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Applications of Rasch measurement in learning environments research
Major advances in creating linear measures in education and the social sciences, particularly in regard to Rasch measurement, have occurred in the past 15 years, along with major advances in computer power. These have been combined so that the Rasch Unidimensional Measurement Model (RUMM) and the WINSTEPS computer programs now do statistical calculations and produce graphical outputs with very fast switching times. These programs help researchers produce unidimensional, linear scales from which valid inferences can be made by calculating person measures and item difficulties on the same linear scale, with supporting evidence. This book includes 13 Learning Environment research papers using Rasch measurement applied at the forefront of education with an international flavour. The contents of the papers relate to: (1) high stakes numeracy testing in Western Australia; (2) early English literacy in New South Wales; (3) the Indonesian Scholastic Aptitude Test; (4) validity in Learning Environment investigations; (5) factors influencing the take-up of Physics in Singapore; (6) state-wide authentic assessment for Years 11-12; (7) talented and gifted student perceptions of the learning environment; (8) disorganisation in the classroom; (9) psychological services in learning environments; (10) English teaching assistant roles in Hong Kong; (11) learning Japanese as a second language; (12) engagement in classroom learning; and (13) early cognitive development in children.
Book
Flipped and Peer-Assisted teaching: a new model in virtual anatomy education
Introduction
In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles.
Method
The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university’s learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale.
Results
A total of 210 students participated in the instruction using the FPA method. The analysis of students’ scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher’s dedication to education.
Conclusion
The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances.
Journal Article
Using data to improve higher education : research, policy and practice
In recent decades, higher education systems and institutions have been called to respond to an unprecedented number of challenges. Major challenges emerged with the phenomenal increase in the demand for higher education and the associated massive expansion of higher education systems. In response universities were called to adopt planning and research methods that would enable them to identify and address the needs of a larger, more diverse student body. Higher education institutions began to place greater emphasis on planning and marketing, seeking to maintain their position in an increasingly competitive higher education market. Under the current economic downturn, universities are under pressure to further cut costs while maintaining their attractiveness to prospective students. As a result educational policy makers and administrators are called to select the 'right' alternatives, aiming for both efficiency and effectiveness in delivered outcomes. This book provides insights into the use of data as an input in planning and improvement initiatives in higher education. It focuses on uses (and potential abuses) of data in educational planning and policy formulation, examining several practices and perspectives relating to different types of data. The book is intended to address the need for the collection and utilization of data in the attempt to improve higher education both at the systemic and the institutional level.
Book
Model for Improvements in Learning Outcomes (MILO): Development of a conceptual model grounded in caritative caring aimed to facilitate undergraduate nursing students’ learning during clinical practice (Part 1)
The aim was to describe the development of a caritative caring conceptual model aimed to facilitate undergraduate nursing students’ learning during clinical practice.
An explorative design was used.
The Delphi method with a panel of 12 experts together with a literature search with a systematic approach were used and data were analysed according to content analysis.
The Model for Improvements in Learning Outcomes (MILO) consists of eight core concepts divided into four intrapersonal concepts (nursing, a reflective approach, a critical approach, quality and safety) and four contextual concepts (peer learning, co-clinical teachers, student-centred and student-active supervision, a good learning environment). MILO is grounded in the theory of caritative caring with a hermeneutic approach and the understanding of caring and learning as parallel processes. Tools such as reflection, structure and guiding pm are used to intertwine caring, nursing, pathophysiology and medicine.
MILO intertwines didactics with concepts important for nursing students’ learning with a foundation in caritative caring and may facilitate undergraduate nursing students’ learning in clinical practice.
•Caritative care combined with caring didactics visualize a new approach in learning.•Caring and learning are intertwined phenomena important when learning nursing.•Intrapersonal- and contextual core concepts defined, represent learning symbolic.•The core concepts can promote understanding and structure in clinical practice.•Collaborations between clinical and university faculty can benefit learning.
Journal Article
Training cognition : optimizing efficiency, durability, and generalizability
\"This book describes research on training using cognitive psychology to build a complete empirical and theoretical picture of the training process. It includes a review of relevant cognitive psychological literature, a summary of recent laboratory experiments, a presentation of original theoretical ideas, and a discussion of possible applications to real-world training settings\"--Provided by publisher.
Book
Development of a basic evaluation model for manual therapy learning in rehabilitation students based on the Delphi method
Objective
Manual therapy is a crucial component in rehabilitation education, yet there is a lack of models for evaluating learning in this area. This study aims to develop a foundational evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method, and to analyze the theoretical basis and practical significance of this model.
Methods
An initial framework for evaluating the fundamentals of manual therapy learning was constructed through a literature review and theoretical analysis. Using the Delphi method, consultations were conducted with young experts in the field of rehabilitation from January 2024 to March 2024. Fifteen experts completed three rounds of consultation. Each round involved analysis using Dview software, refining and adjusting indicators based on expert opinions, and finally summarizing all retained indicators using Mindmaster.
