The Assessment of Clinical Reasoning in Preceptors Across the Athletic Training Profession

Clinical reasoning (CR) is defined as a complex multi-factorial metacognitive process for diagnosis formulation. Clinical reasoning begins as a student and develops over a career. Students are typically taught an analytical approach defined as hypothetico-deductive reasoning (HDR). Expert clinicians use a non-analytical approach defined as the Knowledge Based Model (KBM) of CR. It is accepted that clinicians use the KBM with cases that they have more experience to streamline the evaluation process. Unfortunately, because of the nuance of CR there have been limited investigations within athletic training to evaluate CR outside of the student population. The overarching purpose of this dissertation was to investigate CR in athletic training preceptors. To achieve this purpose, three interrelated projects were conducted. The first project involved a systematic review to investigate the use of the Diagnostic Thinking Inventory (DTI). The second project assessed clinical reasoning using the Diagnostic Thinking Inventory for Athletic Trainers (DTI-AT) in athletic training preceptors. The second project was guided by the Longitudinal Framework for Fostering Critical Thinking and Diagnostic Reasoning to establish appropriate demographic questions associated with CR development. The final project explored preceptors’ perceptions of CR in athletic training. The systematic review confirmed that the DTI was a valid, reliable, and widely used instrument to assess CR in healthcare professions. The instrument was used in medicine, physiotherapy, and athletic training. Project II indicated that the athletic training preceptors studied scored higher on the DTI than the averages of all other professions assessed in the literature, however, all other professions included both students and professionals. Professional sociability was found to be the only demographic factor related to higher scores on the DTI-AT. This finding contrasted with the Longitudinal Framework for Fostering Critical Thinking and Diagnostic Reasoning. Project III identified that CR processes in athletic training are highly variable between individual clinicians based on their experiences, confidence, patients, and external factors. Findings from these three projects indicate the importance of continued CR assessment of athletic training professionals, inclusion of soft skills in athletic training education, and encouraging professional sociability both inter- and intraprofessionally

Mediated and collaborative learning for students with learning disabilities : This is about life, it\u27s the rules of life.

Many approaches have been developed to help students with learning disabilities become independent learners. One such program, developed by the National Institute for Learning Disabilities (NILD), is a one-on-one model of educational therapy that is designed to stimulate students\u27 neurological weaknesses and improve deficits in perception and/or cognition. As an educational therapist, I am always looking for ways to enhance my ability to mediate my students\u27 learning and to help them transfer what is learned in educational therapy to other settings. In my search I became acquainted with the Cognitive Enrichment Advantage (CEA) approach to learning. As an adaptation of Feuerstein\u27s theory of mediated learning, the CEA approach gives students an explicit way to learn how to learn that I saw could be incorporated within the NILD Educational Therapy™ Model. I chose a case study approach and used action research as a way to examine my \u27new\u27 practice systematically and carefully. The purpose of this study was to look at my practice to see what my students, their parents and I would experience if I focused on mediated learning as we collaboratively developed meta-strategic knowledge through the learning of CEA\u27s Building Blocks of Thinking and Tools of Learning. I collected data through a reflective journal, audio recordings of student research team meetings, parents\u27 focus group meetings, and individual exit interviews of students and their parents. I analyzed data in multiple ways to ensure validity. My students and I used the CEA approach during educational therapy and research team meetings. The findings showed that the students could use meta-strategic knowledge to develop learning strategies that were meaningful to them and transferable to other settings. The findings from parent meetings and interviews also showed that learning the CEA approach was helpful to them as they mediated their children\u27s learning. Implications for future research focused on the possible need for more collaboration within the one-on-one educational therapy model, the need for parent training workshops, and the call for further research to validate the findings of this study. Suggestions for NILD\u27s corporate use of these findings also were given

National Institute of Mental Health Roundtable Discussion: Promissory Notes and Prevailing Norms in Social and Behavioral Sciences Research

