Introduction: Technical writing is an essential skill set for engineering students. Many studies have been conducted, but very few have used experimental or quasiexperimental design to identify an ...optimal instructional method in a technical writing class. Situating the case: Team-based learning (TBL) is a well-structured learning method that prior studies have found to enhance students' academic performance. TBL includes individual and collaborative learning activities from lower to higher cognitive levels. Peer leadership, as evidenced in other studies, uses appointed student leaders to promote equal and active group participation and shows a potential to solve the gender issue found in engineering class collaborations. About the case: In this case, we infused peer leadership in TBL in three technical writing sessions of an engineering lab class. Appointed student leaders were responsible for initiating and sustaining discussions, asking each group member's input, and seeking collective decisions on solutions. The other class used traditional TBL activities. Methods/approach: Nonparametric analyses were conducted to compare students' technical writing skills and self-efficacy, as well as gender differences in two classes. Results/discussion: Students in the peer-led TBL class showed better technical writing skill retention than their counterparts in the traditional TBL class. The gender difference was identified in the traditional TBL class. However, we did not find any difference in students' self-efficacy between the peer-led and traditional TBL sections, though both observed a significant improvement at the end. Conclusions: We suggest studies with large sample sizes and equal distribution of female and male students.
This pilot study explored agreement on swallowing-related quality-of-life scores reported by individuals with Parkinson’s disease (PD) and their caregivers. Thirty-six patient–caregiver pairs ...completed the Swallowing Quality of Life Questionnaire (SWAL-QOL) using an online survey format. Additional background and clinical information was ascertained. A Wilcoxon signed-rank test was completed to compare the means of scores between individuals with PD and caregivers. Factors potentially influencing SWAL-QOL scores (age, employment status, sex, ethnicity, race, previous history of swallowing evaluation or treatment, caregiver concern about patient cognition, caregiver burden, and time since onset of disease) were explored using Spearman Coefficient Correlation tests. The Holm–Bonferroni method was used to adjust for multiple comparisons. Results did not reveal significant differences in SWAL-QOL scores between individuals with PD and caregiver pairs. There was a moderate degree of reliability and agreement between paired patient and caregiver scores, with the average ICC measures being 0.598 (95% CI 358, 0.748) (
F
(71, 72) = 2.451,
p
< 0.0001). After adjusting for multiple comparisons, caregiver burden was found to be the only significant factor associated with caregivers’ reported scores. No significant influential factor on reported scores by individuals with PD was found. These pilot results suggest individuals with PD and their caregivers may report similar swallowing-related quality-of-life scores. Further, caregiver burden appears to be an influential factor for caregiver-reported scores. Future studies should investigate the clinical benefits of including caregiver SWAL-QOL ratings in assessments, either as a supplement to patient scores to identify discrepancies across the dyad or in place of patient scores if needed. Further, caregiver burden and its influence on dysphagia identification and management should be explored, with targeted interventions to manage caregiver burden.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Forty-eight toddlers participated in a word-learning task to assess gesture input on mapping nonce words to unfamiliar objects. Receptive fast mapping and expressive naming for target object-word ...pairs were tested in three conditions - with a point, with a shape gesture, and in a no-gesture, word-only condition. No statistically significant effect of gesture for receptive fast-mapping was found but age was a factor. Two year olds outperformed one year olds for both measures. Only one girl in the one-year-old group correctly named any items. There was a significant interaction between gesture and gender for expressive naming. Two-year-old girls were six times more likely than two-year-old boys to correctly name items given point and shape gestures; whereas, boys named more items taught with the word only than with a point or shape gesture. The role of gesture input remains unclear, particularly for children under two years and for toddler boys.
This paper describes the development of the Integrated Online—Team-Based Learning (IO-TBL) model and details students’ perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an ...online team-based learning course design that combines the flexibility of asynchronous engagement with the connectedness offered through synchronous meetings. Student comments from small group instructional feedback sessions and end-of-course teaching evaluations were grouped into clusters of similar statements about what was going well and suggestions for improvement, which were then assigned to one of the three presences of the Community of Inquiry framework. While students most commonly identified increased learning, synchronous meetings, teamwork, and the instructor as going well in the course, students found IO-TBL to impose a heavy workload and require a significant amount of time. Clusters were most often related to teaching presence, followed by social presence, and then cognitive presence.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
The purpose of this study was to determine if brief video-recorded patient simulation training increased students' ability to assess feeding skills in preterm infants.
