The Accuracy of Aggregate Student Growth Percentiles as Indicators of Educator Performance

ERIC Educational Resources Information Center

Castellano, Katherine E.; McCaffrey, Daniel F.

2017-01-01

Mean or median student growth percentiles (MGPs) are a popular measure of educator performance, but they lack rigorous evaluation. This study investigates the error in MGP due to test score measurement error (ME). Using analytic derivations, we find that errors in the commonly used MGP are correlated with average prior latent achievement: Teachers…

Correcting the Errors in the Writing of University Students in the Comfortable Atmosphere

ERIC Educational Resources Information Center

Lu, Tuanhua

2010-01-01

This paper analyzed the common errors in university students' writing. At the same time, it showed some methods based on activities designed to give students practice in these problem areas. The activities are meant to be carried out in a comfortable, non-threatening atmosphere in which students can make positive steps toward reducing their errors…

The Impact of Measurement Error on the Accuracy of Individual and Aggregate SGP

ERIC Educational Resources Information Center

McCaffrey, Daniel F.; Castellano, Katherine E.; Lockwood, J. R.

2015-01-01

Student growth percentiles (SGPs) express students' current observed scores as percentile ranks in the distribution of scores among students with the same prior-year scores. A common concern about SGPs at the student level, and mean or median SGPs (MGPs) at the aggregate level, is potential bias due to test measurement error (ME). Shang,…

Dealing with Common Mistakes Using an Error Corpus for EFL Students to Increase Their Autonomy in Error Recognition and Correction in Every Day Class Tasks

ERIC Educational Resources Information Center

Terreros Lazo, Oscar

2012-01-01

In this article, you will find how autonomous students of EFL in Lima, Peru can be when they recognize and correct their errors based on the teachers' guidance about what to look for and how to do it in a process that I called "Error Hunting" during regular class activities without interfering with these activities.

Heuristic errors in clinical reasoning.

PubMed

Rylander, Melanie; Guerrasio, Jeannette

2016-08-01

Errors in clinical reasoning contribute to patient morbidity and mortality. The purpose of this study was to determine the types of heuristic errors made by third-year medical students and first-year residents. This study surveyed approximately 150 clinical educators inquiring about the types of heuristic errors they observed in third-year medical students and first-year residents. Anchoring and premature closure were the two most common errors observed amongst third-year medical students and first-year residents. There was no difference in the types of errors observed in the two groups. Errors in clinical reasoning contribute to patient morbidity and mortality Clinical educators perceived that both third-year medical students and first-year residents committed similar heuristic errors, implying that additional medical knowledge and clinical experience do not affect the types of heuristic errors made. Further work is needed to help identify methods that can be used to reduce heuristic errors early in a clinician's education. © 2015 John Wiley & Sons Ltd.

The Zero Product Principle Error.

ERIC Educational Resources Information Center

Padula, Janice

1996-01-01

Argues that the challenge for teachers of algebra in Australia is to find ways of making the structural aspects of algebra accessible to a greater percentage of students. Uses the zero product principle to provide an example of a common student error grounded in the difficulty of understanding the structure of algebra. (DDR)

Teaching Common Errors in Applying a Procedure.

ERIC Educational Resources Information Center

Marcone, Stephen; Reigeluth, Charles M.

1988-01-01

Discusses study that investigated whether or not the teaching of matched examples and nonexamples in the form of common errors could improve student performance in undergraduate music theory courses. Highlights include hypotheses tested, pretests and posttests, and suggestions for further research with different age groups. (19 references)…

The Language of Scholarship: How to Rapidly Locate and Avoid Common APA Errors.

PubMed

Freysteinson, Wyona M; Krepper, Rebecca; Mellott, Susan

2015-10-01

This article is relevant for nurses and nursing students who are writing scholarly documents for work, school, or publication and who have a basic understanding of American Psychological Association (APA) style. Common APA errors on the reference list and in citations within the text are reviewed. Methods to quickly find and reduce those errors are shared. Copyright 2015, SLACK Incorporated.

Language of Mechanisms: Exam Analysis Reveals Students' Strengths, Strategies, and Errors When Using the Electron-Pushing Formalism (Curved Arrows) in New Reactions

ERIC Educational Resources Information Center

Flynn, Alison B.; Featherstone, Ryan B.

2017-01-01

This study investigated students' successes, strategies, and common errors in their answers to questions that involved the electron-pushing (curved arrow) formalism (EPF), part of organic chemistry's language. We analyzed students' answers to two question types on midterms and final exams: (1) draw the electron-pushing arrows of a reaction step,…

Linguistic Error Analysis on Students' Thesis Proposals

ERIC Educational Resources Information Center

Pescante-Malimas, Mary Ann; Samson, Sonrisa C.

2017-01-01

This study identified and analyzed the common linguistic errors encountered by Linguistics, Literature, and Advertising Arts majors in their Thesis Proposal classes in the First Semester 2016-2017. The data were the drafts of the thesis proposals of the students from the three different programs. A total of 32 manuscripts were analyzed which was…

Digital Intraoral Imaging Re-Exposure Rates of Dental Students.

PubMed

Senior, Anthea; Winand, Curtis; Ganatra, Seema; Lai, Hollis; Alsulfyani, Noura; Pachêco-Pereira, Camila

2018-01-01

A guiding principle of radiation safety is ensuring that radiation dosage is as low as possible while yielding the necessary diagnostic information. Intraoral images taken with conventional dental film have a higher re-exposure rate when taken by dental students compared to experienced staff. The aim of this study was to examine the prevalence of and reasons for re-exposure of digital intraoral images taken by third- and fourth-year dental students in a dental school clinic. At one dental school in Canada, the total number of intraoral images taken by third- and fourth-year dental students, re-exposures, and error descriptions were extracted from patient clinical records for an eight-month period (September 2015 to April 2016). The data were categorized to distinguish between digital images taken with solid-state sensors or photostimulable phosphor plates (PSP). The results showed that 9,397 intraoral images were made, and 1,064 required re-exposure. The most common error requiring re-exposure for bitewing images was an error in placement of the receptor too far mesially or distally (29% for sensors and 18% for PSP). The most common error requiring re-exposure for periapical images was inadequate capture of the periapical area (37% for sensors and 6% for PSP). A retake rate of 11% was calculated, and the common technique errors causing image deficiencies were identified. Educational intervention can now be specifically designed to reduce the retake rate and radiation dose for future patients.

PREVALENCE OF REFRACTIVE ERRORS IN MADRASSA STUDENTS OF HARIPUR DISTRICT.

PubMed

Atta, Zoia; Arif, Abdus Salam; Ahmed, Iftikhar; Farooq, Umer

2015-01-01

Visual impairment due to refractive errors is one of the most common problems among school-age children and is the second leading cause of treatable blindness. The Right to Sight, a global initiative launched by a coalition of non-government organizations and the World Health Organization (WHO), aims to eliminate avoidable visual impairment and blindness at a global level. In order to achieve this goal it is important to know the prevalence of different refractive errors in a community. Children and teenagers are the most susceptible groups to be affected by refractive errors. So, this population needs to be screened for different types of refractive errors. The study was done with the objective to find the frequency of different types of refractive errors in students of madrassas between the ages of 5-20 years in Haripur. This cross sectional study was done with 300 students between ages of 5-20 years in Madrassas of Haripur. The students were screened for refractive errors and the types of the errors were noted. After screening for refractive errors-the glasses were prescribed to the students. Myopia being 52.6% was the most frequent refractive error in students, followed by hyperopia 28.4% and astigmatism 19%. This study showed that myopia is an important problem in madrassa population. Females and males are almost equally affected. Spectacle correction of refractive errors is the cheapest and easy solution of this problem.

Investigating the Causes of Medication Errors and Strategies to Prevention of Them from Nurses and Nursing Student Viewpoint

PubMed Central

Gorgich, Enam Alhagh Charkhat; Barfroshan, Sanam; Ghoreishi, Gholamreza; Yaghoobi, Maryam

2016-01-01

Introduction and Aim: Medication errors as a serious problem in world and one of the most common medical errors that threaten patient safety and may lead to even death of them. The purpose of this study was to investigate the causes of medication errors and strategies to prevention of them from nurses and nursing student viewpoint. Materials & Methods: This cross-sectional descriptive study was conducted on 327 nursing staff of khatam-al-anbia hospital and 62 intern nursing students in nursing and midwifery school of Zahedan, Iran, enrolled through the availability sampling in 2015. The data were collected by the valid and reliable questionnaire. To analyze the data, descriptive statistics, T-test and ANOVA were applied by use of SPSS16 software. Findings: The results showed that the most common causes of medications errors in nursing were tiredness due increased workload (97.8%), and in nursing students were drug calculation, (77.4%). The most important way for prevention in nurses and nursing student opinion, was reducing the work pressure by increasing the personnel, proportional to the number and condition of patients and also creating a unit as medication calculation. Also there was a significant relationship between the type of ward and the mean of medication errors in two groups. Conclusion: Based on the results it is recommended that nurse-managers resolve the human resources problem, provide workshops and in-service education about preparing medications, side-effects of drugs and pharmacological knowledge. Using electronic medications cards is a measure which reduces medications errors. PMID:27045413

The Effectiveness of Chinese NNESTs in Teaching English Syntax

ERIC Educational Resources Information Center

Chou, Chun-Hui; Bartz, Kevin

2007-01-01

This paper evaluates the effect of Chinese non-native English-speaking teachers (NNESTs) on Chinese ESL students' struggles with English syntax. The paper first classifies Chinese learners' syntactic errors into 10 common types. It demonstrates how each type of error results from an internal attempt to translate a common Chinese construction into…

Strategies for Detecting and Correcting Errors in Accounting Problems.

ERIC Educational Resources Information Center

James, Marianne L.

2003-01-01

Reviews common errors in accounting tests that students commit resulting from deficiencies in fundamental prior knowledge, ineffective test taking, and inattention to detail and provides solutions to the problems. (JOW)

Assessment for Learning: Turkey Case

ERIC Educational Resources Information Center

San, Ismail

2016-01-01

Why do we test students? To label them or teach them better? Labeling students is one of the most common errors of educators. If we don't want to fall into that error, then we should use those scores more useful. Marking pupils and focusing on the next examination is not the right approach for humanitarian systems. Then, what should we do?…

Addressing Common Student Technical Errors in Field Data Collection: An Analysis of a Citizen-Science Monitoring Project.

PubMed

Philippoff, Joanna; Baumgartner, Erin

2016-03-01

The scientific value of citizen-science programs is limited when the data gathered are inconsistent, erroneous, or otherwise unusable. Long-term monitoring studies, such as Our Project In Hawai'i's Intertidal (OPIHI), have clear and consistent procedures and are thus a good model for evaluating the quality of participant data. The purpose of this study was to examine the kinds of errors made by student researchers during OPIHI data collection and factors that increase or decrease the likelihood of these errors. Twenty-four different types of errors were grouped into four broad error categories: missing data, sloppiness, methodological errors, and misidentification errors. "Sloppiness" was the most prevalent error type. Error rates decreased with field trip experience and student age. We suggest strategies to reduce data collection errors applicable to many types of citizen-science projects including emphasizing neat data collection, explicitly addressing and discussing the problems of falsifying data, emphasizing the importance of using standard scientific vocabulary, and giving participants multiple opportunities to practice to build their data collection techniques and skills.

Teaching Common Errors in Applying a Procedure. IDD&E Working Paper No. 18.

ERIC Educational Resources Information Center

Garduno, Alberto O.; And Others

The purpose of this study was to replicate the Bentti, Golden, and Reigeluth study (1983), which explored the use of nonexamples to teach common errors as an effective strategy in teaching a procedure. A total of 24 undergraduate students enrolled in the Syracuse University Symphonic Band were randomly assigned to an experimental group and a…

Error-Detecting Identification Codes for Algebra Students.

ERIC Educational Resources Information Center

Sutherland, David C.

1990-01-01

Discusses common error-detecting identification codes using linear algebra terminology to provide an interesting application of algebra. Presents examples from the International Standard Book Number, the Universal Product Code, bank identification numbers, and the ZIP code bar code. (YP)

Correlation, necessity, and sufficiency: Common errors in the scientific reasoning of undergraduate students for interpreting experiments.

PubMed

Coleman, Aaron B; Lam, Diane P; Soowal, Lara N

2015-01-01

Gaining an understanding of how science works is central to an undergraduate education in biology and biochemistry. The reasoning required to design or interpret experiments that ask specific questions does not come naturally, and is an essential part of the science process skills that must be learned for an understanding of how scientists conduct research. Gaps in these reasoning skills make it difficult for students to become proficient in reading primary scientific literature. In this study, we assessed the ability of students in an upper-division biochemistry laboratory class to use the concepts of correlation, necessity, and sufficiency in interpreting experiments presented in a format and context that is similar to what they would encounter when reading a journal article. The students were assessed before and after completion of a laboratory module where necessary vs. sufficient reasoning was used to design and interpret experiments. The assessment identified two types of errors that were commonly committed by students when interpreting experimental data. When presented with an experiment that only establishes a correlation between a potential intermediate and a known effect, students frequently interpreted the intermediate as being sufficient (causative) for the effect. Also, when presented with an experiment that tests only necessity for an intermediate, they frequently made unsupported conclusions about sufficiency, and vice versa. Completion of the laboratory module and instruction in necessary vs. sufficient reasoning showed some promise for addressing these common errors. © 2015 The International Union of Biochemistry and Molecular Biology.

Using the L1 "Errors" of Native Speakers in the EFL Classroom

ERIC Educational Resources Information Center

Rebuck, Mark

2011-01-01

While it is common for teachers to focus on learners' errors in the EFL classroom, little attention is given to the "errors" that native English speakers make in their mother tongue. This paper reports on a study to assess the reaction of Japanese university students to an activity that primarily required identifying…

Comparison of students from private and public schools on the spelling performance.

PubMed

Silva, Nathane Sanches Marques; Crenitte, Patrícia Abreu Pinheiro

2015-01-01

To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

Student Beliefs towards Written Corrective Feedback: The Case of Filipino High School Students

ERIC Educational Resources Information Center

Balanga, Roselle A.; Fidel, Irish Van B.; Gumapac, Mone Virma Ginry P.; Ho, Howell T.; Tullo, Riza Mae C.; Villaraza, Patricia Monette L.; Vizconde, Camilla J.

2016-01-01

The study identified the beliefs of high school students toward Written Corrective Feedback (WCF), based on the framework of Anderson (2010). It also investigated the most common errors that students commit in writing stories and the type of WCF students receive from teachers. Data in the form of stories which were checked by teachers were…

Evaluating Students' Conceptual Understanding of Balanced Equations and Stoichiometric Ratios Using a Particulate Drawing

ERIC Educational Resources Information Center

Sanger, Michael J.

2005-01-01

A total of 156 students were asked to provide free-response balanced chemical equations for a classic multiple-choice particulate-drawing question first used by Nurrenbern and Pickering. The balanced equations and the number of students providing each equation are reported in this study. The most common student errors included a confusion between…

Analysis of Mongolian Students' Common Translation Errors and Its Solutions

ERIC Educational Resources Information Center

Zhao, Changhua

2013-01-01

In Inner Mongolia, those Mongolian students face lots of difficulties in learning English. Especially the English translation ability of Mongolian students is a weak point. It is worth to think a problem that how to let our students use the English freely on a certain foundation. This article investigates the problems of Mongolian English learners…

Undergraduate paramedic students cannot do drug calculations.

PubMed

Eastwood, Kathryn; Boyle, Malcolm J; Williams, Brett

2012-01-01

Previous investigation of drug calculation skills of qualified paramedics has highlighted poor mathematical ability with no published studies having been undertaken on undergraduate paramedics. There are three major error classifications. Conceptual errors involve an inability to formulate an equation from information given, arithmetical errors involve an inability to operate a given equation, and finally computation errors are simple errors of addition, subtraction, division and multiplication. The objective of this study was to determine if undergraduate paramedics at a large Australia university could accurately perform common drug calculations and basic mathematical equations normally required in the workplace. A cross-sectional study methodology using a paper-based questionnaire was administered to undergraduate paramedic students to collect demographical data, student attitudes regarding their drug calculation performance, and answers to a series of basic mathematical and drug calculation questions. Ethics approval was granted. The mean score of correct answers was 39.5% with one student scoring 100%, 3.3% of students (n=3) scoring greater than 90%, and 63% (n=58) scoring 50% or less, despite 62% (n=57) of the students stating they 'did not have any drug calculations issues'. On average those who completed a minimum of year 12 Specialist Maths achieved scores over 50%. Conceptual errors made up 48.5%, arithmetical 31.1% and computational 17.4%. This study suggests undergraduate paramedics have deficiencies in performing accurate calculations, with conceptual errors indicating a fundamental lack of mathematical understanding. The results suggest an unacceptable level of mathematical competence to practice safely in the unpredictable prehospital environment.

Limitations of Surface Mapping Technology in Accurately Identifying Critical Errors in Dental Students' Crown Preparations.

PubMed

Furness, Alan R; Callan, Richard S; Mackert, J Rodway; Mollica, Anthony G

2018-01-01

The aim of this study was to evaluate the effectiveness of the Planmeca Compare software in identifying and quantifying a common critical error in dental students' crown preparations. In 2014-17, a study was conducted at one U.S. dental school that evaluated an ideal crown prep made by a faculty member on a dentoform to modified preps. Two types of preparation errors were created by the addition of flowable composite to the occlusal surface of identical dies of the preparations to represent the underreduction of the distolingual cusp. The error was divided into two classes: the minor class allowed for 1 mm of occlusal clearance, and the major class allowed for no occlusal clearance. The preparations were then digitally evaluated against the ideal preparation using Planmeca Compare. Percent comparison values were obtained from each trial and averaged together. False positives and false negatives were also identified and used to determine the accuracy of the evaluation. Critical errors that did not involve a substantial change in the surface area of the preparation were inconsistently identified. Within the limitations of this study, the authors concluded that the Compare software was unable to consistently identify common critical errors within an acceptable degree of error.

Analysis of Student Errors on Division of Fractions

NASA Astrophysics Data System (ADS)

Maelasari, E.; Jupri, A.

2017-02-01

This study aims to describe the type of student errors that typically occurs at the completion of the division arithmetic operations on fractions, and to describe the causes of students’ mistakes. This research used a descriptive qualitative method, and involved 22 fifth grade students at one particular elementary school in Kuningan, Indonesia. The results of this study showed that students’ error answers caused by students changing their way of thinking to solve multiplication and division operations on the same procedures, the changing of mix fractions to common fraction have made students confused, and students are careless in doing calculation. From student written work, in solving the fraction problems, we found that there is influence between the uses of learning methods and student response, and some of student responses beyond researchers’ prediction. We conclude that the teaching method is not only the important thing that must be prepared, but the teacher should also prepare about predictions of students’ answers to the problems that will be given in the learning process. This could be a reflection for teachers to be better and to achieve the expected learning goals.

Holistic Grammar.

ERIC Educational Resources Information Center

Pierstorff, Don K.

1981-01-01

Parodies holistic approaches to education. Explains an educational approach which simultaneously teaches grammar and arithmetic. Lauds the advantages of the approach as high student attrition, ease of grading, and focus on developing the reptilian portion of the brain. Points out common errors made by students. (AYC)

The patterns of refractive errors among the school children of rural and urban settings in Nepal.

PubMed

Pokharel, A; Pokharel, P K; Das, H; Adhikari, S

2010-01-01

The uncorrected refractive error is an important cause of childhood blindness and visual impairment. To study the patterns of refractive errors among the urban and rural school going children of Nepal. A total of 440 school children of urban and rural schools within the age range of 7-15 years were selected for this study using multi-stage randomization technique. The overall prevalance of refractive error in school children was 19.8 %. The commonest refractive error among the students was myopia (59.8 %), followed by hypermetropia (31.0 %). The children of age group 12-15 years had the higher prevalence of myopia as compared to the younger counterparts (42.5 % vs 17.2 %). The prevalence of myopia was 15.5 % among the urban students as compared to 8.2 % among the rural ones (RR = 1.89, 95 % CI = 1.1-3.24). The hypermetropia was more common in urban students than in rural ones (6.4 %) vs 5.9 %, RR = 1.08 (95 % CI: 0.52-2.24). The prevalence of refractive error in the school children of Nepal is 19.8 %. The students from urban settings are more likely to have refractive error than their rural counterparts. © Nepal Ophthalmic Society.

Natural Selection as an Emergent Process: Instructional Implications

ERIC Educational Resources Information Center

Cooper, Robert A.

2017-01-01

Student reasoning about cases of natural selection is often plagued by errors that stem from miscategorising selection as a direct, causal process, misunderstanding the role of randomness, and from the intuitive ideas of intentionality, teleology and essentialism. The common thread throughout many of these reasoning errors is a failure to apply…

Improved Margin of Error Estimates for Proportions in Business: An Educational Example

ERIC Educational Resources Information Center

Arzumanyan, George; Halcoussis, Dennis; Phillips, G. Michael

2015-01-01

This paper presents the Agresti & Coull "Adjusted Wald" method for computing confidence intervals and margins of error for common proportion estimates. The presented method is easily implementable by business students and practitioners and provides more accurate estimates of proportions particularly in extreme samples and small…

Effect of a limited-enforcement intelligent tutoring system in dermatopathology on student errors, goals and solution paths.

PubMed

Payne, Velma L; Medvedeva, Olga; Legowski, Elizabeth; Castine, Melissa; Tseytlin, Eugene; Jukic, Drazen; Crowley, Rebecca S

2009-11-01

Determine effects of a limited-enforcement intelligent tutoring system in dermatopathology on student errors, goals and solution paths. Determine if limited enforcement in a medical tutoring system inhibits students from learning the optimal and most efficient solution path. Describe the type of deviations from the optimal solution path that occur during tutoring, and how these deviations change over time. Determine if the size of the problem-space (domain scope), has an effect on learning gains when using a tutor with limited enforcement. Analyzed data mined from 44 pathology residents using SlideTutor-a Medical Intelligent Tutoring System in Dermatopathology that teaches histopathologic diagnosis and reporting skills based on commonly used diagnostic algorithms. Two subdomains were included in the study representing sub-algorithms of different sizes and complexities. Effects of the tutoring system on student errors, goal states and solution paths were determined. Students gradually increase the frequency of steps that match the tutoring system's expectation of expert performance. Frequency of errors gradually declines in all categories of error significance. Student performance frequently differs from the tutor-defined optimal path. However, as students continue to be tutored, they approach the optimal solution path. Performance in both subdomains was similar for both errors and goal differences. However, the rate at which students progress toward the optimal solution path differs between the two domains. Tutoring in superficial perivascular dermatitis, the larger and more complex domain was associated with a slower rate of approximation towards the optimal solution path. Students benefit from a limited-enforcement tutoring system that leverages diagnostic algorithms but does not prevent alternative strategies. Even with limited enforcement, students converge toward the optimal solution path.

Undergraduate paramedic students cannot do drug calculations

PubMed Central

Eastwood, Kathryn; Boyle, Malcolm J; Williams, Brett

2012-01-01

BACKGROUND: Previous investigation of drug calculation skills of qualified paramedics has highlighted poor mathematical ability with no published studies having been undertaken on undergraduate paramedics. There are three major error classifications. Conceptual errors involve an inability to formulate an equation from information given, arithmetical errors involve an inability to operate a given equation, and finally computation errors are simple errors of addition, subtraction, division and multiplication. The objective of this study was to determine if undergraduate paramedics at a large Australia university could accurately perform common drug calculations and basic mathematical equations normally required in the workplace. METHODS: A cross-sectional study methodology using a paper-based questionnaire was administered to undergraduate paramedic students to collect demographical data, student attitudes regarding their drug calculation performance, and answers to a series of basic mathematical and drug calculation questions. Ethics approval was granted. RESULTS: The mean score of correct answers was 39.5% with one student scoring 100%, 3.3% of students (n=3) scoring greater than 90%, and 63% (n=58) scoring 50% or less, despite 62% (n=57) of the students stating they ‘did not have any drug calculations issues’. On average those who completed a minimum of year 12 Specialist Maths achieved scores over 50%. Conceptual errors made up 48.5%, arithmetical 31.1% and computational 17.4%. CONCLUSIONS: This study suggests undergraduate paramedics have deficiencies in performing accurate calculations, with conceptual errors indicating a fundamental lack of mathematical understanding. The results suggest an unacceptable level of mathematical competence to practice safely in the unpredictable prehospital environment. PMID:25215067

An Uncommon Approach to a Common Algebraic Error

ERIC Educational Resources Information Center

Rossi, Paul S.

2008-01-01

The basic rules of elementary algebra can often appear beyond the grasp of many students. Even though most subjects, including calculus, prove to be more difficult, it is the simple rules of algebra that continue to be the "thorn in the side" of many mathematics students. In this paper we present a result intended to help students achieve a…

Prevalence of refractive errors in Tibetan adolescents.

PubMed

Qian, Xuehan; Liu, Beihong; Wang, Jing; Wei, Nan; Qi, Xiaoli; Li, Xue; Li, Jing; Zhang, Ying; Hua, Ning; Ning, Yuxian; Ding, Gang; Ma, Xu; Wang, Binbin

2018-05-11

The prevalence of adolescent eye disease in remote areas of the Qinghai-Tibet Plateau has rarely been reported. To understand the prevalence of common eye diseases in Tibet, we performed ocular-disease screening on students from primary and secondary schools in Tibet, and compared the prevalence to that in the Central China Plain (referred to here as the "plains area"). The refractive status of students was evaluated with a Spot™ vision screener. The test was conducted three or fewer times for both eyes of each student and results with best correction were recorded. A total of 3246 students from primary and secondary schools in the Tibet Naidong district were screened, yielding a refractive error rate of 28.51%, which was significantly lower than that of the plains group (28.51% vs. 56.92%, p < 0.001). In both groups, the prevalence of refractive errors among females was higher than that among males. We found that Tibetan adolescents had a lower prevalence of refractive errors than did adolescents in the plains area, which may be related to less intensive schooling and greater exposure to sunlight.

Strategies for Teaching Fractions: Using Error Analysis for Intervention and Assessment

ERIC Educational Resources Information Center

Spangler, David B.

2011-01-01

Many students struggle with fractions and must understand them before learning higher-level math. Veteran educator David B. Spangler provides research-based tools that are aligned with NCTM and Common Core State Standards. He outlines powerful diagnostic methods for analyzing student work and providing timely, specific, and meaningful…

A Pilot Study Teaching Metrology in an Introductory Statistics Course

ERIC Educational Resources Information Center

Casleton, Emily; Beyler, Amy; Genschel, Ulrike; Wilson, Alyson

2014-01-01

Undergraduate students who have just completed an introductory statistics course often lack deep understanding of variability and enthusiasm for the field of statistics. This paper argues that by introducing the commonly underemphasized concept of measurement error, students will have a better chance of attaining both. We further present lecture…

Effectiveness and Efficiency of Reading Error Correction Procedures on the Reading Accuracy, Reading Fluency, and Reading Comprehension of Fourth Grade Students

ERIC Educational Resources Information Center

Wallace, Jennifer N.

2013-01-01

As education law evolves, educators are faced with difficult decisions regarding curriculum, prevention programs, and intervention strategies to use with their students. The use of evidence-based strategies for all academic skill areas, including reading, has become increasingly common in schools. Twenty-four 4th grade students participated in an…

Prevalence of refractive errors among school children in gondar town, northwest ethiopia.

PubMed

Yared, Assefa Wolde; Belaynew, Wasie Taye; Destaye, Shiferaw; Ayanaw, Tsegaw; Zelalem, Eshete

2012-10-01

Many children with poor vision due to refractive error remain undiagnosed and perform poorly in school. The situation is worse in the Sub-Saharan Africa, including Ethiopia, and current information is lacking. The objective of this study is to determine the prevalence of refractive error among children enrolled in elementary schools in Gondar town, Ethiopia. This was a cross-sectional study of 1852 students in 8 elementary schools. Subjects were selected by multistage random sampling. The study parameters were visual acuity (VA) evaluation and ocular examination. VA was measured by staff optometrists with the Snellen E-chart while students with subnormal vision were examined using pinhole, retinoscopy evaluation and subjective refraction by ophthalmologists. The study cohort was comprised of 45.8% males and 54.2% females from 8 randomly selected elementary schools with a response rate of 93%. Refractive errors in either eye were present in 174 (9.4%) children. Of these, myopia was diagnosed in 55 (31.6%) children in the right and left eyes followed by hyperopia in 46 (26.4%) and 39 (22.4%) in the right and left eyes respectively. Low myopia was the most common refractive error in 61 (49.2%) and 68 (50%) children for the right and left eyes respectively. Refractive error among children is a common problem in Gondar town and needs to be assessed at every health evaluation of school children for timely treatment.

Endodontic complications of root canal therapy performed by dental students with stainless-steel K-files and nickel-titanium hand files.

PubMed

Pettiette, M T; Metzger, Z; Phillips, C; Trope, M

1999-04-01

Straightening of curved canals is one of the most common procedural errors in endodontic instrumentation. This problem is commonly encountered when dental students perform molar endodontics. The purpose of this study was to compare the effect of the type of instrument used by these students on the extent of straightening and on the incidence of other endodontic procedural errors. Nickel-titanium 0.02 taper hand files were compared with traditional stainless-steel 0.02 taper K-files. Sixty molar teeth comprised of maxillary and mandibular first and second molars were treated by senior dental students. Instrumentation was with either nickel-titanium hand files or stainless-steel K-files. Preoperative and postoperative radiographs of each tooth were taken using an XCP precision instrument with a customized bite block to ensure accurate reproduction of radiographic angulation. The radiographs were scanned and the images stored as TIFF files. By superimposing tracings from the preoperative over the postoperative radiographs, the degree of deviation of the apical third of the root canal filling from the original canal was measured. The presence of other errors, such as strip perforation and instrument breakage, was established by examining the radiographs. In curved canals instrumented by stainless-steel K-files, the average deviation of the apical third of the canals was 14.44 degrees (+/- 10.33 degrees). The deviation was significantly reduced when nickel-titanium hand files were used to an average of 4.39 degrees (+/- 4.53 degrees). The incidence of other procedural errors was also significantly reduced by the use of nickel-titanium hand files.

Closing the Achievement Gap as Addressed in Student Support Programs

ERIC Educational Resources Information Center

Gordon, Vincent Hoover Adams, Jr.

2012-01-01

This research will focus on three components: (1) factors contributing to the achievement gap, (2) common errors made by policy makers with regard to school reform, and (3) recommendations to educators, policy makers, and parents on closing the achievement gap through results-based student support programs. Examples of each of the three components…

The Effectiveness of Using Incorrect Examples to Support Learning about Decimal Magnitude

ERIC Educational Resources Information Center

Durkin, Kelley; Rittle-Johnson, Bethany

2012-01-01

Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal…

Impact of a pharmacy student-driven medication delivery service at hospital discharge.

PubMed

Rogers, Jacalyn; Pai, Vinita; Merandi, Jenna; Catt, Char; Cole, Justin; Yarosz, Shannon; Wehr, Allison; Durkin, Kayla; Kaczor, Chet

2017-03-01

A pharmacy student-driven discharge service developed for patients to reduce the number of medication errors on after-visit summaries (AVSs) is discussed. An audit of AVS documents was conducted before the implementation period (September 3 to October 23, 2013) to identify medication errors. As part of the audit, a pharmacist review of the discharge medication list was completed to determine the number and types of errors that occurred. A student-driven discharge service with AVS review was developed in collaboration with nursing and medical residents. Students reviewed a patient's AVS, delivered the discharge prescriptions to bedside, and conducted medication reconciliation with the patient and family. The AVS audit was conducted after implementation of these services to assess the impact on medication errors. It was observed that 72% (108 of 150) of AVSs contained at least 1 error before discharge and AVS review. During the 2-month postimplementation period (September 3 to October 23, 2014), this decreased to 27% (34 of 127), resulting in a 52% absolute reduction in the number of AVSs with at least 1 medication error ( p < 0.0001). The most common error was as-needed medication with no indication, which decreased from 55% in the preimplementation audit to 16% in the postimplementation audit. Prescribing to Nationwide Children's Hospital's outpatient pharmacy increased from 57% in the preimplementation period to 73% in the postimplementation period for the general pediatrics service. A pharmacy student-driven discharge and medication delivery service reduced the number of AVSs and increased access to medications for patients. Copyright © 2017 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Medication errors: problems and recommendations from a consensus meeting

PubMed Central

Agrawal, Abha; Aronson, Jeffrey K; Britten, Nicky; Ferner, Robin E; de Smet, Peter A; Fialová, Daniela; Fitzgerald, Richard J; Likić, Robert; Maxwell, Simon R; Meyboom, Ronald H; Minuz, Pietro; Onder, Graziano; Schachter, Michael; Velo, Giampaolo

2009-01-01

Here we discuss 15 recommendations for reducing the risks of medication errors: Provision of sufficient undergraduate learning opportunities to make medical students safe prescribers. Provision of opportunities for students to practise skills that help to reduce errors. Education of students about common types of medication errors and how to avoid them. Education of prescribers in taking accurate drug histories. Assessment in medical schools of prescribing knowledge and skills and demonstration that newly qualified doctors are safe prescribers. European harmonization of prescribing and safety recommendations and regulatory measures, with regular feedback about rational drug use. Comprehensive assessment of elderly patients for declining function. Exploration of low-dose regimens for elderly patients and preparation of special formulations as required. Training for all health-care professionals in drug use, adverse effects, and medication errors in elderly people. More involvement of pharmacists in clinical practice. Introduction of integrated prescription forms and national implementation in individual countries. Development of better monitoring systems for detecting medication errors, based on classification and analysis of spontaneous reports of previous reactions, and for investigating the possible role of medication errors when patients die. Use of IT systems, when available, to provide methods of avoiding medication errors; standardization, proper evaluation, and certification of clinical information systems. Nonjudgmental communication with patients about their concerns and elicitation of symptoms that they perceive to be adverse drug reactions. Avoidance of defensive reactions if patients mention symptoms resulting from medication errors. PMID:19594525

Common postural defects among music students.

PubMed

Blanco-Piñeiro, Patricia; Díaz-Pereira, M Pino; Martínez, Aurora

2015-07-01

Postural quality during musical performance affects both musculoskeletal health and the quality of the performance. In this study we examined the posture of 100 students at a Higher Conservatory of Music in Spain. By analysing video tapes and photographs of the students while performing, a panel of experts extracted values of 11 variables reflecting aspects of overall postural quality or the postural quality of various parts of the body. The most common postural defects were identified, together with the situations in which they occur. It is concluded that most students incur in unphysiological postures during performance. It is hoped that use of the results of this study will help correct these errors. Copyright © 2015 Elsevier Ltd. All rights reserved.

Commonly Unrecognized Error Variance in Statewide Assessment Programs: Sources of Error Variance and What Can Be Done to Reduce Them

ERIC Educational Resources Information Center

Brockmann, Frank

2011-01-01

State testing programs today are more extensive than ever, and their results are required to serve more purposes and high-stakes decisions than one might have imagined. Assessment results are used to hold schools, districts, and states accountable for student performance and to help guide a multitude of important decisions. This report describes…

Prevalence of Refractive Errors Among School Children in Gondar Town, Northwest Ethiopia

PubMed Central

Yared, Assefa Wolde; Belaynew, Wasie Taye; Destaye, Shiferaw; Ayanaw, Tsegaw; Zelalem, Eshete

2012-01-01

Purpose: Many children with poor vision due to refractive error remain undiagnosed and perform poorly in school. The situation is worse in the Sub-Saharan Africa, including Ethiopia, and current information is lacking. The objective of this study is to determine the prevalence of refractive error among children enrolled in elementary schools in Gondar town, Ethiopia. Materials and Methods: This was a cross-sectional study of 1852 students in 8 elementary schools. Subjects were selected by multistage random sampling. The study parameters were visual acuity (VA) evaluation and ocular examination. VA was measured by staff optometrists with the Snellen E-chart while students with subnormal vision were examined using pinhole, retinoscopy evaluation and subjective refraction by ophthalmologists. Results: The study cohort was comprised of 45.8% males and 54.2% females from 8 randomly selected elementary schools with a response rate of 93%. Refractive errors in either eye were present in 174 (9.4%) children. Of these, myopia was diagnosed in 55 (31.6%) children in the right and left eyes followed by hyperopia in 46 (26.4%) and 39 (22.4%) in the right and left eyes respectively. Low myopia was the most common refractive error in 61 (49.2%) and 68 (50%) children for the right and left eyes respectively. Conclusions: Refractive error among children is a common problem in Gondar town and needs to be assessed at every health evaluation of school children for timely treatment. PMID:23248538

Can yu rid guat ay rot? A developmental investigation of cross-linguistic spelling errors among Spanish-English bilingual students

PubMed Central

Howard, Elizabeth R.; Green, Jennifer D.; Arteagoitia, Igone

2014-01-01

This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish-English bilinguals. English spelling, reading and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from 2nd grade to 4th grade. Data analysis consisted of t-tests and multiple regression. The incidence of cross-linguistic spelling errors was found to be low at all grade levels and to virtually disappear by 4th grade, indicating that this is a developmental issue that is common among bilingual students and that resolves itself without remediation. PMID:25302051

Quality of Impressions and Work Authorizations Submitted by Dental Students Supervised by Prosthodontists and General Dentists.

PubMed

Imbery, Terence A; Diaz, Nicholas; Greenfield, Kristy; Janus, Charles; Best, Al M

2016-10-01

Preclinical fixed prosthodontics is taught by Department of Prosthodontics faculty members at Virginia Commonwealth University School of Dentistry; however, 86% of all clinical cases in academic year 2012 were staffed by faculty members from the Department of General Practice. The aims of this retrospective study were to quantify the quality of impressions, accuracy of laboratory work authorizations, and most common errors and to determine if there were differences between the rate of errors in cases supervised by the prosthodontists and the general dentists. A total of 346 Fixed Prosthodontic Laboratory Tracking Sheets for the 2012 academic year were reviewed. The results showed that, overall, 73% of submitted impressions were acceptable at initial evaluation, 16% had to be poured first and re-evaluated for quality prior to pindexing, 7% had multiple impressions submitted for transfer dies, and 4% were rejected for poor quality. There were higher acceptance rates for impressions and work authorizations for cases staffed by prosthodontists than by general dentists, but the differences were not statistically significant (p=0.0584 and p=0.0666, respectively). Regarding the work authorizations, 43% overall did not provide sufficient information or had technical errors that delayed prosthesis fabrication. The most common errors were incorrect mountings, absence of solid casts, inadequate description of margins for porcelain fused to metal crowns, inaccurate die trimming, and margin marking. The percentages of errors in cases supervised by general dentists and prosthodontists were similar for 17 of the 18 types of errors identified; only for margin description was the percentage of errors statistically significantly higher for general dentist-supervised than prosthodontist-supervised cases. These results highlighted the ongoing need for faculty development and calibration to ensure students receive the highest quality education from all faculty members teaching fixed prosthodontics.

Cognitive bias in clinical practice - nurturing healthy skepticism among medical students.

PubMed

Bhatti, Alysha

2018-01-01

Errors in clinical reasoning, known as cognitive biases, are implicated in a significant proportion of diagnostic errors. Despite this knowledge, little emphasis is currently placed on teaching cognitive psychology in the undergraduate medical curriculum. Understanding the origin of these biases and their impact on clinical decision making helps stimulate reflective practice. This article outlines some of the common types of cognitive biases encountered in the clinical setting as well as cognitive debiasing strategies. Medical educators should nurture healthy skepticism among medical students by raising awareness of cognitive biases and equipping them with robust tools to circumvent such biases. This will enable tomorrow's doctors to improve the quality of care delivered, thus optimizing patient outcomes.

Performance Characterization of an Instrument.

ERIC Educational Resources Information Center

Salin, Eric D.

1984-01-01

Describes an experiment designed to teach students to apply the same statistical awareness to instrumentation they commonly apply to classical techniques. Uses propagation of error techniques to pinpoint instrumental limitations and breakdowns and to demonstrate capabilities and limitations of volumetric and gravimetric methods. Provides lists of…

Selection Bias in Students' Evaluation of Teaching: Causes of Student Absenteeism and Its Consequences for Course Ratings and Rankings

ERIC Educational Resources Information Center

Wolbring, Tobias; Treischl, Edgar

2016-01-01

Systematic sampling error due to self-selection is a common topic in methodological research and a key challenge for every empirical study. Since selection bias is often not sufficiently considered as a potential flaw in research on and evaluations in higher education, the aim of this paper is to raise awareness for the topic using the case of…

Evaluation of students' knowledge about paediatric dosage calculations.

PubMed

Özyazıcıoğlu, Nurcan; Aydın, Ayla İrem; Sürenler, Semra; Çinar, Hava Gökdere; Yılmaz, Dilek; Arkan, Burcu; Tunç, Gülseren Çıtak

2018-01-01

Medication errors are common and may jeopardize the patient safety. As paediatric dosages are calculated based on the child's age and weight, risk of error in dosage calculations is increasing. In paediatric patients, overdose drug prescribed regardless of the child's weight, age and clinical picture may lead to excessive toxicity and mortalities while low doses may delay the treatment. This study was carried out to evaluate the knowledge of nursing students about paediatric dosage calculations. This research, which is of retrospective type, covers a population consisting of all the 3rd grade students at the bachelor's degree in May, 2015 (148 students). Drug dose calculation questions in exam papers including 3 open ended questions on dosage calculation problems, addressing 5 variables were distributed to the students and their responses were evaluated by the researchers. In the evaluation of the data, figures and percentage distribution were calculated and Spearman correlation analysis was applied. Exam question on the dosage calculation based on child's age, which is the most common method in paediatrics, and which ensures right dosages and drug dilution was answered correctly by 87.1% of the students while 9.5% answered it wrong and 3.4% left it blank. 69.6% of the students was successful in finding the safe dose range, and 79.1% in finding the right ratio/proportion. 65.5% of the answers with regard to Ml/dzy calculation were correct. Moreover, student's four operation skills were assessed and 68.2% of the students were determined to have found the correct answer. When the relation among the questions on medication was examined, a significant relation (correlation) was determined between them. It is seen that in dosage calculations, the students failed mostly in calculating ml/dzy (decimal). This result means that as dosage calculations are based on decimal values, calculations may be ten times erroneous when the decimal point is placed wrongly. Moreover, it is also seen that students lack maths knowledge in respect of four operations and calculating safe dose range. Relations among the medications suggest that a student wrongly calculating a dosage may also make other errors. Additional courses, exercises or utilisation of different teaching techniques may be suggested to eliminate the deficiencies in terms of basic maths knowledge, problem solving skills and correct dosage calculation of the students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Medical students' experiences with medical errors: an analysis of medical student essays.

PubMed

Martinez, William; Lo, Bernard

2008-07-01

This study aimed to examine medical students' experiences with medical errors. In 2001 and 2002, 172 fourth-year medical students wrote an anonymous description of a significant medical error they had witnessed or committed during their clinical clerkships. The assignment represented part of a required medical ethics course. We analysed 147 of these essays using thematic content analysis. Many medical students made or observed significant errors. In either situation, some students experienced distress that seemingly went unaddressed. Furthermore, this distress was sometimes severe and persisted after the initial event. Some students also experienced considerable uncertainty as to whether an error had occurred and how to prevent future errors. Many errors may not have been disclosed to patients, and some students who desired to discuss or disclose errors were apparently discouraged from doing so by senior doctors. Some students criticised senior doctors who attempted to hide errors or avoid responsibility. By contrast, students who witnessed senior doctors take responsibility for errors and candidly disclose errors to patients appeared to recognise the importance of honesty and integrity and said they aspired to these standards. There are many missed opportunities to teach students how to respond to and learn from errors. Some faculty members and housestaff may at times respond to errors in ways that appear to contradict professional standards. Medical educators should increase exposure to exemplary responses to errors and help students to learn from and cope with errors.

A survey of camera error sources in machine vision systems

NASA Astrophysics Data System (ADS)

Jatko, W. B.

In machine vision applications, such as an automated inspection line, television cameras are commonly used to record scene intensity in a computer memory or frame buffer. Scene data from the image sensor can then be analyzed with a wide variety of feature-detection techniques. Many algorithms found in textbooks on image processing make the implicit simplifying assumption of an ideal input image with clearly defined edges and uniform illumination. The ideal image model is helpful to aid the student in understanding the principles of operation, but when these algorithms are blindly applied to real-world images the results can be unsatisfactory. This paper examines some common measurement errors found in camera sensors and their underlying causes, and possible methods of error compensation. The role of the camera in a typical image-processing system is discussed, with emphasis on the origination of signal distortions. The effects of such things as lighting, optics, and sensor characteristics are considered.

A Corpus Based Study on the Use of Preposition of Time "On" and "At" in Argumentative Essays of Form 4 and Form 5 Malaysian Students

ERIC Educational Resources Information Center

Loke, Darina Lokeman; Ali, Juliana; Anthony, Norin Norain Zulkifli

2013-01-01

This article presents a corpus-based investigation on English prepositions of time presented in the argumentative essays of Form 4 and Form 5 Malaysian secondary students in the MCSAW corpus. The aims were to find out the distribution patterns and the common errors in the use of preposition of time, "on" and "at". This corpus…

Observer Biases in the Classroom.

ERIC Educational Resources Information Center

Kite, Mary E.

1991-01-01

Presents three student exercises that demonstrate common perceptual errors described in social psychological literature: actor-observer effect, false consensus bias, and priming effects. Describes methods to be followed and gives terms, sentences, and a story to be used in the exercises. Suggests discussion of the bases and impact of such…

Common Methodology Mistakes in Dissertations: Improving Dissertation Quality.

ERIC Educational Resources Information Center

Thompson, Bruce

Dissertations are the cumulative, tangible "best evidence" of interests of doctoral faculty and students in serious and incisive scholarship. Thus, dissertations are thoroughly studied by the program review teams periodically hired by boards of higher education in most states. The present paper explores seven errors in quantitative…

Library Consultants: Client Views.

ERIC Educational Resources Information Center

Robbins-Carter, Jane

1984-01-01

Reviews the consulting process (two-way interaction focused on seeking, giving, and receiving of help) as it applies to library science and identifies nine process roles of the consultant as teacher, student, detective, barbarian, timekeeper, monitor, talisman, advocate, and ritual pig. Common errors in classifying consultant roles are noted. (9…

Patient safety in the clinical laboratory: a longitudinal analysis of specimen identification errors.

PubMed

Wagar, Elizabeth A; Tamashiro, Lorraine; Yasin, Bushra; Hilborne, Lee; Bruckner, David A

2006-11-01

Patient safety is an increasingly visible and important mission for clinical laboratories. Attention to improving processes related to patient identification and specimen labeling is being paid by accreditation and regulatory organizations because errors in these areas that jeopardize patient safety are common and avoidable through improvement in the total testing process. To assess patient identification and specimen labeling improvement after multiple implementation projects using longitudinal statistical tools. Specimen errors were categorized by a multidisciplinary health care team. Patient identification errors were grouped into 3 categories: (1) specimen/requisition mismatch, (2) unlabeled specimens, and (3) mislabeled specimens. Specimens with these types of identification errors were compared preimplementation and postimplementation for 3 patient safety projects: (1) reorganization of phlebotomy (4 months); (2) introduction of an electronic event reporting system (10 months); and (3) activation of an automated processing system (14 months) for a 24-month period, using trend analysis and Student t test statistics. Of 16,632 total specimen errors, mislabeled specimens, requisition mismatches, and unlabeled specimens represented 1.0%, 6.3%, and 4.6% of errors, respectively. Student t test showed a significant decrease in the most serious error, mislabeled specimens (P < .001) when compared to before implementation of the 3 patient safety projects. Trend analysis demonstrated decreases in all 3 error types for 26 months. Applying performance-improvement strategies that focus longitudinally on specimen labeling errors can significantly reduce errors, therefore improving patient safety. This is an important area in which laboratory professionals, working in interdisciplinary teams, can improve safety and outcomes of care.

Errors Analysis of Students in Mathematics Department to Learn Plane Geometry

NASA Astrophysics Data System (ADS)

Mirna, M.

