An evaluation of a DVD trigger based assessment of communication and care delivery skills

Crawford, Paul; Aubeeluck, Aimée; Brown, Brian J.; Cotrel-Gibbons, Liz; Porock, Davina; Baker, Charley

doi:10.1016/j.nedt.2008.08.017

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…It is previously reported that a feedback from the participants should be obtained considering the importance of the face validity of assessments in ensuring students' engagement with the learning tasks and assessment activities. This may contribute to the broader validity of the assessment enterprise in predicting and enhancing skills in subsequent professional practice [14]. In this study, a feedback form was sent after a gap of 15 days.…”

Section: Discussionmentioning

confidence: 99%

In -training assessment of postgraduate students in pharmacology using an audiovisual quiz

Gupta¹,

Gupta²,

Patil³

et al. 2013

J Contemp Med Edu

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Quizzes are considered one of the more effective methods of learning and teaching as they promote self-learning and motivate students to be more attentive. The present study evaluated the impact of a quiz competition on learning behaviour of postgraduate students in pharmacology. Postgraduate students in pharmacology from medical (M.D.) and pharmaceutical degree colleges (Masters in pharmaceutical sciences) participated. A written preliminary round was followed by a main quiz. Later, a questionnaire regarding feedback about the quiz was sent to the members of participating teams. All 15 participants gave feedback. In the quiz 49.2% of the questions were answered. Fourteen out of 15 (93.3%) participants studied for the quiz. Topics asked in the quiz were read or discussed later by all the participants (100%). On a scale of 10, average points given by participants were 8.2. Quiz competition stimulated self-learning activities among postgradute students. It may have more impact when organized at national/international conferences.

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Section: Discussionmentioning

confidence: 99%

In -training assessment of postgraduate students in pharmacology using an audiovisual quiz

Gupta¹,

Gupta²,

Patil³

et al. 2013

J Contemp Med Edu

View full text Add to dashboard Cite

show abstract

“…Kluge and Glick (2006) used computer-based interactive training where the students dialogued with a pre-recorded patient and a camera recorded their conversations and non-verbal communication. Crawford et al (2009) designed a recorded scenario which allowed students to watch it at a time convenient to them. There was a series of assessment questions which invited students to consider communicative and care delivery aspects of the events depicted.…”

Section: The State Of Nursing Communication Trainingmentioning

confidence: 99%

Training nursing students' communication skills with online video peer assessment

Lai

2016

Computers & Education

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“…The use of videos as 'triggers' to learning is not new and has been explored in nurse education by Nichols (1994). Video triggers have also been used to assess nursing students' communication and knowledge (Crawford et al, 2009). In the COLT the 'trigger film' acts as a stimulus for debate and discussion of complex issues involving aspects of professionalism.…”

Section: Pacing and Guiding Learningmentioning

confidence: 99%

Collaborative Outcomes Learning Tool (COLT) – A Multi-agency Educational Resource to Support Complex Public Protection Understanding and Practice

Heyman

Innes

Goodhand

2016

JPAAP

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Multi-agency public protection practice has received significant media and government scrutiny in recent years, in response to failings to protect those most vulnerable people in society. Despite an appreciation by agencies that there are resource and outcome benefits to collaborative practice, how safeguarding public protection policy may be integrated into practice and education is often challenging. Public protection legislation directs core agencies to co-operate and work together with governmental direction setting out key shared safeguarding responsibilities and arrangements for individuals, professional groups and teams. Despite this there still remain difficulties between organisations to understand each other’s priorities and responsibilities. This can then transpose to an individual level where entrenched professional divisions can compromise joint working. Many health and social care curricula invest in inter-professional education to encourage exploration of information sharing, reporting and case management. However, when public protection issues are considered, uni-professional and inter-professional education tends to focus on single silos of harm, for example child and adult protection, radicalisation or domestic abuse. This paper discusses the development, application and future possibilities for innovation of a unique educational tool to address this gap in public protection multi-agency education. The tool aims to support understanding of key public protection issues in Scotland by encouraging learners within undergraduate and practice environments to recognise risk, explore overlapping and ‘grey areas’ of harm and understand partner agency best practice and response whilst encouraging cross-sector working, appreciation and support. Through gaining insight into other agencies safeguarding roles the learner has the opportunity to gain a deeper insight and broader perspective of the complexities of interventions beyond their own discipline whilst recognising opportunities for joint resource management.

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An evaluation of a DVD trigger based assessment of communication and care delivery skills

Cited by 5 publications

References 18 publications

In -training assessment of postgraduate students in pharmacology using an audiovisual quiz

In -training assessment of postgraduate students in pharmacology using an audiovisual quiz

Training nursing students' communication skills with online video peer assessment

Collaborative Outcomes Learning Tool (COLT) – A Multi-agency Educational Resource to Support Complex Public Protection Understanding and Practice

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