Results
The effective response rates for the three rounds of questionnaires were 88%, 100%, and 100%, respectively. Expert familiarity scores were 0.91, 0.95, and 0.95; coefficient of judgment were 0.92, 0.93, and 0.93; authority coefficients were 0.92, 0.94, and 0.94, respectively. Based on three rounds of consultation, the model established includes 3 primary indicators, 10 secondary indicators, 17 tertiary indicators, and 9 quaternary indicators. A total of 24 statistical indicators were finalized, with 8 under the Cognitive Abilities category, 10 under the Practical Skills category, and 6 under the Emotional Competence category.
Conclusion
This study has developed an evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method. The model includes multi-level evaluation indicators covering the key dimensions of Cognitive Abilities, Practical Skills, and Emotional Competence. These indicators provide a preliminary evaluation framework for manual therapy education and a theoretical basis for future research.
Journal Article
Developing an empathy educational model (EEM) for undergraduate nursing students: A Delphi Technique
Despite the growing benefits of empathy education for medical students, there is still a lack of formal empathy courses in the Chinese context. To develop an empathy educational model for undergraduate nursing students, the Delphi technique was used in this study. Experts were selected from different regions of China and invited to participate in the three rounds of consultation, via email. The final empathy educational model was comprised of nine themes and 44 subthemes. The nine themes included: a. Bring the learner to the empathic world; b. Introduce the basic knowledge of empathy; c. Master empathy skills; d. Practice empathy; e. Evaluate empathy ability; f. Follow-up support; g. Distribution of educational hours for teaching empathy; h. Forms of empathy training; and i. Student reflection on empathy education. Consensus was achieved among the experts on empathy educational content, using the Delphi Technique, which can provide a reference for the empathy training of university medical students. It is necessary to have the empathy educational model further applied and evaluated, in conjunction with intervention studies, in the future.
•Nurses only have low or intermediate empathic skills.•The procedure to build an empathy education program is unclear.•A systematic model to guide empathy education is required.
Journal Article
Proposal of a Model of Disaster Medical Education for Practical Risk Management and Disaster Nursing: The SINCHI Education Model
Education in disaster nursing and risk management is important, and developing the human resources of medical staff who participate in disaster response is also necessary. However, a practical educational model for risk management and disaster nursing has not yet been established in Japan. In the present study, a model of disaster medical education for practical risk management and disaster nursing was proposed. Seventeen expert nurses with experience in practical international disaster response (IDR) participated in this study. They were recruited from among past members of Japan disaster response medical teams. They were asked an open-ended question through a questionnaire survey: “What kind of nursing education is necessary for risk management and practical activities in disaster response?” The responses were analyzed qualitatively and an educational model was developed. Sixty-five codes were obtained from the answers to the open-ended question, and they were categorized into 19 sub-categories and three categories. Subsequently, the “SINCHI education model” was proposed for practical disaster nursing education; it comprises six elements: (1) Simulation exercise and small-group work; (2) International nursing knowledge; (3) Nursing skills and knowledge, including disaster nursing; (4) Communication ability promotion; (5) Humanity, responsibility, and flexibility; and (6) Infection prevention and control. A sample of this education exercise model is the following: (1) preparing the list of medical staff members (2) information-gathering simulation (3) preparing the list of medical instruments, and (4) developing the plan for risk management and operation, including infection prevention and control. Disaster nursing education could be made more instructive and practical by including simulation exercises.
Journal Article
Design-based research in designing the model for educating simulation facilitators
The purpose of this article is to introduce the concept of design-based research, its appropriateness in creating education-based models, and to describe the process of developing such a model. The model was designed as part of the Nurse Educator Simulation based learning project, funded by the EU's Lifelong Learning program (2013-1-DK1-LEO05-07053). The project partners were VIA University College, Denmark, the University of Huddersfield, UK and Metropolia University of Applied Sciences, Finland. As an outcome of the development process, “the NESTLED model for educating simulation facilitators” (NESTLED model) was generated. This article also illustrates five design principles that could be applied to other pedagogies.
•There is a need to develop educator competency to facilitate simulation-based learning in nurse education exists.•Design-Based Research project facilitated the generation of the NESTLED model and five reusable design principles.•The NESTLED model for educating simulation facilitators was developed through iterative design cycles.•The project was conducted in close collaboration amongst researchers and simulation facilitators from three countries.
Journal Article
Training Cognition
Training is both a teaching and a learning experience, and just about everyone has had that experience. Training involves acquiring knowledge and skills. This newly acquired training information is meant to be applicable to specific activities, tasks, and jobs. In modern times, where jobs are increasingly more complex, training workers to perform successfully is of more importance than ever. The range of contexts in which training is required includes industrial, corporate, military, artistic, and sporting, at all levels from assembly line to executive function. The required training can take place in a variety of ways and settings, including the classroom, the laboratory, the studio, the playing field, and the work environment itself.
The general goal of this book is to describe the current state of research on training using cognitive psychology to build a complete empirical and theoretical picture of the training process. The book focuses on training cognition, as opposed to physical or fitness training. It attempts to show how to optimize training efficiency, durability, and generalizability. The book includes a review of relevant cognitive psychological literature, a summary of recent laboratory experiments, a presentation of original theoretical ideas, and a discussion of possible applications to real-world training settings.
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