Skill Outcomes Research Articles

Physician Health Management Skills and Patient Outcomes

Physician Health Management Skills and Patient Outcomes

How does Content and Language Integrated Learning (CLIL) Influence University Students’ English Acquisition? A Systematic Literature Review

This study aims to provide a comprehensive and detailed view of how Content and Language Intergraded Learning (CLIL) impact university students’ English learning outcomes in non-English as native-speaking countries. The study attempts to use a systematic literature review method to look through various peer review journal articles about the implementation of CLIL and its influence on learners’ English acquisition in higher education from three perspectives: general English proficiency, productive and receptive language skills outcomes, and students’ attitude. Findings show that English ability has developed after CLIL—based lessons while the difference between the CLIL group and non-CLIL group is not significant, and different linguistic skills unevenly developed. Meanwhile, students gain motivation and interest to learn English in CLIL, while some claim they feel challenged in learning English by the new teaching approach. Based on these findings, the study offers recommendations and teaching strategies implications for introducing CLIL in universities, especially in China’s tertiary educational settings.

The Transformative Nature of Residential Immersive Life Skills Programs: Integrating Findings from a Five-Year Prospective Study of Program Opportunities, Youth Experiences, and Outcomes.

Youth with disabilities often experience limited opportunities to acquire the life skills needed in adulthood. As a result, life skills programs are provided to support life skill development; however, little is known about the active ingredients of these programs, and the sustainability of their effects over time. Accordingly, the aim was to synthesize the findings of a five-year study examining the opportunities, experiences, and outcomes of residential immersive life skills (RILS) programs for youth with disabilities. A multi-method prospective study was conducted involving 38 youth ages 14 to 21 with disabilities (e.g., cerebral palsy, spina bifida) attending one of three RILS programs held over three summers. Program opportunities, youth experiences, and outcomes (self-determination, self-efficacy) were assessed pre- and post-program and 3 and 12 months post-program using standardized questionnaires. Pre-program, 3-month, and 12-month follow-up interviews were held with youth and parents. This research synthesis integrates the findings from nine published articles that used a variety of qualitative, quantitative, and mixed methods approaches. RILS programs provided rich opportunities for youth to experience meaningful social connections, psychological engagement, and choice and control, which were associated with changes over time in multiple domains related to personal growth and preparation for adulthood. Overall, the findings point to the transformative power of RILS programs to propel new life directions for some youth. By creating opportunities for meaningful, challenging, and supportive experiences fulfilling basic needs for relatedness, competency, and autonomy, RILS programs motivate youth to grow and change. More study is needed of program opportunities and capacity-enhancing experiences, as well as longitudinal studies of youth life outcomes. RILS programs have appreciable value in preparing youth for the transition to adult roles and responsibilities.

Creating a Supportive Clinical Learning Environment for Physiotherapy Students: A Feasibility Study to Enhance Collaboration Between Students and Educators Using the ‘Everything DiSC’

Aim: To investigate if an intervention aimed at creating a supportive clinical learning environment (through shared debriefing of behaviour styles for physiotherapy students and their educators) can i) improve the clinical skills outcomes (grades) and ii) enhance the perceived quality of clinical education experiences for students and educators compared to placements without this intervention. Method: This quasi-experimental, non-equivalent groups, mixed methods study was conducted across two Australian universities and two public health sector settings. For the intervention group, Everything DiSC profiles and comparison reports were utilised to indicate differences and similarities in behaviour traits and this information was shared with students and clinical educators attending a 5-week placement. Written strategies were provided to enhance collaboration. For the comparison group, physiotherapy students attending usual clinical placements. Outcomes: Assessment of Physiotherapy Practice (APP) grades, Clinical Learning Environment Inventory (CLEI), Maastricht Teaching Evaluation, perspectives of clinical educators (obtained through focus groups). Results: At the completion of the 5-week placement, no significant differences between groups were found in APP grades, CLEI, or Maastricht scores. Focus groups (n=2) with clinical educators (n=12) revealed mostly positive perspectives on the utility of DiSC in the clinical education setting. Conclusion: Whilst sharing DiSC profiles and comparison reports between physiotherapy students and their clinical educators did not demonstrate significant benefits for students in terms of grades, positive outcomes regarding the collaboration between physiotherapy clinical educators and their students were reported by clinical educators.

