Entry-level Students Research Articles

A Study on Actual Situations of ‘The Late Generalization’ in Japanese Universities－Focused on Cases of the University of Tokyo

In the midst of the tremendous social changes brought about by the era of the 4<sup>th</sup> Industrial Revolution as well as that of A.I. (Artifical Intelligence), a crisis in theory is now emerging within universities. As seen by the changes and reforms undertaken in education by universities to prepare their students for the future society, there have been attempts to reorganize the education system, especially within the liberal arts. Moreover, the importance of the general education at universities is receiving new attention. In this study, I will analyze and contemplate the liberal arts oriented curriculum found at the University of Tokyo. The background of the introduction of ‘The Late Generalizaton’ curriculum and its completion course will be investigated and reported on. The University of Tokyo made the liberal arts oriented education take a lead role in its reforms based on the liberal arts ideology and has been reinforcing its general education faculty to meet its goal of raising talented people to solve global issues in a rapidly changing world. In particular, by practicing ‘The Late Generalization’ not just for entry level students, but also for second, third and fourth year students, (and in fact even for graduate course students), the needs for liberal arts education to develop an inter-disciplinary way of thinking is being emphasized more and more. Also, by implementing an organic integration of liberal arts and major subjects, a new model of liberal arts education is being suggested. With such emphases being placed on liberal arts education in Japanese universities, even in the case of higher level students, liberal education has considerable implications for Korean university education. Referring to organic fusion education, which crosses the liberal arts with the natural sciences, I will attempt to identify issues on liberal arts education in Korean universities, and will also try to suggest the possibility of The Late Generalization (high level liberal arts education) for qualitative improvements of our liberal arts education.

VR and AR virtual welding for psychomotor skills: a systematic review.

Virtual reality (VR) and augmented reality (AR) continue to play an important role in vocational training in the current pandemic and Industrial Revolution 4.0 era. Welding is one of the highly demanded vocational skills for various manufacturing and construction industries. Students need to undergo many practical sessions to become skilful welders. However, conventional training is very costly in terms of material, time, and infrastructure. Hence, we explore the intervention of VR and AR in welding training, which includes the research purposes, VR and AR technologies, and welding concepts and activities. We performed a comprehensive search of articles from the year 2000 to 2021. After filtering through inclusion criteria and full-text assessment, a total of 42 articles were coded and evaluated. While there has been growth in VR and AR welding training research, there is little discussion in their effectiveness for supporting distance learning, and most studies targeted entry-level students. Our main contributions are classifying primary functions in the virtual welding workshops and their adaptation to the psychomotor domain. We hope these results can empower the research community to develop and improve the VR and AR system and evaluation instruments to support vocational training, especially during this pandemic.

Online Baseline Assessment in Mathematics: Initial Teacher Education Entry-Level Student Performance

This article describes a part of an online and technological intervention at a rural South African Higher Education Institution focused at improving the mathematical knowledge of first-year Senior Phase and Further Education Training (SP& FET) Bachelor of Education student teachers. As part of the interventions in an ICT integrated Mathematics Education and Research Centre, the student teachers were subjected to write an online baseline assessment on the content knowledge in Grade 7 mathematics, which is the first year in Senior Phase in South African Schools. A total of 193 student teachers wrote the online baseline test with 20 items in an invigilated computer laboratory environment. The test items were from the online Computer Aided Mathematics Instruction (CAMI) program which is aligned to the Grade 7 CAPS curriculum of South Africa. The data were analysed by the CAMI system and were further analysed using Microsoft Excel 2016. The result of the test showed an average performance of 38,67% (Variance: 0,66% and SD: 0,81%). This sheds light into the disturbingly limited mathematics subject content knowledge the student teachers enter the HEI with. The programme structure of the Senior Phase mathematics content module of the HEI was also analysed. The authors of this paper recommend that student teachers need to be thoroughly engaged in learning the content during their training as future mathematics teachers. This paper contributes to the ongoing research on ITE programmes at HEIs that prepare teachers for their mathematics teaching role in the senior Phase classrooms. 
 
