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Biomedical subjects

J Janing

Publications and source records attributed to J Janing.

7 recordsLinked to original sources
PubMed2001

Student field performances: how valid are your preceptors' evaluations?

Developing relevant performance standards and rating criteria and preparing preceptors for the role of evaluator are critical to establishing valid student field performance evaluations and providing assurance to educational institutions that graduating students truly are competent and ready to assume an entry-level position. Using scripted, pre-scored video case studies in conjunction with written guidelines for rating the performance standards and providing specific feedback to explain rationale can significantly improve interrater agreement between preceptors.

Educational Measurement↗
PubMed2001

Linking teaching approaches and learning styles: how can it help students?

Although limited, one study revealed that the preferred learning style for paramedic students is that of assimilator. Assimilators prefer a more passive/reflective role in the learning situation and tend to favor lectures with an emphasis on concepts, assigned readings, exams and assigned tasks. By increasing complexity and requiring more self-directed activities in your teaching approach, you are encouraging students (particularly the assimilators) to move from a role of dependence on you for facts and direction to a role in which they begin to 1) seek some knowledge on their own; 2) assume responsibility for analyzing potential solutions to problems; and 3) justify decisions. You should be able to document their progress toward independence through clinical and field evaluations by preceptors. Students should reach the point of competently assuming control of patient care for the majority of patients they encounter by the end of their field internship. Instructors should keep in mind that there is currently no consensus on a definition of learning styles, and different indicators identify different factors. Learning style inventory results, regardless of the instrument used, should not be a primary factor in decisions to alter curriculum approaches. However, although there is inconsistency in the data on its reliability and validity, and Kolb's LSI measures only certain factors, the results that are available seem significant enough to at least consider learning styles as one resource for adapting and sequencing our teaching methodologies. A learning-styles inventory administered to students at the beginning of a training program would provide faculty with the knowledge of the preferred learning style of that class. This knowledge could prove extremely helpful, not only in planning classroom activities, but also in developing approaches for remediating students experiencing difficulty in mastering the curriculum content. The more knowledge we have about our students, the greater our likelihood of success in reaching our ultimate goal of providing the best possible learning experience.

Emergency Medical Technicians↗
PubMed1991

Reflections on aging. Communicating with elderly patients.

Like it or not, many of our attitudes about aging are based on our personal experiences with elderly people. Yet providers need to replace myths and stereotypes with an understanding of the cultural and socioeconomic factors at play when communicating with this burgeoning patient population.

Aged↗
PubMedDate not supplied

Effects of the video case study in preparing paramedic preceptors for the role of evaluator.

INTRODUCTION: Accurate field evaluations are critical in determining paramedic students' competency to provide patient care. The [U.S.] National Paramedic Curriculum does not address the skills needed by evaluators, and requirements to be a preceptor/evaluator vary from state to state. Therefore, it is imperative that educational programs develop an evaluation process that reflects valid performance criteria and assure a high degree of rating consistency among the evaluators. This study sought to determine the effects of using a video case based teaching approach in preparing paramedic preceptors for the role of evaluator. HYPOTHESIS: Paramedic preceptors receiving the case-based teaching approach to prepare them for the role of evaluator would demonstrate significantly higher scores on a video posttest than paramedic preceptors who were not prepared for the role of evaluator using the case-based approach. METHODS: Thirty-four paramedic preceptors from a Midwestern fire-based EMS system were enrolled in this study. Two scripted video student/patient encounters were used to measure evaluation scores in a pretest-posttest comparison of control versus experimental group. The experimental group was given structured rating guidelines and practice applying those guidelines to a case study. Pretest and posttest scores were weighted and analyzed using ANOVA. RESULTS: Analysis of the pretest-posttest differences revealed significantly higher scores for the experimental group in the categories containing complex behaviors: communication F (1,16) = 13.21,p <.01, assessment F (1,16) = 8.81,p <.01, and knowledge F (1,16) = 29.64, p <.001. There was no significant difference between groups in the categories containing simple, easily observed behaviors: reliability F (1,16) = .55, p >.05 and cooperativeness F (1,16) = 3.02,p >.05. CONCLUSIONS: Using the case study method and written guidelines that provide concrete examples of complex behaviors appears to increase reliability of evaluations among preceptors.

Adult↗
PubMedDate not supplied

Critical thinking: incorporation into the paramedic curriculum.

The purpose of this paper is to present approaches to foster critical thinking skills within the context of the current paramedic curriculum. It reviews some of the definitions and concepts of critical thinking from selected adult education and nursing literature in an attempt to formulate a workable definition as it applies to paramedics. From that definition, elements are identified and incorporated to form a teaching model for use in presenting the curriculum content. Some sample teaching strategies based on revised objectives of the airway/ventilation section also are included.

Adult↗
PubMedDate not supplied

Assessment of a scenario-based approach to facilitating critical thinking among paramedic students.

INTRODUCTION: Paramedic practice is shifting from [direct] on-line medical control to protocol-driven care initiated on the paramedic's judgment of the patient's problem(s). Teaching in most paramedic training programs remains grounded in technical rationality. This does not adequately prepare practitioners for current day practice. Medical conditions often present as ill-defined problems. To deal with these situations, practitioners need problem solving and reflective-thinking skills. Methodologies incorporating the use of these skills in a contextual situation similar to actual practice may help paramedics develop these skills. HYPOTHESIS: This study sought to determine the impact of written scenario exercises in the context of clinical problems as a means of learning in order to foster higher level thinking skills and self-directed tendencies. It involved three hypotheses: 1) Post-test scores would correlate with scores attained on the traditional, multiple choice, final examination; 2) Post-test scores would correlate with scores on the critical thinking sub-test of the final examination; and 3) Scores would be better on the post-test compared to the pre-test. METHODS: This two year, longitudinal, prospective study was conducted with 55 paramedic students using a pre- and post-test. Post-test scores were compared with final examination scores and scores of the subset of higher level thinking questions within that examination using the Pearson r-test. The relationship between the pre- and post-test scores was analyzed using a one-tailed dependent t-test. Post-hoc analysis of the variables of age, experience, and education was conducted using one-way analysis of variance. RESULTS: The correlation between post-test scores with final examination scores was positive and modestly significant. There was no correlation of post-test scores with sub-test scores. Comparison of pre- and post-test scores was significant. Effects for age, experience, and education were not significant statistically. CONCLUSIONS: Using written scenarios increases ability to utilize reflective thinking and self-directed tendencies. However, this ability may not be demonstrated consistently on traditional written examinations. A multi-site study using large numbers and a control group or alternative methods appears to be indicated to demonstrate more accurate effects of the methodology.

Adult↗