: Development of evidence-based educational activities is needed to provide educators with the tools to aid learners in strengthening patient consultation skills in the primary care practice setting, ...an emerging area of practice in Canada.
: The objective was to develop an educational activity to bring self-awareness to fourth year pharmacy student and pharmacy resident consultation skills and to determine learner perceptions of this educational activity, including identifying the key areas of skill development that learners found were positively impacted.
: An innovative learning activity utilizing audio-video technology to enable recording and reviewing of learner-led patient consultations was developed and implemented within the University of British Columbia Pharmacists Clinic. Learners had the opportunity to lead 60-minute patient consultations. With patient and learner consent, patient consultations were recorded for learner viewing and self-assessment. Pharmacist preceptors supervised and assessed learner performance. Learners completed an online anonymous survey after the learning activity to evaluate its value.
: Between September 2018 and July 2019, eight pharmacy learners, consisting of student pharmacists (5) and post-graduate pharmacy residents (3) completed the learning activity and provided their feedback. The majority of learners (87.5%) felt the learning activity was beneficial to the development of patient consultation skills. Learners gained awareness of areas requiring improvement which included appropriate questioning, clear and concise language, time management and non-verbal habits.
: Adapting and modifying this learning activity to align with specific practice settings and learning objectives is feasible for other primary care practice sites offering experiential practicums.
The aim of this study was to evaluate the process of student self‐assessment on operative dentistry skills across four years at the University of Louisville School of Dentistry. First, a ...retrospective analysis of the Class of 2016 students’ self‐assessment and faculty assessment grade sheets was conducted to determine mean differences and correlations across time. Both preclinical (D2: n=120) and clinical (D3: n=120; D4: n=120) grade sheets were evaluated. Second, 25 students from each of the D1, D2, D3, and D4 classes in 2016 were asked to evaluate dentoform work, and 25 operative calibrated faculty members graded the same two dentoforms. The results of the retrospective analysis were that the D2 students’ self‐assessment scores were significantly higher than the faculty scores (t‐test; p<0.05), and there was a negative correlation of scores (r=−0.503). The D3 students’ self‐assessment scores were also significantly higher than the faculty scores (t‐test; p<0.05), and there was a negative correlation (r=−0.235). The D4 students’ self‐assessment scores were not significantly different from the faculty scores (t‐test; p>0.05), and there was a positive correlation (r=0.408). In the prospective analysis, the D1, D2, and D3 students graded the dentoforms significantly higher (ANOVA; p<0.05) than did the D4 students and faculty members. There was an increasing correlation of scores directly related to experience (D1: r=−0.120; D2: r=0.255; D3: r=0.352; D4: r=0.689). These results support the concept that students’ self‐assessment is a learned process through experiential and continual encounters across time. The summative goal for all dental schools is to provide students with the skills and knowledge to critically evaluate their work for self‐directed learning.
Zusammenfassung
Hintergrund
Ein zentrales Ziel des Medizinstudiums ist der Erwerb theoretischer und praktischer Kompetenzen. Es mangelt jedoch an Evidenz, wie der Erwerb von Kompetenzen in speziellen ...Untersuchungstechniken gemessen werden kann. ToSkORL (Teaching of Skills in Otorhinolaryngology) ist ein Projekt, das die studentische Selbstwahrnehmung ihrer Kompetenz bei speziellen Untersuchungstechniken der Hals-Nasen-Ohren-Heilkunde und des Kopf-Hals-Bereichs aus didaktisch-wissenschaftlicher Sichtweise beleuchtet.
Methodik
Im Rahmen des Untersuchungskurses erfolgte eine standardisierte mündlich-praktische Prüfung zu neun verschiedenen Untersuchungstechniken. Vor der Prüfung erfolgte eine Evaluation der studentischen Selbsteinschätzung mittels Fragebogen, die Prüfung wurde mittels Checkliste durch die Prüfenden standardisiert geprüft. Selbst- und Fremdeinschätzung nach der Likert-Skala wurden korreliert. Die neun Untersuchungstechniken wurden jeweils 42-mal von insgesamt 91 Studierenden in gegenseitiger Untersuchung durchgeführt.
Ergebnisse
Die Selbsteinschätzung der Kompetenz in den Untersuchungstechniken variiert erheblich, insgesamt schätzten Studierende ihre eigene Untersuchungskompetenz weitgehend unabhängig von Alter und Geschlecht meist realistisch ein. Studierende mit einem hohen Interesse an der Hals-Nasen-Ohren-Heilkunde gaben bessere Selbsteinschätzungen an, neigten jedoch auch eher zur Selbstüberschätzung. Bei Untersuchungen des mittleren Schwierigkeitsniveaus ergab sich die größte Divergenz von Selbst- und Fremdeinschätzung.
