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Surveys02:16

Surveys

14.7K
Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Cross-Sectional Research01:50

Cross-Sectional Research

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In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
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Methods of Documentation IV: Focus Charting01:26

Methods of Documentation IV: Focus Charting

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Focus Charting, also known as the focus charting system or "focus documentation," is a systematic documentation approach used in healthcare to organize patient information in medical records.
It typically involves three columns for recording information:
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Social Loafing01:37

Social Loafing

34.5K
Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Case Studies01:22

Case Studies

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Feedback From Dental Students Using Two Alternate Coaching Methods: Qualitative Focus Group Study.

Lulwah Alreshaid1,2,3, Rana Alkattan1,2,3

  • 1Department of Restorative and Prosthetic Dental Sciences, College of Dentistry, King Saud bin Abdulaziz University for Health Sciences, P.O. Box 22490, Riyadh, Saudi Arabia, 966 114294444.

JMIR Medical Education
|March 18, 2025
PubMed
Summary
This summary is machine-generated.

Workshop coaching significantly improved the quality of feedback from dental students. This suggests incorporating feedback coaching into dental curricula can enhance student learning experiences by improving communication.

Keywords:
coachingdental educationeducational interventionstudent evaluationstudent feedbackteaching methods

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Area of Science:

  • Medical Education
  • Dental Education
  • Health Professions Education

Background:

  • Student feedback is vital for institutional evaluation but challenging to implement effectively.
  • The quality of student feedback significantly impacts its utility for improving teaching and learning.
  • A debate exists regarding the effectiveness of student feedback when not well-structured for actionable insights.

Purpose of the Study:

  • To evaluate the impact of structured coaching on the quality of feedback provided by dental students.
  • To assess the effectiveness of different feedback coaching methods in a dental school setting.
  • To determine if coaching improves the constructiveness and actionability of student feedback.

Main Methods:

  • A repeated measures design involving 47 first-year dental students in Saudi Arabia.
  • Three surveys were administered throughout the academic year: pre-coaching, post-handout coaching, and post-workshop coaching.
  • Feedback on a Dental Anatomy and Operative Dentistry course was analyzed for quality (neutral, positive, negative, constructive) using McNemar tests.

Main Results:

  • Workshop coaching (survey #3) significantly increased constructive feedback compared to no coaching (survey #1) and handout coaching (survey #2).
  • A higher proportion of desired changes (positive, negative, or neutral to constructive) were observed after workshop coaching (41.5%) versus handout coaching (20.2%).
  • No significant changes in feedback quality were noted between the pre-coaching and handout coaching surveys.

Conclusions:

  • Feedback coaching workshops are an effective strategy for enhancing the quality of student feedback in dental education.
  • Integrating feedback coaching into dental curricula can empower students to communicate concerns more effectively.
  • Improved student feedback mechanisms can ultimately contribute to an enhanced overall learning experience in dental schools.