Bonnie Lynch - Academia.edu (original) (raw)

Papers by Bonnie Lynch

Research paper thumbnail of Strategies for Teaching Critical Thinking

Practical Assessment, Research and Evaluation, 1994

Promoting interaction among students as they learn Learning in a group setting often helps each m... more Promoting interaction among students as they learn Learning in a group setting often helps each member achieve more. Asking open-ended questions that do not assume the "one right answer" Critical thinking is often exemplified best when the problems are inherently ill-defined and do not have a "right" answer. Open-ended questions also encourage students to think and respond creatively, without fear of giving the "wrong" answer. Allowing sufficient time for students to reflect on the questions asked or problems posed Critical thinking seldom involves snap judgments; therefore, posing questions and allowing adequate time before soliciting responses helps students understand that they are expected to deliberate and to ponder, and that the immediate response is not always the best response. Teaching for transfer The skills for critical thinking should "travel well." They generally will do so only if teachers provide opportunities for students to se...

Research paper thumbnail of Strategies for Teaching Critical Thinking. ERIC/AE Digest

Research paper thumbnail of Improving the Quality of Student Notes. ERIC/AE Digest

Research paper thumbnail of Early-holistic processing or dimensional similarity?

Journal of Experimental Psychology: Human Perception and Performance, 1993

... Laboratory and Department of Epidemiology and Public Health and Depart-ment of Psychology, Ya... more ... Laboratory and Department of Epidemiology and Public Health and Depart-ment of Psychology, Yale University; Bonnie C. Potts ... Integration rules are usually distinguished from independence rules (also called separability decision bounds; Ashby & Townsend, 1986;Maddox ...

Research paper thumbnail of Primacy of dimensions in color perception

Journal of Experimental Psychology: Human Perception and Performance, 1993

In this study, we used a procedure called selective/divided rotation to investigate the role of d... more In this study, we used a procedure called selective/divided rotation to investigate the role of dimensions in the perception of color. Ss performed either selective-attention or divided-attention tasks to paired dimensions created from each of 3 orientations of axes in color space: 0 degree, 22.5 degrees, and 45 degrees. We evaluated a Euclidean hypothesis, namely, that speeded classification of interacting dimensions is invariant to rigid rotation of stimulus axes. All experiments obtained evidence against this Euclidean hypothesis. Experiments 1 to 4 showed that selective attention was best at the orientation corresponding to saturation and brightness, suggesting primacy of these dimensions. The results were replicated with the pairs hue-saturation (Experiment 7) and hue-brightness (Experiment 8). We conclude that interacting dimensions can be primary and that dimensional primacy characterizes much of perceptual experience.

Research paper thumbnail of Circle size and diameter tilt: A new look at integrality and separability

Perception & Psychophysics, 1998

In six experiments using the speeded classification paradigm, we provide evidence that the ostens... more In six experiments using the speeded classification paradigm, we provide evidence that the ostensibly "separable" dimensions of size and orientation can produce patterns of either separability or asymmetric configurality, depending on the spatial arrangement of the stimuli. In all experiments, subjects classified large or small circles containing a single line in one of two possible orientations. When the line touched the circle's perimeter, thereby defining the diameter of the circle (Experiments 1-4), asymmetric configurality obtained: Variations in size interfered with classification by orientation, but variations in orientation did not interfere with classification by size, and redundancy gain was weak or absent. When the lines fell completely within (i.e., did not touch) the circles (Experiments 5 and 6), the results were consistent with separability: There was neither redundancy gain nor interference. Taken together, the results add to the growing body of evidence that classification of specific dimensional pairs as separable or integral may be less feasible than identifying the more general conditions that increase or decrease the psychological salience of dimensional structures and facilitate or interfere with selection of optimal processing strategies.

Research paper thumbnail of Improving the Quality of Student Notes

Practical Assessment, Research and Evaluation, 1991

Much of classroom learning at the secondary and postsecondary levels depends on understanding and... more Much of classroom learning at the secondary and postsecondary levels depends on understanding and retaining information from lectures. In most cases, students are expected to take notes and to review them in preparation for testing of lecture material. Such note-taking may serve a two-fold purpose: as a means of encoding the incoming information in a way that is meaningful for the listener, which serves to make the material more memorable from the outset (encoding function); and as a means of simply storing the information until the time of review (external storage function). Although these two purposes often have been treated as though they were mutually exclusive, several studies (e.g., Maqsud, 1980; Knight & McKelvie, 1986) point to a more complex relationship in which the two vary in their relative importance as a function of the individual, the material, and the review and testing conditions.

