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Problem-solving Skills (problem-solving + skill)
Selected AbstractsThe development of a multirater instrument for assessing employee problem-solving skillHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2004Margaret C. Lohman This study was an exploratory investigation of the development of a multirater instrument to measure employee problem-solving skill. The instrument consisted of two parallel forms: an employee self-assessment and a supervisory assessment. For the self-assessment, twenty employees rated the degree to which they engage in activities commonly associated with seven stages of effective problem solving: (1) problem identification, (2) goal selection, (3) generation of alternative solutions, (4) consideration of consequences associated with alternative solutions, (5) approach to decision making, (6) implementation of solutions, and (7) evaluation of solutions. For the supervisory assessment, each employee's supervisor rated the employee on the same activities. Analysis of the data found that supervisors rated their employees significantly lower than the employees rated themselves on three of the seven problem-solving stages (problem identification, goal selection, and consideration of consequences). In addition, an examination of the paired scores for each employee and his or her supervisor found significant differences for eleven of the twenty employee-supervisor pairs on one or more of the seven problem-solving stages. Analysis of the data also found that the ratings of supervisors were more stable than the self-ratings of employees. Possible explanations for these findings and their implications for HRD theory, practice, and research are discussed. [source] The Strengthening Families Program 10,14: influence on parent and youth problem-solving skillJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 5 2010Y. SEMENIUK ms rn Accessible summary ,,Study reports the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10,14 in improving parent and young adolescent problem-solving skill among 57 dyads using the Iowa Family Interaction Rating Scale (IFIRS) and Dyadic Assessment Intervention Model analysis methods. ,,None of the hypothesis was fully supported. Outcomes for parents were contrary to prediction. ,,Though SFP 10,14 demonstrated questionable efficacy for problem solving skill particularly among adults in this small sample with limited follow-up, parents and youth enjoyed the intervention. ,,Persons implementing family skill training programs may let participants know that youth tend to grasp the skills earlier and with less effort than adults. Abstract The aim of this paper is to report the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10,14 in improving parent and youth problem-solving skill. The Hypotheses in this paper include: (1) youth and parents who participated in SFP would have lower mean scores immediately (T2) and 6 months (T3) post intervention on indicators of hostile and negative problem-solving strategies; (2) higher mean scores on positive problem-solving strategies; and (3) youth who participated in SFP would have higher mean scores at T2 and at T3 on indicators of individual problem solving and problem-solving efficacy than youth in the comparison group. The dyads were recruited from elementary schools that had been stratified for race and assigned randomly to intervention or comparison conditions. Mean age of youth was 11 years (SD = 1.04). Fifty-seven dyads (34-intervention & 23-control) were videotaped discussing a frequently occurring problem. The videotapes were analysed using the Iowa Family Interaction Rating Scale (IFIRS) and data were analysed using Dyadic Assessment Intervention Model. Most mean scores on the IFIRS did not change. One score changed as predicted: youth hostility decreased at T3. Two scores changed contrary to prediction: parent hostility increased T3 and parent positive problem solving decreased at T2. SFP demonstrated questionable efficacy for problem-solving skill in this study. [source] Effects of early rearing conditions on problem-solving skill in captive male chimpanzees (Pan troglodytes)AMERICAN JOURNAL OF PRIMATOLOGY, Issue 7 2010Naruki Morimura Abstract Early rearing conditions of captive chimpanzees characterize behavioral differences in tool use, response to novelty, and sexual and maternal competence later in life. Restricted rearing conditions during early life hinder the acquisition and execution of such behaviors, which characterize the daily life of animals. This study examined whether rearing conditions affect adult male chimpanzees' behavior skills used for solving a problem with acquired locomotion behavior. Subjects were 13 male residents of the Chimpanzee Sanctuary Uto: 5 wild-born and 8 captive-born. A pretest assessed bed building and tool use abilities to verify behavioral differences between wild- and captive-born subjects, as earlier reports have described. Second, a banana-access test was conducted to investigate the problem-solving ability of climbing a bamboo pillar for accessing a banana, which might be the most efficient food access strategy for this setting. The test was repeated in a social setting. Results show that wild-born subjects were better able than captive-born subjects to use the provided materials for bed building and tool use. Results of the banana-access test show that wild-born subjects more frequently used a bamboo pillar for obtaining a banana with an efficient strategy than captive-born subjects did. Of the eight captive-born subjects, six avoided the bamboo pillars to get a banana and instead used, sometimes in a roundabout way, an iron pillar or fence. Results consistently underscored the adaptive and sophisticated skills of wild-born male chimpanzees in problem-solving tasks. The rearing conditions affected both the behavior acquisition and the execution of behaviors that had already been acquired. Am. J. Primatol. 