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The Student Movement Volume 109 Issue 12: Flames and Frost from Coast to Coast
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AULA Creates Second Home for Members, Marco Sciarabba
What Will the Next Four Years Look Like?, Alyssa Caruthers
ARTS & ENTERTAINMENT
Shifting the Focus: Celebrity Coverage & California Wildfires, Ember Clark
2025 Oscars Nominations: Wildfires, Controversies, and Charity, Melanie Webb
Dragons, Guitars, and Stories: The Wind Symphony Performs on Feb. 1, Addison Randall
NEWS
Annual AUSA Sabbath, Melissa Moore
IDEAS
No Snow Days for You, Rod Olofernes
PULSE
Winter Miscommunications, Lexie Dunham
LAST WORD
A Journal Entry (Or Whatever You Want It To Be, I Really Don\u27t Care), Madison Vathhttps://digitalcommons.andrews.edu/sm-109/1011/thumbnail.jp
Tolhurst And Beegle Work in Records
No full text#569https://digitalcommons.andrews.edu/hiap-photos/3702/thumbnail.jp
E. Barnes Traces Top Plan
No full text#565https://digitalcommons.andrews.edu/hiap-photos/3699/thumbnail.jp
Mrs. Beegle Registers Objects
No full text#567https://digitalcommons.andrews.edu/hiap-photos/3717/thumbnail.jp
The Student Movement Volume 109 Issue 15: Lifting Every Voice
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Lead Chaplain Jose Bourget Tells AU Goodbye, Andrew Francis
Theology Professor Named a Finalist for Christianity Today\u27s 2024 Book Awards, Andrew Francis
ARTS & ENTERTAINMENT
The Legal Implications of AI In Hollywood (Part Two), Audrey Lim
Music Department Hosts Annual Festival, Addison Randall
A Black History in Music: James Brown, Melanie Webb
NEWS
The War in Ukraine: Trump Administration Pushes for Negotiated Settlement, Joey Carrion
IDEAS
Black History is More Than a Month, Katherine Pierre
PULSE
Berrien County\u27s Nauseating Namesake, Andrew Francis
How to Fight the SAD Feeling, Lexie Dunham
Why You Should Visit the Writing Center, Amelia Stefanescu
LAST WORD
Writing an Honors Thesis—What A Time, Let Me Tell You, Madison Vathhttps://digitalcommons.andrews.edu/sm-109/1014/thumbnail.jp
The Impact of Professionalism Education and Formative Feedback in Doctor of Physical Therapy Students Utilizing the Abbreviated CPI Feedback Form in the On-Campus Clinic Environment
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The American Physical Therapy Association (APTA) developed the Clinical Performance Instrument (CPI) to assess the professional behaviors required for a Doctor of Physical Therapy (DPT) student to be considered entry level in their clinical training. Feedback from our clinical partners has indicated that, historically, students from the Andrews University DPT program have scored lower than students from other programs in several areas of the CPI during their clinical experiences. According to subjective reports from our clinical partners, these areas included safety, professional behavior, accountability, communication, and critical thinking. These five areas have been the focus of our efforts in developing the on-campus clinic, which utilizes an abbreviated CPI feedback form. However, AU DPT faculty are uncertain whether this feedback reflects formative professionalism in the lab setting or if it aligns more with clinical practice opportunities and experiences with external partners.
Purpose of Study
The purpose of this study was to examine the impact of professionalism education and formative feedback on DPT students in an on-campus clinic. The training and feedback focused on the specific areas where Andrews University DPT students have scored lower historically compared to other physical therapy students at the same level in the program. The goal was to determine whether this training and formative feedback led to improved CPI scores by the end of their first of three terminal clinical experiences. To assess this, the CPI scores from the class of 2023, who received on-campus clinic training and formative feedback using the abbreviated CPI form, were compared to the CPI scores from the class of 2017, who did not receive the on-campus clinic training and feedback.
Method
This quasi-experimental, quantitative study employed a nonequivalent control group post-test only design. This design was selected to compare the CPI scores between two cohorts: the class of 2017 and the class of 2023. The class of 2017 did not participate in an on-campus clinical experience, whereas the class of 2023 had on-campus clinical experiences every semester during their didactic training. The study used numerical data to measure changes in CPI scores before and after the intervention, which was the on-campus clinic experience.
Findings
The purpose of this study was to explore the impact of professionalism education and formative feedback on DPT students in an on-campus clinic. The findings revealed no statistically significant difference between the two cohorts in the areas of safety, professional behavior, accountability, communication, and critical reasoning. Students who received formative feedback (class of 2023) during on-campus clinical experiences across six semesters did not score higher on the CPI compared to the cohort that did not participate in on-campus clinical experiences (class of 2017). Statistical analysis indicated no significant difference between the two cohorts in clinical instructor ratings of their performance at both mid-term and final grading periods. Additionally, the study found no significant difference in student self-assessment CPI scores at mid-term and final grading periods between the two groups
Developing a Framework for Adventist Higher Education
No full textThis presentation intends to explore the foundational pillars to develop a comprehensive framework to justify and operate Adventist higher education during the 21st century. In addition, such a framework provides a biblical rationale to answer the following questions: 1. Why should the Adventist Church invest in higher education institutions? 2. What principles should guide the development and implementation of universities? The ultimate purpose is to provide an instrumental frame for the Church and, particularly, Adventist universities to face challenges as they progress in expanding and maintaining a complex system of education
AI, AI, AI--The Good, the Bad, the Failing Grade
No full textThe Failing grade—In the past months, AI is everywhere. From all the promotion and hype, AI is the best resource we have for work and education. One of its newest versions passes the bar at the 90th percentile, scores in the 88th percentile on the LSAT, scores between the 89th and 93rd percentile on the SAT. These results show the perceived success of this technology, but what are we teaching our students? What is the benefit of this technology in the humanities? In student learning? In developing critical thinking skills? In deciphering historical memory, context, and bias? We have wrestled with these questions in the Dept of History & Political Science, and are working with a statement