Research paper thumbnail of What Teachers Need to Know about Assessment

new material can be presented. These tests help the teacher gain a perspective of the range of at... more new material can be presented. These tests help the teacher gain a perspective of the range of attained learning as well as individual competence. Tests can be used to help make promotion and retention decisions. Many factors enter into the important decision of moving a student into the next grade. Intuition is an important part of any decision but that intuition is enhanced when coupled with data. Standardized tests, and records of classroom performance on less formal tests are essential for supplying much of the data upon which these decisions are based. Test results are important devices to share information with boards of education, parents, and the general public through the media. Rudner, L. and W. Schafer (2002) What Teachers Need to Know About Assessment. Washington, DC: National Education Association. From the free on-line version. To order print copies call 800 229-4200 3 some criterion. This section ends includes a discussion of norm-referenced and criterion referenced tests. This section also includes standardized and large scale assessments-typically the types of tests sponsored by state education agencies, reported in the popular press, and unfortunately, often inappropriately used as the sole measure to judge the worth of a school. We start with a discussion of the different types of scores used to report standardized test results. You will learn the advantages, disadvantages of each along with how the different types of scores should be used. A key feature of state assessments is that they are almost always accompanied by a careful delineation of endorsed educational goals. There should be no ambiguity with regard to what is covered by such tests. The next chapter discusses aligning one's instruction to the test and making the test into a valuable instructional planning tool. There is often a debate with regard to teaching to a test. Some argue that since the test identifies goals, teaching to the test is equivalent to teaching goals and should be done. Others argue that teaching to a test is an attempt to short circuit the educational process. The next chapter identifies a continuum of acceptable and unacceptable practices for preparing students to take standardized achievement tests. Lastly, with testing so prominent in the popular press, we provide an overview of some of the politics of national testing. Section 2: Essential Concepts for Classroom Assessment. The most frequent and most valuable types of tests are those developed and used by classroom teachers. This section is designed to help you develop you write better multiple choice and better performance tests. You will learn to examine what it is that you want to assess, how to write questions that assess those concepts. Special attention is paid to the development of analytic and holistic scoring rubrics. Consistent with the view of testing as a form of data gathering and communication, chapters have been included on asking classroom questions as part of routine instruction and on writing comments on report cards. Rudner, L. and W. Schafer (2002) What Teachers Need to Know About Assessment. Washington, DC: National Education Association. From the free on-line version. To order print copies call 800 229-4200 4 the reasonable expectations that those involved in the testing enterprise-test producers, test users, and test takers-should have of each other. The document is applicable to classroom tests as well as standardized tests.

Research paper thumbnail of Switch and Bait: Probing the Discriminative Basis of Odor Identification via Recognition Memory

Chemical Senses, 1996

When people misidentify everyday odors, as they often do, their errors may conceivably lie in fau... more When people misidentify everyday odors, as they often do, their errors may conceivably lie in faulty perceptions or in faulty access to the names. Discussions of the matter usually focus on the latter, as if people had no problems with perceptual accuracy. (The problem of faulty access may get attention because its high subjective impact makes it particularly memorable, when it does occur.) However, studies have demonstrated breakdowns in ability to discriminate quality, from which it follows that people will misidentify items through perceptual confusions. Furthermore, misidentifications often contain considerable information about the identities of items, as if people simply did not perceive the items accurately, but perhaps fuzzily or with some perceptual bias. Recognition memory, with a 2-day interval between inspection and test, provided a vehicle to address two questions on this topic: (i) Would people notice that we had switched items and had presented for recognition items that matched their misidentifications rather than the original items inspected? (ii) Would people not only fall for the false bait, but actually identify the switched items correctly, and thereby imply that they were 'tuned' to perceive those odors? People commonly failed to notice the switches, i.e. took the bait and commonly identified the switched items with veridical names. Although subject to further study, the outcome suggests that when people give such names as garlic for vinegar, orange for lime, soy sauce for molasses and many others, the errors often lie largely at a perceptual stage of processing, i.e. at input rather than output. Chem. Senses 21: 35-44, 1996.

Research paper thumbnail of Basic Life Support Instructor Training

Journal For Nurses in Staff Development (JNSD), 2011

This study was funded by the American Heart Association. One of the authors (W.L.) was an America... more This study was funded by the American Heart Association. One of the authors (W.L.) was an American Heart Association staff member. He helped conceptualize the study design, contributed to the development of the rating form, served as an expert rater, helped prepare the manuscript, and provided review and comment on the manuscript; he also served as the contracting officer for the study. Another author (R.H.) is a volunteer on the American Heart Association Education Subcommittee; he also participated in the development of the rating form, served as an expert rater, and reviewed and commented on the manuscript.

Research paper thumbnail of Retention of CPR skills learned in a traditional AHA Heartsaver course versus 30-min video self-training: A controlled randomized study

Resuscitation, 2007

Background: Bystander CPR improves outcomes after out of hospital cardiac arrest. The length of c... more Background: Bystander CPR improves outcomes after out of hospital cardiac arrest. The length of current 4-h classes in cardiopulmonary resuscitation (CPR) is a barrier to more widespread dissemination of CPR training and older adults in particular are underrepresented in traditional classes. Training with a brief video self-instruction (VSI) program has shown that this type of training can produce short-term skill performance at least as good as that seen with traditional American Heart Association (AHA) Heartsaver training, although it is unclear whether there is comparable skill retention. Methods and results: Two hundred and eight-five adults between the ages of 40 and 70 who had no CPR training within the past 5 years were assigned at random to a no-training control group, Heartsaver (HS) training, or one of three versions of brief VSI (i.e., self-trained-ST subjects). Post-training performance of CPR skills was assessed in a scenario format by human examiners and by sensored manikin at Time 1 (immediately post-training) and again at Time 2 (2 months post-training). Performance by controls was assessed only once. Significant (P < .001) decline was observed in the three measures recorded by examiners; assess responsiveness (from 72% to 60% for HS subjects and from 90% to 77% for ST subjects), call 911 (from 82% to 74% for HS subjects and from 71% to 53% for ST subjects), and overall performance (from 42% to 30% for HS subjects and from 60% to 44% for ST subjects). Significant (P < .001) decline was observed in two of three skills measured by a sensored manikin: ventilation volume (from 40% to 36% for HS subjects and from 61% to 41% for ST

