Method For Teaching Skills Research Articles

Cross-Education of Skill: Assessment of Overhand Throwing Using Product- and Process-Oriented Assessment

ABSTRACT Purpose: The aims of the present study were to: (1) investigate the magnitude and direction of the cross-education effect in a unilateral sport skill (overhand throw) and (2) to establish which practice condition (dominant hand only or alternating hands) would yield the best results. Methods: The study involved three experimental groups of 11-year-old children (n = 59). The first group (n = 20) used only the dominant hand to throw the ball. The second group (n = 19) used the nondominant hand only, while the third (n = 20) alternated hands for each throw. A pre- and post-testing of both hands preceded and followed the intervention period. Results: The results of our study revealed no asymmetry in cross-education effect between the limbs for children’s overhand ball throwing. It was also shown that training both hands is superior to training the dominant hand alone. Conclusion: Our findings would be of particular interest to physical education teachers and coaches of unilateral sports who are advised to review their unilateral skill teaching methods as bilateral training offers a superior approach to augmenting the process of motor learning and performance.

Faculty induction program for newly recruited teachers of higher education: a case study

ABSTRACT Teaching is a profession in which the newly appointed teachers learn different methods of teaching skills, pedagogies of teaching and conducting research and should know the role and responsibilities of different academic leaders. The Faculty Induction Program (FIP) includes all these components. This article aims to study the perceptions of the newly appointed assistant professors or early-career faculty (ECF) regarding FIP, conducted by the Faculty Development Center (FDC) of Mizoram University, India. Out of 202 participants, 100 were selected by simple random sampling procedure. A self-constructed questionnaire was used for the collection of data. Focus group discussion was also conducted. The findings revealed that FIP conducted by the FDC was well organized. The participants benefitted by learning micro-teaching and its uses, the development of teaching-learning material, comprehensive and effective lesson planning, Bloom’s taxonomy, and the constructivist teaching approach.

A Proposal of Empathic Physical Skill Education Method

In the field of manufacturing in Japan, the training of skill successors is an urgent issue. Research and system development on skill transfer have been conducted so far, but most of them are related to skill measurement methods and proficiency analysis. This seems to be aimed at preserving and transmitting the current form of skills, and as a result, it takes time to acquire skills. Originally, skills should be acquired in order to produce new skills, and a method of teaching skills that produce high-value products is needed instead of focusing on imitation. Therefore, in this research, we propose a new educational method that reconstructs knowledge from the educational viewpoint of the target skill and promotes empathy between the skill expert and the learner.

Using ultrasound imaging to assess novice physiotherapy students’ ability to locate musculoskeletal structures with palpation

ObjectiveUse ultrasound imaging to assess success rates of novice physiotherapy students attempting to locate two tendons and two joint spaces using palpation. DesignCross-sectional study. SettingMaster of physiotherapy program at an academic institution. ParticipantsTwenty-two end of first-year physiotherapy students. MethodsParticipants were asked to palpate and locate the long head of the biceps (LHBT) and tibialis posterior (PTT) tendons as well as the acromioclavicular joint (ACJ) and medial tibiofemoral joint (TFJ) spaces on two human models. A truncated needle was taped onto the skin, parallel to the palpated structure. Ultrasound imaging was used to assess the position of the needle relative to the structures. Main outcome measuresSuccess or failure was determined based on a judgment call on the needle position relative to the targeted structure on the ultrasound images. Inter-evaluator agreement for judgment criteria was investigated using Cohen's kappa tests and success rates subsequently calculated. ResultsKappa coefficients were 1.00 for all structures collectively, 1.00 for LHBT and PTT tendons, 1.006 for ACJ, and 0.79 for TFJ. Palpation success rates were: 9% for LHBT, 64% for PTT, 23% for ACJ, and 31% for medial TFJ. ConclusionThese results highlight the fact that there is room for improvement in anatomy and palpation skill teaching methods and ultrasound imaging is valuable tool to assess this important skill.