72:626,633, 2010. © 2010 Wiley-Liss, Inc. [source] What is problem solving?CRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 4 2001A review of theory, applications, research Introduction Structured training or therapy programmes designed to develop cognitive problem-solving skills are now widely used in criminal justice and mental health settings. Method This paper describes the conceptual origins and theoretical models on which such programmes are based, and provides a historical overview of their development. Theoretical formulations of problem-solving deficits have also been used to inform the design of intervention programmes, and a number of studies and evaluations of such interventions are reviewed, with particular reference to criminal and other antisocial behaviour. Discussion In recent years there has been steadily growing supportive evidence for the benefits of this approach. However, there are also several aspects of its application that require further investigation, and some of the remaining questions are identified. Copyright © 2001 Whurr Publishers Ltd. [source] Using innovative group-work activities to enhance the problem-based learning experience for dental studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2009R. Grady Abstract Problem-based learning (PBL) in medical and dental curricula is now well established, as such courses are seen to equip students with valuable transferable skills (e.g. problem-solving or team-working abilities), in addition to knowledge acquisition. However, it is often assumed that students improve in such skills without actually providing direct opportunity for practice, and without giving students feedback on their performance. ,The Manchester Dental Programme' (TMDP) was developed at The University of Manchester, UK as a 5-year, integrated enquiry-led curriculum. The existing PBL course was redesigned to include a unique, additional PBL session (,Session 4') that incorporated an activity for the group to complete, based on the subject material covered during student self-study. A summative mark was awarded for each activity that reflected the teamwork, organisational and overall capabilities of the groups. This paper describes the different types of activities developed for the Session 4 and presents an analysis of the perceptions of the students and staff involved. The student response to the Session 4 activities, obtained via questionnaires, was extremely positive, with the majority finding them fun, yet challenging, and ,worthwhile'. The activities were perceived to enhance subject understanding; develop students' problem-solving skills; allow the application of knowledge to new situations, and helped to identify gaps in knowledge to direct further study. Staff found the activities innovative and exciting learning tools for the students. The Session 4 activities described here are useful educational resources that could be adapted for other PBL courses in a wide variety of subject areas. [source] A cost-effective simulation curriculum for preclinical endodonticsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2004Roberta Pileggi A challenge in contemporary dental education is to achieve a smooth transition from preclinical teaching environments to patient-care clinics in a cost-effective manner. The preclinical endodontic courses at The University of Texas, Dental Branch at Houston provide a unique learning environment that enables the student to perform endodontic treatment on extracted teeth in a typodont, and be involved in diagnosis and treatment-planning discussions. The specially designed stone typodont used has built-in radiographic capability, and is mounted at each chair in the clinic. During each preclinical session, students are assigned clinical cubicles and proper aseptic protocol is followed. Students are required to wear gloves, masks and eyewear, and place a rubber dam during treatment. Written self-assessment evaluations based upon prescribed criteria are utilised; feedback is given by faculty composed of both full-time endodontists and graduate students who periodically rotate and are calibrated on a regular basis. In the lecture phase, clinical case scenarios are presented to reinforce concepts of diagnosis and emergency care and to help integrate endodontics with other disciplines; a Socratic-like teaching style is established by the faculty facilitator to create an environment for developing critical-thinking and problem-solving skills. The overall feedback from graduating students has been very positive. Advantages of this format are an easier transition to patient management, a more keen interest in specialsation and a perceived increase in levels of confidence. [source] Cultivating problem-solving skills through problem-based approaches to professional developmentHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2002Margaret C. Lohman An extensive literature review was conducted of four problem-based approaches to professional development: (1) case study, (2) goal-based scenario, (3) problem-based learning, and (4) action learning. The review comparatively analyzed the training designs of these four approaches and found key differences in the nature of their