Student Perceptions Of Use Research Articles

Development and validation of a measurement tool to assess student perceptions of using real patients in physical therapy education at the Rocky Mountain University, the United States: a methodological study.

This study aimed to develop and validate the Student Perceptions of Real Patient Use in Physical Therapy Education (SPRP-PTE) survey to assess physical therapy student (SPT) perceptions regarding real patient use in didactic education. This cross-sectional observational study developed a 48-item survey and tested the survey on 130 SPTs. Face and content validity were determined by an expert review and Content Validity Index (CVI). Construct validity and internal consistency reliability were determined via exploratory factor analysis (EFA) and Cronbach's Alpha. Three main constructs were identified (Value, Satisfaction, and Confidence), each having 4 subconstruct components (Overall, Cognitive, Psychomotor, and Affective Learning). Expert review demonstrated adequate face and content validity (CVI = 96%). The initial EFA of the 48-item survey revealed items with inconsistent loadings and low correlations, leading to the removal of 18 items. An EFA of the 30-item survey demonstrated 1-factor loadings of all survey constructs except Satisfaction and the entire survey. All constructs had adequate internal consistency (Cronbach's Alpha > 0.85). The SPRP-PTE survey provides a reliable and valid way to assess student perceptions of real patient use. Future studies are encouraged to validate the SPRP-PTE survey further.

An animal physiology Pressbook (OER) creation process, a synergistic collaboration with undergraduates and faculty

OERs or Open Educational Resources have shown to reduce financial barriers in undergraduates by providing low cost or no cost textbooks. However, the potential OER textbooks available for a three-hundred level Biological Sciences and Natural Sciences majors Animal Physiology course (BIOLA310) at UAA do not align with the foundation of this course’s structure of homeostasis and core concepts in physiology. Thus an OER Pressbook was created by a former BIOLA310 undergraduate student for future students that mapped the course outline, utilizing the essential core concepts of Homeostasis, Systems Integration, and Scientific reasoning. This study explores current attitudes regarding OER usage of undergraduates enrolled in BIOLA310 as compared to undergraduates that were enrolled in Fall 2021 BIOLA310, when there was not an official OER textbook. Anonymous demographic data, including first generation student and pell grant status will be collected for all participants to explore any potential differences in OER impression based on student resources. Data will also be collected regarding the informational component of the OER pressbook that students engage with the most. Hypothesis: Students connected more directly with the material of the undergraduate created Pressbook OER’s, as compared to a previous version of instructor curated OER materials in Fall 2021, due to low cost, the information presented from a near peer, and how the textbook was designed for the course. Data will be collected by an anonymous qualtrics survey to protect the identity of the volunteers. Pressbooks, the web host of the Animal Physiology OER gathers Key Performance Indicators (KPIs) and tracks relevant metrics, to compare student perception of use to actual use of the materials. Data will be analyzed to assess usage evaluated by financial barriers and perceived inclination due to the OER being designed by a fellow student. Supporting student learning from diverse perspectives, OER’s created with content expert faculty and undergraduate student interpretation might increase OER availability. By lowering the barrier of OER creation, then potentially more curated resources are created that resonate with near peer learning that will increase the diversity of learning viewpoints to support undergraduate students. Research reported in this publication was supported by an Institutional Development Award (IDeA) from the National Institute of General Medical Sciences of the National Institutes of Health under grant number P20GM103395. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Prevalence and Factors Associated with Musculoskeletal Pain among Secondary School Students