An online PETE course on intercultural education for pre-service physical education teachers: A non-randomized controlled trial

Multicultural societies require educators’ intercultural competence. This trial examined if attitudes and perceived competences of pre-service Physical Education (PE) teachers could be improved by an online, teacher education course structured upon the findings of the intercultural education through physical activity, coaching, and training (EDU:PACT) project. Following individual preferences, participants (N = 129) were allocated to this course or control condition of the usual University curriculum. The intervention vs. control group scored better in outcomes of skills, knowledge, and one attitude dimension post-intervention. This teacher education course may effectively train pre-service PE teachers on intercultural education.

Recent Advances in Neuropsychological Outcomes and Intervention in Pediatric Stroke.

Over the past 15 years, there have been significant advances in the treatment of acute and chronic medical consequences of stroke in childhood. Given high rates of survival in pediatric stroke, practitioners are tasked with treating the ongoing motor and neuropsychological sequelae in patients over the course of their development. This article provides a review of the current literature on neuropsychological outcomes in pediatric stroke, including intelligence, academics, language, visual-spatial skills, attention, executive functions, memory, and psychosocial function. Recent developments in functional neuroimaging are discussed, with a particular focus on language outcomes. We further review the current research on cognitive and behavioral rehabilitation and introduce intervention models in pediatric stroke. In the final section, we discuss future directions for clinical practice and research in pediatric stroke.

Applying the total physical response (TPR) method to hone EFL students’ speaking skills

This research aimed to describe the application of TPR method in improving understanding meaning and speaking skill and to describe the effectiveness of the application of TPR in improving student speaking skill in English subjects in class VII at SMPN 13 Bengkulu City. The method of research is used classroom action research and quasi-experiment. The subjects of class action research (CAR) are students of class VII A even semester in 2021/2022 at SMPN 13 Bengkulu City. The number of students in the CAR class is 25 people, the experimental class of VII B class is 25 people and the control class of VII C class is 25 students. The data collection method is using observation and tests, data analysis using the average score and t-test. The results showed that the application of the Total Physical Response (TPR) method can improve understanding meaning and speaking skill significantly that showed t count 5,30 > t table 2,064 then total physical response method can improve effectiveness of student speaking skill outcomes in the subject of English for class VII SMPN 13 Bengkulu City.

Implementation Of Host Learning In The Course Macroeconomic

This study aims to analyze Higher Order Thinking Skill (HOTS) oriented learning in the Macroeconomic Theory course at the Economic Education Study Program, Faculty of Economics and Business, Manado State University. This research uses a quantitative approach with experimental methods. The object of research is lecturers and students of the Department of Economic Education, Faculty of Economics and Business, Manado State University. Data were collected through tests, observations, interviews, and documentation and literature studies. The findings of the study are: Inquiry Learning/Learning Model, learning outcomes from Higher order thinking skills (HOTS) can increase in the moderate category with a fairly effective interpretation compared to the control class; using the Problem-based Learning Model (PBL), Higher order thinking skill (HOTS) learning outcomes can be improved compared to control classes with higher average scores of experimental classes than control classes; and Project-based Learning (PJBL), the learning outcomes of higher order thinking skills (HOTS) can be improved compared to the control class with the average experimental class higher than the control class.

How Picture Storybook Improve Creative Thinking Skills and Learning Outcomes of Elementary School Students?

The lack of creative and innovative media use can make the atmosphere of learning activities tend to be boring and students find it difficult to understand the subject matter discussed in class, so that students become less active, independence and interaction of students in the learning process is not visible so that students tend to be passive and uncommunicative. This study aims to produce an appropriate Picture Storybook, produce the practical picture Storybook, and reveal the effectiveness of the media produced to improve students’ thinking skills and learning outcomes. This research was R&D with the Borg & Gall model. The subjects in this study were fourth-grade elementary school students. Data collection in the initial study was carried out through observation and interviews. Product validation was carried out by material experts and media experts. Data analysis used independent sample t-test and MANOVA test. The results of this study are in the form of a picture storybook that is suitable for use based on the results of the validation with the "very appropriate" category. Independent sample t-test on creative thinking skills resulted in a significance value of 0.008, which means that there is a difference in the average creative thinking skills of students who use picture storybook media. Independent sample t-test on student learning outcomes resulted in a significance value of 0.001, which means that there is a difference in the average student learning outcomes using picture storybook media. The MANOVA test results show a significance value of 0.001 less than 0.05, which means that the picture Storybook media has a significant effect on creative thinking skills and learning outcomes.