case problems and training strategies. Specifically, the analysis found that case problems are ill structured in action learning and problem-based learning, are moderately structured in a goal-based scenario, and are fairly well structured in the case study approach. In addition, it was found that prototypical problems are used to a much greater extent in the problem-based learning and goal-based scenario approaches than they are in the other two approaches. Furthermore, the analysis found that the case study approach uses the most expert-oriented training strategy, the goal-based scenario approach uses a more learner-oriented strategy than the case study approach, and the problem-based learning and action learning approaches use strongly learner-oriented strategies. These design differences suggest that the case study and goal-based scenario approaches are more likely to result in single-loop learning and to foster the ability to solve well-structured problems, whereas the problem-based learning and action learning approaches are more likely to lead to double-loop learning and to promote the ability to solve ill-structured problems. Implications of these findings for the design and research of problem-based approaches to professional development are discussed. [source] Invited reaction: Cultivating problem-solving skills through problem-based approaches to professional developmentHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2002Richard E. Mayer In her article in this issue, Margaret Lohman distinguishes among four problem-based approaches to professional development: case study, goal-based scenario, problem-based learning, and action learning. Based on a review of more than a hundred articles, Lohman compares the four approaches in terms of the degree to which the problems used in the training are ill- versus well-defined and are either routine or nonroutine, the degree to which the training provides low versus high guidance, the degree to which the learning outcomes support near versus far transfer, and the relative costs of the approaches in terms of development and implementation. Future work is needed to (1) more sharply distinguish among the kinds of problem-based approaches to professional development, (2) relate problem-based training methods to cognitive theories of learning and problem solving, and (3) build a solid empirical research base for evaluating the cognitive outcomes of participation in various kinds of problem-based training. In particular, research is needed to determine which features of problem-based training promote which kinds of learning outcomes for which kinds of learners. [source] Skills, Flexible Manufacturing Technology, and Work OrganizationINDUSTRIAL RELATIONS, Issue 1 2002H. Frederick Gale This study employs a national survey of over 3000 U.S. manufacturing establishments to explore associations between worker skill requirements and use of production and telecommunications technologies, work organization, and other management practices. Ordered probit equations show an empirical link between increases in each of six types of skill requirements, as reported by plant managers, and the use of flexible technologies and work organization practices. Technology use is most strongly linked to computer skill requirements. Work organization practices were strongly associated with problem-solving and interpersonal skill increases, suggesting that new work organization practices are broadening the set of skills sought by manufacturers. Traditional academic skills (e.g., math and reading) also were linked to the use of flexible technologies and work organization practices, but increases in these skill requirements were reported less frequently than were requirements for computer, interpersonal, and problem-solving skills. [source] Age-Related Macular Degeneration: Self-Management and Reduction of Depressive Symptoms in a Randomized, Controlled StudyJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 10 2006Barbara L. Brody MPH OBJECTIVES: To assess the effectiveness of a self-management program for age-related macular degeneration (AMD) in reducing depressive symptoms. DESIGN: Analysis of 6-month follow-up for a subset of participants in a randomized, controlled trial who were clinically depressed at baseline. SETTING: University ophthalmology clinic. PARTICIPANTS: Thirty-two depressed older adult volunteers (mean age 81.5) with advanced AMD who had been randomized to a self-management program (n=12) or one of two control conditions (n=20). Subjects were included if at baseline they met criteria from the Structured Clinical Interview for the Diagnostic and Statistical Manual of Mental Disorders, Axis, I, Fourth Edition, Research Version, for major or minor depressive disorder with significant depressive symptoms (,5 points) on the 15-item Geriatric Depression Scale (GDS-15). INTERVENTION: AMD self-management program consisting of cognitive and behavioral elements including health education and enhancement of problem-solving skills. MEASUREMENTS: Primary outcome measure was GDS-15. Secondary outcome measures included National Eye Institute Visual Function Questionnaire (NEI-VFQ) and AMD Self-Efficacy Questionnaire. RESULTS: At 6-month follow-up, the self-management group had a significantly greater reduction in depressive symptoms on the GDS-15 than the controls (P=.03). The mean reduction of 2.92 points in the self-management group was more than the 2-point change threshold considered to be clinically meaningful. Change on the NEI-VFQ was nonsignificant. Reduction in depressive symptoms was