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Wong AKC, Hung TTM, Bayuo J, Wong FKY. The development and implementation of a blended video watching and peer learning model for master's nursing students: a quasi-experimental study. BMC Nurs 2023; 22:62. [PMID: 36879268 PMCID: PMC9988596 DOI: 10.1186/s12912-023-01204-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 02/10/2023] [Indexed: 03/08/2023] Open
Abstract
BACKGROUND With today's complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment. AIM This study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master's nursing program. METHODS A quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46). RESULTS There was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode. CONCLUSION This study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals.
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Affiliation(s)
- Arkers Kwan Ching Wong
- School of Nursing, The Hong Kong Polytechnic University, 1 Cheong Wan Road City, Hung Hom, Hong Kong.
| | - Tommy Tsz Man Hung
- School of Nursing, The Hong Kong Polytechnic University, 1 Cheong Wan Road City, Hung Hom, Hong Kong
| | - Jonathan Bayuo
- School of Nursing, The Hong Kong Polytechnic University, 1 Cheong Wan Road City, Hung Hom, Hong Kong
| | - Frances Kam Yuet Wong
- School of Nursing, The Hong Kong Polytechnic University, 1 Cheong Wan Road City, Hung Hom, Hong Kong
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Moustafa NM, Alghamdi FA, Aldaajani SS, Alghweri HR, Alomari RH, Almutairi RA, Alkahbbaz EY, Sharif AF. Synchronised Video-assisted Clinical Skill Lab Sessions (SVCSLSs). Can SVCSLSs fill some gaps in virtual medical education? A mixed-method study. J Vis Commun Med 2022; 46:19-29. [PMID: 35726167 DOI: 10.1080/17453054.2022.2086454] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Despite the recent advancement of virtual education during the last pandemic, mastering clinical competencies remains challenging. The current study endorsed Synchronised Video-assisted Clinical Skill lab Sessions (SVCSLS) as a novel instructional design aiming to improve medical students' clinical competencies during virtual learning. The current study is a mixed-method study that was carried out among 210 medical students at a medical college in Saudi Arabia. It was revealed that students viewed SVCSLSs as an effective and safe tool during times of crisis. Students' performance did not show significant variations in all program phases compared with face-to-face learning. SVCSLSs has many advantages, including enjoyment, continuous access to learning material, Self-Directed Learning, fostering recall and memorisation, and enhancing higher cognitive skills. Students suggested that the sessions' content be updated, that workplace-related videos be added, and that constructive feedback is provided. Students recommended updating the contents of the sessions, enriching them with workplace-based videos, and providing constructive feedback. Though SVCSLSs have been proven to be an effective tool, we recommend using them during a crisis rather than replacing the face-to-face mode of learning in normal circumstances.
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Affiliation(s)
- Nouran M Moustafa
- Medical Education Department, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia.,Medical Microbiology & Immunology Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Farah A Alghamdi
- Fifth year medical student, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia
| | - Shatha S Aldaajani
- Fifth year medical student, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia
| | - Hind R Alghweri
- Fifth year medical student, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia
| | - Reem H Alomari
- Fifth year medical student, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia
| | - Reem A Almutairi
- Fifth year medical student, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia
| | - Emtenan Y Alkahbbaz
- Fifth year medical student, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia
| | - Asmaa F Sharif
- Clinical Medical Sciences Department, College of Medicine, Dr Al-Uloom University, Riyadh, Saudi Arabia.,Department of Forensic Medicine and Clinical Toxicology, Faculty of Medicine, Tanta University, Egypt
