Form Of Direct Observation Research Articles

Analysis of Tourism Potential and Marketing Integration in Mundeh Kangin Village

The purpose of this research is to determine the tourism potential of Mundeh Kangin village, and howmarketing integration is carried out in Mundeh Kangin village, so that a suitable strategy can be implementedin the future. This research uses a qualitative descriptive approach with data collection techniques in the formof direct observation, interviews and document study. In-depth interviews with informants, namely the headof Mundeh Kangin Village, the tourism awareness group and the Farmer's group of Mundeh Kangin village. Thescope of the problem discussed in this research is regarding the potential and marketing mix of Mundeh KanginVillage as a pioneering tourism village in Tabanan Regency. Based on the results of internal, external andinteractive marketing research in Mundeh Kangin village, Tabanan, several key points can be concluded namelyLocal product potential, External communication challenges, and Role of Interactive marketing has beenidentified as a potential strategy to overcome challenges in external marketing. By involving the communitydirectly through social media, community events, interactive content, and collaboration with local influencers,interactive marketing is able to increase engagement and awareness about local products in Mundeh KanginTabanan village.Keywords: Tourism potential, integration, marketing

A Direct Observation Form for Evaluation of the Psychiatric Interview: Pilot Testing During the Psychiatry Clerkship.

The authors evaluated the validity of a structured direct observation form (DOF) to assess medical student performance on psychiatric interviews for use in the psychiatry clerkship. One hundred and forty-eight third-year medical students were evaluated by two DOFs completed by a supervising resident, fellow, attending, or another team member. One DOF was completed early (time 1) and the other late (time 2) during a 4-week psychiatry clerkship. The DOF showed good internal consistency (Cronbach's alpha = 0.88-0.89). DOFs submitted at time 2 were positively associated with end-of-course clinical grades (p < 0.001); this association remained significant while controlling for time of academic year the course was completed, rater rank, complexity of the case, and difficulty of the interview (time 2 p < 0.001). Mean scores from the DOF were associated with the time of year students took the course with students assessed early in the academic year having lower average scores (p-values = 0.01 at time 1, 0.002 at time 2). Scores on time 1 DOFs were positively associated with rater rank (p = 0.005; residents gave higher scores than faculty). DOFs also correlated with an Entrustable Professional Activity (EPA) assessment of the interview (time 1 r = 0.76, p < 0.001; time 2 r = 0.79, p < 0.001), but not with shelf exam scores (time 1 r = 0.10, p = 0.24; time 2 r = 0.11, p = 0.21). A brief structured form evaluating medical student performance on psychiatric interviews provided valid information about performance by third-year medical students during the psychiatry clerkship.

Assessment of Agenda Setting With ACGME Milestones in Family Medicine Residents.

Family medicine residents are scored via milestones created by the Accreditation Council for Graduate Medical Education (ACGME) on various clinical domains, including communication. Communication involves a resident's ability to set an agenda, but this is rarely taught in formal education. Our study aimed to examine the relationship between ACGME Milestone achievement and ability to set a visit agenda, as measured by direct observation (DO) forms. We examined biannual (December, June) ACGME scores for family medicine residents at an academic institution from 2015-2020. Using faculty DO scores, we rated residents on six items corresponding to agenda setting. We used Spearman and Pearson correlations and two-sample paired t tests to analyze results. We analyzed a total of 246 ACGME scores and 215 DO forms. For first-year residents, we found significant, positive associations between agenda-setting and the total Milestone score (r[190]=.15, P=.034) in December, and in individual (r[190]=.17, P=.020) and total communication scores (r[186]=.16, P=.031), in June. However, for first-year residents, we found no significant correlations with communication scores in December or in the total milestone scores in June. We found significant progression for consecutive years in both communication milestones (t=-15.06, P<0.001) and agenda setting (t=-12.26, P<.001). The significant associations found in agenda setting with both ACGME total communication and Milestone scores for first-year residents only, suggests that agenda setting may be fundamental in early resident education.

The Effect of Using Probe Thinking Strategy on Legal Acquaintance and Officiating Performance in Volleyball