associated with greater self-efficacy in the self-management group. CONCLUSION: These findings may support the effectiveness of an AMD self-management program for depressed older adults with advanced vision loss from AMD. [source] Current Approaches to the Assessment and Management of Anger and Aggression in Youth: A ReviewJOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 4 2007APRN-BC, Christie S. Blake RN BACKGROUND:,Anger and its expression represent a major public health problem for children and adolescents today. Prevalence reports show that anger-related problems such as oppositional behavior, verbal and physical aggression, and violence are some of the more common reasons children are referred for mental health services. METHODS:,An extensive review of the literature was conducted using the following online search engines: Cochrane, MEDLINE, PsychINFO, and PubMed. Published and unpublished articles that met the following criteria were included in the review: (a) experimental or quasi-experimental research designs; (b) nonpharmacologic, therapy-based interventions; and (c) study participants between 5 and 17 years of age. RESULTS:,Cognitive-behavioral and skills-based approaches are the most widely studied and empirically validated treatments for anger and aggression in youth. Commonly used therapeutic techniques include affective education, relaxation training, cognitive restructuring, problem-solving skills, social skills training, and conflict resolution. These techniques, tailored to the individual child's and/or family's needs, can foster the development of more adaptive and prosocial behavior. [source] Problem solving moderates the effects of life event stress and chronic stress on suicidal behaviors in adolescenceJOURNAL OF CLINICAL PSYCHOLOGY, Issue 12 2009Kelly E. Grover Abstract The present study examined the unique and interactive effects of stress and problem-solving skills on suicidal behaviors among 102 inpatient adolescents. As expected, life event stress and chronic stress each significantly predicted suicidal ideation and suicide attempt. Problem solving significantly predicted suicidal ideation, but not suicide attempt. Problem solving moderated the associations between life event stress and suicidal behaviors, as well as between chronic stress and suicidal ideation, but not chronic stress and suicide attempt. At high levels of stress, adolescents with poor problem-solving skills experienced elevated suicidal ideation and were at greater risk of making a nonfatal suicide attempt. The interactive effects decreased to non-significance after controlling for depressive symptoms and hopelessness. Clinical implications are discussed.© 2009 Wiley Periodicals, Inc. J Clin Psychol 65:1,10, 2009. [source] Family-focused treatment for bipolar disorder in adults and youthJOURNAL OF CLINICAL PSYCHOLOGY, Issue 5 2007Chad D. Morris Levels of familial expressed emotion during an acute episode are consistently associated with rates of recurrence among bipolar patients. This article briefly reviews the evidence for expressed emotion (EE) as a prognostic indicator and then illustrates family-focused treatment (FFT) with adults and adolescents suffering from bipolar disorder. FFT is a time-limited, modularized treatment consisting of psychoeducation, communication enhancement training, and problem-solving skills. Controlled trials indicate that FFT is an efficacious adjunct to pharmacotherapy for patients with bipolar disorder. We describe its recent application to early onset bipolar patients and include a clinical vignette. © 2007 Wiley Periodicals, Inc. J Clin Psychol: In Session 63: 433,445, 2007. [source] Going for the Goal: Improving youths' problem-solving skills through a school-based interventionJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 3 2002Todd C. O'Hearn This study evaluated Going for the Goal (GOAL), a school-based intervention designed by Danish and colleagues to teach life skills to at-risk urban adolescents. We extended previous evaluation of GOAL by including an assessment of means-ends problem-solving skills. The 10-week program was administered to 479 middle school students by 46 trained high school student leaders in a predominantly Hispanic community. The program focused on setting positive, reachable goals; anticipating and responding to barriers to goal attainment; using social support; and building on one's strengths. Results demonstrated gains in knowledge of the skills being taught and improvement in problem-solving skills. Leaders also showed an increase in their knowledge of life skills. The approach maximizes both community resources and ecological validity while giving high school leaders the chance to benefit in their role as helpers. © 2002 Wiley Periodicals, Inc. [source] What's Wrong With These People?JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2009Clinicians' Views of Clinical Couples Marriage and family therapy (MFT) faculty and graduate students rated the "typical" or predictable behaviors of husbands or wives coming for therapy using the Georgia Marriage Q-sort. Scores were compared with previously published scores for both "ideal" couples (i.e., showing positive behaviors, attitudes, and problem-solving skills) and a sample of 136 nonclinical, community couples. A review of correlations between MFT raters' scores for clients and the scores for "ideal" or actual community husbands or wives indicated that clinicians have negative views of both clinical husbands and wives. Such negative views of clinical husbands and wives are particularly marked in scores