great Inventory of Achievement Motivation, measuring instrument for assessing students’ motivation for academic achievement, that is comprised of five subtests i.e. 13 areas of measurement (Suzic, 2006). For difference testing t-test was used along with analysis of variance (ANOVA). T-test determined statistically significant difference in areas of “self-efficacy “, “engagement”, “control” and “non-conformism”. Deaf and hard of hearing students displayed less motivation on these parameters than their hearing counterparts. In the area of “valuing academic achievements” DHH students together displayed, better motivation than their hearing counterparts and difference was statistically significant. With Analysis of Variance i.e. with additional Tukey test, we have determined that statistically significant difference is present only when comparing deaf and hearing students, but not when comparing hard of hearing and hearing students.

Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops

2016 ◽  
Vol 35 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Crystal E. Brown ◽  
Anthony L. Back ◽  
Dee W. Ford ◽  
Erin K. Kross ◽  
Lois Downey ◽  
...  
Keyword(s):  
Palliative Care ◽  
South Carolina ◽  
Randomized Trial ◽  
Communication Skills ◽  
Communication Skill ◽  
Linear Regression Models ◽  
Care Needs ◽  
Self Assessment ◽  
Simulation Based ◽  
Self Assessments

Background: We conducted a randomized trial of a simulation-based multisession workshop to improve palliative care communication skills (Codetalk). Standardized patient assessments demonstrated improved communication skills for trainees receiving the intervention; however, patient and family assessments failed to demonstrate improvement. This article reports findings from trainees’ self-assessments. Aim: To examine whether Codetalk resulted in improved self-assessed communication competence by trainees. Design: Trainees were recruited from the University of Washington and the Medical University of South Carolina. Internal medicine residents, medicine subspecialty fellows, nurse practitioner students, or community-based advanced practice nurses were randomized to Codetalk, a simulation-based workshop, or usual education. The outcome measure was self-assessed competence discussing palliative care needs with patients and was assessed at the start and end of the academic year. We used robust linear regression models to predict self-assessed competency, both as a latent construct and as individual indicators, including randomization status and baseline self-assessed competency. Results: We randomized 472 trainees to the intervention (n = 232) or usual education (n = 240). The intervention was associated with an improvement in trainee’s overall self-assessment of competence in communication skills ( P < .001). The intervention was also associated with an improvement in trainee self-assessments of 3 of the 4 skill-specific indicators—expressing empathy, discussing spiritual issues, and eliciting goals of care. Conclusion: Simulation-based communication training was associated with improved self-assessed competency in overall and specific communication skills in this randomized trial. Further research is needed to fully understand the importance and limitations of self-assessed competence in relation to other outcomes of improved communication skill.

scholarly journals Influence of maxillary canine torque variations on the perception of smile esthetics among orthodontists and laypersons

2019 ◽  
Vol 24 (1) ◽  
pp. 53-61 ◽  
Author(s):  
Thiago Correia Barbosa Lemos ◽  
Juliana de Brito Vasconcelos ◽  
Bianca Mota dos Santos ◽  
Andre Wilson Machado
Keyword(s):  
Analysis Of Variance ◽  
T Test ◽  
Test Results ◽  
Maxillary Canine ◽  
Visual Analog Scales ◽  
Significant Difference ◽  
Unpaired Student ◽  
Full Face ◽  
Smile Esthetics ◽  
Post Hoc

ABSTRACT Objective: The purpose of this study was to determine the perception of smile esthetics among orthodontists and laypersons with respect to unilateral maxillary canine torque variations in a frontal smile analysis. Methods: Full face and close-up smile photographs of two subjects (1 man and 1 woman) were used. Both smiles displayed healthy maxillary anterior dentitions. The images were digitally altered to obtain a bilateral 0° torque in the maxillary canines. From this image, unilateral variations of the left canine were made with -15°, -10°, -5°, 0°, +5°, +10° and +15°. Final images were randomly assembled into an album that was given to 53 orthodontists and 53 laypersons. Each rater was asked to evaluate the attractiveness of the images using visual analog scales. Data collected were statistically analyzed with one-way analysis of variance with Tukey post-hoc test and the unpaired Student t test. Results: For orthodontists, most attractive smiles were those with 0°, -5° and -10°. For laypersons, most attractive smiles were those with 0°, -5°, -10°, -15° and + 5°. For both groups, the lowest scores were given for the smiles with +10° and +15° torque. When comparing the perceptions of the orthodontists and laypersons, they did not show statistical differences in most situations. Moreover, in general, there was no significant difference between the full-face and close-up assessments of the smiles. Conclusions: The present findings indicated that smiles with unilateral palatal (negative values) maxillary canine torque variations were more tolerated than smiles with buccal crown torque (positive values) variations.

scholarly journals PERBANDINGAN TINGKAT KESEHATAN BANK UMUM KONVENSIONAL DAN BANK UMUM SYARIAH MENGGUNAKAN METODE RGEC (RISK PROFILE, GOOD CORPORATE GOVERNANCE, EARNINGS, DAN CAPITAL)