2018-04-01

This article describes the results of qualitative descriptive research that reveal the locations, types and causes of student error in answering the problem of plane geometry at the problem-solving level. Answers from 59 students on three test items informed that students showed errors ranging from understanding the concepts and principles of geometry itself to the error in applying it to problem solving. Their type of error consists of concept errors, principle errors and operational errors. The results of reflection with four subjects reveal the causes of the error are: 1) student learning motivation is very low, 2) in high school learning experience, geometry has been seen as unimportant, 3) the students' experience using their reasoning in solving the problem is very less, and 4) students' reasoning ability is still very low.

Understanding Place Value

ERIC Educational Resources Information Center

Cooper, Linda L.; Tomayko, Ming C.

2011-01-01

Developing an understanding of place value and the base-ten number system is considered a fundamental goal of the early primary grades. For years, teachers have anecdotally reported that students struggle with place-value concepts. Among the common errors cited are misreading such numbers as 26 and 62 by seeing them as identical in meaning,…

Electronic health communication: an educational application for this principle of the Patient-centered Medical Home.

PubMed

Barnhart, Amber; Lausen, Harald; Smith, Tracey; Lopp, Lauri

2010-05-01

The Patient-centered Medical Home (PCMH) relies on comprehensive, consistent, and accessible communication for the patient with all members of their health care team. "E-medicine" and health information technology (HIT) create many new possibilities in addition to standard face-to-face encounters. There is interest by both physicians and patients for enhanced access through electronic communication. However, there is little published literature regarding specific educational programs for medical professionals using electronic communication with patients. Faculty in a required 6-week family medicine clerkship developed, implemented, and evaluated an electronic health communication curriculum. This curriculum consists of a didactic session on electronic health communication including anticipated errors of communication and common clinical pitfalls. Each clerkship student receives a weekly e-mail from a standardized patient centered on a clinical question. Additionally, each e-mail contains a different communication challenge or predicted error. Students receive feedback each week on the e-mails and are evaluated with an objective structured clinical exam (OSCE) during the final week. The results of the weekly e-mails and the final OSCE show that students improve overall but continue to make predicted errors in communication despite didactic instruction and actual practice. These results reinforce the need for medical student education on electronic health communication with patients.

Sequencing artifacts in the type A influenza databases and attempts to correct them.

PubMed

Suarez, David L; Chester, Nikki; Hatfield, Jason

2014-07-01

There are over 276 000 influenza gene sequences in public databases, with the quality of the sequences determined by the contributor. As part of a high school class project, influenza sequences with possible errors were identified in the public databases based on the size of the gene being longer than expected, with the hypothesis that these sequences would have an error. Students contacted sequence submitters alerting them of the possible sequence issue(s) and requested they the suspect sequence(s) be correct as appropriate. Type A influenza viruses were screened, and gene segments longer than the accepted size were identified for further analysis. Attention was placed on sequences with additional nucleotides upstream or downstream of the highly conserved non-coding ends of the viral segments. A total of 1081 sequences were identified that met this criterion. Three types of errors were commonly observed: non-influenza primer sequence wasn't removed from the sequence; PCR product was cloned and plasmid sequence was included in the sequence; and Taq polymerase added an adenine at the end of the PCR product. Internal insertions of nucleotide sequence were also commonly observed, but in many cases it was unclear if the sequence was correct or actually contained an error. A total of 215 sequences, or 22.8% of the suspect sequences, were corrected in the public databases in the first year of the student project. Unfortunately 138 additional sequences with possible errors were added to the databases in the second year. Additional awareness of the need for data integrity of sequences submitted to public databases is needed to fully reap the benefits of these large data sets. © 2014 The Authors. Influenza and Other Respiratory Viruses Published by John Wiley & Sons Ltd.

The How To of Badminton from Player to Teacher.

ERIC Educational Resources Information Center

Hicks, Virginia

This book is designed to help beginning and advanced students learn to play badminton in physical education classes, and to provide guidelines for the physical education instructor teaching badminton. It includes chapters on how to perform all the basic skills and advanced techniques, and provides a table which lists common errors and suggestions…

Common Algorithms of Primary Stress Placement on Polysyllabic Words

ERIC Educational Resources Information Center

Yurtbasi, Metin

2017-01-01

Turkish students tend to make considerable stress placement errors when pronouncing English polysyllabic words because of the interference of the traditional word stress patterns of their mother tongue. They usually misplace stresses in their utterance, both either as a result of their native pronunciation habits or their lack of stress-placing…

Clinical Problem Analysis (CPA): A Systematic Approach To Teaching Complex Medical Problem Solving.

ERIC Educational Resources Information Center

Custers, Eugene J. F. M.; Robbe, Peter F. De Vries; Stuyt, Paul M. J.

2000-01-01

Discusses clinical problem analysis (CPA) in medical education, an approach to solving complex clinical problems. Outlines the five step CPA model and examines the value of CPA's content-independent (methodical) approach. Argues that teaching students to use CPA will enable them to avoid common diagnostic reasoning errors and pitfalls. Compares…

Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula

ERIC Educational Resources Information Center

Bouck, Emily C.; Bouck, Mary K.; Joshi, Gauri S.; Johnson, Linley

2016-01-01

Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth…

Uncorrected refractive error and associated factors among primary school children in Debre Markos District, Northwest Ethiopia

PubMed Central

2014-01-01

Background Uncorrected Refractive Error is one of the leading cause amblyopia that exposes children to poor school performance. It refrain them from productive working lives resulting in severe economic and social loses in their latter adulthood lives. The objective of the study was to assess the prevalence of uncorrected refractive error and its associated factors among school children in Debre Markos District. Method A cross section study design was employed. Four hundred thirty two students were randomly selected using a multistage stratified sampling technique. The data were collected by trained ophthalmic nurses through interview, structured questionnaires and physical examinations. Snellens visual acuity measurement chart was used to identify the visual acuity of students. Students with visual acuity less than 6/12 had undergone further examination using auto refractor and cross-checked using spherical and cylindrical lenses. The data were entered into epi data statistical software version 3.1 and analyzed by SPSS version 20. The statistical significance was set at α ≤ 0.05. Descriptive, bivariate and multivariate analyses were done using odds ratios with 95% confidence interval. Result Out of 432 students selected for the study, 420 (97.2%) were in the age group 7–15 years. The mean age was 12 ± 2.1SD. Overall prevalence of refractive error was 43 (10.2%). Myopia was found among the most dominant 5.47% followed by astigmatism 1.9% and hyperopia 1.4% in both sexes. Female sex (AOR: 3.96, 95% CI: 1.55-10.09), higher grade level (AOR: 4.82, 95% CI: 1.98-11.47) and using computers regularly (AOR: 4.53, 95% CI: 1.58-12.96) were significantly associated with refractive error. Conclusion The burden of uncorrected refractive errors is high among primary schools children. Myopia was common in both sexes. The potential risk factors were sex, regular use of computers and higher grade level of students. Hence, school health programs should work on health information dissemination and eye health care services provision. PMID:25070579

Error analysis of mathematical problems on TIMSS: A case of Indonesian secondary students

NASA Astrophysics Data System (ADS)

Priyani, H. A.; Ekawati, R.

2018-01-01

Indonesian students’ competence in solving mathematical problems is still considered as weak. It was pointed out by the results of international assessment such as TIMSS. This might be caused by various types of errors made. Hence, this study aimed at identifying students’ errors in solving mathematical problems in TIMSS in the topic of numbers that considered as the fundamental concept in Mathematics. This study applied descriptive qualitative analysis. The subject was three students with most errors in the test indicators who were taken from 34 students of 8th graders. Data was obtained through paper and pencil test and student’s’ interview. The error analysis indicated that in solving Applying level problem, the type of error that students made was operational errors. In addition, for reasoning level problem, there are three types of errors made such as conceptual errors, operational errors and principal errors. Meanwhile, analysis of the causes of students’ errors showed that students did not comprehend the mathematical problems given.

Elementary school secretaries' experiences and perceptions of administering prescription medication.

PubMed

Price, James H; Dake, Joseph A; Murnan, Judy; Telljohann, Susan K

2003-12-01

This study assessed elementary school secretaries' (n = 385) experiences and perceptions with student prescription medication. Sixty-nine percent (n = 246) reported dispensing student medication, and this group represents the focus of this study. One in four secretaries reported not receiving any training regarding administration of student medication. Of those who were trained, 28% received training of less than one hour, and 24% received training of one to two hours duration. Secretaries generally disliked the responsibility of dispensing medication to students, but felt prepared to do so. Most (63%) administered student medication five days per week. The most commonly administered categories included attention deficit/hyperactivity medication (92%), asthma medication (87%), and antibiotics (68%). Most (85%) reported they had made no medication errors during the past year.

Drawing on student knowledge of neuroanatomy and neurophysiology.

PubMed

Slominski, Tara N; Momsen, Jennifer L; Montplaisir, Lisa M

2017-06-01

Drawings are an underutilized assessment format in Human Anatomy and Physiology (HA&P), despite their potential to reveal student content understanding and alternative conceptions. This study used student-generated drawings to explore student knowledge in a HA&P course. The drawing tasks in this study focused on chemical synapses between neurons, an abstract concept in HA&P. Using two preinstruction drawing tasks, students were asked to depict synaptic transmission and summation. In response to the first drawing task, 20% of students ( n = 352) created accurate representations of neuron anatomy. The remaining students created drawings suggesting an inaccurate or incomplete understanding of synaptic transmission. Of the 208 inaccurate student-generated drawings, 21% depicted the neurons as touching. When asked to illustrate summation, only 10 students (roughly 4%) were able to produce an accurate drawing. Overall, students were more successful at drawing anatomy (synapse) than physiology (summation) before formal instruction. The common errors observed in student-generated drawings indicate students do not enter the classroom as blank slates. The error of "touching" neurons in a chemical synapse suggests that students may be using intuitive or experiential knowledge when reasoning about physiological concepts. These results 1 ) support the utility of drawing tasks as a tool to reveal student content knowledge about neuroanatomy and neurophysiology; and 2 ) suggest students enter the classroom with better knowledge of anatomy than physiology. Collectively, the findings from this study inform both practitioners and researchers about the prevalence and nature of student difficulties in HA&P, while also demonstrating the utility of drawing in revealing student knowledge. Copyright © 2017 the American Physiological Society.

Spelling in adolescents with dyslexia: errors and modes of assessment.

PubMed

Tops, Wim; Callens, Maaike; Bijn, Evi; Brysbaert, Marc

2014-01-01

In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor's studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia. © Hammill Institute on Disabilities 2012.

Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

PubMed Central

Malone, Amelia S.; Fuchs, Lynn S.

2016-01-01

The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-grade students; (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors; and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students (n = 227) completed a 9-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65% of) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed. PMID:26966153

Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities

ERIC Educational Resources Information Center

Waugh, Rebecca E.

2010-01-01

Simultaneous prompting is an errorless learning strategy designed to reduce the number of errors students make; however, research has shown a disparity in the number of errors students make during instructional versus probe trials. This study directly examined the effects of error correction versus no error correction during probe trials on the…

Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities

ERIC Educational Resources Information Center

Waugh, Rebecca E.; Alberto, Paul A.; Fredrick, Laura D.

2011-01-01

Simultaneous prompting is an errorless learning strategy designed to reduce the number of errors students make; however, research has shown a disparity in the number of errors students make during instructional versus probe trials. This study directly examined the effects of error correction versus no error correction during probe trials on the…

Error Analysis of Indonesian Junior High School Student in Solving Space and Shape Content PISA Problem Using Newman Procedure

NASA Astrophysics Data System (ADS)

Sumule, U.; Amin, S. M.; Fuad, Y.

2018-01-01

This study aims to determine the types and causes of errors, as well as efforts being attempted to overcome the mistakes made by junior high school students in completing PISA content space and shape. Two subjects were selected based on the mathematical ability test results with the most error, yet they are able to communicate orally and in writing. Two selected subjects then worked on the PISA ability test question and the subjects were interviewed to find out the type and cause of the error and then given a scaffolding based on the type of mistake made.The results of this study obtained the type of error that students do are comprehension and transformation error. The reasons are students was not able to identify the keywords in the question, write down what is known or given, specify formulas or device a plan. To overcome this error, students were given scaffolding. Scaffolding that given to overcome misunderstandings were reviewing and restructuring. While to overcome the transformation error, scaffolding given were reviewing, restructuring, explaining and developing representational tools. Teachers are advised to use scaffolding to resolve errors so that the students are able to avoid these errors.

Correlation, Necessity, and Sufficiency: Common Errors in the Scientific Reasoning of Undergraduate Students for Interpreting Experiments

ERIC Educational Resources Information Center

Coleman, Aaron B.; Lam, Diane P.; Soowal, Lara N.

2015-01-01

Gaining an understanding of how science works is central to an undergraduate education in biology and biochemistry. The reasoning required to design or interpret experiments that ask specific questions does not come naturally, and is an essential part of the science process skills that must be learned for an understanding of how scientists conduct…

On the Distribution of Worker Productivity: The Case for Teacher Effectiveness and Student Achievement. CEDR Working Paper. WP #2016-10

ERIC Educational Resources Information Center

Goldhaber, Dan; Startz, Richard

2016-01-01

It is common to assume that worker productivity is normally distributed, but this assumption is rarely if ever tested. We estimate the distribution of worker productivity where individual productivity is measured with error, using the productivity of elementary school teachers as an example. Proposals to improve teacher productivity often focus on…

Polytomous versus Dichotomous Scoring on Multiple-Choice Examinations: Development of a Rubric for Rating Partial Credit

ERIC Educational Resources Information Center

Grunert, Megan L.; Raker, Jeffrey R.; Murphy, Kristen L.; Holme, Thomas A.

2013-01-01

The concept of assigning partial credit on multiple-choice test items is considered for items from ACS Exams. Because the items on these exams, particularly the quantitative items, use common student errors to define incorrect answers, it is possible to assign partial credits to some of these incorrect responses. To do so, however, it becomes…

Error-Eliciting Problems: Fostering Understanding and Thinking

ERIC Educational Resources Information Center

Lim, Kien H.

2014-01-01

Student errors are springboards for analyzing, reasoning, and justifying. The mathematics education community recognizes the value of student errors, noting that "mistakes are seen not as dead ends but rather as potential avenues for learning." To induce specific errors and help students learn, choose tasks that might produce mistakes.…

CE: Original Research: Exploring How Nursing Schools Handle Student Errors and Near Misses.

PubMed

Disch, Joanne; Barnsteiner, Jane; Connor, Susan; Brogren, Fabiana

2017-10-01

: Background: Little attention has been paid to how nursing students learn about quality and safety, and to the tools and policies that guide nursing schools in helping students respond to errors and near misses. This study sought to determine whether prelicensure nursing programs have a policy for reporting and following up on student clinical errors and near misses, a tool for such reporting, a tool or process (or both) for identifying trends, strategies for follow-up with students after errors and near misses, and strategies for follow-up with clinical agencies and individual faculty members. A national electronic survey of 1,667 schools of nursing with a prelicensure registered nursing program was conducted. Data from 494 responding schools (30%) were analyzed. Of the responding schools, 245 (50%) reported having no policy for managing students following a clinical error or near miss, and 272 (55%) reported having no tool for reporting student errors or near misses. Significant work is needed if the principles of a fair and just culture are to shape the response to nursing student errors and near misses. For nursing schools, some essential first steps are to understand the tools and policies a school has in place; the school's philosophy regarding errors and near misses; the resources needed to establish a fair and just culture; and how faculty can work together to create learning environments that eliminate or minimize the negative consequences of errors and near misses for patients, students, and faculty.

Use of Mobile Apps Among Medical and Nursing Students in Iran.

PubMed

Sheikhtaheri, Abbas; Kermani, Farzaneh

2018-01-01

Mobile technologies have a positive impact on patient care and cause to improved decision making, reduced medical errors and improved communication in care team. The purpose of this study was to investigate the use of mobile technologies by medical and nursing students and their tendency in future. This study was conducted among 372 medical and nursing students of Tehran University of Medical Science. Respectively, 60.8% and 62.4% of medical and nursing students use smartphone. The most commonly used apps among medical students were medical dictionary, drug apps, medical calculators and anatomical atlases and among nursing students were medical dictionary, anatomical atlases and nursing care guides. Also, the use of decision support systems, remote monitoring, patient imagery and remote diagnosis, patient records documentation, diagnostic guidelines and laboratory tests will be increased in the future.

An Investigation of Students' Errors in Logarithms

ERIC Educational Resources Information Center

Ganesan, Raman; Dindyal, Jaguthsing

2014-01-01

In this study we set out to investigate the errors made by students in logarithms. A test with 16 items was administered to 89 Secondary three students (Year 9). The errors made by the students were categorized using four categories from a framework by Movshovitz-Hadar, Zaslavsky, and Inbar (1987). It was found that students in the top third were…

Improvement of nursing students' learning outcomes through scenario-based skills training.

PubMed

Uysal, Nurcan

2016-08-08

this study analyzed the influence of scenario-based skills training on students' learning skills. the author evaluated the nursing skills laboratory exam papers of 605 sophomores in nursing programs for seven years. The study determined the common mistakes of students and the laboratory work was designed in a scenario-based format. The effectiveness of this method was evaluated by assessing the number of errors the students committed and their achievement scores in laboratory examinations. This study presents the students' common mistakes in intramuscular and subcutaneous injection and their development of intravenous access skills, included in the nursing skills laboratory examination. an analysis of the students' most common mistakes revealed that the most common was not following the principles of asepsis for all three skills (intramuscular, subcutaneous injection, intravenous access) in the first year of the scenario-based training. The students' exam achievement scores increased gradually, except in the fall semester of the academic year 2009-2010. The study found that the scenario-based skills training reduced students' common mistakes in examinations and enhanced their performance on exams. this method received a positive response from both students and instructors. The scenario-based training is available for use in addition to other skills training methods. en este estudio fue analizada la influencia de la capacitación basada en escenarios en las capacidades de aprendizaje de los alumnos. el autor evaluó los textos de exámenes de laboratorio de habilidades de enfermería producidos por 605 alumnos de segundo año en cursos de enfermería durante siete años. El estudio determinó los errores comunes de los alumnos y el trabajo en laboratorio adoptó el formato basado en escenarios. La eficacia de ese método fue evaluada mediante la cantidad de errores que los alumnos cometieron y sus notas de desempeño en exámenes de laboratorio. Este estudio presenta los errores comunes de los alumnos en la ejecución de inyecciones intramuscular y subcutánea y su desarrollo de capacidades de acceso intravenoso, tratadas en el examen de laboratorio de habilidades de enfermería. un análisis de los errores más comunes de los alumnos reveló que el más común fue el no seguimiento de los principios de asepsia para las tres habilidades ((intramuscular, inyección subcutánea, acceso intravenoso) en el primer año de la capacitación basada en escenarios. Las notas de desempeño de los alumnos en la prueba aumentaron gradualmente, excepto en el semestre de otoño del año académico 2009-2010. Fue observado que la capacitación basada en escenarios redujo los errores comunes de los alumnos en los exámenes y aumentó su desempeño en las pruebas. tanto los alumnos como los profesores respondieron positivamente a ese método. La capacitación basada en escenarios está disponible para uso en combinación con otros métodos de capacitación. neste estudo se analisou a influência da formação de capacidades baseada em cenários nas capacidades de aprendizagem de alunos. o autor avaliou os textos de exames de laboratório de habilidades de enfermagem produzidos por 605 alunos de segundo ano em cursos de enfermagem durante sete anos. O estudo determinou os erros comuns dos alunos e o trabalho em laboratório adotou o formato baseado em cenários. A eficácia desse método foi avaliada mediante o número de erros que os alunos cometeram e suas notas de desempenho em exames de laboratório. Este estudo apresenta os erros comuns dos alunos na execução de injeções intramuscular e subcutânea e seu desenvolvimento de habilidades de acesso intravenoso, tratadas no exame de laboratório de habilidades de enfermagem. uma análise dos erros mais comuns dos alunos revelou que o mais comum foi o não seguimento dos princípios de assepsia para as três habilidades (intramuscular, injeção subcutânea, acesso intravenoso) no primeiro ano da capacitação baseada em cenários. As notas de desempenho dos alunos no exame aumentaram gradualmente, exceto no semestre de outono do ano académico 2009-2010. Observou-se que a capacitação baseada em cenários reduziu os erros comuns dos alunos nos exames e aumentou seu desempenho nas provas. tanto os alunos como os professores responderam positivamente a esse método. A capacitação baseada em cenários está disponível para uso em combinação com outros métodos de capacitação.

Fostering the Intelligent Novice: Learning from Errors with Metacognitive Tutoring

ERIC Educational Resources Information Center

Mathan, Santosh A.; Koedinger, Kenneth R.

2005-01-01

This article explores 2 important aspects of metacognition: (a) how students monitor their ongoing performance to detect and correct errors and (b) how students reflect on those errors to learn from them. Although many instructional theories have advocated providing students with immediate feedback on errors, some researchers have argued that…

Understanding EFL Students' Errors in Writing

ERIC Educational Resources Information Center

Phuket, Pimpisa Rattanadilok Na; Othman, Normah Binti

2015-01-01

Writing is the most difficult skill in English, so most EFL students tend to make errors in writing. In assisting the learners to successfully acquire writing skill, the analysis of errors and the understanding of their sources are necessary. This study attempts to explore the major sources of errors occurred in the writing of EFL students. It…

Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities

ERIC Educational Resources Information Center

Lewis, Katherine E.

2016-01-01

Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study…

Prevalence and pattern of refractive errors among primary school children in Al Hassa , Saudi Arabia.

PubMed

Al Wadaani, Fahd Abdullah; Amin, Tarek Tawfik; Ali, Ayub; Khan, Atuar Rahman

2012-11-11

Some 12.8 million in the age group 5-15 years are visually impaired from uncorrected or inadequately corrected refractive errors. In Saudi Arabia, the size of this public health problem is not well defined especially among primary schoolchildren. The purpose of this cross-sectional study was to assess the prevalence and pattern of refractive errors among primary school children in Al Hassa, Saudi Arabia.  A total of 2246 Saudi primary school children aged 6 to 14 years of both genders were selected using multistage sampling method form 30 primary schools located in the three different areas of Al Hassa. School children were interviewed to collect demographics and vision data using a special data collection form followed by screening for refractive errors by trained optometrists within the school premises using a standardized protocol. Assessment of visual acuity and ocular motility evaluation were carried out and cover-uncover test was performed. Children detected with defective vision were referred for further examination employing subjective refraction with auto refractometer and objective refraction using streak retinoscopy after 1% cyclopentolate. Of the screened school children (N=2002), the overall prevalence of refractive errors was 13.7% (n=274), higher among females (Odds ratio, OR=1.39, P=0.012) and significantly more among students of rural residence (OR=2.40, P=0.001). The prevalence of refractive errors was disproportionately more among those aged 12-14 years (OR=9.02, P=0.001). Only 9.4% of students with poor vision were wore spectacles for correction. Myopia was the most commonly encountered refractive error among both genders (65.7% of the total errors encountered). Uncorrected refractive errors affected a sizable portion of primary school children in Al Hassa, Saudi Arabia. Primary schoolchildren especially females, rural and older children represents high risk group for refractive errors for which the included children were unaware.

Prevalence and Pattern of Refractive Errors among Primary School Children in Al Hassa, Saudi Arabia

PubMed Central

Wadaani, Fahd Abdullah Al; Amin, Tarek Tawfik; Ali, Ayub; Khan, Ataur Rahman

2013-01-01

Some 12.8 million in the age group 5–15 years are visually impaired from uncorrected or inadequately corrected refractive errors. In Saudi Arabia, the size of this public health problem is not well defined especially among primary schoolchildren. The purpose of this cross-sectional study was to assess the prevalence and pattern of refractive errors among primary school children in Al Hassa, Saudi Arabia. A total of 2246 Saudi primary school children aged 6 to 14 years of both genders were selected using multistage sampling method form 30 primary schools located in the three different areas of Al Hassa. School children were interviewed to collect demographics and vision data using a special data collection form followed by screening for refractive errors by trained optometrists within the school premises using a standardized protocol. Assessment of visual acuity and ocular motility evaluation were carried out and cover-uncover test was performed. Children detected with defective vision were referred for further examination employing subjective refraction with auto refractometer and objective refraction using streak retinoscopy after 1% cyclopentolate. Of the screened school children (N=2002), the overall prevalence of refractive errors was 13.7% (n=274), higher among females (Odds ratio, OR=1.39, P=0.012) and significantly more among students of rural residence (OR=2.40, P=0.001). The prevalence of refractive errors was disproportionately more among those aged 12-14 years (OR=9.02, P=0.001). Only 9.4% of students with poor vision were wore spectacles for correction. Myopia was the most commonly encountered refractive error among both genders (65.7% of the total errors encountered). Uncorrected refractive errors affected a sizable portion of primary school children in Al Hassa, Saudi Arabia. Primary schoolchildren especially females, rural and older children represents high risk group for refractive errors for which the included children were unaware. PMID:23283044

Error-Based Simulation for Error-Awareness in Learning Mechanics: An Evaluation

ERIC Educational Resources Information Center

Horiguchi, Tomoya; Imai, Isao; Toumoto, Takahito; Hirashima, Tsukasa

2014-01-01

Error-based simulation (EBS) has been developed to generate phenomena by using students' erroneous ideas and also offers promise for promoting students' awareness of errors. In this paper, we report the evaluation of EBS used in learning "normal reaction" in a junior high school. An EBS class, where students learned the concept…

Identifying Novice Student Programming Misconceptions and Errors from Summative Assessments

ERIC Educational Resources Information Center

Veerasamy, Ashok Kumar; D'Souza, Daryl; Laakso, Mikko-Jussi

2016-01-01

This article presents a study aimed at examining the novice student answers in an introductory programming final e-exam to identify misconceptions and types of errors. Our study used the Delphi concept inventory to identify student misconceptions and skill, rule, and knowledge-based errors approach to identify the types of errors made by novices…

Students' Mathematical Work on Absolute Value: Focusing on Conceptions, Errors and Obstacles

ERIC Educational Resources Information Center

Elia, Iliada; Özel, Serkan; Gagatsis, Athanasios; Panaoura, Areti; Özel, Zeynep Ebrar Yetkiner

2016-01-01

This study investigates students' conceptions of absolute value (AV), their performance in various items on AV, their errors in these items and the relationships between students' conceptions and their performance and errors. The Mathematical Working Space (MWS) is used as a framework for studying students' mathematical work on AV and the…

Analyzing students’ errors on fractions in the number line

NASA Astrophysics Data System (ADS)

Widodo, S.; Ikhwanudin, T.

2018-05-01

The objectives of this study are to know the type of students’ errors when they deal with fractions on the number line. This study used qualitative with a descriptive method, and involved 31 sixth grade students at one of the primary schools in Purwakarta, Indonesia. The results of this study are as follow, there are four types of student’s errors: unit confusion, tick mark interpretation error, partitioning and un partitioning error, and estimation error. We recommend that teachers should: strengthen unit understanding to the students when studying fractions, make students understand about tick mark interpretation, remind student of the importance of partitioning and un-partitioning strategy and teaches effective estimation strategies.

How Do Simulated Error Experiences Impact Attitudes Related to Error Prevention?

PubMed

Breitkreuz, Karen R; Dougal, Renae L; Wright, Melanie C

2016-10-01

The objective of this project was to determine whether simulated exposure to error situations changes attitudes in a way that may have a positive impact on error prevention behaviors. Using a stratified quasi-randomized experiment design, we compared risk perception attitudes of a control group of nursing students who received standard error education (reviewed medication error content and watched movies about error experiences) to an experimental group of students who reviewed medication error content and participated in simulated error experiences. Dependent measures included perceived memorability of the educational experience, perceived frequency of errors, and perceived caution with respect to preventing errors. Experienced nursing students perceived the simulated error experiences to be more memorable than movies. Less experienced students perceived both simulated error experiences and movies to be highly memorable. After the intervention, compared with movie participants, simulation participants believed errors occurred more frequently. Both types of education increased the participants' intentions to be more cautious and reported caution remained higher than baseline for medication errors 6 months after the intervention. This study provides limited evidence of an advantage of simulation over watching movies describing actual errors with respect to manipulating attitudes related to error prevention. Both interventions resulted in long-term impacts on perceived caution in medication administration. Simulated error experiences made participants more aware of how easily errors can occur, and the movie education made participants more aware of the devastating consequences of errors.

Sources of Student Errors and Misconceptions in Algebra and Effectiveness of Classroom Practice Remediation in Machakos County--Kenya

ERIC Educational Resources Information Center

Mulungye, Mary M.; O'Connor, Miheso; Ndethiu, S.

2016-01-01

This paper is based on a study which sought to examine the various errors and misconceptions committed by students in algebra with the view to exposing the nature and origin of the errors and misconceptions in secondary schools in Machakos district. Teachers' knowledge on students' errors was investigated together with strategies for remedial…

Error Patterns in Research Papers by Pacific Rim Students.

ERIC Educational Resources Information Center

Crowe, Chris

By looking for patterns of errors in the research papers of Asian students, educators can uncover pedagogical strategies to help students avoid repeating such errors. While a good deal of research has identified a number of sentence-level problems which are typical of Asian students writing in English, little attempt has been made to consider the…

Pre-University Students' Errors in Integration of Rational Functions and Implications for Classroom Teaching

ERIC Educational Resources Information Center

Yee, Ng Kin; Lam, Toh Tin

2008-01-01

This paper reports on students' errors in performing integration of rational functions, a topic of calculus in the pre-university mathematics classrooms. Generally the errors could be classified as those due to the students' weak algebraic concepts and their lack of understanding of the concept of integration. With the students' inability to link…

An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students

ERIC Educational Resources Information Center

Sermsook, Kanyakorn; Liamnimit, Jiraporn; Pochakorn, Rattaneekorn

2017-01-01

The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students' sentence construction may lead to miscommunication. 104 pieces of writing…

Second Chance: If at First You Do Not Succeed, Set up a Plan and Try, Try Again

ERIC Educational Resources Information Center

Poulsen, John

2012-01-01

Student teachers make errors in their practicum. Then, they learn and fix those errors. This is the standard arc within a successful practicum. Some students make errors that they do not fix and then make more errors that again remain unfixed. This downward spiral increases in pace until the classroom becomes chaos. These students at the…

End-user search behaviors and their relationship to search effectiveness.

PubMed Central

Wildemuth, B M; Moore, M E

1995-01-01

One hundred sixty-one MEDLINE searches conducted by third-year medical students were analyzed and evaluated to determine which search moves were used, whether those individual moves were effective, and whether there was a relationship between specific search behaviors and the effectiveness of the search strategy as a whole. The typical search included fourteen search statements, used seven terms or "limit" commands, and resulted in the display of eleven citations. The most common moves were selection of a database, entering single-word terms and free-text term phrases, and combining sets of terms. Syntactic errors were also common. Overall, librarians judged the searches to be adequate, and students were quite satisfied with their own searches. However, librarians also identified many missed opportunities in the search strategies, including underutilization of the controlled vocabulary, subheadings, and synonyms for search concepts. No strong relationships were found between specific search behaviors and search effectiveness (as measured by the librarians' or students' evaluations). Implications of these findings for system design and user education are discussed. PMID:7581185

Students’ Errors in Geometry Viewed from Spatial Intelligence

NASA Astrophysics Data System (ADS)

Riastuti, N.; Mardiyana, M.; Pramudya, I.

2017-09-01

Geometry is one of the difficult materials because students must have ability to visualize, describe images, draw shapes, and know the kind of shapes. This study aim is to describe student error based on Newmans’ Error Analysis in solving geometry problems viewed from spatial intelligence. This research uses descriptive qualitative method by using purposive sampling technique. The datas in this research are the result of geometri material test and interview by the 8th graders of Junior High School in Indonesia. The results of this study show that in each category of spatial intelligence has a different type of error in solving the problem on the material geometry. Errors are mostly made by students with low spatial intelligence because they have deficiencies in visual abilities. Analysis of student error viewed from spatial intelligence is expected to help students do reflection in solving the problem of geometry.

A Sequential Analysis of Responses in Online Debates to Postings of Students Exhibiting High Versus Low Grammar and Spelling Errors

ERIC Educational Resources Information Center

Jeong, Allan; Li, Haiying; Pan, Andy Jiaren

2017-01-01

Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student's grammar and spelling errors affect how other students respond to the student's postings in four online debates hosted in asynchronous threaded discussions. Message-response…

Near field communications technology and the potential to reduce medication errors through multidisciplinary application

PubMed Central

Pegler, Joe; Lehane, Elaine; Livingstone, Vicki; McCarthy, Nora; Sahm, Laura J.; Tabirca, Sabin; O’Driscoll, Aoife; Corrigan, Mark

2016-01-01

Background Patient safety requires optimal management of medications. Electronic systems are encouraged to reduce medication errors. Near field communications (NFC) is an emerging technology that may be used to develop novel medication management systems. Methods An NFC-based system was designed to facilitate prescribing, administration and review of medications commonly used on surgical wards. Final year medical, nursing, and pharmacy students were recruited to test the electronic system in a cross-over observational setting on a simulated ward. Medication errors were compared against errors recorded using a paper-based system. Results A significant difference in the commission of medication errors was seen when NFC and paper-based medication systems were compared. Paper use resulted in a mean of 4.09 errors per prescribing round while NFC prescribing resulted in a mean of 0.22 errors per simulated prescribing round (P=0.000). Likewise, medication administration errors were reduced from a mean of 2.30 per drug round with a Paper system to a mean of 0.80 errors per round using NFC (P<0.015). A mean satisfaction score of 2.30 was reported by users, (rated on seven-point scale with 1 denoting total satisfaction with system use and 7 denoting total dissatisfaction). Conclusions An NFC based medication system may be used to effectively reduce medication errors in a simulated ward environment. PMID:28293602

Near field communications technology and the potential to reduce medication errors through multidisciplinary application.

PubMed

O'Connell, Emer; Pegler, Joe; Lehane, Elaine; Livingstone, Vicki; McCarthy, Nora; Sahm, Laura J; Tabirca, Sabin; O'Driscoll, Aoife; Corrigan, Mark

2016-01-01

Patient safety requires optimal management of medications. Electronic systems are encouraged to reduce medication errors. Near field communications (NFC) is an emerging technology that may be used to develop novel medication management systems. An NFC-based system was designed to facilitate prescribing, administration and review of medications commonly used on surgical wards. Final year medical, nursing, and pharmacy students were recruited to test the electronic system in a cross-over observational setting on a simulated ward. Medication errors were compared against errors recorded using a paper-based system. A significant difference in the commission of medication errors was seen when NFC and paper-based medication systems were compared. Paper use resulted in a mean of 4.09 errors per prescribing round while NFC prescribing resulted in a mean of 0.22 errors per simulated prescribing round (P=0.000). Likewise, medication administration errors were reduced from a mean of 2.30 per drug round with a Paper system to a mean of 0.80 errors per round using NFC (P<0.015). A mean satisfaction score of 2.30 was reported by users, (rated on seven-point scale with 1 denoting total satisfaction with system use and 7 denoting total dissatisfaction). An NFC based medication system may be used to effectively reduce medication errors in a simulated ward environment.

The prevalence of amblyopia in 7-year-old schoolchildren in Iran.

PubMed

Hashemi, Hassan; Yekta, Abbasali; Jafarzadehpur, Ebrahim; Nirouzad, Fereidon; Ostadimoghaddam, Hadi; Eshrati, Babak; Mohazzab-Torabi, Saman; Khabazkhoob, Mehdi

2014-12-01

To determine the prevalence of amblyopia in schoolchildren aged 7 years in Iran, its relation with refractive errors, and its determinants. In this cross-sectional study, cluster sampling was done from elementary school students in 7 cities in Iran. In all schools, an optometrist conducted all tests, including measurement of uncorrected and corrected visual acuity, cycloplegic refraction, and cover test. In this study, amblyopia was defined as best corrected visual acuity 20/30 or less or a 2-line interocular optotype acuity difference with no pathology. Of the 4157 students selected for the study, 3675 participated and final analyses were done with data from 3547 children. The prevalence of amblyopia was 1.88% (95% CI: 1.24-2.52) (n=63). The prevalence was 1.91% (95% CI: 0.85-2.97) in boys and 1.85% (95% CI: 1.12-2.58) in girls (p=0.92). Among these cases, 60.30% (n=38) were unilateral. Also, 61.9% were strabismic, 27.0% were anisometropic, 9.5% were isometropic, and one case (1.6%) was due to congenital cataracts. Amblyopic individuals were more hypermetropic and the mean cylinder error was significantly higher. Necessary attention should be paid to amblyopia, although its prevalence in Iran is mid-range when compared with other countries. Amblyopia is more common in hyperopic and astigmatic individuals and therefore it is important to pay more attention to this refractive error during childhood. Since strabismus is the most common cause of amblyopia in Iran, children need to be checked for strabismus before the age of 5 years.

Dental Students' Interpretations of Digital Panoramic Radiographs on Completely Edentate Patients.

PubMed

Kratz, Richard J; Nguyen, Caroline T; Walton, Joanne N; MacDonald, David

2018-03-01

The ability of dental students to interpret digital panoramic radiographs (PANs) of edentulous patients has not been documented. The aim of this retrospective study was to compare the ability of second-year (D2) dental students with that of third- and fourth-year (D3-D4) dental students to interpret and identify positional errors in digital PANs obtained from patients with complete edentulism. A total of 169 digital PANs from edentulous patients were assessed by D2 (n=84) and D3-D4 (n=85) dental students at one Canadian dental school. The correctness of the students' interpretations was determined by comparison to a gold standard established by assessments of the same PANs by two experts (a graduate student in prosthodontics and an oral and maxillofacial radiologist). Data collected were from September 1, 2006, when digital radiography was implemented at the university, to December 31, 2012. Nearly all (95%) of the PANs were acceptable diagnostically despite a high proportion (92%) of positional errors detected. A total of 301 positional errors were identified in the sample. The D2 students identified significantly more (p=0.002) positional errors than the D3-D4 students. There was no significant difference (p=0.059) in the distribution of radiographic interpretation errors between the two student groups when compared to the gold standard. Overall, the category of extragnathic findings had the highest number of false negatives (43) reported. In this study, dental students interpreted digital PANs of edentulous patients satisfactorily, but they were more adept at identifying radiographic findings compared to positional errors. Students should be reminded to examine the entire radiograph thoroughly to ensure extragnathic findings are not missed and to recognize and report patient positional errors.

Diagnosing Cognitive Errors: Statistical Pattern Classification and Recognition Approach

DTIC Science & Technology

1985-01-01

often produces several different erroneous rules. For example, when adding two fractions with different denominators, many students add the numerators ...common denominator and add the numerators . As listed in Tatsuoka (1984a), there are eleven different erroneous rules which result from a misconception...the score of five. These patterns correspond to different values of 42 (Tatsuoka, 1985) The numerator of 42 is divided into two parts in Equation (5

Student understanding of time dependence in quantum mechanics

NASA Astrophysics Data System (ADS)

Emigh, Paul J.; Passante, Gina; Shaffer, Peter S.

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] The time evolution of quantum states is arguably one of the more difficult ideas in quantum mechanics. In this article, we report on results from an investigation of student understanding of this topic after lecture instruction. We demonstrate specific problems that students have in applying time dependence to quantum systems and in recognizing the key role of the energy eigenbasis in determining the time dependence of wave functions. Through analysis of student responses to a set of four interrelated tasks, we categorize some of the difficulties that underlie common errors. The conceptual and reasoning difficulties that have been identified are illustrated through student responses to four sets of questions administered at different points in a junior-level course on quantum mechanics. Evidence is also given that the problems persist throughout undergraduate instruction and into the graduate level.

Number Frequency in L1 Differentially Affects Immediate Serial Recall of Numbers in L2 Between Beginning and Intermediate Learners.

PubMed

Sumioka, Norihiko; Williams, Atsuko; Yamada, Jun

2016-12-01

A list number recall test in English (L2) was administered to both Japanese (L1) students with beginning-level English proficiency who attended evening high school and Japanese college students with intermediate-level English proficiency. The major findings were that, only for the high school group, the small numbers 1 and 2 in middle positions of lists were recalled better than the large numbers 8 and 9 and there was a significant correlation between number frequency in Japanese and recall performance. Equally intriguing was that in both groups for adjacent transposition errors, smaller numbers tended to appear in the first position and large numbers in the second; also, omission errors were commonly seen for larger numbers. These phenomena are interpreted as reflecting frequency and/or frequency-related effects. Briefly discussed were the bilingual short-term memory system, effects of number value, generality and implications of the findings, and weaknesses of the study.

The Effect of Error Correction vs. Error Detection on Iranian Pre-Intermediate EFL Learners' Writing Achievement

ERIC Educational Resources Information Center

Abedi, Razie; Latifi, Mehdi; Moinzadeh, Ahmad

2010-01-01

This study tries to answer some ever-existent questions in writing fields regarding approaching the most effective ways to give feedback to students' errors in writing by comparing the effect of error correction and error detection on the improvement of students' writing ability. In order to achieve this goal, 60 pre-intermediate English learners…

Patient safety awareness among Undergraduate Medical Students in Pakistani Medical School.

PubMed

Kamran, Rizwana; Bari, Attia; Khan, Rehan Ahmed; Al-Eraky, Mohamed

2018-01-01

To measure the level of awareness of patient safety among undergraduate medical students in Pakistani Medical School and to find the difference with respect to gender and prior experience with medical error. This cross-sectional study was conducted at the University of Lahore (UOL), Pakistan from January to March 2017, and comprised final year medical students. Data was collected using a questionnaire 'APSQ- III' on 7 point Likert scale. Eight questions were reverse coded. Survey was anonymous. SPSS package 20 was used for statistical analysis. Questionnaire was filled by 122 students, with 81% response rate. The best score 6.17 was given for the 'team functioning', followed by 6.04 for 'long working hours as a cause of medical error'. The domains regarding involvement of patient, confidence to report medical errors and role of training and learning on patient safety scored high in the agreed range of >5. Reverse coded questions about 'professional incompetence as an error cause' and 'disclosure of errors' showed negative perception. No significant differences of perceptions were found with respect to gender and prior experience with medical error (p= >0.05). Undergraduate medical students at UOL had a positive attitude towards patient safety. However, there were misconceptions about causes of medical errors and error disclosure among students and patient safety education needs to be incorporated in medical curriculum of Pakistan.

Computation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students

ERIC Educational Resources Information Center

Nelson, Gena; Powell, Sarah R.

2018-01-01

Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 third-grade students on a measure…

"Napouléon's" Sequential Heritage. Using a Student Error as a Resource for Learning and Teaching Pronunciation in the French Foreign Language Classroom

ERIC Educational Resources Information Center

Broth, Mathias; Lundell, Fanny Forsberg

2013-01-01

In this paper, we consider a student error produced in a French foreign language small-group seminar, involving four Swedish L1 first-term university students of French and a native French teacher. The error in question consists of a mispronunciation of the second vowel of the name "Napoléon" in the midst of a student presentation on the…

Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

ERIC Educational Resources Information Center

Malone, Amelia Schneider; Fuchs, Lynn S.

2015-01-01

The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-grade students; (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors; and (c) examine the effect of students' ability to explain comparing problems on the probability of…

Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

ERIC Educational Resources Information Center

Malone, Amelia S.; Fuchs, Lynn S.

2017-01-01

The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors, and (c) examine the effect of students' ability to explain comparing problems on the probability…

Eighth Grade Students' Reading Responses to Encoded Inflectional, Syntactic, Grammatical and Semantic Errors.

ERIC Educational Resources Information Center

Williamson, Leon E.; And Others

A study investigated the reading responses of 60 eighth grade students to encoded inflectional, syntactic, grammatical, and semantic errors. The students were equally divided into three categories based on grade level reading competency and given three Aesopian fables to read. The text of the fables contained the following errors: (1) words to…

Computer-Assisted Detection of 90% of EFL Student Errors

ERIC Educational Resources Information Center

Harvey-Scholes, Calum

2018-01-01

Software can facilitate English as a Foreign Language (EFL) students' self-correction of their free-form writing by detecting errors; this article examines the proportion of errors which software can detect. A corpus of 13,644 words of written English was created, comprising 90 compositions written by Spanish-speaking students at levels A2-B2…

Secondary School Students' Errors in the Translation of Algebraic Statements

ERIC Educational Resources Information Center

Molina, Marta; Rodríguez-Domingo, Susana; Cañadas, María Consuelo; Castro, Encarnación

2017-01-01

In this article, we present the results of a research study that explores secondary students' capacity to perform translations of algebraic statements between the verbal and symbolic representation systems through the lens of errors. We classify and compare the errors made by 2 groups of students: 1 at the beginning of their studies in school…

A Linguistic Analysis of Errors in the Compositions of Arba Minch University Students

ERIC Educational Resources Information Center

Tizazu, Yoseph

2014-01-01

This study reports the dominant linguistic errors that occur in the written productions of Arba Minch University (hereafter AMU) students. A sample of paragraphs was collected for two years from students ranging from freshmen to graduating level. The sampled compositions were then coded, described, and explained using error analysis method. Both…

How Preservice Teachers Interpret and Respond to Student Errors: Ratio and Proportion in Similar Rectangles

ERIC Educational Resources Information Center

Son, Ji-Won

2013-01-01

Interpreting and responding to student thinking are central tasks of reform-minded mathematics teaching. This study examined preservice teachers' (PSTs) interpretations of and responses to a student's error(s) involving finding a missing length in similar rectangles through a teaching scenario task. Fifty-seven PSTs' responses were…

Quality of Best Possible Medication History upon Admission to Hospital: Comparison of Nurses and Pharmacy Students and Consideration of National Quality Indicators.

PubMed

Sproul, Ashley; Goodine, Carole; Moore, David; McLeod, Amy; Gordon, Jacqueline; Digby, Jennifer; Stoica, George

2018-01-01

Medication reconciliation at transitions of care increases patient safety. Collection of an accurate best possible medication history (BPMH) on admission is a key step. National quality indicators are used as surrogate markers for BPMH quality, but no literature on their accuracy exists. Obtaining a high-quality BPMH is often labour- and resource-intensive. Pharmacy students are now being assigned to obtain BPMHs, as a cost-effective means to increase BPMH completion, despite limited information to support the quality of BPMHs obtained by students relative to other health care professionals. To determine whether the national quality indicator of using more than one source to complete a BPMH is a true marker of quality and to assess whether BPMHs obtained by pharmacy students were of quality equal to those obtained by nurses. This prospective trial compared BPMHs for the same group of patients collected by nurses and by trained pharmacy students in the emergency departments of 2 sites within a large health network over a 2-month period (July and August 2016). Discrepancies between the 2 versions were identified by a pharmacist, who determined which party (nurse, pharmacy student, or both) had made an error. A panel of experts reviewed the errors and ranked their severity. BPMHs were prepared for a total of 40 patients. Those prepared by nurses were more likely to contain an error than those prepared by pharmacy students (171 versus 43 errors, p = 0.006). There was a nonsignificant trend toward less severe errors in BPMHs completed by pharmacy students. There was no significant difference in the mean number of errors in relation to the specified quality indicator (mean of 2.7 errors for BPMHs prepared from 1 source versus 4.8 errors for BPMHs prepared from ≥ 2 sources, p = 0.08). The surrogate marker (number of BPMH sources) may not reflect BPMH quality. However, it appears that BPMHs prepared by pharmacy students had fewer errors and were of similar quality (in terms of clinically significant errors) relative to those prepared by nurses.

Evaluation of selected dietary behaviours of students according to gender and nutritional knowledge.