Research paper thumbnail of Effectiveness of a 30-min CPR self-instruction program for lay responders: a controlled randomized study

Resuscitation, 2005

Background: The length of current 4-h classes in cardiopulmonary resuscitation (CPR) is a barrier... more Background: The length of current 4-h classes in cardiopulmonary resuscitation (CPR) is a barrier to widespread dissemination of CPR training. The effectiveness of video-based self-instruction (VSI) has been demonstrated in several studies; however, the effectiveness of this method with older adults is not certain. Although older adults are most likely to witness out-of-hospital cardiac arrests, these potential rescuers are underrepresented in traditional classes. We evaluated a VSI program that comprised a 22-min video, an inflatable training manikin, and an audio prompting device with individuals 40-70 years old. The hypotheses were that VSI results in performance of basic CPR skills superior to that of untrained learners and similar to that of learners in Heartsaver classes. Methods: Two hundred and eighty-five adults between 40 and 70 years old who had had no CPR training within the past 5 years were assigned to an untrained control group, Heartsaver training, or one of three versions of VSI. Basic CPR skills were measured by instructor assessment and by a sensored manikin. Results: The percentage of subjects who assessed unresponsiveness, called the emergency telephone number 911, provided adequate ventilation, proper hand placement, and adequate compression depth was significantly better (P < 0.05) for the VSI groups than for untrained controls. VSI subjects tended to have better overall performance and better ventilation performance than did Heartsaver subjects. Conclusions: Older adults learned the fundamental skills of CPR with this training program in about half an hour. If properly distributed, this type of training could produce a significant increase in the number of lay responders who can perform CPR.

Research paper thumbnail of With or without an instructor, brief exposure to CPR training produces significant attitude change

Resuscitation, 2010

Background: A common reason for bystanders' failure to perform CPR in real or hypothetical situat... more Background: A common reason for bystanders' failure to perform CPR in real or hypothetical situations is their lack of confidence in themselves. CPR self-training, which uses learner-operated virtual media rather than a live instructor, has not been assessed for its ability to influence learners' attitudes toward performing CPR in a real emergency. The aim of this study was to compare attitude effects associated with traditional, live instruction versus self-training or no instruction. Method: Data from 1069 lay learners were collected. Learners were assigned randomly to a traditional instructor-led course, a video-based self-training course, or a no-training control group. All learners completed pre-training and post-training questionnaires that assessed competence, confidence, and willingness to perform CPR. Learners' objective performance of CPR was also assessed, post-training, via a recording manikin. Results: ANOVA revealed that, in all 3 groups, all 3 attitudes changed significantly from pre-to postquestionnaire; further, the amount of attitude change did not differ reliably among the 3 groups (P < .05). Of the objective measures, ventilation performance was the only one consistently and positively correlated with attitudes (P < .05). Despite focus group comments that suggested self-trained learners' concerns about the rudimentary nature of their training, these concerns did not manifest as a hindrance to positive attitude change. Conclusions: Live training does not pose any measurable advantage for developing learners' positive attitudes. The counterintuitive finding that controls experienced similar levels of attitude change suggests that mere exposure to CPR testing can have positive effects on attitudes.

Research paper thumbnail of Assessment of BLS skills: Optimizing use of instructor and manikin measures

Resuscitation, 2008

The primary objective of layperson CPR training is to ensure that learners achieve minimal compet... more The primary objective of layperson CPR training is to ensure that learners achieve minimal competence to provide aid that improves the odds of survival of victims of out-of-hospital sudden cardiac arrest. During CPR courses, pronouncement of a learner&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s competence typically depends entirely on judgments made by an instructor; yet previous research strongly suggests that these judgments - particularly of chest compressions - are not sufficiently precise or accurate to ensure valid assessments. Comparisons of instructors&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; subjective assessments with objective data from recording manikins provide one means of understanding the magnitude and type of instructor errors in assessment. Eight hundred and twenty-six laypersons between 40 and 70 years old participated in CPR training. Performance of five discrete skills was tested in a scenario format immediately afterward: assessing responsiveness, calling the emergency telephone number 911, delivering ventilations of adequate volume, demonstrating correct hand placement for compressions, and delivering compressions with adequate depth. Thirteen AHA-certified instructors assessed these five skills and rendered a global performance rating; sensored Resusci Anne manikins with SkillReporting software recorded ventilation and compression data. Instructors&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; ratings of the ventilation skills were highly accurate; ratings of compressions were correct about 83% of the time; yet inadequate compression depth was rated adequate 55% of the time, and incorrect hand placement was rated adequate 49% of the time. Instructors&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; judgments alone are not sufficient to determine learners&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; competence in performing compressions. Assessment, technology, and guidelines must be better aligned so that learners can receive accurate feedback.