2020 ◽  
Vol 4 (4) ◽  
pp. 635-653
Author(s):  
Zara Zettyra R. D ◽  
Evi Mutia
Keyword(s):  
Corporate Governance ◽  
Commercial Banks ◽  
Risk Profile ◽  
T Test ◽  
Islamic Banks ◽  
Self Assessment ◽  
Good Corporate Governance ◽  
Significant Difference

The purpose of this study was to see a comparison of the health levels of conventional commercial banks and Islamic commercial banks using the RGEC method in the 2014-2017 period. The sample of this study were 30 conventional commercial banks and 11 sharia commercial banks. The assessment used uses the RGEC method (Risk Profile, Good Corporate Governance, Earnings, Capital) Risk Profile seen through the NPL and NPF indicators for conventional commercial banks while Islamic banks use LDR and FDR. Corporate governance is measured through Self Assessment. Earnings are measured through ROA and NIM indicators. Capital is measured based on the CAR indicator. Testing the hypothesis in this study using the Independent T-Test and Mann-Wnithey Test samples. The results of this study indicate that there is a difference between conventional commercial banks and Islamic commercial banks seen from the ratio of NPL, LDR, and ROA. While the ratio of GCG, NIM, and CAR does not have a significant difference between conventional commercial banks and Islamic commercial banks.

scholarly journals PENGARUH STRATEGI TV COMMERCIAL TERHADAP HASIL BELAJAR AFEKTIF MATA PELAJARAN PAI DAN BUDI PEKERTI SISWA KELAS 8 DI SMP NEGERI 5 YOGYAKARTA

2018 ◽  
Vol 14 (2) ◽  
pp. 193-202
Author(s):  
Izmi Rafi Hamdini ◽  
Eva Latipah
Keyword(s):  
Experimental Research ◽  
Learning Strategy ◽  
Affective Learning ◽  
T Test ◽  
Design Experiment ◽  
Self Assessment ◽  
Factors Influencing ◽  
Significant Difference ◽  
The Subject ◽  
Tv Commercial

TV Commercial Strategy is a learning strategy by forming a team in random based on the number of the students in a classroom that are assigned to create a TV Commercial or other forms of advertisements that is relevant to the learning materials. TV Commercial Strategy aims to develop cooperation among students. This research belongs to experimental research using PreTest-PostTest Design Experiment. The data were collected through self-assessment, interviews, and documentation methods. The results of t-test show that TV Commercial Strategy influences the affective learning results in the subject of PAI and Character, It can be seen from the score of t table at the significant rate of 5%, which is as much as 2,04. The score of T is (0,007) < 0,05. Because t-value is > t table  (-2,887 > 2,04), there is significant difference. The influence of TV Commercial Strategy on the affective learning result can be seen from the score of R 2 , which is as much as 0,687 = 0,47 (47%). The rest of the percentage, which is as much as 53% is from other factors influencing the improvement of learning results.  

Occupational Therapists' Self-Assessment after Participation in a Course on Theory and Research

1989 ◽  
Vol 9 (2) ◽  
pp. 114-123 ◽  
Author(s):  
Janet L. Poole
Keyword(s):  
Continuing Education ◽  
Analysis Of Variance ◽  
Education Program ◽  
Occupational Therapists ◽  
Self Report ◽  
Control Group ◽  
Self Assessment ◽  
Chi Square ◽  
Significant Difference

This study evaluated the effectiveness of an audiotape continuing education program on how theory relates to research. Thirty-nine occupational therapists who had been assigned to a control group or an audiotape group in a previous study served as subjects. Analysis of variance revealed that the audiotape group scored significantly higher than the control group on written tests completed immediately after the continuing education program and 6 to 9 months later. Chi-square analyses of the responses to a self-report questionnaire on research-related behavior revealed no significant difference between the two groups. Thus, although the continuing education program increased knowledge, participation in the program did not significantly increase involvement in research-related behaviors.

scholarly journals Communication skills in individuals with spastic diplegia

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 135-141 ◽  
Author(s):  
Dionísia Aparecida Cusin Lamônica ◽  
Cora Sofia Takaya Paiva ◽  
Dagma Venturini Marques Abramides ◽  
Jamile Lozano Biazon
Keyword(s):  
Communication Skills ◽  
Motor Skills ◽  
T Test ◽  
Fine Motor ◽  
Spastic Cerebral Palsy ◽  
Spastic Diplegia ◽  
Expressive Vocabulary ◽  
Gross Motor ◽  
Mental Age ◽  
Significant Difference

