Preparatory Instruction Research Articles

Computer-based assessment in mathematics

Computer-based assessments is becoming more and more common in mathematics education, and because the digital media entails other demands than paper-based tests, potential threats against validity must be considered. In this study we investigate how preparatory instructions and digital familiarity, may be of importance for test validity. 77 lower secondary students participated in the study and were divided into two groups that received different instructions about five different types of dynamic and/or interactive functions in digital mathematics items. One group received a verbal and visual instruction, whereas the other group also got the opportunity to try using the functions themselves. The students were monitored using eye-tracking equipment during their work with mathematics items with the five types of functions. The result revealed differences in how the students undertook the dynamic functions due to the students’ preparatory instructions. One conclusion is that students need to be very familiar with dynamic and interactive functions in tests, if validity is to be ensured. The validity also depends on the type of dynamic function used.

The Law of the Gospel: Shifting Interpretations of a Temple Covenant throughout Latter-day Saint History

The Law of the Gospel: Shifting Interpretations of a Temple Covenant throughout Latter-day Saint History

Exploring residents' perceptions of PA and NP roles and barriers to collaboration.

Developing competencies for interprofessional collaboration, including understanding other professionals' roles on interprofessional teams, is an essential component of medical education. This study explored resident physicians' perceptions of the clinical roles and responsibilities of physician assistants (PAs) and NPs in the clinical learning environment. Using a constructivist grounded theory approach, semistructured interviews were conducted with 15 residents in one academic setting. Transcripts were analyzed using an iterative approach to inductive coding. Participants typically perceived PAs' and NPs' roles as being "like a resident," less commonly as independent clinicians, and rarely as collaborators. Barriers to understanding PA and NP roles and perceiving them as collaborators included the lack of preparatory instruction about PAs and NPs, the hierarchical structure of medical education, and inadequate role modeling of interprofessional collaboration. This study suggests that barriers in the clinical learning environment and the structure of medical education itself may impede residents' learning about PAs and NPs and how to collaborate with them.

Prepping for Success: Improving the Communication of Patient Preparatory Instructions for CT Colonography

A CT Colonography (CTC or virtual colonoscopy) is a CT procedure that is designed to specifically examine the large bowel and is a viable alternative for those patients who cannot complete a traditional colonoscopy. CTC requires intensive and very specific patient preparation (prep) that differs significantly from colonoscopy prep. A large cohort of patients arrive at the CTC appointment not properly prepped to complete the exam. This results in frequent delayed, cancelled and rebooked appointments which extends the number of days of prep time required for patients, delays diagnosis, and increases wait times for an already in-demand procedure.

Cultural pluralism increases difficulties in learning experiences yet advances identity formation for Muslim Arab female students at higher education institutions in Israel

Purpose – The purpose of this paper is to examine how learning experiences are shaped for Arab Muslim women students by the different educational approaches (teaching style, relations with lecturers and types of knowledge) and extent of cultural pluralism in three different higher education (HE) campuses in Israel. Design/methodology/approach – To clarify these issues the authors conducted narrative interviews with 12 Arab Muslim women students in the Hebrew University and in two academic colleges. Significant differences were found in the women's experiences between the university and the two academic colleges. Findings – Arab women had difficulty integrating in the university in contrast to a supportive more familiar environment in the colleges. The different environments also had different implications for the women's identity formation. The findings indicate that since Arab women students have specific needs stemming from their different socio-cultural background, they should be assisted in their integration in academic courses with preparatory instruction and guidance. Originality/value – Implications for minority students in different HE campuses are discussed.

Critical Skills for the Senior Medical Student Entering Surgery

Abstract Introduction Critical response skills focusing on the management of acute, life-threatening emergencies in postoperative patients are important topics that are not uniformly covered in med...

The Influence of Health Literacy on Comprehension of a Colonoscopy Preparation Information Leaflet

Successful bowel preparation is important for safe, efficacious, cost-effective colonoscopy procedures; however, poor preparation is common. We sought to determine whether there was an association between health literacy and comprehension of typical written instructions on how to prepare for a colonoscopy to enable more targeted interventions in this area. This is a cross-sectional observational study. This study was performed at primary care clinics and federally qualified health centers in Chicago, Illinois. Seven hundred sixty-four participants (mean age, 63 years; SD, 5.42) were recruited. The sample was from a mixed sociodemographic background, and 71.9% of the participants were classified as having adequate health literacy scores. Seven hundred sixty-four participants were presented with an information leaflet outlining the bowel preparatory instructions for colonoscopy. Five questions were used to assess participants' comprehension of the instructions in an "open book" test. Comprehension scores on the bowel preparation items were low. The mean number of items correctly answered was 3.2 (SD, 1.2) of a possible 5. Comprehension scores overall and for each individual item differed significantly by health literacy level (all p < 0.001). After controlling for sex, age, race, socioeconomic status, and previous colonoscopy experience in a multivariable model, health literacy was a significant predictor of comprehension (inadequate vs adequate: β = -0.2; p < 0.001; marginal vs adequate: β = -0.2; p < 0.001). The outcome represents a simulated task and not actual comprehension of preparation instructions for participants' own recommended behavior. Comprehension of a written colonoscopy preparation leaflet was generally low and significantly lower among people with low health literacy. Poor comprehension has implications for the safety and economic impact of gastroenterological procedures such as colonoscopy. Therefore, future interventions should aim to improve comprehension of complex medical information by reducing literacy-related barriers.

