scholarly journals Investigating the Comparative Suitability of Traditional and Task-Specific Think Aloud Training

2019 ◽  
Vol 127 (1) ◽  
pp. 202-224 ◽  
Author(s):  
Phil D. J. Birch ◽  
Amy E. Whitehead
Keyword(s):  
Training Group ◽  
Self Report ◽  
Research Use ◽  
Social Validation ◽  
Think Aloud ◽  
Specific Training ◽  
Training Groups ◽  
Traditional Training ◽  
And Task ◽  
Ta Training

The think aloud (TA) protocol is used to capture conscious cognition for wide ranging applications. However, the methods used to train the TA technique have been inconsistent, involving a mixture of both traditional guidelines and task-specific examples. This study aimed to examine how best to train the TA process. We recruited 20 competitive golfers as research participants, and we randomly assigned them to equal sized groups of traditional TA training as described by Ericsson and Simon and task-specific training in which participants were familiarized with TA via task-specific examples. Following training, all participants performed a golf task and were asked to TA. We transcribed audiotapes of their verbatim TA content and analyzed them using a deductive framework. We also collected various social validation self-report measures to assess participant perceptions of TA training. Overall, we found no significant differences in the frequency or type of TA verbalizations when comparing traditional and task-specific TA training groups. However, participants in the task-specific training group reported more favorable perceptions of training and found training significantly clearer than did participants in the traditional training group. We suggest that these findings support traditional TA training following Ericsson and Simon’s training guidelines, but adding task-specific examples seems to increase the familiarity of TA use and facilitate more reliable and accurate cognition data for research use.

Facing a Patient Who Seeks Help After a Suicide Attempt

Crisis ◽  
2014 ◽  
Vol 35 (2) ◽  
pp. 110-122 ◽  
Author(s):  
Inês Areal Rothes ◽  
Margarida Rangel Henriques ◽  
Joana Barreiros Leal ◽  
Marina Serra Lemos
Keyword(s):  
Health Professionals ◽  
Suicide Attempts ◽  
Self Report ◽  
Suicidal Patient ◽  
Emotional Difficulties ◽  
Specific Training ◽  
Patient Suicide ◽  
Professional Groups ◽  
Professional Characteristics ◽  
Suicidal Patients

Background: Although intervention with suicidal patients is one of the hardest tasks in clinical practice, little is known about health professionals’ perceptions about the difficulties of working with suicidal patients. Aims: The aims of this study were to: (1) describe the difficulties of professionals facing a suicidal patient; (2) analyze the differences in difficulties according to the sociodemographic and professional characteristics of the health professionals; and (3) identify the health professionals’ perceived skills and thoughts on the need for training in suicide. Method: A self-report questionnaire developed for this purpose was filled out by 196 health professionals. Exploratory principal components analyses were used. Results: Four factors were found: technical difficulties; emotional difficulties; relational and communicational difficulties; and family-approaching and logistic difficulties. Differences were found between professionals who had or did not have training in suicide, between professional groups, and between the number of patient suicide attempts. Sixty percent of the participants reported a personal need for training and 85% thought it was fundamental to implement training plans targeted at health professionals. Conclusion: Specific training is fundamental. Experiential and active methodologies should be used and technical, relational, and emotional questions must be included in the training syllabus.

scholarly journals The efficacy of repetitions-in-reserve vs. traditional percentage-based resistance training: a 4-week pre-season randomized intervention in elite rugby league players

2021 ◽  
Author(s):  
Jonathan Sinclair ◽  
Christopher James Edmundson ◽  
Ian Bentley
Keyword(s):  
Body Mass ◽  
Bench Press ◽  
Training Group ◽  
Rugby League ◽  
Post Intervention ◽  
Training Block ◽  
Training Groups ◽  
Strength Based ◽  
Randomized Intervention ◽  
Repetitions To Failure

