Practice session (II): Connectivity games and more strategies

2009 ◽  
pp. 99-110
Author(s):  
József Beck
Keyword(s):  
Practice Session

scholarly journals Study protocol: content and perceived educational utility of different modalities of clinical teaching visit (CTV) workplace-based assessments within Australian general practice vocational training: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e045643
Author(s):  
Alison Fielding ◽  
Benjamin Eric Mundy ◽  
Amanda Tapley ◽  
Linda Klein ◽  
Sarah Gani ◽  
...  
Keyword(s):  
General Practice ◽  
Clinical Teaching ◽  
Educational Practice ◽  
Cross Sectional Study ◽  
Practice Session ◽  
Cross Sectional ◽  
Human Research Ethics ◽  
General Practice Registrar ◽  
Australian General Practice ◽  
The University

IntroductionClinical teaching visits (CTVs) are formative workplace-based assessments that involve a senior general practitioner (GP) observing a clinical practice session of a general practice registrar (specialist vocational GP trainee). These visits constitute a key part of Australian GP training. Despite being mandatory and resource-intensive, there is a paucity of evidence regarding the content and educational utility of CTVs. This study aims to establish the content and educational utility of CTVs across varying practice settings within Australia, as perceived by registrars and their assessors (‘CT visitors’). In addition, this study aims to establish registrar, CT visitor and practice factors associated with CTV content and perceived CTV utility ratings.Methods and analysisThis study will collect data prospectively using online questionnaires completed soon after incident CTVs. Participants will be registrars and CT visitors of CTVs conducted from March 2020 to January 2021. The setting is three Regional Training Organisations across four Australian states and territories (encompassing 37% of Australian GP registrars).Outcome factors will be a number of specified CTV content elements occurring during the CTV as well as participants’ perceptions of CTV utility, which will be analysed using univariate and multivariable regression.Ethics and disseminationEthics approval has been granted by the University of Newcastle Human Research Ethics Committee, approval number H-2020-0037. Study findings are planned to be disseminated via conference presentation, peer-reviewed journals, educational practice translational workshops and the GP Synergy research subwebsite.

Buku Ajar Mata Kuliah Introduction To Linguistics

2019 ◽  
Author(s):  
Vidya Mandarani
Keyword(s):  
Critical Thinking ◽  
Discourse Analysis ◽  
Theoretical Framework ◽  
Practice Session

The materials consist of theories and practice of Introduction to Linguistics including language & linguistics, phonetics, phonology, morphology, semantics, syntax, pragmatics, and discourse analysis. We also tried to enhance the students’ critical thinking on the practice session; we name it Students Activities. From these activities, it is expected that the students are not only be able to comprehend the theoretical framework of introduction to linguistics, but also to improve students’ ability to analyze language in the form of written or verbal.

Student Thoughts during Tennis Instruction

1992 ◽  
Vol 11 (3) ◽  
pp. 256-267 ◽  
Author(s):  
Amelia M. Lee ◽  
Dennis K. Landin ◽  
Jo A. Carter
Keyword(s):  
Positive Relationship ◽  
Student Response ◽  
Response Patterns ◽  
Practice Session ◽  
Successful Performance ◽  
Significant Positive Relationship ◽  
Stimulated Recall ◽  
Fourth Grade Students ◽  
Recall Procedure ◽  
Practice Trials

Thirty fourth-grade students were provided two 30-min lessons on the tennis forehand ground stroke. The students and the teacher were videotaped, and, following each lesson, the students were interviewed using a stimulated-recall procedure. Frequency measures of successful practice trials were also coded for each student during each practice session. Analysis revealed a significant positive relationship between skill-related thoughts and successful performance during class. The findings support the notion that student thoughts are important mediators between instruction and student response patterns.

