The Effects of Computer-based Written Simulationson Critical Thinking Skills of Pre-professional Athletic Training Students PDF Download
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Author: Kelly A. Harrison Publisher: ISBN: Category : Languages : en Pages : 122
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: Kelly A. Harrison Publisher: ISBN: Category : Languages : en Pages : 122
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: Stacey L. Buser Publisher: ISBN: Category : College students Languages : en Pages : 117
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: Michelle Marie Lesperance Publisher: ISBN: Category : Athletic trainers Languages : en Pages : 219
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: David E. Colt Publisher: ISBN: Category : Athletic trainers Languages : en Pages :
Book Description
The purpose of this non-experimental descriptive study was to examine the relationship and predictive power of critical thinking skills scores to National Athletic Trainers' Association Board of Certification examination for athletic training (CE) performance scores. The California Critical Thinking Skills Test form 2000 (CCTST-2000) was used as the measure of critical thinking skills to determine if differences existed in athletic training certification candidate critical thinking skills when compared to passing and not passing the CE. Data were analyzed and Cronbach's Alpha revealed the reliability of the CCTST-2000 with a satisfactory level of internal consistency. Independent t testing determined that those candidates passing the CE had higher overall critical thinking skills and higher scores in the subscale areas of inference and deductive reasoning. It was determined by Pearson Correlation that several correlations existed. Multiple stepwise regression showed written and practical section scores increased when deductive reasoning scores increased while written simulation scores increased when inference subscale scores increased. Finally, discriminant analysis generated one significant function that predicted success in passing the CE by having higher inference subscale scores and lower inductive reasoning scores. Conversely, lower inference subscale scores and higher inductive reasoning score predicted not passing the CE.
Author: Robert Charles Sipes Publisher: ISBN: Category : Physical education and training Languages : en Pages : 216
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.
Author: Kelly A. Harrison
Author: Kelly A. Harrison
Author: Jessica Marie Walter
Author: Markéta Schüblová
Author: Stacey L. Buser
Author: Nicole Ann German
Author: Michelle Marie Lesperance
Author: 
Author: David E. Colt
Author: Lana M. Loken
Author: Robert Charles Sipes