Physiotherapy students\u27 perceptions and experiences of clinical prediction rules

Objectives: Clinical reasoning can be difficult to teach to pre-professional physiotherapy students due to their lack of clinical experience. It may be that tools such as clinical prediction rules (CPRs) could aid the process, but there has been little investigation into their use in physiotherapy clinical education. This study aimed to determine the perceptions and experiences of physiotherapy students regarding CPRs, and whether they are learning about CPRs on clinical placement. Design: Cross-sectional survey using a paper-based questionnaire. Participants: Final year pre-professional physiotherapy students (n=371, response rate 77%) from five universities across five states of Australia. Results: Sixty percent of respondents had not heard of CPRs, and a further 19% had not clinically used CPRs. Only 21% reported using CPRs, and of these nearly three-quarters were rarely, if ever, learning about CPRs in the clinical setting. However most of those who used CPRs (78%) believed CPRs assisted in the development of clinical reasoning skills and none (0%) was opposed to the teaching of CPRs to students. The CPRs most commonly recognised and used by students were those for determining the need for an X-ray following injuries to the ankle and foot (67%), and for identifying deep venous thrombosis (63%). Conclusions: The large majority of students in this sample knew little, if anything, about CPRs and few had learned about, experienced or practiced them on clinical placement. However, students who were aware of CPRs found them helpful for their clinical reasoning and were in favour of learning more about them

Integrating Case-Based Reasoning with Adaptive Process Management

The need for more flexiblity of process-aware information systems (PAIS) has been discussed for several years and different approaches for adaptive process management have emerged. Only few of them provide support for both changes of individual process instances and the propagation of process type changes to a collection of related process instances. The knowledge about changes has not yet been exploited by any of these systems. To overcome this practical limitation, PAIS must capture the whole process life cycle and all kinds of changes in an integrated way. They must allow users to deviate from the predefined process in exceptional situations, and assist them in retrieving and reusing knowledge about previously performed changes. In this report we present a proof-of concept implementation of a learning adaptive PAIS. The prototype combines the ADEPT2 framework for dynamic process changes with concepts and methods provided by case-based reasoning(CBR) technology

THE EFFECTIVENESS OF LEARNING MODELS REALISTIC MATHEMATICS EDUCATION AND PROBLEM BASED LEARNING TOWARD MATHEMATICAL REASONING SKILLS AT STUDENTS OF JUNIOR HIGH SCHOOL

This research aims to analyze the difference effectiveness of learning model Realistic Mathematics Education (RME) and model learning problem based learning (PBL) to students' mathematical reasoning skills. The design of this research is quasi experiment with pretest-posttest control group design. The population of this study is the students of grade VIII SMPN 1 Watubangga 2015/2016 year that studying about building a flat side space. The data of mathematical reasoning skills is obtained by using the instrument in the form of mathematical reasoning test. Data analysis technique used is descriptive statistical analysis, F test with t test (paired-samples t test and independent-samples t test), at α = 0,05 . Based on the result of analysis of research data obtained that: 1). Student's mathematical reasoning skills before being taught with RME, PBL, and Direct learning models are in the less category after being given learning with the learning model RME, PBL and Direct students' mathematical reasoning skills are in sufficient category. Increased students' mathematical reasoning skills are in the medium category; 2). There is an improvement in students' mathematical reasoning skills after being taught with RME, PBL and Direct learning models; 3). The mathematical reasoning skills of students taught using the RME learning model were not significantly different from those taught by the PBL learning model; 4). There is a difference in the effectiveness of the learning model on improving students' mathematical reasoning skills, which is taught using a learning model RME more effective than students taught by direct learning model; 5). The students' mathematical reasoning skills are taught using the PBL learning model more effective than students taught by direct learning model; 6). Student activity during learning process using RME learning model and PBL learning models, indicating that students are very active

EKSPLORASI PENGETAHUAN CALON GURU MATEMATIKA TENTANG PROSES PENALARAN MATEMATIS SISWA

The development of mathematical reasoning is part of an important process that needs to be taught to students, as reflected in teacher education. This study focuses on the education of prospective teachers of mathematics which aims to describe the knowledge of prospective teachers about students' mathematical reasoning processes. The subjects of this study were prospective mathematics teacher students who were selected by purposive sampling. The instruments used include math assignments and interview guidelines. Data analysis techniques with data reduction, data presentation, data interpretation, and making conclusions. The results of this study indicate that the knowledge of the reasoning process carried out by prospective mathematics teachers is organized into 3 levels of knowledge in each reasoning process that appears, namely generalizing, justifying, classifying, and exemplifying. At the level of knowledge of the reasoning process, student teacher candidates still have difficulty in analyzing students' reasoning processes, using the meaning of terms in everyday life, and only considering the correct reasoning process. An important aspect of the reasoning process is developing knowledge by completing the means as a medium to understand the reasoning process in each student's learning