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

Study to design and develop remote manipulator system

Human performance measurement techniques for remote manipulation tasks and remote sensing techniques for manipulators are described for common manipulation tasks, performance is monitored by means of an on-line computer capable of measuring the joint angles of both master and slave arms as a function of time. The computer programs allow measurements of the operator's strategy and physical quantities such as task time and power consumed. The results are printed out after a test run to compare different experimental conditions. For tracking tasks, we describe a method of displaying errors in three dimensions and measuring the end-effector position in three dimensions

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

Opportunities for use of exact statistical equations

Exact structure function equations are an efficient means of obtaining asymptotic laws such as inertial range laws, as well as all measurable effects of inhomogeneity and anisotropy that cause deviations from such laws. "Exact" means that the equations are obtained from the Navier-Stokes equation or other hydrodynamic equations without any approximation. A pragmatic definition of local homogeneity lies within the exact equations because terms that explicitly depend on the rate of change of measurement location appear within the exact equations; an analogous statement is true for local stationarity. An exact definition of averaging operations is required for the exact equations. Careful derivations of several inertial range laws have appeared in the literature recently in the form of theorems. These theorems give the relationships of the energy dissipation rate to the structure function of acceleration increment multiplied by velocity increment and to both the trace of and the components of the third-order velocity structure functions. These laws are efficiently derived from the exact velocity structure function equations. In some respects, the results obtained herein differ from the previous theorems. The acceleration-velocity structure function is useful for obtaining the energy dissipation rate in particle tracking experiments provided that the effects of inhomogeneity are estimated by means of displacing the measurement location.Comment: accepted by Journal of Turbulenc