Experiences of undergraduate diagnostic radiography students regarding assessor feedback during summative clinical assessments
- Authors: Hodgson, Hayley Dianne
- Date: 2019
- Subjects: Medical education , Teacher-student relationships Communication in education Mentoring in education Radiography, Medical -- Digital techniques
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/42296 , vital:36643
- Description: Assessment and feedback are closely interlinked terms. High quality feedback within education and assessment can have a profound influence on learning. Summative clinical assessments and feedback, conducted in clinical training sites, are vital steps in successfully preparing an undergraduate diagnostic radiography student for the desired outcome of a competent, skilled diagnostic radiographer. Feedback has the potential to close the gap between a student’s actual clinical performance and desired clinical performance. Despite the importance of feedback, students across the globe, particularly in the health professions, are dissatisfied with the current feedback systems. Failure to provide effective feedback within the clinical context can be detrimental to patient safety because students have a false impression of their clinical skills and competencies. The aim of the study was to explore and describe the experiences of undergraduate diagnostic radiography students regarding assessor feedback during summative clinical assessments. A qualitative, exploratory, descriptive, and contextual research design was used to gain in-depth knowledge of the experiences of undergraduate diagnostic radiography students regarding assessor feedback during summative clinical assessments. Data were gathered from students by means of semi-structured focus group interviews. Data were transcribed verbatim and coded using Tesch’s eight steps. Two principle themes emerged from the data analysis. Theme 1 unpacked whether an assessor is an ally or foe. Theme 2 focussed on key elements that influence the nature of the feedback process. There were various positive experiences regarding assessor feedback during the summative clinical assessments reported by the participants. However, they were dissatisfied with numerous aspects of assessor feedback during their summative clinical assessments and this subsequently impeded their learning experience. Measures to ensure trustworthiness and ethical research practices governed this research study. Based on the findings, the recommendations include that the higher education institution, clinical supervisors, and radiography students, should utilise feedback as a learning tool for skills development during summative clinical assesssments.
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- Date Issued: 2019
The use of contextually appropriate analogies to teach direct current electric circuit concepts to isiXhosa speaking learners
- Authors: Simayi, Ayanda
- Date: 2014
- Subjects: Analogy in science education , Career development , Xhosa language -- Analogy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9570 , http://hdl.handle.net/10948/d1016161
- Description: The study investigates the effects of a professional development strategy which focuses on the use of a contextually appropriate analogy on the development of isiXhosa speaking learners‟ conceptual understanding in direct current electric circuits, where the language of instruction is English. An action research design was implemented, using three data collection cycles to document the research journey. The sample comprised of two Grade 8 and 9 classes drawn (with their respective Natural Sciences teachers) from two neighbouring, township schools in Nelson Mandela Metropolitan Municipal area. Qualitative data were generated from interviews and classroom observation of the two science teachers (a qualified and an unqualified teacher) and learners, over a span of two years. Thematic data analysis revealed that ESL learners have alternative conceptions in simple circuits and teachers have no knowledge about analogies that can be used to teach simple circuits. A professional development was designed as a strategy, targeting the development of the Science Content Knowledge (SCK) and Topic Specific Content Pedagogic Content Knowledge (TPSCK) of the teachers. Data analysis of the professional development initiative (PDI) suggests that the teachers developed increased knowledge of concepts and teaching strategies used in teaching simple circuits, selected a contextually appropriate analogy and taught a lesson in simple circuits using the selected analogy. Analysis of learners‟ post-test results suggests that the implementation of the selected analogy developed their conceptual understanding as more learners developed the correct, scientific model of reasoning. The results of the study suggest that when teachers are given support by being exposed to professional development; their scientific reasoning, confidence and classroom climate become more positive and learners‟ conceptual understanding improves.
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- Date Issued: 2014
Family needs following adult traumatic brain injury
- Authors: Van der Merwe, Jó-Marié
- Date: 2004
- Subjects: Brain damage -- Patients -- Family relationships -- South Africa -- Port Elizabeth , Brain damage -- Patients -- Rehabilitation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11033 , http://hdl.handle.net/10948/335 , Brain damage -- Patients -- Family relationships -- South Africa -- Port Elizabeth , Brain damage -- Patients -- Rehabilitation
- Description: Traumatic brain injury (TBI) represents a significant and growing type of disability in South Africa. Coping with the impact of traumatic brain injury is one of the most difficult tasks that can confront a family, and family members experience a wide range of needs as the injured person progresses through rehabilitation. In South Africa, research on family needs following traumatic brain injury has thus far been neglected and rehabilitation resources are sadly lacking. For this reason it is necessary to accumulate knowledge about these families’ needs so as to assist with the planning of future rehabilitation programmes. The study aimed to explore and describe the needs of a sample of families with adult traumatic brain injury individuals in the Eastern Cape utilizing the Family Needs Questionnaire (FNQ). The research approach followed could be described as descriptive and exploratory in nature and was conducted within a quantitative framework. A biographical questionnaire and the FNQ were administered to a heterogeneous sample of 32 family members, including significant others and primary caregivers, of 16 adult traumatically brain-injured individuals, who sustained the TBI one to three years previously, and who underwent rehabilitation treatment at a private rehabilitation hospital in Port Elizabeth. A non-probability, purposive, and convenient sampling method was used. Descriptive statistics were computed to determine the importance and the perceived fulfillment of the needs. The results of the present study indicated that all 40 needs were endorsed by at least half the sample as being important to very important. Furthermore, 52.50% of the needs were endorsed by more than two-thirds of the sample as being important to very important. The needs were rank-ordered according to their importance ratings and the 10 mostly rated as important or very important were identified. These 10 needs were endorsed by between 84.38% and 93.75% of the family members as being important to very important. Six of the important or very important needs related to health information, two to professional support, one to community support, and one to emotional support. The relation between various participant, traumatically brain-injured individual and brain injury characteristics and the 10 important or very important needs, as well as the 10 needs more frequently rated as met were investigated and found to either have a limited or varied relationship. The 10 needs most often rated as met were endorsed by between 43.75% and 56.25% of the family members. Six of the met needs related to health information, two to community support, one to instrumental support, and one to treatment decisions. The highest unmet need was endorsed by 46.88% of the participants and related to the need to discuss their feelings with someone who has gone through the same experience. Based on the findings of the present study, further research on family needs following traumatic brain injury is suggested. It is also recommended that the Family Needs Questionnaire be used to evaluate existing rehabilitation programmes so as to make suggestions as to how to improve them. The results of this study suggested that family members would benefit from receiving educational information material, as well as referrals to professionals for advice and support.
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- Date Issued: 2004