当前位置： SCI文献检索 > ADVANCES IN PHYSIOLOGY EDUCATION期刊下所有文献 > Developing best practices teaching procedures for skinfold assessment: observational examination using the Think Aloud method.

Developing best practices teaching procedures for skinfold assessment: observational examination using the Think Aloud method.

Abstract：

:Skinfold assessment is valid and economical; however, it has a steep learning curve, and many programs only include one exposure to the technique. Increasing the number of exposures to skinfold assessment within an undergraduate curriculum would likely increase skill proficiency. The present study combined observational and Think Aloud methodologies to quantify procedural and cognitive characteristics of skinfold assessment. It was hypothesized that 1) increased curricular exposure to skinfold assessment would improve proficiency and 2) the combination of an observational and Think Aloud analysis would provide quantifiable areas of emphasis for instructing skinfold assessment. Seventy-five undergraduates with varied curricular exposure performed a seven-site skinfold assessment on a test subject while expressing their thoughts aloud. A trained practitioner recorded procedural observations, with transcripts generated from audio recordings to capture cognitive information. Skinfold measurements were compared with a criterion value, and bias scores were generated. Participants whose total bias fell within ±3.5% of the criterion value were proficient, with the remainder nonproficient. An independent-samples t-test was used to compare procedural and cognitive observations across experience and proficiency groups. Additional curricular exposure improved performance of skinfold assessment in areas such as the measurement of specific sites (e.g., chest, abdomen, and thigh) and procedural (e.g., landmark identification) and cognitive skills (e.g., complete site explanation). Furthermore, the Think Aloud method is a valuable tool for determining curricular strengths and weaknesses with skinfold assessment and as a pedagogical tool for individual instruction and feedback in the classroom.

journal_name

Adv Physiol Educ

journal_title

Advances in physiology education

authors

Holmstrup ME,Verba SD,Lynn JS

doi

10.1152/advan.00044.2015

subject

Has Abstract

pub_date

2015-12-01 00:00:00

pages

283-7

issue

eissn

1043-4046

issn

1522-1229

pii

39/4/283

journal_volume

pub_type

杂志文章

在线工具

Developing best practices teaching procedures for skinfold assessment: observational examination using the Think Aloud method.