PubMed

Zaborowicz, Katarzyna; Czarnocińska, Jolanta; Galiński, Grzegorz; Kaźmierczak, Paulina; Górska, Karolina; Durczewski, Paweł

2016-01-01

Nutrition is a factor influencing physical and mental fitness. In this study we examine the lifestyle of university students and its impact on nutritional errors. To evaluate the dietary behaviours of students taking into account gender and nutritional knowledge. Using a QEB questionnaire, we were able to evaluate dietary behaviours and nutritional knowledge of respondents. Our analysis was conducted on data obtained from 456 students. We found that nutritional knowledge for women was 34.7% satisfactory and 34.7% good. In contrast, nutritional knowledge for men varied, amounting to 40.2% satisfactory and 25.1% good. The number of meals and their regular consumption did not depend on gender or the nutritional knowledge of students, however, significant differences were recorded for the types of snacks they eat. A greater number of women than men snacked on sweets and biscuits, nuts and seeds, while in the case of salty snacks an opposite trend was observed. A higher level of nutritional knowledge correlated with the number of students snacking on fruit and vegetables instead of salty snacks. Moreover, it was observed that health-promoting behaviours such as not adding sugar to beverages and not adding salt to dishes were more common with women and individuals with a higher level of nutritional knowledge. Women more frequently snack on sweets, biscuits, nuts and seeds. More men snack on salty snacks, add sugar to beverages and add salt to dishes. Individuals with insufficient nutritional knowledge more frequently snack on salty snacks rather than fruit. Students with insufficient nutritional knowledge more often commit nutritional errors.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

PubMed

Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-04-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

Error Tendencies in Processing Student Feedback for Instructional Decision Making.

ERIC Educational Resources Information Center

Schermerhorn, John R., Jr.; And Others

1985-01-01

Seeks to assist instructors in recognizing two basic errors that can occur in processing student evaluation data on instructional development efforts; offers a research framework for future investigations of the error tendencies and related issues; and suggests ways in which instructors can confront and manage error tendencies in practice. (MBR)

Analysis of Errors Committed by Physics Students in Secondary Schools in Ilorin Metropolis, Nigeria

ERIC Educational Resources Information Center

Omosewo, Esther Ore; Akanbi, Abdulrasaq Oladimeji

2013-01-01

The study attempt to find out the types of error committed and influence of gender on the type of error committed by senior secondary school physics students in metropolis. Six (6) schools were purposively chosen for the study. One hundred and fifty five students' scripts were randomly sampled for the study. Joint Mock physics essay questions…

Students' Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia

ERIC Educational Resources Information Center

Alamri, Bushra; Fawzi, Hala Hassan

2016-01-01

Error correction has been one of the core areas in the field of English language teaching. It is "seen as a form of feedback given to learners on their language use" (Amara, 2015). Many studies investigated the use of different techniques to correct students' oral errors. However, only a few focused on students' preferences and attitude…

Undergraduate medical students' perceptions and intentions regarding patient safety during clinical clerkship.

PubMed

Lee, Hoo-Yeon; Hahm, Myung-Il; Lee, Sang Gyu

2018-04-04

The purpose of this study was to examine undergraduate medical students' perceptions and intentions regarding patient safety during clinical clerkships. Cross-sectional study administered in face-to-face interviews using modified the Medical Student Safety Attitudes and Professionalism Survey (MSSAPS) from three colleges of medicine in Korea. We assessed medical students' perceptions of the cultures ('safety', 'teamwork', and 'error disclosure'), 'behavioural intentions' concerning patient safety issues and 'overall patient safety'. Confirmatory factor analysis and Spearman's correlation analyses was performed. In total, 194(91.9%) of the 211 third-year undergraduate students participated. 78% of medical students reported that the quality of care received by patients was impacted by teamwork during clinical rotations. Regarding error disclosure, positive scores ranged from 10% to 74%. Except for one question asking whether the disclosure of medical errors was an important component of patient safety (74%), the percentages of positive scores for all the other questions were below 20%. 41.2% of medical students have intention to disclose it when they saw a medical error committed by another team member. Many students had difficulty speaking up about medical errors. Error disclosure guidelines and educational efforts aimed at developing sophisticated communication skills are needed. This study may serve as a reference for other institutions planning patient safety education in their curricula. Assessing student perceptions of safety culture can provide clerkship directors and clinical service chiefs with information that enhances the educational environment and promotes patient safety.

Article Errors in the English Writing of Saudi EFL Preparatory Year Students

ERIC Educational Resources Information Center

Alhaisoni, Eid; Gaudel, Daya Ram; Al-Zuoud, Khalid M.

2017-01-01

This study aims at providing a comprehensive account of the types of errors produced by Saudi EFL students enrolled in the preparatory year programe in their use of articles, based on the Surface Structure Taxonomies (SST) of errors. The study describes the types, frequency and sources of the definite and indefinite article errors in writing…

Error Analysis in Composition of Iranian Lower Intermediate Students

ERIC Educational Resources Information Center

Taghavi, Mehdi

2012-01-01

Learners make errors during the process of learning languages. This study examines errors in writing task of twenty Iranian lower intermediate male students aged between 13 and 15. A subject was given to the participants was a composition about the seasons of a year. All of the errors were identified and classified. Corder's classification (1967)…

An Analysis of Computational Errors in the Use of Division Algorithms by Fourth-Grade Students.

ERIC Educational Resources Information Center

Stefanich, Greg P.; Rokusek, Teri

1992-01-01

Presents a study that analyzed errors made by randomly chosen fourth grade students (25 of 57) while using the division algorithm and investigated the effect of remediation on identified systematic errors. Results affirm that error pattern diagnosis and directed remediation lead to new learning and long-term retention. (MDH)

Generation 1.5 Written Error Patterns: A Comparative Study

ERIC Educational Resources Information Center

Doolan, Stephen M.; Miller, Donald

2012-01-01

In an attempt to contribute to existing research on Generation 1.5 students, the current study uses quantitative and qualitative methods to compare error patterns in a corpus of Generation 1.5, L1, and L2 community college student writing. This error analysis provides one important way to determine if error patterns in Generation 1.5 student…

Secondary School Students Learning from Reflections on the Rationale behind Self-Made Errors: A Field Experiment

ERIC Educational Resources Information Center

Heemsoth, Tim; Heinze, Aiso

2016-01-01

Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly…

Testing alternative explanations for common responses to conceptual questions: An example in the context of center of mass

NASA Astrophysics Data System (ADS)

Heron, Paula R. L.

2017-06-01

In physics education research it has been common to interpret student errors on conceptual questions in topic-specific ways, rather than in terms of general perceptual or reasoning difficulties. This paper examines two alternative accounts for responses to questions related to the concept of center of mass. In one account, difficulties are said to be perceptual in nature; in the other, difficulties are said to be tightly linked to the concepts in question. Hypotheses derived from the former perspective are tested in studies conducted among university students in introductory physics courses. The results do not provide strong support for the perceptual hypothesis; in fact, there is evidence that performance on perception tasks may be influenced by subjects' ideas about the physical scenario. While the results do not provide general support for one perspective versus the other, the paper serves as an illustration of the type of investigation needed to develop the kind of rich representation of student thinking that will allow instructional resources to be most effectively targeted.

A root cause analysis project in a medication safety course.

PubMed

Schafer, Jason J

2012-08-10

To develop, implement, and evaluate team-based root cause analysis projects as part of a required medication safety course for second-year pharmacy students. Lectures, in-class activities, and out-of-class reading assignments were used to develop students' medication safety skills and introduce them to the culture of medication safety. Students applied these skills within teams by evaluating cases of medication errors using root cause analyses. Teams also developed error prevention strategies and formally presented their findings. Student performance was assessed using a medication errors evaluation rubric. Of the 211 students who completed the course, the majority performed well on root cause analysis assignments and rated them favorably on course evaluations. Medication error evaluation and prevention was successfully introduced in a medication safety course using team-based root cause analysis projects.

Countering the Resource Curse: A Comparative Analysis of Political Economy for Chile and Australia

DTIC Science & Technology

2015-06-01

built around laissez - faire , liberal-market economics, which is still prevalent today. Pinochet recruited several Chilean students from the University...fluctuations and indebted the state. The laissez - faire experiment ended with a huge slide, as Chile’s economy fell by almost 15percent.51 Commonly known as...once optimistic outlook has been overshadowed by poor leadership choices from the Australian Labor Party (ALP). Policy errors by the ALP created many

Conceptual versus Algorithmic Learning in High School Chemistry: The Case of Basic Quantum Chemical Concepts--Part 2. Students' Common Errors, Misconceptions and Difficulties in Understanding

ERIC Educational Resources Information Center

Papaphotis, Georgios; Tsaparlis, Georgios

2008-01-01

Part 2 of the findings are presented of a quantitative study (n = 125) on basic quantum chemical concepts taught at twelfth grade (age 17-18 years) in Greece. A paper-and-pencil test of fourteen questions was used that were of two kinds: five questions that tested recall of knowledge or application of algorithmic procedures (type-A questions);…

Refractive errors in medical students in Singapore.

PubMed

Woo, W W; Lim, K A; Yang, H; Lim, X Y; Liew, F; Lee, Y S; Saw, S M

2004-10-01

Refractive errors are becoming more of a problem in many societies, with prevalence rates of myopia in many Asian urban countries reaching epidemic proportions. This study aims to determine the prevalence rates of various refractive errors in Singapore medical students. 157 second year medical students (aged 19-23 years) in Singapore were examined. Refractive error measurements were determined using a stand-alone autorefractor. Additional demographical data was obtained via questionnaires filled in by the students. The prevalence rate of myopia in Singapore medical students was 89.8 percent (Spherical equivalence (SE) at least -0.50 D). Hyperopia was present in 1.3 percent (SE more than +0.50 D) of the participants and the overall astigmatism prevalence rate was 82.2 percent (Cylinder at least 0.50 D). Prevalence rates of myopia and astigmatism in second year Singapore medical students are one of the highest in the world.

Patient safety education to change medical students' attitudes and sense of responsibility.

PubMed

Roh, Hyerin; Park, Seok Ju; Kim, Taekjoong

2015-01-01

This study examined changes in the perceptions and attitudes as well as the sense of individual and collective responsibility in medical students after they received patient safety education. A three-day patient safety curriculum was implemented for third-year medical students shortly before entering their clerkship. Before and after training, we administered a questionnaire, which was analysed quantitatively. Additionally, we asked students to answer questions about their expected behaviours in response to two case vignettes. Their answers were analysed qualitatively. There was improvement in students' concepts of patient safety after training. Before training, they showed good comprehension of the inevitability of error, but most students blamed individuals for errors and expressed a strong sense of individual responsibility. After training, students increasingly attributed errors to system dysfunction and reported more self-confidence in speaking up about colleagues' errors. However, due to the hierarchical culture, students still described difficulties communicating with senior doctors. Patient safety education effectively shifted students' attitudes towards systems-based thinking and increased their sense of collective responsibility. Strategies for improving superior-subordinate communication within a hierarchical culture should be added to the patient safety curriculum.

Use of social media in education among medical students in Saudi Arabia.

PubMed

Alsuraihi, Anas Khaleel; Almaqati, Ahmed Saeed; Abughanim, Sultan Adnan; Jastaniah, Nisreen Abdulrahman

2016-12-01

Social media (SM), a virtual place where people can share, exchange, and communicate their ideas and knowledge, has become the new trend in communication and learning. This study aims to explore Saudi Arabian medical students' usage of SM and to discover the most common resources used in medical education. Furthermore, it aims to illustrate students' belief about the influence of SM on their learning. This cross-sectional study administered validated questionnaires to medical students from different universities in Saudi Arabia, via emails, Twitter, Facebook, and short message service. A non-probability sampling technique was utilized and a sample size of 381 students was arrived at, using 95% confidence interval and 5% margin of error, since the total number of medical students in Saudi Arabia is approximately 36,000. The total respondents were 657 students from 23 different Saudi Arabian medical schools (females: 60.5%, n=397; males: 39.5%, n=260). The questionnaires of 21% of the students (n=139) were excluded from the analysis since they were incomplete. The most common website used by both genders was YouTube (42.3%, n=185); however, males preferred using Twitter and Wikis (p=0.001). With regard to utilizing SM for learning, 95.8% (n=419) of the students believed that it is beneficial. Females stated that SM helps them link basic and clinical science (p=0.003). Medical schools need to improve the utilization of SM by their faculty and students by developing activities and encouraging the usage of SM in education.

Myopia, spectacle wear, and risk of bicycle accidents among rural Chinese secondary school students: the Xichang Pediatric Refractive Error Study report no. 7.

PubMed

Zhang, Mingzhi; Congdon, Nathan; Li, Liping; Song, Yue; Choi, Kai; Wang, Yunfei; Zhou, Zhongxia; Liu, Xiaojian; Sharma, Abhishek; Chen, Weihong; Lam, Dennis S C

2009-06-01

To study the effect of myopia and spectacle wear on bicycle-related injuries in rural Chinese students. Myopia is common among Chinese students but few studies have examined its effect on daily activities. Data on visual acuity, refractive error, current spectacle wear, and history of bicycle use and accidents during the past 3 years were sought from 1891 students undergoing eye examinations in rural Guangdong province. Refractive and accident data were available for 1539 participants (81.3%), among whom the mean age was 14.6 years, 52.5% were girls, 26.8% wore glasses, and 12.9% had myopia of less than -4 diopters in both eyes. More than 90% relied on bicycles to get to school daily. A total of 2931 accidents were reported by 423 participants, with 68 requiring medical attention. Male sex (odds ratio, 1.55; P < .001) and spectacle wear (odds ratio, 1.38; P = .04) were associated with a higher risk of accident, but habitual visual acuity and myopia were unassociated with the crash risk, after adjusting for age, sex, time spent riding, and risky riding behaviors. These results may be consistent with data on motor vehicle accidents implicating peripheral vision (potentially compromised by spectacle wear) more strongly than central visual acuity in mediating crash risk.

Junior doctor-led ‘near-peer’ prescribing education for medical students

PubMed Central

Gibson, Kyle R; Qureshi, Zeshan U; Ross, Michael T; Maxwell, Simon R

2014-01-01

Aims Prescribing errors are common and inadequate preparation of prescribers appears to contribute. A junior doctor-led prescribing tutorial programme has been developed for Edinburgh final year medical students to increase exposure to common prescribing tasks. The aim of this study was to assess the impact of these tutorials on students and tutors. Methods One hundred and ninety-six tutorials were delivered to 183 students during 2010–2011. Each student completed a questionnaire after tutorial attendance which explored their previous prescribing experiences and the perceived benefits of tutorial attendance. Tutors completed a questionnaire which evaluated their teaching experiences and the impact on their prescribing practice. Student tutorial attendance was compared with end-of-year examination performance using linear regression analysis. Results The students reported increased confidence in their prescribing knowledge and skills after attending tutorials. Students who attended more tutorials also tended to perform better in end-of-year examinations (Drug prescribing: r = 0.16, P = 0.015; Fluid prescribing: r = 0.18, P = 0.007). Tutors considered that participation enhanced their own prescribing knowledge and skills. Although they were occasionally unable to address student uncertainties, 80% of tutors reported frequently correcting misconceptions and deficits in student knowledge. Ninety-five percent of students expressed a preference for prescribing training delivered by junior doctors over more senior doctors. Conclusions A ‘near-peer’ junior doctor-led approach to delivering prescribing training to medical students was highly valued by both students and tutors. Although junior doctors have relatively less clinical experience of prescribing, we believe that this can be addressed by training and academic supervision and is outweighed by the benefits of these tutorials. PMID:23617320

Errors Made by Elementary Fourth Grade Students When Modelling Word Problems and the Elimination of Those Errors through Scaffolding

ERIC Educational Resources Information Center

Ulu, Mustafa

2017-01-01

This study aims to identify errors made by primary school students when modelling word problems and to eliminate those errors through scaffolding. A 10-question problem-solving achievement test was used in the research. The qualitative and quantitative designs were utilized together. The study group of the quantitative design comprises 248…

Errors analysis of problem solving using the Newman stage after applying cooperative learning of TTW type

NASA Astrophysics Data System (ADS)

Rr Chusnul, C.; Mardiyana, S., Dewi Retno

2017-12-01

Problem solving is the basis of mathematics learning. Problem solving teaches us to clarify an issue coherently in order to avoid misunderstanding information. Sometimes there may be mistakes in problem solving due to misunderstanding the issue, choosing a wrong concept or misapplied concept. The problem-solving test was carried out after students were given treatment on learning by using cooperative learning of TTW type. The purpose of this study was to elucidate student problem regarding to problem solving errors after learning by using cooperative learning of TTW type. Newman stages were used to identify problem solving errors in this study. The new research used a descriptive method to find out problem solving errors in students. The subject in this study were students of Vocational Senior High School (SMK) in 10th grade. Test and interview was conducted for data collection. Thus, the results of this study suggested problem solving errors in students after learning by using cooperative learning of TTW type for Newman stages.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program

PubMed Central

Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-01-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students’ perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students’ metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure. PMID:28496274

Error Analysis for Arithmetic Word Problems--A Case Study of Primary Three Students in One Singapore School

ERIC Educational Resources Information Center

Cheng, Lu Pien

2015-01-01

In this study, ways in which 9-year old students from one Singapore school solved 1-step and 2-step word problems based on the three semantic structures were examined. The students' work and diagrams provided insights into the range of errors in word problem solving for 1- step and 2-step word problems. In particular, the errors provided some…

The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement.

PubMed

Chien, Kuei-Pin; Chen, Sufen

2018-01-01

The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.

Student Misconceptions in Introductory Biology.

ERIC Educational Resources Information Center

Fisher, Kathleen M.; Lipson, Joseph I.

Defining a "misconception" as an error of translation (transformation, correspondence, interpolation, interpretation) between two different kinds of information which causes students to have incorrect expectations, a Taxonomy of Errors has been developed to examine student misconceptions in an introductory biology course for science…

An Artificial Intelligence Approach to Analyzing Student Errors in Statistics.

ERIC Educational Resources Information Center

Sebrechts, Marc M.; Schooler, Lael J.

1987-01-01

Describes the development of an artificial intelligence system called GIDE that analyzes student errors in statistics problems by inferring the students' intentions. Learning strategies involved in problem solving are discussed and the inclusion of goal structures is explained. (LRW)

Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status.

PubMed

Schumacher, Robin F; Malone, Amelia S

2017-09-01

The goal of the present study was to describe fraction-calculation errors among 4 th -grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We specifically addressed whether mathematics-achievement status was related to students' tendency to operate with whole number bias. We extended this focus by comparing low-performing students' errors in two instructional settings that focused on two different types of fraction understandings: core instruction that focused on part-whole understanding vs. small-group tutoring that focused on magnitude understanding. Results showed students across the sample were more likely to operate with whole number bias on problems with unlike denominators. Students with low or average achievement (who only participated in core instruction) were more likely to operate with whole number bias than students with low achievement who participated in small-group tutoring. We suggest instruction should emphasize magnitude understanding to sufficiently increase fraction understanding for all students in the upper elementary grades.

Differences in the Gambling Behavior of Online and Non-Online Student Gamblers in a Controlled Laboratory Environment

PubMed Central

Montes, Kevin S.; Weatherly, Jeffrey N.

2016-01-01

Although research suggests that approximately 1 in 4 college students report having gambled online, few laboratory-based studies have been conducted enlisting online student gamblers. Moreover, it is unclear the extent to which differences in gambling behavior exist between online and non-online student gamblers. The current study examined if online gamblers would play more hands, commit more errors, and wager more credits than non-online student gamblers in a controlled, laboratory environment. Online (n = 19) and non-online (n = 26) student gamblers played video poker in three separate sessions and the number of hands played, errors committed, and credits wagered were recorded. Results showed that online student gamblers played more hands and committed more errors playing video poker than non-online student gamblers. The results from the current study extend previous research by suggesting that online gamblers engage in potentially more deleterious gambling behavior (e.g., playing more hands and committing more errors) than non-online gamblers. Additional research is needed to examine differences in the gambling behavior of online and non-online gamblers in a controlled, laboratory environment. PMID:27106027

Impact of correcting visual impairment and low vision in deaf-mute students in Pune, India.

PubMed

Gogate, Parikshit; Bhusan, Shashi; Ray, Shantanu; Shinde, Amit

2016-12-01

The aim of this study was to evaluate visual acuity and vision function before and after providing spectacles and low vision devices (LVDs) in deaf-mute students. Schools for deaf-mute in West Maharashtra. Hearing-impaired children in all special schools in Pune district underwent detailed visual acuity testing (with teachers' help), refraction, external ocular examination, and fundoscopy. Students with refractive errors and low vision were provided with spectacles and LVD. The LV Prasad-Functional Vision Questionnaire consisting of twenty items was administered to each subject before and after providing spectacles, LVDs. Wilcoxon matched-pairs signed-ranks test. 252/929 (27.1%) students had a refractive error. 794 (85.5%) were profound deaf. Two-hundred and fifty students were dispensed spectacles and LVDs. Mean LogMAR visual acuity before introduction of spectacles and LVDs were 0.33 ± 0.36 which improved to 0.058 (P < 0.0001) after intervention. It was found that difference in functional vision pre- and post-intervention was statistically significant (P < 0.0001) for questions 1-19. The most commonly reported difficulties were for performing distance task like reading the bus destination (58.7%), making out the bus number (51.1%), copying from blackboard (47.7%), and seeing whether somebody is waving hand from across the road (45.5%). In response to question number 20, 57.4% of students felt that their vision was much worse than their friend's vision, which was reduced to 17.6% after dispensing spectacles and LVDs. Spectacle and LVD reduced visual impairment and improved vision function in deaf-mute students, augmenting their ability to negotiate in and out of school.

Iatrogenic Errors during Root Canal Instrumentation Performed by Dental Students

PubMed Central

Hendi, Seyedeh Sareh; Karkehabadi, Hamed; Eskandarloo, Amir

2018-01-01

Introduction: The present study was set to investigate the training quality and its association with the quality of root canal therapy performed by fifth year dentistry students. Methods and Materials: A total number of 432 records of endodontic treatment performed by fifth year dentistry students were qualified to be further investigated. Radiographs were assessed by two independent endodontists. Apical transportation, apical perforation, gouging, ledge formation, and the quality of temporary restoration were error types investigated in the present study. Results: the prevalence of apical transportation, ledge formation, and apical perforation errors were significantly higher in molars in comparison with other types of teeth. The most prevalent type of error was the apical transportation, which was significantly higher in mandibular teeth. There was no significant differences among teeth in terms of other types of errors. Conclusion: The quality of training provided for dentistry students should be improved and endodontic curriculum should be modified. PMID:29692848

Decreasing scoring errors on Wechsler Scale Vocabulary, Comprehension, and Similarities subtests: a preliminary study.

PubMed

Linger, Michele L; Ray, Glen E; Zachar, Peter; Underhill, Andrea T; LoBello, Steven G

2007-10-01

Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC-IV and WAIS-III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of 'early test administrations' to 'later test administrations.' Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on 'early' sets of Wechsler scales were compared to those made on 'later' sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.

Student Errors in Dynamic Mathematical Environments

ERIC Educational Resources Information Center

Brown, Molly; Bossé, Michael J.; Chandler, Kayla

2016-01-01

This study investigates the nature of student errors in the context of problem solving and Dynamic Math Environments. This led to the development of the Problem Solving Action Identification Framework; this framework captures and defines all activities and errors associated with problem solving in a dynamic math environment. Found are three…

Effective Compiler Error Message Enhancement for Novice Programming Students

ERIC Educational Resources Information Center

Becker, Brett A.; Glanville, Graham; Iwashima, Ricardo; McDonnell, Claire; Goslin, Kyle; Mooney, Catherine

2016-01-01

Programming is an essential skill that many computing students are expected to master. However, programming can be difficult to learn. Successfully interpreting compiler error messages (CEMs) is crucial for correcting errors and progressing toward success in programming. Yet these messages are often difficult to understand and pose a barrier to…

Embarrassing Pronoun Case Errors [and] When Repeating It's Not Necessary To Use Past Tense.

ERIC Educational Resources Information Center

Arnold, George

2002-01-01

Discusses how to help journalism students avoid pronoun case errors. Notes that many students as well as broadcast journalism professionals make the error of using the past tense when referring to a previous expression or situation that remains current in meaning. (RS)

Issues surrounding the administration of a credit course for medical students: survey of US academic health sciences librarians*

PubMed Central

Miller, Jolene Michelle

2004-01-01

Objectives: For librarians developing a credit course for medical students, the process often involves trial and error. This project identified issues surrounding the administration of a credit course, so that librarians nationally can rely more upon shared knowledge of common practices and less upon trial and error. Methods: A questionnaire was sent to the education services librarian at each medical school listed in the 2000 AAMC Data Book. A second questionnaire was sent to those librarians who did not return the first one. Results: Of the 125 librarians surveyed, 82 returned the questionnaire. Of those 82, only 11 offered a credit course for medical students, though 19 more were in the process of developing one. Data were gathered on the following aspects of course administration: credit course offerings, course listing, information learned to administer the course, costs associated with the course, relationships with other departments on campus, preparation for teaching and grading, and evaluation of the course. Conclusions: Because of small number of respondents offering a credit course and institutional variations, making generalizations about issues surrounding the administration of a credit course is difficult. The article closes with a list of recommendations for librarians planning to develop a course. PMID:15243642

A new method for the assessment of patient safety competencies during a medical school clerkship using an objective structured clinical examination

PubMed Central

Daud-Gallotti, Renata Mahfuz; Morinaga, Christian Valle; Arlindo-Rodrigues, Marcelo; Velasco, Irineu Tadeu; Arruda Martins, Milton; Tiberio, Iolanda Calvo

2011-01-01

INTRODUCTION: Patient safety is seldom assessed using objective evaluations during undergraduate medical education. OBJECTIVE: To evaluate the performance of fifth-year medical students using an objective structured clinical examination focused on patient safety after implementation of an interactive program based on adverse events recognition and disclosure. METHODS: In 2007, a patient safety program was implemented in the internal medicine clerkship of our hospital. The program focused on human error theory, epidemiology of incidents, adverse events, and disclosure. Upon completion of the program, students completed an objective structured clinical examination with five stations and standardized patients. One station focused on patient safety issues, including medical error recognition/disclosure, the patient-physician relationship and humanism issues. A standardized checklist was completed by each standardized patient to assess the performance of each student. The student's global performance at each station and performance in the domains of medical error, the patient-physician relationship and humanism were determined. The correlations between the student performances in these three domains were calculated. RESULTS: A total of 95 students participated in the objective structured clinical examination. The mean global score at the patient safety station was 87.59±1.24 points. Students' performance in the medical error domain was significantly lower than their performance on patient-physician relationship and humanistic issues. Less than 60% of students (n = 54) offered the simulated patient an apology after a medical error occurred. A significant correlation was found between scores obtained in the medical error domains and scores related to both the patient-physician relationship and humanistic domains. CONCLUSIONS: An objective structured clinical examination is a useful tool to evaluate patient safety competencies during the medical student clerkship. PMID:21876976

Errors in Focus? Native and Non-Native Perceptions of Error Salience in Hong Kong Student English - A Case Study.

ERIC Educational Resources Information Center

Newbrook, Mark

1990-01-01

A study compared the perceptions of two experts from different cultural backgrounds concerning salience of a variety of errors typical of the English written by Hong Kong secondary and college students. A book on English error types written by a Hong-Kong born, fluent Chinese-English bilingual linguist was analyzed for its emphases, and a list of…

Performance of Physical Examination Skills in Medical Students during Diagnostic Medicine Course in a University Hospital of Northwest China

PubMed Central

Li, Yan; Li, Na; Han, Qunying; He, Shuixiang; Bae, Ricard S.; Liu, Zhengwen; Lv, Yi; Shi, Bingyin

2014-01-01

This study was conducted to evaluate the performance of physical examination (PE) skills during our diagnostic medicine course and analyze the characteristics of the data collected to provide information for practical guidance to improve the quality of teaching. Seventy-two fourth-year medical students were enrolled in the study. All received an assessment of PE skills after receiving a 17-week formal training course and systematic teaching. Their performance was evaluated and recorded in detail using a checklist, which included 5 aspects of PE skills: examination techniques, communication and care skills, content items, appropriateness of examination sequence, and time taken. Error frequency and type were designated as the assessment parameters in the survey. The results showed that the distribution and the percentage in examination errors between male and female students and among the different body parts examined were significantly different (p<0.001). The average error frequency per student in females (0.875) was lower than in males (1.375) although the difference was not statistically significant (p = 0.167). The average error frequency per student in cardiac (1.267) and pulmonary (1.389) examinations was higher than in abdominal (0.867) and head, neck and nervous system examinations (0.917). Female students had a lower average error frequency than males in cardiac examinations (p = 0.041). Additionally, error in examination techniques was the highest type of error among the 5 aspects of PE skills irrespective of participant gender and assessment content (p<0.001). These data suggest that PE skills in cardiac and pulmonary examinations and examination techniques may be included in the main focus of improving the teaching of diagnostics in these medical students. PMID:25329685

Performance of physical examination skills in medical students during diagnostic medicine course in a University Hospital of Northwest China.

PubMed

Li, Yan; Li, Na; Han, Qunying; He, Shuixiang; Bae, Ricard S; Liu, Zhengwen; Lv, Yi; Shi, Bingyin

2014-01-01

This study was conducted to evaluate the performance of physical examination (PE) skills during our diagnostic medicine course and analyze the characteristics of the data collected to provide information for practical guidance to improve the quality of teaching. Seventy-two fourth-year medical students were enrolled in the study. All received an assessment of PE skills after receiving a 17-week formal training course and systematic teaching. Their performance was evaluated and recorded in detail using a checklist, which included 5 aspects of PE skills: examination techniques, communication and care skills, content items, appropriateness of examination sequence, and time taken. Error frequency and type were designated as the assessment parameters in the survey. The results showed that the distribution and the percentage in examination errors between male and female students and among the different body parts examined were significantly different (p<0.001). The average error frequency per student in females (0.875) was lower than in males (1.375) although the difference was not statistically significant (p = 0.167). The average error frequency per student in cardiac (1.267) and pulmonary (1.389) examinations was higher than in abdominal (0.867) and head, neck and nervous system examinations (0.917). Female students had a lower average error frequency than males in cardiac examinations (p = 0.041). Additionally, error in examination techniques was the highest type of error among the 5 aspects of PE skills irrespective of participant gender and assessment content (p<0.001). These data suggest that PE skills in cardiac and pulmonary examinations and examination techniques may be included in the main focus of improving the teaching of diagnostics in these medical students.

The prevalence and causes of visual impairment in seven-year-old children.

PubMed

Ghaderi, Soraya; Hashemi, Hassan; Jafarzadehpur, Ebrahim; Yekta, Abbasali; Ostadimoghaddam, Hadi; Mirzajani, Ali; Khabazkhoob, Mehdi

2018-05-01

To report the prevalence and causes of visual impairment in seven-year-old children in Iran and its relationship with socio-economic conditions. In a cross-sectional population-based study, first-grade students in the primary schools of eight cities in the country were randomly selected from different geographic locations using multistage cluster sampling. The examinations included visual acuity measurement, ocular motility evaluation, and cycloplegic and non-cycloplegic refraction. Using the definitions of the World Health Organization (presenting visual acuity less than or equal to 6/18 in the better eye) to estimate the prevalence of vision impairment, the present study reported presenting visual impairment in seven-year-old children. Of 4,614 selected students, 4,106 students participated in the study (response rate 89 per cent), of whom 2,127 (51.8 per cent) were male. The prevalence of visual impairment according to a visual acuity of 6/18 was 0.341 per cent (95 per cent confidence interval 0.187-0.571); 1.34 per cent (95 per cent confidence interval 1.011-1.74) of children had visual impairment according to a visual acuity of 6/18 in at least one eye. Sixty-six (1.6 per cent) and 23 (0.24 per cent) children had visual impairment according to a visual acuity of 6/12 in the worse and better eye, respectively. The most common causes of visual impairment were refractive errors (81.8 per cent) and amblyopia (14.5 per cent). Among different types of refractive errors, astigmatism was the main refractive error leading to visual impairment. According to the concentration index, the distribution of visual impairment in children from low-income families was higher. This study revealed a high prevalence of visual impairment in a representative sample of seven-year-old Iranian children. Astigmatism and amblyopia were the most common causes of visual impairment. The distribution of visual impairment was higher in children from low-income families. Cost-effective strategies are needed to address these easily treatable causes of visual impairment. © 2017 Optometry Australia.

Spatiotemporal Filtering Using Principal Component Analysis and Karhunen-Loeve Expansion Approaches for Regional GPS Network Analysis

NASA Technical Reports Server (NTRS)

Dong, D.; Fang, P.; Bock, F.; Webb, F.; Prawirondirdjo, L.; Kedar, S.; Jamason, P.

2006-01-01

Spatial filtering is an effective way to improve the precision of coordinate time series for regional GPS networks by reducing so-called common mode errors, thereby providing better resolution for detecting weak or transient deformation signals. The commonly used approach to regional filtering assumes that the common mode error is spatially uniform, which is a good approximation for networks of hundreds of kilometers extent, but breaks down as the spatial extent increases. A more rigorous approach should remove the assumption of spatially uniform distribution and let the data themselves reveal the spatial distribution of the common mode error. The principal component analysis (PCA) and the Karhunen-Loeve expansion (KLE) both decompose network time series into a set of temporally varying modes and their spatial responses. Therefore they provide a mathematical framework to perform spatiotemporal filtering.We apply the combination of PCA and KLE to daily station coordinate time series of the Southern California Integrated GPS Network (SCIGN) for the period 2000 to 2004. We demonstrate that spatially and temporally correlated common mode errors are the dominant error source in daily GPS solutions. The spatial characteristics of the common mode errors are close to uniform for all east, north, and vertical components, which implies a very long wavelength source for the common mode errors, compared to the spatial extent of the GPS network in southern California. Furthermore, the common mode errors exhibit temporally nonrandom patterns.

Patient safety awareness among Undergraduate Medical Students in Pakistani Medical School

PubMed Central

Kamran, Rizwana; Bari, Attia; Khan, Rehan Ahmed; Al-Eraky, Mohamed

2018-01-01

Objective: To measure the level of awareness of patient safety among undergraduate medical students in Pakistani Medical School and to find the difference with respect to gender and prior experience with medical error. Methods: This cross-sectional study was conducted at the University of Lahore (UOL), Pakistan from January to March 2017, and comprised final year medical students. Data was collected using a questionnaire ‘APSQ- III’ on 7 point Likert scale. Eight questions were reverse coded. Survey was anonymous. SPSS package 20 was used for statistical analysis. Results: Questionnaire was filled by 122 students, with 81% response rate. The best score 6.17 was given for the ‘team functioning’, followed by 6.04 for ‘long working hours as a cause of medical error’. The domains regarding involvement of patient, confidence to report medical errors and role of training and learning on patient safety scored high in the agreed range of >5. Reverse coded questions about ‘professional incompetence as an error cause’ and ‘disclosure of errors’ showed negative perception. No significant differences of perceptions were found with respect to gender and prior experience with medical error (p= >0.05). Conclusion: Undergraduate medical students at UOL had a positive attitude towards patient safety. However, there were misconceptions about causes of medical errors and error disclosure among students and patient safety education needs to be incorporated in medical curriculum of Pakistan. PMID:29805398

Students’ errors in solving combinatorics problems observed from the characteristics of RME modeling

NASA Astrophysics Data System (ADS)

Meika, I.; Suryadi, D.; Darhim

2018-01-01

This article was written based on the learning evaluation results of students’ errors in solving combinatorics problems observed from the characteristics of Realistic Mathematics Education (RME); that is modeling. Descriptive method was employed by involving 55 students from two international-based pilot state senior high schools in Banten. The findings of the study suggested that the students still committed errors in simplifying the problem as much 46%; errors in making mathematical model (horizontal mathematization) as much 60%; errors in finishing mathematical model (vertical mathematization) as much 65%; and errors in interpretation as well as validation as much 66%.

Personal protective equipment for the Ebola virus disease: A comparison of 2 training programs.

PubMed

Casalino, Enrique; Astocondor, Eugenio; Sanchez, Juan Carlos; Díaz-Santana, David Enrique; Del Aguila, Carlos; Carrillo, Juan Pablo

2015-12-01

Personal protective equipment (PPE) for preventing Ebola virus disease (EVD) includes basic PPE (B-PPE) and enhanced PPE (E-PPE). Our aim was to compare conventional training programs (CTPs) and reinforced training programs (RTPs) on the use of B-PPE and E-PPE. Four groups were created, designated CTP-B, CTP-E, RTP-B, and RTP-E. All groups received the same theoretical training, followed by 3 practical training sessions. A total of 120 students were included (30 per group). In all 4 groups, the frequency and number of total errors and critical errors decreased significantly over the course of the training sessions (P < .01). The RTP was associated with a greater reduction in the number of total errors and critical errors (P < .0001). During the third training session, we noted an error frequency of 7%-43%, a critical error frequency of 3%-40%, 0.3-1.5 total errors, and 0.1-0.8 critical errors per student. The B-PPE groups had the fewest errors and critical errors (P < .0001). Our results indicate that both training methods improved the student's proficiency, that B-PPE appears to be easier to use than E-PPE, that the RTP achieved better proficiency for both PPE types, and that a number of students are still potentially at risk for EVD contamination despite the improvements observed during the training. Copyright © 2015 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Use of social media in education among medical students in Saudi Arabia

PubMed Central

2016-01-01

Purpose Social media (SM), a virtual place where people can share, exchange, and communicate their ideas and knowledge, has become the new trend in communication and learning. This study aims to explore Saudi Arabian medical students’ usage of SM and to discover the most common resources used in medical education. Furthermore, it aims to illustrate students’ belief about the influence of SM on their learning. Methods This cross-sectional study administered validated questionnaires to medical students from different universities in Saudi Arabia, via emails, Twitter, Facebook, and short message service. A non-probability sampling technique was utilized and a sample size of 381 students was arrived at, using 95% confidence interval and 5% margin of error, since the total number of medical students in Saudi Arabia is approximately 36,000. The total respondents were 657 students from 23 different Saudi Arabian medical schools (females: 60.5%, n=397; males: 39.5%, n=260). Results The questionnaires of 21% of the students (n=139) were excluded from the analysis since they were incomplete. The most common website used by both genders was YouTube (42.3%, n=185); however, males preferred using Twitter and Wikis (p=0.001). With regard to utilizing SM for learning, 95.8% (n=419) of the students believed that it is beneficial. Females stated that SM helps them link basic and clinical science (p=0.003). Conclusion Medical schools need to improve the utilization of SM by their faculty and students by developing activities and encouraging the usage of SM in education. PMID:27907981

Workshops Increase Students' Proficiency at Identifying General and APA-Style Writing Errors

ERIC Educational Resources Information Center

Jorgensen, Terrence D.; Marek, Pam

2013-01-01

To determine the effectiveness of 20- to 30-min workshops on recognition of errors in American Psychological Association-style writing, 58 introductory psychology students attended one of the three workshops (on grammar, mechanics, or references) and completed error recognition tests (pretest, initial posttest, and three follow-up tests). As a…

Teaching-learning: stereoscopic 3D versus Traditional methods in Mexico City.

PubMed

Mendoza Oropeza, Laura; Ortiz Sánchez, Ricardo; Ojeda Villagómez, Raúl

2015-01-01

In the UNAM Faculty of Odontology, we use a stereoscopic 3D teaching method that has grown more common in the last year, which makes it important to know whether students can learn better with this strategy. The objective of the study is to know, if the 4th year students of the bachelor's degree in dentistry learn more effectively with the use of stereoscopic 3D than the traditional method in Orthodontics. first, we selected the course topics, to be used for both methods; the traditional method using projection of slides and for the stereoscopic third dimension, with the use of videos in digital stereo projection (seen through "passive" polarized 3D glasses). The main topic was supernumerary teeth, including and diverted from their guide eruption. Afterwards we performed an exam on students, containing 24 items, validated by expert judgment in Orthodontics teaching. The results of the data were compared between the two educational methods for determined effectiveness using the model before and after measurement with the statistical package SPSS 20 version. The results presented for the 9 groups of undergraduates in dentistry, were collected with a total of 218 students for 3D and traditional methods, we found in a traditional method a mean 4.91, SD 1.4752 in the pretest and X=6.96, SD 1.26622, St Error 0.12318 for the posttest. The 3D method had a mean 5.21, SD 1.996779 St Error 0.193036 for the pretest X= 7.82, SD =0.963963, St Error 0.09319 posttest; the analysis of Variance between groups F= 5.60 Prob > 0.0000 and Bartlett's test for equal variances 21.0640 Prob > chi² = 0.007. These results show that the student's learning in 3D means a significant improvement as compared to the traditional teaching method and having a strong association between the two methods. The findings suggest that the stereoscopic 3D method lead to improved student learning compared to traditional teaching.

Prevalence of uncorrected refractive errors among school-age children in the School District of Philadelphia.

PubMed

Mayro, Eileen L; Hark, Lisa A; Shiuey, Eric; Pond, Michael; Siam, Linda; Hill-Bennett, Tamara; Tran, Judie; Khanna, Nitasha; Silverstein, Marlee; Donaghy, James; Zhan, Tingting; Murchison, Ann P; Levin, Alex V

2018-06-01

To determine the prevalence and severity of uncorrected refractive errors in school-age children attending Philadelphia public schools. The Wills Eye Vision Screening Program for Children is a community-based pediatric vision screening program designed to detect and correct refractive errors and refer those with nonrefractive eye diseases for examination by a pediatric ophthalmologist. Between January 2014 and June 2016 the program screened 18,974 children in grades K-5 in Philadelphia public schools. Children who failed the vision screening were further examined by an on-site ophthalmologist or optometrist; children whose decreased visual acuity was not amenable to spectacle correction were referred to a pediatric ophthalmologist. Of the 18,974 children screened, 2,492 (13.1%) exhibited uncorrected refractive errors: 1,776 (9.4%) children had myopia, 459 (2.4%) had hyperopia, 1,484 (7.8%) had astigmatism, and 846 (4.5%) had anisometropia. Of the 2,492 with uncorrected refractive error, 368 children (14.8%) had more than one refractive error diagnosis. In stratifying refractive error diagnoses by severity, mild myopia (spherical equivalent of -0.50 D to < -3.00 D) was the most common diagnosis, present in 1,573 (8.3%) children. In this urban population 13.1% of school-age children exhibited uncorrected refractive errors. Blurred vision may create challenges for students in the classroom; school-based vision screening programs can provide an avenue to identify and correct refractive errors. Copyright © 2018 American Association for Pediatric Ophthalmology and Strabismus. Published by Elsevier Inc. All rights reserved.

[Refractive errors in patients with cerebral palsy].

PubMed

Mrugacz, Małgorzata; Bandzul, Krzysztof; Kułak, Wojciech; Poppe, Ewa; Jurowski, Piotr

2013-04-01

Ocular changes are common in patients with cerebral palsy (CP) and they exist in about 50% of cases. The most common are refractive errors and strabismus disease. The aim of the paper was to estimate the relativeness between refractive errors and neurological pathologies in patients with selected types of CP. MATERIAL AND METHODS. The subject of the analysis was showing refractive errors in patients within two groups of CP: diplegia spastica and tetraparesis, with nervous system pathologies taken into account. Results. This study was proven some correlations between refractive errors and type of CP and severity of the CP classified in GMFCS scale. Refractive errors were more common in patients with tetraparesis than with diplegia spastica. In the group with diplegia spastica more common were myopia and astigmatism, however in tetraparesis - hyperopia.

UR Well Eye Care: a model for medical student ophthalmology education and service in the community.

PubMed

MacLean, Kyle; Hindman, Holly B

2014-01-01

To assess medical student ophthalmic educational exposure and service provided through the University of Rochester's UR Well Eye Care (URWEC) program, a student-run initiative in which medical students provide supervised eye care to an uninsured urban population. Retrospective chart review. Consecutive patients seen at the student-run URWEC in Rochester, NY, USA between June 2008 and June 2013. One hundred and forty-five of 148 charts of consecutive patients seen at URWEC over the 5-year period were identified and reviewed. Data on patient demographics, reason for visit, history, examination, diagnoses, and management were collected into a database. Main outcome measures included reasons for referral, student performance of ophthalmic examination components, ophthalmic diagnoses, and hours of volunteer service rendered. Patients came from a variety of countries and educational and racial backgrounds. The most common reason for referral to URWEC was diabetic screening eye exams (66/145, 46%). Student volunteers performed the following examination components in 79%-100% of visits under direct supervision of an attending ophthalmologist: visual acuity, pupils, extraocular movements, confrontation visual fields, intraocular pressure, drop administration, slit-lamp examination, and dilated fundoscopic exam. The most common diagnosis other than refractive error was cataract (29/145, 20%). Almost half of patients (66/145, 46%) were diagnosed with potentially vision-threatening conditions. Six hundred and thirty hours of community service were rendered by students and attending ophthalmologists during the 5-year period. Student-run eye clinics provide a longitudinal setting where students can receive one-on-one training with attending ophthalmologists, attain a broad clinical exposure, and provide a needed service in their communities.

Essential competencies in prescribing: A first european cross-sectional study among 895 final-year medical students.

PubMed

Brinkman, D J; Tichelaar, J; Schutte, T; Benemei, S; Böttiger, Y; Chamontin, B; Christiaens, T; Likic, R; Maˇiulaitis, R; Marandi, T; Monteiro, E C; Papaioannidou, P; Pers, Y M; Pontes, C; Raskovic, A; Regenthal, R; Sanz, E J; Tamba, B I; Wilson, K; Vries, Tp de; Richir, M C; Agtmael, Ma van

2017-02-01

European medical students should have acquired adequate prescribing competencies before graduation, but it is not known whether this is the case. In this international multicenter study, we evaluated the essential knowledge, skills, and attitudes in clinical pharmacology and therapeutics (CPT) of final-year medical students across Europe. In a cross-sectional design, 26 medical schools from 17 European countries were asked to administer a standardized assessment and questionnaire to 50 final-year students. Although there were differences between schools, our results show an overall lack of essential prescribing competencies among final-year students in Europe. Students had a poor knowledge of drug interactions and contraindications, and chose inappropriate therapies for common diseases or made prescribing errors. Our results suggest that undergraduate teaching in CPT is inadequate in many European schools, leading to incompetent prescribers and potentially unsafe patient care. A European core curriculum with clear learning outcomes and assessments should be urgently developed. © 2016 The Authors. Clinical Pharmacology & Therapeutics published by Wiley Periodicals, Inc. on behalf of The American Society for Clinical Pharmacology and Therapeutics.

Differences in the Gambling Behavior of Online and Non-online Student Gamblers in a Controlled Laboratory Environment.

PubMed

Montes, Kevin S; Weatherly, Jeffrey N

2017-03-01

Although research suggests that approximately 1 in 4 college students report having gambled online, few laboratory-based studies have been conducted enlisting online student gamblers. Moreover, it is unclear the extent to which differences in gambling behavior exist between online and non-online student gamblers. The current study examined if online gamblers would play more hands, commit more errors, and wager more credits than non-online student gamblers in a controlled, laboratory environment. Online (n = 19) and non-online (n = 26) student gamblers played video poker in three separate sessions and the number of hands played, errors committed, and credits wagered were recorded. Results showed that online student gamblers played more hands and committed more errors playing video poker than non-online student gamblers. The results from the current study extend previous research by suggesting that online gamblers engage in potentially more deleterious gambling behavior (e.g., playing more hands and committing more errors) than non-online gamblers. Additional research is needed to examine differences in the gambling behavior of online and non-online gamblers in a controlled, laboratory environment.