Student Process Skills on Temperature and Heat Materials

The low learning outcomes for Physics subjects where the learning outcomes of students' Physics process skills cannot be said to be fully successful. However, students listen more, write what the teacher informs and do practice questions based on the examples given by the teacher. Learning is also filled with teacher lectures. so this happens because most students come to school empty. This study aims to determine the differences between students' physics process skills through the LKS based on Natural Exploration (JAS) on the subject matter of temperature and heat at SMAN. The sampling technique was carried out by conducting a normality test and homogeneity test in the population. From the test of the two classes, data was obtained which stated that the two classes were normal and homogeneous, which were the experimental class and the control class. The determination of the experimental class and the control class was determined by random sampling, namely by lottery. In classical completeness the indicator of process skills in the experimental class is declared complete and the control class is declared incomplete.

Quality Assessment of Badminton Skills Training (BST) Module: Aspects of Validity and Reliability among Secondary School Students

The objective of this research is to study the validity and reliability of Badminton Skills Training (BST) Module for secondary school students. The content of BST Module includes high serve skill, low backhand serve and Badminton lob shots which are the basic skills need to be mastered by secondary school students. To determine the validity of the module through the method of calculating the percentage of consent, the constructed module was submitted to seven panels expert in the field of Physical Education and Sport Science for evaluation. Improvements have been implemented on this module based on reviews and feedbacks from expert panels. The result of the validity assessment of the entire module content was 0.919. A total of 31 secondary school students from a school in Kuching were involved in a pilot study to measure the reliability of the module after the validity assessment of the module. The reliability of the Cronbach’s alpha value of the BST Module was 0.956. The results of the study prove that this module has high content validity and reliability and it can be accepted. Thus, this module is suitable to achieve the objectives of the module that had been set. This module has a high potential to help improve the achievement of learning outcomes in Badminton skills among secondary school students. This module is recommended to test its effectiveness and to be used as references for secondary school teachers during then implementation of Badminton skills learning sessions in schools.

Effects of a blended classroom-based intervention on aerobic fitness, motor skills, inhibition, and daytime sleepiness among Hong Kong children.

In response to the all-round development of primary school children, this study aimed to evaluate the effectiveness of a blended intervention program on children's health-related outcomes of aerobic fitness, motor skills, inhibition and daytime sleepiness in classroom settings. Three experimental conditions include: (1) the “Stand + Move” group combining sit-stand desks and physical activity (PA) recess, (2) “Move” group with PA recess only, and (3) Control group (CG; normal class schedule). A total of 64 primary school children (37.5% girls and 62.5% boys, M [SD] = 9.6 [0.61], BMI mean = 17.0 ± 3.0) participated in all assessments, including aerobic fitness, motor skills, inhibitory control, and daytime sleepiness. The baseline data collection starts from January 2019, with the intervention lasting for 13 weeks and followed by post-intervention and follow up tests conducted in July and October 2019. There was a significant interaction effect on aerobic fitness [F(2,76) = 10.62, p < 0.001, η2 = 0.22] after the intervention period, whereas no significant interaction was observed for other variables. Significant main effects were observed in aerobic fitness (pre – post: −11.75 and −7.22) for both experimental groups, with the blended group showing greater improvements immediately post the test, while motor skills only showed a significant increase at the three-month follow-up, with the greatest increase in the blended group (pre-follow-up: −2.50). For inhibition control and daytime sleepiness, better improvements were shown for the experimental groups than for the control group. The blended designed intervention, by incorporating multiple components as an innovative strategy to reconstruct children's traditional classroom environment in Hong Kong, has demonstrated improved physical and psychological development of school children.Clinical trial registrationChiCTR, ChiCTR2000035038. Registered 29 July 2020 – Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038.

Investigating the Relationship between Multiple Mini-Interview Communication Skills Outcomes and First-Year Communication Skills Performance and Reflections in Students at the Ontario Veterinary College.

An important outcome for veterinary education is ensuring that graduates can provide an appropriate level of care to patients and clients by demonstrating core competencies such as communication skills. In addition, accreditation requirements dictate the need to assess learning outcomes and may drive the motivation to incorporate relevant and appropriate methods of entry assessments for incoming students. Predicting the success of Doctor of Veterinary Medicine (DVM) students based on entry assessment performance has been scantly investigated and can be challenging. Specifically, no research presently exists on predicting DVM students' first-year performance in relation to communication skills at the time of program entry. Objectives of this exploratory study were to investigate (a) the relationship between communication skills outcomes from multiple mini-interview (MMI) data and first-year academic performance related to communication and (b) the relationship between communication skills outcomes from MMI data and self-reported first-year communication reflections. A retrospective single-class study was conducted. Data were analyzed using descriptive statistics, correlation statistics, regression models, and paired t-tests to identify relationships among variables. Paired t-tests showed that students felt more prepared to meet second-year expectations over first-year expectations. Spearman's correlation revealed an association between MMI communication scores and one pre-year 1 survey question related to professionalism. Noo relationships were observed between MMI communication scores and marks from a self-reflection assignment in a communications course, or grades from a clinical medicine course that included clinical communication. The merit for further exploration of the relationship between communication competencies and student performance is discussed.

