RESUMO
BACKGROUND: Cerebral palsy (CP) is the most common and most complex disabling disorder in children. Newly qualified therapists are expected to manage CP despite feeling inexperienced and inadequately prepared. Short postgraduate practical training courses could potentially help bridge this readiness gap. However, the value of these short courses in addressing the knowledge and experience gap is unknown. OBJECTIVES: To establish the value of a short practical training course on the self-perceived readiness of newly qualified South African trained therapists to work with children with CP. METHOD: Secondary analysis of records on therapists' immediate evaluation of a short practical training course on CP management was completed. The analysis included records from 11 courses collected over a 2-years period (2015-2017). Paired t-tests were used to determine the change in knowledge in the quantitative questionnaire. Qualitative data were analysed inductively to determine themes. RESULTS: The majority of therapists had their expectations met by the course. Therapists' self-perceived level of knowledge about various aspects of CP after the course changed significantly. Therapists appreciated the adult teaching and learning methods, conducive learning environment, the relevant and organised content and holistic approach of the course. They demonstrated readiness to adopt positive attitudes, perceptions and practice following the course. CONCLUSION: A short practical postgraduate training course in CP is valuable in addressing the self-perceived lack of readiness amongst therapists with little experience in this area. It is capable of improving the knowledge and changing attitudes, perceptions and practice intentions positively, and thereby potentially improving the quality of service offered to children with CP.
RESUMO
El análisis de cuestionarios respondidos por alumnos de la disciplina Sistemas Sensoriales del curso de Fonoaudiología mostró que había dificultades para entender la histología de las regiones anatómicas del oído. Se estableció que la compresión de la histología demandaba una actividad didáctica complementaria. Por ello, se decidió crear una clase teórico-práctica diferenciada (CTP) usando un modelo tridimensional (3D) del oído humano y preparaciones histológicas de sus regiones. El modelo es una réplica anatómica muy aumentada del oído humano que permite la manipulación exploratoria de modo más eficaz que con piezas anatómicas clásicas. La CTP fue implementada en los dos semestres de 2014. La evaluación de la CTP incluyó un cuestionario de opiniones, más un cuaderno de actividades. Los resultados mostraron medias finales de mejores desempeños en ese año respecto al 2013, donde no fue dada este tipo de clase teórico-práctica. Se concluye que la CTP, asociada al modelo tridimensional y las explicaciones teóricas-prácticas de las preparaciones histológicas, permitió una mejor comprensión del contenido enseñado e introdujo una metodología más eficiente para el proceso de enseñanza-aprendizaje de un tema tan complejo así como importante para la formación académica de los estudiantes de Fonoaudiología. Adicionalmente, a partir de esta experiencia teórico-práctica se ha demostrado, una vez más, la importancia de la relación personal y profesional entre el profesor, preparador estudiantil y los alumnos para la calidad del trabajo académico.
We designed a differentiated theoretical-practical class (CTP) after analyzing questionnaires (Qs) answered by Speech-therapy students that attended the course "Sensory Systems". The Qs showed difficulties related with understanding the practical histology of the sensory systems, as well as problems to correlate it with the learning of the anatomy. We therefore established the to implement an auxiliary didactic activity (CTP). We used a three-dimensional model (3D) AS-001, of the University Extension Project (3D Museum). AS-001, is an enlarged anatomical replica of the human ear which is much more efficient for exploratory manipulation much than anatomical modeling. The assessment of CTP included a questionnaire and a notebook of activities. The CTP was implemented in both semesters during the year 2014. Results showed improvements when compared to 2013's data, when this type of theoretical-practical contents were not implemented. We conclude that the association of the three -dimensional model along with histological analysis of the parts of the ear effectively improved students' understanding of the subject. We therefore consider that CTP is a suitable methodology for the teaching-learning process of a complex, important subject for the academic training of Speech-therapy undergraduate students. Our experience allowed us to determine how important the personal and professional relationship between teachers and students is to improve academic work.
Assuntos
Humanos , Imageamento Tridimensional/métodos , Orelha/anatomia & histologia , Fonoaudiologia/educação , Histologia/educação , Modelos Anatômicos , Interpretação Estatística de Dados , Inquéritos e Questionários , Avaliação EducacionalRESUMO
High-throughput technologies are widely used in the field of functional genomics and used in an increasing number of applications. For many 'wet lab' scientists, the analysis of the large amount of data generated by such technologies is a major bottleneck that can only be overcome through very specialized training in advanced data analysis methodologies and the use of dedicated bioinformatics software tools. In this article, we wish to discuss the challenges related to delivering training in the analysis of high-throughput sequencing data and how we addressed these challenges in the hands-on training courses that we have developed at the European Bioinformatics Institute.