WE-G-BRA-04: Common Errors and Deficiencies in Radiation Oncology Practice

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kry, S; Dromgoole, L; Alvarez, P

Purpose: Dosimetric errors in radiotherapy dose delivery lead to suboptimal treatments and outcomes. This work reviews the frequency and severity of dosimetric and programmatic errors identified by on-site audits performed by the IROC Houston QA center. Methods: IROC Houston on-site audits evaluate absolute beam calibration, relative dosimetry data compared to the treatment planning system data, and processes such as machine QA. Audits conducted from 2000-present were abstracted for recommendations, including type of recommendation and magnitude of error when applicable. Dosimetric recommendations corresponded to absolute dose errors >3% and relative dosimetry errors >2%. On-site audits of 1020 accelerators at 409 institutionsmore » were reviewed. Results: A total of 1280 recommendations were made (average 3.1/institution). The most common recommendation was for inadequate QA procedures per TG-40 and/or TG-142 (82% of institutions) with the most commonly noted deficiency being x-ray and electron off-axis constancy versus gantry angle. Dosimetrically, the most common errors in relative dosimetry were in small-field output factors (59% of institutions), wedge factors (33% of institutions), off-axis factors (21% of institutions), and photon PDD (18% of institutions). Errors in calibration were also problematic: 20% of institutions had an error in electron beam calibration, 8% had an error in photon beam calibration, and 7% had an error in brachytherapy source calibration. Almost all types of data reviewed included errors up to 7% although 20 institutions had errors in excess of 10%, and 5 had errors in excess of 20%. The frequency of electron calibration errors decreased significantly with time, but all other errors show non-significant changes. Conclusion: There are many common and often serious errors made during the establishment and maintenance of a radiotherapy program that can be identified through independent peer review. Physicists should be cautious, particularly in areas highlighted herein that show a tendency for errors.« less

Teaching Mistakes or Teachable Moments?

ERIC Educational Resources Information Center

Mueller, Mary; Yankelewitz, Dina

2014-01-01

Gain a new perspective on the sharing of erroneous solutions in classroom discussions. Based on their research in grades four and six, the authors reveal how student-to-student correction of errors promotes mathematical reasoning and understanding. Tips for teachers include strategies for using students' errors to encourage reasoning during…

The Negative Sign and Exponential Expressions: Unveiling Students' Persistent Errors and Misconceptions

ERIC Educational Resources Information Center

Cangelosi, Richard; Madrid, Silvia; Cooper, Sandra; Olson, Jo; Hartter, Beverly

2013-01-01

The purpose of this study was to determine whether or not certain errors made when simplifying exponential expressions persist as students progress through their mathematical studies. College students enrolled in college algebra, pre-calculus, and first- and second-semester calculus mathematics courses were asked to simplify exponential…

Calculus Instructors' Responses to Prior Knowledge Errors

ERIC Educational Resources Information Center

Talley, Jana Renee

2009-01-01

This study investigates the responses to prior knowledge errors that Calculus I instructors make when assessing students. Prior knowledge is operationalized as any skill or understanding that a student needs to successfully navigate through a Calculus I course. A two part qualitative study consisting of student exams and instructor interviews was…

Improving Student Results in the Crystal Violet Chemical Kinetics Experiment

ERIC Educational Resources Information Center

Kazmierczak, Nathanael; Vander Griend, Douglas A.

2017-01-01

Despite widespread use in general chemistry laboratories, the crystal violet chemical kinetics experiment frequently suffers from erroneous student results. Student calculations for the reaction order in hydroxide often contain large asymmetric errors, pointing to the presence of systematic error. Through a combination of "in silico"…

Situating Student Errors: Linguistic-to-Algebra Translation Errors

ERIC Educational Resources Information Center

Adu-Gyamfi, Kwaku; Bossé, Michael J.; Chandler, Kayla

2015-01-01

While it is well recognized that students are prone to difficulties when performing linguistic-to-algebra translations, the nature of students' difficulties remain an issue of contention. Moreover, the literature indicates that these difficulties are not easily remediated by domain-specific instruction. Some have opined that this is the case…

The pursuit of understanding: A study of exemplary high school students' conceptions of knowledge validation in science and history

NASA Astrophysics Data System (ADS)

Boix Mansilla, Veronica Maria

The study presented examined 16 award-winning high school students' beliefs about the criteria by which scientific theories and historical narratives are deemed trustworthy. It sought to (a) describe such beliefs as students reasoned within each discipline; (b) examine the degree to which such beliefs were organized as coherent systems of thought; and (c) explore the relationship between students' beliefs and their prior disciplinary research experience. Students were multiple-year award-winners at the Massachusetts Science Fair and the National History Day---two pre-collegiate State-level competitions. Two consecutive semi-structured interviews invited students to assess and enhance the trustworthiness of competing accounts of genetic inheritance and the Holocaust in science and history respectively. A combined qualitative and quantitative data analysis yielded the following results: (a) Students valued three standards of acceptability that were common across disciplines: e.g. empirical strength, explanatory power and formal and presentational strength. However, when reasoning within each discipline they tended to define each standard in disciplinary-specific ways. Students also valued standards of acceptability that were not shared across disciplines: i.e., external validity in science and human understanding in history. (b) In science, three distinct epistemological orientations were identified---i.e., "faith in method," "trusting the scientific community" and "working against error." In history students held two distinct epistemologies---i.e., "reproducing the past" and "organizing the past". Students' epistemological orientations tended to operate as collections of mutually supporting ideas about what renders a theory or a narrative acceptable. (c) Contrary to the standard position to date in the literature on epistemological beliefs, results revealed that students' research training in a particular discipline (e.g., science or history) was strongly related to the ways in which they interpreted problems, methods, and satisfactory solutions in each domain. Students trained in science favored a sophisticated "working against error" epistemology of science and a naive "reproducing the past" epistemology of history. Students trained in history revealed a sophisticated "organizing the past" epistemology in that discipline and a naive "faith in methods" in one in science. Students trained in both domains revealed sophisticated epistemologies in both disciplines.

Administration and Scoring Errors of Graduate Students Learning the WISC-IV: Issues and Controversies

ERIC Educational Resources Information Center

Mrazik, Martin; Janzen, Troy M.; Dombrowski, Stefan C.; Barford, Sean W.; Krawchuk, Lindsey L.

2012-01-01

A total of 19 graduate students enrolled in a graduate course conducted 6 consecutive administrations of the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV, Canadian version). Test protocols were examined to obtain data describing the frequency of examiner errors, including administration and scoring errors. Results identified 511…

Florida Error Maps. A Resource Book for Teachers of Florida Geography.

ERIC Educational Resources Information Center

Allen, Rodney F.; And Others

Fifteen maps of Florida, each containing errors to be corrected by students, are presented for use in teaching Florida geography. Among the error maps included are Florida's borders today, the rivers of Florida, cities in the Grapefruit League, and Florida's European explorers. Teachers are encouraged to reproduce the maps and students to use the…

Opportunities to Notice: Chinese Prospective Teachers Noticing Students' Ideas in a Distance Formula Lesson

ERIC Educational Resources Information Center

Ding, Lin; Domínguez, Higinio

2016-01-01

This paper investigates the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. Using video clips of one student's procedural error consisting of exchanging the order of coordinates when applying the distance formula, some variation was…

Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status

ERIC Educational Resources Information Center

Schumacher, Robin F.; Malone, Amelia S.

2017-01-01

The goal of this study was to describe fraction-calculation errors among fourth-grade students and to determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low-, average-, or high-achieving). We…

Error management training and simulation education.

PubMed

Gardner, Aimee; Rich, Michelle

2014-12-01

The integration of simulation into the training of health care professionals provides context for decision making and procedural skills in a high-fidelity environment, without risk to actual patients. It was hypothesised that a novel approach to simulation-based education - error management training - would produce higher performance ratings compared with traditional step-by-step instruction. Radiology technology students were randomly assigned to participate in traditional procedural-based instruction (n = 11) or vicarious error management training (n = 11). All watched an instructional video and discussed how well each incident was handled (traditional instruction group) or identified where the errors were made (vicarious error management training). Students then participated in a 30-minute case-based simulation. Simulations were videotaped for performance analysis. Blinded experts evaluated performance using a predefined evaluation tool created specifically for the scenario. Blinded experts evaluated performance using a predefined evaluation tool created specifically for the scenario The vicarious error management group scored higher on observer-rated performance (Mean = 9.49) than students in the traditional instruction group (Mean = 9.02; p < 0.01). These findings suggest that incorporating the discussion of errors and how to handle errors during the learning session will better equip students when performing hands-on procedures and skills. This pilot study provides preliminary evidence for integrating error management skills into medical curricula and for the design of learning goals in simulation-based education. © 2014 John Wiley & Sons Ltd.

Translation Competence and Translation Performance: Lexical, Syntactic and Textual Patterns in Student Translations of a Specialized EU Genre

ERIC Educational Resources Information Center

Karoly, Adrienn

2012-01-01

This paper reports the findings of a study aiming to reveal the recurring patterns of lexical, syntactic and textual errors in student translations of a specialized EU genre from English into Hungarian. By comparing the student translations to the official translation of the text, this article uncovers the most frequent errors that students made…

Students' Errors in Solving the Permutation and Combination Problems Based on Problem Solving Steps of Polya

ERIC Educational Resources Information Center

Sukoriyanto; Nusantara, Toto; Subanji; Chandra, Tjang Daniel

2016-01-01

This article was written based on the results of a study evaluating students' errors in problem solving of permutation and combination in terms of problem solving steps according to Polya. Twenty-five students were asked to do four problems related to permutation and combination. The research results showed that the students still did a mistake in…

Effectiveness of Indirect and Direct Metalinguistic Error Correction Techniques on the Essays of Senior Secondary School Students in South Western Nigeria

ERIC Educational Resources Information Center

Eyengho, Toju; Fawole, Oyebisi

2013-01-01

The study assessed error-correction techniques used in correcting students' essays in English language and also determined the effects of these strategies and other related variables on students' performance in essay writing with a view to improving students' writing skill in English language in South Western Nigeria. A quasi-experimental design…

Characteristics of pediatric chemotherapy medication errors in a national error reporting database.

PubMed

Rinke, Michael L; Shore, Andrew D; Morlock, Laura; Hicks, Rodney W; Miller, Marlene R

2007-07-01

Little is known regarding chemotherapy medication errors in pediatrics despite studies suggesting high rates of overall pediatric medication errors. In this study, the authors examined patterns in pediatric chemotherapy errors. The authors queried the United States Pharmacopeia MEDMARX database, a national, voluntary, Internet-accessible error reporting system, for all error reports from 1999 through 2004 that involved chemotherapy medications and patients aged <18 years. Of the 310 pediatric chemotherapy error reports, 85% reached the patient, and 15.6% required additional patient monitoring or therapeutic intervention. Forty-eight percent of errors originated in the administering phase of medication delivery, and 30% originated in the drug-dispensing phase. Of the 387 medications cited, 39.5% were antimetabolites, 14.0% were alkylating agents, 9.3% were anthracyclines, and 9.3% were topoisomerase inhibitors. The most commonly involved chemotherapeutic agents were methotrexate (15.3%), cytarabine (12.1%), and etoposide (8.3%). The most common error types were improper dose/quantity (22.9% of 327 cited error types), wrong time (22.6%), omission error (14.1%), and wrong administration technique/wrong route (12.2%). The most common error causes were performance deficit (41.3% of 547 cited error causes), equipment and medication delivery devices (12.4%), communication (8.8%), knowledge deficit (6.8%), and written order errors (5.5%). Four of the 5 most serious errors occurred at community hospitals. Pediatric chemotherapy errors often reached the patient, potentially were harmful, and differed in quality between outpatient and inpatient areas. This study indicated which chemotherapeutic agents most often were involved in errors and that administering errors were common. Investigation is needed regarding targeted medication administration safeguards for these high-risk medications. Copyright (c) 2007 American Cancer Society.

Error Analysis in Academic Writing: A Case of International Postgraduate Students in Malaysia

ERIC Educational Resources Information Center

Amiri, Fatemeh; Puteh, Marlia

2017-01-01

This paper examines the different types of writing errors performed by 16 international postgraduate students undertaking an intensive English course at a public university in Malaysia. It was mandatory for international postgraduate students who obtained less than IELTS Band 6 to undertake an Intensive English Course (IEC) offered by the…

Error Ratio Analysis: Alternate Mathematics Assessment for General and Special Educators.

ERIC Educational Resources Information Center

Miller, James H.; Carr, Sonya C.

1997-01-01

Eighty-seven elementary students in grades four, five, and six, were administered a 30-item multiplication instrument to assess performance in computation across grade levels. An interpretation of student performance using error ratio analysis is provided and the use of this method with groups of students for instructional decision making is…

Approaches to Treating Student Written Errors

ERIC Educational Resources Information Center

Tran, Thu H.

2013-01-01

Second language writing teachers face numerous challenges when providing feedback on student writing. There may be so many problems in the writing that is almost impossible for them to focus on or they may constantly seek a better method of giving feedback on student written errors. This paper attempts to provide second language writing teachers…

Possibilities: A Framework for Modeling Students' Deductive Reasoning in Physics

ERIC Educational Resources Information Center

Gaffney, Jonathan David Housley

2010-01-01

Students often make errors when trying to solve qualitative or conceptual physics problems, and while many successful instructional interventions have been generated to prevent such errors, the process of deduction that students use when solving physics problems has not been thoroughly studied. In an effort to better understand that reasoning…

Carelessness and Affect in an Intelligent Tutoring System for Mathematics

ERIC Educational Resources Information Center

San Pedro, Maria Ofelia Z.; de Baker, Ryan S. J.; Rodrigo, Ma. Mercedes T.

2014-01-01

We investigate the relationship between students' affect and their frequency of careless errors while using an Intelligent Tutoring System for middle school mathematics. A student is said to have committed a careless error when the student's answer is wrong despite knowing the skill required to provide the correct answer. We operationalize the…

Grammar Errors Made by ESL Tertiary Students in Writing

ERIC Educational Resources Information Center

Singh, Charanjit Kaur Swaran; Singh, Amreet Kaur Jageer; Razak, Nur Qistina Abd; Ravinthar, Thilaga

2017-01-01

The educational context in Malaysia demands students to be equipped with sound grammar so that they can produce good essays in the examination. However, despite having learnt English in primary and secondary schools, students in the higher learning institutions tend to make some grammatical errors in their writing. This study presents the…

Analysis of Students' Error in Learning of Quadratic Equations

ERIC Educational Resources Information Center

Zakaria, Effandi; Ibrahim; Maat, Siti Mistima

2010-01-01

The purpose of the study was to determine the students' error in learning quadratic equation. The samples were 30 form three students from a secondary school in Jambi, Indonesia. Diagnostic test was used as the instrument of this study that included three components: factorization, completing the square and quadratic formula. Diagnostic interview…

Prevalence of refractive error in malay primary school children in suburban area of Kota Bharu, Kelantan, Malaysia.

PubMed

Hashim, Syaratul-Emma; Tan, Hui-Ken; Wan-Hazabbah, W H; Ibrahim, Mohtar

2008-11-01

Refractive error remains one of the primary causes of visual impairment in children worldwide, and the prevalence of refractive error varies widely. The objective of this study was to determine the prevalence of refractive error and study the possible associated factors inducing refractive error among primary school children of Malay ethnicity in the suburban area of Kota Bharu, Kelantan, Malaysia. A school-based cross-sectional study was performed from January to July 2006 by random selection on Standard 1 to Standard 6 students of 10 primary schools in the Kota Bharu district. Visual acuity assessment was measured using logMAR ETDRS chart. Positive predictive value of uncorrected visual acuity equal or worse than 20/40, was used as a cut-off point for further evaluation by automated refraction and retinoscopic refraction. A total of 840 students were enumerated but only 705 were examined. The prevalence of uncorrected visual impairment was seen in 54 (7.7%) children. The main cause of the uncorrected visual impairment was refractive error which contributed to 90.7% of the total, and with 7.0% prevalence for the studied population. Myopia is the most common type of refractive error among children aged 6 to 12 years with prevalence of 5.4%, followed by hyperopia at 1.0% and astigmatism at 0.6%. A significant positive correlation was noted between myopia development with increasing age (P <0.005), more hours spent on reading books (P <0.005) and background history of siblings with glasses (P <0.005) and whose parents are of higher educational level (P <0.005). Malays in suburban Kelantan (5.4%) have the lowest prevalence of myopia compared with Malays in the metropolitan cities of Kuala Lumpur (9.2%) and Singapore (22.1%). The ethnicity-specific prevalence rate of myopia was the lowest among Malays in Kota Bharu, followed by Kuala Lumpur, and is the highest among Singaporean Malays. Better socio-economic factors could have contributed to higher myopia rates in the cities, since the genetic background of these ethnic Malays are similar.

Intentionally flawed manuscripts as means for teaching students to critically evaluate scientific papers.

PubMed

Ferenc, Jaroslav; Červenák, Filip; Birčák, Erik; Juríková, Katarína; Goffová, Ivana; Gorilák, Peter; Huraiová, Barbora; Plavá, Jana; Demecsová, Loriana; Ďuríková, Nikola; Galisová, Veronika; Gazdarica, Matej; Puškár, Marek; Nagy, Tibor; Nagyová, Soňa; Mentelová, Lucia; Slaninová, Miroslava; Ševčovicová, Andrea; Tomáška, Ľubomír

2018-01-01

As future scientists, university students need to learn how to avoid making errors in their own manuscripts, as well as how to identify flaws in papers published by their peers. Here we describe a novel approach on how to promote students' ability to critically evaluate scientific articles. The exercise is based on instructing teams of students to write intentionally flawed manuscripts describing the results of simple experiments. The teams are supervised by instructors advising the students during manuscript writing, choosing the 'appropriate' errors, monitoring the identification of errors made by the other team and evaluating the strength of their arguments in support of the identified errors. We have compared the effectiveness of the method with a journal club-type seminar. Based on the results of our assessment we propose that the described seminar may effectively complement the existing approaches to teach critical scientific thinking. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):22-30, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status

ERIC Educational Resources Information Center

Schumacher, Robin F.; Malone, Amelia S.

2017-01-01

The goal of the present study was to describe fraction-calculation errors among 4th-grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We…

Student Errors in Fractions and Possible Causes of These Errors

ERIC Educational Resources Information Center

Aksoy, Nuri Can; Yazlik, Derya Ozlem

2017-01-01

In this study, it was aimed to determine the errors and misunderstandings of 5th and 6th grade middle school students in fractions and operations with fractions. For this purpose, the case study model, which is a qualitative research design, was used in the research. In the study, maximum diversity sampling, which is a purposeful sampling method,…

Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. NCEE 2010-4004

ERIC Educational Resources Information Center

Schochet, Peter Z.; Chiang, Hanley S.

2010-01-01

This paper addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators.…

Common but unappreciated sources of error in one, two, and multiple-color pyrometry

NASA Technical Reports Server (NTRS)

Spjut, R. Erik

1988-01-01

The most common sources of error in optical pyrometry are examined. They can be classified as either noise and uncertainty errors, stray radiation errors, or speed-of-response errors. Through judicious choice of detectors and optical wavelengths the effect of noise errors can be minimized, but one should strive to determine as many of the system properties as possible. Careful consideration of the optical-collection system can minimize stray radiation errors. Careful consideration must also be given to the slowest elements in a pyrometer when measuring rapid phenomena.

Antiretroviral medication prescribing errors are common with hospitalization of HIV-infected patients.

PubMed

Commers, Tessa; Swindells, Susan; Sayles, Harlan; Gross, Alan E; Devetten, Marcel; Sandkovsky, Uriel

2014-01-01

Errors in prescribing antiretroviral therapy (ART) often occur with the hospitalization of HIV-infected patients. The rapid identification and prevention of errors may reduce patient harm and healthcare-associated costs. A retrospective review of hospitalized HIV-infected patients was carried out between 1 January 2009 and 31 December 2011. Errors were documented as omission, underdose, overdose, duplicate therapy, incorrect scheduling and/or incorrect therapy. The time to error correction was recorded. Relative risks (RRs) were computed to evaluate patient characteristics and error rates. A total of 289 medication errors were identified in 146/416 admissions (35%). The most common was drug omission (69%). At an error rate of 31%, nucleoside reverse transcriptase inhibitors were associated with an increased risk of error when compared with protease inhibitors (RR 1.32; 95% CI 1.04-1.69) and co-formulated drugs (RR 1.59; 95% CI 1.19-2.09). Of the errors, 31% were corrected within the first 24 h, but over half (55%) were never remedied. Admissions with an omission error were 7.4 times more likely to have all errors corrected within 24 h than were admissions without an omission. Drug interactions with ART were detected on 51 occasions. For the study population (n = 177), an increased risk of admission error was observed for black (43%) compared with white (28%) individuals (RR 1.53; 95% CI 1.16-2.03) but no significant differences were observed between white patients and other minorities or between men and women. Errors in inpatient ART were common, and the majority were never detected. The most common errors involved omission of medication, and nucleoside reverse transcriptase inhibitors had the highest rate of prescribing error. Interventions to prevent and correct errors are urgently needed.

The Deference Due the Oracle: Computerized Text Analysis in a Basic Writing Class.

ERIC Educational Resources Information Center

Otte, George

1989-01-01

Describes how a computerized text analysis program can help students discover error patterns in their writing, and notes how students' responses to analyses can reduce errors and improve their writing. (MM)

A Study on Sixth Grade Students' Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume

ERIC Educational Resources Information Center

Tan Sisman, Gulcin; Aksu, Meral

2016-01-01

The purpose of the present study was to portray students' misconceptions and errors while solving conceptually and procedurally oriented tasks involving length, area, and volume measurement. The data were collected from 445 sixth grade students attending public primary schools in Ankara, Türkiye via a test composed of 16 constructed-response…

Covariate Measurement Error Correction for Student Growth Percentiles Using the SIMEX Method

ERIC Educational Resources Information Center

Shang, Yi; VanIwaarden, Adam; Betebenner, Damian W.

2015-01-01

In this study, we examined the impact of covariate measurement error (ME) on the estimation of quantile regression and student growth percentiles (SGPs), and find that SGPs tend to be overestimated among students with higher prior achievement and underestimated among those with lower prior achievement, a problem we describe as ME endogeneity in…

Visual Scanning: Comparisons Between Student and Instructor Pilots. Final Report.

ERIC Educational Resources Information Center

DeMaio, Joseph; And Others

The performance of instructor pilots and student pilots was compared in two visual scanning tasks. In the first task both groups were shown slides of T-37 instrument displays in which errors were to be detected. Instructor pilots detected errors faster and with greater accuracy than student pilots, thus providing evidence for the validity of the…

Analysis of Errors Made by Students Solving Genetics Problems.

ERIC Educational Resources Information Center

Costello, Sandra Judith

The purpose of this study was to analyze the errors made by students solving genetics problems. A sample of 10 non-science undergraduate students was obtained from a private college in Northern New Jersey. The results support prior research in the area of genetics education and show that a weak understanding of the relationship of meiosis to…

Identifying Engineering Students' English Sentence Reading Comprehension Errors: Applying a Data Mining Technique

ERIC Educational Resources Information Center

Tsai, Yea-Ru; Ouyang, Chen-Sen; Chang, Yukon

2016-01-01

The purpose of this study is to propose a diagnostic approach to identify engineering students' English reading comprehension errors. Student data were collected during the process of reading texts of English for science and technology on a web-based cumulative sentence analysis system. For the analysis, the association-rule, data mining technique…

[Epidemiology of refractive errors].

PubMed

Wolfram, C

2017-07-01

Refractive errors are very common and can lead to severe pathological changes in the eye. This article analyzes the epidemiology of refractive errors in the general population in Germany and worldwide and describes common definitions for refractive errors and clinical characteristics for pathologicaal changes. Refractive errors differ between age groups due to refractive changes during the life time and also due to generation-specific factors. Current research about the etiology of refractive errors has strengthened the influence of environmental factors, which led to new strategies for the prevention of refractive pathologies.

DNA → RNA: What Do Students Think the Arrow Means?

PubMed Central

Fisk, J. Nick; Newman, Dina L.

2014-01-01

The central dogma of molecular biology, a model that has remained intact for decades, describes the transfer of genetic information from DNA to protein though an RNA intermediate. While recent work has illustrated many exceptions to the central dogma, it is still a common model used to describe and study the relationship between genes and protein products. We investigated understanding of central dogma concepts and found that students are not primed to think about information when presented with the canonical figure of the central dogma. We also uncovered conceptual errors in student interpretation of the meaning of the transcription arrow in the central dogma representation; 36% of students (n = 128; all undergraduate levels) described transcription as a chemical conversion of DNA into RNA or suggested that RNA existed before the process of transcription began. Interviews confirm that students with weak conceptual understanding of information flow find inappropriate meaning in the canonical representation of central dogma. Therefore, we suggest that use of this representation during instruction can be counterproductive unless educators are explicit about the underlying meaning. PMID:26086664

A teaching resource using the GUIDE environment: simplified model of the eye for secondary school students

NASA Astrophysics Data System (ADS)

Gómez-Varela, A. I.; Salvado-Vara, F.; Bao-Varela, C.

2014-07-01

Nowadays, new technologies have great influence on our lives and how we access to the information. The new generations have never known a world without them and make use of these new technologies in practically all facets of their day-to-day. Education systems have also evolved rapidly and frequently make use of learning strategies based on interactive tools. In this work we have created a graphical user interface with GUIDE, a development environment of MATLAB, to show, in a simple way, how the eye works. This interactive program is addressed to the first courses of secondary education and designed to introduce them to the basic concepts of the normal refractive condition of the eye and the most common refractive errors, as myopia and hyperopia. The graphic interface makes use of the simplified model of the eye, where the optic system of the visual organ is represented by a converging lens (cornea and crystalline) and a screen (retina). Emmetropic, myopic and hyperopic eye operation is shown graphically to the students, as well as how these focusing errors can be solved with a diverging and converging lens, respectively. This teaching tool was used this academic course in the Colegio Hogar de Santa Margarita (A Coruña) for a better understanding of the students in this matter and to catch their attention to the world of Optics and its importance.

Evaluation of complications of root canal treatment performed by undergraduate dental students.

PubMed

AlRahabi, Mothanna K

2017-12-01

This study evaluated the technical quality of root canal treatment (RCT) and detected iatrogenic errors in an undergraduate dental clinic at the College of Dentistry, Taibah University, Saudi Arabia. Dental records of 280 patients who received RCT between 2013 and 2016 undertaken by dental students were investigated by retrospective chart review. Root canal obturation was evaluated on the basis of the length of obturation being ≤2 mm from the radiographic apex, with uniform radiodensity and good adaptation to root canal walls. Inadequate root canal obturation included cases containing procedural errors such as furcal perforation, ledge, canal transportation, strip perforation, root perforation, instrument separation, voids in the obturation, or underfilling or overfilling of the obturation. In 193 (68.9%) teeth, RCT was adequate and without procedural errors. However, in 87 (31.1%) teeth, RCT was inadequate and contained procedural errors. The frequency of procedural errors in the entire sample was 31.1% as follows: underfilling, 49.9%; overfilling, 24.1%; voids, 12.6%; broken instruments, 9.2%; apical perforation, 2.3%; and root canal transportation, 2.3%. There were no significant differences (p > 0.05) in the type or frequency of procedural errors between the fourth- and fifth-year students. Lower molars (43.1%) and upper incisors (19.2%) exhibited the highest and lowest frequencies of procedural errors, respectively. The technical quality of RCT performed by undergraduate dental students was classified as 'adequate' in 68.9% of the cases. There is a need for improvement in the training of students at the preclinical and clinical levels.

Assessment of a model for achieving competency in administration and scoring of the WAIS-IV in post-graduate psychology students.

PubMed

Roberts, Rachel M; Davis, Melissa C

2015-01-01

There is a need for an evidence-based approach to training professional psychologists in the administration and scoring of standardized tests such as the Wechsler Adult Intelligence Scale (WAIS) due to substantial evidence that these tasks are associated with numerous errors that have the potential to significantly impact clients' lives. Twenty three post-graduate psychology students underwent training in using the WAIS-IV according to a best-practice teaching model that involved didactic teaching, independent study of the test manual, and in-class practice with teacher supervision and feedback. Video recordings and test protocols from a role-played test administration were analyzed for errors according to a comprehensive checklist with self, peer, and faculty member reviews. 91.3% of students were rated as having demonstrated competency in administration and scoring. All students were found to make errors, with substantially more errors being detected by the faculty member than by self or peers. Across all subtests, the most frequent errors related to failure to deliver standardized instructions verbatim from the manual. The failure of peer and self-reviews to detect the majority of the errors suggests that novice feedback (self or peers) may be ineffective to eliminate errors and the use of more senior peers may be preferable. It is suggested that involving senior trainees, recent graduates and/or experienced practitioners in the training of post-graduate students may have benefits for both parties, promoting a peer-learning and continuous professional development approach to the development and maintenance of skills in psychological assessment.

Analysis of Errors and Misconceptions in the Learning of Calculus by Undergraduate Students

ERIC Educational Resources Information Center

Muzangwa, Jonatan; Chifamba, Peter

2012-01-01

This paper is going to analyse errors and misconceptions in an undergraduate course in Calculus. The study will be based on a group of 10 BEd. Mathematics students at Great Zimbabwe University. Data is gathered through use of two exercises on Calculus 1&2.The analysis of the results from the tests showed that a majority of the errors were due…

Graduate Students' Administration and Scoring Errors on the WISC-IV: Reducing Inaccuracies with Training and Experience

ERIC Educational Resources Information Center

Alper, Jaclyn

2012-01-01

A total of 52 Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) protocols, administered by graduate students were examined to obtain data on the type and frequency of examiner errors, the impact of errors on resultant test scores as well as improvement rate over the course of two years in training. Findings were consistent with…

Using the Sampling Margin of Error to Assess the Interpretative Validity of Student Evaluations of Teaching

ERIC Educational Resources Information Center

James, David E.; Schraw, Gregory; Kuch, Fred

2015-01-01

We present an equation, derived from standard statistical theory, that can be used to estimate sampling margin of error for student evaluations of teaching (SETs). We use the equation to examine the effect of sample size, response rates and sample variability on the estimated sampling margin of error, and present results in four tables that allow…

Frequency and Type of Situational Awareness Errors Contributing to Death and Brain Damage: A Closed Claims Analysis.

PubMed

Schulz, Christian M; Burden, Amanda; Posner, Karen L; Mincer, Shawn L; Steadman, Randolph; Wagner, Klaus J; Domino, Karen B

2017-08-01

Situational awareness errors may play an important role in the genesis of patient harm. The authors examined closed anesthesia malpractice claims for death or brain damage to determine the frequency and type of situational awareness errors. Surgical and procedural anesthesia death and brain damage claims in the Anesthesia Closed Claims Project database were analyzed. Situational awareness error was defined as failure to perceive relevant clinical information, failure to comprehend the meaning of available information, or failure to project, anticipate, or plan. Patient and case characteristics, primary damaging events, and anesthesia payments in claims with situational awareness errors were compared to other death and brain damage claims from 2002 to 2013. Anesthesiologist situational awareness errors contributed to death or brain damage in 198 of 266 claims (74%). Respiratory system damaging events were more common in claims with situational awareness errors (56%) than other claims (21%, P < 0.001). The most common specific respiratory events in error claims were inadequate oxygenation or ventilation (24%), difficult intubation (11%), and aspiration (10%). Payments were made in 85% of situational awareness error claims compared to 46% in other claims (P = 0.001), with no significant difference in payment size. Among 198 claims with anesthesia situational awareness error, perception errors were most common (42%), whereas comprehension errors (29%) and projection errors (29%) were relatively less common. Situational awareness error definitions were operationalized for reliable application to real-world anesthesia cases. Situational awareness errors may have contributed to catastrophic outcomes in three quarters of recent anesthesia malpractice claims.Situational awareness errors resulting in death or brain damage remain prevalent causes of malpractice claims in the 21st century.

Medication errors in anesthesia: unacceptable or unavoidable?

PubMed

Dhawan, Ira; Tewari, Anurag; Sehgal, Sankalp; Sinha, Ashish Chandra

Medication errors are the common causes of patient morbidity and mortality. It adds financial burden to the institution as well. Though the impact varies from no harm to serious adverse effects including death, it needs attention on priority basis since medication errors' are preventable. In today's world where people are aware and medical claims are on the hike, it is of utmost priority that we curb this issue. Individual effort to decrease medication error alone might not be successful until a change in the existing protocols and system is incorporated. Often drug errors that occur cannot be reversed. The best way to 'treat' drug errors is to prevent them. Wrong medication (due to syringe swap), overdose (due to misunderstanding or preconception of the dose, pump misuse and dilution error), incorrect administration route, under dosing and omission are common causes of medication error that occur perioperatively. Drug omission and calculation mistakes occur commonly in ICU. Medication errors can occur perioperatively either during preparation, administration or record keeping. Numerous human and system errors can be blamed for occurrence of medication errors. The need of the hour is to stop the blame - game, accept mistakes and develop a safe and 'just' culture in order to prevent medication errors. The newly devised systems like VEINROM, a fluid delivery system is a novel approach in preventing drug errors due to most commonly used medications in anesthesia. Similar developments along with vigilant doctors, safe workplace culture and organizational support all together can help prevent these errors. Copyright © 2016. Published by Elsevier Editora Ltda.

Frequency and types of the medication errors in an academic emergency department in Iran: The emergent need for clinical pharmacy services in emergency departments.

PubMed

Zeraatchi, Alireza; Talebian, Mohammad-Taghi; Nejati, Amir; Dashti-Khavidaki, Simin

2013-07-01

Emergency departments (EDs) are characterized by simultaneous care of multiple patients with various medical conditions. Due to a large number of patients with complex diseases, speed and complexity of medication use, working in under-staffing and crowded environment, medication errors are commonly perpetrated by emergency care providers. This study was designed to evaluate the incidence of medication errors among patients attending to an ED in a teaching hospital in Iran. In this cross-sectional study, a total of 500 patients attending to ED were randomly assessed for incidence and types of medication errors. Some factors related to medication errors such as working shift, weekdays and schedule of the educational program of trainee were also evaluated. Nearly, 22% of patients experienced at least one medication error. The rate of medication errors were 0.41 errors per patient and 0.16 errors per ordered medication. The frequency of medication errors was higher in men, middle age patients, first weekdays, night-time work schedules and the first semester of educational year of new junior emergency medicine residents. More than 60% of errors were prescription errors by physicians and the remaining were transcription or administration errors by nurses. More than 35% of the prescribing errors happened during the selection of drug dose and frequency. The most common medication errors by nurses during the administration were omission error (16.2%) followed by unauthorized drug (6.4%). Most of the medication errors happened for anticoagulants and thrombolytics (41.2%) followed by antimicrobial agents (37.7%) and insulin (7.4%). In this study, at least one-fifth of the patients attending to ED experienced medication errors resulting from multiple factors. More common prescription errors happened during ordering drug dose and frequency. More common administration errors included dug omission or unauthorized drug.

DNA → RNA: What Do Students Think the Arrow Means?

PubMed

Wright, L Kate; Fisk, J Nick; Newman, Dina L

2014-01-01

The central dogma of molecular biology, a model that has remained intact for decades, describes the transfer of genetic information from DNA to protein though an RNA intermediate. While recent work has illustrated many exceptions to the central dogma, it is still a common model used to describe and study the relationship between genes and protein products. We investigated understanding of central dogma concepts and found that students are not primed to think about information when presented with the canonical figure of the central dogma. We also uncovered conceptual errors in student interpretation of the meaning of the transcription arrow in the central dogma representation; 36% of students (n = 128; all undergraduate levels) described transcription as a chemical conversion of DNA into RNA or suggested that RNA existed before the process of transcription began. Interviews confirm that students with weak conceptual understanding of information flow find inappropriate meaning in the canonical representation of central dogma. Therefore, we suggest that use of this representation during instruction can be counterproductive unless educators are explicit about the underlying meaning. © 2014 L. K. Wright et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Do calculation errors by nurses cause medication errors in clinical practice? A literature review.

PubMed

Wright, Kerri

2010-01-01

This review aims to examine the literature available to ascertain whether medication errors in clinical practice are the result of nurses' miscalculating drug dosages. The research studies highlighting poor calculation skills of nurses and student nurses have been tested using written drug calculation tests in formal classroom settings [Kapborg, I., 1994. Calculation and administration of drug dosage by Swedish nurses, student nurses and physicians. International Journal for Quality in Health Care 6(4): 389 -395; Hutton, M., 1998. Nursing Mathematics: the importance of application Nursing Standard 13(11): 35-38; Weeks, K., Lynne, P., Torrance, C., 2000. Written drug dosage errors made by students: the threat to clinical effectiveness and the need for a new approach. Clinical Effectiveness in Nursing 4, 20-29]; Wright, K., 2004. Investigation to find strategies to improve student nurses' maths skills. British Journal Nursing 13(21) 1280-1287; Wright, K., 2005. An exploration into the most effective way to teach drug calculation skills to nursing students. Nurse Education Today 25, 430-436], but there have been no reviews of the literature on medication errors in practice that specifically look to see whether the medication errors are caused by nurses' poor calculation skills. The databases Medline, CINAHL, British Nursing Index (BNI), Journal of American Medical Association (JAMA) and Archives and Cochrane reviews were searched for research studies or systematic reviews which reported on the incidence or causes of drug errors in clinical practice. In total 33 articles met the criteria for this review. There were no studies that examined nurses' drug calculation errors in practice. As a result studies and systematic reviews that investigated the types and causes of drug errors were examined to establish whether miscalculations by nurses were the causes of errors. The review found insufficient evidence to suggest that medication errors are caused by nurses' poor calculation skills. Of the 33 studies reviewed only five articles specifically recorded information relating to calculation errors and only two of these detected errors using the direct observational approach. The literature suggests that there are other more pressing aspects of nurses' preparation and administration of medications which are contributing to medication errors in practice that require more urgent attention and calls into question the current focus on calculation and numeracy skills of pre registration and qualified nurses (NMC 2008). However, more research is required into the calculation errors in practice. In particular there is a need for a direct observational study on paediatric nurses as there are presently none examining this area of practice.

Effects of Listening Conditions, Error Types, and Ensemble Textures on Error Detection Skills

ERIC Educational Resources Information Center

Waggoner, Dori T.

2011-01-01

This study was designed with three main purposes: (a) to investigate the effects of two listening conditions on error detection accuracy, (b) to compare error detection responses for rhythm errors and pitch errors, and (c) to examine the influences of texture on error detection accuracy. Undergraduate music education students (N = 18) listened to…

Professional Development Processes That Promote Teacher Change: The Case of a Video-Based Program Focused on Leveraging Students' Mathematical Errors

ERIC Educational Resources Information Center

Santagata, Rossella; Bray, Wendy

2016-01-01

This study examined processes at the core of teacher professional development (PD) experiences that might positively impact teacher learning and more specifically teacher change. Four processes were considered in the context of a PD program focused on student mathematical errors: analysis of students' mathematical misconceptions as a lever for…

Error Detection and Self-Assessment as Mechanisms to Promote Self-Regulation of Learning among Secondary Education Students

ERIC Educational Resources Information Center

Zamora, Ángela; Suárez, José Manuel; Ardura, Diego

2018-01-01

The authors' objective was to study the role of error detection and retroactive self-regulation as determinants of performance in secondary education students. A total of 198 students participated in the quasiexperimental study, which involved a control group and two experimental groups. This enabled the authors to analyze the effects of both…

Spelling in Adolescents with Dyslexia: Errors and Modes of Assessment

ERIC Educational Resources Information Center

Tops, Wim; Callens, Maaike; Bijn, Evi; Brysbaert, Marc

2014-01-01

In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor's studies and had Dutch as mother tongue. Three…

A Search for TRUTH in Student Responses to Selected Survey Items. AIR 1993 Annual Forum Paper.

ERIC Educational Resources Information Center

Takalkar, Pradnya; And Others

This study compared 4,594 student responses from three different surveys of incoming students at the University of South Florida (USF) with data from Florida's State University System (SUS) admissions files to determine what proportion of error occurs in the survey responses. Specifically, the study investigated the amount of measurement error in…

The Effect of Teacher Error Feedback on the Accuracy of EFL Student Writing

ERIC Educational Resources Information Center

Pan, Yi-chun

2010-01-01

This study investigated the effect of teacher error feedback on students' ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher's grammatical feedback,…

Package Design Affects Accuracy Recognition for Medications.

PubMed

Endestad, Tor; Wortinger, Laura A; Madsen, Steinar; Hortemo, Sigurd

2016-12-01

Our aim was to test if highlighting and placement of substance name on medication package have the potential to reduce patient errors. An unintentional overdose of medication is a large health issue that might be linked to medication package design. In two experiments, placement, background color, and the active ingredient of generic medication packages were manipulated according to best human factors guidelines to reduce causes of labeling-related patient errors. In two experiments, we compared the original packaging with packages where we varied placement of the name, dose, and background of the active ingredient. Age-relevant differences and the effect of color on medication recognition error were tested. In Experiment 1, 59 volunteers (30 elderly and 29 young students), participated. In Experiment 2, 25 volunteers participated. The most common error was the inability to identify that two different packages contained the same active ingredient (young, 41%, and elderly, 68%). This kind of error decreased with the redesigned packages (young, 8%, and elderly, 16%). Confusion errors related to color design were reduced by two thirds in the redesigned packages compared with original generic medications. Prominent placement of substance name and dose with a band of high-contrast color support recognition of the active substance in medications. A simple modification including highlighting and placing the name of the active ingredient in the upper right-hand corner of the package helps users realize that two different packages can contain the same active substance, thus reducing the risk of inadvertent medication overdose. © 2016, Human Factors and Ergonomics Society.

Package Design Affects Accuracy Recognition for Medications

PubMed Central

Endestad, Tor; Wortinger, Laura A.; Madsen, Steinar; Hortemo, Sigurd

2016-01-01

Objective: Our aim was to test if highlighting and placement of substance name on medication package have the potential to reduce patient errors. Background: An unintentional overdose of medication is a large health issue that might be linked to medication package design. In two experiments, placement, background color, and the active ingredient of generic medication packages were manipulated according to best human factors guidelines to reduce causes of labeling-related patient errors. Method: In two experiments, we compared the original packaging with packages where we varied placement of the name, dose, and background of the active ingredient. Age-relevant differences and the effect of color on medication recognition error were tested. In Experiment 1, 59 volunteers (30 elderly and 29 young students), participated. In Experiment 2, 25 volunteers participated. Results: The most common error was the inability to identify that two different packages contained the same active ingredient (young, 41%, and elderly, 68%). This kind of error decreased with the redesigned packages (young, 8%, and elderly, 16%). Confusion errors related to color design were reduced by two thirds in the redesigned packages compared with original generic medications. Conclusion: Prominent placement of substance name and dose with a band of high-contrast color support recognition of the active substance in medications. Application: A simple modification including highlighting and placing the name of the active ingredient in the upper right-hand corner of the package helps users realize that two different packages can contain the same active substance, thus reducing the risk of inadvertent medication overdose. PMID:27591209

A closer look at the effect of preliminary goodness-of-fit testing for normality for the one-sample t-test.

PubMed

Rochon, Justine; Kieser, Meinhard

2011-11-01

Student's one-sample t-test is a commonly used method when inference about the population mean is made. As advocated in textbooks and articles, the assumption of normality is often checked by a preliminary goodness-of-fit (GOF) test. In a paper recently published by Schucany and Ng it was shown that, for the uniform distribution, screening of samples by a pretest for normality leads to a more conservative conditional Type I error rate than application of the one-sample t-test without preliminary GOF test. In contrast, for the exponential distribution, the conditional level is even more elevated than the Type I error rate of the t-test without pretest. We examine the reasons behind these characteristics. In a simulation study, samples drawn from the exponential, lognormal, uniform, Student's t-distribution with 2 degrees of freedom (t(2) ) and the standard normal distribution that had passed normality screening, as well as the ingredients of the test statistics calculated from these samples, are investigated. For non-normal distributions, we found that preliminary testing for normality may change the distribution of means and standard deviations of the selected samples as well as the correlation between them (if the underlying distribution is non-symmetric), thus leading to altered distributions of the resulting test statistics. It is shown that for skewed distributions the excess in Type I error rate may be even more pronounced when testing one-sided hypotheses. ©2010 The British Psychological Society.

Learning from Mistakes

PubMed Central

Fischer, Melissa A; Mazor, Kathleen M; Baril, Joann; Alper, Eric; DeMarco, Deborah; Pugnaire, Michele

2006-01-01

CONTEXT Trainees are exposed to medical errors throughout medical school and residency. Little is known about what facilitates and limits learning from these experiences. OBJECTIVE To identify major factors and areas of tension in trainees' learning from medical errors. DESIGN, SETTING, AND PARTICIPANTS Structured telephone interviews with 59 trainees (medical students and residents) from 1 academic medical center. Five authors reviewed transcripts of audiotaped interviews using content analysis. RESULTS Trainees were aware that medical errors occur from early in medical school. Many had an intense emotional response to the idea of committing errors in patient care. Students and residents noted variation and conflict in institutional recommendations and individual actions. Many expressed role confusion regarding whether and how to initiate discussion after errors occurred. Some noted the conflict between reporting errors to seniors who were responsible for their evaluation. Learners requested more open discussion of actual errors and faculty disclosure. No students or residents felt that they learned better from near misses than from actual errors, and many believed that they learned the most when harm was caused. CONCLUSIONS Trainees are aware of medical errors, but remaining tensions may limit learning. Institutions can immediately address variability in faculty response and local culture by disseminating clear, accessible algorithms to guide behavior when errors occur. Educators should develop longitudinal curricula that integrate actual cases and faculty disclosure. Future multi-institutional work should focus on identified themes such as teaching and learning in emotionally charged situations, learning from errors and near misses and balance between individual and systems responsibility. PMID:16704381

Analyse des erreurs et grammaire generative: La syntaxe de l'interrogation en francais (Error Analysis and Generative Grammar: The Syntax of Interrogation in French).

ERIC Educational Resources Information Center

Py, Bernard

A progress report is presented of a study which applies a system of generative grammar to error analysis. The objective of the study was to reconstruct the grammar of students' interlanguage, using a systematic analysis of errors. (Interlanguage refers to the linguistic competence of a student who possesses a relatively systematic body of rules,…

Ocular morbidity on headache ruled out of systemic causes—A prevalence study carried out at a community based hospital in Nepal

PubMed Central

Marasini, Sanjay; Khadka, Jyoti; Sthapit, Purnima Raj Karnikar; Sharma, Ranjana; Nepal, Bhagvat Prasad

2012-01-01

Purpose The association between ophthalmic anomalies and headache still needs to be investigated largely. We aimed to look for it in the context of a rural community hospital of Nepal. Methods Hundred patients with headache were investigated for ophthalmic anomalies after the probable systemic association was ruled out. All the patients were first examined by general physician, otorhinolaryngologist and psychiatrist. Ocular evaluation consisted of detailed refractive, binocularity assessment and anterior and posterior segment examination. Data were analyzed using t-test, chi-square test, multiple logistic regression, odds ratio as well as frequency and percentages. Results Female above the age of 17 suffered more (p < 0.05). Frontal headache was more common than occipital (p > 0.05). In students and housewives frontal headache was more common (OR 3.467, 0.848–14.174; 95% CI and 1.167, 0.303–4.499; 95% CI). Refractive error was associated with frontal headache (OR, 1.429, 1.130–0.806, 95% CI). On presentation, 88% had visual acuity 6/9 or better. Forty-four percent had refractive error among whom astigmatism was more frequent (63.63%) followed by hyperopia (27.27%) and myopia (9.09%). Known eye problems were significantly associated with refractive error and binocular vision anomalies (p < 0.001). Convergence insufficiency (16.25%) and fusional vergence (11.25%) deficiencies were common among unstable binocularity. Conclusion Ocular anomalies co-exist with headache complains very frequently. Refractive and binocular vision anomalies need to be largely investigated in all headache patients. It is important to get a good headache history so that patients can be referred to the appropriate specialist.

Errors in otology.

PubMed

Kartush, J M

1996-11-01

Practicing medicine successfully requires that errors in diagnosis and treatment be minimized. Malpractice laws encourage litigators to ascribe all medical errors to incompetence and negligence. There are, however, many other causes of unintended outcomes. This article describes common causes of errors and suggests ways to minimize mistakes in otologic practice. Widespread dissemination of knowledge about common errors and their precursors can reduce the incidence of their occurrence. Consequently, laws should be passed to allow for a system of non-punitive, confidential reporting of errors and "near misses" that can be shared by physicians nationwide.

Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class

NASA Astrophysics Data System (ADS)

Novitasari, N.; Lukito, A.; Ekawati, R.