Research paper thumbnail of The multiple mini-interview in the UK context: 3 years of experience at Dundee

Medical Teacher, 2012

Background: The Multiple Mini-Interview (MMI) is a new interview process that Dundee Medical Scho... more Background: The Multiple Mini-Interview (MMI) is a new interview process that Dundee Medical School has recently adopted to assess entrants into its undergraduate medicine course. This involves an 'Objective Structured Clinical Examination' like rotational approach in which candidates are assessed on specific attributes at a number of stations. Aims: To present methodological, questionnaire and psychometric data on the transitional process from traditional interviews to MMIs over a 3-year period and discuss the implications for those considering making this transition. Methods: To facilitate the transition, a four-station MMI was piloted in 2007. Success encouraged consideration of desirable attributes which were used to develop a full 10-station process which was implemented in 2009 with assessors being recruited from staff, students and simulated patients. A questionnaire was administered to all assessors and candidates who participated in the 2009 MMIs. Cronbach's alpha and Pearson's r and analysis of variances were used to determine the MMI's psychometric properties. Multi-faceted Rasch modelling (MFRM) was modelled to control for assessor leniency/stringency and the impact of using 'fair scores' determined. Analysis was conducted using SPSS 17 and FACETS 3.65.0. Results: The questionnaire confirmed that the process was acceptable to all parties. Cronbach's alpha reliability was satisfactory and consistent. Graduates/mature candidates outperformed UK school-leavers and overseas candidates. Using MFRM fair scores would change the selection outcome of 6.2% and 9.6% of candidates in 2009 and 2010, respectively. Students were less lenient, made more use of the full range of the rating scales and were just as reliable as staff. Conclusions: The strategy of generating institutional support through staged introduction proved effective. The MMI in Dundee was shown to be feasible and displayed sound psychometric properties. Student assessors appeared to perform at least as well as staff. Despite a considerable intellectual and logistical challenge MMIs were successfully introduced and deemed worthwhile.

Research paper thumbnail of Does the UKCAT predict Year 1 performance in medical school?

Research paper thumbnail of Stepping forward or shrinking back: Psychological factors in bystanders� decisions to act (or not)

Resuscitation, Jan 12, 2010

Purpose: We conducted this study to identify the personal preference of dominant hand position du... more Purpose: We conducted this study to identify the personal preference of dominant hand position during external chest compression (ECC) and the effect of hand positioning on the quality of ECC in novice rescuers. Methods: 383 Korea Railroad's employees who had no cardiopulmonary resuscitation (CPR) training participated in this double-blind observational study. After completion of an adult CPR training program for 3 h, they selected the hand in contact with the manikin during ECC by oneself and performed 5 cycles of single rescuer CPR on a manikin. The quality of ECC was recorded by a recording Resusci Anne? in 72 participants. Results: Among 383 novice rescuers, 43.6% were women, and 98.7% were righthanded persons. 56.7% of them used the dominant hand in contact with the manikin during ECC, and men preferred positioning the dominant hand in contact with the manikin (P = 0.001). The rate of ECC was statistically faster in the dominant hand (DH) group, mean 117.3 ± 11.4 min −1 compared to the non-dominant hand (NH) group, mean 110.9 ± 12.2 min −1 (P = 0.028). However, the depth of ECC in the DH group, mean 52.4 ± 5.9 mm, was not statistically different from the NH group, mean 50.8 ± 6.0 mm (P = 0.287). Similarly, the portion of ECC with inadequate depth in the DH group, mean 1.8 ± 4.3%, was not statistically different from the NH group, mean 5.3 ± 15.6% (P = 0.252) Conclusions: Novice rescuers, especially men, prefer positioning the dominant hand in contact with the sternum during ECC. ECC is performed with a faster rate of compression when the dominant hand of the novice rescuer is placed in contact with the sternum. However, there is no statistical difference of the compression depth between the two groups during ECC.

Research paper thumbnail of Education

Annals of Emergency Medicine, 2001

Research paper thumbnail of Rapid development of interprofessional in situ simulation-based training in response to the COVID-19 outbreak in a tertiary-level hospital in Ireland: initial response and lessons for future disaster preparation

BMJ Simulation and Technology Enhanced Learning

Introduction The first case of COVID-19 in Ireland was diagnosed on 29 February 2020. Within the ... more Introduction The first case of COVID-19 in Ireland was diagnosed on 29 February 2020. Within the same week, our Department of Anaesthesia and Critical Care at University Hospital Galway began to tackle the educational challenge by developing an in situ interprofessional simulation programme to prepare staff for the impending outbreak. Principles and approaches used for simulation-based training We describe principles applied to identify core educational and system engineering objectives to prepare healthcare workers (HCWs) for infection control, personal and psychological safety, technical and crisis resource management skills. We discuss application of educational theories, rationale for simulation modes and debriefing techniques. Development of the simulation programme 3 anaesthesia (general, obstetric, paediatric) and 1 critical care silo were created. 13 simulated scenarios were developed for teaching as well as for testing workflows specific to the outbreak. To support HCWs an...

