Student Research Reports Research Articles

Short-term medical student placements completed consecutively at a rural general practice positively impact chronic disease management

Little is known about how medical school placements in rural areas impact key stakeholders such as patients, host organisations and the wider rural community. With engagement from rural communities crucial to the success of rural medical training, this case study sought to demonstrate the benefit that rural clinical placements can have on rural general practices (systems) and likely impacts on communities (health outcomes). Specifically, we describe how a series of consecutive short-term student placements in a single rural practice were the drivers of a series of clinical audits and interventions resulting in improved management of chronic disease. Data for this project were obtained from student research reports completed as part of a rural and remote medicine rotation at an Australian medical school. For this series of projects, eight consecutive students were based at the same rural medical centre, with each attending for 6 weeks across a 15-month period, completing a report for a quality improvement activity and evaluating the outcomes. Each project related to chronic kidney disease (CKD), with CKD chosen based on the needs of the medical centre and the higher burden of this disease in rural areas. Each project was developed and delivered in consultation with the practice, taking into account student interest and skills, and related projects completed prior or concurrently. Projects were related to database management (n=2), alignment between CKD management and best-practice guidelines (n=3), patient health literacy (n=3), and a summary and staff perceptions of the preceding quality improvement activities (n=1). The combination of student projects led to tangible improvements in CKD management at a rural general practice. All doctors at the medical centre (n=4) reported using the database management tools implemented by the students and felt the interventions were sustainable, long-term solutions for ensuring clinical investigations are not being delayed or missed. Following the various interventions completed by the students, clinician knowledge and implementation of best-practice CKD management increased, and some patients became more aware of their condition and how to manage it. This case study provides evidence that short-term rural clinical placements for medical students have the potential to greatly improve health care and clinical practice in rural and remote communities, when designed around a consistent topic within a medical practice. Outcomes of the student projects in combination demonstrate that addressing CKD management longitudinally led to improvements in administrative processes, clinical practices, and patient awareness and accountability, despite each student only being at the medical centre for a short period of time. Similar approaches to structuring rural clinical placements and defining community projects for medical students should be considered more broadly.

Summative Evaluation of ICT-Based Learning Media

Prospective teacher students have been heavily involved in developing ICT-based learning media. Various forms of media have been produced, such as multimedia, hypermedia, web, video, animation, or presentation. Until now, not all media developed have undergone a summative evaluation but only arrived at a formative evaluation. One of the reasons is the lack of references. This study aims to formulate a summative evaluation model of ICT-based learning media developed by prospective teacher students using quantitative and qualitative descriptive approaches. The study began with observations of student research reports to examine the summative evaluation model used. The information is then discussed in a focus group discussion involving relevant experts and practitioners. The study found that the summative evaluation of ICT-based learning media could be done through a quasi-experimental survey or case study. Quasi-experimental methods that can be applied are nonequivalent control group design, factorial design, counterbalanced design, and time series design. The format was obtained mainly considering limited time, a place for testing, and opportunities to be involved in the class. Either quasi-experiments, surveys, or case studies can be carried out by students in collaboration with relevant teachers when students do teaching practicum at school and then mature when students do research.

Application of Instructional Design Models by Prospective Teacher Students

Prospective teacher students have been heavily involved in research on developing information and communication technology (ICT)-based teaching materials. The problems that exist until now often encounter obstacles in applying the right instructional system design model. This study is intended to formulate an instructional system design model that students can choose according to the characteristics of the ICT-based teaching materials developed. The study used an ex post facto approach with a descriptive method. A total of 528 student research reports in the 2017-2021 period became the population and the research sample. Observations were made on research reports to collect data, both quantitative and qualitative. Quantitative data were analyzed descriptively, while qualitative data were analyzed using the Miles, Huberman, and Saldana technique. The study found that there were six selected instructional system design models, of which the ADDIE model was the most chosen (37.50%), followed by ASSURE (20.45%), Dick & Carey (19.32%), Four-D (14.39%), Rapid Prototyping (6.82%), and the Kemp model being the least chosen model (1.52%). The main reason for choosing the model is the certainty of steps, ease of use, and user friendly, while many steps are not considered. As a result, the ADDIE, ASSURE, Dick & Carey, and Four-D models were widely chosen, while flexible models such as Kemp and Rapid Prototyping were not widely chosen because they require consideration in starting and ending development. Experience brings them the competence to choose the right instructional system design model.

