A Case Study on Critical Thinking Skills and Problem-based Learning in Athletic Training Education PDF Download

Author: Stacey L. Buser
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 117

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Book Description
Athletic training requires critical thinking and problem solving skills for excellence in practice. It is necessary for students to learn, practice, and become confident in using a systematic and orderly process for differential diagnoses in patients with multiple medical conditions and co-morbidities. The purpose of this study was to reveal athletic training students' perceptions of critical thinking skills as they relate to problem based learning in a General Medical Aspects course. The researcher used problem-based learning and simulation to teach critical thinking and problem-solving skills. The study used several methods of data collection to capture the thoughts, feelings, experiences, and opinions of athletic training students regarding the use of problem-based learning. A case study design was employed to capture a snapshot into the General Medical Aspects course. The data consisted of surveys, reflection papers, and interviews to discern their thoughts and feelings of the PBL experience. There were two groups of 12 athletic training students identified for the reflection papers. The AT students represented several classes some with previous PBL experience and some with No previous PBL experience. The interviews consisted of six AT students selected from a convenience sample, who answered questions based on their PBL experience. The results revealed that the non- experienced PBL group had no opinion of their previous PBL experience, and the majority said that they believed PBL would provide them additional skills. In the experienced PBL group, the majority had no opinion of their previous PBL experience, but 11 out of 12 believed that PBL would provide them with additional skills. The reflection paper data yielded the following themes. The experienced PBL group discussed two themes, one centered on communication, teamwork and assigning responsibilities for tasks and the other theme was regarding thinking and working in a systematic fashion. The non-experienced PBL group displayed three themes. The first theme was about PBL helping them to understand the clinical process. The second theme centered on the use of cognition and the thought process during the PBL scenario, and the final theme related to AT students realizing they were using teamwork and learning from their classmates. Four broad themes which were revealed during the interview sessions were positioned around the AT students thoughts and feelings about the PBL experience, the process the students used during the PBL session, the skills they acquired, and the thinking process used during the PBL activities. In conclusion, students reported that the enjoyed the process, felt they were thinking differently (outside the box), they used communication and teamwork to arrive at a differential diagnosis, and they gained confidence and felt they stepped up as leaders during the PBL activities.

Author: Kelly A. Harrison
Publisher:
ISBN:
Category :
Languages : en
Pages : 122

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Book Description
Context: The ability of practitioners to engage in critically appraising patient information, making clinical judgements, assessing treatment efficacy and effectiveness, and ultimately seeking improvement of clinical practices are paramount to ensuring quality health care. Objective: To evaluate the effects of two computer-based instructional modalities, computer simulation (SIM) or case study (CS), on critical thinking skills and self-efficacy of undergraduate athletic training students. Design: Pretest-Posttest Study. Setting: University Computer Classroom. Patients or Other Participants: Subjects included 49 pre-clinical level students pursuing a Bachelor of Science degree in Athletic Training from a CAATE-accredited undergraduate athletic training education program. Intervention: Subject received an 8-week computer-based instructional interventions consisting of either 5 written simulations or 5 traditional case studies covering the Acute Care and Assessment and Evaluation of Athletic Injuries and Illnesses Injuries and Illness content areas. Main Outcome: Subjects' critical thinking skills were measured using the Health Science Reasoning Test (HSRT). A Self-Efficacy Questionnaire (SEQ) was utlized to assess the subjects' perceptions of their ability to learn and perform clinical problem solving. Results: There was no significant change measured in critical thinking or self-efficacy for either the SIM or CS groups over the 8-week study. There were no statistical differences in HSRT Total Score or SEQ scores found between groups. Conclusion: The 8-week stand-alone computer-based interventions assessed in this study did not yield statistically significant improvements in critical thinking of self efficacy as measured by the HSRT and SEQ. However, these interventions may be a valuable mechanism for providing students with multiple context-rich experiences in which to practice connecting basic content knowledge in higher cognitive applications. Furthermore, these simulations may provide guided opportunities for students to collect and reflect on clinical data, practice core critical thinking skills, and receive feedback on their performances in preparation for clinical field experiences.

Author: Michelle Marie Lesperance
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 219