The purpose of this paper is to examine the factors associated with the occurrence of shoulder pain, neck pain, upper back pain and lower back pain with particular focus on carrying schoolbags. A questionnaire containing a range of musculoskeletal pain related information was designed specifically for a group of schoolchildren aged 11 to 20 years and distributed to Grade 7 to Grade 13 students attending three main secondary education schools in Mauritius over the period July 2017 to February 2018. A total of 1048 questionnaires were circulated out of which 849 were useable. The study analyzed the impact of socio-economic characteristics, student perception of use of tablets, type of schoolbag, private tuition, performance, duration of bag carriage and anthropometric characteristics. Logistic regressions models were applied to inspect how those recorded factors contribute to the occurrence of musculoskeletal pain. The main findings in this paper indicate that students from single-sexed girl and mixed schools relative to boys’ schools, student perception of tablet use, backpack schoolbag relative to handbag and shoulder-bag, performance, total weight and excess weight of schoolbags have significant positive impact on musculoskeletal pain. The results point towards the importance of raising awareness among students to achieve a positive musculoskeletal health. Information obtained is deemed to affect schoolbook and equipment-carrying behaviour and future choice of schoolbag type.

Implementation of a Teaching Electronic Medical Record within Didactic Instruction Using a Drug Information Question Assignment

Background: Pharmacy graduates are expected to be practice-ready to deliver quality patient care, which includes having comprehensive knowledge of health informatics and electronic medical records (EMRs). The purpose of this study was to (1) incorporate an EMR within a pharmacy student assignment, and (2) assess student perceptions of use of the EMR. Methods: Student pharmacists received a patient-specific drug-related question and were required to use an EMR to provide an accurate response. Following completion of the assignment, students were invited to complete a retrospective, pre-post survey instrument to collect their perceptions. Results: Only 28.8% of respondents reported prior experience using an EMR. Student perceptions about use of an EMR within the didactic setting significantly improved from before to after the assignment. Differences were found in respondents who agreed that didactic use of an EMR increased their confidence in obtaining information from an EMR (20.5% to 82.8%) and improved their knowledge of EMR systems (61.4% to 89.3%). Conclusions: Implementation of an EMR within didactic instruction may serve as the first exposure to health informatics for students and positively impacts student perceptions of these tools prior to entry into pharmacy practice.

Students' Perception of Technology Use in Nursing Education.

Technology is an integral part of a nurse's practice; therefore, it is necessary for technology to be integrated into the nursing curriculum for students. Nursing schools are shifting paradigms by integrating technology into the teaching environment to foster active and meaningful learning experiences. Factors related to external influences on individual beliefs, attitudes, and intention to use need to be studied so nurse educators can support the integration of technology into pedagogy. The Technology Acceptance Model was used to evaluate student perceptions of usefulness and ease of use of technology, while matriculated in a baccalaureate level nursing program. Quantitative and qualitative data were collected to uncover how nursing students (N = 375) perceived the usefulness and ease of use of technology while in nursing school. Almost every student (99.7%) owned a smartphone, and 95% were reasonably comfortable using various technologies. Selecting and incorporating technological tools to successfully support learning is essential to overcome challenges and support the innovative delivery of content and use of technology by students.

A generational examination of instructional Facebook use and the effects on perceived instructor immediacy, credibility and student affective learning

This study examined Millennial student perceptions of use of social networking, specifically Facebook, by instructors. Two independent variables were examined: instructor age (Baby Boomer or Millennial) and use of Facebook (utilising a course group site through the service versus not using the service at all). Results revealed that Baby Boomer instructors who used a class Facebook group were rated more highly on mediated immediacy, credibility and affective learning than Baby Boomer or Millennial instructors who did not use Facebook. The role of expectancy violations theory in Millennials’ perceptions of their instructors’ communication is discussed and recommendations are made for future research.

Flipped versus Traditional Classroom Information Literacy Sessions: Student Perceptions and Cognitions

Teaching effectively with limited classroom time is a challenge for information literacy teachers. In the flipped classroom (FC) teaching model, information transmission teaching is delivered outside of class, freeing up class time for learning activities. I adopted the FC model in sessions that were previously taught using a traditional classroom (TC) model. The aim of this paper is to evaluate the FC model's relative impact on (1) student perceptions of usefulness and quality, and (2) student cognitions about the IL sessions. Responses to evaluation forms from the TC model (N = 65), were compared to those from FC model (N = 78). Students judged usefulness and quality on two 4-point rating scales. Student cognitions were elicited with an open-ended question asking for suggestions for improvement and other comments. Responses to the latter were coded by an assistant blind to the conditions. Ratings were near ceiling and similar for both conditions. Responses to the open-ended question revealed interesting trends. Students in the FC condition provided wordier comments, were more concerned with what they themselves did and could do, and with the subject matter of the session. Students in the TC condition were more concerned with how information was presented to them.Results indicate that the FC teaching model is a viable alternative for IL sessions, and that it may encourage students to engage more with IL and their own learning process.