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Launay F, Ménard M, Bourgin M, Mhadhbi H, Sutre F, Draper-Rodi J. Impact of different types of revision materials on the learning of musculoskeletal techniques. INT J OSTEOPATH MED 2021. [DOI: 10.1016/j.ijosm.2020.08.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Tripodi N, Kelly K, Husaric M, Wospil R, Fleischmann M, Johnston S, Harkin K. The Impact of Three-Dimensional Printed Anatomical Models on First-Year Student Engagement in a Block Mode Delivery. ANATOMICAL SCIENCES EDUCATION 2020; 13:769-777. [PMID: 32163665 PMCID: PMC7687145 DOI: 10.1002/ase.1958] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Revised: 03/04/2020] [Accepted: 03/09/2020] [Indexed: 06/10/2023]
Abstract
Student engagement is known to have several positive effects on learning outcomes and can impact a student's university experience. High levels of engagement in content-heavy subjects can be difficult to attain. Due to a major institutional restructure, the anatomy prosection laboratory time per subject was dramatically reduced. In response, the authors set out to redesign their anatomy units with a focus on engaging the learning activities that would increase time-on-task both within and outside of the classroom. One of these curriculum changes was the implementation of a suite of anatomy learning activities centered on sets of three-dimensional printed upper limb skeleton models. A two-part mixed-method sequential exploratory design was used to evaluate these activities. Part one was a questionnaire that evaluated the students' engagement with and perceptions of the models. Part two involved focus groups interviews, which were an extension of the survey questions in part one. The results of the study indicated that the majority of students found the models to be an engaging resource that helped improve their study habits. As a result, students strongly felt that the use of the models inspired greater academic confidence and overall better performance in their assessments. Overall, the models were an effective way of increasing the engagement and deep learning, and reinforced previous findings from the medical education research. Future research should investigate the effects of these models on student's grades within osteopathy and other allied health courses.
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MESH Headings
- Anatomy/education
- Curriculum
- Education, Medical, Undergraduate/methods
- Education, Medical, Undergraduate/organization & administration
- Educational Measurement/statistics & numerical data
- Focus Groups
- Humans
- Imaging, Three-Dimensional
- Models, Anatomic
- Models, Educational
- Osteopathic Medicine/education
- Printing, Three-Dimensional
- Problem-Based Learning/methods
- Program Evaluation
- Qualitative Research
- Stakeholder Participation
- Students, Medical/psychology
- Students, Medical/statistics & numerical data
- Surveys and Questionnaires/statistics & numerical data
- Universities/organization & administration
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Affiliation(s)
| | - Kate Kelly
- First Year CollegeVictoria UniversityMelbourneVictoriaAustralia
| | - Maja Husaric
- First Year CollegeVictoria UniversityMelbourneVictoriaAustralia
| | - Rebecca Wospil
- First Year CollegeVictoria UniversityMelbourneVictoriaAustralia
| | - Michael Fleischmann
- Osteopathy DivisionCollege of Health and BiomedicineVictoria UniversityMelbourneVictoriaAustralia
| | - Susan Johnston
- First Year CollegeVictoria UniversityMelbourneVictoriaAustralia
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Olivier B, Verdonck M, Caseleijn D. Digital technologies in undergraduate and postgraduate education in occupational therapy and physiotherapy: a scoping review. JBI Evid Synth 2020; 18:863-892. [PMID: 32813350 DOI: 10.11124/jbisrir-d-19-00210] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective of this scoping review was to map research in the use of digital technologies in occupational therapy and physiotherapy education in terms of the type of digital technology used, how the digital technology is applied, and the author-reported outcomes of digital technology use. INTRODUCTION The ubiquitous nature of digital technology has influenced higher education, offering benefits of integrating digital technologies into curricula. However, the extent of the application of digital technologies in higher education in occupational therapy and physiotherapy warrants investigation. This scoping review mapped the reported applications of digital technology in both undergraduate and postgraduate occupational therapy and physiotherapy education. INCLUSION CRITERIA Research studies on the use of digital technology in undergraduate and/or postgraduate education in occupational therapy and/or physiotherapy were considered for inclusion in this scoping review. METHODS A comprehensive search strategy using multiple databases was employed to find relevant studies. Keywords