EXPRESS: Practice and Transfer with Mappings of Spoon Tip and Handle to Keypress Responses

2021 ◽  
pp. 174702182110413
Author(s):  
Yaqi Xu ◽  
Aiping Xiong ◽  
Robert Proctor
Keyword(s):  
Prior Experience ◽  
Test Session ◽  
Verbal Reports ◽  
Practice Session ◽  
Compatible Mapping ◽  
Left And Right ◽  
Practice Trials

When orientation of a horizontal spoon image varies to the left or right, instructions can map left and right keypresses to the tip or handle location. We conducted Experiment 1 to determine whether practice with an incompatible mapping of the salient tip transfers to a test session in which the relevant part and/or mapping are changed. Participants performed 80 practice trials with tip-incompatible mapping, followed by 80 test trials with tip-compatible, tip-incompatible, handle-compatible, or handle-incompatible mapping. Performance improved across 20-trial blocks in the practice session. In the test session, responses were 65-ms faster with tip-compatible than tip-incompatible mapping but 31-ms faster with handle-incompatible than handle-compatible mapping. This latter result, and verbal reports, indicate that some participants adopted a strategy of responding compatibly to the salient tip even though instructed to respond to the handle. Experiment 2 focused on whether participants with handle-incompatible mapping instructions would adopt the tip-compatible strategy spontaneously or after receiving a hint. 77% of participants reported adopting the tip-compatible strategy in session 1, showing that prior experience responding to the tip is not necessary. 9% of participants did not report using that strategy in session 1 but reported changing to it in session 2 after receiving the hint. Their responses in session 2 were slower than those who used the strategy throughout, but this difference was minimal in the last two trial blocks. Compatible mapping of the salient spoon tip to keypresses dominated performance over prior practice with incompatible tip mapping and instructions with incompatible handle mapping.

Abstract W P364: Advanced Stroke Life Support: Making a Difference in Stroke Care

Stroke ◽  
2015 ◽  
Vol 46 (suppl_1) ◽  
Author(s):  
Amy Jones ◽  
Gladys Campbell
Keyword(s):  
Student Satisfaction ◽  
Life Support ◽  
Treatment Options ◽  
Educational Experience ◽  
Practice Session ◽  
Value Analysis ◽  
Hands On ◽  
Post Test ◽  
Stroke Education ◽  
Stroke Knowledge

Background and Purpose: A Comprehensive Stroke Center provides many opportunities for interactions with smaller facilities. Needs identified by our community facility partners was a standardized and effective neurological assessment of the stroke patient that could be performed by all staff and staff stroke education. Investigation into the Advanced Stroke Life Support (ASLS) course provided information that would serve as a blueprint to resolve both education needs. Method: Six staff members were certified as ASLS Instructors. ASLS course has been provided using didactic and hands on participation for scoring of patients with the Miami Emergency Neurologic Deficit (MEND) exam and stroke education. Participants were given a pre-test at the beginning of the educational experience, followed by a post test at the conclusion of class. Lectures included overview of five major stroke syndromes, basic MEND exam knowledge and scoring requirements, followed by review of treatment options and care provided once hospitalized. The learning opportunity was enhanced by interactive hands on session by each participant through performing the MEND exam on fellow participants and scoring of the MEND exam on scenario based test patients. Use of the interactive practice session with immediate feedback from instructors was key elements of student satisfaction and perceived learning during the educational experience. Results: Initial class evaluations and changes in pre and post test scores indicate an increase in participant stroke knowledge. 47 of 50 failed the pre-test with scores ranging from 35 to 85. Upon posttest all participants passed with scores ranging from 80 to 100. There was an increase in proficiency using the MEND exam from the initial practice session to use during the test patient scenarios. Additional survey results will be obtained using post class value analysis survey at least three months after class completion to demonstrate participants’ ability to apply knowledge to practice setting. Conclusion: Completion of ASLS course provides an increase of stroke knowledge that promotes application of information learned to care of stroke patients in practice settings.

Distance Estimation by Blindfolded Sighted Participants Using Echolocation

Perception ◽  
2019 ◽  
Vol 48 (12) ◽  
pp. 1235-1251
Author(s):  
Tomoki Maezawa ◽  
Jun I Kawahara
Keyword(s):  
Internal Representation ◽  
Distance Estimation ◽  
Target Distance ◽  
Systematic Bias ◽  
Practice Session ◽  
Reproduction Task ◽  
Hearing Ability ◽  
Delayed Reproduction ◽  
Retention Intervals ◽  
The Relationship

Auditory perceived distance can be distorted in one’s internal representation. Thus, the present study examined whether blindfolded sighted participants could reduce the bias and preserve estimated distance for 5 to 15 s using echolocation. The participants performed a delayed reproduction task that consisted of testing sessions on 2 separate days in which the target distance was manipulated from 20 to 50 cm. Participants were blindfolded and asked to reproduce the distance of a target after a temporal delay of several seconds using click bursts produced by a loudspeaker. The testing session was preceded by a practice session that included training and feedback. The relationship between estimated and actual distances was approximated based on a power function and the over- and underestimation of the target distance on each test day. Although participants showed systematic bias in distance estimation on both days, participants changed their bias in the second session by shifting reproduced locations closer to their bodies. The accuracy and consistency of their responses improved across the 2 days. Neither accuracy nor consistency was affected by the retention intervals. These enhancements of performance might be due to improved hearing ability or calibration of internal spatial references through a practice session.