 Received: 21 September 2021 / Accepted: 11 December 2021 / Published: 3 January 2022

Inter-rater reliability of scapular dyskinesis classification in overhead athletes by entry-level physical therapy students

ABSTRACT Background Scapular dyskinesis (SD) is a dysfunction associated with shoulder pathologies in overhead athletes and its classification is highly complex, especially in entry-level physical therapy students. Objective This research aimed to determine the effect of a video training method on inter-rater reliability of physical therapy entry-level students with no clinical experience while performing SD ratings under 4-type, severity, and ‘yes or no’ criteria in overhead athletes. Methods A total of 49 overhead athletes were evaluated by video recordings in posterior view of lifting tasks. Two entry-level students without clinical experience performed SD classifications according to previously mentioned criteria on both scapula in two separate sessions, with 1 week of difference. Data analysis was conducted based on the kappa coefficient (k) and its confidence intervals (CI). Results The ‘yes or no’ criteria present better results than the 4-type and severity criteria. In addition, a better inter-rater agreement is evidenced in the second measurement compared to the first one. Furthermore, the k coefficients reach values like those achieved by experienced evaluators. Conclusion Video training settings for scapular dyskinesis rating in entry-level physical therapist students with no clinical experience allows better inter-rater reliability values.

The effect of forearm position on elbow flexion strength in nursing, occupational, and physical therapy students.

Novice nurses, occupational and physical therapist's injury rates are alarming. To test for differences in peak elbow flexion forces (PEFF) by profession using different forearm positions. Entry-level RN, OT, and PT students performed 3-repetitions of standing PEFF in forearm supination, pronation, and neutral. A one-way repeated measures ANOVA determined the forearm position with the greatest PEFF. A one-way ANOVA assessed differences in PEFF between professions. The alpha level was set at p≤0.05 for all analyses. Thirty 30 RN, 25 OT, and 30 PT students (x = 23.27 + /-3.29 yrs.) were studied. A one-way repeated measures ANOVA revealed a significant difference in PEFF between positions (F(2,168) = 144.3, p < 0.0001). A significant (p < 0.0001) pairwise comparison revealed neutral produced the greatest (28.15 + /-12.64 kg) and pronation the least PEFF (17.27 + /-7.40). PEFF was significantly different between position by profession (supination: F(2,82) = 10.14, p < 0.0001; pronation: F(2,82) = 10.33, p < 0.0001; neutral: F(2,82) = 13.39, p < 0.0001). PTs were significantly stronger than OTs and RN students in all forearm positions (p < 0.01). Neutral PEFF was greatest and PT students demonstrated greater PEFF than OT and RN students.

Simulating the Sustainable Development Goals: Scaffolding, Social Media and Self-Reported Learning Outcomes Amongst Entry-Level Students

This paper addresses two crucial gaps in the scholarship on the design and execution Simulation-Based Education (SBE) – the importance of scaffolding in constructing successful simulations for entry-level students and the associated value of social media tools. We examine these issues within three successive iterations of a role-play simulation employed in an introductory undergraduate course. We employ a mixed-methods approach that draws on self-reported learning outcomes from a total sample of 291 students across three years. We argue that running a successful simulated activity hinges upon careful design and scaffolding, and that incorporating social media tools can help to make the learning experience more immersive and more accessible for students.

Misconceptions or mental models

This paper presents a detailed study of inconsistent thinking by entry-level students on a troublesome question on the Force Concept Inventory. Two cohorts of students separated by three years were asked a series of questions after completing the Force Concept Inventory. The questions were aimed at eliciting their background knowledge of Newton’s laws of motion along with their approach to question 26. For example, were they guessing, eliminating some impossibilities, reasoning the answer, etc. There was no common or even predominant approach and considerable evidence of inconsistent thinking. The results are discussed in the light of recent literature on the nature of thinking and in particular the debate over logical reasoning versus reasoning by mental models. It is argued that the mental-models perspective explains many aspects of the data and moreover is more conducive to teaching approaches than the misconceptions perspective.