Purpose: To assess communication skills in children with spastic diplegia. Methods : The study included 20 subjects, 10 preschool children with spastic diplegia and 10 typical matched according to gender, mental age, and socioeconomic status. Assessment procedures were the following: interviews with parents, Stanford - Binet method, Gross Motor Function Classification System, Observing the Communicative Behavior, Vocabulary Test by Peabody Picture, Denver Developmental Screening Test II, MacArthur Development Inventory on Communicative Skills. Statistical analysis was performed using the values of mean, median, minimum and maximum value, and using Student's t-test, Mann-Whitney test, and Paired t-test. Results : Individuals with spastic diplegia, when compared to their peers of the same mental age, presented no significant difference in relation to receptive and expressive vocabulary, fine motor skills, adaptive, personal-social, and language. The most affected area was the gross motor skills in individuals with spastic cerebral palsy. The participation in intervention procedures and the pairing of participants according to mental age may have approximated the performance between groups. Conclusion : There was no statistically significant difference in the comparison between groups, showing appropriate communication skills, although the experimental group has not behaved homogeneously.

scholarly journals Spatial Variability of Lower Tropospheric Visibility and Meteorology of Urban centers in Nigeria

2021 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Relative Humidity ◽  
Spatial Variability ◽  
Analysis Of Variance ◽  
Secondary Data ◽  
T Test ◽  
Urban Centers ◽  
Awareness Campaigns ◽  
Coastal Cities ◽  
Significant Difference ◽  
Research Findings

The study analyzed the spatial variability of atmospheric visibility and meteorological parameters over selected cities in Nigeria. This study employed the use of secondary data which includes a 36 years (1982-2017) visibility, rainfall, relative humidity, windspeed and temperature data which was gotten from the weather register of the selected meteorological stations. Descriptive statistics, analysis of variance (ANOVA) and student t-test were employed in the analysis of data. Research findings revealed that revealed that the coastal cities witnessed better visibility than the northern part of the study area especially during the dry season. The Analysis of Variance (ANOVA) revealed statistically significant variation in visibility, temperature, rainfall, relative humidity and windspeed at 95% probability level across the selected locations. The student t-test statistics also revealed that a statistically significant difference in visibility, rainfall, windspeed and relative humidity occurs between the wet and dry seasons in most of the selected cities. The study recommends that awareness campaigns and enlightenment programmes be undertaken by various meteorological authorities and other relevant government agencies to improve the awareness of members of the public on the need to adhere strictly to weather alerts and warning systems.

scholarly journals Kwara-Central undergraduates’ perceived peer pressures on youths involvement in kidnapping

2020 ◽  
Vol 15 (1) ◽  
pp. 41-47
Author(s):  
Rasheed Adewuyi Shofiu ◽  
Abdulaziz Isiaka
Keyword(s):  
Analysis Of Variance ◽  
Peer Pressure ◽  
Target Population ◽  
T Test ◽  
Youth Participation ◽  
School Type ◽  
Academic Level ◽  
Significant Difference ◽  
Level Of Significance ◽  
Descriptive Survey

This study examined Kwara central undergraduates’ perceived peer pressure on youths’ involvement in kidnapping. This study was a descriptive survey. The population comprised of all undergraduates in Kwara Central Senatorial District. The target population was undergraduates from University of Ilorin and Alhikmah University, 500 students were randomly selected. A researcher design questionnaire was used for data collection while data collected were analyzed using frequency and percentage, mean, standard deviation (SD), ranking T-test and one-way analysis of variance. Research hypotheses were tested using independent T-test and also one-way analysis of variance at 0.05 level of significance. Findings revealed that peer pressure influences youth involvement in kidnapping in Nigeria; there was no significant difference in the influence of peer pressure on youth’s involvement in kidnapping as perceived by undergraduates based on academic level and school type. It was concluded that peer pressure influences youths’ involvement in kidnapping in Nigeria. We recommend both school and home adequate monitoring of students peers and friends at home and schools to prevent them from bad groups, adequate legislation to curb youth participation in kidnapping, good leadership examples for young ones to emulate and value reorientation of youths should be given top priority in educational curriculum.

scholarly journals The effect of problem-based learning and project-based learning on the achievement motivation

2018 ◽  
Vol 6 (2) ◽  
pp. 129-135
Author(s):  
Intan Kartika Sari
Keyword(s):  
Data Analysis ◽  
Achievement Motivation ◽  
Analysis Of Variance ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
T Test ◽  
Group Design ◽  
Significant Difference ◽  
Academic Year

This study aimed to reveal: (1) the effect of PBL on the achievement motivation; (2) the effect of PjBL on the achievement motivation; and (3) differences of achievement motivation between the group taught using PBL and the group taught using PjBL. This study was a quasi experiment with the nonequivalent commparison group design. The population was grade V students of SD Negeri Lempuyangwangi in academic year 2016/2017. The data analysis used t-test and Univariate Analysis of Variance at the significant levelof 5%. The result are as follows: (1) PBL improved positively and significantly on theachievement motivation; (2) PjBL improved positively and significantly on theachievement motivation; and (3) there is a significant difference on theachievement motivation between the group taught using PBL and that taught using PjBL.

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