scholarly journals Student Perceptions of Online Video Cases to Promote Helping Skills Training

2017 ◽  
Author(s):  
Chris McCarthy ◽  
Karen French
Keyword(s):  
Student Perceptions ◽  
Skills Training ◽  
Online Video ◽  
Video Cases ◽  
Helping Skills

Correlations of Pretraining Characteristics Among Students Receiving Helping Skills Training

2014 ◽  
Author(s):  
Saryn Cranston ◽  
Andrew S. Mcclintock ◽  
Shannon Mccarrick ◽  
Timothy M. Anderson ◽  
Clara E. Hill
Keyword(s):  
Skills Training ◽  
Helping Skills

Randomized Trial Comparing Instructor-Delivered Feedback with Self-Assessment Using Video During Basic Skills Training

2021 ◽  
Author(s):  
Carolyn L. Kerr ◽  
Mina Abdulghani ◽  
Claudia Smith ◽  
Deep K. Khosa
Keyword(s):  
Student Perceptions ◽  
Assessment Tool ◽  
Skills Training ◽  
Performance Outcomes ◽  
Qualitative Assessment ◽  
Self Assessment ◽  
Optimal Method ◽  
Directed Group ◽  
Catheterization Technique ◽  
Skill Performance

Feedback has been shown to be one of the most powerful and effective influences on student achievement; however, the optimal method for providing feedback to trainees during veterinary skills training has yet to be determined. A prospective mixed-methods study was undertaken to evaluate student perceptions and performance outcomes with self-assessment using video- or instructor-delivered feedback during skills training using a model. Forty participants naïve to intravenous (IV) catheter placement were randomly assigned either to self-assessment using video or to instructor-directed feedback. A questionnaire probing participants’ perceptions of their knowledge level and confidence in their skills was completed before and after the training, and an interview was done at study completion. Final skill performance was recorded using video capture to permit blind evaluations using a standard assessment tool. A quantitative evaluation of the performance and questionnaire scores, as well as a qualitative assessment of the interviews, was performed. Questionnaire scores were significantly higher in the post-study questionnaire for 12 of the 14 questions in both groups. Students assigned to the instructor-directed group had significantly higher scores than students in the self-directed group on the skill performance ( p < .05). Self-reported confidence in knowledge and skill related to the IV catheterization technique improved with both self-directed feedback using video and instructor-directed feedback. Skill performance, however, was superior following instructor-directed feedback. Participants expressed positive experiences associated with use of the models for skills training, the value of the learning materials including the video, and guidance during learning.

scholarly journals Helpers' Self-Assessment Biases Before and after Helping Skills Training

2017 ◽  
Vol 8 ◽  
Author(s):  
Marine Jaeken ◽  
Emmanuelle Zech ◽  
Céline Brison ◽  
Lesley L. Verhofstadt ◽  
Nady Van Broeck ◽  
...  
Keyword(s):  
Skills Training ◽  
Self Assessment ◽  
Helping Skills ◽  
Before And After

A Follow-Up Evaluation of Helping Skills Training

1977 ◽  
Vol 17 (1) ◽  
pp. 29-35 ◽  
Author(s):  
PATRICIA R. MCCARTHY ◽  
STEVEN J. DANISH ◽  
ANTHONY R. D'AUGELLI
Keyword(s):  
Skills Training ◽  
Helping Skills

Helping skills training for undergraduates: Outcomes and prediction of outcomes.

2008 ◽  
Vol 55 (3) ◽  
pp. 359-370 ◽  
Author(s):  
Clara E. Hill ◽  
Melissa Roffman ◽  
Jessica Stahl ◽  
Suzanne Friedman ◽  
Ann Hummel ◽  
...  
Keyword(s):  
Skills Training ◽  
Helping Skills

scholarly journals Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course

2020 ◽  
Vol 12 (11) ◽  
pp. 4569 ◽  
Author(s):  
Víctor Revilla-Cuesta ◽  
Marta Skaf ◽  
Juan Manuel Manso ◽  
Vanesa Ortega-López
Keyword(s):  
Formative Assessment ◽  
Student Perceptions ◽  
Engineering Students ◽  
Skills Training ◽  
Practical Experience ◽  
Cooperative Work ◽  
Teaching Methodology ◽  
Theoretical Concepts ◽  
The Right ◽  
Teaching Modality

Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world.

The effectiveness of helping skills training for undergraduate students: Changes in ethnocultural empathy.

2020 ◽  
Vol 67 (1) ◽  
pp. 14-24
Author(s):  
Yun Lu ◽  
Clara E. Hill ◽  
Gregory R. Hancock ◽  
Brian Taehyuk Keum
Keyword(s):  
Undergraduate Students ◽  
Skills Training ◽  
Ethnocultural Empathy ◽  
Helping Skills
Sign in / Sign up

Export Citation Format

Share Document