Students’ Perspectives and Engagement Transforming Newly Acquired Knowledge to Long-Term Memory Utilizing the Deliberate Practice Framework

As students progress through their college years, they face the task of acquiring large volumes of information from a variety of classes. Many educative and psychological associations have proven that student performance is directly affected by the student perspective and the amount of engagement with each exercise. The greater the effort a student invests in the exercise, the greater the classroom performance quality. The results demonstrate better long-term memory while utilizing the deliberate practice framework through repetition. For our exercise, we started by administering a brief survey to assess students’ perspectives, confidence levels and engagement preferences. Students were encouraged to give feedback on how they learn best and what educative practice methods they prefer. Second, students received instructions on how to utilize the deliberate practice framework and were instructed to intentionally repeat the exercise in order to start transitioning newly acquired knowledge into long term memory. This exercise was graded each time the student completed the task showing an increase in knowledge base, an increase in overall classroom performance, and increased information into long term memory. Third, the previous survey was administered again to assess students’ perspectives, confidence levels, and engagement preferences after the exercise was completed. Survey results showed that students overwhelming reported an increase in classroom confidence levels, engagement preferences, and a marked increase in retained long term memory information. The deliberate practice framework method for prescription writing was perceived as an effective experience for the majority of the students who completed the survey. These teaching techniques were applied with successful results in our class. All of the techniques can be applied in a variety of classes while enhancing student engagement and educative practices

Educators Guiding Students With Different Cognitive Levels Through Complex Assignments At Any Educative Level

Students often need guidance to recognize the techniques necessary to complete complex assignments. The challenge that educators face is choosing the appropriate teaching method for students of different cognitive levels. We utilized the critical thinking framework and repetitive practice models in preclinical and clinical courses. These forms of teaching have been utilized and acknowledged in numerous disciplines for years. For our exercise, we started by administering a brief survey to assess the students perceptions, learning preferences and confidence levels. Next we assessed the students’ cognitive levels by utilizing 3 calibrated cases and graded the responses with a 1-5 point Likert scale. This information revealed critical thinking and repetitive practice models yield maximum results. Secondly, the students were observed in a large group setting while utilizing critical thinking components to discern vital and non-vital information. Once all vital information was collected, educators then guided the students with the critical thinking framework as they completed the assignment. Constant reflection on decision making was modeled until the student attained a favorable outcome. The last component involves students implementing the repetitive practice model of repeating the maximum outcome path to the student advances on the mastery scale of novice to expert. Educator guidance was needed to facilitate student growth through the stages. Students’ perceptions, learning preferences and confidence levels were assessed with a brief survey and results compared to the beginning. These teaching techniques were applied with successful results in our class. This model can be applied in different classes with students of varying cognitive levels with minimal modifications

Students’ Perceptions and Engagement Utilizing Group Assignments

Educators have a vast array of teaching and learning techniques available when planning classroom projects. When introducing lecture content, an educator needs to choose the method that focuses on maximizing student engagement while incorporating the students’ perceptions and needs. Research has widely shown that placing students in groups not only increases their educative retention level, but also maximizes student engagement skills necessary to prepare them for the workforce. For our exercise, we started by dividing the class into small groups. Each group received a specific classroom topic with project presentation guidelines. Next, we allotted students class time to meet as a group to discuss topic guidelines, task allocations, and assignment setup while practicing soft engagement skills. Students completed the project by fabricating a PowerPoint presentation and presenting the content to the rest of the class. The last component involved a post-survey assessing the students’ perceptions and engagement practices utilized for each group assignment

Weight-bearing in ankle fractures: An audit of UK practice.

INTRODUCTION: The purpose of this national study was to audit the weight-bearing practice of orthopaedic services in the National Health Service (NHS) in the treatment of operatively and non-operatively treated ankle fractures. METHODS: A multicentre prospective two-week audit of all adult ankle fractures was conducted between July 3rd 2017 and July 17th 2017. Fractures were classified using the AO/OTA classification. Fractures fixed with syndesmosis screws or unstable fractures (>1 malleolus fractured or talar shift present) treated conservatively were excluded. No outcome data were collected. In line with NICE (The National Institute for Health and Care Excellence) criteria, "early" weight-bearing was defined as unrestricted weight-bearing on the affected leg within 3 weeks of injury or surgery and "delayed" weight-bearing as unrestricted weight-bearing permitted after 3 weeks. RESULTS: 251 collaborators from 81 NHS hospitals collected data: 531 patients were managed non-operatively and 276 operatively. The mean age was 52.6 years and 50.5 respectively. 81% of non-operatively managed patients were instructed for early weight-bearing as recommended by NICE. In contrast, only 21% of operatively managed patients were instructed for early weight-bearing. DISCUSSION: The majority of patients with uni-malleolar ankle fractures which are managed non-operatively are treated in accordance with NICE guidance. There is notable variability amongst and within NHS hospitals in the weight-bearing instructions given to patients with operatively managed ankle fractures. CONCLUSION: This study demonstrates community equipoise and suggests that the randomized study to determine the most effective strategy for postoperative weight-bearing in ankle fractures described in the NICE research recommendation is feasible