After-Action Reviews and Long-Term Performance: An Experimental Examination in the Context of an Emergency Simulation

2020 ◽  
pp. 001872082095884
Author(s):  
Gonzalo J. Muñoz ◽  
Diego A. Cortéz ◽  
Constanza B. Álvarez ◽  
Juan A. Raggio ◽  
Antonia Concha ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Small Sample ◽  
Practice Session ◽  
Filler Task ◽  
Skill Retention ◽  
Initial Acquisition ◽  
Long Term Performance ◽  
After Action Reviews ◽  
Term Performance

Objective The present study examined the effectiveness of after-action reviews (AARs; also known as debriefing) in mitigating skill decay. Background Research on the long-term effectiveness of AARs is meager. To address this gap in the literature, we conducted an experimental study that also overcomes some research design issues that characterize the limited extant research. Method Eighty-four participants were randomly assigned to an AAR or non-AAR condition and trained to operate a PC-based fire emergency simulator. During the initial acquisition phase, individuals in the AAR condition were allowed to review their performance after each practice session, whereas individuals in the non-AAR condition completed a filler task. About 12 weeks later, participants returned to the lab to complete four additional practice sessions using a similar scenario (i.e., the retention and reacquisition phase). Results The performance of participants in the AAR condition degraded more after nonuse but also recovered faster than the performance of participants in the non-AAR condition, although these effects were fairly small and not statistically significant. Conclusion Consistent with the limited research on the long-term effectiveness of AARs, our findings failed to support their effectiveness as a decay-prevention intervention. Because the present study was conducted in a laboratory setting using a relatively small sample of undergraduate students, additional research is warranted. Application Based on the results of the present study, we suggest some additional strategies that trainers might consider to support long-term skill retention when using AARs.

scholarly journals Training anaesthetists in cricothyrotomy techniques using video demonstrations and a hands-on practice session: a shift towards preferred surgical approaches

2020 ◽  
Vol 125 (1) ◽  
pp. e160-e162
Author(s):  
Laurent Fradet ◽  
Christian Iorio-Morin ◽  
Maxime Tissot-Therrien ◽  
Pierre-Hugues Fortier ◽  
Marie-José Colas
Keyword(s):  
Surgical Approaches ◽  
Practice Session ◽  
Hands On

Student Engagement and Assessment Modes: A Study

2018 ◽  
Vol 7 (1) ◽  
pp. 72
Author(s):  
Anil Pathak
Keyword(s):  
Student Engagement ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Peer Assessment ◽  
Research Writing ◽  
Practice Session ◽  
Assessment Tasks ◽  
Communicative Effect ◽  
Technological University ◽  
And Training

<p>The aim of this project is to attempt a factorial analysis of the congruence amongst three layers of assessments of Oral Presentation: Expert, Self, and Peer. Participants included graduate and undergraduate students of Asian background studying Research Writing at a technological university. The research instrument consisted of a set of assessment checklists with weighted and specified criteria for Expert, Self and Peer assessment of research presentations. Broader criteria were based on the following four factors: Use of spoken media, Use of visuals, Interrelationships, and Communicative Effect. Participants received training and were involved in a practice session on self and peer assessment before engaging in the assessment tasks. While the pilot study is unable to conclusively establish congruence among the modes of assessment, it is expected that results from a wider database would indicate the nature of well-defined assessment criteria and the ways they can be effectively communicated to assessors. The present study suggests that the differences in ratings given by peers and experts are not due to a lack of capability on the part of students, but due to lack of orientation and training. It is necessary to evolve criteria that are well-documented to enable students to evaluate their own performance as well as the performance of their peers as effectively as done by experts.</p>

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