Discovering which experiences physiotherapy students identify as learning facilitators in practical laboratories: An action research project

Purpose: Students enrolled in courses that focus on patient contact participate in practical laboratories to learn clinical skills but this can be challenging in a pre-clinical environment. A simulated case based format using role play in small groups is commonly undertaken. Students may find it difficult to actively engage in learning and effective role playing without prior clinical experience. The aim of this study was to discover what type of experiences facilitated student learning in practical laboratory sessions. Method: Design: Action research study. Participants: Thirty two undergraduate second year physiotherapy students who were engaging in practical laboratories. Data collection and analysis: Teacher observations, minute papers and semi structured interviews were conducted over a nine week teaching period to gain the student perspective on what facilitated their learning. Data from these three sources were categorised and coded. A concept mapping technique was then used to represent the construct of learning facilitators identified, from which the final survey was developed. Results: Learning facilitators identified by students were categorised under three key units: those provided by the teacher, those initiated by the students themselves and material resources. Concept mapping revealed three emergent themes: provide multiple opportunities for learning that address all learning styles, formative learning support and resources to consolidate learning. Students rated timely feedback from the teacher while they practiced the required skills and behaviours as the highest valued learning facilitator (strongly agreed 78.6%, agreed 21.4%) followed by watching the teacher modelling the skill or behaviour required (strongly agreed 67.9%, agreed 25.0%). Students also reported that using a peer feedback checklist constructed by the teacher clarified their expectations of engaging in observation and feedback (strongly agreed 32.1%, agreed 50.0%) and guided their performance in the skills and behaviours expected (strongly agreed 35.7%, agreed 53.6%). Conclusions: Students at a pre-clinical level can identify which experiences facilitate their learning in practical laboratories, if given the opportunity. While these students place the highest value on teacher feedback they can actively engage in peer learning if given constructive guidance on the skills and behaviours required. Discovering what students identify as facilitating their learning in practical laboratories can guide successful evaluation of laboratory teaching plans to modify and create new learning opportunities and resources. This has the potential to improve student satisfaction and achievement of intended learning outcomes

Manipulation based on sensor-directed control: An integrated end effector and touch sensing system

A hand/touch sensing system is described that, when mounted on a position-controlled manipulator, greatly expands the kinds of automated manipulation tasks that can be undertaken. Because of the variety of coordinate conversions, control equations, and completion criteria, control is necessarily dependent upon a small digital computer. The sensing system is designed both to be rugged and to sense the necessary touch and force information required to execute a wide range of manipulation tasks. The system consists of a six-axis wrist sensor, external touch sensors, and a pair of matrix jaw sensors. Details of the construction of the particular sensors, the integration of the end effector into the sensor system, and the control algorithms for using the sensor outputs to perform manipulation tasks automatically are discussed

Impaired perception of facial motion in autism spectrum disorder

Copyright: © 2014 O’Brien et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.This article has been made available through the Brunel Open Access Publishing Fund.Facial motion is a special type of biological motion that transmits cues for socio-emotional communication and enables the discrimination of properties such as gender and identity. We used animated average faces to examine the ability of adults with autism spectrum disorders (ASD) to perceive facial motion. Participants completed increasingly difficult tasks involving the discrimination of (1) sequences of facial motion, (2) the identity of individuals based on their facial motion and (3) the gender of individuals. Stimuli were presented in both upright and upside-down orientations to test for the difference in inversion effects often found when comparing ASD with controls in face perception. The ASD group’s performance was impaired relative to the control group in all three tasks and unlike the control group, the individuals with ASD failed to show an inversion effect. These results point to a deficit in facial biological motion processing in people with autism, which we suggest is linked to deficits in lower level motion processing we have previously reported

Converging shocks in elastic-plastic solids

We present an approximate description of the behavior of an elastic-plastic material processed by a cylindrically or spherically symmetric converging shock, following Whitham's shock dynamics theory. Originally applied with success to various gas dynamics problems, this theory is presently derived for solid media, in both elastic and plastic regimes. The exact solutions of the shock dynamics equations obtained reproduce well the results obtained by high-resolution numerical simulations. The examined constitutive laws share a compressible neo-Hookean structure for the internal energy e = e_(s)(I_1)+e_(h)(ρ,ς), where e_(s) accounts for shear through the first invariant of the Cauchy–Green tensor, and e_(h) represents the hydrostatic contribution as a function of the density ρ and entropy ς. In the strong-shock limit, reached as the shock approaches the axis or origin r=0, we show that compression effects are dominant over shear deformations. For an isothermal constitutive law, i.e., e_(h) = e_(h)(ρ), with a power-law dependence e_(h) ∝ ρ_(α), shock dynamics predicts that for a converging shock located at r=R(t) at time t, the Mach number increases as M ∝ [log(1/R)]^α, independently of the space index s, where s=2 in cylindrical geometry and 3 in spherical geometry. An alternative isothermal constitutive law with p(ρ) of the arctanh type, which enforces a finite density in the strong-shock limit, leads to M ∝ R^(−(s−1)) for strong shocks. A nonisothermal constitutive law, whose hydrostatic part eh is that of an ideal gas, is also tested, recovering the strong-shock limit M∝R^(−(s−1)/n(γ)) originally derived by Whitham for perfect gases, where γ is inherently related to the maximum compression ratio that the material can reach, (γ+1)/(γ−1). From these strong-shock limits, we also estimate analytically the density, radial velocity, pressure, and sound speed immediately behind the shock. While the hydrostatic part of the energy essentially commands the strong-shock behavior, the shear modulus and yield stress modify the compression ratio and velocity of the shock far from the axis or origin. A characterization of the elastic-plastic transition in converging shocks, which involves an elastic precursor and a plastic compression region, is finally exposed