Perceptions from Athletic Training Students Involved in an Intentional Peer-Assisted Learning Pedagogy

Context: Peer-assisted learning (PAL) has been shown to benefit students across educational levels. Current research has investigated perceptions of PAL, postgraduate impact, as well as prevalence. This study investigated athletic training students’ perceptions of an intentional PAL pedagogy on both the peer-student and peer-tutor. In this study, the peer-tutors had training prior to implementation. Objective: To explore athletic training students’ perceptions of an intentional PAL pedagogy. Design: Qualitative study using a phenomenological approach. Setting: Focus group interviews with professional undergraduate athletic training students. Patients or Other Participants: Eleven athletic training students from 1 accredited athletic training program volunteered for this study. Five students (4 females, 1 male) serving as peer-tutors and 6 (5 females, 1 male) peer-students participated in focus group interviews in spring term 2015. The peer-tutors completed training prior to tutoring the peer-students. Main Outcome Measure(s): Focus group interviews were conducted with a structured interview protocol. The peer-student and peer-tutor groups were asked separate questions. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation. Results: Themes indicated that both peer-students and peer-tutors perceived that, through PAL, they collaborated, built relationships, gained confidence, were exposed to varied techniques, and the PAL pedagogy served as a way to review and practice, which changed their clinical educational experiences. Peer-tutors developed skills in leadership and teaching through their PAL experience. Conclusions: Evidence demonstrated that PAL created a learning environment in the student’s clinical educational experiences that involved collaboration, relationships, confidence building, and more time for review and practice

Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers’ Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in critical thinking and other demographic variables across first-year athletic training students enrolled in professional bachelor’s- and master’s-degree programs. Design: Quantitative study. Setting: District 10 athletic training programs. Patients or Other Participants: Students (N ¼ 40) enrolled within their first 6 months of a professional athletic training program were asked to complete the California Critical Thinking Skills Test (CCTST). Twelve first-year master’s-degree students (8 female, 4 male) and 28 bachelor’s-degree students (18 female, 10 male) completed the CCTST (age ¼ 20.73 6 3.09 years). Main Outcome Measure(s): Athletic training students in District 10 were asked to complete the CCTST during the first 6 months of their respective programs. Independent t tests were used to evaluate the difference in critical-thinking scores between professional master’s- and bachelor’s-degree athletic training students. A 1-way analysis of variance was conducted to determine differences in critical-thinking skills with regard to gender, age, and parental educational level. Results: There were no statistically significant differences in critical-thinking skills between bachelor’s- and master’s-degree athletic training students enrolled in a professional athletic training program (P ¼ .991). Additionally, there were no statistically significant differences in critical-thinking skills with regard to gender (P ¼ .156), age (P ¼ .410), or parental education level (P ¼ .156). Conclusions: The results suggest master’s students do not have greater critical-thinking skills than professional bachelor’s students before engaging in athletic training education. Therefore, as the professional degree of athletic training transitions to the graduate level, athletic training educators may need to investigate and use pedagogical practices that will graduate critically thinking athletic trainers

Perceptions from Graduates of Professional Athletic Training Programs Involved in Peer-Assisted Learning

Context: Research has not explored how peer-assisted learning (PAL) impacts graduates once they are practicing as athletic trainers. Peer-assisted learning has been used in a variety of health education settings but there is a lack of data on its effects on the performance of graduates. Objective: To investigate professional graduates’ perceptions of PAL pedagogy in their athletic training education and the impact of that experience on their first job. Design: Qualitative study using a phenomenological approach. Setting: One-on-one phone interviews with athletic training graduates. Patients or Other Participants: Participants were from 8 accredited athletic training programs that varied in terms of the size of their institution, geographic location, number of graduates, and program directors’ willingness to promote the study. Thirteen (7 female, 6 male) 2010 (n ¼ 5) or 2011 (n ¼ 8) graduates volunteered for this study. Ten of the participants were from undergraduate baccalaureate athletic training programs, while 3 were from professional postbaccalaureate athletic training programs. Main Outcome Measure(s): One-on-one phone interviews were conducted with a structured interview protocol. Each participant was asked the same questions and allowed to clarify when needed. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then by summarizing them into codes, and finally by interpreting them. Credibility was secured through a pilot study, member checking, triangulation, and peer debriefing. Results: Data were analyzed through a qualitative process; themes indicated graduates who have experienced PAL believe it led to improved communication and confidence, enhanced teaching skills, better clinical reasoning, improved socialization, and a deeper understanding that contributed to success on the Board of Certification examination. Conclusions: These findings are significant to the field of athletic training education as program directors investigate pedagogies that can assist students to think clinically as graduates. Evidence demonstrated that PAL does impact the students after graduation