2018-01-01

A slow learner whose IQ is between 71 and 89 will have difficulties in solving mathematics problems that often lead to errors. The errors could be analyzed to where the errors may occur and its type. This research is qualitative descriptive which aims to describe the locations, types, and causes of slow learner errors in the inclusive junior high school class in solving the fraction problem. The subject of this research is one slow learner of seventh-grade student which was selected through direct observation by the researcher and through discussion with mathematics teacher and special tutor which handles the slow learner students. Data collection methods used in this study are written tasks and semistructured interviews. The collected data was analyzed by Newman’s Error Analysis (NEA). Results show that there are four locations of errors, namely comprehension, transformation, process skills, and encoding errors. There are four types of errors, such as concept, principle, algorithm, and counting errors. The results of this error analysis will help teachers to identify the causes of the errors made by the slow learner.

Syntactic and semantic errors in radiology reports associated with speech recognition software.

PubMed

Ringler, Michael D; Goss, Brian C; Bartholmai, Brian J

2017-03-01

Speech recognition software can increase the frequency of errors in radiology reports, which may affect patient care. We retrieved 213,977 speech recognition software-generated reports from 147 different radiologists and proofread them for errors. Errors were classified as "material" if they were believed to alter interpretation of the report. "Immaterial" errors were subclassified as intrusion/omission or spelling errors. The proportion of errors and error type were compared among individual radiologists, imaging subspecialty, and time periods. In all, 20,759 reports (9.7%) contained errors, of which 3992 (1.9%) were material errors. Among immaterial errors, spelling errors were more common than intrusion/omission errors ( p < .001). Proportion of errors and fraction of material errors varied significantly among radiologists and between imaging subspecialties ( p < .001). Errors were more common in cross-sectional reports, reports reinterpreting results of outside examinations, and procedural studies (all p < .001). Error rate decreased over time ( p < .001), which suggests that a quality control program with regular feedback may reduce errors.

Constructivism, Factoring, and Beliefs.

ERIC Educational Resources Information Center

Rauff, James V.

1994-01-01

Discusses errors made by remedial intermediate algebra students in factoring polynomials in light of student definitions of factoring. Found certain beliefs about factoring to logically imply many of the errors made. Suggests that belief-based teaching can be successful in teaching factoring. (16 references) (Author/MKR)

Public Speaking Apprehension, Decision-Making Errors in the Selection of Speech Introduction Strategies and Adherence to Strategy.

ERIC Educational Resources Information Center

Beatty, Michael J.

1988-01-01

Examines the choice-making processes of students engaged in the selection of speech introduction strategies. Finds that the frequency of students making decision-making errors was a positive function of public speaking apprehension. (MS)

Medication Errors in Pediatric Anesthesia: A Report From the Wake Up Safe Quality Improvement Initiative.

PubMed

Lobaugh, Lauren M Y; Martin, Lizabeth D; Schleelein, Laura E; Tyler, Donald C; Litman, Ronald S

2017-09-01

Wake Up Safe is a quality improvement initiative of the Society for Pediatric Anesthesia that contains a deidentified registry of serious adverse events occurring in pediatric anesthesia. The aim of this study was to describe and characterize reported medication errors to find common patterns amenable to preventative strategies. In September 2016, we analyzed approximately 6 years' worth of medication error events reported to Wake Up Safe. Medication errors were classified by: (1) medication category; (2) error type by phase of administration: prescribing, preparation, or administration; (3) bolus or infusion error; (4) provider type and level of training; (5) harm as defined by the National Coordinating Council for Medication Error Reporting and Prevention; and (6) perceived preventability. From 2010 to the time of our data analysis in September 2016, 32 institutions had joined and submitted data on 2087 adverse events during 2,316,635 anesthetics. These reports contained details of 276 medication errors, which comprised the third highest category of events behind cardiac and respiratory related events. Medication errors most commonly involved opioids and sedative/hypnotics. When categorized by phase of handling, 30 events occurred during preparation, 67 during prescribing, and 179 during administration. The most common error type was accidental administration of the wrong dose (N = 84), followed by syringe swap (accidental administration of the wrong syringe, N = 49). Fifty-seven (21%) reported medication errors involved medications prepared as infusions as opposed to 1 time bolus administrations. Medication errors were committed by all types of anesthesia providers, most commonly by attendings. Over 80% of reported medication errors reached the patient and more than half of these events caused patient harm. Fifteen events (5%) required a life sustaining intervention. Nearly all cases (97%) were judged to be either likely or certainly preventable. Our findings characterize the most common types of medication errors in pediatric anesthesia practice and provide guidance on future preventative strategies. Many of these errors will be almost entirely preventable with the use of prefilled medication syringes to avoid accidental ampule swap, bar-coding at the point of medication administration to prevent syringe swap and to confirm the proper dose, and 2-person checking of medication infusions for accuracy.

A Computer-Assisted Instructional Software Program in Mathematical Problem-Solving Skills for Medication Administration for Beginning Baccalaureate Nursing Students at San Jose State University.

ERIC Educational Resources Information Center

Wahl, Sharon C.

Nursing educators and administrators are concerned about medication errors made by students which jeopardize patient safety. The inability to conceptualize and calculate medication dosages, often related to math anxiety, is implicated in such errors. A computer-assisted instruction (CAI) program is seen as a viable method of allowing students to…

Reflections as Near-Peer Facilitators of an Inquiry Project for Undergraduate Anatomy: Successes and Challenges from a Term of Trial-and-Error

ERIC Educational Resources Information Center

Anstey, Lauren M.; Michels, Alison; Szymus, Julianna; Law, Wyanne; Ho, Man-Hymn Edwin; Qu, Fei; Yeung, Ralph T. T.; Chow, Natalie

2014-01-01

Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The…

To What Extent Do Learners Benefit from Indirect Written Corrective Feedback? A Study Targeting Learners of Different Proficiency and Heritage Language Status

ERIC Educational Resources Information Center

Park, Eun Sung; Song, Sunhee; Shin, Yu Kyoung

2016-01-01

Should teachers spend hours correcting students' errors, or should they simply underline the errors, leaving it up to the students to self-correct them? The current study examines the utility of indirect feedback on learners' written output. Journal entries from students enrolled in intact second language (L2) Korean classes (n = 40) were…

Spanish Pre-University Students' Use of English: CEA Results from the University Entrance Examination

ERIC Educational Resources Information Center

Diez-Bedmar, Maria Belen

2011-01-01

In this paper an updated overview of the main errors that Spanish students make when writing the English exam in the University Entrance Examination is provided. To do so, a Computer-aided Error Analysis (CEA) (Dagneaux, Denness & Granger, 1998) was conducted on a representative sample of the students who took the exam in June 2008 in Jaen,…

A Brief Look at: Test Scores and the Standard Error of Measurement. E&R Report No. 10.13

ERIC Educational Resources Information Center

Holdzkom, David; Sumner, Brian; McMillen, Brad

2010-01-01

In the context of standardized testing, the standard error of measurement (SEM) is a measure of the factors other than the student's actual knowledge of the tested material that may affect the student's test score. Such factors may include distractions in the testing environment, fatigue, hunger, or even luck. This means that a student's observed…

Development of a Template Lesson Plan Based on 5e Model Enhanced with Computer Supported Applications and Conceptual Change Texts

ERIC Educational Resources Information Center

Seker, Burcu Sezginsoy; Erdem, Aliye

2017-01-01

Students learning a defined subject only perform by learning of thinking based on the concepts forming that subjects. Otherwise, students may move away from the scientific meaning of concepts and may fall into conceptual errors. Students' conceptual errors affect their following learning and cause them resist change. It is possible to prevent this…

The influence of LED lighting on task accuracy: time of day, gender and myopia effects

NASA Astrophysics Data System (ADS)

Rao, Feng; Chan, A. H. S.; Zhu, Xi-Fang

2017-07-01

In this research, task errors were obtained during performance of a marker location task in which the markers were shown on a computer screen under nine LED lighting conditions; three illuminances (100, 300 and 500 lx) and three color temperatures (3000, 4500 and 6500 K). A total of 47 students participated voluntarily in these tasks. The results showed that task errors in the morning were small and nearly constant across the nine lighting conditions. However in the afternoon, the task errors were significantly larger and varied across lighting conditions. The largest errors for the afternoon session occurred when the color temperature was 4500 K and illuminance 500 lx. There were significant differences between task errors in the morning and afternoon sessions. No significant difference between females and males was found. Task errors for high myopia students were significantly larger than for the low myopia students under the same lighting conditions. In summary, the influence of LED lighting on task accuracy during office hours was not gender dependent, but was time of day and myopia dependent.

Hospital-based transfusion error tracking from 2005 to 2010: identifying the key errors threatening patient transfusion safety.

PubMed

Maskens, Carolyn; Downie, Helen; Wendt, Alison; Lima, Ana; Merkley, Lisa; Lin, Yulia; Callum, Jeannie

2014-01-01

This report provides a comprehensive analysis of transfusion errors occurring at a large teaching hospital and aims to determine key errors that are threatening transfusion safety, despite implementation of safety measures. Errors were prospectively identified from 2005 to 2010. Error data were coded on a secure online database called the Transfusion Error Surveillance System. Errors were defined as any deviation from established standard operating procedures. Errors were identified by clinical and laboratory staff. Denominator data for volume of activity were used to calculate rates. A total of 15,134 errors were reported with a median number of 215 errors per month (range, 85-334). Overall, 9083 (60%) errors occurred on the transfusion service and 6051 (40%) on the clinical services. In total, 23 errors resulted in patient harm: 21 of these errors occurred on the clinical services and two in the transfusion service. Of the 23 harm events, 21 involved inappropriate use of blood. Errors with no harm were 657 times more common than events that caused harm. The most common high-severity clinical errors were sample labeling (37.5%) and inappropriate ordering of blood (28.8%). The most common high-severity error in the transfusion service was sample accepted despite not meeting acceptance criteria (18.3%). The cost of product and component loss due to errors was $593,337. Errors occurred at every point in the transfusion process, with the greatest potential risk of patient harm resulting from inappropriate ordering of blood products and errors in sample labeling. © 2013 American Association of Blood Banks (CME).

Ophthalmologic abnormalities among students with cognitive impairment in eastern Taiwan: The special group with undetected visual impairment.

PubMed

Tsao, Wei-Shan; Hsieh, Hsi-Pao; Chuang, Yi-Ting; Sheu, Min-Muh

2017-05-01

Students with cognitive impairment are at increased risk of suffering from visual impairment due to refractive errors and ocular disease, which can adversely influence learning and daily activities. The purpose of this study was to evaluate the ocular and visual status among students at the special education school in Hualien. All students at the National Hualien Special Education School were evaluated. Full eye examinations were conducted by a skilled ophthalmologist. The students' medical records and disability types were reviewed. A total of 241 students, aged 7-18 years, were examined. Visual acuity could be assessed in 138 students. A total of 169/477 (35.4%) eyes were found to suffer from refractive errors, including 20 eyes with high myopia (≤-6.0 D) and 16 eyes with moderate hypermetropia (+3.0 D to +5.0 D). A total of 84/241 (34.8%) students needed spectacles to correct their vision, thus improving their daily activities and learning process, but only 15/241 (6.2%) students were wearing suitable corrective spectacles. A total of 55/241 students (22.8%) had ocular disorders, which influenced their visual function. The multiple disability group had a statistically significant higher prevalence of ocular disorders (32.9%) than the simple intellectual disability group (19.6%). Students with cognitive impairment in eastern Taiwan have a high risk of visual impairment due to refractive errors and ocular disorders. Importantly, many students have unrecognized correctable refractive errors. Regular ophthalmic examination should be administered to address this issue and prevent further disability in this already handicapped group. Copyright © 2016. Published by Elsevier B.V.

Finding Productive Talk around Errors in Intelligent Tutoring Systems

ERIC Educational Resources Information Center

Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent

2015-01-01

To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good…

Myopia in secondary school students in Mwanza City, Tanzania: the need for a national screening programme

PubMed Central

Wedner, S H; Ross, D A; Todd, J; Anemona, A; Balira, R; Foster, A

2002-01-01

Background/aims: The prevalence of significant refractive errors and other eye diseases was measured in 2511 secondary school students aged 11–27 years in Mwanza City, Tanzania. Risk factors for myopia were explored. Methods: A questionnaire assessed the students’ socioeconomic background and exposure to near work followed by visual acuity assessment and a full eye examination. Non-cycloplegic objective and subjective refraction was done on all participants with visual acuity of worse than 6/12 in either eye without an obvious cause. Results: 154 (6.1%) students had significant refractive errors. Myopia was the leading refractive error (5.6%). Amblyopia (0.4%), strabismus (0.2%), and other treatable eye disorders were uncommon. Only 30.3% of students with significant refractive errors wore spectacles before the survey. Age, sex, ethnicity, father’s educational status, and a family history of siblings with spectacles were significant independent risk factors for myopia. Conclusion: The prevalence of uncorrected significant refractive errors is high enough to justify a regular school eye screening programme in secondary schools in Tanzania. Risk factors for myopia are similar to those reported in European, North-American, and Asian populations. PMID:12386067

Experiential Teaching Increases Medication Calculation Accuracy Among Baccalaureate Nursing Students.

PubMed

Hurley, Teresa V

Safe medication administration is an international goal. Calculation errors cause patient harm despite education. The research purpose was to evaluate the effectiveness of an experiential teaching strategy to reduce errors in a sample of 78 baccalaureate nursing students at a Northeastern college. A pretest-posttest design with random assignment into equal-sized groups was used. The experiential strategy was more effective than the traditional method (t = -0.312, df = 37, p = .004, 95% CI) with a reduction in calculation errors. Evaluations of error type and teaching strategies are indicated to facilitate course and program changes.

Construction of the mathematical concept of pseudo thinking students

NASA Astrophysics Data System (ADS)

Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

2018-05-01

Thinking process is a process that begins with the acceptance of information, information processing and information calling in memory with structural changes that include concepts or knowledges. The concept or knowledge is individually constructed by each individual. While, students construct a mathematical concept, students may experience pseudo thinking. Pseudo thinking is a thinking process that results in an answer to a problem or construction to a concept “that is not true”. Pseudo thinking can be classified into two forms there are true pseudo and false pseudo. The construction of mathematical concepts in students of pseudo thinking should be immediately known because the error will have an impact on the next construction of mathematical concepts and to correct the errors it requires knowledge of the source of the error. Therefore, in this article will be discussed thinking process in constructing of mathematical concepts in students who experience pseudo thinking.

How to Create Automatically Graded Spreadsheets for Statistics Courses

ERIC Educational Resources Information Center

LoSchiavo, Frank M.

2016-01-01

Instructors often use spreadsheet software (e.g., Microsoft Excel) in their statistics courses so that students can gain experience conducting computerized analyses. Unfortunately, students tend to make several predictable errors when programming spreadsheets. Without immediate feedback, programming errors are likely to go undetected, and as a…

An intelligent tutoring system for teaching fundamental physics concepts

NASA Astrophysics Data System (ADS)

Albacete, Patricia Lucia

1999-12-01

Students in traditional elementary mechanics classes can master problem solving of a quantitative nature but not those of a qualitative type. Moreover, students' naive conceptions of physics remain unchanged after completing their class. A few approaches have been implemented to improve this situation however none have met with great success. Since elementary mechanics is the foundation for all of physics and it is a required course for most science majors there is a clear need to improve the instruction of the subject. To address this problem I developed a intelligent tutoring system, called the Conceptual Helper, which coaches students during homework problem solving. The tutor uses a unique cognitive based approach to teaching physics, which presents innovations in three areas. (1) The teaching strategy, which focuses on teaching those links among the concepts of the domain that are essential for conceptual understanding yet are seldom learned by the students. (2) The manner in which the knowledge is taught, which is based on a combination of effective human tutoring techniques (e.g., hinting), effective pedagogical methods (e.g., a microscopic view of matter), and less cognitively demanding approaches (e.g., anthropomorphism). (3) The way in which misconceptions are handled which uses the underlying scientific correct line of reasoning to describe to the student the phenomenon that is the basis for the misconception. From a technological point of view the Conceptual Helper was implemented as a model-tracing tutor which intervenes when students make errors and after completion of each problem, at which time the tutor scaffolds the students on post-problem reflection. The remediation is guided by probabilistic assessment of mastery and the interventions are adapted to the errors. The thesis also presents the results of the evaluation of the system which revealed that the gain scores of the experimental group were statistically significantly higher than those of the control group, suggesting that the Conceptual Helper was indeed capable of effectively teaching the conceptual aspects of physics as well as helped students abandon common misconceptions. Furthermore, the evaluation showed that the students' performance on a standardized test was comparable to those of other more complex approaches.

Action Research of an Error Self-Correction Intervention: Examining the Effects on the Spelling Accuracy Behaviors of Fifth-Grade Students Identified as At-Risk

ERIC Educational Resources Information Center

Turner, Jill; Rafferty, Lisa A.; Sullivan, Ray; Blake, Amy

2017-01-01

In this action research case study, the researchers used a multiple baseline across two student pairs design to investigate the effects of the error self-correction method on the spelling accuracy behaviors for four fifth-grade students who were identified as being at risk for learning disabilities. The dependent variable was the participants'…

Metonymy and reference-point errors in novice programming

NASA Astrophysics Data System (ADS)

Miller, Craig S.

2014-07-01

When learning to program, students often mistakenly refer to an element that is structurally related to the element that they intend to reference. For example, they may indicate the attribute of an object when their intention is to reference the whole object. This paper examines these reference-point errors through the context of metonymy. Metonymy is a rhetorical device where the speaker states a referent that is structurally related to the intended referent. For example, the following sentence states an office bureau but actually refers to a person working at the bureau: The tourist asked the travel bureau for directions to the museum. Drawing upon previous studies, I discuss how student reference errors may be consistent with the use of metonymy. In particular, I hypothesize that students are more likely to reference an identifying element even when a structurally related element is intended. I then present two experiments, which produce results consistent with this analysis. In both experiments, students are more likely to produce reference-point errors that involve identifying attributes than descriptive attributes. Given these results, I explore the possibility that students are relying on habits of communication rather than the mechanistic principles needed for successful programming. Finally I discuss teaching interventions using live examples and how metonymy may be presented to non-computing students as pedagogy for computational thinking.

Evaluating role of interactive visualization tool in improving students' conceptual understanding of chemical equilibrium

NASA Astrophysics Data System (ADS)

Sampath Kumar, Bharath

The purpose of this study is to examine the role of partnering visualization tool such as simulation towards development of student's concrete conceptual understanding of chemical equilibrium. Students find chemistry concepts abstract, especially at the microscopic level. Chemical equilibrium is one such topic. While research studies have explored effectiveness of low tech instructional strategies such as analogies, jigsaw, cooperative learning, and using modeling blocks, fewer studies have explored the use of visualization tool such as simulations in the context of dynamic chemical equilibrium. Research studies have identified key reasons behind misconceptions such as lack of systematic understanding of foundational chemistry concepts, failure to recognize the system is dynamic, solving numerical problems on chemical equilibrium in an algorithmic fashion, erroneous application Le Chatelier's principle (LCP) etc. Kress et al. (2001) suggested that external representation in the form of visualization is more than a tool for learning, because it enables learners to make meanings or express their ideas which cannot be readily done so through a verbal representation alone. Mixed method study design was used towards data collection. The qualitative portion of the study is aimed towards understanding the change in student's mental model before and after the intervention. A quantitative instrument was developed based on common areas of misconceptions identified by research studies. A pilot study was conducted prior to the actual study to obtain feedback from students on the quantitative instrument and the simulation. Participants for the pilot study were sampled from a single general chemistry class. Following the pilot study, the research study was conducted with a total of 27 students (N=15 in experimental group and N=12 in control group). Prior to participating in the study, students have completed their midterm test on the topic of chemical equilibrium. Qualitative interviews pre and post revealed students' mental model or thought process towards chemical equilibrium. Simulations used in the study were developed using the SCRATCH software platform. In order to test the effect of visualization tool on students' conceptual understanding of chemical equilibrium, an ANCOVA analysis was conducted. Results from a one-factor ANCOVA showed posttest scores were significantly higher for the experimental group (Mpostadj. = 7.27 SDpost = 1.387) relative to the control group (Mpostadj. = 2.67, SDpost = 1.371) after adjusting for pretest scores, F (1,24) = 71.82, MSE = 1.497, p = 0.03, eta 2p = 0.75, d = 3.33. Cohen's d was converted to an attenuated effect size d* using the procedure outlined in Thompson (2006). The adjusted (for pretest scores) group mean difference estimate without measure error correction for the posttest scores and the pretest scores was 4.2 with a Cohen's d = 3.04. An alternate approach reported in Cho and Preacher (2015) was used to determine effect size. The adjusted (for pretest scores) group mean difference estimate with measurement error correction only for the posttest scores (but not with measurement error correction for the pretest scores) was 4.99 with a Cohen's d = 3.61. Finally, the adjusted (for pretest scores) group mean difference estimate with measurement error correction for both pretest and posttest scores was 4.23 with a Cohen's d = 3.07. From a quantitative perspective, these effect size indicate a strong relationship between the experimental intervention provided and students' conceptual understanding of chemical equilibrium concepts. That is, those students who received the experimental intervention had exceptionally higher. KEYWORDS: Chemical Equilibrium, Visualization, Alternate Conceptions, Ontological Shift. Simulations.

Student Performance in Computer-Assisted Instruction in Programming.

ERIC Educational Resources Information Center

Friend, Jamesine E.; And Others

A computer-assisted instructional system to teach college students the computer language, AID (Algebraic Interpretive Dialogue), two control programs, and data collected by the two control programs are described. It was found that although first response errors were often those of AID syntax, such errors were easily corrected. Secondly, while…

Algebra Students' Difficulty with Fractions: An Error Analysis

ERIC Educational Resources Information Center

Brown, George; Quinn, Robert J.

2006-01-01

An analysis of the 1990 National Assessment of Educational Progress (NAEP) found that only 46 percent of all high school seniors demonstrated success with a grasp of decimals, percentages, fractions and simple algebra. This article investigates error patterns that emerge as students attempt to answer questions involving the ability to apply…

Simulation of the Effects of Random Measurement Errors

ERIC Educational Resources Information Center

Kinsella, I. A.; Hannaidh, P. B. O.

1978-01-01

Describes a simulation method for measurement of errors that requires calculators and tables of random digits. Each student simulates the random behaviour of the component variables in the function and by combining the results of all students, the outline of the sampling distribution of the function can be obtained. (GA)

That's why it's a 5-year program: resident acquisition of anorectal disease management competence.

PubMed

Miller, Seth; Sohn, Vance; Causey, Marlin Wayne; Martin, Matthew; Brown, Tommy; Steele, Scott

2012-04-01

Although surgical residents are expected to be proficient in the diagnosis and management of anorectal pathology upon graduation, there is little data related to the timing and degree of proficiency acquired during training. Prospective study of new patients presenting to a colorectal surgical clinic for evaluation of anorectal complaints over a 3-y period. Trainees performed an initial evaluation and recorded their exam findings, diagnosis, and treatment plan. A separate evaluation by a staff colorectal surgeon was performed, with results compared by an independent reviewer. A total of 236 patient evaluations were included. The accuracy of referral diagnosis was significantly better when originated from a surgeon than from all other referral sources (91.7% versus 59.1%, P = 0.031). The most common conditions were internal hemorrhoids (25%), anal fissures (22%), and external hemorrhoids (19.5%). Internal hemorrhoids were most commonly misdiagnosed as external hemorrhoids (58%). Anal fissures were missed 38% of the time, and were most often given the diagnosis of internal hemorrhoids (45%). Residents also demonstrated difficulty in identifying thrombosis in external hemorrhoids, with a 45% error rate. Medical students and residents had an overall correct primary diagnosis of 69.5%; however, there was a significant improvement in the accuracy of diagnosis from medical students and interns to upper level residents (62.9% versus 81.2%, P = 0.003). Medical treatment plans agreed between resident and staff in 74%, the surgical management agreed in 62%, and overall the residents had the correct diagnosis and corresponding treatment plan in 44%. Additional adjunctive procedures were proposed in 66 patients with residents stating the correct adjunct in 79%. The most frequently missed adjuncts were endorectal ultrasound (34%) and colonoscopy (28%). Surgical trainees demonstrated significant deficiencies in the ability to evaluate and manage anorectal pathology; however, marked improvement occurred with time in training. Common areas of misdiagnosis and therapeutic errors were identified which could aid in curriculum development. Published by Elsevier Inc.

Association of medication errors with drug classifications, clinical units, and consequence of errors: Are they related?

PubMed

Muroi, Maki; Shen, Jay J; Angosta, Alona

2017-02-01

Registered nurses (RNs) play an important role in safe medication administration and patient safety. This study examined a total of 1276 medication error (ME) incident reports made by RNs in hospital inpatient settings in the southwestern region of the United States. The most common drug class associated with MEs was cardiovascular drugs (24.7%). Among this class, anticoagulants had the most errors (11.3%). The antimicrobials was the second most common drug class associated with errors (19.1%) and vancomycin was the most common antimicrobial that caused errors in this category (6.1%). MEs occurred more frequently in the medical-surgical and intensive care units than any other hospital units. Ten percent of MEs reached the patients with harm and 11% reached the patients with increased monitoring. Understanding the contributing factors related to MEs, addressing and eliminating risk of errors across hospital units, and providing education and resources for nurses may help reduce MEs. Copyright © 2016 Elsevier Inc. All rights reserved.

Ups and downs of using ``kitchen sink'' experiments in an introductory fluid mechanics class

NASA Astrophysics Data System (ADS)

Kaye, Nigel

2015-11-01

Both positive and negative experiences from two semesters of using take home ``kitchen sink'' experiments in an introductory civil engineering fluid mechanics class are reported. Four different experimental assignments were given each semester to groups of four students. The students were tasked with using common household equipment to measure various properties of fluids or fluid flows. These included the density of cooking oil, the exit velocity from a garden hose, and the mass flux of air from a compressed air can. Students were given minimal guidance on how to do the measurements and each measurement had to be done in at least two different ways. The labs were used to relate their course work to everyday situations and was also used as a platform for discussing experimental uncertainty and error propagation in calculations. In general the students successfully completed each task using at least one method. Finding a second method sometimes proved problematic. The presentation will discuss the logistics of running the program and the positive and negative aspects from the instructor viewpoint. A summary of student feedback on the labs will also be presented. Links to resources for those interested in implementing such a program will be provided.

Establishing Medical Students' Cultural and Linguistic Competence for the Care of Spanish-Speaking Limited English Proficient Patients.

PubMed

Vela, Monica; Fritz, Cassandra; Jacobs, Elizabeth A

2016-09-01

Limited English proficient (LEP) patients are at risk of disparities in health and health care quality. These disparities can be mitigated by providing care in a language they understand. Undergraduate medical education provides an opportunity to stress that language barriers negatively impact the quality and safety of health care for LEP patients and to teach students how to overcome them. Because the preponderance of LEP patients in the USA is Spanish speaking, the majority of US medical schools have established medical Spanish coursework for interested students. However, 70 % of medical schools note significant obstacles to delivering this curriculum. The most commonly cited obstacles include a lack of time to deliver it, heterogeneous student skill levels, and insufficient faculty support. We also note that educators need to make sure not to propagate disparities and medical errors for LEP patients. We provide recommendations for establishing medical students' linguistic and cultural competence for the care Spanish-speaking limited English proficiency patients, with the caution that this instruction must be coupled with education as to when to call on an interpreter if participants are not fluent in Spanish at the end of the course.

Contemporary issues: The pre-licensure nursing student and medication errors.

PubMed

Green, Cheryl

2018-06-01

In Modern health care, the creation of cultures of safety for patients is of the upmost importance. Impacting the institutional stabilization of health care facilities safety initiatives, is the preparation of pre-licensure nursing students to safely administer medications to patients. Therefore, preparation of the pre-licensure nursing student must be evidence-based practice focused and incorporate innovative ways to reduce the potential for medication errors. Copyright © 2018. Published by Elsevier Ltd.

Screening for visual impairment: Outcome among schoolchildren in a rural area of Delhi

PubMed Central

Rustagi, Neeti; Uppal, Yogesh; Taneja, Devender K

2012-01-01

Background: Uncorrected refractive errors are the main cause of vision impairment in school-aged children. The current study focuses on the effectiveness of school eye screening in correcting refractive errors. Objectives: 1. To study the magnitude of visual impairment among school children. 2. To assess the compliance of students for refraction testing, procurement and use of spectacles. Materials and Methods: An intervention study was conducted in schools of the north- west district of Delhi, in the rural field practice area of a medical college. Students studying in five government schools in the field practice area were chosen as the study subjects. Results: Out of 1123 students enrolled, 1075 (95.7%) students were screened for refractive errors. Low vision (visual acuity < 20/60) in the better eye was observed in 31 (2.9%) children and blindness (visual acuity <20/200) in 10 (0.9%) children. Compliance with referral for refraction was very low as only 51 (41.5%) out of 123 students could be tested for refraction. Out of 48 students, 34 (70.8%) procured spectacles from family resources but its regular use was found among only 10 (29.4%) students. The poor compliance among students stems out of various myths and perceptions regarding use of spectacles prevalent in the community. Conclusion: Refractive error is an important cause of avoidable blindness among rural school children. Behavior change communication among rural masses by spreading awareness about eye health and conducting operational research at school and community level to involve parent's teachers associations and senior students to motivate students for use of spectacles may improve utilization of existing eye health services in rural areas. PMID:22569381

Toward Joint Hypothesis-Tests Seismic Event Screening Analysis: Ms|mb and Event Depth

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anderson, Dale; Selby, Neil

2012-08-14

Well established theory can be used to combine single-phenomenology hypothesis tests into a multi-phenomenology event screening hypothesis test (Fisher's and Tippett's tests). Commonly used standard error in Ms:mb event screening hypothesis test is not fully consistent with physical basis. Improved standard error - Better agreement with physical basis, and correctly partitions error to include Model Error as a component of variance, correctly reduces station noise variance through network averaging. For 2009 DPRK test - Commonly used standard error 'rejects' H0 even with better scaling slope ({beta} = 1, Selby et al.), improved standard error 'fails to rejects' H0.

Linguistic pattern analysis of misspellings of typically developing writers in grades 1-9.

PubMed

Bahr, Ruth Huntley; Sillian, Elaine R; Berninger, Virginia W; Dow, Michael

2012-12-01

A mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade-level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. Phonological, orthographic, and morphological errors were noted across all grades, but orthographic errors predominated. Linear trends revealed developmental shifts in error proportions for the orthographic and morphological categories between Grades 4 and 5. Similar error types were noted across age groups, but the nature of linguistic feature error changed with age. Triple word-form theory was supported. By Grade 1, orthographic errors predominated, and phonological and morphological error patterns were evident. Morphological errors increased in relative frequency in older students, probably due to a combination of word-formation issues and vocabulary growth. These patterns suggest that normal spelling development reflects nonlinear growth and that it takes a long time to develop a robust orthographic lexicon that coordinates phonology, orthography, and morphology and supports word-specific, conventional spelling.

The Gnomon Experiment

NASA Astrophysics Data System (ADS)

Krisciunas, Kevin

2007-12-01

A gnomon, or vertical pointed stick, can be used to determine the north-south direction at a site, as well as one's latitude. If one has accurate time and knows one's time zone, it is also possible to determine one's longitude. From observations on the first day of winter and the first day of summer one can determine the obliquity of the ecliptic. Since we can obtain accurate geographical coordinates from Google Earth or a GPS device, analysis of set of shadow length measurements can be used by students to learn about astronomical coordinate systems, time systems, systematic errors, and random errors. Systematic latitude errors of student datasets are typically 30 nautical miles (0.5 degree) or more, but with care one can achieve systematic and random errors less than 8 nautical miles. One of the advantages of this experiment is that it can be carried out during the day. Also, it is possible to determine if a student has made up his data.

Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. NCEE 2011-4033

ERIC Educational Resources Information Center

Cole, Russell; Haimson, Joshua; Perez-Johnson, Irma; May, Henry

2011-01-01

State assessments are increasingly used as outcome measures for education evaluations. The scaling of state assessments produces variability in measurement error, with the conditional standard error of measurement increasing as average student ability moves toward the tails of the achievement distribution. This report examines the variability in…

Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

ERIC Educational Resources Information Center

Bull, Heather

2009-01-01

Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

Examiner Errors on the Reynolds Intellectual Assessment Scales Committed by Graduate Student Examiners

ERIC Educational Resources Information Center

Loe, Scott A.

2014-01-01

Protocols from 108 administrations of the Reynolds Intellectual Assessment Scales were evaluated to determine the frequency of examiner errors and their impact on the accuracy of three test composite scores, the Composite Ability Index (CIX), Verbal Ability Index (VIX), and Nonverbal Ability Index (NIX). Students committed at least one…

Examining Errors in Simple Spreadsheet Modeling from Different Research Perspectives

ERIC Educational Resources Information Center

Kadijevich, Djordje M.

2012-01-01

By using a sample of 1st-year undergraduate business students, this study dealt with the development of simple (deterministic and non-optimization) spreadsheet models of income statements within an introductory course on business informatics. The study examined students' errors in doing this for business situations of their choice and found three…

Error Patterns in Portuguese Students' Addition and Subtraction Calculation Tasks: Implications for Teaching

ERIC Educational Resources Information Center

Watson, Silvana Maria R.; Lopes, João; Oliveira, Célia; Judge, Sharon

2018-01-01

Purpose: The purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks. Design/methodology/approach: The researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student…

Having Fun with Error Analysis

ERIC Educational Resources Information Center

Siegel, Peter

2007-01-01

We present a fun activity that can be used to introduce students to error analysis: the M&M game. Students are told to estimate the number of individual candies plus uncertainty in a bag of M&M's. The winner is the group whose estimate brackets the actual number with the smallest uncertainty. The exercise produces enthusiastic discussions and…

Supplemental Figures, Tables, and Standard Error Tables for Student Financing of Undergraduate Education: 2007-08. Sticker, Net, and Out-of-Pocket Prices

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

This paper presents the supplemental figures, tables, and standard error tables for the report "Student Financing of Undergraduate Education: 2007-08. Web Tables. NCES 2010-162." (Contains 6 figures and 10 tables.) [For the main report, see ED511828.

Does Educator Training or Experience Affect the Quality of Multiple-Choice Questions?

PubMed

Webb, Emily M; Phuong, Jonathan S; Naeger, David M

2015-10-01

Physicians receive little training on proper multiple-choice question (MCQ) writing methods. Well-constructed MCQs follow rules, which ensure that a question tests what it is intended to test. Questions that break these are described as "flawed." We examined whether the prevalence of flawed questions differed significantly between those with or without prior training in question writing and between those with different levels of educator experience. We assessed 200 unedited MCQs from a question bank for our senior medical student radiology elective: an equal number of questions (50) were written by faculty with previous training in MCQ writing, other faculty, residents, and medical students. Questions were scored independently by two readers for the presence of 11 distinct flaws described in the literature. Questions written by faculty with MCQ writing training had significantly fewer errors: mean 0.4 errors per question compared to a mean of 1.5-1.7 errors per question for the other groups (P < .001). There were no significant differences in the total number of errors between the untrained faculty, residents, and students (P values .35-.91). Among trained faculty 17/50 questions (34%) were flawed, whereas other faculty wrote 38/50 (76%) flawed questions, residents 37/50 (74%), and students 44/50 (88%). Trained question writers' higher performance was mainly manifest in the reduced frequency of five specific errors. Faculty with training in effective MCQ writing made fewer errors in MCQ construction. Educator experience alone had no effect on the frequency of flaws; faculty without dedicated training, residents, and students performed similarly. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

Programming Errors in APL.

ERIC Educational Resources Information Center

Kearsley, Greg P.

This paper discusses and provides some preliminary data on errors in APL programming. Data were obtained by analyzing listings of 148 complete and partial APL sessions collected from student terminal rooms at the University of Alberta. Frequencies of errors for the various error messages are tabulated. The data, however, are limited because they…

Error-Analysis for Correctness, Effectiveness, and Composing Procedure.

ERIC Educational Resources Information Center

Ewald, Helen Rothschild

The assumptions underpinning grammatical mistakes can often be detected by looking for patterns of errors in a student's work. Assumptions that negatively influence rhetorical effectiveness can similarly be detected through error analysis. On a smaller scale, error analysis can also reveal assumptions affecting rhetorical choice. Snags in the…

Technical quality of root canal treatment performed by undergraduate students using hand instrumentation: a meta-analysis.

PubMed

Ribeiro, D M; Réus, J C; Felippe, W T; Pacheco-Pereira, C; Dutra, K L; Santos, J N; Porporatti, A L; De Luca Canto, G

2018-03-01

The technical quality of root canal treatment (RCT) may impact on the outcome. The quality of education received during undergraduate school may be linked to the quality of treatment provided in general dental practice. In this context, the aim of this systematic review was to answer the following focused questions: (i) What is the frequency of acceptable technical quality of root fillings, assessed radiographically, performed by undergraduate students? (ii) What are the most common errors assessed radiographically and reported in these treatments? For this purpose, articles that evaluated the quality of root fillings performed by undergraduate students were selected. Data were collected based on predetermined criteria. The key features from the included studies were extracted. GRADE-tool assessed the quality of the evidence. MAStARI evaluated the methodological quality, and a meta-analysis on all studies was conducted. At the end of the screening, 24 articles were identified. Overall frequency of acceptable technical quality of root fillings was 48%. From this total, 52% related to anterior teeth, 49% to premolars and 26% to molars. The main procedural errors reported were ledge formation, furcation perforation, apical transportation and apical perforation. The heterogeneity amongst the studies was high (84-99%). Five studies had a high risk of bias, eight had a moderate risk, and 11 had low risk. The overall quality of evidence identified was very low. The conclusion was that technical quality of root fillings performed by undergraduate students is low, which may reveal that endodontic education has limited achievement at undergraduate level. A plan to improve the quality of root fillings, and by extrapolation the overall quality of root canal treatment, should be discussed by the staff responsible for endodontic education and training. © 2017 International Endodontic Journal. Published by John Wiley & Sons Ltd.

Evaluation of Phantom-Based Education System for Acupuncture Manipulation

PubMed Central

Lee, In-Seon; Lee, Ye-Seul; Park, Hi-Joon; Lee, Hyejung; Chae, Younbyoung

2015-01-01

Background Although acupuncture manipulation has been regarded as one of the important factors in clinical outcome, it has been difficult to train novice students to become skillful experts due to a lack of adequate educational program and tools. Objectives In the present study, we investigated whether newly developed phantom acupoint tools would be useful to practice-naïve acupuncture students for practicing the three different types of acupuncture manipulation to enhance their skills. Methods We recruited 12 novice students and had them practice acupuncture manipulations on the phantom acupoint (5% agarose gel). We used the Acusensor 2 and compared their acupuncture manipulation techniques, for which the target criteria were depth and time factors, at acupoint LI11 in the human body before and after 10 training sessions. The outcomes were depth of needle insertion, depth error from target criterion, time of rotating, lifting, and thrusting, time error from target criteria and the time ratio. Results After 10 training sessions, the students showed significantly improved outcomes in depth of needle, depth error (rotation, reducing lifting/thrusting), thumb-forward time error, thumb-backward time error (rotation), and lifting time (reinforcing lifting/thrusting). Conclusions The phantom acupoint tool could be useful in a phantom-based education program for acupuncture-manipulation training for students. For advanced education programs for acupuncture manipulation, we will need to collect additional information, such as patient responses, acupoint-specific anatomical characteristics, delicate tissue-like modeling, haptic and visual feedback, and data from an acupuncture practice simulator. PMID:25689598

Evaluation of phantom-based education system for acupuncture manipulation.

PubMed

Lee, In-Seon; Lee, Ye-Seul; Park, Hi-Joon; Lee, Hyejung; Chae, Younbyoung

2015-01-01

Although acupuncture manipulation has been regarded as one of the important factors in clinical outcome, it has been difficult to train novice students to become skillful experts due to a lack of adequate educational program and tools. In the present study, we investigated whether newly developed phantom acupoint tools would be useful to practice-naïve acupuncture students for practicing the three different types of acupuncture manipulation to enhance their skills. We recruited 12 novice students and had them practice acupuncture manipulations on the phantom acupoint (5% agarose gel). We used the Acusensor 2 and compared their acupuncture manipulation techniques, for which the target criteria were depth and time factors, at acupoint LI11 in the human body before and after 10 training sessions. The outcomes were depth of needle insertion, depth error from target criterion, time of rotating, lifting, and thrusting, time error from target criteria and the time ratio. After 10 training sessions, the students showed significantly improved outcomes in depth of needle, depth error (rotation, reducing lifting/thrusting), thumb-forward time error, thumb-backward time error (rotation), and lifting time (reinforcing lifting/thrusting). The phantom acupoint tool could be useful in a phantom-based education program for acupuncture-manipulation training for students. For advanced education programs for acupuncture manipulation, we will need to collect additional information, such as patient responses, acupoint-specific anatomical characteristics, delicate tissue-like modeling, haptic and visual feedback, and data from an acupuncture practice simulator.

Differences in medication knowledge and risk of errors between graduating nursing students and working registered nurses: comparative study.

PubMed

Simonsen, Bjoerg O; Daehlin, Gro K; Johansson, Inger; Farup, Per G

2014-11-21

Nurses experience insufficient medication knowledge; particularly in drug dose calculations, but also in drug management and pharmacology. The weak knowledge could be a result of deficiencies in the basic nursing education, or lack of continuing maintenance training during working years. The aim of this study was to compare the medication knowledge, certainty and risk of error between graduating bachelor students in nursing and experienced registered nurses. Bachelor students in closing term and registered nurses with at least one year job experience underwent a multiple choice test in pharmacology, drug management and drug dose calculations: 3x14 questions with 3-4 alternative answers (score 0-42). Certainty of each answer was recorded with score 0-3, 0-1 indicating need for assistance. Risk of error was scored 1-3, where 3 expressed high risk: being certain that a wrong answer was correct. The results are presented as mean and (SD). Participants were 243 graduating students (including 29 men), aged 28.2 (7.6) years, and 203 registered nurses (including 16 men), aged 42.0 (9.3) years and with a working experience of 12.4 years (9.2). The knowledge among the nurses was found to be superior to that of the students: 68.9%(8.0) and 61.5%(7.8) correct answers, respectively, (p < 0.001). The difference was largest in drug management and dose calculations. The improvement occurred during the first working year. The nurses expressed higher degree of certainty and the risk of error was lower, both overall and for each topic (p < 0.01). Low risk of error was associated with high knowledge and high sense of coping (p < 0.001). The medication knowledge among experienced nurses was superior to bachelor students in nursing, but nevertheless insufficient. As much as 25% of the answers to the drug management questions would lead to high risk of error. More emphasis should be put into the basic nursing education and in the introduction to medication procedures in clinical practice to improve the nurses' medication knowledge and reduce the risk of error.

The Effect of Direct and Indirect Corrective Feedback on Students' Spelling Errors (El efecto de la retroalimentación directa e indirecta sobre los errores de ortografía de los estudiantes)

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Dadashi, Mehdi

2011-01-01

The study presented here is an attempt to examine the role of indirect feedback in promoting junior high school students' spelling accuracy in English. It compares the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from their textbooks. Two classes were selected from the Zanjanrood District in…

Improving college students' evaluation of text learning using idea-unit standards.

PubMed

Dunlosky, John; Hartwig, Marissa K; Rawson, Katherine A; Lipko, Amanda R

2011-03-01

When recalling key definitions from class materials, college students are often overconfident in the quality of their responses. Even with commission errors, they often judge that their response is entirely or partially correct. To further understand this overconfidence, we investigated whether idea-unit judgements would reduce overconfidence (Experiments 1 and 2) and whether students inflated their scores because they believed that they knew answers but just responded incorrectly (Experiment 2). College students studied key-term definitions and later attempted to recall each definition when given the key term (e.g., What is the availability heuristic?). All students judged the quality of their recall, but some were given a full-definition standard to use, whereas other students first judged whether their response included each of the individual ideas within the corresponding correct answer. In Experiment 1, making these idea-unit judgements reduced overconfidence for commission errors. In Experiment 2, some students were given the correct definitions and graded other students' responses, and some students generated idea units themselves before judging their responses. Students were overconfident even when they graded other students' responses, and, as important, self-generated idea units for each definition also reduced overconfidence in commission errors. Thus, overconfidence appears to result from difficulties in evaluating the quality of recall responses, and such overconfidence can be reduced by using idea-unit judgements.

Errors, Error, and Text in Multidialect Setting.

ERIC Educational Resources Information Center

Candler, W. J.

1979-01-01

This article discusses the various dialects of English spoken in Liberia and analyzes the problems of Liberian students in writing compositions in English. Errors arise mainly from differences in culture and cognition, not from superficial linguistic problems. (CFM)

Model Error Budgets

NASA Technical Reports Server (NTRS)

Briggs, Hugh C.

2008-01-01

An error budget is a commonly used tool in design of complex aerospace systems. It represents system performance requirements in terms of allowable errors and flows these down through a hierarchical structure to lower assemblies and components. The requirements may simply be 'allocated' based upon heuristics or experience, or they may be designed through use of physics-based models. This paper presents a basis for developing an error budget for models of the system, as opposed to the system itself. The need for model error budgets arises when system models are a principle design agent as is increasingly more common for poorly testable high performance space systems.

Effects of shape, size, and chromaticity of stimuli on estimated size in normally sighted, severely myopic, and visually impaired students.

PubMed

Huang, Kuo-Chen; Wang, Hsiu-Feng; Chen, Chun-Ching

2010-06-01

Effects of shape, size, and chromaticity of stimuli on participants' errors when estimating the size of simultaneously presented standard and comparison stimuli were examined. 48 Taiwanese college students ages 20 to 24 years old (M = 22.3, SD = 1.3) participated. Analysis showed that the error for estimated size was significantly greater for those in the low-vision group than for those in the normal-vision and severe-myopia groups. The errors were significantly greater with green and blue stimuli than with red stimuli. Circular stimuli produced smaller mean errors than did square stimuli. The actual size of the standard stimulus significantly affected the error for estimated size. Errors for estimations using smaller sizes were significantly higher than when the sizes were larger. Implications of the results for graphics-based interface design, particularly when taking account of visually impaired users, are discussed.

Positive Beliefs about Errors as an Important Element of Adaptive Individual Dealing with Errors during Academic Learning

ERIC Educational Resources Information Center

Tulis, Maria; Steuer, Gabriele; Dresel, Markus

2018-01-01

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from…

Spectacle compliance amongst rural secondary school children in Pune district, India

PubMed Central

Gogate, Parikshit; Mukhopadhyaya, Debapriya; Mahadik, Ashok; Naduvilath, Thomas J; Sane, Shrivallabh; Shinde, Amit; Holden, Brien

2013-01-01

Background: Refractive errors (RE) are the most common cause of avoidable visual impairment in children. But benefits of visual aids, which are means for correcting RE, depend on the compliance of visual aids by end users. Aim: To study the compliance of spectacle wear among rural school children in Pune district as part of the sarva siksha abhiyan (education for all scheme) after 6 - 12 months of providing free spectacles. Settings and Design: Cross-sectional follow-up study of rural secondary school children in western India. Materials and Methods: The students were examined by a team of optometrists who collected the demographic details, observed if the child was wearing the spectacles, and performed an ocular examination. The students were asked to give reasons for non-wear in a closed-ended questionnaire. Statistical Analysis: Chi-square test and multiple logistic regression used for data analysis. Results: Of the 2312 students who were dispensed spectacles in 2009, 1018 were re-examined in 2010. 523 students (51.4%) were female, the mean age was 12.1 years 300 (29.5%) were wearing their spectacles, 492 (68.5%) students claimed to have them at home while 211 (29.4%) reported not having them at all. Compliance of spectacle wear was positively associated to the magnitude of refractive error (P < 0.001), father's education (P = 0.016), female sex (P = 0.029) and negatively associated to the visual acuity of the better eye (P < 0.001) and area of residence (P < 0.0001). Of those that were examined and found to be myopic (N = 499), 220 (44%) wore their spectacles to examination. Factors associated with compliance to spectacle usage in the myopic population included increasing refractive error (P < 0.001), worsening visual acuity (P < 0.001), and higher academic performance (P < 0.001). The causes for not wearing spectacles were ‘lost spectacles’ 67(9.3%), ‘broken spectacles’ 125 (17.4%), ‘forgot spectacles at home’ 117 (16.3%), ‘uses spectacles sometimes’ 109 (15.2%), ‘teased about spectacles’ 142 (19.8%) and ‘do not like the spectacles’ 86 (12%). Conclusion: Spectacle compliance was poor amongst school children in rural Pune; many having significant vision loss as a result. PMID:23275214

Spelling performance of 2nd to 5th grade students from public school.