Troublesome knowledge for entry-level PhD nursing students: Threshold concepts essential for the research-focused doctorate.

Evidence supports that PhD doctoral students experience conceptually difficult knowledge, or troublesome knowledge, during their studies. These areas of troublesome knowledge are often associated with threshold concepts, those ideas specific to a discipline that must be understood to advance ways of thinking and making knowledge in the discipline. To examine troublesome knowledge identified by a group of PhD nursing students during an introductory course and to consider threshold concepts related to that knowledge. Design: Case study research methodology. 18 entry-level PhD nursing students recruited with convenience sampling. Content analysis was used to analyze data collected from student reflective learning journals. Journal data was triangulated with formative and summative faculty assessments of student learning. Three essential threshold concepts for entry-level PhD nursing students were identified: developing new ways of knowing, constructing researcher and writer identity, and positioning within the nursing research community. Analysis indicates that entry-level students found the threshold concept of constructing researcher and writer identity most troublesome. A PhD introductory nursing course which includes metacognitive activities, scaffolding of assignments, and early positioning within the research community can assist students with mastery of threshold concepts for the research-focused doctorate.

Teaching OT Students to Evaluate the Accessibility of the Physical Environment

Abstract Date Presented 03/28/20 People with disabilities often cannot participate in the community due to barriers in the community environment. In this research presentation, we discuss an educational intervention designed to train entry-level OT students on community-environment accessibility evaluation. We will also describe the outcomes of this educational intervention on 41 students’ knowledge and skills. Primary Author and Speaker: Ingris Treminio Additional Authors and Speakers: Jaclyn Schwartz, Katelyn Blumenthal, Andrea Llano, Stephanie Pujol, Emily Serros, Rebecca Mojica

Evaluating Students' Use of Therapeutic Communication in Entry-Level Education: The Observer Version of the Clinical Assessment of Modes (CAM-Observer).

The Intentional Relationship Model (IRM) guides learning about therapeutic use of self. The observer version of the Clinical Assessment of Modes (CAM-Observer) may be used to evaluate students' therapeutic communication as the process is defined in the IRM. To assess the structural validity of the CAM-Observer. Cross-sectional, psychometric study. Master's in occupational therapy program. One hundred thirty-four entry-level students. The overall CAM-Observer and the individual subscales (Advocating, Collaborating, Empathizing, Encouraging, Instructing, Problem-Solving) were used to assess students' communication from the instructor's perspective. The overall CAM-Observer and six subscales demonstrated appropriate rating scale functioning and dimensionality. The Advocating subscale demonstrated poor item fit, floor effects, and low person separation. One Collaborating item demonstrated poor fit to the overall CAM-Observer and the Collaborating subscale, requiring revision. Instructing and Encouraging items were most likely to be endorsed by the instructor-observers, resulting in a ceiling effect for the Instructing and Encouraging subscales. The Advocating and Problem-Solving items were least likely to be endorsed by the instructor-observers. Except for the Problem-Solving subscale, the overall CAM-Observer and the individual subscales could reliably separate items according to difficulty. Except for the Advocating subscale, the overall CAM-Observer and the individual subscales could reliably separate people into high- and low-performance groups. The CAM-Observer offers a structurally valid and theoretically grounded assessment of students' therapeutic communication as the process is defined in the IRM. The CAM-Observer can be integrated into occupational therapy education to guide students' critical reflection on their interpersonal communication. The CAM-Observer offers a means of evaluating students' therapeutic use of self.