Research paper thumbnail of The American Heart Association CPR Anytime Program: THE POTENTIAL IMPACT OF HIGHLY ACCESSIBLE TRAINING IN CARDIOPULMONARY RESUSCITATION

Journal of Cardiopulmonary Rehabilitation, 2006

Research paper thumbnail of Strategies for Teaching Critical Thinking

Practical Assessment, Research and Evaluation, 1994

Promoting interaction among students as they learn Learning in a group setting often helps each m... more Promoting interaction among students as they learn Learning in a group setting often helps each member achieve more. Asking open-ended questions that do not assume the "one right answer" Critical thinking is often exemplified best when the problems are inherently ill-defined and do not have a "right" answer. Open-ended questions also encourage students to think and respond creatively, without fear of giving the "wrong" answer. Allowing sufficient time for students to reflect on the questions asked or problems posed Critical thinking seldom involves snap judgments; therefore, posing questions and allowing adequate time before soliciting responses helps students understand that they are expected to deliberate and to ponder, and that the immediate response is not always the best response. Teaching for transfer The skills for critical thinking should "travel well." They generally will do so only if teachers provide opportunities for students to se...

Research paper thumbnail of Strategies for Teaching Critical Thinking. ERIC/AE Digest

Research paper thumbnail of Improving the Quality of Student Notes. ERIC/AE Digest

Research paper thumbnail of Early-holistic processing or dimensional similarity?

Journal of Experimental Psychology: Human Perception and Performance, 1993

... Laboratory and Department of Epidemiology and Public Health and Depart-ment of Psychology, Ya... more ... Laboratory and Department of Epidemiology and Public Health and Depart-ment of Psychology, Yale University; Bonnie C. Potts ... Integration rules are usually distinguished from independence rules (also called separability decision bounds; Ashby & Townsend, 1986;Maddox ...

Research paper thumbnail of Primacy of dimensions in color perception

Journal of Experimental Psychology: Human Perception and Performance, 1993

In this study, we used a procedure called selective/divided rotation to investigate the role of d... more In this study, we used a procedure called selective/divided rotation to investigate the role of dimensions in the perception of color. Ss performed either selective-attention or divided-attention tasks to paired dimensions created from each of 3 orientations of axes in color space: 0 degree, 22.5 degrees, and 45 degrees. We evaluated a Euclidean hypothesis, namely, that speeded classification of interacting dimensions is invariant to rigid rotation of stimulus axes. All experiments obtained evidence against this Euclidean hypothesis. Experiments 1 to 4 showed that selective attention was best at the orientation corresponding to saturation and brightness, suggesting primacy of these dimensions. The results were replicated with the pairs hue-saturation (Experiment 7) and hue-brightness (Experiment 8). We conclude that interacting dimensions can be primary and that dimensional primacy characterizes much of perceptual experience.

Research paper thumbnail of Circle size and diameter tilt: A new look at integrality and separability

Perception & Psychophysics, 1998

In six experiments using the speeded classification paradigm, we provide evidence that the ostens... more In six experiments using the speeded classification paradigm, we provide evidence that the ostensibly "separable" dimensions of size and orientation can produce patterns of either separability or asymmetric configurality, depending on the spatial arrangement of the stimuli. In all experiments, subjects classified large or small circles containing a single line in one of two possible orientations. When the line touched the circle's perimeter, thereby defining the diameter of the circle (Experiments 1-4), asymmetric configurality obtained: Variations in size interfered with classification by orientation, but variations in orientation did not interfere with classification by size, and redundancy gain was weak or absent. When the lines fell completely within (i.e., did not touch) the circles (Experiments 5 and 6), the results were consistent with separability: There was neither redundancy gain nor interference. Taken together, the results add to the growing body of evidence that classification of specific dimensional pairs as separable or integral may be less feasible than identifying the more general conditions that increase or decrease the psychological salience of dimensional structures and facilitate or interfere with selection of optimal processing strategies.

Research paper thumbnail of Improving the Quality of Student Notes

Practical Assessment, Research and Evaluation, 1991

Much of classroom learning at the secondary and postsecondary levels depends on understanding and... more Much of classroom learning at the secondary and postsecondary levels depends on understanding and retaining information from lectures. In most cases, students are expected to take notes and to review them in preparation for testing of lecture material. Such note-taking may serve a two-fold purpose: as a means of encoding the incoming information in a way that is meaningful for the listener, which serves to make the material more memorable from the outset (encoding function); and as a means of simply storing the information until the time of review (external storage function). Although these two purposes often have been treated as though they were mutually exclusive, several studies (e.g., Maqsud, 1980; Knight & McKelvie, 1986) point to a more complex relationship in which the two vary in their relative importance as a function of the individual, the material, and the review and testing conditions.