Formative Evaluation of Digital Learning Materials

The use of digital learning materials through e-learning is expected to give students experience to be able to learn themselves in the industrial era 4.0. This study aims to formulate an evaluation method for digital learning materials that is relevant to the development model used. A qualitative approach with an evaluative design through in-depth analysis is applied to student research reports, specifically research on the development of digital learning materials. The formative evaluation method chosen and the reasons for the selection were analyzed and the results were discussed in a focus group discussion. The sample was taken from the results of research by prospective teacher. Expert review was conducted to test the validity of the content and test the design. Content validity test can be done qualitatively or quantitatively by applying Lawshe, Aiken, or Gregory techniques. The design test was carried out with a black-box test. White-box testing is very rarely implemented and is recommended when developing using a programming language. One-to-one and small group tests were conducted using think aloud, cognitive walk through, or heuristics techniques. The results of the analysis found that the formative evaluation methods of teaching materials needed were expert review, one-to-one, small group, and field evaluation. Furthermore, for field tests, inquiry methods can be applied with various techniques, such as learning object review instrument (LORI), user experience questionnaire (UEQ), or system usability scale (SUS).

Characterizing Student-Driven Research Investigations Contributed to the GLOBE Program Citizen Science Initiative in a Formal Education Context

The Global Learning and Observations to Benefit the Environment (GLOBE) Program offers citizen science opportunities to participants of all ages, with a focus on youth in formal classroom contexts. This study uses student investigation research reports and posters submitted to the 2018 International Virtual Science Symposium (IVSS) and Student Research Symposium (SRS) as testbeds for characterizing student-driven Earth system citizen science investigations. Secondarily, this study aimed to capture GLOBE’s alignment to existing citizen science outcomes frameworks in the literature, which have primarily focused on adults and non-formal settings. Based on a literature review, the evaluation team identified 89 potential characteristics in 27 categories to typify investigations from both formal education and citizen science perspectives. We coded the artifacts from 207 student projects, conducted quantitative analysis of frequencies, and performed a semantic network analysis. By using this networking approach, we conceptually mapped several clusters of co-occurring characteristics, defining a descriptive framework for GLOBE projects. We identified three tiers of citizen science projects, increasing in the sophistication of participants’ demonstrated science practices. The framework includes additional components that reflect student citizen scientists’ thoughtfulness and connection to context as well as their projects’ reflection of their motivation and self-efficacy. Through these findings, we have identified areas where student citizen scientists would benefit from further support, and suggest here further research to incorporate the experiences of students into the broader understanding of citizen science outcomes.

Influence of the use of technology through problem based learning and Inkuiri models are leading to scientific communication students class VII

Problem Based Learning (PBL) and guided inquiry learning model develops intellectual ability as part of mental process. The purpose of this research is to know the difference of scientific communication ability between students who learn to use PBL model and guided inquiry, and to know whether there is influence the use of technology through PBL model and guided inquiry model to student scientific communication. The experimental research was conducted in 2 schools (SMP & MTs) Grobogan District. Examples consisted of 10 classes with 6 PBL model learning models, 4 guided inquiry model and 1 control class. The sample size is 352 students. Instruments using student worksheets and student research reports. The analysis used a one way variance with a significance level of 5% supported by students' skill and classical completeness. The results show the PBL model by giving the video at the beginning of learning gives the biggest influence with the average 83.615. The conclusion of this research is the better model of PBL in terms of individual capability, guided inquiry model better in terms of classical mastery. Improving scientific communication skills more effectively using PBL by providing video at the beginning of learning, followed by guided inquiry model with scientific reasoning. scientific communication skills more effectively using PBL with early video-giving activities and guided inquiry models with scientific reasoning.

