OSCE rater cognition – an international multi-centre qualitative study

Introduction This study aimed to explore the decision-making processes of raters during objective structured clinical examinations (OSCEs), in particular to explore the tacit assumptions and beliefs of raters as well as rater idiosyncrasies. Methods Thinking aloud protocol interviews were used to gather data on the thoughts of examiners during their decision-making, while watching trigger OSCE videos and rating candidates. A purposeful recruiting strategy was taken, with a view to interviewing both examiners with many years of experience (greater than six years) and those with less experience examining at final medical examination level. Results Thirty-one interviews were conducted in three centres in three different countries. Three themes were identified during data analysis, entitled ‘OSCEs are inauthentic’, ‘looking for glimpses of truth’ and ‘evolution with experience’. Conclusion Raters perceive that the shortcomings of OSCEs can have unwanted effects on student behaviour. Some examiners, more likely the more experienced group, may deviate from an organisations directions due to perceived shortcomings of the assessment. No method of assessment is without flaw, and it is important to be aware of the limitations and shortcomings of assessment methods on student performance and examiner perception. Further study of assessor and student perception of OSCE performance would be helpful.

The ability to solve physics problems in symbolic and numeric representations

The aim of this study is to analyze the ability of students to solve the problems of linear motion kinematics expressed in symbolic and numeric representation. Research was survey with cross-sectional design. Research subjects included 26 first year undergraduate students in physics at one of the State Universities in Malang which was consisted of 10 men and 16 women. The research instrument was open-ended test of linear motion kinematics problems expressed in symbolic and numeric representations with a reability of 0,807 The research data were analyzed using descriptive and non-parametric inferential statistics. The results showed that the ability of students to solve linear motion kinematics problems in both symbolic and numeric representation was medium. Students had difficulty solving physical problems in both symbolic and numeric representations. It was also found that the problems of linear motion kinematics in symbolic representations were more difficult for students to solve than numeric representations. The study suggested further research to explore the causes of student difficulties more authentically, e.g. by interviewing or thinking aloud.

Pengaruh Model Pembelajaran Thinking Aloud Pair Problem Solving (TAPPS) Terhadap Kemampuan Berpikir Kritis Matematis Siswa Berbantuan Kartu Domino

Rendahnya kemampuan berpikir kritis siswa pada pelajaran matematika merupakan salah satu penyebab kesulitan siswa dalam memahami dan menyelesaikan permasalahan dalam materi limit fungsi aljabar. Oleh karena itu, kemampuan berpikir kritis sangat penting untuk dimiliki oleh siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Thinking Aloud Pair Problem Solving (TAPPS) terhadap kemampuan berpikir kritis matematis siswa berbantuan kartu domino lebih baik daripada pembelajaran konvensional pada materi limit fungsi aljabar di kelas XI SMA Negeri 2 Bireuen. Pendekatan yang dilakukan adalah pendekatan kuantitatif dengan jenis penelitian quasi experimental. Desain penelitian yaitu Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMA Negeri 2 Bireuen yang terdiri dari 9 kelas, sedangkan yang menjadi sampel yaitu kelas XI MIA 1 dan kelas XI MIA 2. Sampel diambil dengan menggunakan teknik purposive sampling. Berdasarkan hasil analisis data data menggunakan uji independent sample t-test maka diperoleh nilai Sig. (2-tailed) yaitu sebesar 0.000. Hal ini menunjukkan bahwa nilai Sig. (2-tailed) kurang dari 0.05 maka H0 ditolak, artinya pengaruh model pembelajaran Thinking Aloud Pair Problem Solving (TAPPS) terhadap kemampuan berpikir kritis matematis siswa berbantuan kartu domino lebih baik daripada pembelajaran konvensional pada materi limit fungsi aljabar di kelas XI SMA Negeri 2 Bireuen.