Research paper thumbnail of What Teachers Need to Know about Assessment

new material can be presented. These tests help the teacher gain a perspective of the range of at... more new material can be presented. These tests help the teacher gain a perspective of the range of attained learning as well as individual competence. Tests can be used to help make promotion and retention decisions. Many factors enter into the important decision of moving a student into the next grade. Intuition is an important part of any decision but that intuition is enhanced when coupled with data. Standardized tests, and records of classroom performance on less formal tests are essential for supplying much of the data upon which these decisions are based. Test results are important devices to share information with boards of education, parents, and the general public through the media. Rudner, L. and W. Schafer (2002) What Teachers Need to Know About Assessment. Washington, DC: National Education Association. From the free on-line version. To order print copies call 800 229-4200 3 some criterion. This section ends includes a discussion of norm-referenced and criterion referenced tests. This section also includes standardized and large scale assessments-typically the types of tests sponsored by state education agencies, reported in the popular press, and unfortunately, often inappropriately used as the sole measure to judge the worth of a school. We start with a discussion of the different types of scores used to report standardized test results. You will learn the advantages, disadvantages of each along with how the different types of scores should be used. A key feature of state assessments is that they are almost always accompanied by a careful delineation of endorsed educational goals. There should be no ambiguity with regard to what is covered by such tests. The next chapter discusses aligning one's instruction to the test and making the test into a valuable instructional planning tool. There is often a debate with regard to teaching to a test. Some argue that since the test identifies goals, teaching to the test is equivalent to teaching goals and should be done. Others argue that teaching to a test is an attempt to short circuit the educational process. The next chapter identifies a continuum of acceptable and unacceptable practices for preparing students to take standardized achievement tests. Lastly, with testing so prominent in the popular press, we provide an overview of some of the politics of national testing. Section 2: Essential Concepts for Classroom Assessment. The most frequent and most valuable types of tests are those developed and used by classroom teachers. This section is designed to help you develop you write better multiple choice and better performance tests. You will learn to examine what it is that you want to assess, how to write questions that assess those concepts. Special attention is paid to the development of analytic and holistic scoring rubrics. Consistent with the view of testing as a form of data gathering and communication, chapters have been included on asking classroom questions as part of routine instruction and on writing comments on report cards. Rudner, L. and W. Schafer (2002) What Teachers Need to Know About Assessment. Washington, DC: National Education Association. From the free on-line version. To order print copies call 800 229-4200 4 the reasonable expectations that those involved in the testing enterprise-test producers, test users, and test takers-should have of each other. The document is applicable to classroom tests as well as standardized tests.

Research paper thumbnail of Switch and Bait: Probing the Discriminative Basis of Odor Identification via Recognition Memory

Chemical Senses, 1996

When people misidentify everyday odors, as they often do, their errors may conceivably lie in fau... more When people misidentify everyday odors, as they often do, their errors may conceivably lie in faulty perceptions or in faulty access to the names. Discussions of the matter usually focus on the latter, as if people had no problems with perceptual accuracy. (The problem of faulty access may get attention because its high subjective impact makes it particularly memorable, when it does occur.) However, studies have demonstrated breakdowns in ability to discriminate quality, from which it follows that people will misidentify items through perceptual confusions. Furthermore, misidentifications often contain considerable information about the identities of items, as if people simply did not perceive the items accurately, but perhaps fuzzily or with some perceptual bias. Recognition memory, with a 2-day interval between inspection and test, provided a vehicle to address two questions on this topic: (i) Would people notice that we had switched items and had presented for recognition items that matched their misidentifications rather than the original items inspected? (ii) Would people not only fall for the false bait, but actually identify the switched items correctly, and thereby imply that they were 'tuned' to perceive those odors? People commonly failed to notice the switches, i.e. took the bait and commonly identified the switched items with veridical names. Although subject to further study, the outcome suggests that when people give such names as garlic for vinegar, orange for lime, soy sauce for molasses and many others, the errors often lie largely at a perceptual stage of processing, i.e. at input rather than output. Chem. Senses 21: 35-44, 1996.

Research paper thumbnail of Basic Life Support Instructor Training

Journal For Nurses in Staff Development (JNSD), 2011

This study was funded by the American Heart Association. One of the authors (W.L.) was an America... more This study was funded by the American Heart Association. One of the authors (W.L.) was an American Heart Association staff member. He helped conceptualize the study design, contributed to the development of the rating form, served as an expert rater, helped prepare the manuscript, and provided review and comment on the manuscript; he also served as the contracting officer for the study. Another author (R.H.) is a volunteer on the American Heart Association Education Subcommittee; he also participated in the development of the rating form, served as an expert rater, and reviewed and commented on the manuscript.

Research paper thumbnail of Retention of CPR skills learned in a traditional AHA Heartsaver course versus 30-min video self-training: A controlled randomized study

Resuscitation, 2007

Background: Bystander CPR improves outcomes after out of hospital cardiac arrest. The length of c... more Background: Bystander CPR improves outcomes after out of hospital cardiac arrest. The length of current 4-h classes in cardiopulmonary resuscitation (CPR) is a barrier to more widespread dissemination of CPR training and older adults in particular are underrepresented in traditional classes. Training with a brief video self-instruction (VSI) program has shown that this type of training can produce short-term skill performance at least as good as that seen with traditional American Heart Association (AHA) Heartsaver training, although it is unclear whether there is comparable skill retention. Methods and results: Two hundred and eight-five adults between the ages of 40 and 70 who had no CPR training within the past 5 years were assigned at random to a no-training control group, Heartsaver (HS) training, or one of three versions of brief VSI (i.e., self-trained-ST subjects). Post-training performance of CPR skills was assessed in a scenario format by human examiners and by sensored manikin at Time 1 (immediately post-training) and again at Time 2 (2 months post-training). Performance by controls was assessed only once. Significant (P < .001) decline was observed in the three measures recorded by examiners; assess responsiveness (from 72% to 60% for HS subjects and from 90% to 77% for ST subjects), call 911 (from 82% to 74% for HS subjects and from 71% to 53% for ST subjects), and overall performance (from 42% to 30% for HS subjects and from 60% to 44% for ST subjects). Significant (P < .001) decline was observed in two of three skills measured by a sensored manikin: ventilation volume (from 40% to 36% for HS subjects and from 61% to 41% for ST