Baccalaureate-level nursing ...students (N = 52) and graduate-level speech-language pathology students (N = 42) were randomized to 1 of 2 groups: didactic training (N = 51) or didactic training plus video simulation (N = 43). Outcome measures included knowledge test scores, calculated clinical judgment scores, and clinical marker documentation accuracy.
Students' knowledge increased as the result of training, without differences in test scores between the 2 types of training. Students who received video simulation training interpreted simulated feeding behaviors of preterm infants more accurately than students who received didactic training. Infant distress signs were also documented with higher accuracy for students who received video simulation training. After training and regardless of method, participants correctly attributed distress behaviors during bottle-feeding to increased risk for feeding difficulty.
In the current educational environment, training opportunities with high-risk preterm infants are constrained by access to health care settings specializing in care for this population and availability of clinical supervisors with expertise in this area of practice. Patient simulators are expensive; however, video simulation offers inexpensive opportunities for students to effectively gain knowledge and skills for assessing feeding in preterm infants. With video simulation, students effectively apply principles of preterm infant feeding to cases and practice critical thinking skills before entering related clinical practicum placements.
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DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Pitch discrimination accuracy has been found to be affected by many factors, including handedness, musical training, interfering stimuli, and spatial location of the auditory stimulus. Separating the ...stimulus input location of interference tones from initial (reference) and final (comparison) tones leads to more accurate pitch discrimination, but the effects of spatial location relationships between the reference, interference, and comparison tones have not been fully explored. This study examined the impact of stimulus spatial location in 24 young, nonmusician females. Participants determined whether the pitch of reference and comparison tones were the same or different in 20 pitch discrimination conditions with varied interference, spatial relationships, and frequencies. Findings revealed that pitch discrimination accuracy was significantly better when (a) there was no interference, (b) the comparison tone was presented to the contralateral brain hemisphere from reference and interference tones, and (c) the comparison tone was presented to the left ear. We discussed the implications of these findings for therapy programs to strengthen pitch discrimination abilities.
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FSPLJ, NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Purpose: The relationship between short-term memory for phonology and pitch was explored by examining accuracy scores for typically developing children for 5 experimental tasks: immediate nonword ...repetition (NWR), nonword repetition with an 8-s silent interference (NWRS), pitch discrimination (PD), pitch discrimination with an 8-s silent interference (PDS), and pitch matching (PM). Method: Thirty-six 7- and 8-year-old children (21 girls, 15 boys) with normal hearing, language, and cognition were asked to listen to and repeat nonsense words (NWR, NWRS), make a same versus different decision between 2 tones (PD, PDS), and listen to and then vocally reproduce a tone (PM). Results: Results showed no significant correlations between tasks of phonological memory and tests of pitch memory, that participants scored significantly better on nonword repetition tasks than PD and PM tasks, and that participants performed significantly better on tasks with no silent interference. Discussion: These findings suggest that, for typically developing children, pitch may be stored and rehearsed in a separate location than phonological information. Because of fundamental task differences, further research is needed to corroborate these data and determine the presence of developmental effects and neuroanatomical locations where a potential language/music overlap is occurring in children.
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DOBA, IZUM, KILJ, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Medications and their associated side effects impact systems treated by speech-language pathologists and audiologists, such as speech, language, voice, swallowing, hearing, tinnitus, and balance. ...However, students in these disciplines receive limited training in pharmacology, while
nursing students receive training in pharmacology but limited training in communication disorders. In this interprofessional simulation experience to increase understanding of the impact of medications on communication, swallowing, and balance, audiology, nursing, and speech-language pathology
students worked together to interview standardized patients (SPs) about their medications and symptoms in a simulated clinical setting. Goals were for students to understand professional roles, identify high-risk medications with potential communication implications, provide patient education,
and evaluate interdisciplinary collaboration. The SPs demonstrated symptoms patients may have as they take high-risk medications. Students (n = 101) completed a knowledge pretest, online training, simulation, debriefing facilitated by faculty experts, and posttest and impressions survey.
Results indicated high satisfaction with teamwork and interprofessional interactions. Student knowledge of high-risk medications was improved as a result of this exercise, with nursing and speech-language pathology students demonstrating statistically significant improvements in posttest results.
While knowledge deficits of some high-risk medications were evident across student groups, the overall effects demonstrated benefits of the simulation-enhanced interprofessional education experience.
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BFBNIB, NMLJ, NUK, PNG, UL, UM, UPUK
This chapter describes a series of international professional development workshops conducted in an online synchronous modality using team‐based learning as an instructional strategy. The authors ...explore the potential of dynamic professional development training with today's technological tools as a natural evolution from traditional professional development webinars.
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DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
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