The e-OSCE and Social Work Education: Creating Authentic, High-Impact Practice Learning Opportunities for Students

Indiana University-Purdue University Indianapolis (IUPUI)Advances in technology, non-traditional students, and a new generation of elearners all challenge institutions of higher learning to support innovations that create relevant distance education opportunities for their students. Due to the COVID-19 pandemic dramatic shifts to education occurred, requiring schools of social work to consider new ways to prepare students for the field and new evaluation methods of students’ practice skills. Smoyer and colleagues explored this further in their study on BSW students’ experiences in distance education during the pandemic and found when students were unexpectedly thrust into online learning platforms most were able to learn online; however, substantive interactivity and synchronous engagement were factors that were necessary to maintain student overall satisfaction in the distance learning environment. In addition, they point out the need for interactive technology in online social work classrooms to simulate the human interaction that is essential to student learning and practice. The online objective, structured clinical examination (e-OSCE) is one form of online simulation-based learning that offers highly interactive and engaging HIP learning opportunities for social work students. The OSCE is a standardized, valid, and reliable assessment method that social work education programs use to ensure successful practice skills development. This study used a qualitative, exploratory embedded single-case method to investigate online MSW students’ experiences participating in an e-OSCE, their perspectives on the use of an e-OSCE in online social work education, and future practice considerations students identify upon completing the e-OSCE

The Relation Between Spatial Language During Informal Learning and Children’s STEM-Related School Readiness Scores

Young children’s interest in STEM (science, technology, engineering, and math) can develop through everyday experiences; often in science-related informal settings and museums. Verdine et al. found that parental spatial language is important in creating a foundation in STEM learning. The relation between children’s school readiness scores, informal play at home, and spatial language use during caregiver-child play with an open-ended block task was examined. The first hypothesis was that families who use more spatial language during informal block play will report playing more with the spatial, STEM-related toys at home, which may be related to school readiness scores. The second hypothesis was that there will be a link between spatial language and STEM-related school readiness scores in which families who use more spatial language will have children who score higher in school readiness. The third hypothesis was that over the course of the school year, school readiness will increase during the children’s enrollment in the Head Start program based on previous results by Kachuro et al. The quantity of spatial language was determined using transcripts of the videos of the dyads’ interactions. School readiness was conducted through an observational assessment that was performed at the beginning and end of the program. At home play was measured through caregivers’ self-report on a questionnaire. The sample consisted of 23 children (12 females) who participated with their parent (12 females) and were recruited at Family Engagement events held monthly at the Sciencenter for families enrolled in Head Start. A correlational analysis along with descriptive statistics will be presented between school readiness scores, play questionnaire, and spatial language analysis. Finally, we will examine measured variables for emerging sex differences.https://orb.binghamton.edu/research_days_posters_2021/1012/thumbnail.jp

A Head Start in Science: Parent-child interactions and children’s science process skills

Supporting early STEM learning in children is important in formal and informal settings, especially for underrepresented families. Head Start partnered with the Sciencenter to engage parents and children in STEM related activities once a month during free Family Engagement Night. It was hypothesized that children’s school readiness was related to the amount of science-process language used between parents and children. Children’s school readiness scores were evaluated throughout the academic year. Science process language was categorized into observations, predictions, categorization, math and measurements, and spatial. It was found that school readiness scores were correlated with math related conversation but not science and technology, rs\u3e .53, ps\u3c .05. Gender differences were also found in overall STEM related conversation, F(1,21)=13.27, p\u3c .05, ��2=.43. Future studies will evaluate the significance between gender differences on STEM related assessments and parent-child interactions during Family Engagement Night.https://orb.binghamton.edu/research_days_posters_spring2020/1037/thumbnail.jp

Draft Genome Sequence of Corynebacterium aurimucosum UMB7769, Isolated from the Female Urinary Tract

Here, we present the draft genome sequence of Corynebacterium aurimucosum UMB7769, isolated from the female urinary tract. The size of the genome is 2,731,818 bp, assembled in 50 contigs, with an observed GC content of 60.9% and an N50 score of 129,518 bp. Annotation revealed 31 antibiotic resistance genes

Client Satisfaction With Veterinary Nurse Consultations in a Corporate Small Animal Practice Group

Client satisfaction is an important element of veterinary interactions, alongside clinical outcomes and patient wellbeing. The questionnaire provided a way to measure client satisfaction outcomes in a means to measure RVN proficiency in the consultation process. This method could be used in the reflective process to measure improvement in consultation methods

Gender Differences in Children’s Prior Play Experiences as a Predictor of Success in Engineering Tasks