Schlussfolgerung
Die studentische Selbsteinschätzung ist ein geeignetes Instrument zur Messung der Untersuchungskompetenz in der Hals-Nasen-Ohren-Heilkunde. Es sollte ein besonderer Fokus auf die Lehre vermeintlich mittelschwerer Untersuchungstechniken gelegt werden, da diese am stärksten über- und unterschätzt werden.
While researchers have begun to develop theories of assessment to support integrated learning within Science, Technology, Engineering, Arts and Mathematics (STEAM) education, the role of student ...self-assessment (SSA) - a core aspect of classroom assessment - has been understudied. The purpose of this research was to develop an initial praxis-oriented understanding of how exemplary STEAM educators provoke SSA in integrated learning. Through an in-depth qualitative methodology drawing on interview and artefact data from 14 purposefully selected exemplary STEAM teachers, this study identified seven types of SSA activities: (a) self-documentation of learning; (b) reflection; (c) making metacognitive processes explicit; (d) prototype testing and revision; (e) goal setting; (f) self-testing; and (g) interactional SSA. Superimposed on the engineering design process, a process commonly leveraged to integrate disciplines in STEAM education, results provide a nuanced understanding of how exemplary STEAM educators leverage SSA, advancing assessment theory and practice in integrated education.
Complex creativity and multiple learning objectives often require combining several teaching methods, and gamification may be an effective teaching strategy for enhancing learning. However, few ...studies have examined the combined effects of implementing gamification and multiple teaching methods in a course from students' perspectives. Therefore, this study implemented gamification and six teaching methods of enhancing college students' creativity in university creativity and innovation course in November and December 2021 and aimed to examine the effects on their creativity, collaboration, and communication skills and used the Analytical Hierarchy Process to identify more effective teaching methods corresponding to the learning objectives from students’ perspectives. The results showed that students perceive that gamification could stimulate their motivation, attitudes, and interest in learning and enhance their creativity, collaboration, and communication skills. Furthermore, Mandala thinking was the most effective teaching method for the overall goal. In contrast, the most effective teaching methods for the creativity, collaboration, and communication skills learning objectives were the SCAMPER technique, balloon competition, and Mandala thinking, respectively. The results provide essential references for selecting effective teaching methods that meet the teaching objectives.
Despite their essential role in learning, the cognitive and affective underpinnings of student self-assessment are not yet well understood. This research responded to calls to examine how students in ...K-12 contexts think and feel while engaged in evidence-informed self-assessment activities (i.e., self-assessment processes). We drew on a framework of classroom assessment as the co-regulation of learning to theorize the cognitive and affective self-regulatory operations learners may activate during self-assessment. Leveraging a collective case study, we collected digital trace data as participants, a class of Year 12 students (
n
= 16) in England, completed a self-assessment-based English literature lesson. In the lesson, participants completed a writing task, self-generated feedback using resources, and revised their writing using a study website. Matomo Analytics, a web analytics platform, ambiently collected session recording, heatmap, and keystroke log data. Participants also completed an exit survey to provide qualitative data on their cognitive and affective processes. We analyzed logs of trace data using transition graphs and graph theoretic statistics to identify patterns across participants’ self-assessment processes. Analyzing trace data concurrently with qualitative and heatmap data, we mapped each participant’s cognitive and affective processes as they self-assessed and revised their writing. Findings highlighted key cognitive and affective operations across participants, pointing to mechanisms whereby participants’ self-assessment processes shaped their learning, and illuminated the recursive nature of self-assessment processes. Informing an initial theory of self-assessment processes, this research advances a core component of classroom assessment theory and practice.
Consumers' psychological perceptions and reactions to marketing management strategies are important factors for the success of any organization. Optimistic sales predictions based on quantifiable ...production-side factors such as changes in promotion, product, price, and distribution may fail miserably if consumers do not see value in such “objective” changes. Despite the inseparability of organizations' marketing management activities and consumers' perceptions of these offerings, there is a lack of simple learning activities to cover this topic. Application of the elasticity concept across marketing mix elements (4P's: promotion, product, price, place/distribution) was determined to be an effective way to demonstrate the inseparability between production and consumer perspectives in marketing.
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