by MFT faculty. MFT students had a similarly negative view of clinical husbands, but such views were not evident for clinical wives. Recommendations for MFT training and implications for future research are discussed. [source] Understanding and altering the longitudinal course of marriageJOURNAL OF MARRIAGE AND FAMILY, Issue 4 2004Thomas N. Bradbury Weak and counterintuitive findings linking couples' interactional processes to marital outcomes have prompted new lines of research on how marriages change. Recent findings reviewed here highlight the value of (a) expanding conceptions of marital interaction by considering how social support and positive affect moderate the effects of problem-solving skills on changes in marital quality; (b) examining partners' individual strengths and vulnerabilities as antecedents of marital aggression and hostile interaction; and (c) recognizing the central role of chronic and acute circumstances in governing fluctuations in spouses' judgments of marital quality. We outline implications of these findings for ongoing efforts to prevent adverse marital outcomes, and for recent federal initiatives to strengthen healthy marriages among people with low incomes. [source] Teaching science problem solving: An overview of experimental workJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2001R. Taconis The traditional approach to teaching science problem solving is having the students work individually on a large number of problems. This approach has long been overtaken by research suggesting and testing other methods, which are expected to be more effective. To get an overview of the characteristics of good and innovative problem-solving teaching strategies, we performed an analysis of a number of articles published between 1985 and 1995 in high-standard international journals, describing experimental research into the effectiveness of a wide variety of teaching strategies for science problem solving. To characterize the teaching strategies found, we used a model of the capacities needed for effective science problem solving, composed of a knowledge base and a skills base. The relations between the cognitive capacities required by the experimental or control treatments and those of the model were specified and used as independent variables. Other independent variables were learning conditions such as feedback and group work. As a dependent variable we used standardized learning effects. We identified 22 articles describing 40 experiments that met the standards we deemed necessary for a meta-analysis. These experiments were analyzed both with quantitative (correlational) methods and with a systematic qualitative method. A few of the independent variables were found to characterize effective strategies for teaching science problem solving. Effective treatments all gave attention to the structure and function (the schemata) of the knowledge base, whereas attention to knowledge of strategy and the practice of problem solving turned out to have little effect. As for learning conditions, both providing the learners with guidelines and criteria they can use in judging their own problem-solving process and products, and providing immediate feedback to them were found to be important prerequisites for the acquisition of problem-solving skills. Group work did not lead to positive effects unless combined with other variables, such as guidelines and feedback. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 442,468, 2001 [source] The Relation between Observational Measures of Social Problem Solving and Familial Antisocial Behavior: Genetic and Environmental InfluencesJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 4 2001Erica L. Spotts Deficits in social problem-solving skills are often associated with antisocial behavior, particularly in children's extrafamilial relationships. The current study was designed to examine this association in several new ways: the association was examined at two times in an adolescent sample within the context of the family; genetic models were used to estimate genetic and environmental effects on observational measures of problem solving and antisocial behavior and on the association between the two. The analyses were conducted as part of the Nonshared Environment in Adolescent Development project, consisting of 720 families at Time 1 (mean adolescent age: 14.5 years) and 440 families at Time 2 (mean adolescent age: 16.1 years). Genetic influence was found for antisocial behavior, but not for problem solving. The findings of shared environmental influences on these measures and their association are unusual in the behavioral genetic literature and are important in that respect. [source] Integrating Reform-Oriented Math Instruction in Special Education SettingsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2007Brian A. Bottge This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi-experimental pretest,posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control conditions. Scores on the curriculum-aligned and standardized measures showed improved problem-solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day-to-day classroom activities. The findings showed that problem-based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand. [source] Inquiry-based learning: an instructional alternative for occupational therapy educationOCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2001Graduate Programs Coordinator with the Centre for Health Promotion Studies, Professor Helen M. Madill Professor Abstract An inquiry-based learning (IBL) approach was used as