Health literacy, digital literacy and eHealth literacy in Danish nursing students at entry and graduate level: a cross sectional study

BackgroundThe increasing number of people living with one or more chronic conditions imposes a growing demand on healthcare providers. One way to handle this challenge is by re-orientating the way care is provided, empower people and increase their ability to manage their condition. This requires, amongst other factors, sufficient level of health literacy (HL) and digital competences among both patients and the healthcare providers, who serve them. The focus of this study is the level of HL, digital literacy (DL), and eHealth literacy (eHL) in nursing students in Denmark.The objective was to examine the level of these three literacies in entry- and graduate-level nursing students and examine sociodemographic characteristics and self-rated health (SRH) associations.MethodsA cross sectional study was conducted among 227 students at entry-level and 139 students at graduate-level from a nursing program. The survey consisted of the health literacy questionnaire (HLQ (nine scales)), the eHealth Literacy Assessment toolkit (eHLA (seven scales)), the eHealth Literacy Questionnaire (eHLQ (seven scales)), questions soliciting sociodemographic data, and a single item assessing the students’ SRH. Pearson’s chi-square test and the Mann-Whitney test were used to examine the differences in HL, DL, and eHL and between groups, and Kendall’s tau-b test to examine correlations between SRH and HL, DL, and eHL.ResultsThe level of HL, DL and eHL tended to be higher among graduate-level students than in entry-level students and was satisfactory. Age, sex, country of origin, and parents’ educational level and occupational background influenced students’ HL levels. SRH was higher in students at the graduate level. Amongst entry-level students, SRH was positively associated to seven HLQ, four EHLA and four eHLQ, amongst graduate-level students, SRH was positively associated to seven HLQ and six eHLQ.ConclusionsEducators must be aware of how sociodemographic factors affects students’ literacies and increase learning opportunities by mixing students when planning activities. Considering the higher SRH in graduate-level students, HL, DL, and eHL levels indicate that current curricula and study activities are appropriate, but there is still room for improvement.

Potential of Problem-Solving Flipped Classroom Instruction in teaching Internet of Things (IoT) at Community Colleges: A Needs Analysis

Flipped Classroom enables instructors to spend more time for hands-on problem-solving instruction compared to the traditional pedagogical model which involves lectures. The purpose of this study is to determine the need for a problem-solving flipped classroom module to be designed for the STM3023: Internet of Things (IoT) subject offered at the Certificate level at Malaysian Community Colleges. A structured interview was conducted with 16 lecturers from 14 Community Colleges offering the subject to obtain their views on current teaching practices along with the challenges faced in the teaching and learning of IoT to entry level students. Participants were also asked about their readiness towards the flipped classroom following an orientation session on Flipped Classroom approach. The findings showed that lecturers mostly used traditional pedagogical models in the TVET settings such as lectures. Students usually followed instructions and merely replicate the hands-on tasks as demonstrated by their lecturers in class. It was also found that students were struggling with the subject due to their lack of competency in programming and grasping electrical and electronics concepts. Students were also found to be weak in mathematics and reasoning skills, thus making it a challenge to teach IoT to them. Therefore, a myriad of media, materials and application of real-world concepts may be required to aid lecturers to improve students’ achievement in the subject. The flipped classroom approach for teaching which gives more time for hands-on problem-solving instruction may be appropriate to support lecturers to overcome the challenges in teaching IoT.

Simulation-Based Training Improves Student Assessment of Oral Feeding Skills in Preterm Infants

Advancements in medical technology have contributed to increased rates of preterm birth. Prematurity places infants at high risk for feeding difficulties, however. Early identification and assessment of preterm infant dysphagia is critical to maximize nutrition and hydration, feeding safety, and growth and development. The purpose of this study was to assess the ability of a simulation-based training toolto increase non-health care and entry-level clinical student sensitivity to signs of feeding distress in preterm infants. Data were collected from 60 students (20 masters-level Speech-Language Pathology, 20 undergraduate nursing, 20 undergraduate non-health care) in a pre-test/post-test design. All participants completed a brief simulation training protocol, and accuracy percentages were calculated based on their ability to determine the following: physiological and behavioral signs of feeding distress, oral feeding skill level (OFS), and clinical recommendation for further feeding evaluation. Our results revealed that this simulation-based training improved the identification of behavioral (p &lt; 0.001) and physiological (p &lt; 0.001) signs of feeding distress, OFS level (p &lt; 0.001), and ability to make appropriate clinical recommendations (p &lt; 0.001).This study has identified a successful method to effectively train entry-level clinical and non-clinical students to screen feeding skills in preterm infants. This training approach has the potential to improve identification of feeding distress and to recognize the need for a dysphagia evaluation to optimize clinical outcomes in this fragile population.

