Improving Mathematics Content Mastery and Enhancing Flexible Problem Solving through Team-Based Inquiry Learning

This article examines how student learning is affected by the use of team-based inquiry learning, a novel pedagogy in mathematics that uses team-based learning to implement inquiry-based learning. We conducted quasi-experimental and observational studies in intermediate level mathematics courses, finding that team-based inquiry learning led to increased content mastery and that students took a more flexible approach to solving problems. We also found that in the courses using this pedagogy, women (but not men) had a reduction in communication apprehension over the course of a semester. We conclude that team-based inquiry learning effectively enhances student learning and problem solving, preparing students for future academic success and fostering career readiness

Simulation-Based Training Improves Student Assessment of Oral Feeding Skills in Preterm Infants

Advancements in medical technology have contributed to increased rates of preterm birth. Prematurity places infants at high risk for feeding difficulties, however. Early identification and assessment of preterm infant dysphagia is critical to maximize nutrition and hydration, feeding safety, and growth and development. The purpose of this study was to assess the ability of a simulation-based training toolto increase non-health care and entry-level clinical student sensitivity to signs of feeding distress in preterm infants. Data were collected from 60 students (20 masters-level Speech-Language Pathology, 20 undergraduate nursing, 20 undergraduate non-health care) in a pre-test/post-test design. All participants completed a brief simulation training protocol, and accuracy percentages were calculated based on their ability to determine the following: physiological and behavioral signs of feeding distress, oral feeding skill level (OFS), and clinical recommendation for further feeding evaluation. Our results revealed that this simulation-based training improved the identification of behavioral (p \u3c 0.001) and physiological (p \u3c 0.001) signs of feeding distress, OFS level (p \u3c 0.001), and ability to make appropriate clinical recommendations (p \u3c 0.001).This study has identified a successful method to effectively train entry-level clinical and non-clinical students to screen feeding skills in preterm infants. This training approach has the potential to improve identification of feeding distress and to recognize the need for a dysphagia evaluation to optimize clinical outcomes in this fragile population

The Effectiveness of Near-Peer Mentoring and Clinical Laboratory Experiences in Undergraduate Student Perceptions of Career Preparedness and the Profession of Audiology

Students in undergraduate Communication Sciences and Disorders (CSD) programs with an interest in audiology often report feeling unprepared to make career and graduate school decisions due to a lack of exposure to the field. The present study examines the impact of near-peer mentoring and hands-on lab experiences on undergraduate student perceptions of career preparedness and of the profession of audiology by examining pre- and post-course survey responses and lab wrapper responses of 41 undergraduate speech and hearing science majors enrolled in an introductory audiology course. Students were paired in groups with a first-year audiology graduate mentor to walk through a series of three clinical lab exercises. Results showed a positive influence on perceptions of career readiness resulting from both mentoring and clinical lab exposure, and more confidence in career decisions following the course

Advancing Engineering Students’ Technical Writing Skills by Implementing Team-Based Learning Instructional Modules in an Existing Laboratory Curriculum

Technical writing is a crucial skill for engineering students’ effective written communication, which shapes and affects their professional careers. This study designs team-based learning (TBL) instructional modules that are integrated into an existing engineering laboratory curriculum and evaluates their feasibility and effectiveness in improving engineering students’ technical writing skills. The data were collected from structured survey questions distributed to student participants and from the instructor’s independent evaluation of students’ lab reports. The effect of assigning a team leader on students’ writing performances was also evaluated. Our results indicated that students who have received TBL modules perceive a greater improvement in their technical writing skills than those who did not. A strong correlation was found between students’ perception and the instructor’s evaluation of the students’ technical writing skills. Assigning a team leader in TBL instructional modules has not played a significant role in improving engineering students’ technical writing skills. The same happens with gender. Overall, utilization of TBL instructional modules can advance engineering students’ technical writing skills

Examining Professional Stereotypes in an Interprofessional Education Simulation Experience

Background: Interprofessional education (IPE) provides a platform for early professional socialization, potentially affecting the accuracy of stereotypes among health professions students. The purpose of this study was to implement an interprofessional simulation with nursing, respiratory therapy (RT), and speech language pathology (SLP) students, and using the Student Stereotype Rating Questionnaire, evaluate how an IPE simulation approach may alter stereotypes that learners carry with them related to themselves and professions other than their own.Methods and Findings: Participants rated the extent to which they believe attributes, based on nine professional characteristics, apply to either their own profession (autostereotypes), other professions (heterostereotypes), or their own profession as seen by others (perceived autostereotypes) with the Student Stereotype Rating Questionnaire (SSRQ). A quasi-experimental pretest-posttest design was used, and descriptive and analytical statistics conducted within and across groups. Participant impressions of the IPE experience are presented. Main limitations included smaller sample size of RT and SLP participants.Conclusions: Results showed a significant difference from pre- to post-IPE simulation in nursing heterostereoptype, autostereotype, and perceived autostereotype scores. No significant difference was seen in hetereostereotypes of RT and SLP students. Overall, student impressions were positive. Recommendations include study replication for larger sample size

Examining Professional Stereotypes in an Interprofessional Education Simulation Experience

Background: Interprofessional education (IPE) provides a platform for early professional socialization, potentially affecting the accuracy of stereotypes among health professions students. The purpose of this study was to implement an interprofessional simulation with nursing, respiratory therapy (RT), and speech language pathology (SLP) students, and using the Student Stereotype Rating Questionnaire, evaluate how an IPE simulation approach may alter stereotypes that learners carry with them related to themselves and professions other than their own.Methods and Findings: Participants rated the extent to which they believe attributes, based on nine professional characteristics, apply to either their own profession (autostereotypes), other professions (heterostereotypes), or their own profession as seen by others (perceived autostereotypes) with the Student Stereotype Rating Questionnaire (SSRQ). A quasi-experimental pretest-posttest design was used, and descriptive and analytical statistics conducted within and across groups. Participant impressions of the IPE experience are presented. Main limitations included smaller sample size of RT and SLP participants.Conclusions: Results showed a significant difference from pre- to post-IPE simulation in nursing heterostereoptype, autostereotype, and perceived autostereotype scores. No significant difference was seen in hetereostereotypes of RT and SLP students. Overall, student impressions were positive. Recommendations include study replication for larger sample size

Examining professional stereotypes in an interprofessional education simulation experience

Health professions educators are answering the call for interprofessional education (IPE) because it has been shown to enhance collaborative care in practice, thereby improving patient outcomes. IPE also provides a platform for early professional socialization, potentially affecting the accuracy of stereotypes among pre-professional students. The purpose of this study is to implement an interprofessional simulation with nursing, respiratory therapy (RT), and speech language pathology (SLP) students, and using the Student Stereotype Rating Questionnaire (SSRQ), evaluate how an IPE simulation approach may alter stereotypes that learners carry with them related to themselves and professions other than their own. Using the SSRQ, which examines perceptions based on nine professional characteristics, participants were asked to rate the extent to which they believe the attributes apply to either their own profession (autostereotypes), other professions (heterostereotypes), or their own profession as seen by others (perceived autostereotypes). A quasi-experimental pretest-posttest design was used, and descriptive statistics were analyzed. Participants were also asked rate their impressions of the IPE experience. Results showed a significant difference from pre-IPE simulation to post-IPE simulation in nursing heterostereoptype, autostereotype, and perceived autostereotype scores. No significant difference was seen in hetereostereotypes of RT and SLP students pre-IPE simulation to post-IPE simulation. Major findings, limitations, implications for health professions education, conclusions, and recommendations for research are presented. (Published By University of Alabama Libraries