Comparison of Fine Arts– and Pathology-Based Observational Skills Training for Veterinary Students Learning Cytology

Keen observational skills are essential for veterinarians; however, the development of these skills is not usually an explicit part of the veterinary curriculum. Fine arts–based (FAB) observation training has been shown to improve medical students’ observational skills and might also improve veterinary students’ observational skills. We compared FAB and pathology-based (PB) observation training in a veterinary cytology course. Students initially wrote a pre-test in which they described two cytology images and one art image, followed by participation in either FAB or PB observation training. Both groups completed a similar post-test immediately after training and a delayed post-test 4 weeks later following instruction in cytology. Differences between groups were noted only in the immediate post-test cytology descriptions. The PB group used significantly more specific vocabulary terms and significantly more accurate observations than the FAB group, suggesting an immediate benefit to the discipline-specific information gained in the PB observation training. In the delayed post-test, results for both groups were similar. The FAB group significantly increased their use of specific vocabulary terms and maintained but did not increase accurate observations following cytology instruction, while accurate observations decreased significantly for the PB group. The FAB group might have been able to generalize their observation skills to the discipline of cytology and to better retain these skills. Neither type of training resulted in both achievement and maintenance of the highest recorded scores for accurate observations. Both FAB and PB training led to improved observational skills, and explicit observation training may be useful for veterinary students.

Looking for Patterns

This chapter focuses on ambiguous experimental results, paying close attention to experimental processes and tracking the ways that practitioners tackle, reason, and think through puzzling experimental results. It investigates the context of experiments with modified life-forms and experimental results that take the form of a vast array of biotic not-quites. It also highlights organismic by-products that point in various directions when it comes to figuring out how much control synthetic biologists have over their designs and what steps should be taken as correctives. The chapter explains how experiments often come packaged together with the choices, standards, and observational skills of others. It discusses the problem of the definition of growth that was deferred through the delineation of a category for the indeterminate results.

Effect of Training Program to Improve Observational Skills of Psychiatric Nursing Students

Introduction: Training program is believed to enhance nursing students’ knowledge and performance in observational skills, which can be an essential factor in their future practice as nurses working in a psychiatric institution. Aim: This study aimed to assess the effect of training program for psychiatric nursing students to improve their observational skills. Materials and Methods: This study used an interventional design. The study sample included 80 nursing students undergoing clinical practice in psychiatric nursing during 2019-20 (10 months). The tools used for data collection were questionnaire to assess nursing student’s knowledge and an observational checklist to measure the performance. Percentage distribution, chi-square, and correlation coefficient were used to determine influence of training program on nursing students. Results: The training program imparted to students was effective as indicated by a highly significant difference between pre/post-training programs in all items of psychiatric nursing students’ knowledge. Furthermore, a highly significant difference between pre/post-training programs in all elements of students’ observational rating scale was also evident. Conclusion: The training program improved nursing students’ knowledge and performance. Particularly, their observational skills have brought confidence in their exposure and boast their ability in caring for their patients.

Remodelling baby clinics: Opportunities to support parent–baby relationships

This article examines how the ‘weigh in’ can be a ‘way in’ to joined-up physical and mental healthcare in baby clinic settings. Instead of a group of parents and babies in a waiting room environment, clinics are remodelled into interactive, playful group community hubs. Pilot projects have taken place and offer evaluation results and practical methods. Professionals work together using their observational skills as a basis for engaging directly with babies and parents, bringing social and emotional development to the fore.

The Riddle of the Voodoo Tree: An Exercise in Ecological Thinking, Using the Example of the Honey Locust (Gleditsia triacanthos)

Object-based learning is an approach that aims to foster observational skills and sensory awareness. Paradoxical plant objects that do not lend themselves to all-too-easy explanations and interpretations can be used to practice the search for ecological explanations and the formation of evolutionary hypotheses. They can be the basis of particularly fruitful and rewarding learning experiences. Gleditsia triacanthos, the honey locust, is a commonly planted ornamental tree. It exhibits striking structures of defense against – and fruit that point to a mutualism with – large animals. These structures, possibly developed in coevolution with Pleistocene faunas, invite a discussion of the complex, neither fully antagonistic nor fully mutualistic, relationships between plants and animals.

Education Research: An arts-based curriculum for neurology residents

ObjectiveTo determine the feasibility and educational value of an arts-based curriculum for neurology residents, with the following specific learning objectives: to enhance communication and observational skills, increase awareness of point of view, and deepen appreciation of the narrative content of illness.MethodsNarrative medicine and visual thinking exercises, adopted from the study of literature and art history, were offered as monthly sessions in the neurology residents' conference schedule. Participants completed an institutional review board–approved anonymous evaluation using a 5-point Likert scale to rate course effectiveness and perform a retrospective pre- and post-self-assessment of communication and visual observation skills. They also provided free text feedback on the course.ResultsAll participants rated the course highly and found the exercises effective in enhancing awareness of language and observational skills. Eighty percent of participants rated their listening and observation skills as above average after participation, which improved from 63% and 45%, respectively, before the sessions. Comments on the course cited the importance of reflection, focused attention, awareness of multiple perspectives, and appreciation of colleagues.ConclusionsArts-based graduate medical education is feasible and effective in teaching residents to listen and observe more closely. Narrative medicine and visual thinking exercises highlight these skills and promote professional growth, providing an opportunity to reflect and find meaning in clinical work.

Using Small Scale Techniques to Assess Laboratory Learning

<span>The laboratory part of a chemistry courses is considered essential by most chemistry instructors, yet few instructors attempt to assess the laboratory learning with anything other than written lab reports. At best lab reports may only provide feedback on students observational skills, communication skills, and their ability to follow directions, skills that students should have, but are hardly the essence of laboratory training. Those instructors that do attempt to assess students laboratory skills often do so with paper and pencil exams.</span>