Students’ Perceptions of Simulation-Based Learning in Speech Pathology: A Pilot Study

Due to increased student numbers and workforce limitations, speech pathology students have fewer opportunities to develop skills in working with adult populations in traditional clinical placements.  Using simulation-based learning has proven to be advantageous in other disciplines. The use of simulation to develop clinical skills in speech pathology range of practice areas, including speech, language and swallowing in adults, has been less well researched. The aim of this study was to investigate students’ overall perceptions about simulation-based learning, particularly their confidence related to specific clinical skills and perceived anxiety about working with adult clients. Six final year speech pathology students enrolled in either a 4-year undergraduate or 2.5-year masters program participated in this research. Students engaged in five simulation-based learning activities across one day. Purposefully developed pre- and post- surveys were completed to explore students’ anxiety levels and perceptions of confidence regarding clinical skills across domains of foundation knowledge, case history, assessment, intervention, interaction and clinical reasoning, and anxiety levels. The Satisfaction with Simulation Experience (SSE) Scale was completed post-simulation experience. Students also participated in a focus group discussion following the simulation experience. Student median ratings of clinical skills improved from pre- to post-simulation across the six domains. All students reported that the simulation-based learning experience was valuable and reported increased levels of confidence and enhanced preparedness for their clinical placements. Findings from this study suggested that students value simulation-based learning and future research should explore learning outcomes from a longer, more intensive simulation program

The Effect of Force Feedback on Student Reasoning about Gravity, Mass, Force and Motion

The purpose of this study was to examine whether force feedback within a computer simulation had an effect on reasoning by fifth grade students about gravity, mass, force, and motion, concepts which can be difficult for learners to grasp. Few studies have been done on cognitive learning and haptic feedback, particularly with young learners, but there is an extensive base of literature on children\u27s conceptions of science and a number of studies focus specifically on children\u27s conceptions of force and motion. This case study used a computer-based paddleball simulation with guided inquiry as the primary stimulus. Within the simulation, the learner could adjust the mass of the ball and the gravitational force. The experimental group used the simulation with visual and force feedback; the control group used the simulation with visual feedback but without force feedback. The proposition was that there would be differences in reasoning between the experimental and control groups, with force feedback being helpful with concepts that are more obvious when felt. Participants were 34 fifth-grade students from three schools. Students completed a modal (visual, auditory, and haptic) learning preference assessment and a pretest. The sessions, including participant experimentation and interviews, were audio recorded and observed. The interviews were followed by a written posttest. These data were analyzed to determine whether there were differences based on treatment, learning style, demographics, prior gaming experience, force feedback experience, or prior knowledge. Work with the simulation, regardless of group, was found to increase students\u27 understanding of key concepts. The experimental group appeared to benefit from the supplementary help that force feedback provided. Those in the experimental group scored higher on the posttest than those in the control group. The greatest difference between mean group scores was on a question concerning the effects of increased gravitational force

Immediate vs Delayed Feedback in a Progressive Musculoskeletal E-module Case for Clinical Reasoning Development

PURPOSE: Educators are responsible for developing clinical reasoning skills in Physical Therapy (PT) students. Simulated virtual experiences allow specific skills, such as clinical reasoning, to be learned and tested (Holdsworth, 2016). PT students prefer a combination of learning from e-modules and lecture formats (Gardner, 2016). Feedback is a critical component for consolidated learning; however, there is no consensus on the best timing of feedback (Schute, 2008). The purpose was to evaluate the impact of immediate versus delayed feedback through an e-module in PT students\u27 accuracy in identifying the primary hypothesis, severity and irritability level for a virtual patient case. The secondary aim was to examine the longitudinal impact of the e-module by looking at the same outcome measures after a standardized patient (SP) simulation in addition to overall course grade METHODS: The e-module was designed to facilitate clinical reasoning by asking students to generate a hypothesis for the clinical case scenario, with subjective and objective examination results, then to determine the patient\u27s level of severity and irritability. Second year entry-level PT students were randomized to either receive immediate feedback throughout the case, or delayed feedback at the conclusion of the e-module. Fisher’s exact test was utilized to detect any difference between feedback groups’ performance on the e-module, SP simulation, or course grade, as well as any student demographic differences between groups. Students rated and qualitatively commented on satisfaction on learning activity. RESULTS: 53 students gave consent and participated in the study. There was no statistical difference between age, ethnicity, and prior experience between feedback groups. (p\u3e.05). Women were overrepresented in the immediate feedback group (p=.0473). There was no statistical association for identifying the correct hypothesis, severity, or irritability ratings between feedback groups for the e-module and SP simulation or between course grade performance and feedback group assignment. (p\u3e.05). The average student evaluation score was 8.59/10 on a scale (1 “not helpful at all” and 10 “incredibly helpful”) and qualitative comments were positive regardless of feedback timing. Students commented that the open-ended format of the hypothesis development questions challenged them more than a traditional multiple-choice exam format. CONCLUSIONS: Based on the results, the timing of feedback had no effect on outcomes in 2nd year PT students. Students in both groups valued the opportunity to learn and assess their clinical reasoning skills within the e-module. As students prepare for clinical practice, reducing the frequency of feedback allows students to test their knowledge, in a low-stakes environment, to help prepare for situations where they will not have immediate feedback available. More opportunities for students to practice clinical reasoning at their own pace, in a digital medium that is appealing to this generation of digital natives, could be valuable for preparing students for clinical education. UNMC E-Learning Gallery link to the immediate feedback version of the e-module: https://go.unmc.edu/elearning_immediate-feedbac