Augmenting the City: The Photo-Realistic Animation of a Historic Building and its influence on spatial perception and meaning

Augmented Reality (AR), defined as the holographic overlay of physical space with virtual objects in real time (Azuma, 1997), can be considered a prime example of mediatization. This development is particularly evident in the public space of the “mediatised city” (Hepp, Simon & Sowinska, 2018), being a focal point of the latest media technologies already overlaid with a multitude of AR content. But how does AR change the perception and meaning of urban space? And how can researchers capture methodically the appropriation of complex, large-scaled AR content experienced via high-tech AR glasses? To answer these questions, a historical building, that had been destroyed during the Second World War, was reconstructed as a holographic animation on a public city square. In order to resurrect this building in AR, old photographs, paintings and postcards were evaluated and used to create a virtual model in the original size and place it at its original location. The test subjects were then able to view the hologram from various different angles using AR glasses (Microsoft HoloLens 2), move freely around the square and even enter it. Combining quantitative, before-and-after questionnaires and qualitative thinking-aloud protocols, our results show that the holographic animation of a historical building can influence both the sensual-aesthetic perception and the personal meaning of a public square for city dwellers. Specifically, our test subjects perceived differences in its accessibility, coherence and aesthetics, simplicity, atmosphere and legibility. The meaning of the square was altered with regard to personal memories (= the self), typical groups of people (= others) and certain opportunities (= environment) associated with it by city dwellers.

Struggling with historical significance: Reasoning, reading, and writing processes

The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and writing processes when students attribute significance. The aim of this study is to investigate how students and experienced history teachers with a master’s degree reason, read, and write about historical significance while thinking aloud. We analyzed the think-aloud protocols of twelve 10th-grade students and four history teachers on reasoning, reading, and writing processes. While thinking aloud, participants read two contrasting accounts after which they wrote an argumentative text about the historical significance of Christopher Columbus. Analysis of participants’ think-aloud protocols and their written texts showed that students did not recognize historical accounts as perspectives—influenced by the historical context. In contrast, teachers looked for the authors’ judgement, evidence, and context. In addition, students’ limited use of metaknowledge regarding texts and the concept of historical significance hampered them. These out-comes provide direction for teaching reasoning, reading, and writing with respect to historical significance.

ANALISIS KESULITAN PEMECAHAN MASALAH MATEMATIS SISWA DALAM MENERAPKAN PEMBELAJARAN TAPPS (THINKING ALOUD PAIR PROBLEM SOLVING) DI SMA IT NUUR AR RADHIYYAH

Penelitian ini bertujuan untuk menganalisis dan mengetahui: (1) tingkat kemampuan pemecahan masalah matematis siswa dalam Pembelajaran TAPPS; (2) Kesulitan proses pemecahan masalah matematis siswa dalam pembelajaran TAPPS. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian ini adalah siswa SMA Ar Radhiyyah Kelas XI-A yang berjumlah 32 orang, kemudian diangkat subjek wawancara berdasarkan tingkat kemampuan pemecahan masalah, proses jawaban siswa berdasarkan indikator dan aspek kesalahan. Adapun hasil penelitian sebagai berikut : (1) Hasil penelitian pada kemampuan pemecahan masalah dengan interpretasi tingkat tinggi pada indikator memahami masalah sebesar 59%, pada indikator merencanakan masalah sebesar 44% , pada indikator melaksanakan masalah sebesar 19% dan. Pada interpretasi tingkat sedang indikator memahami masalah sebesar 28%, indikator merencanakan masalah sebesar 34%, indikator mengenal dan melaksanak masalah sebesar 50%. Pada interpretasi tingkat rendah indikator memahami masalah sebesar 13%, indikator merencanakan masalah sebesar 22%, indikator melaksanakan masalah sebesar 31%. (2) Kesulitan dalam pemecahan masalah (a) pada kategori tinggi siswa tidak mengalami kesulitan; (b) pada kategori sedang siswa mengalami kesulitan memahami konsep dan mengoperasikan pertidaksamaan linear matematika; (c) pada kategori rendah siswa mengalami kesulitan mensintesiskan ide, siswa kesulitan memahami konsep dan siswa kesulitan prinsip dalam pemecahan masalah.