and the derivatives of "digital technology," "education," "occupational therapy" and "physiotherapy" were used. The databases searched included MEDLINE via PubMed, the Cochrane Central Register of Controlled Trials, Physiotherapy Evidence Database (PEDro), EBSCOhost Education Research Complete, EBSCOhost ERIC, EBSCOhost MasterFILE Premier, EBSCOhost CINAHL Complete, OT Database, OT Seeker and Scopus. Google Scholar was also searched. The filter "humans" was applied, where possible. Peer-reviewed qualitative and quantitative research studies were considered for inclusion. Owing to the rapid development of technologies, studies that were published from January 2013 to April 2019 were included. This review only included papers available in English. The relevant studies and their reported outcomes were organized and analyzed thematically. RESULTS The initial search yielded 2853 articles. Title, abstract and full-text review yielded 52 suitable papers meeting criteria. The final data set represented 4038 participants. Data were analyzed according to three main categories, namely, type of technology used, application of digital technology and author-reported outcomes. The review showed that occupational therapy and physiotherapy educators have used a wide variety of digital technologies, including quizzes, videos, social media, learning management systems and content repositories. Digital technologies have been applied in a range of learning and teaching contexts, including feedback and assessment, clinical skills and techniques, professional behaviors, clinical reasoning and fieldwork supervision. Author-reported outcomes varied between studies and were associated with student factors (e.g. anxiety, self-efficacy), technical difficulties when implementing digital technology, as well as financial costs. CONCLUSION A wide variety of digital technologies can support learning and teaching across many contexts in occupational therapy and physiotherapy education. Technology should not be used in isolation and must be aligned to the proposed learning outcomes. Studies highlight the need for face-to-face contact with lecturers and fellow students in addition to the use of digital technology.
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Affiliation(s)
- Benita Olivier
- Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.,The Wits-JBI Centre for Evidenced-Based Practice: A JBI Affiliated Group
| | - Michele Verdonck
- School of Health and Sport Science, University of the Sunshine Coast, Queensland, Australia.,Carnegie-WITS Alumni Diaspora Programme, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Daleen Caseleijn
- Department of Occupational Therapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
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Torres G, Villagrán I, Fuentes J, Araya JP, Jouannet C, Fuentes-López E. Interactive virtual scenarios as a technological resource to improve musculoskeletal clinical reasoning skills of undergraduate physiotherapy students. Physiother Theory Pract 2020; 38:1016-1026. [PMID: 32814476 DOI: 10.1080/09593985.2020.1809043] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
BACKGROUND Clinical reasoning is a fundamental competency in the learning process of health professionals. Since learning with traditional methods presents difficulties, teaching with interactive virtual scenarios is a good alternative. OBJECTIVE To describe the impact of a blended training with interactive virtual scenarios for the development of clinical reasoning skills in undergraduate physiotherapy students. METHODS A sample of 92 students solved eight storylines. Assessment error percentage, clinical pattern recognition, satisfaction, and the perception of difficulty were obtained. A proportions test was used to compare baseline and final assessments. To analyze the relationship between the variables, multilevel univariate logistic regression models were built. RESULTS A significant difference was observed in the error percentage between baseline and final assessment (p < .001). Comparing the last storyline to the first one, there were 2.63 times more possibilities to correctly recognize the pattern. The error percentage was associated with the opportunity to recognize the pattern precisely (p < .001). Thus, for each increasing unit in the error percentage, the possibility to correctly recognize the pattern decreased by 11% (OR = 0.89). CONCLUSIONS The use of this innovative blended training with virtual scenarios allowed students to systematically improve their recognition abilities of clinical patterns and decrease mistakes in the decision-making process.