Exploring the experiences of nursing students in using immersive virtual reality to learn nursing skills

BackgroundIn recent years, virtual reality teaching applications exhibited exponential development in numerous fields. An increasing number of virtual reality application cases and modules have been developed in the nursing education field to verify their effectiveness. ObjectiveThe research objective is to understand the experience of nursing students in using virtual reality skill learning process. DesignThis study is a qualitative research that adopts focus group research methods. The participants were able to freely describe their subjective feelings toward the virtual reality skill learning process. Participants/settingsThis research was conducted in a nursing school in Taiwan. Purposive sampling was adopted to select 60 nursing students who participated in the Adult Nursing and Practice course. The participants were divided into six focus groups containing 10 participants each. MethodAside from learning with traditional practice equipment, the students also experienced the virtual reality nasogastric tube care skill learning system. Focus group interviews were held from March 25 to 27, 2019. During the interview, we inquired about the students' subjective feelings toward the virtual reality skill learning system and reflected on its influence on the students' learning process. ResultsAn analysis of the focus group interview content of 60 students, revealed that the students' experience toward the virtual reality skill learning process could be classified into five themes, namely “convenient to practice, but requires adaptation,” “fast skill learning process,” “stress-free learning environment,” “environmentally friendly,” and “lacks a sense of reality.” ConclusionsInstead of replacing conventional skill teaching methods, future applications of the virtual reality nursing skill education support system shall serve as a student self-learning supporting tool. Additionally, the research and development of the virtual reality nursing skill education support system should focus on its stereognosis aspect and include an interactive function to upgrade the system into a practical teaching and learning support material.

In Special Education for Mentally Handicapped Individuals Social Skill Teaching

Social skills are the necessary behaviors and functional skills for people to carry out the behaviors required by living in society and to live their lives effectively and independently. Teaching of social skills is of great importance as it covers the behaviors that provide interpersonal relations in daily life and school environment. The aim of this research is to make an assessment on their effectiveness by examining the social skill teaching methods given for people with mental disabilities in special education. Scientific publications made within the scope of the research were examined, information was given about the use of the social skills training program and it was tried to be interpreted based on the findings of the studies conducted on the subject. Suggestions have been made for the problems identified in accordance with the results obtained from the research. Keywords: Mentally Disabled Children, Special Education, Social Skill Teaching DOI: 10.7176/JSTR/6-01-08

Comparing the Effect of Concept Mapping and Conventional Methods on Nursing Students’ Practical Skill Score

Background:Development of practical skills in the field of nursing education has remained a serious and considerable challenge in nursing education. Moreover, newly graduated nurses may have weak practical skills, which can be a threat to patients’ safety.Objectives:The present study was conducted to compare the effect of concept mapping and conventional methods on nursing students’ practical skills.Patients and Methods:This quasi-experimental study was conducted on 70 nursing students randomly assigned into two groups of 35 people. The intervention group was taught through concept mapping method, while the control group was taught using conventional method. A two-part instrument was used including a demographic information form and a checklist for direct observation of procedural skills. Descriptive statistics, chi-square, independent samples t-tests and paired t-test were used to analyze data.Results:Before education, no significant differences were observed between the two groups in the three skills of cleaning (P = 0.251), injection (P = 0.185) and sterilizing (P = 0.568). The students mean scores were significantly increased after the education and the difference between pre and post intervention of students mean scores were significant in the both groups (P < 0.001). However, after education, in all three skills the mean scores of the intervention group were significantly higher than the control group (P < 0.001).Conclusions:Concept mapping was superior to conventional skill teaching methods. It is suggested to use concept mapping in teaching practical courses such as fundamentals of nursing.

Effect of Permutated Teaching Approach Among an Adult Patient Group

Background of the study : Learning is an active process which demands expenditure of energy from the part of the student as well as the teacher to be successful and complete. Though the effort from the teacher is uniform towards the process, the reach and level of achievement of the students greatly vary. The reasons attributed for this variation can be an array, possibly from the age, level of maturity, motive behind education and personality traits. This was an attempt by the investigator to compare the learning styles of two groups of hypertensive patients belonging to different age groups Methodology : Evaluative approach was utilised. A descriptive study was conducted among 60 patients with hypertension attending the cardiac OPD of a selected hospital in Chennai to assess their learning styles. Abdominal breathing technique was demonstrated to hypertensive patients to effect relaxation. To supplement the skill learning, the investigator chose between written instructions or audio taped instructions based on the learning styles of the individual patient. The practice scores of abdominal breathing technique of the patients was assessed after three days and the same was used to compare the strength of the specific learning styles. Major findings : The success of the skill learning was comparable between the groups when supplemented by the suitable learning material of their taste. Young adults preferred auditory learning; middle aged people opted for kinaesthetic learning while old age learners chose auditory learning. Conclusion: nurses can adopt lecture type of teaching for aged learners and skill teaching methods for middle aged adults