Process Skills through Student Worksheet Based on Around Nature in Materials Temperature and Heat

Physics is the knowledge that studies physical events that include processes, products, and scientific attitudes that are cyclic, and interconnected, and explains how natural phenomena are measured through observation and research. The learning outcomes of students' Physics process skills could not be said to be fully successful. This study aims to describe and determine the differences in students' physics process skills through the LKS based on Natural Exploration (JAS) on the subject matter of temperature and heat at SMAN 2 XIII Koto Kampar. The research design used in this study was an intact-group comparison design. The data collection technique in this study was giving tests to the experimental class and control class, after learning through LKS based on Exploring the Surroundings. The average absorption power of the experimental class is 80% in the good category, while the control class is 74% in the good category. Based on students' absorption, it can be said that the effectiveness of learning in the experimental class and control class is effective. Classical student learning completeness in the experimental class is 84% and in the control class is 62.5% otherwise incomplete. The classical completeness of the process skill indicator in the experimental class is 100% and in the control class is 75%. In classical completeness, the indicator of process skills in the experimental class is declared complete and the control class is declared incomplete. After the t-test was conducted, it was found that there was a significant difference in physics process skills through LKS based on Exploring the Surroundings by using ordinary LKS.

High-Intensity Functional Training For Children With Autism Improves Social Skills, ASD Symptoms And Physical Performance

PURPOSE: This study assessed the feasibility and effectiveness of a 10-wk high intensity exercise program offered after-school for children with autism spectrum disorder (ASD) without intellectual disability. METHODS: Children with ASD (n = 11, M age: 9.53 ± 2.1 yr) engaged in a 1 hr after-school high intensity functional training exercise session, 2 d/wk for 10 wks that targeted social skills, ASD symptoms, and physical performance. Each group exercise session included an instruction period, warm-up, high intensity workout, related game, and cool-down. Social skill and symptom outcome measures included the Adapted Skillstreaming Checklist (ASC) and Social Responsiveness Scale 2nd Edition, School Age Form (SRS-2). Physical performance data (i.e., strength, flexibility, PACER aerobic fitness, power) were also collected. Paired t-tests were used to assess pre to post program performance differences. Participant and parent/guardian satisfaction surveys (7-point Likert scale) were administered following completion of the program. RESULTS: Feasibility and safety were supported in high levels of fidelity (96%), participant and parental satisfaction (4.66, 6.53 out of 7, respectively), and attendance (90% of all sessions), and there were no adverse events or injuries. Pre-post comparisons indicated significant improvements and large effects in social skills (ASC = 87.5 to 118.73; d = 1.95) and ASD symptoms (SRS-2 = 83.6 to 71.36; d = .98) and medium-to-large effects on tests of physical performance (PACER [6.9 to 9.9 laps; d = .86], 60 sec max sit-ups [13.3 to 23.5 reps, d = .58], 60 sec max body weight squats [19.5 to 29.6; d = .61]). CONCLUSION: This after-school high intensity exercise program for children with ASD without intellectual disability was feasible (high fidelity, satisfaction) and improved social functioning, ASD symptoms and physical performance.

ترقية نتائج تعلم مهارة قراءة اللغة العربية بوسائل الكرتونية لطلاب الصف السابع في المدرسة المتوسطة الإسلامية المحمدية ٧ تاكرهارجو

In Arabic there are four language skills, namely listening, speaking, reading and writing. Of the four skills, the researcher focused this research on reading skills. This research is motivated by the lack of student learning outcomes in learning reading skills. Therefore, with the implementation of cartoon-based media, it is hoped that students can be more enthusiastic in participating in learning, and by doing so, student learning outcomes will also increase. This research is a classroom action research with a qualitative approach. Collecting data using observation techniques, interviews, tests, documentation, questionnaires and field notes. The data analysis uses qualitative data analysis techniques which include data collection, reduction, presentation and conclusions. This research was carried out in two cycles of action, each cycle consisting of four stages, namely the action planning stage, the action implementation stage, the observation stage and the reflection stage. From the results of this study, it can be seen that (1) the application of cartoon-based media carried out at MTs Muhammadiyah 07 Takerharjo is considered effective to improve student learning outcomes. (2) and media based on cartoon stories are able to improve student learning outcomes in Arabic reading skills for seventh grade students of MTs Muhammadiyah 07 Takerharjo.

