dc.contributor.author |
Alyami, Mohsen |
en |
dc.contributor.author |
Alyami, Hussain |
en |
dc.contributor.author |
Sundram, Frederick |
en |
dc.contributor.author |
Haarhoff, BA |
en |
dc.date.accessioned |
2018-11-01T20:26:59Z |
en |
dc.date.issued |
2017-06-14 |
en |
dc.identifier.issn |
2327-6126 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/43724 |
en |
dc.description.abstract |
Background: Although comprehensive knowledge of suicide risk assessment is fundamental, training programs for such an essential skill often include passive and didactic methods that may not facilitate recall. Objectives: To examine the efficacy of a recently published novel visual metaphor (VM) for teaching suicide risk factors as an adjunct to traditional teaching methods in a group of novice learners. Methods: A pilot non-blinded randomized controlled trial (RCT) was conducted. 22 first-year undergraduate psychology students were randomly assigned to either a control group, where they received traditional teaching (TT) or an intervention group, where they received traditional teaching and the visual metaphor (TT+VM). Participants then completed post-learning assessment including immediate free recall of suicide risk factors and knowledge application based on a clinical vignette. Cognitive load and participants’ satisfaction were also assessed. Descriptive statistics and the Mann-Whitney U test were used to analyze the data. Results: The TT+VM group demonstrated significantly better immediate free recall of suicide risk factors (mean= 14.56, SD= 3.2, p=.026), and superior application in the clinical vignette (mean= 14.33, SD= 1.00, p= .036). Furthermore, the TT+VM group also reported significantly less cognitive loading while learning suicide risk factors (mean= 3.44, SD= .88, p=.001) and significantly higher satisfaction levels (mean= 26.44, SD= 3.6, p=.001). The differences between the two groups on these domains ranged between medium and large effect sizes. Conclusions: Preliminary findings show that the use of TT+VM enhanced the learning of suicide risk factors. The VM could be a useful learning tool for novice learners but future large-scale studies are warranted to replicate this positive preliminary effect. |
en |
dc.publisher |
Science and Education Publishing |
en |
dc.relation.ispartofseries |
American Journal of Educational Research |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
https://creativecommons.org/licenses/by/4.0/ |
en |
dc.title |
Evaluation of a visual metaphor of suicide risk factors: Results from a pilot randomized controlled trial in psychology students |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.12691/education-5-6-2 |
en |
pubs.issue |
6 |
en |
pubs.begin-page |
606 |
en |
pubs.volume |
5 |
en |
dc.rights.holder |
Copyright: Science and Education Publishing |
en |
pubs.author-url |
http://pubs.sciepub.com/education/5/6/2/index.html |
en |
pubs.end-page |
611 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
738971 |
en |
pubs.org-id |
Medical and Health Sciences |
en |
pubs.org-id |
School of Medicine |
en |
pubs.org-id |
Psychological Medicine Dept |
en |
dc.identifier.eissn |
2327-6126 |
en |
pubs.record-created-at-source-date |
2018-05-02 |
en |
pubs.online-publication-date |
2017-06-14 |
en |