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Affiliation(s)
- Gustavo Torres
- Carrera de Kinesiología, Departamento de Ciencias de la Salud, Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Ignacio Villagrán
- Carrera de Kinesiología, Departamento de Ciencias de la Salud, Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Javiera Fuentes
- Carrera de Kinesiología, Departamento de Ciencias de la Salud, Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Juan Pablo Araya
- Carrera de Kinesiología, Departamento de Ciencias de la Salud, Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Chantal Jouannet
- Centro de Desarrollo Docente, Vicerrectoría Académica, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Eduardo Fuentes-López
- Carrera de Fonoaudiología, Departamento de Ciencias de La Salud, Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile
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Srinivasa K, Chen Y, Henning MA. The role of online videos in teaching procedural skills to post-graduate medical learners: A systematic narrative review. MEDICAL TEACHER 2020; 42:689-697. [PMID: 32174211 DOI: 10.1080/0142159x.2020.1733507] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Objective: Online videos are commonly used in medical education. The aim of this review was to investigate the role of online instructional videos in teaching procedural skills to postgraduate medical learners.Methods: This systematic narrative review was conducted according to the PRISMA guidelines. MEDLINE, Cochrane Central Register of Controlled Trials, EMBASE, ERIC and Google Scholar were searched. Full texts that applied to online videos, postgraduate medical learners and procedural skills were included without language restrictions. The methodological quality of the studies was evaluated using a validated tool. A thematic analysis of the studies was carried out using a general inductive approach.Results: A total of 785 articles were retrieved and the full text was reviewed for 66 articles that met the inclusion and exclusion criteria of the study. Twenty papers that were relevant to the role of online videos in postgraduate medical education of procedural skills were used for this review. They were heterogenous in the outcomes collected and the evidence was of variable quality. There was strong evidence for the use of online videos for procedural skill knowledge acquisition and retention. Online videos were used for various purposes, such as supervision, assessment, postoperative debriefing, providing feedback, and promoting reflection.Conclusion: Online videos are a valuable educational tool especially for procedural skill knowledge acquisition and retention. Future research needs to be carried out on the appropriate use of platforms in disseminating and using online videos, identifying the factors surrounding the learners, video characteristics, and data protection.
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Affiliation(s)
| | - Yan Chen
- Centre for Medical and Health Sciences Education, University of Auckland, Auckland, New Zealand
| | - Marcus A Henning
- Centre for Medical and Health Sciences Education, University of Auckland, Auckland, New Zealand
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Cheung EO, Barsuk JH, Mitra D, Gannotta RJ, Horowitz B, Didwania AK, Victorson D. Preliminary Efficacy of a Brief Mindfulness Intervention for Procedural Stress in Medical Intern Simulated Performance: A Randomized Controlled Pilot Trial. J Altern Complement Med 2020; 26:282-290. [DOI: 10.1089/acm.2019.0209] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022] Open
Affiliation(s)
- Elaine O. Cheung
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, IL
| | - Jeffrey H. Barsuk
- Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL
- Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL
| | - Debi Mitra
- Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL
| | | | - Bruriah Horowitz
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, IL
| | - Aashish K. Didwania
- Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL
- Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL
| | - David Victorson
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, IL
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9
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Slaven CM, Wells MH, DeSchepper EJ, Dormois L, Vinall CV, Douglas K. Effectiveness of and Dental Student Satisfaction with Three Teaching Methods for Behavior Guidance Techniques in Pediatric Dentistry. J Dent Educ 2019; 83:966-972. [DOI: 10.21815/jde.019.091] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2018] [Accepted: 02/05/2019] [Indexed: 11/20/2022]
Affiliation(s)
- Chad M. Slaven
- Class of 2018 Pediatric Dental Resident; Department of Pediatric Dentistry and Community Oral Health; College of Dentistry; University of Tennessee Health Science Center at the time of this study
| | - Martha H. Wells
- Department of Pediatric Dentistry and Community Oral Health; College of Dentistry; University of Tennessee Health Science Center
| | - Edward J. DeSchepper
- Department of General Practice; College of Dentistry; University of Tennessee Health Science Center
| | - Larry Dormois
- Department of Pediatric Dentistry and Community Oral Health; College of Dentistry; University of Tennessee Health Science Center
| | - Craig V. Vinall
