The Effect of Using Computer Simulations as Self-directed Learning on Critical Thinking Levels in Entry-level Athletic Training Students PDF Download

Author: Markéta Schüblová
Publisher:
ISBN:
Category : Computer simulation
Languages : en
Pages :

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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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640

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Book Description

Author: William D. Milheim
Publisher: Educational Technology
ISBN: 9780877782544
Category : Computer simulation
Languages : en
Pages : 130

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Book Description

Author: Lana M. Loken
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 144

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Book Description

Author: Cooper, James W.
Publisher: Edward Elgar Publishing
ISBN: 1839102438
Category : Business & Economics
Languages : en
Pages : 176

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Book Description
Computer simulations, serious digital games, and gamification add fun and engagement to business courses, while also improving students' learning outcomes. Computer Simulations and Gaming provides business educators with the theoretical background, selection foundations, and implementation advice they need to successfully select and implement computer simulations, serious digital games, and/or gamification elements.

Author: Franco Landriscina
Publisher: Springer Science & Business Media
ISBN: 1461419549
Category : Education
Languages : en
Pages : 250

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Book Description
The main idea of this book is that to comprehend the instructional potential of simulation and to design effective simulation-based learning environments, one has to consider both what happens inside the computer and inside the students' minds. The framework adopted to do this is model-centered learning, in which simulation is seen as particularly effective when learning requires a restructuring of the individual mental models of the students, as in conceptual change. Mental models are by themeselves simulations, and thus simulation models can extend our biological capacity to carry out simulative reasoning. For this reason, recent approaches in cognitive science like embodied cognition and the extended mind hypothesis are also considered in the book.. A conceptual model called the “epistemic simulation cycle” is proposed as a blueprint for the comprehension of the cognitive activies involved in simulation-based learning and for instructional design.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 368

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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: Robert Charles Sipes
Publisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 216

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Book Description
Critical thinking has been a component of modern education for most of the past century regardless of the discipline. Athletic training education is a much more youthful field, specifically with regards to the amount of research available. One area of athletic training education that has not yet been analyzed to a great extent is the importance of critical thinking. Critical thinking has been described by many to involve skills or abilities as well as dispositions or traits that underlie the ability to use the skills. The purpose of this research is to investigate whether critical thinking dispositions are important to success in athletic training; meaning, is a student who is predisposed to think critically more successful in an athletic training education program and on the national athletic training BOC examination? This study investigated 16 (9 male and 7 female) athletic training students at a large, public Midwestern university with a CAATE-accredited athletic training education program. The project followed the same group of students through the athletic training education program with a longitudinal pretest/posttest research design. The data were analyzed using t-tests, ANOVAs, correlations, and regression analysis to determine that critical thinking dispositions did not have an impact on success in athletic training education programs or on the BOC exam, but rather that systematicity was a disposition common in those that failed the BOC examination. The CCTDI measures were found to be relatively stable over time in the athletic training education program, but there was a statistically significant difference in the truthseeking subscale mean from pretest to posttest (t=2.32, p=.035). Females scored significantly higher than males on the maturity and openmindedness dispositional subscales in both the pretest and posttest CCTDI administrations. More research must be done on the relationship of critical thinking measures in athletic training education to determine the best method of assessment.