Research paper thumbnail of Effectiveness of a 30-min CPR self-instruction program for lay responders: a controlled randomized study

Resuscitation, 2005

Background: The length of current 4-h classes in cardiopulmonary resuscitation (CPR) is a barrier... more Background: The length of current 4-h classes in cardiopulmonary resuscitation (CPR) is a barrier to widespread dissemination of CPR training. The effectiveness of video-based self-instruction (VSI) has been demonstrated in several studies; however, the effectiveness of this method with older adults is not certain. Although older adults are most likely to witness out-of-hospital cardiac arrests, these potential rescuers are underrepresented in traditional classes. We evaluated a VSI program that comprised a 22-min video, an inflatable training manikin, and an audio prompting device with individuals 40-70 years old. The hypotheses were that VSI results in performance of basic CPR skills superior to that of untrained learners and similar to that of learners in Heartsaver classes. Methods: Two hundred and eighty-five adults between 40 and 70 years old who had had no CPR training within the past 5 years were assigned to an untrained control group, Heartsaver training, or one of three versions of VSI. Basic CPR skills were measured by instructor assessment and by a sensored manikin. Results: The percentage of subjects who assessed unresponsiveness, called the emergency telephone number 911, provided adequate ventilation, proper hand placement, and adequate compression depth was significantly better (P < 0.05) for the VSI groups than for untrained controls. VSI subjects tended to have better overall performance and better ventilation performance than did Heartsaver subjects. Conclusions: Older adults learned the fundamental skills of CPR with this training program in about half an hour. If properly distributed, this type of training could produce a significant increase in the number of lay responders who can perform CPR.

Research paper thumbnail of With or without an instructor, brief exposure to CPR training produces significant attitude change

Resuscitation, 2010

Background: A common reason for bystanders' failure to perform CPR in real or hypothetical situat... more Background: A common reason for bystanders' failure to perform CPR in real or hypothetical situations is their lack of confidence in themselves. CPR self-training, which uses learner-operated virtual media rather than a live instructor, has not been assessed for its ability to influence learners' attitudes toward performing CPR in a real emergency. The aim of this study was to compare attitude effects associated with traditional, live instruction versus self-training or no instruction. Method: Data from 1069 lay learners were collected. Learners were assigned randomly to a traditional instructor-led course, a video-based self-training course, or a no-training control group. All learners completed pre-training and post-training questionnaires that assessed competence, confidence, and willingness to perform CPR. Learners' objective performance of CPR was also assessed, post-training, via a recording manikin. Results: ANOVA revealed that, in all 3 groups, all 3 attitudes changed significantly from pre-to postquestionnaire; further, the amount of attitude change did not differ reliably among the 3 groups (P < .05). Of the objective measures, ventilation performance was the only one consistently and positively correlated with attitudes (P < .05). Despite focus group comments that suggested self-trained learners' concerns about the rudimentary nature of their training, these concerns did not manifest as a hindrance to positive attitude change. Conclusions: Live training does not pose any measurable advantage for developing learners' positive attitudes. The counterintuitive finding that controls experienced similar levels of attitude change suggests that mere exposure to CPR testing can have positive effects on attitudes.

Research paper thumbnail of Assessment of BLS skills: Optimizing use of instructor and manikin measures

Resuscitation, 2008

The primary objective of layperson CPR training is to ensure that learners achieve minimal compet... more The primary objective of layperson CPR training is to ensure that learners achieve minimal competence to provide aid that improves the odds of survival of victims of out-of-hospital sudden cardiac arrest. During CPR courses, pronouncement of a learner&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s competence typically depends entirely on judgments made by an instructor; yet previous research strongly suggests that these judgments - particularly of chest compressions - are not sufficiently precise or accurate to ensure valid assessments. Comparisons of instructors&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; subjective assessments with objective data from recording manikins provide one means of understanding the magnitude and type of instructor errors in assessment. Eight hundred and twenty-six laypersons between 40 and 70 years old participated in CPR training. Performance of five discrete skills was tested in a scenario format immediately afterward: assessing responsiveness, calling the emergency telephone number 911, delivering ventilations of adequate volume, demonstrating correct hand placement for compressions, and delivering compressions with adequate depth. Thirteen AHA-certified instructors assessed these five skills and rendered a global performance rating; sensored Resusci Anne manikins with SkillReporting software recorded ventilation and compression data. Instructors&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; ratings of the ventilation skills were highly accurate; ratings of compressions were correct about 83% of the time; yet inadequate compression depth was rated adequate 55% of the time, and incorrect hand placement was rated adequate 49% of the time. Instructors&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; judgments alone are not sufficient to determine learners&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; competence in performing compressions. Assessment, technology, and guidelines must be better aligned so that learners can receive accurate feedback.