PubMed

Capellini, Simone Aparecida; Amaral, Amanda Corrêa do; Oliveira, Andrea Batista; Sampaio, Maria Nobre; Fusco, Natália; Cervera-Mérida, José Francisco; Ygual-Fernández, Amparo

2011-09-01

To characterize, compare and classify the performance of 2nd to 5th grade students from public schools according to the semiology of spelling errors. Participants were 120 students from 2nd to 5th grades of a public school in Marília (SP), Brazil, 30 students from each grade, who were divided into four groups: GI (2nd grade), GII (3rd grade), GIII (4th grade), and GIV (5th grade). The tasks of the Pro-Ortografia test were applied: collective version (writing of alphabet letters, randomized dictation of letters, words dictation, nonwords dictation, dictation with pictures, thematic writing induced by picture) and individual version (dictation of sentences, purposeful error, spelled dictation, orthographic lexical memory). Significant difference was found in the between-group comparison indicating better performance of students in every subsequent grade in most of the individual and collective version tasks. With the increase of grade level, the groups decreased the average of writing errors. The profile of spelling acquisition of the Portuguese writing system found in these public school students indicates normal writing development in this population.

Patterns of technical error among surgical malpractice claims: an analysis of strategies to prevent injury to surgical patients.

PubMed

Regenbogen, Scott E; Greenberg, Caprice C; Studdert, David M; Lipsitz, Stuart R; Zinner, Michael J; Gawande, Atul A

2007-11-01

To identify the most prevalent patterns of technical errors in surgery, and evaluate commonly recommended interventions in light of these patterns. The majority of surgical adverse events involve technical errors, but little is known about the nature and causes of these events. We examined characteristics of technical errors and common contributing factors among closed surgical malpractice claims. Surgeon reviewers analyzed 444 randomly sampled surgical malpractice claims from four liability insurers. Among 258 claims in which injuries due to error were detected, 52% (n = 133) involved technical errors. These technical errors were further analyzed with a structured review instrument designed by qualitative content analysis. Forty-nine percent of the technical errors caused permanent disability; an additional 16% resulted in death. Two-thirds (65%) of the technical errors were linked to manual error, 9% to errors in judgment, and 26% to both manual and judgment error. A minority of technical errors involved advanced procedures requiring special training ("index operations"; 16%), surgeons inexperienced with the task (14%), or poorly supervised residents (9%). The majority involved experienced surgeons (73%), and occurred in routine, rather than index, operations (84%). Patient-related complexities-including emergencies, difficult or unexpected anatomy, and previous surgery-contributed to 61% of technical errors, and technology or systems failures contributed to 21%. Most technical errors occur in routine operations with experienced surgeons, under conditions of increased patient complexity or systems failure. Commonly recommended interventions, including restricting high-complexity operations to experienced surgeons, additional training for inexperienced surgeons, and stricter supervision of trainees, are likely to address only a minority of technical errors. Surgical safety research should instead focus on improving decision-making and performance in routine operations for complex patients and circumstances.

Risk Factors for Increased Severity of Paediatric Medication Administration Errors

PubMed Central

Sears, Kim; Goodman, William M.

2012-01-01

Patients' risks from medication errors are widely acknowledged. Yet not all errors, if they occur, have the same risks for severe consequences. Facing resource constraints, policy makers could prioritize factors having the greatest severe–outcome risks. This study assists such prioritization by identifying work-related risk factors most clearly associated with more severe consequences. Data from three Canadian paediatric centres were collected, without identifiers, on actual or potential errors that occurred. Three hundred seventy-two errors were reported, with outcome severities ranging from time delays up to fatalities. Four factors correlated significantly with increased risk for more severe outcomes: insufficient training; overtime; precepting a student; and off-service patient. Factors' impacts on severity also vary with error class: for wrong-time errors, the factors precepting a student or working overtime significantly increase severe-outcomes risk. For other types, caring for an off-service patient has greatest severity risk. To expand such research, better standardization is needed for categorizing outcome severities. PMID:23968607

Patient safety room of horrors: a novel method to assess medical students and entering residents' ability to identify hazards of hospitalisation.

PubMed

Farnan, Jeanne M; Gaffney, Sean; Poston, Jason T; Slawinski, Kris; Cappaert, Melissa; Kamin, Barry; Arora, Vineet M

2016-03-01

Patient safety curricula in undergraduate medical education (UME) are often didactic format with little focus on skills training. Despite recent focus on safety, practical training in residency education is also lacking. Assessments of safety skills in UME and graduate medical education (GME) are generally knowledge, and not application-focused. We aimed to develop and pilot a safety-focused simulation with medical students and interns to assess knowledge regarding hazards of hospitalisation. A simulation demonstrating common hospital-based safety threats was designed. A case scenario was created including salient patient information and simulated safety threats such as the use of upper-extremity restraints and medication errors. After entering the room and reviewing the mock chart, learners were timed and asked to identify and document as many safety hazards as possible. Learner satisfaction was assessed using constructed-response evaluation. Descriptive statistics, including per cent correct and mean correct hazards, were performed. All 86 third-year medical students completed the encounter. Some hazards were identified by a majority of students (fall risk, 83% of students) while others were rarely identified (absence of deep venous thrombosis prophylaxis, 13% of students). Only 5% of students correctly identified pressure ulcer risk. 128 of 131 interns representing 49 medical schools participated in the GME implementation. Incoming interns were able to identify a mean of 5.1 hazards out of the 9 displayed (SD 1.4) with 40% identifying restraints as a hazard, and 20% identifying the inappropriate urinary catheter as a hazard. A simulation showcasing safety hazards was a feasible and effective way to introduce trainees to safety-focused content. Both students and interns had difficulty identifying common hazards of hospitalisation. Despite poor performance, learners appreciated the interactive experience and its clinical utility. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Remediating Common Math Errors.

ERIC Educational Resources Information Center

Wagner, Rudolph F.

1981-01-01

Explanations and remediation suggestions for five types of mathematics errors due either to perceptual or cognitive difficulties are given. Error types include directionality problems, mirror writing, visually misperceived signs, diagnosed directionality problems, and mixed process errors. (CL)

Error analysis of mathematics students who are taught by using the book of mathematics learning strategy in solving pedagogical problems based on Polya’s four-step approach

NASA Astrophysics Data System (ADS)

Halomoan Siregar, Budi; Dewi, Izwita; Andriani, Ade

2018-03-01

The purpose of this study is to analyse the types of students errors and causes of them in solving of pedagogic problems. The type of this research is qualitative descriptive, conducted on 34 students of mathematics education in academic year 2017 to 2018. The data in this study is obtained through interviews and tests. Furthermore, the data is then analyzed through three stages: 1) data reduction, 2) data description, and 3) conclusions. The data is reduced by organizing and classifying them in order to obtain meaningful information. After reducing, then the data presented in a simple form of narrative, graphics, and tables to illustrate clearly the errors of students. Based on the information then drawn a conclusion. The results of this study indicate that the students made various errors: 1) they made a mistake in answer what being asked at the problem, because they misunderstood the problem, 2) they fail to plan the learning process based on constructivism, due to lack of understanding of how to design the learning, 3) they determine an inappropriate learning tool, because they did not understand what kind of learning tool is relevant to use.

The effects of a test-taking strategy intervention for high school students with test anxiety in advanced placement science courses

NASA Astrophysics Data System (ADS)

Markus, Doron J.

Test anxiety is one of the most debilitating and disruptive factors associated with underachievement and failure in schools (Birenbaum, Menucha, Nasser, & Fadia, 1994; Tobias, 1985). Researchers have suggested that interventions that combine multiple test-anxiety reduction techniques are most effective at reducing test anxiety levels (Ergene, 2003). For the current study, involving 62 public high school students enrolled in advanced placement science courses, the researcher designed a multimodal intervention designed to reduce test anxiety. Analyses were conducted to assess the relationships among test anxiety levels, unit examination scores, and irregular multiple-choice error patterns (error clumping), as well as changes in these measures after the intervention. Results indicate significant, positive relationships between some measures of test anxiety and error clumping, as well as significant, negative relationships between test anxiety levels and student achievement. In addition, results show significant decreases in holistic measures of test anxiety among students with low anxiety levels, as well as decreases in Emotionality subscores of test anxiety among students with high levels of test anxiety. There were no significant changes over time in the Worry subscores of test anxiety. Suggestions for further research include further confirmation of the existence of error clumping, and its causal relationship with test anxiety.

Endodontic Procedural Errors: Frequency, Type of Error, and the Most Frequently Treated Tooth.

PubMed

Yousuf, Waqas; Khan, Moiz; Mehdi, Hasan

2015-01-01

Introduction. The aim of this study is to determine the most common endodontically treated tooth and the most common error produced during treatment and to note the association of particular errors with particular teeth. Material and Methods. Periapical radiographs were taken of all the included teeth and were stored and assessed using DIGORA Optime. Teeth in each group were evaluated for presence or absence of procedural errors (i.e., overfill, underfill, ledge formation, perforations, apical transportation, and/or instrument separation) and the most frequent tooth to undergo endodontic treatment was also noted. Results. A total of 1748 root canal treated teeth were assessed, out of which 574 (32.8%) contained a procedural error. Out of these 397 (22.7%) were overfilled, 155 (8.9%) were underfilled, 16 (0.9%) had instrument separation, and 7 (0.4%) had apical transportation. The most frequently treated tooth was right permanent mandibular first molar (11.3%). The least commonly treated teeth were the permanent mandibular third molars (0.1%). Conclusion. Practitioners should show greater care to maintain accuracy of the working length throughout the procedure, as errors in length accounted for the vast majority of errors and special care should be taken when working on molars.

The Constant Error of the Halo in Educational Outcomes Research. AIR 1998 Annual Forum Paper.

ERIC Educational Resources Information Center

Pike, Gary R.

This study examined whether halo error--the masking of college gains by general gains in intellectual development--influenced students' ratings of their learning and development during college. A total of 1,084 first-time freshmen at the University of Missouri-Columbia (MU) completed the College Student Experiences Questionnaire (CSEQ) during the…

Combining Reading Quizzes and Error Analysis to Motivate Students to Grow

ERIC Educational Resources Information Center

Wang, Jiawen; Selby, Karen L.

2017-01-01

In the spirit of scholarship in teaching and learning at the college level, we suggested and experimented with reading quizzes in combination with error analysis as one way not only to get students better prepared for class but also to provide opportunities for reflection under frameworks of mastery learning and mind growth. Our mixed-method…

How To Proofread and Edit Your Writing: A Guide for Student Writers.

ERIC Educational Resources Information Center

Morgan, M.C.

Proofreading can be tedious and boring, especially if it is approached as correcting errors. But proofreading is not correcting errors so much as reviewing the paper for ideas and for readability. Sometimes classmates can help a student proofread--they can help assess the draft, propose some alternative solutions, and make some choices. This paper…

Pitch Error Analysis of Young Piano Students' Music Reading Performances

ERIC Educational Resources Information Center

Rut Gudmundsdottir, Helga

2010-01-01

This study analyzed the music reading performances of 6-13-year-old piano students (N = 35) in their second year of piano study. The stimuli consisted of three piano pieces, systematically constructed to vary in terms of left-hand complexity and input simultaneity. The music reading performances were recorded digitally and a code of error analysis…

In-Service Teachers' Perceptions and Interpretations of Students' Errors in Mathematics

ERIC Educational Resources Information Center

Chauraya, Million; Mashingaidze, Samuel

2017-01-01

This paper reports on findings of a research study that investigated in-service secondary school teachers' perceptions and interpretations of students' errors in mathematics. The study used a survey research design in which a questionnaire with two sections was used to collect data. The first section sought to find out the teachers' perceptions of…

Senior High School Students' Errors on the Use of Relative Words

ERIC Educational Resources Information Center

Bao, Xiaoli

2015-01-01

Relative clause is one of the most important language points in College English Examination. Teachers have been attaching great importance to the teaching of relative clause, but the outcomes are not satisfactory. Based on Error Analysis theory, this article aims to explore the reasons why senior high school students find it difficult to choose…

When Errors Count: An EEG Study on Numerical Error Monitoring under Performance Pressure

ERIC Educational Resources Information Center

Schillinger, Frieder L.; De Smedt, Bert; Grabner, Roland H.

2016-01-01

In high-stake tests, students often display lower achievements than expected based on their skill level--a phenomenon known as choking under pressure. This imposes a serious problem for many students, especially for test-anxious individuals. Among school subjects, mathematics has been shown to be particularly vulnerable to choking. To succeed in a…

Using an eye tracker during medication administration to identify gaps in nursing students' contextual knowledge: an observational study.

PubMed

Amster, Brian; Marquard, Jenna; Henneman, Elizabeth; Fisher, Donald

2015-01-01

In this clinical simulation study using an eye-tracking device, 40% of senior nursing students administered a contraindicated medication to a patient. Our findings suggest that the participants who did not identify the error did not know that amoxicillin is a type of penicillin. Eye-tracking devices may be valuable for determining whether nursing students are making rule- or knowledge-based errors, a distinction not easily captured via observations and interviews.

Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1 to 9

PubMed Central

Bahr, Ruth Huntley; Silliman, Elaine R.; Berninger, Virginia W.; Dow, Michael

2012-01-01

Purpose A mixed methods approach, evaluating triple word form theory, was used to describe linguistic patterns of misspellings. Method Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in grades 1–9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. Results Phonological, orthographic, and morphological errors were noted across all grades, but orthographic errors predominated. Linear trends revealed developmental shifts in error proportions for the orthographic and morphological categories between grades 4–5. Similar error types were noted across age groups but the nature of linguistic feature error changed with age. Conclusions Triple word-form theory was supported. By grade 1, orthographic errors predominated and phonological and morphological error patterns were evident. Morphological errors increased in relative frequency in older students, probably due to a combination of word-formation issues and vocabulary growth. These patterns suggest that normal spelling development reflects non-linear growth and that it takes a long time to develop a robust orthographic lexicon that coordinates phonology, orthography, and morphology and supports word-specific, conventional spelling. PMID:22473834

Didn't You Run the Spell Checker? Effects of Type of Spelling Error and Use of a Spell Checker on Perceptions of the Author

ERIC Educational Resources Information Center

Figueredo, Lauren; Varnhagen, Connie K.

2005-01-01

We investigated expectations regarding a writer's responsibility to proofread text for spelling errors when using a word processor. Undergraduate students read an essay and completed a questionnaire regarding their perceptions of the author and the quality of the essay. They then manipulated type of spelling error (no error, homophone error,…

Development of a Tablet-based symbol digit modalities test for reliably assessing information processing speed in patients with stroke.

PubMed

Tung, Li-Chen; Yu, Wan-Hui; Lin, Gong-Hong; Yu, Tzu-Ying; Wu, Chien-Te; Tsai, Chia-Yin; Chou, Willy; Chen, Mei-Hsiang; Hsieh, Ching-Lin

2016-09-01

To develop a Tablet-based Symbol Digit Modalities Test (T-SDMT) and to examine the test-retest reliability and concurrent validity of the T-SDMT in patients with stroke. The study had two phases. In the first phase, six experts, nine college students and five outpatients participated in the development and testing of the T-SDMT. In the second phase, 52 outpatients were evaluated twice (2 weeks apart) with the T-SDMT and SDMT to examine the test-retest reliability and concurrent validity of the T-SDMT. The T-SDMT was developed via expert input and college student/patient feedback. Regarding test-retest reliability, the practise effects of the T-SDMT and SDMT were both trivial (d=0.12) but significant (p≦0.015). The improvement in the T-SDMT (4.7%) was smaller than that in the SDMT (5.6%). The minimal detectable changes (MDC%) of the T-SDMT and SDMT were 6.7 (22.8%) and 10.3 (32.8%), respectively. The T-SDMT and SDMT were highly correlated with each other at the two time points (Pearson's r=0.90-0.91). The T-SDMT demonstrated good concurrent validity with the SDMT. Because the T-SDMT had a smaller practise effect and less random measurement error (superior test-retest reliability), it is recommended over the SDMT for assessing information processing speed in patients with stroke. Implications for Rehabilitation The Symbol Digit Modalities Test (SDMT), a common measure of information processing speed, showed a substantial practise effect and considerable random measurement error in patients with stroke. The Tablet-based SDMT (T-SDMT) has been developed to reduce the practise effect and random measurement error of the SDMT in patients with stroke. The T-SDMT had smaller practise effect and random measurement error than the SDMT, which can provide more reliable assessments of information processing speed.

What Do Spelling Errors Tell Us? Classification and Analysis of Errors Made by Greek Schoolchildren with and without Dyslexia

ERIC Educational Resources Information Center

Protopapas, Athanassios; Fakou, Aikaterini; Drakopoulou, Styliani; Skaloumbakas, Christos; Mouzaki, Angeliki

2013-01-01

In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3-4 and 7, were assessed with a dictated common word list and age-appropriate…

Integrating photo-stimulable phosphor plates into dental and dental hygiene radiography curricula.

PubMed

Tax, Cara L; Robb, Christine L; Brillant, Martha G S; Doucette, Heather J

2013-11-01

It is not known whether the integration of photo-stimulable phosphor (PSP) plates into dental and dental hygiene curricula creates unique learning challenges for students. The purpose of this two-year study was to determine if dental hygiene students had more and/or different types of errors when using PSP plates compared to film and whether the PSP imaging plates had any particular characteristics that needed to be addressed in the learning process. Fifty-nine first-year dental hygiene students at one Canadian dental school were randomly assigned to two groups (PSP or film) before exposing their initial full mouth series on a teaching manikin using the parallel technique. The principal investigator determined the number and types of errors based on a specific set of performance criteria. The two groups (PSP vs. film) were compared for total number and type of errors made. Results of the study indicated the difference in the total number of errors made using PSP or film was not statistically significant; however, there was a difference in the types of errors made, with the PSP group having more horizontal errors than the film group. In addition, the study identified a number of unique characteristics of the PSP plates that required special consideration for teaching this technology.

Generalized Structured Component Analysis with Uniqueness Terms for Accommodating Measurement Error

PubMed Central

Hwang, Heungsun; Takane, Yoshio; Jung, Kwanghee

2017-01-01

Generalized structured component analysis (GSCA) is a component-based approach to structural equation modeling (SEM), where latent variables are approximated by weighted composites of indicators. It has no formal mechanism to incorporate errors in indicators, which in turn renders components prone to the errors as well. We propose to extend GSCA to account for errors in indicators explicitly. This extension, called GSCAM, considers both common and unique parts of indicators, as postulated in common factor analysis, and estimates a weighted composite of indicators with their unique parts removed. Adding such unique parts or uniqueness terms serves to account for measurement errors in indicators in a manner similar to common factor analysis. Simulation studies are conducted to compare parameter recovery of GSCAM and existing methods. These methods are also applied to fit a substantively well-established model to real data. PMID:29270146

Implementing finite state machines in a computer-based teaching system

NASA Astrophysics Data System (ADS)

Hacker, Charles H.; Sitte, Renate

1999-09-01

Finite State Machines (FSM) are models for functions commonly implemented in digital circuits such as timers, remote controls, and vending machines. Teaching FSM is core in the curriculum of many university digital electronic or discrete mathematics subjects. Students often have difficulties grasping the theoretical concepts in the design and analysis of FSM. This has prompted the author to develop an MS-WindowsTM compatible software, WinState, that provides a tutorial style teaching aid for understanding the mechanisms of FSM. The animated computer screen is ideal for visually conveying the required design and analysis procedures. WinState complements other software for combinatorial logic previously developed by the author, and enhances the existing teaching package by adding sequential logic circuits. WinState enables the construction of a students own FSM, which can be simulated, to test the design for functionality and possible errors.

Medication errors as malpractice-a qualitative content analysis of 585 medication errors by nurses in Sweden.

PubMed

Björkstén, Karin Sparring; Bergqvist, Monica; Andersén-Karlsson, Eva; Benson, Lina; Ulfvarson, Johanna

2016-08-24

Many studies address the prevalence of medication errors but few address medication errors serious enough to be regarded as malpractice. Other studies have analyzed the individual and system contributory factor leading to a medication error. Nurses have a key role in medication administration, and there are contradictory reports on the nurses' work experience in relation to the risk and type for medication errors. All medication errors where a nurse was held responsible for malpractice (n = 585) during 11 years in Sweden were included. A qualitative content analysis and classification according to the type and the individual and system contributory factors was made. In order to test for possible differences between nurses' work experience and associations within and between the errors and contributory factors, Fisher's exact test was used, and Cohen's kappa (k) was performed to estimate the magnitude and direction of the associations. There were a total of 613 medication errors in the 585 cases, the most common being "Wrong dose" (41 %), "Wrong patient" (13 %) and "Omission of drug" (12 %). In 95 % of the cases, an average of 1.4 individual contributory factors was found; the most common being "Negligence, forgetfulness or lack of attentiveness" (68 %), "Proper protocol not followed" (25 %), "Lack of knowledge" (13 %) and "Practice beyond scope" (12 %). In 78 % of the cases, an average of 1.7 system contributory factors was found; the most common being "Role overload" (36 %), "Unclear communication or orders" (30 %) and "Lack of adequate access to guidelines or unclear organisational routines" (30 %). The errors "Wrong patient due to mix-up of patients" and "Wrong route" and the contributory factors "Lack of knowledge" and "Negligence, forgetfulness or lack of attentiveness" were more common in less experienced nurses. The experienced nurses were more prone to "Practice beyond scope of practice" and to make errors in spite of "Lack of adequate access to guidelines or unclear organisational routines". Medication errors regarded as malpractice in Sweden were of the same character as medication errors worldwide. A complex interplay between individual and system factors often contributed to the errors.

[Development of a Questionnaire Measuring Sexual Mental Health of Tibetan University Students].

PubMed

Chen, Jun-cheng; Yan, Yu-ruo; Ai, Li; Guo, Xue-hua; He, Jian-xiu; Yuan, Ping

2016-05-01

To develop a questionnaire measuring sexual mental health of Tibetan university students. A draft questionnaire was developed with reference to the Sexual Civilization Survey for University Students of New Century and other published literature, and in consultation with experts. The questionnaire was tested in 230 students. Exploratory factor analyses with principal component and varimax orthogonal rotation were performed. Common factors with a > 1 eigenvalues and ≥ 3 loaded items (factor loading ≥ 0.4) were retained. Items with a < 0.4 factor loading, < 0.2 commonality, or falling into a common factor with < 3 items were excluded. The revised questionnaire was administered in another sample of 481 university students. Cronbach's α and split-half reliabilities were estimated. Confirmatory factor analyses were performed to test the construct validity of the questionnaire. Four rounds of exploratory factor analyses reduced the draft questionnaire items from 39 to 34 with a 7-factor structure. The questionnaire had a Cronbach's α of 0.920, 0.898, 0.812, 0.844, 0.787, 0.684, 0.703, and 0.608, and a Spearman-Brown coefficient of 0.763, 0.867, 0.742, 0838, 0.746, 0.822, 0.677, and 0.564 for the overall questionnaire and its 7 domains, respectively, suggesting good internal reliability. The structural equation of confirmatory factor analysis fitted well with the raw data: fit index χ²/df 3.736; root mean square residual (RMR) 0.081; root mean square error of approximation (RMSEA = 0.076; goodness of fit index (GFI) 0.805; adjusted goodness of fit index (AGFI) 0.770; normed fit index (NFI) = 0.774; relative fit index (RFI) 0.749; incremental fit index (IFI) 0.824; non-normed fit index (NNFI) = 0.803; comparative fit index (CFI) = 0.823; parsimony goodness of fit index (PGFI) = 0.684; parsimony normed fit index (PNFI) = 0.698; parsimony comparative fit index (PCFI) = 0.742, suggesting good construct validity of the questionnaire. The Sexual Mental Health Questionnaire for Tibetan University Student has demonstrated good reliability and validity.

Body weight concerns: Cross-national study and identification of factors related to eating disorders.

PubMed

Silva, Wanderson Roberto da; Santana, Moema de Souza; Maroco, João; Maloa, Benvindo Felismino Samuel; Campos, Juliana Alvares Duarte Bonini

2017-01-01

Body weight concerns are common among individuals with eating disorders, and this construct can be assessed using psychometric instruments. The Weight Concerns Scale (WCS) is commonly used to assess body weight concerns. To evaluate the psychometric properties of the WCS with Brazilian, Portuguese, and Mozambican female college students; to estimate body weight concerns; and to identify factors related to eating disorders. Confirmatory factor analysis was performed. Factorial, convergent, concurrent, and divergent validity, as well as reliability, were assessed. Cross-national invariance was tested by means of multigroup analysis. Structural models were tested using the WCS as the dependent variable, while demographic and academic variables and body mass index were used as independent variables. Logistic models were tested to estimate the likelihood of eating disorders being developed in specific groups. Participants were 2,068 female students. The psychometric properties of the WCS were adequate for the Portuguese sample; however, for the Brazilian and Mozambican samples, it was necessary to correlate the errors of two items to improve model fit. The WCS did not show cross-national invariance. The variables "thoughts about dropping out of college," "medication use because of studies," "medication and supplements use for body change," "body mass index," "socioeconomic status," "age," and "performance in course" were significant predictors of body weight concerns. Overall, 24.4% (95% confidence interval = 22.9-26.7) of the students were likely to develop eating disorders. Students under 21 years old, who use medication and supplements for body change, and who were classified as overweight/obese have increased likelihood of developing eating disorders. The WCS showed good psychometric properties with Brazilian, Portuguese, and Mozambican students; however, it did not show cross-national invariance. We identified important aspects for investigating body weight concerns and factors related to eating disorders.

Early Career Teachers' Ability to Focus on Typical Students Errors in Relation to the Complexity of a Mathematical Topic

ERIC Educational Resources Information Center

Pankow, Lena; Kaiser, Gabriele; Busse, Andreas; König, Johannes; Blömeke, Sigrid; Hoth, Jessica; Döhrmann, Martina

2016-01-01

The paper presents results from a computer-based assessment in which 171 early career mathematics teachers from Germany were asked to anticipate typical student errors on a given mathematical topic and identify them under time constraints. Fast and accurate perception and knowledge-based judgments are widely accepted characteristics of teacher…

A Predictor of Quality of Life of the Mainstreamed Elementary Students: Cognitive Errors

ERIC Educational Resources Information Center

Odaci, Hatice; Kalkan, Melek; Karasu, Pinar

2009-01-01

The aim of this study is to examine the cognitive errors as predictor of quality of life of mainstreamed elementary students. Quality of life is the degree of well-being felt by an individual. The functional deficiencies, which occur due to physical, cognitive, sensory, emotional disorders, affect the quality of life of the individuals. In this…

Using Weighted Constraints to Diagnose Errors in Logic Programming--The Case of an Ill-Defined Domain

ERIC Educational Resources Information Center

Le, Nguyen-Thinh; Menzel, Wolfgang

2009-01-01

In this paper, we introduce logic programming as a domain that exhibits some characteristics of being ill-defined. In order to diagnose student errors in such a domain, we need a means to hypothesise the student's intention, that is the strategy underlying her solution. This is achieved by weighting constraints, so that hypotheses about solution…

Determining the Numeracy and Algebra Errors of Students in a Two-Year Vocational School

ERIC Educational Resources Information Center

Akyüz, Gözde

2015-01-01

The goal of this study was to determine the mathematics achievement level in basic numeracy and algebra concepts of students in a two-year program in a technical vocational school of higher education and determine the errors that they make in these topics. The researcher developed a diagnostic mathematics achievement test related to numeracy and…

Do the Kinds of Achievement Errors Made by Students Diagnosed with ADHD Vary as a Function of Their Reading Ability?

ERIC Educational Resources Information Center

Pagirsky, Matthew S.; Koriakin, Taylor A.; Avitia, Maria; Costa, Michael; Marchis, Lavinia; Maykel, Cheryl; Sassu, Kari; Bray, Melissa A.; Pan, Xingyu

2017-01-01

A large body of research has documented the relationship between attention-deficit hyperactivity disorder (ADHD) and reading difficulties in children; however, there have been no studies to date that have examined errors made by students with ADHD and reading difficulties. The present study sought to determine whether the kinds of achievement…

The Students' Error in Using Conjunction (Because, Since, As, in Case) in the Sentences

ERIC Educational Resources Information Center

Pangaribuan, Tagor; Haddina, Elisa; Manik, Sondang

2018-01-01

This research deals with the students' error in using conjunction (because, since, as, in case) in the sentences. Conjunction is very important for the learners to develop a skill in grammar. And grammar is the most important part of language for anyone. Should be first understood before being able to construct sentences, rules based on the…

A Quantitative Analysis of the Effect of Simulation on Medication Administration in Nursing Students

ERIC Educational Resources Information Center

Scudmore, Casey

2013-01-01

Medication errors are a leading cause of injury and death in health care, and nurses are the last line of defense for patient safety. Nursing educators must develop curriculum to effectively teach nursing students to prevent medication errors and protect the public. The purpose of this quantitative, quasi-experimental study was to determine if…

How Achievement Error Patterns of Students with Mild Intellectual Disability Differ from Low IQ and Low Achievement Students without Diagnoses

ERIC Educational Resources Information Center

Root, Melissa M.; Marchis, Lavinia; White, Erica; Courville, Troy; Choi, Dowon; Bray, Melissa A.; Pan, Xingyu; Wayte, Jessica

2017-01-01

This study investigated the differences in error factor scores on the Kaufman Test of Educational Achievement-Third Edition between individuals with mild intellectual disabilities (Mild IDs), those with low achievement scores but average intelligence, and those with low intelligence but without a Mild ID diagnosis. The two control groups were…

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection

ERIC Educational Resources Information Center

Buschang, Rebecca Ellen

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

Achievement Error Differences of Students with Reading versus Math Disorders

ERIC Educational Resources Information Center

Avitia, Maria; DeBiase, Emily; Pagirsky, Matthew; Root, Melissa M.; Howell, Meiko; Pan, Xingyu; Knupp, Tawnya; Liu, Xiaochen

2017-01-01

The purpose of this study was to understand and compare the types of errors students with a specific learning disability in reading and/or writing (SLD-R/W) and those with a specific learning disability in math (SLD-M) made in the areas of reading, writing, language, and mathematics. Clinical samples were selected from the norming population of…

Study of Frequency of Errors and Areas of Weaknesses in Business Communications Classes at Kapiolani Community College.

ERIC Educational Resources Information Center

Uehara, Soichi

This study was made to determine the most prevalent errors, areas of weakness, and their frequency in the writing of letters so that a course in business communications classes at Kapiolani Community College (Hawaii) could be prepared that would help students learn to write effectively. The 55 participating students were divided into two groups…

A Hands-On Exercise Improves Understanding of the Standard Error of the Mean

ERIC Educational Resources Information Center

Ryan, Robert S.

2006-01-01

One of the most difficult concepts for statistics students is the standard error of the mean. To improve understanding of this concept, 1 group of students used a hands-on procedure to sample from small populations representing either a true or false null hypothesis. The distribution of 120 sample means (n = 3) from each population had standard…

Beyond the Mask: Analysis of Error Patterns on the KTEA-3 for Students with Giftedness and Learning Disabilities

ERIC Educational Resources Information Center

Ottone-Cross, Karen L.; Dulong-Langley, Susan; Root, Melissa M.; Gelbar, Nicholas; Bray, Melissa A.; Luria, Sarah R.; Choi, Dowon; Kaufman, James C.; Courville, Troy; Pan, Xingyu

2017-01-01

An understanding of the strengths, weaknesses, and achievement profiles of students with giftedness and learning disabilities (G&LD) is needed to address their asynchronous development. This study examines the subtests and error factors in the Kaufman Test of Educational Achievement--Third Edition (KTEA-3) for strength and weakness patterns of…

Mistakes as Stepping Stones: Effects of Errors on Episodic Memory among Younger and Older Adults

ERIC Educational Resources Information Center

Cyr, Andrée-Ann; Anderson, Nicole D.

2015-01-01

The memorial costs and benefits of trial-and-error learning have clear pedagogical implications for students, and increasing evidence shows that generating errors during episodic learning can improve memory among younger adults. Conversely, the aging literature has found that errors impair memory among healthy older adults and has advocated for…

How EFL Students Can Use Google to Correct Their "Untreatable" Written Errors

ERIC Educational Resources Information Center

Geiller, Luc

2014-01-01

This paper presents the findings of an experiment in which a group of 17 French post-secondary EFL learners used Google to self-correct several "untreatable" written errors. Whether or not error correction leads to improved writing has been much debated, some researchers dismissing it is as useless and others arguing that error feedback…

Phonological Errors Predominate in Arabic Spelling across Grades 1-9

ERIC Educational Resources Information Center

Abu-Rabia, Salim; Taha, Haitham

2006-01-01

Most of the spelling error analysis has been conducted in Latin orthographies and rarely conducted in other orthographies like Arabic. Two hundred and eighty-eight students in grades 1-9 participated in the study. They were presented nine lists of words to test their spelling skills. Their spelling errors were analyzed by error categories. The…

Enhancing the use of Argos satellite data for home range and long distance migration studies of marine animals.

PubMed

Hoenner, Xavier; Whiting, Scott D; Hindell, Mark A; McMahon, Clive R

2012-01-01

Accurately quantifying animals' spatial utilisation is critical for conservation, but has long remained an elusive goal due to technological impediments. The Argos telemetry system has been extensively used to remotely track marine animals, however location estimates are characterised by substantial spatial error. State-space models (SSM) constitute a robust statistical approach to refine Argos tracking data by accounting for observation errors and stochasticity in animal movement. Despite their wide use in ecology, few studies have thoroughly quantified the error associated with SSM predicted locations and no research has assessed their validity for describing animal movement behaviour. We compared home ranges and migratory pathways of seven hawksbill sea turtles (Eretmochelys imbricata) estimated from (a) highly accurate Fastloc GPS data and (b) locations computed using common Argos data analytical approaches. Argos 68(th) percentile error was <1 km for LC 1, 2, and 3 while markedly less accurate (>4 km) for LC ≤ 0. Argos error structure was highly longitudinally skewed and was, for all LC, adequately modelled by a Student's t distribution. Both habitat use and migration routes were best recreated using SSM locations post-processed by re-adding good Argos positions (LC 1, 2 and 3) and filtering terrestrial points (mean distance to migratory tracks ± SD = 2.2 ± 2.4 km; mean home range overlap and error ratio = 92.2% and 285.6 respectively). This parsimonious and objective statistical procedure however still markedly overestimated true home range sizes, especially for animals exhibiting restricted movements. Post-processing SSM locations nonetheless constitutes the best analytical technique for remotely sensed Argos tracking data and we therefore recommend using this approach to rework historical Argos datasets for better estimation of animal spatial utilisation for research and evidence-based conservation purposes.

Impact of Internally Developed Electronic Prescription on Prescribing Errors at Discharge from the Emergency Department

PubMed Central

Hitti, Eveline; Tamim, Hani; Bakhti, Rinad; Zebian, Dina; Mufarrij, Afif

2017-01-01

Introduction Medication errors are common, with studies reporting at least one error per patient encounter. At hospital discharge, medication errors vary from 15%–38%. However, studies assessing the effect of an internally developed electronic (E)-prescription system at discharge from an emergency department (ED) are comparatively minimal. Additionally, commercially available electronic solutions are cost-prohibitive in many resource-limited settings. We assessed the impact of introducing an internally developed, low-cost E-prescription system, with a list of commonly prescribed medications, on prescription error rates at discharge from the ED, compared to handwritten prescriptions. Methods We conducted a pre- and post-intervention study comparing error rates in a randomly selected sample of discharge prescriptions (handwritten versus electronic) five months pre and four months post the introduction of the E-prescription. The internally developed, E-prescription system included a list of 166 commonly prescribed medications with the generic name, strength, dose, frequency and duration. We included a total of 2,883 prescriptions in this study: 1,475 in the pre-intervention phase were handwritten (HW) and 1,408 in the post-intervention phase were electronic. We calculated rates of 14 different errors and compared them between the pre- and post-intervention period. Results Overall, E-prescriptions included fewer prescription errors as compared to HW-prescriptions. Specifically, E-prescriptions reduced missing dose (11.3% to 4.3%, p <0.0001), missing frequency (3.5% to 2.2%, p=0.04), missing strength errors (32.4% to 10.2%, p <0.0001) and legibility (0.7% to 0.2%, p=0.005). E-prescriptions, however, were associated with a significant increase in duplication errors, specifically with home medication (1.7% to 3%, p=0.02). Conclusion A basic, internally developed E-prescription system, featuring commonly used medications, effectively reduced medication errors in a low-resource setting where the costs of sophisticated commercial electronic solutions are prohibitive. PMID:28874948

Impact of Internally Developed Electronic Prescription on Prescribing Errors at Discharge from the Emergency Department.

PubMed

Hitti, Eveline; Tamim, Hani; Bakhti, Rinad; Zebian, Dina; Mufarrij, Afif

2017-08-01

Medication errors are common, with studies reporting at least one error per patient encounter. At hospital discharge, medication errors vary from 15%-38%. However, studies assessing the effect of an internally developed electronic (E)-prescription system at discharge from an emergency department (ED) are comparatively minimal. Additionally, commercially available electronic solutions are cost-prohibitive in many resource-limited settings. We assessed the impact of introducing an internally developed, low-cost E-prescription system, with a list of commonly prescribed medications, on prescription error rates at discharge from the ED, compared to handwritten prescriptions. We conducted a pre- and post-intervention study comparing error rates in a randomly selected sample of discharge prescriptions (handwritten versus electronic) five months pre and four months post the introduction of the E-prescription. The internally developed, E-prescription system included a list of 166 commonly prescribed medications with the generic name, strength, dose, frequency and duration. We included a total of 2,883 prescriptions in this study: 1,475 in the pre-intervention phase were handwritten (HW) and 1,408 in the post-intervention phase were electronic. We calculated rates of 14 different errors and compared them between the pre- and post-intervention period. Overall, E-prescriptions included fewer prescription errors as compared to HW-prescriptions. Specifically, E-prescriptions reduced missing dose (11.3% to 4.3%, p <0.0001), missing frequency (3.5% to 2.2%, p=0.04), missing strength errors (32.4% to 10.2%, p <0.0001) and legibility (0.7% to 0.2%, p=0.005). E-prescriptions, however, were associated with a significant increase in duplication errors, specifically with home medication (1.7% to 3%, p=0.02). A basic, internally developed E-prescription system, featuring commonly used medications, effectively reduced medication errors in a low-resource setting where the costs of sophisticated commercial electronic solutions are prohibitive.

E-learning module on chronic low back pain in older adults: evidence of effect on medical student objective structured clinical examination performance.

PubMed

Weiner, Debra K; Morone, Natalia E; Spallek, Heiko; Karp, Jordan F; Schneider, Michael; Washburn, Carol; Dziabiak, Michael P; Hennon, John G; Elnicki, D Michael

2014-06-01

The Institute of Medicine has highlighted the urgent need to close undergraduate and graduate educational gaps in treating pain. Chronic low back pain (CLBP) is one of the most common pain conditions, and older adults are particularly vulnerable to potential morbidities associated with misinformed treatment. An e-learning case-based interactive module was developed at the University of Pittsburgh Center of Excellence in Pain Education, one of 12 National Institutes of Health-designated centers, to teach students important principles for evaluating and managing CLBP in older adults. A team of six experts in education, information technology, pain management, and geriatrics developed the module. Teaching focused on common errors, interactivity, and expert modeling and feedback. The module mimicked a patient encounter using a standardized patient (the older adult with CLBP) and a pain expert (the patient provider). Twenty-eight medical students were not exposed to the module (Group 1) and 27 were exposed (Group 2). Their clinical skills in evaluating CLBP were assessed using an objective structured clinical examination (OSCE). Mean scores were 62.0 ± 8.6 for Group 1 and 79.5 ± 10.4 for Group 2 (P < .001). Using an OSCE pass-fail cutoff score of 60%, 17 of 28 Group 1 students (60.7%) and 26 of 27 Group 2 students (96.3%) passed. The CLBP OSCE was one of 10 OSCE stations in which students were tested at the end of a Combined Ambulatory Medicine and Pediatrics Clerkship. There were no between-group differences in performance on eight of the other nine OSCE stations. This module significantly improved medical student clinical skills in evaluating CLBP. Additional research is needed to ascertain the effect of e-learning modules on more-advanced learners and on improving the care of older adults with CLBP. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

E-Learning Module on Chronic Low Back Pain in Older Adults: Evidence of Effect on Medical Student Objective Structured Clinical Examination Performance

PubMed Central

Weiner, Debra K.; Morone, Natalia E.; Spallek, Heiko; Karp, Jordan F.; Schneider, Michael; Washburn, Carol; Dziabiak, Michael P.; Hennon, John G.; Elnicki, D. Michael

2015-01-01

The Institute of Medicine has highlighted the urgent need to close undergraduate and graduate educational gaps in treating pain. Chronic low back pain (CLBP) is one of the most common pain conditions, and older adults are particularly vulnerable to potential morbidities associated with misinformed treatment. An e-learning case-based interactive module was developed at the University of Pittsburgh Center of Excellence in Pain Education, one of 12 National Institutes of Health–designated centers, to teach students important principles for evaluating and managing CLBP in older adults. A team of six experts in education, information technology, pain management, and geriatrics developed the module. Teaching focused on common errors, interactivity, and expert modeling and feedback. The module mimicked a patient encounter using a standardized patient (the older adult with CLBP) and a pain expert (the patient provider). Twenty-eight medical students were not exposed to the module (Group 1) and 27 were exposed (Group 2). Their clinical skills in evaluating CLBP were assessed using an objective structured clinical examination (OSCE). Mean scores were 62.0 ± 8.6 for Group 1 and 79.5 ± 10.4 for Group 2 (P < .001). Using an OSCE pass–fail cutoff score of 60%, 17 of 28 Group 1 students (60.7%) and 26 of 27 Group 2 students (96.3%) passed. The CLBP OSCE was one of 10 OSCE stations in which students were tested at the end of a Combined Ambulatory Medicine and Pediatrics Clerkship. There were no between-group differences in performance on eight of the other nine OSCE stations. This module significantly improved medical student clinical skills in evaluating CLBP. Additional research is needed to ascertain the effect of e-learning modules on more-advanced learners and on improving the care of older adults with CLBP. PMID:24833496

Medical error and related factors during internship and residency.

PubMed

Ahmadipour, Habibeh; Nahid, Mortazavi

2015-01-01

It is difficult to determine the real incidence of medical errors due to the lack of a precise definition of errors, as well as the failure to report them under certain circumstances. We carried out a cross- sectional study in Kerman University of Medical Sciences, Iran in 2013. The participants were selected through the census method. The data were collected using a self-administered questionnaire, which consisted of questions on the participants' demographic data and questions on the medical errors committed. The data were analysed by SPSS 19. It was found that 270 participants had committed medical errors. There was no significant difference in the frequency of errors committed by interns and residents. In the case of residents, the most common error was misdiagnosis and in that of interns, errors related to history-taking and physical examination. Considering that medical errors are common in the clinical setting, the education system should train interns and residents to prevent the occurrence of errors. In addition, the system should develop a positive attitude among them so that they can deal better with medical errors.

Introduction to the Application of Web-Based Surveys.

ERIC Educational Resources Information Center

Timmerman, Annemarie

This paper discusses some basic assumptions and issues concerning web-based surveys. Discussion includes: assumptions regarding cost and ease of use; disadvantages of web-based surveys, concerning the inability to compensate for four common errors of survey research: coverage error, sampling error, measurement error and nonresponse error; and…

The Role of Linguistic Modification in Nursing Education.

PubMed

Moore, Brenda S; Clark, Michele C

2016-06-01

English-as-a-second-language (ESL) nursing students fail to graduate from programs at alarming rates. For many of these students, academic failure results from poor performance on multiple choice examinations, which frequently contain linguistic errors. A remedy for these errors is to linguistically modify examination questions. This study assessed the effects of linguistic modification on examination scores. Scores of ESL and non-ESL nursing students were compared on an experimental multiple choice examination and a control examination. After exclusion, 67 ESL and 252 non-ESL students completed the experimental examination; 68 ESL and 257 non-ESL students completed the control examination. Both ESL and non-ESL students scored higher on the experimental examination than on the control examination. For ESL students, the increase in observed means between the experimental and control examination was 0.6%; for non-ESL students, the increase was 0.48%. [J Nurs Educ. 2016;55(6):309-315.]. Copyright 2016, SLACK Incorporated.

Sources of error in the retracted scientific literature.

PubMed

Casadevall, Arturo; Steen, R Grant; Fang, Ferric C

2014-09-01

Retraction of flawed articles is an important mechanism for correction of the scientific literature. We recently reported that the majority of retractions are associated with scientific misconduct. In the current study, we focused on the subset of retractions for which no misconduct was identified, in order to identify the major causes of error. Analysis of the retraction notices for 423 articles indexed in PubMed revealed that the most common causes of error-related retraction are laboratory errors, analytical errors, and irreproducible results. The most common laboratory errors are contamination and problems relating to molecular biology procedures (e.g., sequencing, cloning). Retractions due to contamination were more common in the past, whereas analytical errors are now increasing in frequency. A number of publications that have not been retracted despite being shown to contain significant errors suggest that barriers to retraction may impede correction of the literature. In particular, few cases of retraction due to cell line contamination were found despite recognition that this problem has affected numerous publications. An understanding of the errors leading to retraction can guide practices to improve laboratory research and the integrity of the scientific literature. Perhaps most important, our analysis has identified major problems in the mechanisms used to rectify the scientific literature and suggests a need for action by the scientific community to adopt protocols that ensure the integrity of the publication process. © FASEB.

Medication errors in chemotherapy preparation and administration: a survey conducted among oncology nurses in Turkey.

PubMed

Ulas, Arife; Silay, Kamile; Akinci, Sema; Dede, Didem Sener; Akinci, Muhammed Bulent; Sendur, Mehmet Ali Nahit; Cubukcu, Erdem; Coskun, Hasan Senol; Degirmenci, Mustafa; Utkan, Gungor; Ozdemir, Nuriye; Isikdogan, Abdurrahman; Buyukcelik, Abdullah; Inanc, Mevlude; Bilici, Ahmet; Odabasi, Hatice; Cihan, Sener; Avci, Nilufer; Yalcin, Bulent

2015-01-01

Medication errors in oncology may cause severe clinical problems due to low therapeutic indices and high toxicity of chemotherapeutic agents. We aimed to investigate unintentional medication errors and underlying factors during chemotherapy preparation and administration based on a systematic survey conducted to reflect oncology nurses experience. This study was conducted in 18 adult chemotherapy units with volunteer participation of 206 nurses. A survey developed by primary investigators and medication errors (MAEs) defined preventable errors during prescription of medication, ordering, preparation or administration. The survey consisted of 4 parts: demographic features of nurses; workload of chemotherapy units; errors and their estimated monthly number during chemotherapy preparation and administration; and evaluation of the possible factors responsible from ME. The survey was conducted by face to face interview and data analyses were performed with descriptive statistics. Chi-square or Fisher exact tests were used for a comparative analysis of categorical data. Some 83.4% of the 210 nurses reported one or more than one error during chemotherapy preparation and administration. Prescribing or ordering wrong doses by physicians (65.7%) and noncompliance with administration sequences during chemotherapy administration (50.5%) were the most common errors. The most common estimated average monthly error was not following the administration sequence of the chemotherapeutic agents (4.1 times/month, range 1-20). The most important underlying reasons for medication errors were heavy workload (49.7%) and insufficient number of staff (36.5%). Our findings suggest that the probability of medication error is very high during chemotherapy preparation and administration, the most common involving prescribing and ordering errors. Further studies must address the strategies to minimize medication error in chemotherapy receiving patients, determine sufficient protective measures and establishing multistep control mechanisms.