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Book Description
"Athletic training educators are charged with developing effective pedagogical techniques to ensure students are skillful at critical thinking and clinical problem solving. The purpose of this research was to determine the effects of problem based learning on students' critical thinking (CT) skills and disposition., the relationship between these two constructs, whether disposition predicts skill, as well as students' perceptions of PBL. Two educational methodologies were implemented to assess the effect of PBL on critical thinking (CT) disposition and skill. Thirty-three Kinesiology students participated in this study that included two experimental groups [traditional learning (n=10) and problem-based learning (n=11) sections of ATH 1100 Prevention and Care of Emergencies and Athletic Injuries] and one control group (n=11). Critical thinking dispositions were measured by the California Critical Thinking Disposition Inventory (CCTDI) and critical thinking skills were measured by the California Critical Thinking Skills Test (CCTST). Differences in CT disposition and skill were examined between groups at the beginning, midpoint and conclusion of the semester. Separate repeated measures ANOVAs evaluated groups across time on the CCTDI and CCTST. Results on CCTDI showed that there was a significant group effect (F(2,29) =3.443, p=.046) and group x time interaction (F(4,58) = 4.620, p=.003). There was no significant difference across time for any group (p=.871). Post hoc analyses using main effects testing revealed significant differences between groups at pre test (p=.007) and mid test (p=.044) but not at post test (p=.270) while the TL and control group scores remained unchanged over time. Results also showed that PBL did not have an effect on Critical Thinking Skill as measured by the CCTST. There was no significant differences between groups (F (2,29) = .380, p=.687), across time (F(2,29) =1.674, p=.196) or between groups across time (F(4,58) = 1.061, p=.384) on the CCTST. Students in the TL group scored higher on the third written exam (p=.007) (the only exam administered after implementation of PBL) than the PBL group, but there was no significant difference between groups on the final lab practical (p=.392). CT disposition did not predict CT skill at pre test (R2=.001, p=.855) or post test (R2=.014, p=.518), and there were no correlations found between age, grade level, GPA or SAT scores. However, when an outlier GPA was removed, there was a significant positive correlation between CCTDI and GPA. (r=.131). Survey data showed a significant difference between groups in problem solving ability and ability to defend positions. Students in the PBL group self reported that they enjoyed the opportunity to learn on their own, and reported that PBL not only motivated them to learn but also improved their attitude towards learning. Their perceptions of their ability to search for accurate information also improved. The instructor made several observations regarding the learning environment, including the enhancement of students' motivation to learn and their ability to seek out evidence based research. Although there was no statistically significant improvement with PBL, the instructor's observations of students' motivation to learn supports the notion that it can be used as a viable alternative to traditional lecture."--Abstract from author supplied metadata.

Author: M. Gaie Rubenfeld
Publisher: Jones & Bartlett Learning
ISBN: 1284066096
Category : Medical
Languages : en
Pages : 352

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Book Description
Critical Thinking TACTICS for Nurses: Achieving IOM Competencies, Third Edition is a user-friendly and practical manual focusing on the day-to-day realities of doing, learning, and evaluating critical thinking in nursing. With clear examples of both the parts and the whole of this complex process, each chapter includes action learning activities to promote critical thinking: Tracking, Assessing, and Cultivating Thinking to Improve Competency-based Strategies or TACTICS. Issues addressed include critical thinking language and awareness enhancement, the impact of critical thinking on quality care, mentoring the critical thinking of staff and students, and designing performance criteria for critical thinking. Based on the authors’ research in both defining and assessing critical thinking in nursing, this text also draws from their years of refining critical thinking teaching and learning methods.

Author: Gretchen A. Schlabach
Publisher: Elsevier Health Sciences
ISBN: 0323040179
Category : Medical
Languages : en
Pages : 325

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Book Description
An invaluable resource for any athletic training curriculum, this text introduces athletic training as a profession by presenting an ethical framework of values, principles, and theory. Chapters explore important issues related to cultural competence, foundational behaviors of professional practice, professional and moral behavior, and ethical decision-making - skills that both inform and transcend the athletic training profession. Learning activities at the end of each section help you see connections between the material and clinical practice, revealing new insights about yourself, your profession, and the organizations with which you will interact. Content draws connections between ethical values, principles, and theory, as relating to the Foundational Behaviors of Professional Practice. Over 100 case studies promote critical thinking with clinical examples of ethical situations and conflicts that correspond to the domains identified by the Board of Certification (BOC) Role Delineation Study. Learning Activities chapters at the end of each section provide over 60 activities designed to link content and theory to clinical practice. Organized into three levels, Level One consists of an introduction to professional ethics in athletic training, Level Two focuses on professional enculturation, and Level Three explores the application of ethical concepts in professional life. Good to Know boxes highlight information throughout the chapters to enrich content and identify applications in the field. Professional Pearl boxes contain quotes from NATA Hall of Fame Inductees, offering advice about the challenges often faced in the profession. Chapter outlines, learning objectives, and ethical concepts at the beginning of each chapter lay out the information in an easy-to-follow framework. Appendices include self-assessment and evaluation tools that encourage you to assess where your own responses fall within ethical boundaries. Sections on cultural competence and ethical dilemmas increase awareness of diversity by exploring scenarios in which the practitioner's and patient's morals may conflict.

Author: Gretchen A. Schlabach
Publisher: Elsevier Health Sciences
ISBN: 0323077250
Category : Medical
Languages : en
Pages : 325