Research paper thumbnail of The multiple mini-interview in the UK context: 3 years of experience at Dundee

Medical Teacher, 2012

Background: The Multiple Mini-Interview (MMI) is a new interview process that Dundee Medical Scho... more Background: The Multiple Mini-Interview (MMI) is a new interview process that Dundee Medical School has recently adopted to assess entrants into its undergraduate medicine course. This involves an 'Objective Structured Clinical Examination' like rotational approach in which candidates are assessed on specific attributes at a number of stations. Aims: To present methodological, questionnaire and psychometric data on the transitional process from traditional interviews to MMIs over a 3-year period and discuss the implications for those considering making this transition. Methods: To facilitate the transition, a four-station MMI was piloted in 2007. Success encouraged consideration of desirable attributes which were used to develop a full 10-station process which was implemented in 2009 with assessors being recruited from staff, students and simulated patients. A questionnaire was administered to all assessors and candidates who participated in the 2009 MMIs. Cronbach's alpha and Pearson's r and analysis of variances were used to determine the MMI's psychometric properties. Multi-faceted Rasch modelling (MFRM) was modelled to control for assessor leniency/stringency and the impact of using 'fair scores' determined. Analysis was conducted using SPSS 17 and FACETS 3.65.0. Results: The questionnaire confirmed that the process was acceptable to all parties. Cronbach's alpha reliability was satisfactory and consistent. Graduates/mature candidates outperformed UK school-leavers and overseas candidates. Using MFRM fair scores would change the selection outcome of 6.2% and 9.6% of candidates in 2009 and 2010, respectively. Students were less lenient, made more use of the full range of the rating scales and were just as reliable as staff. Conclusions: The strategy of generating institutional support through staged introduction proved effective. The MMI in Dundee was shown to be feasible and displayed sound psychometric properties. Student assessors appeared to perform at least as well as staff. Despite a considerable intellectual and logistical challenge MMIs were successfully introduced and deemed worthwhile.

Research paper thumbnail of Does the UKCAT predict Year 1 performance in medical school?

Research paper thumbnail of Stepping forward or shrinking back: Psychological factors in bystanders� decisions to act (or not)

Resuscitation, Jan 12, 2010

Purpose: We conducted this study to identify the personal preference of dominant hand position du... more Purpose: We conducted this study to identify the personal preference of dominant hand position during external chest compression (ECC) and the effect of hand positioning on the quality of ECC in novice rescuers. Methods: 383 Korea Railroad's employees who had no cardiopulmonary resuscitation (CPR) training participated in this double-blind observational study. After completion of an adult CPR training program for 3 h, they selected the hand in contact with the manikin during ECC by oneself and performed 5 cycles of single rescuer CPR on a manikin. The quality of ECC was recorded by a recording Resusci Anne? in 72 participants. Results: Among 383 novice rescuers, 43.6% were women, and 98.7% were righthanded persons. 56.7% of them used the dominant hand in contact with the manikin during ECC, and men preferred positioning the dominant hand in contact with the manikin (P = 0.001). The rate of ECC was statistically faster in the dominant hand (DH) group, mean 117.3 ± 11.4 min −1 compared to the non-dominant hand (NH) group, mean 110.9 ± 12.2 min −1 (P = 0.028). However, the depth of ECC in the DH group, mean 52.4 ± 5.9 mm, was not statistically different from the NH group, mean 50.8 ± 6.0 mm (P = 0.287). Similarly, the portion of ECC with inadequate depth in the DH group, mean 1.8 ± 4.3%, was not statistically different from the NH group, mean 5.3 ± 15.6% (P = 0.252) Conclusions: Novice rescuers, especially men, prefer positioning the dominant hand in contact with the sternum during ECC. ECC is performed with a faster rate of compression when the dominant hand of the novice rescuer is placed in contact with the sternum. However, there is no statistical difference of the compression depth between the two groups during ECC.

Research paper thumbnail of Education

Annals of Emergency Medicine, 2001

Research paper thumbnail of Rapid development of interprofessional in situ simulation-based training in response to the COVID-19 outbreak in a tertiary-level hospital in Ireland: initial response and lessons for future disaster preparation

BMJ Simulation and Technology Enhanced Learning

Introduction The first case of COVID-19 in Ireland was diagnosed on 29 February 2020. Within the ... more Introduction The first case of COVID-19 in Ireland was diagnosed on 29 February 2020. Within the same week, our Department of Anaesthesia and Critical Care at University Hospital Galway began to tackle the educational challenge by developing an in situ interprofessional simulation programme to prepare staff for the impending outbreak. Principles and approaches used for simulation-based training We describe principles applied to identify core educational and system engineering objectives to prepare healthcare workers (HCWs) for infection control, personal and psychological safety, technical and crisis resource management skills. We discuss application of educational theories, rationale for simulation modes and debriefing techniques. Development of the simulation programme 3 anaesthesia (general, obstetric, paediatric) and 1 critical care silo were created. 13 simulated scenarios were developed for teaching as well as for testing workflows specific to the outbreak. To support HCWs an...

Research paper thumbnail of The American Heart Association CPR Anytime Program: THE POTENTIAL IMPACT OF HIGHLY ACCESSIBLE TRAINING IN CARDIOPULMONARY RESUSCITATION

Journal of Cardiopulmonary Rehabilitation, 2006