Introducing the New Testament: A Historical, Literary, and Theological Survey by M. A. Powell

Reviewed by: Introducing the New Testament: A Historical, Literary, and Theological Survey by M. A. Powell Cornelia van Deventer Powell, M. A. 2018. Introducing the New Testament: A Historical, Literary, and Theological Survey. 2d ed. Grand Rapids: Baker. Hardback. ISBN: 978-0801099601. Pp. 591. $52.99. Powell starts his book with the exclamation, “Welcome to the New Testament!” (11). This phrase succinctly encapsulates the goal and target audience of this mammoth volume. Introducing the New Testament is an updated version of the first edition published in 2009. The book is an introductory companion to entry-level students, or as Powell identifies the ideal reader, “a student at a college, university, or seminary” (11). Powell, a professor of New Testament at Trinity Lutheran Seminary in Columbus, Ohio, is a prolific writer, well-known for his scholarly contributions on literary criticism and the Matthean Gospel. Powell is no novice in the authoring of textbooks. His previous publications in this genre include What is Narrative Criticism? (1990) and Fortress Introduction to the Gospels (1998). The book at hand consists of thirty chapters. Chapter 1, “New Testament Background: The Roman World,” and chapter 2, “New Testament Background: The Jewish World” both serve to orient the reader to the socio-historical climate of the NT events and writings. This is [End Page 414] followed by chapter 3, “The New Testament Writings,” in which Powell provides an overview of the NT, the formation of the canon, and various methodologies for studying the NT. Chapter 4, “Jesus,” launches into a discussion of the various portraits of Jesus. Chapter 5, “The Gospels” introduces the concept of the Gospels’ genre, variety of content, and the synoptic puzzle. These five introductory chapters are followed by individual chapters on the four gospels and the book of Acts (chapters 6–10). The chapters on biblical books all have the same scope and layout. First, Powell provides a high-level overview of the content of the book. Second, he delves into the historical background, addressing issues of authorship, date, occasion, and audience. Finally, he summarises the major themes of the book. The last section also includes allusions to the Wirkungsgeschichte of the book at hand. Chapter 11 “The New Testament Letters,” which provides an overview of the structure and content of NT letters as well as the issue of pseudography, and chapter 12, “Paul,” which provides an overview of the apostle’s life and theology, take a step back and serve to orient the reader before launching into chapters on Paul’s letters. In the same format as the Gospels and Acts, chapters 13–23 function as surveys of the Pauline Letters (undisputed and disputed), with the Pastoral Letters grouped into one chapter. This is followed by a survey of Hebrews (chapter 24), the General Letters (chapters 25–29, with the Johannine Letters grouped together in one chapter), and Revelation (chapter 30). Serving his target audience well, Powell includes a glossary after the last chapter (553–575). Being one of many NT introductions, questions regarding the uniqueness and necessity for yet another book of this sort rightfully arise. In anticipation of this, Powell (12) spends three pages highlighting what makes this offering unique. In this section, he notes that the book can be read in any order as the chapters do not follow one another chronologically. This can be said of many NT introductions or textbooks (especially those written by more than one contributor). The second feature that Powell describes is that the book does not attempt to resolve disputes. Whilst Powell is deliberate about highlighting theological debates and controversial passages, he simply leaves his readers with various opposing views on these matters. This, Powell (12) argues, makes for more effective learning, as students (and lecturers) need to make their own informed decisions on such matters. Powell (13) also mentions the inclusion of diverse Christian artwork as a unique feature of the book. He adds that, while the artwork is not always explicitly theological, its [End Page 415] inclusion serves to stimulate reflection on the content of the book. As one would expect of a scholar with an appreciation for narrative, Powell holds that the book was written to facilitate an experience that...