Transliteracies in Intercultural Professional Communication

Teaching problem: The comparative/contrastive approach to teaching intercultural communication is based on the premise that global rhetorical practices are not mere indicators of the cultural proclivities of a people, but are also a framework for developing a working knowledge about how members of a culture communicate. However, this approach predisposes learners to contrasting those cultures against their own and reinforces their preconceptions about national cultural characteristics. Augmenting that approach with transliteracies—emphasizing the benefits of knowledge sourcing not limited to scholarly/academic sources—offers a multidimensional perspective to intercultural communication. Research question: How can transliteracy inquiry be applied in teaching and learning global rhetorics? Situating the case: The approaches described here draw on the work of literacy researchers who delineate ways in which transliteracy broadens the scope of learning materials, including texts that are cultural and social (as opposed to linguistic) and that can be studied for what they convey about those cultures. How the case was studied: This paper describes the experience of using transliteracies to teach intercultural professional communication. The material was collected informally over the course of two years of teaching the course through observation, student completed research reports, and reflections. About the case: The shortcomings of contrastive and comparative rhetoric pedagogy in intercultural communication may be due in part to instructional materials selection and prioritization of what teachers deem to be scholarly. Reasoning that the basic architecture of a global rhetorics lies in its surrounding culture, artifacts, and communication systems, I designed an assignment that required students to describe how one culture's heritage, history, governmental systems, and value systems contribute to the development of persuasion and uses of rhetoric. Results: Transliteracies opened up spaces that allowed students to gain an in-depth understanding of others’ rhetorical practices without contrasting them against their own and by approaching them as ethnographic objects of study. Students engaged the object of their scholarship more expansively. Conclusions: Transliteracies in intercultural professional communication served to move students toward a more immersive and empathetic understanding of referent cultures, a stance that enriches professional communication. Students displayed a more altruistic value system in representing their objects of study and were careful to recognize that their work might be accessed by a wider audience. Transliteracies offer a practical toolkit for comprehending and fashioning understandable and compelling arguments about other cultures.

NFL Wide Receiver with Paroxysmal Dystonia/Dyskinesia

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Investigating the Efficacy of Emotional Freedom Technique on Perceived Stress in Athletic Training Students

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Teaching Interpersonal Communication Skills in Athletic Training Professional Programs: A Mixed Methods Study

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Perceived Understanding of Athletic Training Students' and Education Students' Field Experience by the Campus Community

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Symptomatic L4-L5 Disc Herniation in a Professional Hockey Player

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Hook of Hamate Removal in a Collegiate Baseball Player

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

The "Mentorship Competency Assessment of Research Mentors" Applied to Perceived Effectiveness of Athletic Training Clinical Preceptors

In Volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor and Master student research abstracts and case reports.

Accuracy of the "Helmet Halo" Device in Identifying Improper Tackling form in Division III College Football Players

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Coaching Style and the Effect Coaching Style has on an Athlete's Willingness to Self-Report Injuries

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Assessment of Social Support Among High School Athletes

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student REsearch Abstracts and Case Reports.

Scapular Fracture in a Collegiate Football Player: A Case Study

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Prevalence, Knowledge, and Influence of Whey Protein and Other Supplements on Athletes

In volume 4, Issue 1 of the JSMAHS you will find Professional Research Abstracts, as well as Bachelor Student Research Abstracts and Case Reports.

Meta-Analysis of Inquiry-Based Instruction Research

Inquiry-based instruction in biology has been the focus of educational research conducted by Unnes biology department students in collaboration with their university supervisors. This study aimed to describe the methodological aspects, inquiry teaching methods critically, and to analyse the results claims, of the selected four student research reports, grounded in inquiry, based on the database of Unnes biology department 2014. Four experimental quantitative research of 16 were selected as research objects by purposive sampling technique. Data collected through documentation study was qualitatively analysed regarding methods used, quality of inquiry syntax, and finding claims. Findings showed that the student research was still the lack of relevant aspects of research methodology, namely in appropriate sampling procedures, limited validity tests of all research instruments, and the limited parametric statistic (t-test) not supported previously by data normality tests. Their consistent inquiry syntax supported the four mini-thesis claims that inquiry-based teaching influenced their dependent variables significantly. In other words, the findings indicated that positive claims of the research results were not fully supported by good research methods, and well-defined inquiry procedures implementation.