Hubungan Antara Pembelajaran Andragogi dan Keterampilan Belajar dengan Hasil Belajar Mahasiswa

This research aimed to determine the correlation between andragogy learning as well as learning skill and student learning outcome. The present research applied a quantitative research approach with multiple correlational analysis method where the data collection was carried out through questionnaire technique in the form of questionnaires and documentation. The research population involved students from the Guidance and Counseling Program, Faculty of Teacher Training and Education, Cenderawasih University batch 2018, 2019, 2020 and 2021 as many as 101 students. The determination of the sample was performed by total sampling technique in which the researcher used the entire sample with a total of 101 students. The research findings showed a correlation between andragogy learning and learning outcome with a Pearson correlation value of 0.502, a correlation between learning skill and learning outcome with a Pearson correlation value of 0.445 and a correlation between andragogy learning and learning skills and learning outcomes where the correlation coefficient was indicated by an R value of 0.573. Meanwhile, the simultaneous contribution of andragogy learning as well as learning skill and learning outcome was 32.8% (0.328) while the other 67.2% were determined by other variables not examined in this research. The conclusion of this research was that there was a fairly strong correlation between andragogy learning as well as learning skill and student learning outcome.

PENINGKATAN GURU DALAM KETERAMPILAN CALISTUNG DI MASA PANDEMI COVID-19 PADA SISWA KELAS II DI MI AL-ISHLAH KALIPARE

This research is motivated by the level of stability of student learning outcomes in calistung skills in class students at MI Al-Ishlah Kalipare in the future covid-19 pandemic. Of course, in this case there are also some obstacles in the activities of the learning procsess. These obstacles are not only influenced by external factors but also internal factors so that seen from the unsatisfactory student learning, the teacher provides efforts to keep student enthusiasm for learning. So with regard to existing phenomena, teacher innovate to train calistung culture with bound books in improving calistung class II student.

Do students develop teamwork skills during geoscience fieldwork? A case study of a hydrogeology field course

Teamwork has been identified as an essential employability skill and learning outcome in the geosciences, especially during fieldwork. Although specific teamwork skills have been identified in prior research, few studies to date have addressed how students develop or use these skills during their educational preparation in science, technology, engineering and mathematics (STEM) disciplines, including the geosciences. In this paper, we use a descriptive, qualitative embedded, single-case study to explore how geoscience students develop teamwork skills during a hydrogeology field course in the absence of any explicit instruction about teamwork, using a theoretical lens of input-process-output taxonomy of teamwork skills. We collected data using the Geoscience Teamwork Observation (GTO) protocol and verified findings against focus group discussions held after each week of team observations. We identified that students do use a wide range of teamwork skills in the absence of instruction on teamwork, and these skills changed across different teams and under different contexts during fieldwork. Student teams most frequently used skills of communication, leadership, peer-mentoring and teaching, and coordination. Skills related to goal identification, information synthesis and organizational management were utilized least often. We recommend instructional strategies that explicitly treat teamwork skills as learning outcomes, prior teaching of teamwork as part of fieldwork, and using observations as a strategy for teaching and assessing teamwork during fieldwork. We also provide a shared approach for evaluating teamwork skills to enhance workforce preparation and draw attention to key issues relating to creating effective teamwork outcomes during fieldwork.

Effectiveness of an Integrated Simulation in Teaching Clinical Social Work Skills: Geriatric Mental Health Proficiency

ABSTRACT Nationally, social work students face limited access to clinical education that examines the intersection of older adults, chronic disease, and mental health. This is critical due to a rapidly aging population and a shortage of geriatrics trained social workers. Scant data exists on the effectiveness of clinical simulations to prepare social work students in geriatrics and mental health specialties. In this study, 118 MSW students completed a simulation through the Standardized Patient (SP) Program consisting of a gerontology course, patient interview, debriefings, self-efficacy and counseling skill outcomes, and qualitative surveys. Students reported gains in knowledge, counseling self-efficacy, and clinical skill competency. Simulations assess students in clinical scenarios to improve counseling skills towards achieving clinical competency.