WISC-R Examiner Errors: Cause for Concern.

ERIC Educational Resources Information Center

Slate, John R.; Chick, David

1989-01-01

Clinical psychology graduate students (N=14) administered Wechsler Intelligence Scale for Children-Revised. Found numerous scoring and mechanical errors that influenced full-scale intelligence quotient scores on two-thirds of protocols. Particularly prone to error were Verbal subtests of Vocabulary, Comprehension, and Similarities. Noted specific…

Refractive errors among students occupying rooms lighted with incandescent or fluorescent lamps.

PubMed

Czepita, Damian; Gosławski, Wojciech; Mojsa, Artur

2004-01-01

The purpose of the study was to determine whether the development of refractive errors could be associated with exposure to light emitted by incandescent or fluorescent lamps. 3636 students were examined (1638 boys and 1998 girls, aged 6-18 years, mean age 12.1, SD 3.4). The examination included retinoscopy with cycloplegia. Myopia was defined as refractive error < or = -0.5 D, hyperopia as refractive error > or = +1.5 D, astigmatism as refractive error > 0.5 DC. Anisometropia was diagnosed when the difference in the refraction of both eyes was > 1.0 D. The children and their parents completed a questionnaire on exposure to light at home. Data were analyzed statistically with the chi2 test. P values of less than 0.05 were considered statistically significant. It was found that the use of fluorescent lamps was associated with an increase in the occurrence of hyperopia (P < 0.01). There was no association between sleeping with the light turned on and prevalence of refractive errors.

Aviation's Normal Operations Safety Audit: a safety management and educational tool for health care? Results of a small-scale trial.

PubMed

Bennett, Simon A

2017-01-01

A National Health Service (NHS) contingent liability for medical error claims of over £26 billion. To evaluate the safety management and educational benefits of adapting aviation's Normal Operations Safety Audit (NOSA) to health care. In vivo research, a NOSA was performed by medical students at an English NHS Trust. After receiving training from the author, the students spent 6 days gathering data under his supervision. The data revealed a threat-rich environment, where errors - some consequential - were made (359 threats and 86 errors were recorded over 2 weeks). The students claimed that the exercise improved their observational, investigative, communication, teamworking and other nontechnical skills. NOSA is potentially an effective safety management and educational tool for health care. It is suggested that 1) the UK General Medical Council mandates that all medical students perform a NOSA in fulfillment of their degree; 2) the participating NHS Trusts be encouraged to act on students' findings; and 3) the UK Department of Health adopts NOSA as a cornerstone risk assessment and management tool.

Visual disability, visual function, and myopia among rural chinese secondary school children: the Xichang Pediatric Refractive Error Study (X-PRES)--report 1.

PubMed

Congdon, Nathan; Wang, Yunfei; Song, Yue; Choi, Kai; Zhang, Mingzhi; Zhou, Zhongxia; Xie, Zhenling; Li, Liping; Liu, Xueyu; Sharma, Abhishek; Wu, Bin; Lam, Dennis S C

2008-07-01

To evaluate visual acuity, visual function, and prevalence of refractive error among Chinese secondary-school children in a cross-sectional school-based study. Uncorrected, presenting, and best corrected visual acuity, cycloplegic autorefraction with refinement, and self-reported visual function were assessed in a random, cluster sample of rural secondary school students in Xichang, China. Among the 1892 subjects (97.3% of the consenting children, 84.7% of the total sample), mean age was 14.7 +/- 0.8 years, 51.2% were female, and 26.4% were wearing glasses. The proportion of children with uncorrected, presenting, and corrected visual disability (< or = 6/12 in the better eye) was 41.2%, 19.3%, and 0.5%, respectively. Myopia < -0.5, < -2.0, and < -6.0 D in both eyes was present in 62.3%, 31.1%, and 1.9% of the subjects, respectively. Among the children with visual disability when tested without correction, 98.7% was due to refractive error, while only 53.8% (414/770) of these children had appropriate correction. The girls had significantly (P < 0.001) more presenting visual disability and myopia < -2.0 D than did the boys. More myopic refractive error was associated with worse self-reported visual function (ANOVA trend test, P < 0.001). Visual disability in this population was common, highly correctable, and frequently uncorrected. The impact of refractive error on self-reported visual function was significant. Strategies and studies to understand and remove barriers to spectacle wear are needed.

Differential validity of the Defense Mechanism Manual for the TAT between Asian Americans and Whites. Thematic Apperception Test.

PubMed

Hibbard, S; Tang, P C; Latko, R; Park, J H; Munn, S; Bolz, S; Somerville, A

2000-12-01

Thematic Apperception Test (Murray, 1943) responses of 69 Asian American (hereafter, Asian) and 83 White students were coded for defenses according to the Defense Mechanism Manual (Cramer, 1991b) and studied for differential validity in predicting paper-and-pencil measures of relevant constructs. Three tests for differential validity were used: (a) differences between validity coefficients, (b) interactions between predictor and ethnicity in criterion prediction, and (c) differences between groups in mean prediction errors using a common regression equation. Modest differential validity was found. It was surprising that the DMM scales were slightly stronger predictors of their criteria among Asians than among Whites and when a common predictor was used, desirable criteria were overpredicted for Asians, whereas undesirable ones were overpredicted for Whites. The results were not affected by acculturation level or English vocabulary among the Asians.

Patient safety and technology-driven medication - A qualitative study on how graduate nursing students navigate through complex medication administration.

PubMed

Orbæk, Janne; Gaard, Mette; Fabricius, Pia; Lefevre, Rikke S; Møller, Tom

2015-05-01

The technology-driven medication process is complex, involving advanced technologies, patient participation and increased safety measures. Medication administration errors are frequently reported, with nurses implicated in 26-38% of in-hospital cases. This points to the need for new ways of educating nursing students in today's medication administration. To explore nursing students' experiences and competences with the technology-driven medication administration process. 16 pre-graduate nursing students were included in two focus group interviews which were recorded, transcribed and analyzed using the systematic horizontal phenomenological-hermeneutic template methodology. The interviews uncovered that understanding the technologies; professionalism and patient safety are three crucial elements in the medication process. The students expressed positivity and confidence in using technology, but were fearful of committing serious medication errors. From the nursing students' perspective, experienced nurses deviate from existing guidelines, leaving them feeling isolated in practical learning situations. Having an unclear nursing role model for the technology-driven medication process, nursing students face difficulties in identifying and adopting best practices. The impact of using technology on the frequency, type and severity of medication errors; the technologies implications on nursing professionalism and the nurses ability to secure patient adherence to the medication process, still remains to be studied. Copyright © 2014 Elsevier Ltd. All rights reserved.

Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysis.

PubMed

Styck, Kara M; Walsh, Shana M

2016-01-01

The purpose of the present investigation was to conduct a meta-analysis of the literature on examiner errors for the Wechsler scales of intelligence. Results indicate that a mean of 99.7% of protocols contained at least 1 examiner error when studies that included a failure to record examinee responses as an error were combined and a mean of 41.2% of protocols contained at least 1 examiner error when studies that ignored errors of omission were combined. Furthermore, graduate student examiners were significantly more likely to make at least 1 error on Wechsler intelligence test protocols than psychologists. However, psychologists made significantly more errors per protocol than graduate student examiners regardless of the inclusion or exclusion of failure to record examinee responses as errors. On average, 73.1% of Full-Scale IQ (FSIQ) scores changed as a result of examiner errors, whereas 15.8%-77.3% of scores on the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index changed as a result of examiner errors. In addition, results suggest that examiners tend to overestimate FSIQ scores and underestimate VCI scores. However, no strong pattern emerged for the PRI and WMI. It can be concluded that examiner errors occur frequently and impact index and FSIQ scores. Consequently, current estimates for the standard error of measurement of popular IQ tests may not adequately capture the variance due to the examiner. (c) 2016 APA, all rights reserved).

The Relationship Between Technical Errors and Decision Making Skills in the Junior Resident

PubMed Central

Nathwani, J. N.; Fiers, R.M.; Ray, R.D.; Witt, A.K.; Law, K. E.; DiMarco, S.M.; Pugh, C.M.

2017-01-01

Objective The purpose of this study is to co-evaluate resident technical errors and decision-making capabilities during placement of a subclavian central venous catheter (CVC). We hypothesize that there will be significant correlations between scenario based decision making skills, and technical proficiency in central line insertion. We also predict residents will have problems in anticipating common difficulties and generating solutions associated with line placement. Design Participants were asked to insert a subclavian central line on a simulator. After completion, residents were presented with a real life patient photograph depicting CVC placement and asked to anticipate difficulties and generate solutions. Error rates were analyzed using chi-square tests and a 5% expected error rate. Correlations were sought by comparing technical errors and scenario based decision making. Setting This study was carried out at seven tertiary care centers. Participants Study participants (N=46) consisted of largely first year research residents that could be followed longitudinally. Second year research and clinical residents were not excluded. Results Six checklist errors were committed more often than anticipated. Residents performed an average of 1.9 errors, significantly more than the 1 error, at most, per person expected (t(44)=3.82, p<.001). The most common error was performance of the procedure steps in the wrong order (28.5%, P<.001). Some of the residents (24%) had no errors, 30% committed one error, and 46 % committed more than one error. The number of technical errors committed negatively correlated with the total number of commonly identified difficulties and generated solutions (r(33)= −.429, p=.021, r(33)= −.383, p=.044 respectively). Conclusions Almost half of the surgical residents committed multiple errors while performing subclavian CVC placement. The correlation between technical errors and decision making skills suggests a critical need to train residents in both technique and error management. ACGME Competencies Medical Knowledge, Practice Based Learning and Improvement, Systems Based Practice PMID:27671618

A Survey of Kurdish Students' Sound Segment & Syllabic Pattern Errors in the Course of Learning EFL

ERIC Educational Resources Information Center

Mohammadi, Jahangir

2014-01-01

This paper is devoted to finding adequate answers to the following queries: (A) what are the segmental and syllabic pattern errors made by Kurdish students in their pronunciation? (B) Can the problematic areas in pronunciation be predicted by a systematic comparison of the sound systems of both native and target languages? (C) Can there be any…

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection. CRESST Report 822

ERIC Educational Resources Information Center

Buschang, Rebecca E.

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

An Analysis of Errors Committed by Saudi Non-English Major Students in the English Paragraph Writing: A Study of Comparisons

ERIC Educational Resources Information Center

Nuruzzaman, Mohammed; Islam, A. B. M. Shafiqul; Shuchi, Israt Jahan

2018-01-01

The present study investigates the writing errors of ninety Saudi non-English major undergraduate students of different proficiency levels from three faculties, who studied English as a foundation course at the English Language Center in the College of Languages &Translation at King Khalid University, Saudi Arabia in the academic year 2016-17.…

A Linguistic Analysis on Errors Committed by Jordanian EFL Undergraduate Students: A Case of News Headlines in Jordanian Newspapers

ERIC Educational Resources Information Center

Al Karazoun, Ghada Abdelmajid

2016-01-01

This study investigated some linguistic errors committed by Jordanian EFL undergraduate students when translating news headlines in Jordanian newspapers from Arabic to English and vice versa. The data of the study was collected through a test composed of (30) English news headlines and (30) Arabic ones covering various areas of news occurring in a…

Interactional Processes of Handling Errors in Vocational School: Students Attending to Changes in Vocational Practices

ERIC Educational Resources Information Center

Jonasson, Charlotte

2015-01-01

Making errors is an inevitable part of work and learning situations. Recent research has shown that errors can provide important learning opportunities, in particular in education or training, where there may be ample time and support to learn from them. Yet, more knowledge is needed of how learning from errors is developed through interactional…

Prevalence of amblyopia and patterns of refractive error in the amblyopic children of a tertiary eye care center of Nepal.

PubMed

Sapkota, K; Pirouzian, A; Matta, N S

2013-01-01

Refractive error is a common cause of amblyopia. To determine prevalence of amblyopia and the pattern and the types of refractive error in children with amblyopia in a tertiary eye hospital of Nepal. A retrospective chart review of children diagnosed with amblyopia in the Nepal Eye Hospital (NEH) from July 2006 to June 2011 was conducted. Children of age 13+ or who had any ocular pathology were excluded. Cycloplegic refraction and an ophthalmological examination was performed for all children. The pattern of refractive error and the association between types of refractive error and types of amblyopia were determined. Amblyopia was found in 0.7 % (440) of 62,633 children examined in NEH during this period. All the amblyopic eyes of the subjects had refractive error. Fifty-six percent (248) of the patients were male and the mean age was 7.74 ± 2.97 years. Anisometropia was the most common cause of amblyopia (p less than 0.001). One third (29 %) of the subjects had bilateral amblyopia due to high ametropia. Forty percent of eyes had severe amblyopia with visual acuity of 20/120 or worse. About twothirds (59.2 %) of the eyes had astigmatism. The prevalence of amblyopia in the Nepal Eye Hospital is 0.7%. Anisometropia is the most common cause of amblyopia. Astigmatism is the most common types of refractive error in amblyopic eyes. © NEPjOPH.

The reliability and validity of a portfolio designed as a programmatic assessment of performance in an integrated clinical placement.

PubMed

Roberts, Chris; Shadbolt, Narelle; Clark, Tyler; Simpson, Phillip

2014-09-20

Little is known about the technical adequacy of portfolios in reporting multiple complex academic and performance-based assessments. We explored, first, the influencing factors on the precision of scoring within a programmatic assessment of student learning outcomes within an integrated clinical placement. Second, the degree to which validity evidence supported interpretation of student scores. Within generalisability theory, we estimated the contribution that each wanted factor (i.e. student capability) and unwanted factors (e.g. the impact of assessors) made to the variation in portfolio task scores. Relative and absolute standard errors of measurement provided a confidence interval around a pre-determined pass/fail standard for all six tasks. Validity evidence was sought through demonstrating the internal consistency of the portfolio and exploring the relationship of student scores with clinical experience. The mean portfolio mark for 257 students, across 372 raters, based on six tasks, was 75.56 (SD, 6.68). For a single student on one assessment task, 11% of the variance in scores was due to true differences in student capability. The most significant interaction was context specificity (49%), the tendency for one student to engage with one task and not engage with another task. Rater subjectivity was 29%. An absolute standard error of measurement of 4.74%, gave a 95% CI of +/- 9.30%, and a 68% CI of +/- 4.74% around a pass/fail score of 57%. Construct validity was supported by demonstration of an assessment framework, the internal consistency of the portfolio tasks, and higher scores for students who did the clinical placement later in the academic year. A portfolio designed as a programmatic assessment of an integrated clinical placement has sufficient evidence of validity to support a specific interpretation of student scores around passing a clinical placement. It has modest precision in assessing students' achievement of a competency standard. There were identifiable areas for reducing measurement error and providing more certainty around decision-making. Reducing the measurement error would require engaging with the student body on the value of the tasks, more focussed academic and clinical supervisor training, and revisiting the rubric of the assessment in the light of feedback.

Tests for qualitative treatment-by-centre interaction using a 'pushback' procedure.

PubMed

Ciminera, J L; Heyse, J F; Nguyen, H H; Tukey, J W

1993-06-15

In multicentre clinical trials using a common protocol, the centres are usually regarded as being a fixed factor, thus allowing any treatment-by-centre interaction to be omitted from the error term for the effect of treatment. However, we feel it necessary to use the treatment-by-centre interaction as the error term if there is substantial evidence that the interaction with centres is qualitative instead of quantitative. To make allowance for the estimated uncertainties of the centre means, we propose choosing a reference value (for example, the median of the ordered array of centre means) and converting the individual centre results into standardized deviations from the reference value. The deviations are then reordered, and the results 'pushed back' by amounts appropriate for the corresponding order statistics in a sample from the relevant distribution. The pushed-back standardized deviations are then restored to the original scale. The appearance of opposite signs among the destandardized values for the various centres is then taken as 'substantial evidence' of qualitative interaction. Procedures are presented using, in any combination: (i) Gaussian, or Student's t-distribution; (ii) order-statistic medians or outward 90 per cent points of the corresponding order statistic distributions; (iii) pooling or grouping and pooling the internally estimated standard deviations of the centre means. The use of the least conservative combination--Student's t, outward 90 per cent points, grouping and pooling--is recommended.

Refractive Errors

MedlinePlus

... and lens of your eye helps you focus. Refractive errors are vision problems that happen when the shape ... cornea, or aging of the lens. Four common refractive errors are Myopia, or nearsightedness - clear vision close up ...

The Relationship between Spatial and Temporal Magnitude Estimation of Scientific Concepts at Extreme Scales

NASA Astrophysics Data System (ADS)

Price, Aaron; Lee, H.

2010-01-01

Many astronomical objects, processes, and events exist and occur at extreme scales of spatial and temporal magnitudes. Our research draws upon the psychological literature, replete with evidence of linguistic and metaphorical links between the spatial and temporal domains, to compare how students estimate spatial and temporal magnitudes associated with objects and processes typically taught in science class.. We administered spatial and temporal scale estimation tests, with many astronomical items, to 417 students enrolled in 12 undergraduate science courses. Results show that while the temporal test was more difficult, students’ overall performance patterns between the two tests were mostly similar. However, asymmetrical correlations between the two tests indicate that students think of the extreme ranges of spatial and temporal scales in different ways, which is likely influenced by their classroom experience. When making incorrect estimations, students tended to underestimate the difference between the everyday scale and the extreme scales on both tests. This suggests the use of a common logarithmic mental number line for both spatial and temporal magnitude estimation. However, there are differences between the two tests in the errors student make in the everyday range. Among the implications discussed is the use of spatio-temporal reference frames, instead of smooth bootstrapping, to help students maneuver between scales of magnitude and the use of logarithmic transformations between reference frames. Implications for astronomy range from learning about spectra to large scale galaxy structure.

Nursing student medication errors: a retrospective review.

PubMed

Harding, Lorill; Petrick, Teresa

2008-01-01

This article presents the findings of a retrospective review of medication errors made and reported by nursing students in a 4-year baccalaureate program. Data were examined in relation to the semester of the program, kind of error according to the rights of medication administration, and contributing factors. Three categories of contributing factors were identified: rights violations, system factors, and knowledge and understanding. It became apparent that system factors, or the context in which medication administration takes place, are not fully considered when students are taught about medication administration. Teaching strategies need to account for the dynamic complexity of this process and incorporate experiential knowledge. This review raised several important questions about how this information guides our practice as educators in the clinical and classroom settings and how we can work collaboratively with practice partners to influence change and increase patient safety.

Patient safety culture among medical students in Singapore and Hong Kong.

PubMed

Leung, Gilberto Ka Kit; Ang, Sophia Bee Leng; Lau, Tang Ching; Neo, Hong Jye; Patil, Nivritti Gajanan; Ti, Lian Kah

2013-09-01

Undergraduate education in medical schools plays an important role in promoting patient safety. Medical students from different backgrounds may have different perceptions and attitudes toward issues concerning safety. This study aimed to investigate whether patient safety cultures differed between students from two Asian countries, and if they did, to find out how they differed. This study also aimed to identify the educational needs of these students. A voluntary, cross-sectional and self-administered questionnaire survey was conducted on 259 students from two medical schools - one in Hong Kong and the other in Singapore. None of the students had received any formal teaching on patient safety. We used a validated survey instrument, the Attitudes to Patient Safety Questionnaire III (APSQ-III), which was designed specifically for students and covered nine key factors of patient safety culture. Of the 259 students, 81 (31.3%) were from Hong Kong and 178 (68.7%) were from Singapore. The overall response rate was 66.4%. Significant differences between the two groups of students were found for two key factors - 'patient safety training', with Hong Kong students being more likely to report having received more of such training (p = 0.007); and 'error reporting confidence', which Singapore students reported having less of (p < 0.001). Both groups considered medical errors as inevitable, and that long working hours and professional incompetence were important causes of medical errors. The importance of patient involvement and team functioning were ranked relatively lower by the students. Students from different countries with no prior teaching on patient safety may differ in their baseline patient safety cultures and educational needs. Our findings serve as a reference for future longitudinal studies on the effects of different teaching and healthcare development programmes.

Exploratory Factor Analysis of Reading, Spelling, and Math Errors

ERIC Educational Resources Information Center

O'Brien, Rebecca; Pan, Xingyu; Courville, Troy; Bray, Melissa A.; Breaux, Kristina; Avitia, Maria; Choi, Dowon

2017-01-01

Norm-referenced error analysis is useful for understanding individual differences in students' academic skill development and for identifying areas of skill strength and weakness. The purpose of the present study was to identify underlying connections between error categories across five language and math subtests of the Kaufman Test of…

Interprofessional Emergency Training Leads to Changes in the Workplace.

PubMed

Eisenmann, Dorothea; Stroben, Fabian; Gerken, Jan D; Exadaktylos, Aristomenis K; Machner, Mareen; Hautz, Wolf E

2018-01-01

Preventable mistakes occur frequently and can lead to patient harm and death. The emergency department (ED) is notoriously prone to such errors, and evidence suggests that improving teamwork is a key aspect to reduce the rate of error in acute care settings. Only a few strategies are in place to train team skills and communication in interprofessional situations. Our goal was to conceptualize, implement, and evaluate a training module for students of three professions involved in emergency care. The objective was to sensitize participants to barriers for their team skills and communication across professional borders. We developed a longitudinal simulation-enhanced training format for interprofessional teams, consisting of final-year medical students, advanced trainees of emergency nursing and student paramedics. The training format consisted of several one-day training modules, which took place twice in 2016 and 2017. Each training module started with an introduction to share one's roles, professional self-concepts, common misconceptions, and communication barriers. Next, we conducted different simulated cases. Each case consisted of a prehospital section (for paramedics and medical students), a handover (everyone), and an ED section (medical students and emergency nurses). After each training module, we assessed participants' "Commitment to Change." In this questionnaire, students were anonymously asked to state up to three changes that they wished to implement as a result of the course, as well as the strength of their commitment to these changes. In total, 64 of 80 participants (80.0%) made at least one commitment to change after participating in the training modules. The total of 123 commitments was evenly distributed over four emerging categories: communication , behavior , knowledge and attitude . Roughly one third of behavior- and attitude-related commitments were directly related to interprofessional topics (e.g., "acknowledge other professions' work"), and these were equally distributed among professions. At the two-month follow-up, 32 participants (50%) provided written feedback on their original commitments: 57 of 62 (91.9%) commitments were at least partly realized at the follow-up, and only five (8.1%) commitments lacked realization entirely. A structured simulation-enhanced intervention was successful in promoting change to the practice of emergency care, while training teamwork and communication skills jointly.

Medication prescribing errors in the medical intensive care unit of Tikur Anbessa Specialized Hospital, Addis Ababa, Ethiopia.

PubMed

Sada, Oumer; Melkie, Addisu; Shibeshi, Workineh

2015-09-16

Medication errors (MEs) are important problems in all hospitalized populations, especially in intensive care unit (ICU). Little is known about the prevalence of medication prescribing errors in the ICU of hospitals in Ethiopia. The aim of this study was to assess medication prescribing errors in the ICU of Tikur Anbessa Specialized Hospital using retrospective cross-sectional analysis of patient cards and medication charts. About 220 patient charts were reviewed with a total of 1311 patient-days, and 882 prescription episodes. 359 MEs were detected; with prevalence of 40 per 100 orders. Common prescribing errors were omission errors 154 (42.89%), 101 (28.13%) wrong combination, 48 (13.37%) wrong abbreviation, 30 (8.36%) wrong dose, wrong frequency 18 (5.01%) and wrong indications 8 (2.23%). The present study shows that medication errors are common in medical ICU of Tikur Anbessa Specialized Hospital. These results suggest future targets of prevention strategies to reduce the rate of medication error.

Differences among Job Positions Related to Communication Errors at Construction Sites

NASA Astrophysics Data System (ADS)

Takahashi, Akiko; Ishida, Toshiro

In a previous study, we classified the communicatio n errors at construction sites as faulty intention and message pattern, inadequate channel pattern, and faulty comprehension pattern. This study seeks to evaluate the degree of risk of communication errors and to investigate differences among people in various job positions in perception of communication error risk . Questionnaires based on the previous study were a dministered to construction workers (n=811; 149 adminis trators, 208 foremen and 454 workers). Administrators evaluated all patterns of communication error risk equally. However, foremen and workers evaluated communication error risk differently in each pattern. The common contributing factors to all patterns wer e inadequate arrangements before work and inadequate confirmation. Some factors were common among patterns but other factors were particular to a specific pattern. To help prevent future accidents at construction sites, administrators should understand how people in various job positions perceive communication errors and propose human factors measures to prevent such errors.

Comparison of the efficacy and technical accuracy of different rectangular collimators for intraoral radiography.

PubMed

Zhang, Wenjian; Abramovitch, Kenneth; Thames, Walter; Leon, Inga-Lill K; Colosi, Dan C; Goren, Arthur D

2009-07-01

The objective of this study was to compare the operating efficiency and technical accuracy of 3 different rectangular collimators. A full-mouth intraoral radiographic series excluding central incisor views were taken on training manikins by 2 groups of undergraduate dental and dental hygiene students. Three types of rectangular collimator were used: Type I ("free-hand"), Type II (mechanical interlocking), and Type III (magnetic collimator). Eighteen students exposed one side of the manikin with a Type I collimator and the other side with a Type II. Another 15 students exposed the manikin with Type I and Type III respectively. Type I is currently used for teaching and patient care at our institution and was considered as the control to which both Types II and III were compared. The time necessary to perform the procedure, subjective user friendliness, and the number of technique errors (placement, projection, and cone cut errors) were assessed. The Student t test or signed rank test was used to determine statistical difference (P

At the cross-roads: an on-road examination of driving errors at intersections.

PubMed

Young, Kristie L; Salmon, Paul M; Lenné, Michael G

2013-09-01

A significant proportion of road trauma occurs at intersections. Understanding the nature of driving errors at intersections therefore has the potential to lead to significant injury reductions. To further understand how the complexity of modern intersections shapes behaviour of these errors are compared to errors made mid-block, and the role of wider systems failures in intersection error causation is investigated in an on-road study. Twenty-five participants drove a pre-determined urban route incorporating 25 intersections. Two in-vehicle observers recorded the errors made while a range of other data was collected, including driver verbal protocols, video, driver eye glance behaviour and vehicle data (e.g., speed, braking and lane position). Participants also completed a post-trial cognitive task analysis interview. Participants were found to make 39 specific error types, with speeding violations the most common. Participants made significantly more errors at intersections compared to mid-block, with misjudgement, action and perceptual/observation errors more commonly observed at intersections. Traffic signal configuration was found to play a key role in intersection error causation, with drivers making more errors at partially signalised compared to fully signalised intersections. Copyright © 2012 Elsevier Ltd. All rights reserved.

Early error detection: an action-research experience teaching vector calculus

NASA Astrophysics Data System (ADS)

Magdalena Añino, María; Merino, Gabriela; Miyara, Alberto; Perassi, Marisol; Ravera, Emiliano; Pita, Gustavo; Waigandt, Diana

2014-04-01

This paper describes an action-research experience carried out with second year students at the School of Engineering of the National University of Entre Ríos, Argentina. Vector calculus students played an active role in their own learning process. They were required to present weekly reports, in both oral and written forms, on the topics studied, instead of merely sitting and watching as the teacher solved problems on the blackboard. The students were also asked to perform computer assignments, and their learning process was continuously monitored. Among many benefits, this methodology has allowed students and teachers to identify errors and misconceptions that might have gone unnoticed under a more passive approach.

Issues of medication administration and control in Iowa schools.

PubMed

Farris, Karen B; McCarthy, Ann Marie; Kelly, Michael W; Clay, Daniel; Gross, Jami N

2003-11-01

Who is responsible for medication administration at school? To answer this question, a descriptive, self-administered survey was mailed to a random sample of 850 school principals in Iowa. The eight-page, 57-item, anonymous survey was mailed first class, and a follow-up reminder post card was mailed two weeks later. Descriptive analyses were conducted, with type of respondent (principal versus school nurse), grade level, and size of school examined to explore differences. A 46.6% response rate was obtained; 97% of respondents indicated their schools had written guidelines for medication administration. Principals (41%) and school nurses (34%) reported that they have the ultimate legal responsibility for medication administration. Policies for medication administration on field trips were available in schools of 73.6% of respondents. High schools were more likely to allow self-medication than other grade levels. "Missed dose" was the most common medication error. The main reasons contributing to medication administration errors included poor communication among school, family, and healthcare providers, and the increased number of students on medication. It remains unclear who holds ultimate responsibility for medication administration in schools. Written policies typically exist for medication administration at school, but not field trips. Communicating medication changes to schools, and ensuring medications are available at school, likely can reduce medication administration errors.

[Diagnostic Errors in Medicine].

PubMed

Buser, Claudia; Bankova, Andriyana

2015-12-09

The recognition of diagnostic errors in everyday practice can help improve patient safety. The most common diagnostic errors are the cognitive errors, followed by system-related errors and no fault errors. The cognitive errors often result from mental shortcuts, known as heuristics. The rate of cognitive errors can be reduced by a better understanding of heuristics and the use of checklists. The autopsy as a retrospective quality assessment of clinical diagnosis has a crucial role in learning from diagnostic errors. Diagnostic errors occur more often in primary care in comparison to hospital settings. On the other hand, the inpatient errors are more severe than the outpatient errors.

Prevalence of teen driver errors leading to serious motor vehicle crashes.

PubMed

Curry, Allison E; Hafetz, Jessica; Kallan, Michael J; Winston, Flaura K; Durbin, Dennis R

2011-07-01

Motor vehicle crashes are the leading cause of adolescent deaths. Programs and policies should target the most common and modifiable reasons for crashes. We estimated the frequency of critical reasons for crashes involving teen drivers, and examined in more depth specific teen driver errors. The National Highway Traffic Safety Administration's (NHTSA) National Motor Vehicle Crash Causation Survey collected data at the scene of a nationally representative sample of 5470 serious crashes between 7/05 and 12/07. NHTSA researchers assigned a single driver, vehicle, or environmental factor as the critical reason for the event immediately leading to each crash. We analyzed crashes involving 15-18 year old drivers. 822 teen drivers were involved in 795 serious crashes, representing 335,667 teens in 325,291 crashes. Driver error was by far the most common reason for crashes (95.6%), as opposed to vehicle or environmental factors. Among crashes with a driver error, a teen made the error 79.3% of the time (75.8% of all teen-involved crashes). Recognition errors (e.g., inadequate surveillance, distraction) accounted for 46.3% of all teen errors, followed by decision errors (e.g., following too closely, too fast for conditions) (40.1%) and performance errors (e.g., loss of control) (8.0%). Inadequate surveillance, driving too fast for conditions, and distracted driving together accounted for almost half of all crashes. Aggressive driving behavior, drowsy driving, and physical impairments were less commonly cited as critical reasons. Males and females had similar proportions of broadly classified errors, although females were specifically more likely to make inadequate surveillance errors. Our findings support prioritization of interventions targeting driver distraction and surveillance and hazard awareness training. Copyright © 2010 Elsevier Ltd. All rights reserved.

Occurrence of refractive errors among students who before the age of two grew up under the influence of light emitted by incandescent or fluorescent lamps.

PubMed

Czepita, Damian; Gosławski, Wojciech; Mojsa, Artur

2005-01-01

The aim of the study was to determine whether the development of refractive errors could be associated with exposure to light emitted by incandescent or fluorescent lamps. 3636 students were examined (1638 boys and 1998 girls, aged 6-18 years, mean age 12.1, SD 3.4). The examination included skiascopy with cycloplegia. Myopia was defined as refractive error < or = -0.5 D, hyperopia as refractive error > or = +1.5 D, astigmatism as refractive error > 0.5 DC. Anisometropia was diagnosed when the difference in the refraction of both eyes was > 1.0 D. The parents of all the students examined completed a questionnaire on the child's light exposure before the age oftwo. Data were analyzed statistically with the chi2 test. P values of less than 0.05 were considered statistically significant. It was observed that sleeping until the age of two in a room with a light turned on is associated with an increase in the occurrence of anisometropia (p < 0.02) as well as with a reduction in the prevalence of emmetropia (p < 0.05). It was also found that light emitted by fluorescent lamps leads to more frequent occurrence of astigmatism (p < 0.01).

Ten common errors beginning substance abuse workers make in group treatment.

PubMed

Greif, G L

1996-01-01

Beginning therapists sometimes make mistakes when working with substance abusers in groups. This article discusses ten common errors that the author has observed. Five center on the therapist's approach and five center on the nuts and bolts of group leadership. Suggestions are offered for how to avoid them.

Systematic Errors in an Air Track Experiment.

ERIC Educational Resources Information Center

Ramirez, Santos A.; Ham, Joe S.

1990-01-01

Errors found in a common physics experiment to measure acceleration resulting from gravity using a linear air track are investigated. Glider position at release and initial velocity are shown to be sources of systematic error. (CW)

Factors that enhance English-speaking speech-language pathologists' transcription of Cantonese-speaking children's consonants.

PubMed

Lockart, Rebekah; McLeod, Sharynne

2013-08-01

To investigate speech-language pathology students' ability to identify errors and transcribe typical and atypical speech in Cantonese, a nonnative language. Thirty-three English-speaking speech-language pathology students completed 3 tasks in an experimental within-subjects design. Task 1 (baseline) involved transcribing English words. In Task 2, students transcribed 25 words spoken by a Cantonese adult. An average of 59.1% consonants was transcribed correctly (72.9% when Cantonese-English transfer patterns were allowed). There was higher accuracy on shared English and Cantonese syllable-initial consonants /m,n,f,s,h,j,w,l/ and syllable-final consonants. In Task 3, students identified consonant errors and transcribed 100 words spoken by Cantonese-speaking children under 4 additive conditions: (1) baseline, (2) +adult model, (3) +information about Cantonese phonology, and (4) all variables (2 and 3 were counterbalanced). There was a significant improvement in the students' identification and transcription scores for conditions 2, 3, and 4, with a moderate effect size. Increased skill was not based on listeners' proficiency in speaking another language, perceived transcription skill, musicality, or confidence with multilingual clients. Speech-language pathology students, with no exposure to or specific training in Cantonese, have some skills to identify errors and transcribe Cantonese. Provision of a Cantonese-adult model and information about Cantonese phonology increased students' accuracy in transcribing Cantonese speech.

Reflections as near-peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial-and-error.

PubMed

Anstey, Lauren M; Michels, Alison; Szymus, Julianna; Law, Wyanne; Edwin Ho, Man-Hymn; Qu, Fei; Yeung, Ralph T T; Chow, Natalie

2014-01-01

Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near-peer facilitators for an inquiry-based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near-peer facilitators in the acquisition of facilitation skills before entering into a process of trial-and-error within the classroom. © 2013 American Association of Anatomists.

Mathematics in chemistry: indeterminate forms and their meaning

NASA Astrophysics Data System (ADS)

Segurado, Manuel A. P.; Silva, Margarida F. B.; Castro, Rita

2011-07-01

The mathematical language and its tools are complementary to the formalism in chemistry, in particular at an advanced level. It is thus crucial, for its understanding, that students acquire a solid knowledge in Calculus and that they know how to apply it. The frequent occurrence of indeterminate forms in multiple areas, particularly in Physical Chemistry, justifies the need to properly understand the limiting process in such cases. This article emphasizes the importance of the L'Hôpital's rule as a practical tool, although often neglected, to obtain the more common indeterminate limits, through the use of some specific examples as the radioactive decay, spectrophotometric error, Planck's radiation law, second-order kinetics, or consecutive reactions.

Understanding Periodicity as a Process with Gestalt Structure.

ERIC Educational Resources Information Center

Shama, Gilli

1998-01-01

Presents a two-phase investigation of how Israeli students understand the concept of periodicity. Discusses related research with teachers and students (N=895) employing both qualitative and quantitative research methodologies. Concludes that students understand periodicity as a process. Students' errors and preferences are discussed with…

Measuring Systematic Error with Curve Fits

ERIC Educational Resources Information Center

Rupright, Mark E.

2011-01-01

Systematic errors are often unavoidable in the introductory physics laboratory. As has been demonstrated in many papers in this journal, such errors can present a fundamental problem for data analysis, particularly when comparing the data to a given model. In this paper I give three examples in which my students use popular curve-fitting software…

Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

ERIC Educational Resources Information Center

Magen-Nagar, Noga

2016-01-01

Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…

A Hybrid Approach for Correcting Grammatical Errors

ERIC Educational Resources Information Center

Lee, Kiyoung; Kwon, Oh-Woog; Kim, Young-Kil; Lee, Yunkeun

2015-01-01

This paper presents a hybrid approach for correcting grammatical errors in the sentences uttered by Korean learners of English. The error correction system plays an important role in GenieTutor, which is a dialogue-based English learning system designed to teach English to Korean students. During the talk with GenieTutor, grammatical error…

Avoiding Substantive Errors in Individualized Education Program Development

ERIC Educational Resources Information Center

Yell, Mitchell L.; Katsiyannis, Antonis; Ennis, Robin Parks; Losinski, Mickey; Christle, Christine A.

2016-01-01

The purpose of this article is to discuss major substantive errors that school personnel may make when developing students' Individualized Education Programs (IEPs). School IEP team members need to understand the importance of the procedural and substantive requirements of the IEP, have an awareness of the five serious substantive errors that IEP…

Investigating the Relationship between Conceptual and Procedural Errors in the Domain of Probability Problem-Solving.

ERIC Educational Resources Information Center

O'Connell, Ann Aileen

The relationships among types of errors observed during probability problem solving were studied. Subjects were 50 graduate students in an introductory probability and statistics course. Errors were classified as text comprehension, conceptual, procedural, and arithmetic. Canonical correlation analysis was conducted on the frequencies of specific…

Fail Better: Toward a Taxonomy of E-Learning Error

ERIC Educational Resources Information Center

Priem, Jason

2010-01-01

The study of student error, important across many fields of educational research, has begun to attract interest in the field of e-learning, particularly in relation to usability. However, it remains unclear when errors should be avoided (as usability failures) or embraced (as learning opportunities). Many domains have benefited from taxonomies of…

Error Identification, Labeling, and Correction in Written Business Communication

ERIC Educational Resources Information Center

Quible, Zane K.

2004-01-01

This article used a writing sample that contained 27 sentence-level errors of the type found by corporate America to be annoying and bothersome. Five categories of errors were included in the sample: grammar, punctuation, spelling, writing style, and business communication concepts. Students in a written business communication course were asked…

Comparing Graphical and Verbal Representations of Measurement Error in Test Score Reports

ERIC Educational Resources Information Center

Zwick, Rebecca; Zapata-Rivera, Diego; Hegarty, Mary

2014-01-01

Research has shown that many educators do not understand the terminology or displays used in test score reports and that measurement error is a particularly challenging concept. We investigated graphical and verbal methods of representing measurement error associated with individual student scores. We created four alternative score reports, each…

Implications of Error Analysis Studies for Academic Interventions

ERIC Educational Resources Information Center

Mather, Nancy; Wendling, Barbara J.

2017-01-01

We reviewed 13 studies that focused on analyzing student errors on achievement tests from the Kaufman Test of Educational Achievement-Third edition (KTEA-3). The intent was to determine what instructional implications could be derived from in-depth error analysis. As we reviewed these studies, several themes emerged. We explain how a careful…

Cohesive Errors in Writing among ESL Pre-Service Teachers

ERIC Educational Resources Information Center

Kwan, Lisa S. L.; Yunus, Melor Md

2014-01-01

Writing is a complex skill and one of the most difficult to master. A teacher's weak writing skills may negatively influence their students. Therefore, reinforcing teacher education by first determining pre-service teachers' writing weaknesses is imperative. This mixed-methods error analysis study aims to examine the cohesive errors in the writing…

Decision Making for Borderline Cases in Pass/Fail Clinical Anatomy Courses: The Practical Value of the Standard Error of Measurement and Likelihood Ratio in a Diagnostic Test

ERIC Educational Resources Information Center

Severo, Milton; Silva-Pereira, Fernanda; Ferreira, Maria Amelia

2013-01-01

Several studies have shown that the standard error of measurement (SEM) can be used as an additional “safety net” to reduce the frequency of false-positive or false-negative student grading classifications. Practical examinations in clinical anatomy are often used as diagnostic tests to admit students to course final examinations. The aim of this…

Quality Control Analysis of Selected Aspects of Programs Administered by the Bureau of Student Financial Assistance. Error-Prone Model Derived from 1978-1979 Quality Control Study. Data Report. [Task 3.

ERIC Educational Resources Information Center

Saavedra, Pedro; Kuchak, JoAnn

An error-prone model (EPM) to predict financial aid applicants who are likely to misreport on Basic Educational Opportunity Grant (BEOG) applications was developed, based on interviews conducted with a quality control sample of 1,791 students during 1978-1979. The model was designed to identify corrective methods appropriate for different types of…

Disclosing Medical Errors to Patients: Attitudes and Practices of Physicians and Trainees

PubMed Central

Jones, Elizabeth W.; Wu, Barry J.; Forman-Hoffman, Valerie L.; Levi, Benjamin H.; Rosenthal, Gary E.

2007-01-01

BACKGROUND Disclosing errors to patients is an important part of patient care, but the prevalence of disclosure, and factors affecting it, are poorly understood. OBJECTIVE To survey physicians and trainees about their practices and attitudes regarding error disclosure to patients. DESIGN AND PARTICIPANTS Survey of faculty physicians, resident physicians, and medical students in Midwest, Mid-Atlantic, and Northeast regions of the United States. MEASUREMENTS Actual error disclosure; hypothetical error disclosure; attitudes toward disclosure; demographic factors. RESULTS Responses were received from 538 participants (response rate = 77%). Almost all faculty and residents responded that they would disclose a hypothetical error resulting in minor (97%) or major (93%) harm to a patient. However, only 41% of faculty and residents had disclosed an actual minor error (resulting in prolonged treatment or discomfort), and only 5% had disclosed an actual major error (resulting in disability or death). Moreover, 19% acknowledged not disclosing an actual minor error and 4% acknowledged not disclosing an actual major error. Experience with malpractice litigation was not associated with less actual or hypothetical error disclosure. Faculty were more likely than residents and students to disclose a hypothetical error and less concerned about possible negative consequences of disclosure. Several attitudes were associated with greater likelihood of hypothetical disclosure, including the belief that disclosure is right even if it comes at a significant personal cost. CONCLUSIONS There appears to be a gap between physicians’ attitudes and practices regarding error disclosure. Willingness to disclose errors was associated with higher training level and a variety of patient-centered attitudes, and it was not lessened by previous exposure to malpractice litigation. PMID:17473944

An Analysis of Fifth-Grade Students' Performance When Solving Selected Open Distributive Sentences. Technical Report No. 397.

ERIC Educational Resources Information Center

Hobbs, Charles Eugene

The author investigates elementary school students' performance when solving selected open distributive sentences in relation to three factors (Open Sentence Type, Context, Number Size) and identifies and classifies solution methods attempted by students and students' errors in performance. Eighty fifth-grade students participated in the…

Grading Standards, Student Ability and Errors in College Admission

ERIC Educational Resources Information Center

Moen, Jarle; Tjelta, Martin

2010-01-01

Grades are important for admission of students in most higher education programs. Analyzing admission and student performance data at a major Norwegian business school, we find that the grading practice of teachers at regional colleges sending students to the school is affected by the average performance of the students being graded. Teachers at…

Effects of skilled nursing facility structure and process factors on medication errors during nursing home admission.

PubMed

Lane, Sandi J; Troyer, Jennifer L; Dienemann, Jacqueline A; Laditka, Sarah B; Blanchette, Christopher M

2014-01-01

Older adults are at greatest risk of medication errors during the transition period of the first 7 days after admission and readmission to a skilled nursing facility (SNF). The aim of this study was to evaluate structure- and process-related factors that contribute to medication errors and harm during transition periods at a SNF. Data for medication errors and potential medication errors during the 7-day transition period for residents entering North Carolina SNFs were from the Medication Error Quality Initiative-Individual Error database from October 2006 to September 2007. The impact of SNF structure and process measures on the number of reported medication errors and harm from errors were examined using bivariate and multivariate model methods. A total of 138 SNFs reported 581 transition period medication errors; 73 (12.6%) caused harm. Chain affiliation was associated with a reduction in the volume of errors during the transition period. One third of all reported transition errors occurred during the medication administration phase of the medication use process, where dose omissions were the most common type of error; however, dose omissions caused harm less often than wrong-dose errors did. Prescribing errors were much less common than administration errors but were much more likely to cause harm. Both structure and process measures of quality were related to the volume of medication errors.However, process quality measures may play a more important role in predicting harm from errors during the transition of a resident into an SNF. Medication errors during transition could be reduced by improving both prescribing processes and transcription and documentation of orders.

Development of an Ontology to Model Medical Errors, Information Needs, and the Clinical Communication Space

PubMed Central

Stetson, Peter D.; McKnight, Lawrence K.; Bakken, Suzanne; Curran, Christine; Kubose, Tate T.; Cimino, James J.

2002-01-01

Medical errors are common, costly and often preventable. Work in understanding the proximal causes of medical errors demonstrates that systems failures predispose to adverse clinical events. Most of these systems failures are due to lack of appropriate information at the appropriate time during the course of clinical care. Problems with clinical communication are common proximal causes of medical errors. We have begun a project designed to measure the impact of wireless computing on medical errors. We report here on our efforts to develop an ontology representing the intersection of medical errors, information needs and the communication space. We will use this ontology to support the collection, storage and interpretation of project data. The ontology’s formal representation of the concepts in this novel domain will help guide the rational deployment of our informatics interventions. A real-life scenario is evaluated using the ontology in order to demonstrate its utility.

The performance of the standard rate turn (SRT) by student naval helicopter pilots.

PubMed

Chapman, F; Temme, L A; Still, D L

2001-04-01

During flight training, student naval helicopter pilots learn the use of flight instruments through a prescribed series of simulator training events. The training simulator is a 6-degrees-of-freedom, motion-based, high-fidelity instrument trainer. From the final basic instrument simulator flights of student pilots, we selected for evaluation and analysis their performance of the Standard Rate Turn (SRT), a routine flight maneuver. The performance of the SRT was scored with air speed, altitude and heading average error from target values and standard deviations. These average errors and standard deviations were used in a Multiple Analysis of Variance (MANOVA) to evaluate the effects of three independent variables: 1) direction of turn (left vs. right), 2) degree of turn (180 vs. 360 degrees); and 3) segment of turn (roll-in, first 30 s, last 30 s, and roll-out of turn). Only the main effects of the three independent variables were significant; there were no significant interactions. This result greatly reduces the number of different conditions that should be scored separately for the evaluation of SRT performance. The results also showed that the magnitude of the heading and altitude errors at the beginning of the SRT correlated with the magnitude of the heading and altitude errors throughout the turn. This result suggests that for the turn to be well executed, it is important for it to begin with little error in these two response parameters. The observations reported here should be considered when establishing SRT performance norms and comparing student scores. Furthermore, it seems easier for pilots to maintain good performance than to correct poor performance.

Prevalence of Refractive Errors in Students with and without Color Vision Deficiency

PubMed Central

Ostadimoghaddam, Hadi; Yekta, Abbas Ali; Heravian, Javad; Azimi, Abbas; Hosseini, Seyed Mahdi Ahmadi; Vatandoust, Sakineh; Sharifi, Fatemeh; Abolbashari, Fereshteh

2014-01-01

Purpose: To evaluate refractive errors in school age children with color vision deficiency (CVD) and those with normal color vision (NCV) in order to make a better understanding of the emmetropization process. Methods: A total of 4,400 primary school students aged 7–12 years were screened for color vision using Ishihara pseudoisochromatic color vision plate sets. Of these, 160 (3.6%) students had CVD. A total of 400 age- and sex-matched students with NCV were selected as controls. Refractive status was evaluated using objective cyclorefraction. Results: The CVD group included 136 male (85%) and 24 female (15%) subjects with mean age of 10.1 ± 1.8 years. The NCV group comprised of 336 male (84%) and 64 female (16%) subjects with mean age of 10.5 ± 1.2 years. The prevalence of myopia (7.7% vs. 13.9%, P < 0.001) and hyperopia (41% vs. 57.4%, P = 0.03) was significantly lower in the CVD group. Furthermore, subjects with CVD subjects demonstrated a lower magnitude of refractive errors as compared to the CVD group (mean refractive error: +0.54 ± 0.19 D versus + 0.74 ± 1.12 D, P < 0.001). Conclusion: Although the lower prevalence of myopia in subjects with CVD group supports the role of longitudinal chromatic aberration in the development of refractive errors; the lower prevalence of hyperopia in this group is an opposing finding. Myopia is a multifactorial disorder and longitudinal chromatic aberration is not the only factor influencing the emmetropization process. PMID:25709775

Effects of monetary reward and punishment on information checking behaviour.