Evaluating Cultural Competence in an Occupational Therapy Pediatric Course

This study examined the impact on student cultural competence of using specific guided activities in a pediatric occupational therapy course. A combined two-group pre-posttest design was used with a convenience sample of 41 entry-level occupational therapy doctoral students. Using a measure of cultural competence change, results indicated significant increase in scores from pre to post course testing suggesting cultural competence structured activities in course work were associated with an increase in student cultural competence. Implications for occupational therapy education are discussed.

Scoping review of mentoring research in the occupational therapy literature, 2002-2018.

Mentoring affords personalised learning for professional growth. Research across disciplines has shown mentoring to positively affect behaviour, attitude, motivation, job performance, organisational commitment, and career productivity and success. This study was conducted to provide an overview of research focussed on mentoring practices and related outcomes specific to the occupational therapy profession. This study follows Arksey and O'Malley's five main scoping review stages. PubMed, Embase, CINAHL, PsycINFO, Web of Science, ERIC, Social Services Abstract, ScienceDirect and ProQuest databases were searched for mentoring practices in the occupational therapy profession. Inclusion criteria were: empirical studies of mentoring provided to occupational therapy students, practitioners, faculty and researchers, published in English between January 2002 and December 2018. Studies of mentoring provided to occupational therapy clients were excluded. Data were extracted for quantitative information about study characteristics and qualitative information about mentoring processes and outcomes. Of 1313 retrieved resources, 20 empirical studies were selected for analysis. In these studies, occupational therapy entry-level students, post-professional students, educators, researchers and clinicians were mentored in education, research and clinical areas of practice. Mentoring definitions, rationale, approaches and measurement methods were varied. Mentoring processes and relationships were facilitated by mechanisms of creating a plan, using mentoring strategies and providing support. Common defining terms, mechanisms and outcomes of mentoring were extracted and categorised into: support, learning, process and relationship. Mentoring outcomes were related to knowledge acquisition and translation, professional behaviours, increased productivity and professional networking. This scoping review presented commonalities of mentoring definitions, mechanisms and outcomes in empirically studied mentoring experiences and programmes in the occupational therapy profession. Methodological gaps in this research emphasise the need for occupational therapy practitioners and researchers to continue researching mentoring experiences by integrating theoretical frameworks, uniform definitions, rigorous design and standardised measures to evaluate the effectiveness of mentoring.

Knowledge and attitudes of entry-level and final-level physical therapy students about evidence-based practice - A cross-sectional study

Evidence-based practice (EBP) has gained widespread acceptance in the health profession. Little is known about the attitudes, knowledge, and behavior about EBP of physical therapy students at different levels in Brazil. OBJECTIVES: To compare the EBP-related knowledge, practice, attitudes between the entry-level and final-level physical therapy students. METHODS: A cross-sectional study including 60 physical therapy students was conducted. The participants completed a questionnaire to determine their attitudes, knowledge, practice skills and barriers regarding EBP. The survey consisted of 38 items about EBP (relevance, terminology and practice skills) and 7 items related as barriers to adopt the EBP during physical therapy graduation. Total scores were calculated. For each of the three sections scores of a 5-point Likert scale were considered. RESULTS: The sample was composed of 40 students in the entry-level and 20 in the final-level. The mean age of the sample was 23.3 (SD=7.6). The mean score of the sample in the EBP survey was 83.5 (SD=20.8). We did not find difference between final-level group (mean=101.6; SD=17.8) and entry-level students (mean=74.5; SD= 15.8) (p=.45). Students of the final-level group presented higher scores in all EBP sections (relevance, terminology, practice skills). A higher mean difference was observed in terminology (-17.8) section. The most common barriers reported by the students of both groups were “lack of knowledge of statistics” (19.3%), “lack of time” (17.7%) and “language” (16%). CONCLUSION: The difference in all sections about evidence based knowledge and attitudes where not expressive between the final-level and the entry-level students. Regarding practice skills, students were not confident about their abilities in the EBP steps.

