Retaking Ability Tests in a Selection Setting: Implications for Practice Effects, Training Performance, and Turnover

This field study investigated the effect of retaking identical selection tests on subsequent test scores of 4,726 candidates for law enforcement positions. For both cognitive ability and oral communication ability selection tests, candidates produced significant score increases between the 1st and 2nd and the 2nd and 3rd test administrations. Furthermore, the repeat testing relationships with posthire training performance and turnover were examined in a sample of 1,515 candidates eventually selected into the organization. As predicted from persistence and continuance commitment rationales, the number of tests necessary to gain entry into the organization was positively associated with training performance and negatively associated with turnover probability

How Dental Hygiene Undergraduate Learning is Influenced by Educational Videos

How Dental Hygiene Undergraduate Learning is Influenced by Educational Videos Abstract This pilot experimental research study evaluated the efficacy of educational videos in comparison to traditional learning with print media and evaluated the student’s knowledge and retention of utilizing the periodontal screening and recording (PSR) method. The sample size consisted of 23 undergraduate students enrolled in their second year in a baccalaureate dental hygiene program. Participants were placed into two randomized groups, labeled Group A consisting of 12 students and Group B consisting of 11 students and evaluated with a 10 question pre test before exposure to the educational intervention, followed by a 10 question post test. Group A, n = 12, was exposed to a 5 minute educational video and the results showed a mean score difference of 0.467, df = 11, SD = 0.137, SEM (standard error of difference) = 0.040. Group B, n = 11, was exposed to traditional print media and the results showed a mean score difference of 0.473, df = 10, SD = 0.119, SEM = 0.036. By conventional criteria, the difference between the two groups is considered to be not statistically significant. When comparing the results of the group exposed to the educational video to the group that learned via traditional print media, the lack of statistical difference in the student’s results indicates that the educational videos are just as effective as the print media when used as a learning tool. Future studies could provide a more thorough investigation including a larger sample size with various levels of students to help determine if the educational video method utilized in this pilot study shows a statistical improvement in student learning over traditional print media methods

Secondary Students, Laptops and Game Design: Examining the Potential of Homemade PowerPoint Games in a Blended Learning Environment

The integration of technology into K-12 classrooms has long been hampered by the problem of scalability. Familiar software programs, such as MS PowerPoint, can be used as a tool for students to create educational games to deepen their understanding of content. In this article, the authors examine students in two secondary social studies classes that created homemade PowerPoint games as a way to review for their mid-term and final examinations. The authors compared student performance on these exams based upon the topics covered by their game design. While no significant differences in student outcomes were found, qualitative analyses indicate that students and the teacher reported that the activity enjoyable and wished to continue this project. The authors speculate the lack of statistical differences was due to the small sample size and plan to use the lessons from the first year as this research continues

Three-dimensional visualization software assists learning in students with diverse spatial intelligence in medical education

This study evaluated effect of mental rotation (MR) training on learning outcomes and explored effectiveness of teaching via three-dimensional (3D) software among medical students with diverse spatial intelligence. Data from n = 67 student volunteers were included. A preliminary test was conducted to obtain baseline level of MR competency and was utilized to assign participants to two experimental conditions, i.e., trained group (n = 25) and untrained group (n = 42). Data on the effectiveness of training were collected to measure participants\u27 speed and accuracy in performing various MR activities. Six weeks later, a large class format (LCF) session was conducted for all students using 3D software. The usefulness of technology-assisted learning at the LCF was evaluated via a pre- and post-test. Students\u27 feedback regarding MR training and use of 3D software was acquired through questionnaires. MR scores of the trainees improved from 25.9±4.6 points to 28.1±4.4 (P = 0.011) while time taken to complete the tasks reduced from 20.9±3.9 to 12.2±4.4 minutes. Males scored higher than females in all components (P = 0.016). Further, higher pre- and post-test scores were observed in trained (9.0±1.9 and 12.3±1.6) versus untrained group (7.8±1.8; 10.8±1.8). Although mixed-design analysis of variance suggested significant difference in their test scores (P \u3c 0.001), both groups reported similar trend in improvement by means of 3D software (P = 0.54). Ninety-seven percent of students reported technology-assisted learning as an effective means of instruction and found use of 3D software superior to plastic models. Software based on 3D technologies could be adopted as an effective teaching pedagogy to support learning across students with diverse levels of mental rotation abilities

Examining ICU Nurses\u27 Knowledge of Ventilator-Associated Events and Ventilator-Associated Pneumonia

Ventilator-associated events (VAEs) are patients\u27 complications of respiratory conditions including ventilator-associated pneumonia (VAP). Research shows that VAP is the most common hospital-acquired infection among ventilated patients and a leading source of mortality. With greater risk for complications among ventilated- supported patients, nurses working in the ICU must keep abreast of new knowledge and update expertise to develop technical and clinical skills in daily practice. The purpose of this project was to assess whether an educational intervention would increase the ICU nurses\u27 level of knowledge of the evidence-based intervention. Knowles\u27 adult learning theory was chosen for this project. A paired-samples t-test was conducted to examine nurses\u27 knowledge of VAE/VAP using a questionnaire measuring knowledge of VAP; 58 ICU nurses participated an educational intervention. Findings showed that nurses had an increase in knowledge following the education (M = 11.43, SD = .775) compared to nurses prior to education (M = 9.55, SD = .976), t(57) = -26.884, p \u3c .001. Results of this project may guide the use of an evidence-based practice educational intervention to improve the quality and safety of ventilated patients. The implications for positive social change include preventing VAEs/VAP among patients, thus decreasing the length of hospital stay, cost, and deaths related to ventilator infections

Exploring the Validity of Script Concordance Testing to Assess the Clinical Reasoning of Medical Students

Assessment of clinical reasoning is often challenging, as it is a complex process of thinking and decision making. Script Concordance Testing (SCT), using authentic clinical scenarios with diagnostic or management uncertainties, has been developed to assess clinical reasoning. As SCT is a relatively new assessment modality, more empirical evidence is needed to support the validity of SCT scores. This thesis examines key aspects of the validity of SCT scores in the assessment of the clinical reasoning ability of medical undergraduates. A review of the current literature informs the use, design and standard setting of SCT, as well as evidence for its reliability and validity. Exploration of the response patterns of 5 cohorts of graduate-entry medical students in an Australian Medical School showed deliberate avoidance of extreme responses by the lowest quartile students. A post-hoc simulation study, testing the hypothesis that test-wise candidates’ SCT scores were inflated through deliberate avoidance of extreme response-options and selection of neutral response-options, generated an approach to optimising and balancing SCT items for improved SCT score validity. In response to the paucity of empirical studies on the construct validity for SCT scores, the next study showed evidence of progression in SCT scores from medical students, to junior registrars, to experienced general practitioners. Finally, an investigation of candidates’ response process, using a ‘think-aloud’ approach, supported the response process validity of SCT scores. In conclusion, this thesis has demonstrated that: 1) thoughtful design and balance of SCT items can mitigate some of the validity threats to medical student SCT scores; 2) the tendency of SCT scores to progress with increasing levels of clinical practice experience further supports the construct validity of SCT scores; and 3) use of the ‘think-aloud’ approach to explore students’ response process may enhance the utility and educational benefits of SCT. The research supports the validity of SCT in assessing clinical reasoning in undergraduate medical education, and presents practical approaches to enhance the design of the assessment instrument