Studies have shown that female student’s science and mathematical achievements are consistent with those of their male peers. Nevertheless, women are dramatically underrepresented in STEM professions, with women making up just 12 percent of working engineers. Since it has been found that early exposure to STEM concepts and practice leads to later success in the field, it is important that we understand the differences in engineering skills and levels of interest in young children. This study examines gender differences between young children in multiple measured variables of building tasks at an engineering exhibit in a museum. The sample consists of 68 families, child M age = (5.5 years). In this study researchers asked children to fix a wobbly skyscraper or bridge, and also asked parents to complete a questionnaire regarding their child’s play interests. Children’s attempts at fixing the structures were coded from videotape records at the museum. It is hypothesized that parents will report male children having greater prior experience and interest with engineering games than females, which may predict greater success in the building tasks. We will report results on potential gender differences in children’s prior play experiences and interest as a predictor of success in these building tasks.https://orb.binghamton.edu/research_days_posters_2021/1100/thumbnail.jp

Usability evaluation of a self-management mobile application for individuals with a mild traumatic brain injury

OBJECTIVE: Mild traumatic brain injuries (mTBIs) are common and may result in persisting symptoms. Mobile health (mHealth) applications enhance treatment access and rehabilitation. However, there is limited evidence to support mHealth applications for individuals with an mTBI. The primary purpose of this study was to evaluate user experiences and perceptions of the Parkwood Pacing and Planning™ application, an mHealth application developed to help individuals manage their symptoms following an mTBI. The secondary purpose of this study was to identify strategies to improve the application. This study was conducted as part of the development process for this application. METHODS: A mixed methods co-design encompassing an interactive focus group and a follow-up survey was conducted with patient and clinician-participants (n = 8, four per group). Each group participated in a focus group consisting of an interactive scenario-based review of the application. Additionally, participants completed the Internet Evaluation and Utility Questionnaire (UQ). Qualitative analysis on the interactive focus group recordings and notes was performed using phenomenological reflection through thematic analyses. Quantitative analysis included descriptive statistics of demographic information and UQ responses. RESULTS: On average, clinician and patient-participants positively rated the application on the UQ (4.0 ± .3, 3.8 ± .2, respectively). User experiences and recommendations for improving the application were categorized into four themes: simplicity, adaptability, conciseness, and familiarity. CONCLUSION: Preliminary analyses indicates patients and clinicians have a positive experience when using the Parkwood Pacing and Planning™ application. However, modifications that improve simplicity, adaptability, conciseness, and familiarity may further improve the user\u27s experience

Physical activity self-management interventions for adults with spinal cord injury: Part 2 – Exploring the generalizability of findings from research to practice

Despite the benefits associated with regular participation in physical activity, individuals with spinal cord injury (SCI) remain insufficiently active. The ability to self-manage participation may increase physical activity levels, but only if self-management interventions can be implemented in the ‘real world’. The purpose of this review was to examine the degree to which authors of published studies of LTPA self-management interventions for individuals with SCI have reported on factors that could increase the likelihood of translating this research into practice. A systematic search of five databases was conducted, yielding 33 eligible studies representing 31 interventions. Each intervention was assessed using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) Framework and the PRECIS-2 (PRagmatic-Explanatory Continuum Indicator Summary) tool. The most commonly reported RE-AIM dimensions were Effectiveness (51.0% of interventions) and Reach (18.5%), followed by Implementation (14.2%), Maintenance (13.8%), and Adoption (4.0%). Overall, interventions were scored as primarily explanatory in five of the nine PRECIS-2 domains (recruitment, primary analysis, organization, flexibility [delivery], follow-up) and primarily pragmatic in one domain (setting). These findings suggest that while some LTPA self-management interventions for individuals with SCI are intended to be translated to real world settings, limited information is available to understand the degree to which this has been accomplished. Enhanced reporting of factors that could increase the likelihood of translating these interventions into practice is recommended

Foreign Intravascular Object Embolization and Migration: Bullets, Catheters, Wires, Stents, Filters, and More

Foreign intravascular object embolization (FIOE) is an important, yet underreported occurrence that has been described in a variety of settings, from penetrating trauma to intravascular procedures. In this chapter, the authors will review the most common types of FIOEs, including bullet or “projectile” embolism (BPE), followed by intravascular catheter or wire embolization (ICWE), and conclude with intravascular noncatheter object (e.g., coil, gelatin, stent, and venous filter) migration (INCOM). In addition to detailed topic-based summaries, tables highlighting selected references and case scenarios are also presented to provide the reader with a resource for future research in this clinical area