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More Than Just A Condition: A Deeper Dive Into Eczema
No full textI aim to focus only on how people with eczema are not likely to be confident in their body because there are already numerous studies about the physical effects of eczema.
I will be doing a questionnaire based study because I will only be using qualitative data. This will fit with my research question because all of the questions I will be asking will be yes or no and open ended questions. I will find a conclusion and finding based on how people answer my google form
Touch DNA: An Evaluation of a Novel Collection Method
No full textTouch DNA is DNA that has been left behind when an individual has handled an object. Obtaining a DNA profile from touch DNA can be challenging. When an individual handles an object only a small amount of DNA is deposited. Therefore, it is important that all DNA from the source is collected for STR amplification. There are numerous variables, including the shedding potential of the individual, the pressure applied, or surface type of the object being touched, that can influence the amount of DNA present. In addition, choosing the right collection method, extraction method or STR amplification kit may also influence the likelihood of successfully amplifying a DNA profile. Direct PCR has focused on genotyping samples from source, reducing the time of analysis and the amount of DNA lost (from sample transfer) during the extraction and purification processes of traditional methods. A novel collection method was investigated to determine whether it could improve analysis of touch DNA through a Direct STR PCR protocol. This study demonstrates that the new collection protocol may have the potential to increase the number of alleles successfully amplified. On average 86 % of alleles were observed using the new protocol. In comparison, 67 % alleles were successfully amplified using the traditional methods
Ideas in Literature: Building Skills and Understanding for the AP® English Literature Course
No full textIdeas in Literature provides everything you need for a successful and fully aligned AP® Literature course so you can focus on teaching. Each Unit includes brief skill workshops aligned to the Big Ideas in the Course and Exam Description and to AP® Classroom. Ideas in Literature also includes: Diverse and high-interest classic and contemporary texts Extensive AP® Exam practice Scaffolded, step-by-step instruction and practice in analysis and writing ELL supporthttps://encompass.eku.edu/fs_books/1039/thumbnail.jp
Feed More Back: Multimodal Feedback Toward Relationship-Rich Writing Courses
Get PDFOur goal is to use feedback to increase student understanding of audience and purpose in collaborative writing projects. One-on-one feedback is difficult to accomplish in classes with large caps and multiple process-based writing assignments per semester. Providing detailed feedback is time-consuming, so writing instructors often resort to generic comments or even quantitative rubrics. We implement multimodal feedback strategies that foster meaningful connections in the classroom. In these proceedings we have integrated a multimodal feedback plan into two of our assignment sequences: 1.) an Instruction Set, Usability Test, and Results Memo, and 2.) The Freshmen “Theory of Writing” research paper process
First and Lasting Impressions: Creating Course Tour Videos to Guide Online Students
Get PDFOnline course design has gained increased attention in education, given the global health crisis brought on by COVID-19. Students need to familiarize themselves at the beginning of an online course to be successful. An important item often overlooked, however, is the inclusion of a course tour video, which can help serve as an effective orientation for a student new to the course. This article will share best practices and insights on how to make a brief video guiding students to navigate a course more effectively, setting them up for success
Using Interteaching In a Fully Asynchronous Online Honors Seminar Course
Get PDFThis paper describes the modification of the Interteaching approach to simulate a seminar course in the asynchronous online course format. Each unit began with students answering a set of questions about a reading. Next, students had an interteaching discussion by reading and provided a brief comment on their classmate’s answers to each question. After this discussion, students completed a record sheet summarizing their reaction to the discussion and providing the course instructor with any remaining questions about the article content. Each unit ended with the course instructor providing students with a recorded wrap up video that discussed their unanswered questions and additional relevant information. Student reaction to this format and suggestions for faculty who might be interested in using this approach are also discussed
Effects of Mental Health First Aid Course: Knowledge, Confidence, and Stigma Among Occupational Therapy Students
Get PDFIn the United States, one in five adults are impacted by some form of mental illness in any given year, but only about 40% of individuals seek professional mental health support. While occupational therapists (OT) may work with individuals with mental illness to improve social skills, activities of daily living (ADLs), instrumental ADLs, and neurocognitive interventions, research suggests there is not enough emphasis on this content in professional OT education. Mental Health First Aid (MHFA) training is designed to educate individuals on mental illness, including how to recognize signs and symptoms and how to support individuals experiencing a concern or crisis. This study examined changes in stigma, knowledge, and confidence among OT students following MHFA training, and compared to a control group. Results demonstrated improved knowledge and confidence within the experimental group, highlighting the impact of MHFA training in this population