- Department of Pediatric Dentistry and Community Oral Health; College of Dentistry; University of Tennessee Health Science Center
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Backåberg S, Brunt D, Rask M, Gummesson C. Experiences of using a video-based learning model during a long-term process of movement awareness and learning – a hermeneutical study. EUROPEAN JOURNAL OF PHYSIOTHERAPY 2019. [DOI: 10.1080/21679169.2019.1635639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Sofia Backåberg
- Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden
| | - David Brunt
- Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden
| | - Mikael Rask
- Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden
| | - Christina Gummesson
- Faculty of Medicine, Center for Teaching and Learning, Lund University, Lund, Sweden
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12
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Tripodi N. First-year osteopathic students' use and perceptions of complementary video-based learning. INT J OSTEOPATH MED 2018. [DOI: 10.1016/j.ijosm.2018.09.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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13
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Coyne E, Frommolt V, Rands H, Kain V, Mitchell M. Simulation videos presented in a blended learning platform to improve Australian nursing students' knowledge of family assessment. NURSE EDUCATION TODAY 2018; 66:96-102. [PMID: 29689461 DOI: 10.1016/j.nedt.2018.04.012] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2017] [Revised: 03/27/2018] [Accepted: 04/12/2018] [Indexed: 06/08/2023]
Abstract
The provision of simulation to enhance learning is becoming common practice as clinical placement becomes harder to secure within Bachelor of Nursing programs. The use of simulation videos within a blended learning platform enables students to view best practice and provides relevant links between theory and practice. Four simulation videos depicting family assessment viewed by a cohort of Australian undergraduate nursing students were evaluated. These videos were professionally developed using actors and experienced family nurses. Surveys were used to explore the students' self-assessed knowledge, confidence and learning preferences before and after exposure to blended learning resources. Students' engagement with the simulated videos was captured via the Learning Management System. Time 1 survey was completed by 163 students and Time 2 by 91 students. There was a significant increase in students' perceived knowledge of family theory Item 1 from a mean 4.13 (SD = 1.04) at Time 1 to 4.74 (SD = 0.89) (Z = -4.54 p < 0.001) at Time 2; Item 2- Knowledge of family assessment improved from mean 3.91 (SD = 1.02) at Time 1 to 4.90 (SD = 0.67) (Z = -7.86 p < 0.001) at Time 2. Also a significant increase in their confidence undertaking family assessment Item 5 from a mean 3.55 (SD = 1.14) at Time 1 to 4.44 (SD = 0.85) (Z = -6.12 p < 0.001) at Time 2. The students watched the videos an average of 1.9 times. The simulated videos as a blended learning resource increases the students' understanding of family assessment and is worth incorporating into future development of courses.
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Affiliation(s)
- Elisabeth Coyne
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Valda Frommolt
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Hazel Rands
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Victoria Kain
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Marion Mitchell
- Menzies Health Institute Queensland, Griffith University and Princess Alexandra Hospital, Brisbane, Australia.
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14
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Wilson L, Greig M. Students' experience of the use of an online learning channel in teaching and learning: A sports therapy perspective. INTERNATIONAL JOURNAL OF THERAPY AND REHABILITATION 2017. [DOI: 10.12968/ijtr.2017.24.7.289] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Background/Aims: The inclusion of blended e-learning approaches to teaching has become more prevalent in higher education. The purpose of this paper was to examine sports therapy students' experiences of using an online learning channel designed to assist practical skills. Moreover, creating an understanding of students' adoption of the learning channel to determine its efficacy. Methods: The design was a qualitative exploratory study in which a questionnaire was designed to investigate students' experience of using the learning channel across all undergraduate BSc Sports Therapy modules. One-hundred and sixty-four (level four: n=67; level five: n=51; level six: n=46) students completed the questionnaire relating to their experience of an online video-based learning channel. Findings: BSc Sports Therapy students across all levels found the learning channel useful, with the most common responses related to revision and consolidation of practical skills. Exam preparation was associated to this suggesting students' beliefs were driven by resources which could facilitate grade improvement in practical exams. Conclusions: The sports therapy learning channel was received very positively, with both the visual and practical nature of online instructional videos deemed important.