Most workshops convened by the National Institute's of Health are devoted to the puzzle-solving activities of normal science, where the puzzles themselves and the strategies available for solving them are determined largely in advance by the shared paradigmatic assumptions, frameworks, and priorities of the scientific community's research paradigm. They are designed to facilitate what Thomas Kuhn referred to as elucidating topological detail within a map whose main outlines are available in advance. And apparently for good reason. Historical studies by Kuhn and others reveal that science moves fastest and penetrates most deeply when its practitioners work within well-defined and deeply ingrained traditions and employ the concepts, theories, methods, and tools of a shared paradigm. No paradigm is perfect and none is capable of identifying, let alone solving, all of the problems relevant to a given domain of inquiry. Thus, the essential day-to-day business of normal science is not to question the limits or adequacy of a given paradigm, but rather to exploit the presumed virtues for which it was adopted. As Kuhn cautioned in his discussion of paradigms, re-tooling, in science as in manufacture, as an extravagance to be reserved for the occasion that demands it. Well, as the marketing people say --- this is not your father's Oldsmobile. We are breaking with tradition today by stepping outside the map to initiate and pursue a long-overdue dialogue about paradigm reform and scientific retooling. Our warrant for prosecuting this agenda is a Kuhnian occasion that demands it--- is a protracted paradigm crisis, the neglect of which has hurt us terribly and the resolution of which will determine the viability and fate of the social and behavioral sciences in the 21st century. Since the details of the crisis are well know within and outside our ranks, a brief sketch of its main outlines will suffice as a framework for our dialogue today. They include, (a) widespread dissatisfaction with the meager theoretical progress and practical yield of more than a century of social and behavioral sciences research in many substantive domains, (b) long-neglected yet widely recognized deficiencies in the epistemological assumptions, discovery practices and justification standards of the dominant paradigm on which the social and behavioral sciences have relied --- and rely--- to conceptualize, interpret, and guide their empirical research, (c) a broadly based consensus among leading scholars and scientists about the need for fundamental paradigm reforms, and (d) institutional incentive structures that not only encourage and reinforce the status quo but discourage constructive reform efforts. Our objective for the next eight hours is to formulate strategies and recommendations for leveraging the resources and influence of the National Institute of Mental Health to foster a climate of constructive reforms where they are needed by freeing investigators in from the oppressive constraints of existing paradigms and facilitating, encouraging, and funding their retooling their effort

The Netflix Effect: Examining the Influence of Contemporary Entertainment Media Consumption Patterns on Political Attitudes and Social Perceptions

In the past two decades, media consumption has changed not only in terms of breadth and amount, but also in terms of availability and accessibility. Shows that once could only be viewed at their scheduled time on their scheduled network may now be streamed across several platforms at almost any time. Further, audiences have begun to connect with characters beyond the shows and films they inhabit, building websites, following related social media pages, recording podcasts and more to continue and expand these parasocial relationships. The social scientific community has only begun to scratch the surface of how these changes affect audience members and society at large—particularly regarding the political impact of entertainment media. Through focus groups, a survey experiment, media content analysis, and a laboratory experiment, I explore the impact of entertainment television media on political attitudes and social perceptions within the context of contemporary media consumption patterns. In particular, I examine the efficacy of narrative persuasion and mediated intergroup contact within the context of single exposure, accumulated exposure to outgroup members, and binge watching. I find that mediated intergroup contact appears to have a much stronger impact on audience members than narrative persuasion, regardless of exposure amount. I also find that binge watching episodic shows—watching multiple episodes back-to-back in one sitting—leads to different media effects on political attitudes and social perceptions in viewers than watching the same episodes in the traditional weekly format. Overall, my findings suggest that contemporary consumption patterns of entertainment media render it less influential in terms of narrative persuasion of political attitudes, but the regular consumption of entertainment media may still have lasting effects from mediated intergroup contact regardless of whether the contact is positive or negative

216 Jewish Hospital of St. Louis

https://digitalcommons.wustl.edu/bjc_216/1168/thumbnail.jp

A description of the faith development of five students attending a church-related college

The purpose of this study was to provide a detailed description of the perceived faith development of selected students attending a midwestern church-related college. The research question that provided direction for the study was: What do the respondents in this study say about their faith development? James Fowler\u27s (1981) theory of faith development and his Faith Development Interview Guide (FDIG) were used to collect and analyze the data. The methods of inquiry in this study were qualitative. The primary data were generated through interviews with each of five respondents (two males and three females). Secondary data from document analysis provided information about the context of the study (e.g., institutional setting, curriculum, church-relatedness, etc.). Data analysis involved sorting and organizing discrete pieces or units of relevant data from the interview transcripts. Units of data were classified into one of Fowler\u27s four categories of faith development. These include: (1) Life Review, (2) Life-Shaping Experiences and Relationships, (3) Present Values and Commitments, and (4) Religion. Categorized data were then sorted according to selected thematic areas identified in Fowler\u27s FDIG. Findings from the research study identified how the respondents describe their faith development. Subsequent analysis of data revealed that faith is an important component in the respondents\u27 individual development

Exploring the perception of cognitive behaviour group therapy for older adults with depression and / or anxiety

Available from British Library Document Supply Centre-DSC:DXN049056 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Spartan Daily, March 18, 1996

Volume 106, Issue 37https://scholarworks.sjsu.edu/spartandaily/8822/thumbnail.jp

Archway Commencement Issue, May 2004

2004 Archway Commencement Issu