Assessing the quality of a student-generated question repository

We present results from a study that categorizes and assesses the quality of questions and explanations authored by students, in question repositories produced as part of the summative assessment in introductory physics courses over the past two years. Mapping question quality onto the levels in the cognitive domain of Bloom's taxonomy, we find that students produce questions of high quality. More than three-quarters of questions fall into categories beyond simple recall, in contrast to similar studies of student-authored content in different subject domains. Similarly, the quality of student-authored explanations for questions was also high, with approximately 60% of all explanations classified as being of high or outstanding quality. Overall, 75% of questions met combined quality criteria, which we hypothesize is due in part to the in-class scaffolding activities that we provided for students ahead of requiring them to author questions.Comment: 24 pages, 5 figure

Clustering and Micro-immiscibility in Alcohol-Water Mixtures: Evidence from Molecular Dynamics Simulations

We have investigated the hydrogen-bonded structures in liquid methanol and a 7:3 mole fraction aqueous solution using classical Molecular Dynamics simulations at 298K and ambient pressure. We find that, in contrast to recent predictions from X-ray emission studies, the hydrogen-bonded structure in liquid methanol is dominated by chain and small ring structures. In the methanol-rich solution, we find evidence of micro-immiscibility, supporting recent conclusions derived from neutron diffraction data.Comment: 5 pages, 4 figure

Philosophy and NASCAR

Philosophy is typically considered a thought-provoking science appropriately reserved for discussion between intellectuals;\u27 and NAS­CAR contrarily carries a stigma of uneducated masses of fans supporting a racer of their choice with a frequently drunken passion. Thus, the mar­riage of these two topics may seem entirely inappropriate. Despite their conflicting stereotypes, philosophy and NASCAR must not necessarily be separated. Philosophy-at least the right philosophy-exalts the use of the mind in furthering man\u27s capabilities and simultaneously seeks to under­stand the limitations imposed by nature. It is the science presented and, ideally, answering questions such as Where am I?;\u27 How can I discover it?;\u27 and What should I do? (Rand, 1974). The use of a rational mind is what supplies the answers to philosophers and NASCAR drivers alike

North Korean Intentions and the American Response

News stations across the world reported on December 17, 2011 about the death of a man referred to as Guiding Sun Ray, Glorious General Who Descended from Heaven, Highest Incarnation of the Revolutionary Comradely Love, and Savior. Better known as Kim Jong-II, he had been recognized as Supreme Leader by North Korea\u27s constitution since July 1994. Headlines internationally speculated that his death may cause a dra­matic shift in the policies and nature of the North Korean government (Fox News, 2011). Following the state funeral for Kim Jong-II on December 29, the deceased\u27s youngest son, Kim Jong-Un, became Supreme Leader. The United States Assistant Secretary of State, Kurt Campbell, greeted the news with willing­ness to discuss giving aid to North Korea in exchange for their disarming nuclear weapons-a discussion deserted by North Korea in 2009 under its former leadership. As the top U.S. diplomat to East Asia, he declared readi­ness to begin a new chapter in relations between the two countries, but said it is too early to discern the intent of the country\u27s new leadership (Fox News, 2012). Analyzing both past and present actions of the North Korean government will illustrate that three generations of dictators have established intoler­able practices and that American attempts at cooperation are likely to be as futile as ever

Making Human Rights Really Real

In lieu of Illinois Wesleyan\u27s Making Human Rights Real endeav­ors this school year, questions arise concerning the meaning of human rights and how we can effectively apply such a concept in the world around us. The discussion of human rights has long been one of the most contested among political philosophers and ordinary citizens alike. And rightfully so, because its conclusions hold drastic implications for individuals every­where at all times. In order to avoid a muddled debate on the subject, it is critical to concretely define human rights. Thus, the concept of a human;\u27 the concept of a right:\u27 and government\u27s role in protecting these values must be made coherent. To give up on these issues simply because they are perhaps far from being resolved is to give up the purpose of government, rights, and likely humans themselves

“…With Liberty and Justice Equitably and Efficiently Allocated for All”

The American pledge of allegiance and Constitution indicate that liberty and justice are provided for all citizens and that we are guaranteed equal protection under the law. Understanding the state of nature as Thomas Hobbes did, it is clear that liberty and justice are not efficiently allocated and there is no protection under law. Therefore, these ethical concepts are provided in civil society tangibly through civil services including policing. This essay views local police resources as an economic good, limited in its supply, in need of both equitable and efficient allocation. The ethical implications of inequitable or inefficient policing are potentially staggering, and so several policing strategies are analyzed in terms of costs and benefits, or trade-offs between liberties and justices. I maintain that empirical crime data is a necessary component of ethical policing as it tremendously enhances the efficiency with which police allocate liberty and justice. Furthermore, personal morality is an important aspect of ethical police work, considering there are social and local biases that must be avoided and values that must be prioritized