The research aims to identify the&nbsp;effect of using probe thinking strategy on legal acquaintance and officiating performance in volleyball&nbsp; The research&nbsp;population consists&nbsp;of the&nbsp;third-grade students&nbsp;in the College of Physical Education and Sports Sciences,&nbsp;and&nbsp;the research sample&nbsp;numbered 48 students,&nbsp;randomly divided into two groups: group&nbsp;(A), the experimental group, and&nbsp;group&nbsp;(D), the control group&nbsp;with&nbsp;(24) students for each&nbsp;group.&nbsp;The population has been selected&nbsp;because the subject of international volleyball law is taught in the third year. Equivalence&nbsp;was conducted between the two research groups in the variables of intelligence and achievement for the subject of volleyball for the second academic year,&nbsp;then&nbsp;the experiment was conducted by teaching the experimental group according to probthinking strategy, while the control group was studied according to the followed&nbsp;strategy by the teacher.Moreover, by&nbsp;the completion of the experiment&nbsp;the cognitive achievement test of international law&nbsp;of volleyball&nbsp;was&nbsp;processed,&nbsp;the&nbsp;officiating&nbsp;performance test also conducted through the use of&nbsp;specified&nbsp;form&nbsp;ofdirect observation by&nbsp;officiators. Finally, &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;the&nbsp;collecteddata&nbsp;analyzed&nbsp;statistically and&nbsp;the following are the most&nbsp;important results: &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;- The probe&nbsp;thinking strategy had a significant impact on the cognitive achievement and&nbsp;officiating&nbsp;performance of international law&nbsp;of&nbsp;volleyball, which&nbsp;applied&nbsp;on&nbsp;the experimental group,&nbsp;and overcome&nbsp;the control group that studied according to the&nbsp;followedstrategy by the teacher. The researcher recommended emphasizing the use of probe&nbsp;thinking strategy&nbsp;which&nbsp;has an impact on the process of&nbsp;analyzing,&nbsp;and linking legal&nbsp;modules&nbsp;with volleyball.

Aspects of attention and inhibitory control are associated with on-task classroom behaviour and behavioural assessments, by both teachers and parents, in children with high and low symptoms of ADHD

ABSTRACTThere is often weak association between performance on cognitive tasks and the behavioural symptoms of ADHD. One possible reason is the use of rating scales rather than direct observations of behaviours. This exploratory study used well established measures of attention and response inhibition with both direct observation and behavioural rating scales to examine these associations. Twenty-two children (mean age 9.6 years) identified by their teachers as displaying high levels of ADHD symptoms, and 22 matched controls (mean age 9.8 years), completed the Fixed and Random Sustained Attention to Response Tasks (SART). Their on-task classroom behaviour was assessed using the ASEBA Direct Observation Form (DOF). ADHD symptoms were also assessed using the Conners 3 Short Form and the SWAN. Children with high symptoms of ADHD performed the SARTs with more errors of commission and were more variable with their responding, and spent less time on-task in the classroom than controls. Performance on the Fixed SART was not associated with on-task classroom behaviour; in contrast three Random SART measures, commission and omission errors, moment-to-moment variability, were negatively associated with on-task classroom behaviour. There were strong associations between the commission error counts on both SARTs and the Teacher SWAN scores, and one of the Parent SWAN scores. The Teacher SWAN scores were associated with on-task classroom behaviour; the Parent SWAN scores were not. These findings provide preliminary evidence of an association between cognitive measures of inhibitory control and some measures of inattention, and both observed behaviour and the ADHD behavioural symptoms.

Incremental Validity of Test Session and Classroom Observations in a Multimethod Assessment of Attention Deficit/Hyperactivity Disorder

This study tested the incremental validity of behavioral observations, over and above parent and teacher reports, for assessing symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) in children ages 6 to 12, using the Test Observation Form (TOF) and Direct Observation Form (DOF) from the Achenbach System of Empirically Based Assessment. The TOF Attention Problems and DOF Intrusive scales contributed significant unique variance, over and above parent and teacher ratings, to predicting parent and teacher ratings of hyperactivity and impulsivity and predicting categorical diagnoses of ADHD-Combined type versus Non-ADHD and ADHD-Combined type versus ADHD-Predominantly Inattentive type. The TOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting parent ratings of hyperactivity and impulsivity and the DOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting teacher ratings of hyperactivity and impulsivity.

Construct Validity of the Sutter-Eyberg Student Behavior Inventory

This study presents evidence on the construct validity of the Shutter-Eyberg Student Behavior Inventory (SESBI), a teacher completed measure of disruptive classroom behavior. The SESBI was completed on 201 kindergarten children with two groups being formed on the basis of this screening. The Disruptive Behavior Group (DBG) had SESBI scores two standard deviations above the mean and the matched (age, gender, classroom) Comparison Group (CG) had scores in the normal range. Seven months later, the children's classroom behavior was observed using Achenbach's Direct Observation Form (DOF). The DBG manifested significantly more disruptive classroom behavior and was off-task more than the CG on the DOF. The SESBI thus seems to provide a stable measure of disruptive behavior even when this dimension is measured with a different method (i.e., direct observation) and source (i.e., observers from outside the classroom) at a later time (seven months later).

Reliability and validity of the Direct Observation Form of the Child Behavior Checklist.

This article reports reliability and validity data for the Direct Observation Form (DOF) of the Child Behavior Checklist. Observational data were collected on two samples of boys aged 6-11 in classroom settings. Interobserver agreement was high: r = .92 for behavior problem score and r = .83 for on-task score. Generalizability, as measured by the one-way intraclass correlation, was .86 and .71 for behavior problem score and on-task score, respectively. In terms of validity, DOF scores correlated significantly and in the expected directions with teacher-reported problem behavior, school performance, and adaptive functioning. In addition, boys who had been referred by their teachers due to problem behavior obtained significantly higher behavior problem scores and significantly lower on-task scores than a matched sample of normal boys observed in the same classrooms.