The impact of theory to study the Al-Biomechanics skill in the performance of jumping on a groundbreaking platform to jump in artistic gymnastics for students

To understand the information related to movements in terms of biomechanical sports is one of the essential ingredient in the success and development of these movements, so the interest in studying this information can give positive returns in the process of education, training, methods of teaching skills and athletic movements. This depends on the capabilities, experience and attitudes of dealing with this information, mechanical, Which they depend, in determining the learning objectives as an initial stage of a substance gymnastics. From this port, the researchers wanted to see the problem difficulty level of the students in the development of some key events of a substance artistic gymnastics after their studies the Biomechanics material and access to information on the performance skills of gymnastics movements. The Biomechanics through information obtained by the students of the second phase of the Faculty of Physical Education University of Diyala and their number (40) student, researcher aims to identify the effectiveness of information theory on the application of technical performance and the level of attainment in the skill of jumping on a groundbreaking platform jumping. And to identify the differences between before and after in the level of performance and achievement in the skill of jumping opened. And imposed the existence of statistically significant differences in the stages of the level of attainment technical performance of the skill of jumping on a groundbreaking platform jumping. By the results the researcher concluded: And to identify the differences between before and after in the level of performance and achievement in the skill of jumping opened. And imposed the existence of statistically significant differences in the stages of the level of attainment technical performance of the skill of jumping on a groundbreaking platform jumping. By the results the researcher concluded: That the information theory of Biomechanics obtained by the student influence in improving the performance of the skill level to jump on a groundbreaking platform to jump in artistic gymnastics for girls

Investigating the efficacy of practical skill teaching: a pilot-study comparing three educational methods

Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than 'traditional' live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation.

Training Surgical Residents: The Current Canadian Perspective

Numerous constraints may limit the practical experience of surgical residents. Current research supports a need for structured curricula, skills acquisition, and feedback outside the operating room (OR) and formal assessment of technical skills. We examined the current state of surgical skill teaching and evaluation for Canadian residents across surgical specialties. One hundred twenty-three surveys were mailed to surgical residency program directors of all 17 Canadian medical schools. Nine surgical specialties were identified. Program demographics, details of surgical skill teaching methods, and several surgical skill assessment modalities used from admission to graduation were surveyed. Obstetrics and Gynecology (ObGyn) survey results were compared with other surgical specialties. Seventy surveys (57%) from 15 medical schools (88%) were returned. All specialties were represented in responses. ObGyn residents had fewer surgical training months per year than other residents (4.9 versus 8.5 months; p = 0.001). The most common teaching method was didactic lectures (86%; 95% confidence interval [CI], 75%-93%) for all programs. Inanimate and/or animate skills laboratories and didactic lectures were equally used by 90% (95% CI, 55%-100%) of ObGyn programs. Virtual reality simulators for procedure-specific surgical skills ranked low at 30% (95% CI, 7%-65%) use in ObGyn programs. Most programs had a dedicated space to teach and practice skills outside the OR. Assessment, feedback, and determination of surgical competence were most commonly performed via subjective evaluation by surgical mentors. Forty percent of ObGyn programs versus 76% of other programs used a local program-specific surgical training curriculum (p = 0.054). Most program directors who did not have access to a standard training curriculum wished to have one implemented. Lectures and subjective evaluations are the most common educational tools in Canadian surgical residencies. Despite the availability of validated surgical teaching and evaluation tools remote from the OR, standard training curricula are not the norm in Canadian ObGyn residency programs.

Training Parents with Videotapes: Recognizing Limitations

ABSTRACT Among the many methods of teaching skills to parents of disruptive children, videotape modeling of specific parent-child interaction sequences has been particularly effective. Given the likelihood of timeout resistance in defiant children, the authors tested the effectiveness of videotape parent training with a sample of clinic referred, disobedient preschool children in a protected clinic setting. Although parents gained knowledge and behavioral skills, substantive errors were observed and one-third of the sample required therapist assistance during the initial compliance training session. Unsupervised videotape training protocols appear to be a two-edged sword that should carry a warning label.

The Classroom Teacher in Career Education

Career education, the author believes, is a method of teaching skills to students, rather than an "extra" subject. Creative teachers, stimulated to interest and involvement in career education, can provide exciting, meaningful preparation for the adult world of work.