Game Plan, a Web-Based Intervention to Improve Adherence and Persistence to HIV Pre-exposure Prophylaxis and Reduce Heavy Drinking in Gay, Bisexual, and Other Men Who Have Sex With Men: Usability and User Experience Testing

Background Encouraging consistent use of pre-exposure prophylaxis (PrEP) is essential for reducing HIV incidence, particularly among gay, bisexual, and other men who have sex with men (GBM), and especially those who engage in heavy drinking. Although practice guidelines recommend providing adherence counseling to PrEP patients, clinics and providers may not have the resources or expertise to provide it. Internet-facilitated interventions have been shown to improve HIV prevention outcomes, including medication and care adherence. Game Plan is a website we created to help users make a tangible plan for reducing their HIV risk. We designed additional components of Game Plan to address key individual level barriers to PrEP use. Objective The aim of this mixed methods research is to test the usability and user experience of these components with intended users: GBM who drink heavily and are on PrEP. Methods In study 1 (usability), we completed a detailed individual interview in which participants (n=10) walked through a prototype of the website, thinking aloud as they did, and completed a follow-up interview and web-based survey afterward. Study 2 (user experience) involved providing participants (n=40) with a link to the prototype website to explore on their own and asking them to complete the same follow-up survey afterward. Qualitative data were analyzed using thematic analysis, and descriptive statistics were used to analyze quantitative data. Results Users in both studies gave the website excellent ratings for usability, overall satisfaction, and quality, and most often described the site as informative, helpful, and supportive. Users also rated the site’s content and feel as respectful of them and their autonomy, empathetic, and they stated that it conveyed confidence in their ability to change. The study 1 interviews highlighted the importance of the website’s esthetics to the participants’ engagement with it and its credibility in prompting genuine reflection. Conclusions GBM who reported heavy drinking and used PrEP generally found a website focused on helping them to create a plan to use PrEP consistently to be helpful. Adopting user-centered design methods and attending to the esthetics of mobile health interventions are important steps toward encouraging engagement and reducing at-risk behaviors.

The complex relationship between conscious/unconscious learning and conscious/unconscious knowledge: The mediating effects of salience in form–meaning connections

This study investigates how implicit and explicit learning and knowledge are associated, by focusing on the salience of target form–meaning connections. The participants were engaged in incidental learning of artificial determiner systems that included grammatical rules of [± plural] (a taught rule), [± actor] (a more salient hidden rule), and [± animate] (a less salient hidden rule). They completed immediate and delayed post-tests by means of a two-alternative forced-choice task with subjective judgments of source attributions. Awareness during the learning phase was identified through analysis of thinking aloud protocols. The results did not support a one-to-one relation between either explicit learning and conscious knowledge, or implicit learning and unconscious knowledge; rather, they indicated that implicit and explicit learning are intricately linked to conscious and unconscious knowledge mediated by the salience of form–meaning connections in target items. This result also suggests the possibility of the later emergence of knowledge without any conscious awareness of it.

Eksperimentasi TAPPS dan GI terhadap Pengetahuan dan Sikap Sosial Ditinjau dari Gaya Belajar

<em>Education is faced with multi-dimensional problems, including the low competence of mathematical knowledge and the crisis of social aspects. This study aims to determine the difference in the effect of Thinking Aloud Pair Problem Solving (TAPPS), Group Investigation (GI), and Conventional models on knowledge competence and social attitudes in terms of learning styles. This is a quasi-experimental research, with a population of all eighth-grade students at SMP Negeri 24 Jakarta. Hypothesis testing used two-way multivariate analysis with unequal cells. The results of the research included: (1) TAPPS produced knowledge competence better than GI and conventional, and GI was better than conventional, (2) TAPPS and GI produced the same social attitudes, and both were better than conventional, (3) visual and auditorial resulted in the same good knowledge competence, and both were better than kinesthetic, (4) visual and auditory produced the same good social attitudes, and both were better than kinesthetic, (5) TAPPS and GI, knowledge competence of the three learning styles were equally good, whereas conventionally there were differences, (6) TAPPS and GI, social attitudes of the three types of learning styles were equally good, while conventionally there were differences, (7) in visual and auditory, knowledge competence of the three models were the same, while there were differences in kinesthetic, and (8) in visual and auditory, the social attitudes of the three models were the same, while there were differences in kinesthetic.</em>