A Podcast’s Effect on Empathy and Client-Centeredness in Occupational Therapy Students
Get PDFThere is mixed evidence on the effectiveness of educational approaches that address empathy and client-centeredness in occupational therapy (OT) education. The purpose of this study was to investigate the effect of listening to a personal narrative-account podcast on empathy and client-centeredness in OT students. An experimental, posttest-only control group design was used. Master’s degree level OT students were stratified by year of study and were randomly assigned to either an intervention group or control group. Following a 5-week educational intervention, levels of empathy and client-centeredness were measured and compared using the Kiersma-Chen Empathy Scale and the Patient-Practitioner Orientation Scale via post-test, respectively. Analyses were conducted using a multivariate analysis of variance (MANOVA). Results of the MANOVA demonstrated no statistically significant difference between the students who participated in the intervention versus the control on the combined (or linear combination of) dependent variables, Wilks\u27 Λ = .96, F(2.34) =.71, p =.499 partial η2 = . 04. There was no statistically significant difference in using a combination of written diagnostic information and a first-person narrative account podcast as compared to written diagnostic information only on OT students\u27 overall level of empathy and client-centeredness. As the results of the MANOVA were not significant, post hoc analyses were not conducted. Implications and recommendations are shared to guide OT educators in facilitating in their students the development of these two attributes of professionalism that are vital for effective client care
The Great Escape: A Novel Approach to Collaborative Learning (Pilot)
Get PDFHealthcare continues toward team-based approaches in which multiple disciplines collaborate to ensure holistic patient care. National standards for intraprofessional collaboration guide curriculum design for entry-level occupational therapy (OT) and occupational therapy assistant (OTA) programs to ensure students acquire specific skills and knowledge needed for current OT practices. Effective intraprofessional collaboration includes effective communication, respect, trust, and understanding of role delineation, which students prefer to learn in experiential, face-to-face formats. The purpose of this study was to examine OT and OTA students’ perspectives of participating in an educational escape room (EER) as a novel experience for intraprofessional education. Investigators created an EER with a healthcare plot and conducted it at two sites with 76 students, who had 60 minutes to solve puzzles based on OT/OTA knowledge to “escape” the room. Seventy-five students provided feedback on the EER in an online survey. Participants enjoyed working together in the EER, and felt it was a fun way to apply learned skills. They reported that collaboration was a key benefit and that this learning approach made them feel like equal contributors and created a sense of accomplishment. OT educators should consider including novel game-based learning activities such as EERs in their programs and in collaboration with other programs
Assessment of an Online Learning Module to Promote Fieldwork Educator Preparedness: A Pilot Study
Get PDFFieldwork education is a vital component of occupational therapy education. Academic fieldwork coordinators face a shortage of qualified occupational therapists who are prepared to be fieldwork educators. This pilot study aimed to evaluate the effects of an online learning module developed to prepare occupational therapists to become fieldwork educators. A pre- and post-survey were used to measure changes in perceived preparedness following completion of an online learning module. A 39-item electronic survey measured perceived preparedness of the following fieldwork educator competencies: education, supervision, evaluation, and administration. Sixteen participants completed all three components of the study: pre-survey, the learning module, and post-survey. Significant findings indicate completion of the online learning module led to participants feeling more prepared to: (a) implement a professional development plan; (b) use a variety of instructional strategies; (c) use current supervision models and theories; (d) initiate interaction to resolve conflict; (e) communicate and collaborate with academic programs to integrate the academic curriculum; (f) complete and provide the academic program with required paperwork; (g) use fieldwork evaluation tools to accurately measure student performance and provide feedback; (h) design and implement a fieldwork program in collaboration with the academic fieldwork coordinator in accordance with Accreditation Council for Occupational Therapy Education (ACOTE) Standards; (i) document an organized, systematic, fieldwork program; (j) identify the legal and health care policies that directly influence fieldwork; and (k) complete an orientation for the student. Implementing an online fieldwork educator learning module had a positive impact on occupational therapists preparing for the role of Level II fieldwork educator