Improving the Transition to Surgical Internship: Increased Confidence and Anxiety Reduction through Formal Preparatory Instruction

Improving the Transition to Surgical Internship: Increased Confidence and Anxiety Reduction through Formal Preparatory Instruction

Simulated patients for the practical examination of medical students: intentions, procedures and experiences

This paper presents intentions, procedures and experiences related to a simple method for training simulated patients for undergraduate examinations set up as clinical consultations. The examinations took place in the final year of medical school, at the Division for General Practice, University of Bergen, Norway. Thirty-six medical students were assessed by the use of five primary-school teachers serving as simulated patients and 18 authentic patients. Field notes from the process, observations during the examinations, written evaluation from the students and transcript of audiotape from focus group setting with the simulants are presented. Simulants were trained and prepared to simulate common health problems during a brief procedure which seemed to be sufficient as long as standardization was not aimed for. Simulants were not detected from among the ordinary patients by the students. Even the authentic patients did some level of role playing, which must be accounted for in future preparation. Simulants may by means of brief preparatory instructions serve as useful and realistic supplements to authentic patients in the practical examination of undergraduate medical students.

Debate, Oh Sweet Debate: Wherein Is Thy Research?

Current teacher preparatory instruction in some universities has set the stage for a debate related to qualitative versus quantitative research. In this regard, the present article has a two-fold purpose: (I) to stimulate further debate and (2) to present from a supportive posture the position of quantitative research. Primary issues relate to definition, philosophical context, curriculum content, and perceived expectations. A rebuttal in defense of quantitative research is encouraged.

Short- and Long-Term Results of Positive Home-Based Treatment of Childhood Chronic Constipation and Encopresis

Successful reports of behavioral treatment of encopresis describe interventions as unpleasant as the disorder: hospitalization, laxatives, prompted toileting, aversive consequences. The focus on soiling rather than on the constant constipation that precedes encopresis, on the reduction of soiling rather than on the acquisition of effective toilet use. Five normal chronically constipated children (four of whom were encopretic) were treated at home with combinations of: preparatory instructions, rewards for clean pants, reward for appropriate toileting (bowel movement in toilet). Once soiling was eliminated and appropriate bowel movements occured regularly, all families were taught to fade treatment contingencies. To determine the contribution of the toileting reward to treatment effectiveness, this reward was added to the other two treatment components in a multiple baseline across four cases; it provided a significant ingredient in short-term success. A fifth child achieved short-term success with only th...

Recovery from surgery, with and without preparatory instruction, for three coping styles.

Recovery from surgery, with and without preparatory instruction, for three coping styles.

Preparatory instructions in the differential conditioning of the galvanic skin response of schizophrenics and normals.

Preparatory instructions in the differential conditioning of the galvanic skin response of schizophrenics and normals.

Cognitive Processes in Differential GSR Conditioning: Effects of a Masking Task

associated with verbalized recognition of the CS-UCS contingencies.1 In these studies, conditional GSR differentiation was acquired only by Ss who could accurately verbalize the stimulus relations during either intertrial verbal reports or postconditioning interviews. A similar relationship between knowledge of stimulus relations and acquisition of classically conditioned responses has also been demonstrated by studies involving informative preparatory instructions: Verbal description of the stimulus contingencies prior to conditioning has been shown to facilitate acquisition of conditional GSRs,2 heart rate,3 and eye blinks.4 It follows that acquisition of

Some Results of Preparatory Instruction

Some Results of Preparatory Instruction

Physical Science in Schools

PROF. ROSCOE has taken the right view when he says that science teaching in schools will remain unsatisfactory as long as it does not receive the same, range and time as the subjects which at the present time preponderate so greatly. Granting the necessity of devoting more time to science, it follows, almost as a matter of course, that science teaching ought to begin at an earlier age than now. For else, where is the time to come from? The other alternative—to add a couple of years to the time required to pass through the present curriculum of a public school—would be accepted by very few parents. But there is no need for this alternative. The teaching of the elements of physical and chemical knowledge is most beneficially begun in early years. Some of the foremost thinkers of the scientific world assert and support this view, as may be gathered, for instance, from the Sixth Report of the Royal Commission on Science Teaching. I would mention, in addition to this, that Liebig strenuously advocated (“Chemische Briefe,” Leipz. und Heidelb., 1865, 5oth letter) the teaching of such elementary chemistry in village schools as bears upon the constitution of air, water, the ash of plants, and explains the process of combustion. The great German philosopher would hardly have done so, without being sure that the pupils will profit by the teaching. The average age of such a pupil is, I believe, twelve years, and he receives, as far as I am aware, no preparatory instruction in algebra or geometry.