Abstract Purpose This two-experiment study aimed to examine (1) the accuracy and reliability of repetitions-in-reserve and (2) using a randomized trial, the efficacy of repetition-in-reserve compared to traditional percentage-based training during a 4-week pre-season strength training block in elite rugby league players. Methods In experiment 1, participants performed deadlift, bench press and weighted pull up exercises for 3, 6, and 9 repetitions to failure using self-selected loads. This was undertaken on two occasions, separated by 8-weeks. In experiment 2, participants were randomly separated into either repetitions-in-reserve or percentage-based training groups. They completed a 4-week pre-season training block with training prescribed based on the group to which they were assigned. Measures of body mass and 3 repetition max strength in the aforementioned exercises were measured pre and post intervention. Results Experiment 1 showed that repetitions-in-reserve exhibited generally acceptable levels of accuracy and moderate-good levels of reliability. However, the deadlift when the required number of repetitions was 6 and 9 and the bench press when number of repetitions was 9 were not associated with acceptable levels of accuracy and reliability, respectively. Experiment 2 showed that there were no differences between repetitions-in-reserve or percentage-based training group for the strength outcomes, although there were significant increases in body mass in the percentage-based group (pre = 85.6 ± 10.6 kg, post = 86.4 ± 10.8 kg). Conclusion Repetitions-in-reserve is generally associated with acceptable levels of accuracy and moderate-good levels of reliability, although there were some exceptions for the deadlift in relation to accuracy and bench press for reliability. Experiment 2 shows that although there were no differences between groups for the strength-based outcomes, significant increases in body mass in the percentage-based group may make this approach a more effective approach to prepare players for the rigors of the rugby league season.

scholarly journals Evaluation the effectiveness of Abridged IMNCI (7-Day) Course v standard (11-Day) Course in Pakistan

2020 ◽  
Author(s):  
Shabina Ariff ◽  
Khalil Ahmed ◽  
Kamran Sadiq ◽  
Khadija Nuzhat ◽  
Shakeel Ahmed ◽  
...  
Keyword(s):  
Experimental Study ◽  
Clinical Skills ◽  
Healthcare Providers ◽  
Training Group ◽  
Training Groups ◽  
Training Course ◽  
Quasi Experimental ◽  
Standard Training ◽  
To Receive

Abstract Background: The conventional IMCI training for healthcare providers is delivered in 11 days, which can be expensive and disruptive to the normal clinical routines of the providers. An equally effective, shorter training course may address these difficulties.Methods: This was a quasi-experimental study that was conducted in two provinces (Sindh and Punjab) of Pakistan. 104 healthcare providers were conveniently selected to receive either the abridged (7-day) or the standard (11-day) training. Knowledge and clinical skills of the participants were assessed before, immediately on conclusion of, and six months after the training.Results: The improvement in mean knowledge scores of the 7-day and 11-day training groups was 31.6 (95% CI: 24.3, 38.8) and 29.4 (95% CI: 23.9, 34.9) respectively, p = 0.630 while the improvement in mean clinical skills scores of the 7-day and 11-day training groups was 23.8 (95% CI: 19.3, 28.2) and 23.0 (95% CI: 18.9, 27.0) respectively, p = 0.784. The decline in mean knowledge scores six months after the training was -12.4 (95% CI -18.5, -6.4) and -6.4 (95% CI: -10.5, -2.3) in the 7-day and 11-day groups respectively, p = 0.094. The decline in mean clinical skills scores six months after the training was -6.3 (95% CI -11.3, -1.3) in the 7-day training group and -9.1 (95% CI -11.5, -6.6) in the 11-day group, p = 0.308.Conclusion: An abridged IMNCI training is equally effective as the standard training. However, training for certain illnesses may be better delivered by the standard course.

scholarly journals Effects of mindfulness training on regulatory and academic abilities in preadolescents: Results from a pilot study

2018 ◽  
Vol 1 (1) ◽  
pp. 69-93 ◽  
Author(s):  
Lena Wimmer ◽  
Lisa von Stockhausen ◽  
Silja Bellingrath
Keyword(s):  
Pilot Study ◽  
Verbal Memory ◽  
Passive Control ◽  
Training Group ◽  
Mindfulness Training ◽  
Self Report ◽  
Control Group ◽  
Coping With Stress ◽  
Stress Regulation ◽  
Diurnal Cortisol

AbstractRegulatory abilities such as self-regulation and stress regulation are key predictors of essential developmental outcomes, including intellectual and socioemotional milestones as well as academic achievement. Preadolescence has been proposed as a period that is crucial for training these abilities. The present pilot study investigated the effects of mindfulness training on preadolescents‘ regulatory abilities and school-related outcomes. A group of 34 fifth graders received either mindfulness training (experimental group), Marburg Concentration Training (alternative treatment group), or no treatment (passive control group) and were monitored over a four-month intervention period. Regulatory abilities were assessed first, with two self-report questionnaires that operationalized impulsivity and coping with stress, respectively. Second, physical stress regulation was examined on the basis of diurnal cortisol as well as salivary α-amylase (sAA) profiles. Finally, school-related outcomes were measured with a paperpencil based performance test of verbal memory. Results show that impulsivity increased in all groups over time, whereas there were no significant training effects on self-reported coping with stress. Both training groups showed more adaptive physiological stress regulation in terms of steeper diurnal cortisol slopes and marginally less pronounced sAA awakening responses, however, with respect to physiological measures, no data of the passive control group are available. With respect to school-related outcomes, the results indicate a slight superiority regarding verbal memory for the mindfulness training group compared to the Marburg Concentration Training group.