CBR and MBR techniques: review for an application in the emergencies domain

The purpose of this document is to provide an in-depth analysis of current reasoning engine practice and the integration strategies of Case Based Reasoning and Model Based Reasoning that will be used in the design and development of the RIMSAT system. RIMSAT (Remote Intelligent Management Support and Training) is a European Commission funded project designed to: a.. Provide an innovative, 'intelligent', knowledge based solution aimed at improving the quality of critical decisions b.. Enhance the competencies and responsiveness of individuals and organisations involved in highly complex, safety critical incidents - irrespective of their location. In other words, RIMSAT aims to design and implement a decision support system that using Case Base Reasoning as well as Model Base Reasoning technology is applied in the management of emergency situations. This document is part of a deliverable for RIMSAT project, and although it has been done in close contact with the requirements of the project, it provides an overview wide enough for providing a state of the art in integration strategies between CBR and MBR technologies.Postprint (published version

Beyond deficit-based models of learners' cognition: Interpreting engineering students' difficulties with sense-making in terms of fine-grained epistemological and conceptual dynamics

Researchers have argued against deficit-based explanations of students' troubles with mathematical sense-making, pointing instead to factors such as epistemology: students' beliefs about knowledge and learning can hinder them from activating and integrating productive knowledge they have. In this case study of an engineering major solving problems (about content from his introductory physics course) during a clinical interview, we show that "Jim" has all the mathematical and conceptual knowledge he would need to solve a hydrostatic pressure problem that we posed to him. But he reaches and sticks with an incorrect answer that violates common sense. We argue that his lack of mathematical sense-making-specifically, translating and reconciling between mathematical and everyday/common-sense reasoning-stems in part from his epistemological views, i.e., his views about the nature of knowledge and learning. He regards mathematical equations as much more trustworthy than everyday reasoning, and he does not view mathematical equations as expressing meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and mathematical formalism as either necessary or plausible to accomplish. We, however, avoid a potential "deficit trap"-substituting an epistemological deficit for a concepts/skills deficit-by incorporating multiple, context-dependent epistemological stances into Jim's cognitive dynamics. We argue that Jim's epistemological stance contains productive seeds that instructors could build upon to support Jim's mathematical sense-making: He does see common-sense as connected to formalism (though not always tractably so) and in some circumstances this connection is both salient and valued.Comment: Submitted to the Journal of Engineering Educatio

Overcoming Troublesome Knowledge in Threshold Concepts Learning: The Case of Theoretical Reasoning in Undergraduate Political Studies

This paper investigates the challenges posed by troublesome knowledge in undergraduate politics learning. Theoretical reasoning is taken as the chief example of troublesome threshold concept in politics, and the problem of crossing the ‘liminal space’ is discussed. The pedagogy of games is offered as a model for overcoming the learner’s anxiety in crossing the threshold. A literature review on the pedagogy of games suggests that games make the liminal space less problematic. First, during a game the tacit rules of reasoning are uncovered and become the rules of the game itself. Second, the humorous environment reduces learners’ anxiety in dealing with troublesome knowledge. Reflective analysis on two episodes in an undergraduate class corroborates the finding of the literature, and highlights one further element of game and playfulness that makes the rite of passage more pleasant and productive: games are also a gateway for social cohesion and reciprocal trust, increasing the intimacy among students through playful teasing and imagination. The paper concludes that teaching styles that encourage reciprocal approachability are most effective in helping learners to comprehend threshold concepts.Final Published versio