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Book Description
An invaluable resource for any athletic training curriculum, this text introduces athletic training as a profession by presenting an ethical framework of values, principles, and theory. Chapters explore important issues related to cultural competence, foundational behaviors of professional practice, professional and moral behavior, and ethical decision-making - skills that both inform and transcend the athletic training profession. Learning activities at the end of each section help you see connections between the material and clinical practice, revealing new insights about yourself, your profession, and the organizations with which you will interact. Content draws connections between ethical values, principles, and theory, as relating to the Foundational Behaviors of Professional Practice. Over 100 case studies promote critical thinking with clinical examples of ethical situations and conflicts that correspond to the domains identified by the Board of Certification (BOC) Role Delineation Study. Learning Activities chapters at the end of each section provide over 60 activities designed to link content and theory to clinical practice. Organized into three levels, Level One consists of an introduction to professional ethics in athletic training, Level Two focuses on professional enculturation, and Level Three explores the application of ethical concepts in professional life. Good to Know boxes highlight information throughout the chapters to enrich content and identify applications in the field. Professional Pearl boxes contain quotes from NATA Hall of Fame Inductees, offering advice about the challenges often faced in the profession. Chapter outlines, learning objectives, and ethical concepts at the beginning of each chapter lay out the information in an easy-to-follow framework. Appendices include self-assessment and evaluation tools that encourage you to assess where your own responses fall within ethical boundaries. Sections on cultural competence and ethical dilemmas increase awareness of diversity by exploring scenarios in which the practitioner's and patient's morals may conflict.

Author: Florence Mihaela Singer
Publisher: Springer
ISBN: 1461462584
Category : Education
Languages : en
Pages : 587

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Book Description
The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students’ learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years. ​​

Author: Wisdom, Sherrie
Publisher: IGI Global
ISBN: 1466684127
Category : Education
Languages : en
Pages : 592

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Book Description
The importance of critical thinking has surged as academics in higher education realize that many students, upon entering college, lack the critical thinking skills necessary to succeed. While much has been written regarding the ‘lack’ of critical thinking, less has been written on the success of methods implemented to develop this fundamental skill. The Handbook of Research on Advancing Critical Thinking in Higher Education explores the effective methods and tools being used to integrate the development of critical thinking skills in both undergraduate and graduate studies. Due to the difficulties associated with teaching critical thinking skills to learners of any age, this publication is a crucial addition to the scholarly reference works available to pre-service and early career teachers, seasoned educational professionals, professors across disciplines, curriculum specialists, and educational administrators.

Author: Richard Ray
Publisher: Human Kinetics
ISBN: 149258262X
Category : Medical
Languages : en
Pages : 562

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Book Description
Management Strategies in Athletic Training, Fourth Edition, helps current and future athletic trainers deal creatively with the management challenges they will face on the job. Like the previous editions, the fourth edition uses a unique case-study approach in teaching students the theories of organization and administration and their applications to real-world situations in the profession of athletic training. The text, part of Human Kinetics’ Athletic Training Education Series, is an excellent resource for building comprehensive knowledge of management theory as well as the problem-solving skills to put it to practical use. The book’s organization strategies can also be applied beyond athletic training to a variety of fields related to sports medicine, making it a valuable resource for any sports medicine professional. Management Strategies in Athletic Training, Fourth Edition, has been significantly improved to align with the Health Care Administration portion of the National Athletic Trainers’ Association (NATA) Role Delineation Study. With extensive updates and new information, the fourth edition emphasizes the practice of evidence-based medicine and offers 18 new sections of material that include the following: •Health care financial management •Injury surveillance systems •Advances in patient charting •Cultural awareness •Marketing a sports medicine practice •OSHA requirements for health care facilities Designed to encourage critical thinking, the fourth edition of Management Strategies in Athletic Training opens and closes each chapter with realistic and fascinating case studies presenting real-world dilemmas faced by athletic trainers. A series of questions at the end of these scenarios challenge students to analyze and apply the principles in the chapters to solve the hypothetical situations and ultimately prepare them for the kinds of problems they will face from day to day as professionals. To support learning, the text includes tools such as chapter objectives, key terms, and review statements as well as sample administrative forms that readers can both study and adapt to their own work situations. Special elements and appendixes provide direction for deeper study by referring students to Internet resources, other Athletic TrainingEducation Series texts, sample forms for analysis of athletic training programs, and material on regulations and ethics in athletic training. In addition, the fourth edition covers new material that students will find helpful as they embark on their athletic training careers, such as compensation, tips for finding a job, and negotiating skills for accepting a job. For instructors, an ancillary package consisting of an instructor guide, test bank, and new image bank will aid in course development. Loaded with additional case studies, course projects, chapter worksheets, and a sample course syllabus, these materials can be used for organizing classes, testing students’ knowledge, and creating exciting learning experiences.

Author: Dominique D. Mathieu
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 360

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Book Description
Abstract: The purpose of the study was to explore the influence of teaching evidence based practice on critical thinking for sophomore level athletic training students. A mixed method approach was utilized to best understand didactic and clinical use of critical thinking. The California Critical Thinking Dispositions Inventory (Facione & Facione, 2010) and Holistic Critical Thinking Scoring Rubrics (Facione & Facione, 2009) were resources for quantitative analysis. Qualitative information was collected through field observation, in-class assignments and stimulated recall interviews. Data were collected and analyzed succinctly. Microscopic, open, axial and selective coding was performed to determine emerging themes and categories. A triangulation design with a convergence variant model was used to holistically analyze data. No significant effects were found between groups for the Holistic Critical Thinking Scoring Rubric or California Critical Thinking Dispositions Inventory. Qualitative analysis revealed a central theme: development of clinical problem solving. Subcategories to emerge were schemas and influences. Implications include the ability for educators to influence the development of clinical reasoning in athletic training.