scholarly journals Synergy between Acute Intermittent Hypoxia and Task-Specific Training

2020 ◽  
Vol 48 (3) ◽  
pp. 125-132 ◽  
Author(s):  
Joseph F. Welch ◽  
Tommy W. Sutor ◽  
Alicia K. Vose ◽  
Raphael R. Perim ◽  
Emily J. Fox ◽  
...  
Keyword(s):  
Intermittent Hypoxia ◽  
Specific Training ◽  
And Task

scholarly journals Influence of Motivation on Academic Performance among Dental College Students

2019 ◽  
Vol 7 (8) ◽  
pp. 1374-1381 ◽  
Author(s):  
Sultan A. Almalki
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Dental Students ◽  
Task Value ◽  
Self Report ◽  
Learning Performance ◽  
Learning Beliefs ◽  
Grade Point ◽  
Motivation For Learning ◽  
And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

scholarly journals The Effects of Rhythm Training on Tennis Performance

2012 ◽  
Vol 33 (1) ◽  
pp. 123-132 ◽  
Author(s):  
Mustafa Söğüt ◽  
Sadettin Kirazci ◽  
Feza Korkusuz
Keyword(s):  
University Students ◽  
Training Group ◽  
The Other ◽  
Measurement Instruments ◽  
Experimental Procedure ◽  
Tennis Players ◽  
Training Groups ◽  
Significant Difference ◽  
Fast Tempo ◽  
Slow Tempo

The Effects of Rhythm Training on Tennis PerformanceRhythm training is an integral part of sports. The purposes of the study were to analyze the effects of rhythm training on tennis performance and rhytmic competence of tennis players, to compare the improvement levels of tennis specific and general rhythm training and to examine the effects of shorter and longer tempos on rhythmic competence. Thirty university students whose mean score of International Tennis Number (ITN) was 7.3 (±0.9) were divided randomly into three sub-groups: Tennis Group, General Rhythm Training Group and Tennis-Specific Rhythm Training Group. The experimental procedure lasted 8 weeks. During this period, all groups had the same tennis training twice a week. The Tennis Group had regular tennis training sessions. In addition to regular tennis training sessions, the General Rhythm Training Group followed the general rhythm training sessions and the Tennis-Specific Rhythm Training Group had tennis-specific rhythm training. The measurement instruments were ITN, Rhythmic Competence Analysis Test and Untimed Consecutive Rally Test. The results indicated that participation in tennis-specific or general rhythm training resulted in progress in tennis playing levels, forehand consistency performance and rhythmic competence of the participants. On the other hand, attendance to the regular 8-week tennis training was enough to solely increase the tennis playing level but not sufficient to develop forehand consistency performance and rhythmic competence. Although the participants in the TRTG had better improvement scores than the ones in the GRTG, no significant difference was found between the rhythm training groups. The results also revealed that participants exhibited higher rhythmic competence scores on fast tempo compared to slow tempo.

scholarly journals A pilot study of the effect of force feedback training on students learning flexion-distraction chiropractic technique*

2018 ◽  
Vol 33 (2) ◽  
pp. 100-105
Author(s):  
Robert M. Rowell ◽  
M. Ram Gudavalli ◽  
Steven Silverman
Keyword(s):  
Force Feedback ◽  
Training Group ◽  
Force Transducer ◽  
Force Measurements ◽  
Feedback Training ◽  
Traditional Training ◽  
Baseline Group ◽  
Group 2 ◽  
Chiropractic Students ◽  
Group 1

Objective: We compared traditional training alone and with the addition of force feedback training for learning flexion-distraction chiropractic technique. Methods: Participants were randomly allocated to two groups (traditional or traditional plus force feedback training). Students' forces were measured before training and after force feedback training. Students rated the helpfulness of the training and the comfort of the force transducer. Results: Thirty-one students were enrolled. Both groups delivered similar forces at baseline. Group 1 students' subsequent force measurements were higher after force feedback training. Group 2 students' forces were unchanged. Group 2 students were trained with force feedback for week 2 of the class, and forces were higher after feedback and similar to those in group 1. Students rated the training as very or somewhat helpful. Students also experienced discomfort as a patient and a student-doctor due to the force transducer that was used. Students who received force feedback training learned to deliver higher forces, which were closer to the forces delivered by experienced doctors of chiropractic. Students who did not receive force feedback continued to deliver lower forces. Conclusion: Force feedback helped students deliver forces closer to the desired force level and to learn this delivery faster than students who were not trained with force feedback.

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