Predictors of self-perceived cultural responsiveness in entry-level physiotherapy students in Australia and Aotearoa New Zealand

BackgroundEnsuring physiotherapy students are well prepared to work safely and effectively in culturally diverse societies upon graduation is vital. Therefore, determining whether physiotherapy programs are effectively developing the cultural responsiveness of students is essential. This study aimed to evaluate the level of self-perceived cultural responsiveness of entry level physiotherapy students during their training, and explore the factors that might be associated with these levels.MethodsA cross sectional study of physiotherapy students from nine universities across Australia and Aotearoa New Zealand was conducted using an online self-administered questionnaire containing three parts: The Cultural Competence Assessment tool, Altemeyer’s Dogmatism scale, and the Marlowe-Crowne social desirability scale- short form. Demographic data relating to university, program, and level of study were also collected. Data was analysed using one-way ANOVA, t-tests and multiple regression analysis.ResultsA total of 817 (19% response rate) students participated in this study. Overall, students had a moderate level of self-perceived cultural responsiveness (Mean (SD) = 5.15 (0.67)). Fewer number of weeks of clinical placement attended, lower levels of dogmatism, and greater social desirability were related to greater self-perceived cultural responsiveness. Additionally, fourth year undergraduate students perceived themselves to be less culturally responsive than first and second year students (p < 0.05).ConclusionsThese results provide educators with knowledge about the level of self-perceived cultural responsiveness in physiotherapy students, and the factors that may need to be assessed and addressed to support the development of culturally responsive practice.

The role of prediagnostic data in injury epidemiology in preprofessional dancers.

preprofessional dance training starts at very early ages, on a highly demanding environment placing students at significant risk for injury. Injury management and prevention are a matter of concern. Given the constant interchangeability of risk factors, identifying injury patterns may prove to be equally as important. Data looking back from the time of injury through context-specific approaches are missing. To identify activity-related injury patterns based on prediagnostic data. Prospective, non-randomized, observational study, over a 3years period on a full-time preprofessional dance school featuring both gender students aged 9-21years old. Non-parametric statistics were used. A total of 625 dance injury records from 209 students, n=68 males and n=141 females, were analyzed. Season injury risk probability was identified, proving different for each skill level (SkL). Multiple individual injuries revealed a trend toward prevalence rates in advanced level, while index injuries incidence becomes more noticeable in entry level students. Overall incidence rates had no significant differences within SkL. Anatomical location was in line with previous research, although differences were found between gender and SkL. Most injuries occurred in classes, with jumps standing out as the main motor action associated with injury symptoms of gradual onset mechanism. Dance injuries happen because of dance practice. Knowing the context of injury history from the injured dancer perspective is determinant for management and prevention. prediagnostic data are an umbrella term encompassing several aspects of injury background and represents fertile ground for research. Context-specific methodological approaches are recommended.

Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom

Technology-enhanced learning (TEL) can engage students with learning and offer benefits in knowledge acquisition due to the flexibility of learning it provides. There is difficulty ascertaining best practice for the implementation of TEL in physiotherapy education. This study aims to address this through a case study with pre-registration students using a virtual learning environment (VLE) to supplement their learning. Seventy-nine students were enrolled onto a Movement & Exercise module and had access to the VLE resources. Data were captured by online survey, student focus groups, learning analytics data and comparison of examination results with a previous cohort who did not have access to all the resources. Survey data demonstrated that most students were satisfied with the resources and that they facilitated knowledge acquisition. Thematic analysis from the focus groups resulted in five higher order themes: (1) Content quality, (2) Interaction and accessibility, (3) Learning goal alignment, (4) Satisfaction with resources and (5) Suggestions for the future. Learning analytics data revealed students accessed the resources predominantly before examination periods. There were statistically significant improvements in mean examination marks compared to the previous cohort. In conclusion, satisfaction with the TEL resources was high, and there may be some positive effect on knowledge acquisition.