the model of instruction in one of three sections offered annually to large introductory occupational therapy classes in a Canadian university during 1994/5, 1995/6, 1996/7. Students' final grades in this pre-entry course form part of the grade point average on which admission to the BSc OT programme is based. The IBL model was employed to (1) increase the amount of student-directed learning, (2) increase the amount of independent problem-solving, (3) increase student,instructor interaction within the learning situation, and (4) reduce the number of in-class hours for students. This study is an evaluation of whether students from the IBL sections would subsequently do as well as those from other sections in selected junior professional courses. Students from the three IBL sections (n=47) were peer matched to students who had completed other sections of the introductory course, but were part of the same admission cohort (n=68). Their grades in three junior professional courses were compared at the end of their first year in the BSc OT programme. Results indicated that students from the IBL sections did at least as well as those from other sections where a different instructional approach was used, and those from the IBL sections in 1994/5 and 1996/7 each did significantly better on two of the junior professional courses used as the outcome measure: therapeutic occupation and assessment and evaluation techniques. Students reported that the IBL experience stimulated them to learn more about the field, helped them develop problem-solving skills in relation to occupational therapy, and enabled them to learn more about career opportunities in occupational therapy. Mature students were more positive about the IBL approach than students in their first year of university. Copyright © 2001 Whurr Publishers Ltd. [source] Preserved neurobehavioral abilities in Lujan-Fryns syndromeAMERICAN JOURNAL OF MEDICAL GENETICS, Issue 3 2002Jacobus Donders Abstract We present a patient with all the physical characteristics of Lujan-Fryns syndrome, including Marfanoid habitus, mild general hypotonia, hypernasal voice, normal testicular size, and distinct craniofacial anomalies. Despite the presence of impaired mental abilities in many areas, this young man showed intact concrete problem-solving skills under structured, interactive conditions. In addition, he did not demonstrate any of the psychiatric features that have often been reported with this syndrome. We conclude that Lujan-Fryns syndrome can be associated with partial preservation of neurobehavioral abilities. © 2001 Wiley-Liss, Inc. [source] Adolescents' collaboration in the classroom: Do peer relationships or gender matter?,PSYCHOLOGY IN THE SCHOOLS, Issue 8 2008Lisa M. Swenson Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same-gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high-school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem-solving skills among adolescents. © 2008 Wiley Periodicals, Inc. [source] Mothers' Decision-Making Processes Regarding Health Care for Their ChildrenPUBLIC HEALTH NURSING, Issue 3 2001Gloria Jean Gross Ph.D. This research study explored mothers' decision-making processes regarding health care for their children. Identifying how decisions are made by mothers about health care for their children will assist health care professionals to be appropriate advocates for mothers, to improve quality of life, and to contain costs of health care for children. A sample of 114 rural mothers (51 with one child, 63 with more than one child) completed questionnaires identifying demographics, social support, client and professional interaction elements, self-determinism, competence in problem-solving skills, and relationships to responses to health care scenarios. Qualitative data were also gathered by structured in-depth interviews of 7 subjects. ANOVA, correlations, and factor analysis were completed to analyze data. Most of the mothers' decisions were based on the perceived degree of seriousness, mother's degree of fear of the child's condition, attitude of the health care provider, previous experience with the situation, and social support for the mother. There were no significant differences in decision-making processes by first time mothers and by mothers with more than one child. Implications include teaching mothers assessment skills to identify serious versus nonserious situations and to utilize other social supports. [source] Modernising Morning Report: innovation in teaching and learningTHE CLINICAL TEACHER, Issue 2 2010Kerry Layne Summary Background:, Over recent years there has been a shift in undergraduate medical education, from predominantly passive, didactic teaching methods to facilitating learning by focusing on the management of common scenarios, through the means of problem- and case-based learning. Context:, Case-based learning and peer-led teaching are often overlooked at postgraduate level, despite the continuing demonstrated success of these methods in fostering independent reasoning and problem-solving skills that are vital for newly qualified doctors to develop. When trying to strike a balance between educational needs and service provision, it is essential to identify and implement efficient, effective approaches to optimise learning opportunities. Innovation:, We have adapted the pre-existing framework of the American ,Morning Report' to suit the needs of today's junior doctors, creating a system of providing case-based learning paired with peer-led teaching. Implications:, We evaluated the educational model through a focus group