The effect of absorptive capacity perceptions on the context‐aware ubiquitous learning acceptance

PurposeThe purpose of this study is to examine the impact of absorptive capacity (understanding, assimilating and applying u‐learning) perceptions on behavioral intention to use u‐learning through path analysis and applies the technology acceptance model (TAM) as a theoretical foundation, simultaneously improving the model by adopting prior mobile experience as a meaningful moderator.Design/methodology/approachData were collected from 212 students in Taiwan and various relationships in the research model were tested using the partial least squares approach.FindingsThe findings show that perceived usefulness and ease of use are determinants of student acceptance of u‐learning. Absorptive capacity (understanding, assimilating and applying u‐learning) perceptions influence perceived usefulness and ease of use of u‐learning. Additionally, assessment of the moderating effect of prior mobile experience on model relationships reveals insights into the determinants of behavioral intention to use u‐learning.Practical implicationsPersonal absorptive capacity to understand, assimilate, and apply u‐learning affects student perceptions of usefulness and ease of use of u‐learning, which in turn influence usage intentions. Thus, students should be offered demonstrations of how to operate u‐learning. More importantly, training courses on various mobile and context‐aware services should be provided to students to equip them with comprehensive knowledge of u‐learning, improve their real‐world observational skills, reduce anxiety associated with u‐learning, and increase their confidence in using u‐learning.Originality/valueTheoretically, while drawing upon the TAM, this study aims to provide a model that capable of understanding the determinants of behavioral intention to use u‐learning. From the practical perspective, the findings should provide further insight into student behaviors resulting, leading to more effective strategies for developing a u‐learning environment.

Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools

<p>As schools start investigating and investing in the idea of 1:1 iPads and tablets, are there any lessons that can be learnt from recent 1:1 laptop deployments? In Australia, since 2008, 1:1 laptops have been introduced into every secondary school. This study reports on a survey designed to investigate frequency and type of laptop use, and the alignment of teacher and student perceptions of that use. Data was obtained from 14 secondary schools from the Catholic Education Office Sydney, involving responses from 1245 Grade 10 science students and 47 science teachers. As part of the analysis, bubble graphs are used to visually represent a teacher's alignment/misalignment with their students' self-reported practices. Results show student and teacher perceptions of use were usually relatively aligned though sometimes very contrasting. The alignment was measured with the use of a 'Misalignment Index'. Three distinct types of teacher/student alignment or misalignment emerge from a graphical analysis of the data. Of the teachers and students sampled, some 30% of teachers were highly aligned, 55% had medium alignment and 15% were badly misaligned with their respective students. Potential uses of the Misalignment Index and analysis tools are discussed.</p>

Use Of Video-Based Cases As A Medium To Develop Critical Thinking Skills In Health Science Students

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is “video based cases”. The use of visually unfolding case-based experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student perceptions of usefulness of the video based case experience in promoting their ability to organize, prioritize, and integrate content knowledge for the development of effective critical thinking skills.

Connecting Research to Teaching: A Study of Note Taking and Its Impact on Student Perception of Use in a Geometry Classroom

In the Paideia Program, Mortimer Adler (1984) states that “the activity of the mind is occasioned or initiated by wonder, sustained by interest and excitement, and reinforced by the pleasure inherent in the activity itself and by delight in its success” (p. 47). Yet, in many mathematics classrooms, the teaching methods used are contrary to each piece of Adler's statement. More specifically, teachers insist on note-taking strategies that bind and inhibit the curiosity and creativity of students. Most of these strategies involve copying main points word for word from the board, copying theorems from the book word for word, or possibly matching words with their definitions on a worksheet. One might question whether these styles of note taking are effective in fostering genuine understanding and prolonged retention of the material being taught.