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Affiliation(s)
- Lynsey Wilson
- Senior lecturer, sports therapy, Edge Hill University, Ormskirk, Scotland, UK
| | - Matt Greig
- Reader, sports therapy, Edge Hill University, Ormskirk, Scotland, UK
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15
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Massey D, Byrne J, Higgins N, Weeks B, Shuker MA, Coyne E, Mitchell M, Johnston ANB. Enhancing OSCE preparedness with video exemplars in undergraduate nursing students. A mixed method study. NURSE EDUCATION TODAY 2017; 54:56-61. [PMID: 28477564 DOI: 10.1016/j.nedt.2017.02.024] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 02/10/2017] [Accepted: 02/15/2017] [Indexed: 05/29/2023]
Abstract
BACKGROUND Objective structured clinical examinations (OSCEs) are designed to assess clinical skill performance and competency of students in preparation for 'real world' clinical responsibilities. OSCEs are commonly used in health professional education and are typically associated with high levels of student anxiety, which may present a significant barrier to performance. Students, including nursing students, have identified that flexible access to exemplar OSCEs might reduce their anxiety and enable them to better prepare for such examinations. AIM To implement and evaluate an innovative approach to preparing students for OSCEs in an undergraduate (registration) acute care nursing course. METHOD A set of digitized OSCE exemplars were prepared and embedded in the University-based course website as part of usual course learning activities. Use of the exemplars was monitored, pre and post OSCE surveys were conducted, and qualitative data were collected to evaluate the approach. OSCE grades were also examined. FINDINGS The online OSCE exemplars increased self-rated student confidence, knowledge, and capacity to prepare and provided clarity around assessment expectations. OSCE exemplars were accessed frequently and positively received; but did not impact on performance. CONCLUSION Video exemplars aid student preparation for OSCEs, providing a flexible, innovative and clear example of the assessment process. Video exemplars improved self-rated student confidence and understanding of performance expectations, leading to increased engagement and reduced anxiety when preparing for the OSCE, but not overall OSCE performance. Such OSCE exemplars could be used to increase staff capacity and improve the quality of the student learning experience.
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Affiliation(s)
- D Massey
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; University Sunshine Coast, 90, Sippy Downs Drive, Sippy Downs, QLD 4556, Australia.
| | - J Byrne
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - N Higgins
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Royal Brisbane and Women's Hospital, Herston, QLD 4029, Australia; Queensland University of Technology, Kelvin Grove, QLD 4059, Australia.
| | - B Weeks
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia.
| | - M-A Shuker
- Health Executive, Griffith University, QLD 4222, Australia.
| | - E Coyne
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - M Mitchell
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Princess Alexandra Hospital, Ipswich Rd, Brisbane, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - A N B Johnston
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Department of Emergency Medicine, Gold Coast University Hospital, D Block, LG096 1 Hospital Blvd, Southport, QLD 4215, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
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16
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Occa A, Suggs LS. Communicating Breast Cancer Screening With Young Women: An Experimental Test of Didactic and Narrative Messages Using Video and Infographics. JOURNAL OF HEALTH COMMUNICATION 2015; 21:1-11. [PMID: 26147625 DOI: 10.1080/10810730.2015.1018611] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Cancer is one of the leading causes of death around the world. Mortality from breast cancer can be reduced if the cancer is detected early enough. It is important to find effective communication that encourages early detection of breast cancer. This study aimed to measure differences between narrative and didactic communication on breast cancer awareness, knowledge of appropriate diagnostic exams, attitude toward breast self-exam, and intention to screen for breast cancer through a breast self-exam. It further aimed to test whether any differences in outcomes were associated with the format used to deliver the communication: video or infographic. The effects of the communication strategies were tested using an experimental design with a control group and four experimental groups: narrative video, didactic video, narrative infographic, or didactic infographic. A total of 194 Italian-speaking women ages 18-30 years completed questionnaires before and after exposure. Positive increases were found for all outcome variables after exposure to any communication strategy tested. The didactic message delivered in video format had the most positive effect on awareness and knowledge, whereas the narrative video message had the most positive effect on attitude and intention. For both message types, videos had a more positive influence than infographics when communicating breast cancer information for this audience. This was the first study of message effects of breast cancer communication with Italian-speaking young women. Further research is warranted to understand how to maximize communication strategies so that they are the most effective in influencing behaviors and if these results are consistent with other linguistic populations.
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Affiliation(s)
- Aurora Occa
- a Department of Communication Studies, School of Communication , University of Miami , Coral Gables , Florida , USA
| | - L Suzanne Suggs
- b BeCHANGE Research Group, Institute for Public Communication, Faculty of Communication Sciences , Università della Svizzera Italiana , Lugano , Switzerland
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