session, and found that our Morning Report was a unique environment where junior doctors feel comfortable engaging with group case-based teaching, with the support and encouragement of senior consultants, reinforced with online case summaries and blog resources. [source] The development of undergraduate curricula in surgery: III.ANZ JOURNAL OF SURGERY, Issue 3 2001Assessment The present review is aimed at providing an overview of the assessment process. The mode of assessment has a powerful influence on the learning behaviour of students. It is therefore important to ensure that there is congruity between the objective, the task and the test. In other words: define it, teach it, examine it. It is difficult to evaluate many of the attributes that we desire in a doctor; and examples of this include empathy, ethical behaviour, problem-solving skills, ability to self-educate and teamwork. Nevertheless, it is generally agreed that it is better to measure uncertainly the significant than to measure reliably and validly the trivial. Furthermore different methods of assessment suit different educational objectives (fitness for purpose) and this supports the use of multiple assessment techniques. [source] Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2005William L. Anderson Abstract Student performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem-solving skills, and student opinions about the courses. One curriculum was used in four traditional, lecture-based classes (n = 381 students), whereas the second curriculum was used in two cooperative learning classes (n = 39 students). Students in the cooperative learning classes not only performed at a level above their peers in standardized testing of content knowledge and in critical thinking and problem-solving tasks (p < 0.05), but they also were more positive about their learning experience. The testing data are in contrast to much of the medical school literature on the performance of students in problem-based learning (PBL) curricula, which shows little effect of the curricular format on student exam scores. The reason for the improvement is undoubtedly multifactorial. We argue that the enhancement of student performance in this study is related to: 1) the use of peer educational assistants, 2) an authentic PBL format, and 3) the application of a multicontextual learning environment in the curricular design. Though educationally successful, the cooperative learning classes as described in this study were too resource intensive to continue; however, we are exploring incorporation of some of the "high context" aspects of the small-group interactions into our current lecture-based course with the addition of on-line PBL cases. [source] Foundation for problem-based gamingBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2007Kristian Kiili Educational games may offer a viable strategy for developing students' problem-solving skills. However, the state of art of educational game research does not provide an account for that. Thus, the aim of this research is to develop an empirically allocated model about problem-based gaming that can be utilised to design pedagogically meaningful games. The proposed model was evaluated through a business simulation game. The interviews indicated that authenticity, collaboration and learning by doing were found to be the most important characteristics of effective educational games. Results also showed that the proposed model describes well the problem-based gaming process in which the reflection phase seems to be a vital factor. The outcome of the reflection phase may be personal synthesis of knowledge, validation of hypothesis laid or a new playing strategy to be tested. However, because of the small sample size of this study, more research on the topic is recommended. Especially, ways to support reflection in games needs to be studied. [source] Determining the skills for child protection practice: emerging from the quagmire!CHILD ABUSE REVIEW, Issue 5 2009Marjorie Keys Abstract This paper, the second in a series of two, presents and analyses the results of an extended literature review undertaken for a Master's dissertation, the purpose of which was to establish the evidence base for the learning and teaching of skills for child protection practice. The review, discussed in the previous paper, was carried out in two stages. An initial search yielded a very small number of studies of direct relevance but they provided the trigger and the key words for a second search. Many potentially useful areas had to be omitted from the second stage because of limited resources, but the two stages in the search generated large amounts of material, much of which was indirectly relevant to child protection practice. The review did not achieve the original aim of determining skills that are identified through research and other evidence as being essential for child protection practice, but it was possible to draw some conclusions. For example, evidence was found of the importance of a range of communication skills, whether these be child focused, carer focused or inter-professional. Skills in managing conflict and challenge were found to be crucial, with the importance of role clarification being acknowledged. There was some evidence of the use of decision-making skills and problem-solving skills, but little research that explored procedural skills. This paper reports on gaps in the literature identified by the review, and indicates where further research would be beneficial. Copyright © 2009 John Wiley & Sons, Ltd. [source] | |||||||||||||||||||||||||