Libraries Without Walls 4: The Delivery of Library Services to Distant Users (review)

Reviewed by: Libraries Without Walls 4: The Delivery of Library Services to Distant Users Phillip M. Edwards Libraries Without Walls 4: The Delivery of Library Services to Distant Users. Proceedings of an International Conference, 14–18 September 2001, Organized by the Centre for Research in Library and Information Management, Manchester Metropolitan University. Edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke . London: Facet Publishing, 2002. xi, 299 pp. $39.95. ISBN 1-85604-436-X. Throughout four biennial conferences, the concept of Libraries Without Walls has matured. Thematically, this conference has always placed significant emphasis on projects that demonstrate libraries' relationships to distance education initiatives, and Libraries Without Walls 4 (hereafter, LWW4) continues in this tradition. The grouping of papers in this volume—absent from the two preceding installments—chronicle the most recent directions in which this field of discourse has developed. Seven broad themes are explored by the contributors: (1) "Libraries and Virtual Learning Environments," (2) "Online Enquiry Services for Remote Users," (3) "Virtual Libraries and National Initiatives," (4) "User Behavior and User Training in the Distributed Environment," (5) "The Public Library's Role in Serving Distance Users," (6) "Content Development for the Virtual Environment," and (7) "Key Technology Issues in Delivering Services to Distance Users." The distribution of contributed papers is irregular across these themes, with the bulk of papers appearing under themes 1, 3, and 4. [End Page 338] In their introductory reflection, the editors point to several conceptual changes that set this collection apart from earlier proceedings: imposition of librarian-mediated activity has largely given way to disintermediation and empowerment of end-users, remote access to materials has become a central and driving force in libraries, and projects addressing these issues have largely evolved from proof-of-concept demonstrations to workable solutions. A careful comparison of LWW4 with its predecessors reveals several other signs of progress. On the most basic level, the number of contributed papers has consistently increased (from thirteen [LWW1], to fourteen [LWW2], to twenty-three [LWW3], to twenty-five [LWW4]), suggesting growing applicability and acceptance of conference topics within the professional community.1 More fundamentally, many of the authors in LWW4 discuss how enabling technology has affected the nature and availability of support for student research. Throughout LWW1 and LWW2, library services are positioned as foundations for educational programs by offering equitable, location-independent access to content. While this image persists, LWW4 extends this vision through the inclusion of papers on inquiry systems, both staffed and automated; for example, point-of-need assistance via synchronous reference services are addressed by Lou McGill (87-98) as well as Jo Kibbee and Lynn Wiley (62-72), and Gill Needham and Evelyn Simpson describe a library expert system and a knowledge base built using open source products (99-108). By implementing these systems, librarians' roles have been expanded; in addition to providing content, facilitating access to print- and Web-based information, and collaborating with educators on initial course design and refinement, librarians have the potential to be repositioned as active participants in student development throughout the term. A project-oriented focus remains characteristic of the Libraries Without Walls series, but the descriptive style assumed by most contributors has recently been infused with an amount of critical reflection. Starting in LWW3, research methods to evaluate projects began to be incorporated by several authors. Recognizing the importance of project assessment, many of the contributors to LWW4 also do a masterful job of describing their plans and/or current results from assessment efforts. Sarah Currier relies upon multiple methods of qualitative inquiry—specifically, interviews and community forums—to discover the needs of learners, educators, and content providers (50-61). Similarly, Julie Brett details a multifaceted evaluation scheme to collect survey and focus group data from learners and university staff (19-28). Sally Chambers and Paul McLaughlin plan an unobtrusive content analysis of questions received via the library's email enquiry service in order to refine other library services (29-39). Virpi Palmgren and Kirsi Heino complement their description of an information literacy course with the results of an exit survey on student perceptions of usefulness (197-207). As our understanding of information provision to remote learners matures, it is...