PubMed

Li, Simon Y W; Cox, Anna L; Or, Calvin; Blandford, Ann

2016-03-01

Two experiments were conducted to examine whether checking one's own work can be motivated by monetary reward and punishment. Participants were randomly assigned to one of three conditions: a flat-rate payment for completing the task (Control); payment increased for error-free performance (Reward); payment decreased for error performance (Punishment). Experiment 1 (N = 90) was conducted with liberal arts students, using a general data-entry task. Experiment 2 (N = 90) replicated Experiment 1 with clinical students and a safety-critical 'cover story' for the task. In both studies, Reward and Punishment resulted in significantly fewer errors, more frequent and longer checking, than Control. No such differences were obtained between the Reward and Punishment conditions. It is concluded that error consequences in terms of monetary reward and punishment can result in more accurate task performance and more rigorous checking behaviour than errors without consequences. However, whether punishment is more effective than reward, or vice versa, remains inconclusive. Copyright © 2015 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Putting Meaning Back Into the Mean: A Comment on the Misuse of Elementary Statistics in a Sample of Manuscripts Submitted to Clinical Therapeutics.

PubMed

Forrester, Janet E

2015-12-01

Errors in the statistical presentation and analyses of data in the medical literature remain common despite efforts to improve the review process, including the creation of guidelines for authors and the use of statistical reviewers. This article discusses common elementary statistical errors seen in manuscripts recently submitted to Clinical Therapeutics and describes some ways in which authors and reviewers can identify errors and thus correct them before publication. A nonsystematic sample of manuscripts submitted to Clinical Therapeutics over the past year was examined for elementary statistical errors. Clinical Therapeutics has many of the same errors that reportedly exist in other journals. Authors require additional guidance to avoid elementary statistical errors and incentives to use the guidance. Implementation of reporting guidelines for authors and reviewers by journals such as Clinical Therapeutics may be a good approach to reduce the rate of statistical errors. Copyright © 2015 Elsevier HS Journals, Inc. All rights reserved.

A coalition partnership of vision health through a health-promoting school program for primary school students in Taiwan.

PubMed

Chang, Li-Chun; Guo, Jong-Long; Liao, Li-Ling; Peng, Hsiu-Ying; Hsieh, Pei-Lin

2017-09-01

Myopia, the most common refractive error, is the most common cause of avoidable visual impairment among children and has reached epidemic proportions among children and young adults in urban areas of East and Southeast Asia that contain populations of Chinese ancestry. Moreover, vision health is an important theme of the health-promoting school program issued by the Ministry of Education in Taiwan. The aim of this study is to assess the impact of pre- and post-intervention proposed by the health-promoting school (HPS) model. The objectives are to understand whether the HPS model influenced the vision screening results and the attitude, knowledge level, and vision care behavior of the students involved. A prospective cohort study design was used to evaluate a vision health program. Four elementary schools, local education authorities, and one university in northern Taiwan established a coalition partnership to design a six-month program to combat myopia among students. The target population was 6668 school children from local elementary schools. For the purpose of this study, the outcome of visual acuity testing (in logMAR) was analyzed with a sampling of 373 school children (aged 11-12 years old) who were chosen from high prevalence of poor vision classes. After the HPS program, the attitudes, behaviors, and knowledge levels of the school children regarding vision health were significantly improved. The pre-intervention mean logMAR of all participating students ( N = 373) was -.10, which increased to -.19 after the intervention. Analysis using the Wilcoxon signed-rank test showed that the logMAR value was significantly improved after the intervention ( t = 2.13, p < 0.05). Our findings highlight the relevance and effectiveness of the coalition's efforts, which reinforces the usefulness of co-operatively implementing the HPS program.

Reliability Generalization: The Importance of Considering Sample Specificity, Confident Intervals, and Subgroup Differences.

ERIC Educational Resources Information Center

Onwuegbuzie, Anthony J.; Daniel, Larry G.

The purposes of this paper are to identify common errors made by researchers when dealing with reliability coefficients and to outline best practices for reporting and interpreting reliability coefficients. Common errors that researchers make are: (1) stating that the instruments are reliable; (2) incorrectly interpreting correlation coefficients;…

The global burden of diagnostic errors in primary care

PubMed Central

Singh, Hardeep; Schiff, Gordon D; Graber, Mark L; Onakpoya, Igho; Thompson, Matthew J

2017-01-01

Diagnosis is one of the most important tasks performed by primary care physicians. The World Health Organization (WHO) recently prioritized patient safety areas in primary care, and included diagnostic errors as a high-priority problem. In addition, a recent report from the Institute of Medicine in the USA, ‘Improving Diagnosis in Health Care’, concluded that most people will likely experience a diagnostic error in their lifetime. In this narrative review, we discuss the global significance, burden and contributory factors related to diagnostic errors in primary care. We synthesize available literature to discuss the types of presenting symptoms and conditions most commonly affected. We then summarize interventions based on available data and suggest next steps to reduce the global burden of diagnostic errors. Research suggests that we are unlikely to find a ‘magic bullet’ and confirms the need for a multifaceted approach to understand and address the many systems and cognitive issues involved in diagnostic error. Because errors involve many common conditions and are prevalent across all countries, the WHO’s leadership at a global level will be instrumental to address the problem. Based on our review, we recommend that the WHO consider bringing together primary care leaders, practicing frontline clinicians, safety experts, policymakers, the health IT community, medical education and accreditation organizations, researchers from multiple disciplines, patient advocates, and funding bodies among others, to address the many common challenges and opportunities to reduce diagnostic error. This could lead to prioritization of practice changes needed to improve primary care as well as setting research priorities for intervention development to reduce diagnostic error. PMID:27530239

A Comparison of Medication Histories Obtained by a Pharmacy Technician Versus Nurses in the Emergency Department.

PubMed

Markovic, Marija; Mathis, A Scott; Ghin, Hoytin Lee; Gardiner, Michelle; Fahim, Germin

2017-01-01

To compare the medication history error rate of the emergency department (ED) pharmacy technician with that of nursing staff and to describe the workflow environment. Fifty medication histories performed by an ED nurse followed by the pharmacy technician were evaluated for discrepancies (RN-PT group). A separate 50 medication histories performed by the pharmacy technician and observed with necessary intervention by the ED pharmacist were evaluated for discrepancies (PT-RPh group). Discrepancies were totaled and categorized by type of error and therapeutic category of the medication. The workflow description was obtained by observation and staff interview. A total of 474 medications in the RN-PT group and 521 in the PT-RPh group were evaluated. Nurses made at least one error in all 50 medication histories (100%), compared to 18 medication histories for the pharmacy technician (36%). In the RN-PT group, 408 medications had at least one error, corresponding to an accuracy rate of 14% for nurses. In the PT-RPh group, 30 medications had an error, corresponding to an accuracy rate of 94.4% for the pharmacy technician ( P < 0.0001). The most common error made by nurses was a missing medication (n = 109), while the most common error for the pharmacy technician was a wrong medication frequency (n = 19). The most common drug class with documented errors for ED nurses was cardiovascular medications (n = 100), while the pharmacy technician made the most errors in gastrointestinal medications (n = 11). Medication histories obtained by the pharmacy technician were significantly more accurate than those obtained by nurses in the emergency department.

Geolocation error tracking of ZY-3 three line cameras

NASA Astrophysics Data System (ADS)

Pan, Hongbo

2017-01-01

The high-accuracy geolocation of high-resolution satellite images (HRSIs) is a key issue for mapping and integrating multi-temporal, multi-sensor images. In this manuscript, we propose a new geometric frame for analysing the geometric error of a stereo HRSI, in which the geolocation error can be divided into three parts: the epipolar direction, cross base direction, and height direction. With this frame, we proved that the height error of three line cameras (TLCs) is independent of nadir images, and that the terrain effect has a limited impact on the geolocation errors. For ZY-3 error sources, the drift error in both the pitch and roll angle and its influence on the geolocation accuracy are analysed. Epipolar and common tie-point constraints are proposed to study the bundle adjustment of HRSIs. Epipolar constraints explain that the relative orientation can reduce the number of compensation parameters in the cross base direction and have a limited impact on the height accuracy. The common tie points adjust the pitch-angle errors to be consistent with each other for TLCs. Therefore, free-net bundle adjustment of a single strip cannot significantly improve the geolocation accuracy. Furthermore, the epipolar and common tie-point constraints cause the error to propagate into the adjacent strip when multiple strips are involved in the bundle adjustment, which results in the same attitude uncertainty throughout the whole block. Two adjacent strips-Orbit 305 and Orbit 381, covering 7 and 12 standard scenes separately-and 308 ground control points (GCPs) were used for the experiments. The experiments validate the aforementioned theory. The planimetric and height root mean square errors were 2.09 and 1.28 m, respectively, when two GCPs were settled at the beginning and end of the block.

Lexical Errors and Accuracy in Foreign Language Writing. Second Language Acquisition

ERIC Educational Resources Information Center

del Pilar Agustin Llach, Maria

2011-01-01

Lexical errors are a determinant in gaining insight into vocabulary acquisition, vocabulary use and writing quality assessment. Lexical errors are very frequent in the written production of young EFL learners, but they decrease as learners gain proficiency. Misspellings are the most common category, but formal errors give way to semantic-based…

More on Systematic Error in a Boyle's Law Experiment

ERIC Educational Resources Information Center

McCall, Richard P.

2012-01-01

A recent article in "The Physics Teacher" describes a method for analyzing a systematic error in a Boyle's law laboratory activity. Systematic errors are important to consider in physics labs because they tend to bias the results of measurements. There are numerous laboratory examples and resources that discuss this common source of error.

Random measurement error: Why worry? An example of cardiovascular risk factors.

PubMed

Brakenhoff, Timo B; van Smeden, Maarten; Visseren, Frank L J; Groenwold, Rolf H H

2018-01-01

With the increased use of data not originally recorded for research, such as routine care data (or 'big data'), measurement error is bound to become an increasingly relevant problem in medical research. A common view among medical researchers on the influence of random measurement error (i.e. classical measurement error) is that its presence leads to some degree of systematic underestimation of studied exposure-outcome relations (i.e. attenuation of the effect estimate). For the common situation where the analysis involves at least one exposure and one confounder, we demonstrate that the direction of effect of random measurement error on the estimated exposure-outcome relations can be difficult to anticipate. Using three example studies on cardiovascular risk factors, we illustrate that random measurement error in the exposure and/or confounder can lead to underestimation as well as overestimation of exposure-outcome relations. We therefore advise medical researchers to refrain from making claims about the direction of effect of measurement error in their manuscripts, unless the appropriate inferential tools are used to study or alleviate the impact of measurement error from the analysis.

A new accuracy measure based on bounded relative error for time series forecasting

PubMed Central

Twycross, Jamie; Garibaldi, Jonathan M.

2017-01-01

Many accuracy measures have been proposed in the past for time series forecasting comparisons. However, many of these measures suffer from one or more issues such as poor resistance to outliers and scale dependence. In this paper, while summarising commonly used accuracy measures, a special review is made on the symmetric mean absolute percentage error. Moreover, a new accuracy measure called the Unscaled Mean Bounded Relative Absolute Error (UMBRAE), which combines the best features of various alternative measures, is proposed to address the common issues of existing measures. A comparative evaluation on the proposed and related measures has been made with both synthetic and real-world data. The results indicate that the proposed measure, with user selectable benchmark, performs as well as or better than other measures on selected criteria. Though it has been commonly accepted that there is no single best accuracy measure, we suggest that UMBRAE could be a good choice to evaluate forecasting methods, especially for cases where measures based on geometric mean of relative errors, such as the geometric mean relative absolute error, are preferred. PMID:28339480

A new accuracy measure based on bounded relative error for time series forecasting.

PubMed

Chen, Chao; Twycross, Jamie; Garibaldi, Jonathan M

2017-01-01

Many accuracy measures have been proposed in the past for time series forecasting comparisons. However, many of these measures suffer from one or more issues such as poor resistance to outliers and scale dependence. In this paper, while summarising commonly used accuracy measures, a special review is made on the symmetric mean absolute percentage error. Moreover, a new accuracy measure called the Unscaled Mean Bounded Relative Absolute Error (UMBRAE), which combines the best features of various alternative measures, is proposed to address the common issues of existing measures. A comparative evaluation on the proposed and related measures has been made with both synthetic and real-world data. The results indicate that the proposed measure, with user selectable benchmark, performs as well as or better than other measures on selected criteria. Though it has been commonly accepted that there is no single best accuracy measure, we suggest that UMBRAE could be a good choice to evaluate forecasting methods, especially for cases where measures based on geometric mean of relative errors, such as the geometric mean relative absolute error, are preferred.

Analyzing the Reading Skills and Visual Perception Levels of First Grade Students

ERIC Educational Resources Information Center

Çayir, Aybala

2017-01-01

The purpose of this study was to analyze primary school first grade students' reading levels and correlate their visual perception skills. For this purpose, students' reading speed, reading comprehension and reading errors were determined using The Informal Reading Inventory. Students' visual perception levels were also analyzed using…

How Preservice Teachers Interpret and Respond to Student Geometric Errors

ERIC Educational Resources Information Center

Son, Ji-Won; Sinclair, Nathalie

2010-01-01

Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a…

Investigating Students' Mathematical Difficulties with Quadratic Equations

ERIC Educational Resources Information Center

O'Connor, Bronwyn Reid; Norton, Stephen

2016-01-01

This paper examines the factors that hinder students' success in working with and understanding the mathematics of quadratic equations using a case study analysis of student error patterns. Twenty-five Year 11 students were administered a written test to examine their understanding of concepts and procedures associated with this topic. The…

Agreeableness and Conscientiousness as Predictors of University Students' Self/Peer-Assessment Rating Error

ERIC Educational Resources Information Center

Birjandi, Parviz; Siyyari, Masood

2016-01-01

This paper presents the results of an investigation into the role of two personality traits (i.e. Agreeableness and Conscientiousness from the Big Five personality traits) in predicting rating error in the self-assessment and peer-assessment of composition writing. The average self/peer-rating errors of 136 Iranian English major undergraduates…

Syntactical and Punctuation Errors: An Analysis of Technical Writing of University Students Science College, Taif University, KSA

ERIC Educational Resources Information Center

Alamin, Abdulamir; Ahmed, Sawsan

2012-01-01

Analyzing errors committed by second language learners during their first year of study at the University of Taif, can offer insights and knowledge of the learners' difficulties in acquiring technical English communication. With reference to the errors analyzed, the researcher found that the learners' failure to understand basic English grammar…

Errors in Science and Their Treatment in Teaching Science

ERIC Educational Resources Information Center

Kipnis, Nahum

2011-01-01

This paper analyses the real origin and nature of scientific errors against claims of science critics, by examining a number of examples from the history of electricity and optics. This analysis leads to a conclusion that errors are a natural and unavoidable part of scientific process. If made available to students, through their science teachers,…

The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency

ERIC Educational Resources Information Center

Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ

2012-01-01

This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and…

Graduate Students' Administration and Scoring Errors on the Woodcock-Johnson III Tests of Cognitive Abilities

ERIC Educational Resources Information Center

Ramos, Erica; Alfonso, Vincent C.; Schermerhorn, Susan M.

2009-01-01

The interpretation of cognitive test scores often leads to decisions concerning the diagnosis, educational placement, and types of interventions used for children. Therefore, it is important that practitioners administer and score cognitive tests without error. This study assesses the frequency and types of examiner errors that occur during the…

What Are Error Rates for Classifying Teacher and School Performance Using Value-Added Models?

ERIC Educational Resources Information Center

Schochet, Peter Z.; Chiang, Hanley S.

2013-01-01

This article addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using a realistic performance measurement system scheme based on hypothesis testing, the authors develop error rate formulas based on ordinary least squares and…

The characteristics of failure among students who experienced pseudo thinking

NASA Astrophysics Data System (ADS)

Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The purpose of this research is to describe the thinking process of students who experienced pseudo thinking when solving the straight line equation. The result of this study shows the characteristics of error that caused students to experience pseudo thinking when solving the problem and their relation with students’ metacognition skill. This qualitative research was conducted in State 16 Junior High School in Surakarta, Indonesia during the odd semester of 2017/2018 academic year. The subjects of the study were students Junior High School students of 8th grade chosen using purposive sampling technique. Data were collected through the administration of think aloud method. The result showed that the characteristics of errors among the subjects are: 1) the answers resulted from pseudo thinking when solving the problem were obtained from the spontaneous, fast, unconscious and uncontrolled thinking process; 2) students had misconception; 3) students had tendency to memorize the formula and imitate the completion procedure; 4) students experienced fuzzy memory when solving the problem. From the mistakes among students who experienced pseudo thinking, their metacognition ability could be inferred.

Robust radio interferometric calibration using the t-distribution

NASA Astrophysics Data System (ADS)

Kazemi, S.; Yatawatta, S.

2013-10-01

A major stage of radio interferometric data processing is calibration or the estimation of systematic errors in the data and the correction for such errors. A stochastic error (noise) model is assumed, and in most cases, this underlying model is assumed to be Gaussian. However, outliers in the data due to interference or due to errors in the sky model would have adverse effects on processing based on a Gaussian noise model. Most of the shortcomings of calibration such as the loss in flux or coherence, and the appearance of spurious sources, could be attributed to the deviations of the underlying noise model. In this paper, we propose to improve the robustness of calibration by using a noise model based on Student's t-distribution. Student's t-noise is a special case of Gaussian noise when the variance is unknown. Unlike Gaussian-noise-model-based calibration, traditional least-squares minimization would not directly extend to a case when we have a Student's t-noise model. Therefore, we use a variant of the expectation-maximization algorithm, called the expectation-conditional maximization either algorithm, when we have a Student's t-noise model and use the Levenberg-Marquardt algorithm in the maximization step. We give simulation results to show the robustness of the proposed calibration method as opposed to traditional Gaussian-noise-model-based calibration, especially in preserving the flux of weaker sources that are not included in the calibration model.

(Biased) Grading of Students' Performance: Students' Names, Performance Level, and Implicit Attitudes.

PubMed

Bonefeld, Meike; Dickhäuser, Oliver

2018-01-01

Biases in pre-service teachers' evaluations of students' performance may arise due to stereotypes (e.g., the assumption that students with a migrant background have lower potential). This study examines the effects of a migrant background, performance level, and implicit attitudes toward individuals with a migrant background on performance assessment (assigned grades and number of errors counted in a dictation). Pre-service teachers ( N = 203) graded the performance of a student who appeared to have a migrant background statistically significantly worse than that of a student without a migrant background. The differences were more pronounced when the performance level was low and when the pre-service teachers held relatively positive implicit attitudes toward individuals with a migrant background. Interestingly, only performance level had an effect on the number of counted errors. Our results support the assumption that pre-service teachers exhibit bias when grading students with a migrant background in a third-grade level dictation assignment.

From the school of nursing quality and safety officer: nursing students' use of safety reporting tools and their perception of safety issues in clinical settings.

PubMed

Cooper, Elizabeth

2013-01-01

Improved patient safety and quality are priority goals for nurses and schools of nursing. This article describes the innovative new role of quality and safety officer (QSO) developed by one university in response to the Quality and Safety Education for Nurses challenge to increase quality and safety education for prelicensure nursing students. The article also describes the results of a study conducted by the QSO, obtaining information from prelicensure nursing students about the use of safety tools and identifying the students' perceptions of safety issues, communication, and safety reporting in the clinical setting. Responses of 145 prelicensure nursing students suggest that it is difficult to get all errors and near-miss events reported. Barriers for nursing students are similar to the barriers nurses and physicians identify in reporting errors and near-miss events. The survey reveals that safety for the patient is the primary concern of the student nurse. Copyright © 2013 Elsevier Inc. All rights reserved.

An observational study of drug administration errors in a Malaysian hospital (study of drug administration errors).

PubMed

Chua, S S; Tea, M H; Rahman, M H A

2009-04-01

Drug administration errors were the second most frequent type of medication errors, after prescribing errors but the latter were often intercepted hence, administration errors were more probably to reach the patients. Therefore, this study was conducted to determine the frequency and types of drug administration errors in a Malaysian hospital ward. This is a prospective study that involved direct, undisguised observations of drug administrations in a hospital ward. A researcher was stationed in the ward under study for 15 days to observe all drug administrations which were recorded in a data collection form and then compared with the drugs prescribed for the patient. A total of 1118 opportunities for errors were observed and 127 administrations had errors. This gave an error rate of 11.4 % [95% confidence interval (CI) 9.5-13.3]. If incorrect time errors were excluded, the error rate reduced to 8.7% (95% CI 7.1-10.4). The most common types of drug administration errors were incorrect time (25.2%), followed by incorrect technique of administration (16.3%) and unauthorized drug errors (14.1%). In terms of clinical significance, 10.4% of the administration errors were considered as potentially life-threatening. Intravenous routes were more likely to be associated with an administration error than oral routes (21.3% vs. 7.9%, P < 0.001). The study indicates that the frequency of drug administration errors in developing countries such as Malaysia is similar to that in the developed countries. Incorrect time errors were also the most common type of drug administration errors. A non-punitive system of reporting medication errors should be established to encourage more information to be documented so that risk management protocol could be developed and implemented.

Possibilities: A framework for modeling students' deductive reasoning in physics

NASA Astrophysics Data System (ADS)

Gaffney, Jonathan David Housley

Students often make errors when trying to solve qualitative or conceptual physics problems, and while many successful instructional interventions have been generated to prevent such errors, the process of deduction that students use when solving physics problems has not been thoroughly studied. In an effort to better understand that reasoning process, I have developed a new framework, which is based on the mental models framework in psychology championed by P. N. Johnson-Laird. My new framework models how students search possibility space when thinking about conceptual physics problems and suggests that errors arise from failing to flesh out all possibilities. It further suggests that instructional interventions should focus on making apparent those possibilities, as well as all physical consequences those possibilities would incur. The possibilities framework emerged from the analysis of data from a unique research project specifically invented for the purpose of understanding how students use deductive reasoning. In the selection task, participants were given a physics problem along with three written possible solutions with the goal of identifying which one of the three possible solutions was correct. Each participant was also asked to identify the errors in the incorrect solutions. For the study presented in this dissertation, participants not only performed the selection task individually on four problems, but they were also placed into groups of two or three and asked to discuss with each other the reasoning they used in making their choices and attempt to reach a consensus about which solution was correct. Finally, those groups were asked to work together to perform the selection task on three new problems. The possibilities framework appropriately models the reasoning that students use, and it makes useful predictions about potentially helpful instructional interventions. The study reported in this dissertation emphasizes the useful insight the possibilities framework provides. For example, this framework allows us to detect subtle differences in students' reasoning errors, even when those errors result in the same final answer. It also illuminates how simply mentioning overlooked quantities can instigate new lines of student reasoning. It allows us to better understand how well-known psychological biases, such as the belief bias, affect the reasoning process by preventing reasoners from fleshing out all of the possibilities. The possibilities framework also allows us to track student discussions about physics, revealing the need for all parties in communication to use the same set of possibilities in the conversations to facilitate successful understanding. The framework also suggests some of the influences that affect how reasoners choose between possible solutions to a given problem. This new framework for understanding how students reason when solving conceptual physics problems opens the door to a significant field of research. The framework itself needs to be further tested and developed, but it provides substantial suggestions for instructional interventions. If we hope to improve student reasoning in physics, the possibilities framework suggests that we are perhaps best served by teaching students how to fully flesh out the possibilities in every situation. This implies that we need to ensure students have a deep understanding of all of the implied possibilities afforded by the fundamental principles that are the cornerstones of the models we teach in physics classes.

On making laboratory report work more meaningful through criterion-based evaluation.

PubMed

Naeraa, N

1987-05-01

The purpose of this work was to encourage students to base their laboratory report work on guidelines reflecting a quality criterion set, previously derived from the functional role of the various sections in scientific papers. The materials were developed by a trial-and-error approach and comprise learning objectives, a parallel structure of manual and reports, general and specific report guidelines and a new common starting experiment. The principal contents are presented, followed by an account of the author's experience with them. Most of the author's students now follow the guidelines. Their conclusions are affected by difficulties in adjusting expected results with due regard to the specific conditions of the experimental subject or to their own deviations from the experimental or analytical procedures prescribed in the manual. Also, problems in interpreting data unbiased by explicit expectations are evident, although a clear distinction between expected and actual results has been helpful for them in seeing the relationship between experiments and textbook contents more clearly, and thus in understanding the hypothetico-deductive approach.

Single-Event Upset Characterization of Common First- and Second-Order All-Digital Phase-Locked Loops

NASA Astrophysics Data System (ADS)

Chen, Y. P.; Massengill, L. W.; Kauppila, J. S.; Bhuva, B. L.; Holman, W. T.; Loveless, T. D.

2017-08-01

The single-event upset (SEU) vulnerability of common first- and second-order all-digital-phase-locked loops (ADPLLs) is investigated through field-programmable gate array-based fault injection experiments. SEUs in the highest order pole of the loop filter and fraction-based phase detectors (PDs) may result in the worst case error response, i.e., limit cycle errors, often requiring system restart. SEUs in integer-based linear PDs may result in loss-of-lock errors, while SEUs in bang-bang PDs only result in temporary-frequency errors. ADPLLs with the same frequency tuning range but fewer bits in the control word exhibit better overall SEU performance.

Students' Conceptions of Underlying Principles in Medical Physiology: An Interview Study of Medical Students' Understanding in a PBL Curriculum

ERIC Educational Resources Information Center

Fyrenius, Anna; Silen, Charlotte; Wirell, Staffan

2007-01-01

Medical physiology is known to be a complex area where students develop significant errors in conceptual understanding. Students' knowledge is often bound to situational descriptions rather than underlying principles. This study explores how medical students discern and process underlying principles in physiology. Indepth interviews, where…

Refractive errors in Mercyland Specialist Hospital, Osogbo, Western Nigeria.

PubMed

Adeoti, C O; Egbewale, B E

2008-06-01

The study was conducted to determine the magnitude and pattern of refractive errors in order to provide facilities for its management. A prospective study of 3601 eyes of 1824 consective patients was conducted. Information obtained included age, sex, occupation, visual acuity, type and degree of refractive error. The data was analysed using Statistical Package for Social Sciences 11.0 version) Computer Software. Refractive error was found in 1824(53.71%) patients. There were 832(45.61%) males and 992(54.39%) females with a mean age of 35.55. Myopia was the commonest (1412(39.21% eyes). Others include hypermetropia (840(23.33% eyes), astigmatism (785(21.80%) and 820 patients (1640 eyes) had presbyopia. Anisometropia was present in 791(44.51%) of 1777 patients that had bilateral refractive errors. Two thousand two hundred and fifty two eyes has spherical errors. Out of 2252 eyes with spherical errors, 1308 eyes (58.08%) had errors -0.50 to +0.50 dioptres, 567 eyes (25.18%) had errors less than -0.50 dioptres of whom 63 eyes (2.80%) had errors less than -5.00 dioptres while 377 eyes (16.74%) had errors greater than +0.50 dioptres of whom 81 eyes (3.60%) had errors greater than +2.00 dioptres. The highest error was 20.00 dioptres for myopia and 18.00 dioptres for hypermetropia. Refractive error is common in this environment. Adequate provision should be made for its correction bearing in mind the common types and degrees.

Error Detection and Correction in Spelling.

ERIC Educational Resources Information Center

Lydiatt, Steve

1984-01-01

Teachers can discover students' means of dealing with spelling as a problem through investigations of their error detection and correction skills. Approaches for measuring sensitivity and bias are described, as are means of developing appropriate instructional activities. (CL)

Effects of Error Correction on Word Recognition and Reading Comprehension.

ERIC Educational Resources Information Center

Jenkins, Joseph R.; And Others

1983-01-01

Two procedures for correcting oral reading errors, word supply and word drill, were examined to determine their effects on measures of word recognition and comprehension with 17 learning disabled elementary school students. (Author/SW)

Hypercorrection of high-confidence errors in the classroom.

PubMed

Carpenter, Shana K; Haynes, Cynthia L; Corral, Daniel; Yeung, Kam Leung

2018-05-19

People often have erroneous knowledge about the world that is firmly entrenched in memory and endorsed with high confidence. Although strong errors in memory would seem difficult to "un-learn," evidence suggests that errors are more likely to be corrected through feedback when they are originally endorsed with high confidence compared to low confidence. This hypercorrection effect has been predominantly studied in laboratory settings with general knowledge (i.e., trivia) questions, however, and has not been systematically explored in authentic classroom contexts. In the current study, college students in an introductory horticulture class answered questions about the course content, rated their confidence in their answers, received feedback of the correct answers, and then later completed a posttest. Results revealed a significant hypercorrection effect, along with a tendency for students with higher prior knowledge of the material to express higher confidence in, and in turn more effective correction of, their error responses.

Content Validity of a Tool Measuring Medication Errors.

PubMed

Tabassum, Nishat; Allana, Saleema; Saeed, Tanveer; Dias, Jacqueline Maria

2015-08-01

The objective of this study was to determine content and face validity of a tool measuring medication errors among nursing students in baccalaureate nursing education. Data was collected from the Aga Khan University School of Nursing and Midwifery (AKUSoNaM), Karachi, from March to August 2014. The tool was developed utilizing literature and the expertise of the team members, expert in different areas. The developed tool was then sent to five experts from all over Karachi for ensuring the content validity of the tool, which was measured on relevance and clarity of the questions. The Scale Content Validity Index (S-CVI) for clarity and relevance of the questions was found to be 0.94 and 0.98, respectively. The tool measuring medication errors has an excellent content validity. This tool should be used for future studies on medication errors, with different study populations such as medical students, doctors, and nurses.

Prevalence of Refractive Errors among High School Students in Western Iran

PubMed Central

Hashemi, Hassan; Rezvan, Farhad; Beiranvand, Asghar; Papi, Omid-Ali; Hoseini Yazdi, Hosein; Ostadimoghaddam, Hadi; Yekta, Abbas Ali; Norouzirad, Reza; Khabazkhoob, Mehdi

2014-01-01

Purpose To determine the prevalence of refractive errors among high school students. Methods In a cross-sectional study, we applied stratified cluster sampling on high school students of Aligoudarz, Western Iran. Examinations included visual acuity, non-cycloplegic refraction by autorefraction and fine tuning with retinoscopy. Myopia and hyperopia were defined as spherical equivalent of -0.5/+0.5 diopter (D) or worse, respectively; astigmatism was defined as cylindrical error >0.5 D and anisometropia as an interocular difference in spherical equivalent exceeding 1 D. Results Of 451 selected students, 438 participated in the study (response rate, 97.0%). Data from 434 subjects with mean age of 16±1.3 (range, 14 to 21) years including 212 (48.8%) male subjects was analyzed. The prevalence of myopia, hyperopia and astigmatism was 29.3% [95% confidence interval (CI), 25-33.6%], 21.7% (95%CI, 17.8-25.5%), and 20.7% (95%CI, 16.9-24.6%), respectively. The prevalence of myopia increased significantly with age [odds ratio (OR)=1.30, P=0.003] and was higher among boys (OR=3.10, P<0.001). The prevalence of hyperopia was significantly higher in girls (OR=0.49, P=0.003). The prevalence of astigmatism was 25.9% in boys and 15.8% in girls (OR=2.13, P=0.002). The overall prevalence of high myopia and high hyperopia were 0.5% and 1.2%, respectively. The prevalence of with-the-rule, against-the-rule, and oblique astigmatism was 14.5%, 4.8% and 1.4%, respectively. Overall, 4.6% (95%CI, 2.6-6.6%) of subjects were anisometropic. Conclusion More than half of high school students in Aligoudarz had at least one type of refractive error. Compared to similar studies, the prevalence of refractive errors was high in this age group. PMID:25279126

False Positives in Multiple Regression: Unanticipated Consequences of Measurement Error in the Predictor Variables

ERIC Educational Resources Information Center

Shear, Benjamin R.; Zumbo, Bruno D.

2013-01-01

Type I error rates in multiple regression, and hence the chance for false positive research findings, can be drastically inflated when multiple regression models are used to analyze data that contain random measurement error. This article shows the potential for inflated Type I error rates in commonly encountered scenarios and provides new…

Comparing Measurement Error between Two Different Methods of Measurement of Various Magnitudes

ERIC Educational Resources Information Center

Zavorsky, Gerald S.

2010-01-01

Measurement error is a common problem in several fields of research such as medicine, physiology, and exercise science. The standard deviation of repeated measurements on the same person is the measurement error. One way of presenting measurement error is called the repeatability, which is 2.77 multiplied by the within subject standard deviation.…

Concurrent validity of single-item measures of emotional exhaustion and depersonalization in burnout assessment.

PubMed

West, Colin P; Dyrbye, Liselotte N; Satele, Daniel V; Sloan, Jeff A; Shanafelt, Tait D

2012-11-01

Burnout is a common problem among physicians and physicians-in-training. The Maslach Burnout Inventory (MBI) is the gold standard for burnout assessment, but the length of this well-validated 22-item instrument can limit its feasibility for survey research. To evaluate the concurrent validity of two questions relative to the full MBI for measuring the association of burnout with published outcomes. DESIGN, PARTICIPANTS, AND MAIN MEASURES: The single questions "I feel burned out from my work" and "I have become more callous toward people since I took this job," representing the emotional exhaustion and depersonalization domains of burnout, respectively, were evaluated in published studies of medical students, internal medicine residents, and practicing surgeons. We compared predictive models for the association of each question, versus the full MBI, using longitudinal data on burnout and suicidality from 2006 and 2007 for 858 medical students at five United States medical schools, cross-sectional data on burnout and serious thoughts of dropping out of medical school from 2007 for 2222 medical students at seven United States medical schools, and cross-sectional data on burnout and unprofessional attitudes and behaviors from 2009 for 2566 medical students at seven United States medical schools. We also assessed results for longitudinal data on burnout and perceived major medical errors from 2003 to 2009 for 321 Mayo Clinic Rochester internal medicine residents and cross-sectional data on burnout and both perceived major medical errors and suicidality from 2008 for 7,905 respondents to a national survey of members of the American College of Surgeons. Point estimates of effect for models based on the single-item measures were uniformly consistent with those reported for models based on the full MBI. The single-item measures of emotional exhaustion and depersonalization exhibited strong associations with each published outcome (all p ≤ 0.008). No conclusion regarding the relationship between burnout and any outcome variable was altered by the use of the single-item measures rather than the full MBI. Relative to the full MBI, single-item measures of emotional exhaustion and depersonalization exhibit strong and consistent associations with key outcomes in medical students, internal medicine residents, and practicing surgeons.

[Errors in prescriptions and their preparation at the outpatient pharmacy of a regional hospital].

PubMed

Alvarado A, Carolina; Ossa G, Ximena; Bustos M, Luis

2017-01-01

Adverse effects of medications are an important cause of morbidity and hospital admissions. Errors in prescription or preparation of medications by pharmacy personnel are a factor that may influence these occurrence of the adverse effects Aim: To assess the frequency and type of errors in prescriptions and in their preparation at the pharmacy unit of a regional public hospital. Prescriptions received by ambulatory patients and those being discharged from the hospital, were reviewed using a 12-item checklist. The preparation of such prescriptions at the pharmacy unit was also reviewed using a seven item checklist. Seventy two percent of prescriptions had at least one error. The most common mistake was the impossibility of determining the concentration of the prescribed drug. Prescriptions for patients being discharged from the hospital had the higher number of errors. When a prescription had more than two drugs, the risk of error increased 2.4 times. Twenty four percent of prescription preparations had at least one error. The most common mistake was the labeling of drugs with incomplete medical indications. When a preparation included more than three drugs, the risk of preparation error increased 1.8 times. Prescription and preparation of medication delivered to patients had frequent errors. The most important risk factor for errors was the number of drugs prescribed.

Assessment of individual hand performance in box trainers compared to virtual reality trainers.

PubMed

Madan, Atul K; Frantzides, Constantine T; Shervin, Nina; Tebbit, Christopher L

2003-12-01

Training residents in laparoscopic skills is ideally initiated in an inanimate laboratory with both box trainers and virtual reality trainers. Virtual reality trainers have the ability to score individual hand performance although they are expensive. Here we compared the ability to assess dominant and nondominant hand performance in box trainers with virtual reality trainers. Medical students without laparoscopic experience were utilized in this study (n = 16). Each student performed tasks on the LTS 2000, an inanimate box trainer (placing pegs with both hands and transferring pegs from one hand to another), as well as a task on the MIST-VR, a virtual reality trainer (grasping a virtual object and placing it in a virtual receptable with alternating hands). A surgeon scored students for the inanimate box trainer exercises (time and errors) while the MIST-VR scored students (time, economy of movements, and errors for each hand). Statistical analysis included Pearson correlations. Errors and time for the one-handed tasks on the box trainer did not correlate with errors, time, or economy measured for each hand by the MIST-VR (r = 0.01 to 0.30; P = NS). Total errors on the virtual reality trainer did correlate with errors on transferring pege (r = 0.61; P < 0.05). Economy and time of both dominant and nondominant hand from the MIST-VR correlated with time of transferring pegs in the box trainer (r = 0.53 to 0.77; P < 0.05). While individual hand assessment by the box trainer during 2-handed tasks was related to assessment by the virtual reality trainer, individual hand assessment during 1-handed tasks did not correlate with the virtual reality trainer. Virtual reality trainers, such as the MIST-VR, allow assessment of individual hand skills which may lead to improved laparoscopic skill acquisition. It is difficult to assess individual hand performance with box trainers alone.

A Rasch Perspective

ERIC Educational Resources Information Center

Schumacker, Randall E.; Smith, Everett V., Jr.

2007-01-01

Measurement error is a common theme in classical measurement models used in testing and assessment. In classical measurement models, the definition of measurement error and the subsequent reliability coefficients differ on the basis of the test administration design. Internal consistency reliability specifies error due primarily to poor item…

Test-Enhanced Learning in Competence-Based Predoctoral Orthodontics: A Four-Year Study.

PubMed

Freda, Nicolas M; Lipp, Mitchell J

2016-03-01

Dental educators intend to promote integration of knowledge, skills, and values toward professional competence. Studies report that retrieval, in the form of testing, results in better learning with retention than traditional studying. The aim of this study was to evaluate test-enhanced experiences on demonstrations of competence in diagnosis and management of malocclusion and skeletal problems. The study participants were all third-year dental students (2011 N=88, 2012 N=74, 2013 N=91, 2014 N=85) at New York University College of Dentistry. The 2013 and 2014 groups received the test-enhanced method emphasizing formative assessments with written and dialogic delayed feedback, while the 2011 and 2012 groups received the traditional approach emphasizing lectures and classroom exercises. The students received six two-hour sessions, spaced one week apart. At the final session, a summative assessment consisting of the same four cases was administered. Students constructed a problem list, treatment objectives, and a treatment plan for each case, scored according to the same criteria. Grades were based on the number of cases without critical errors: A=0 critical errors on four cases, A-=0 critical errors on three cases, B+=0 critical errors on two cases, B=0 critical errors on one case, F=critical errors on four cases. Performance grades were categorized as high quality (B+, A-, A) and low quality (F, B). The results showed that the test-enhanced groups demonstrated statistically significant benefits at 95% confidence intervals compared to the traditional groups when comparing low- and high-quality grades. These performance trends support the continued use of the test-enhanced approach.

An Analysis of College Students' Attitudes towards Error Correction in EFL Context

ERIC Educational Resources Information Center

Zhu, Honglin

2010-01-01

This article is based on a survey on the attitudes towards the error correction by their teachers in the process of teaching and learning and it is intended to improve the language teachers' understanding of the nature of error correction. Based on the analysis, the article expounds some principles and techniques that can be applied in the process…

A Collective Case Study of the Influence of Teachers' Beliefs and Knowledge on Error-Handling Practices during Class Discussion of Mathematics

ERIC Educational Resources Information Center

Bray, Wendy S.

2011-01-01

This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher…

Do College Students Notice Errors in Evidence When Critically Evaluating Research Findings?

ERIC Educational Resources Information Center

Rodriguez, Fernando; Ng, Annalyn; Shah, Priti

2016-01-01

The authors examined college students' ability to critically evaluate scientific evidence, specifically, whether first- and second-year students noticed when poor interpretations were drawn from research evidence. Fifty students evaluated a set of eight psychological studies, first in an informal context, then again in a critical-thinking context.…

Can Business Students Forecast Their Own Grade?

ERIC Educational Resources Information Center

Hossain, Belayet; Tsigaris, Panagiotis

2013-01-01

This study examines grade expectations of two groups of business students for their final course mark. We separate students that are on average "better" forecasters on the basis of them not making significant forecast errors during the semester from those students that are poor forecasters of their final grade. We find that the better…

Using Peer-Mediated Repeated Readings as a Fluency-Building Activity for Urban Learners

ERIC Educational Resources Information Center

Yurick, Amanda L.; Robinson, Porsha D.; Cartledge, Gwendolyn; Lo, Ya-yu; Evans, Trisha L.

2006-01-01

We conducted three experiments examining the effects of peer-mediated repeated readings on students' oral reading fluency and comprehension. Each repeated reading session consisted of students reading in pairs, alternating paragraphs, for 10 minutes. Students used a scripted correction procedure when errors occurred. Students then participated in…

78 FR 63972 - Agency Information Collection Activities; Comment Request; Student Assistance General Provisions

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-25

... Student Assistance General Provisions establish the standards to participate in the student financial aid... the regulations also establishes required information that must be provided to students, the financial... 668.23 and 668.24 that previously were included in OMB Collection Number 1845-0038 to correct an error...

Improving Students' Help-Seeking Skills Using Metacognitive Feedback in an Intelligent Tutoring System

ERIC Educational Resources Information Center

Roll, Ido; Aleven, Vincent; McLaren, Bruce M.; Koedinger, Kenneth R.

2011-01-01

The present research investigated whether immediate metacognitive feedback on students' help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found…

Tracking Trout: Engaging Students in Modeling

ERIC Educational Resources Information Center

Alhammouri, Ahmad M.; Foley, Gregory D.; Dael, Kevin

2018-01-01

In this article, the authors describe how a theoretical framework--the modeling cycle of Bliss, Fowler, and Galluzzo (2014)--came to life in their classroom as students struggled with an open-ended modeling task. The authors share their high school students' work--warts and all. They explain how they used their students' ideas and errors to help…

Iranian EFL Students' Writing Strategies for Error Correction: An MI Approach

ERIC Educational Resources Information Center

Ansari, Dariush Nejad; Varnosfadrani, Azizollah Dabaghi

2010-01-01

This study tries to shed some light on the Iranian EFL students' writing strategies at the revision stage of the process of writing in relation to students' interpersonal or intrapersonal intelligences. A total of 73 students majoring in English participated in this investigation. The results indicated that there was a significant relationship…

Assumption-free estimation of the genetic contribution to refractive error across childhood.

PubMed

Guggenheim, Jeremy A; St Pourcain, Beate; McMahon, George; Timpson, Nicholas J; Evans, David M; Williams, Cathy

2015-01-01

Studies in relatives have generally yielded high heritability estimates for refractive error: twins 75-90%, families 15-70%. However, because related individuals often share a common environment, these estimates are inflated (via misallocation of unique/common environment variance). We calculated a lower-bound heritability estimate for refractive error free from such bias. Between the ages 7 and 15 years, participants in the Avon Longitudinal Study of Parents and Children (ALSPAC) underwent non-cycloplegic autorefraction at regular research clinics. At each age, an estimate of the variance in refractive error explained by single nucleotide polymorphism (SNP) genetic variants was calculated using genome-wide complex trait analysis (GCTA) using high-density genome-wide SNP genotype information (minimum N at each age=3,404). The variance in refractive error explained by the SNPs ("SNP heritability") was stable over childhood: Across age 7-15 years, SNP heritability averaged 0.28 (SE=0.08, p<0.001). The genetic correlation for refractive error between visits varied from 0.77 to 1.00 (all p<0.001) demonstrating that a common set of SNPs was responsible for the genetic contribution to refractive error across this period of childhood. Simulations suggested lack of cycloplegia during autorefraction led to a small underestimation of SNP heritability (adjusted SNP heritability=0.35; SE=0.09). To put these results in context, the variance in refractive error explained (or predicted) by the time participants spent outdoors was <0.005 and by the time spent reading was <0.01, based on a parental questionnaire completed when the child was aged 8-9 years old. Genetic variation captured by common SNPs explained approximately 35% of the variation in refractive error between unrelated subjects. This value sets an upper limit for predicting refractive error using existing SNP genotyping arrays, although higher-density genotyping in larger samples and inclusion of interaction effects is expected to raise this figure toward twin- and family-based heritability estimates. The same SNPs influenced refractive error across much of childhood. Notwithstanding the strong evidence of association between time outdoors and myopia, and time reading and myopia, less than 1% of the variance in myopia at age 15 was explained by crude measures of these two risk factors, indicating that their effects may be limited, at least when averaged over the whole population.

Logical errors on proving theorem

NASA Astrophysics Data System (ADS)

Sari, C. K.; Waluyo, M.; Ainur, C. M.; Darmaningsih, E. N.

2018-01-01

In tertiary level, students of mathematics education department attend some abstract courses, such as Introduction to Real Analysis which needs an ability to prove mathematical statements almost all the time. In fact, many students have not mastered this ability appropriately. In their Introduction to Real Analysis tests, even though they completed their proof of theorems, they achieved an unsatisfactory score. They thought that they succeeded, but their proof was not valid. In this study, a qualitative research was conducted to describe logical errors that students made in proving the theorem of cluster point. The theorem was given to 54 students. Misconceptions on understanding the definitions seem to occur within cluster point, limit of function, and limit of sequences. The habit of using routine symbol might cause these misconceptions. Suggestions to deal with this condition are described as well.

Advancing interprofessional patient safety education for medical, nursing, and pharmacy learners during clinical rotations.

PubMed

Thom, Kerri A; Heil, Emily L; Croft, Lindsay D; Duffy, Alison; Morgan, Daniel J; Johantgen, Mary

2016-11-01

Clinical errors are common and can lead to adverse events and patient death. Health professionals must work within interprofessional teams to provide safe and effective care to patients, yet current curricula is lacking with regards to interprofessional education and patient safety. We describe the development and implementation of an interprofessional course aimed at medical, nursing, and pharmacy learners during their clinical training at a large academic medical centre. The course objectives were based on core competencies for interprofessional education and patient safety. The course was offered as recurring three 1-hour sessions, including case-based discussions and a mock root cause analysis. Forty-three students attended at least one session over a 7-month period. We performed a cross-sectional survey of participants to assess readiness for interprofessional learning and a before and after comparison of patient safety knowledge. All students reported a high level of readiness for interprofessional learning, indicating an interest in interprofessional opportunities. In general, understanding and knowledge of the four competency domains in patient safety was low before the course and 100% of students reported an increase in knowledge in these domains after participating in the course.

The global burden of diagnostic errors in primary care.

PubMed

Singh, Hardeep; Schiff, Gordon D; Graber, Mark L; Onakpoya, Igho; Thompson, Matthew J

2017-06-01

Diagnosis is one of the most important tasks performed by primary care physicians. The World Health Organization (WHO) recently prioritized patient safety areas in primary care, and included diagnostic errors as a high-priority problem. In addition, a recent report from the Institute of Medicine in the USA, 'Improving Diagnosis in Health Care ', concluded that most people will likely experience a diagnostic error in their lifetime. In this narrative review, we discuss the global significance, burden and contributory factors related to diagnostic errors in primary care. We synthesize available literature to discuss the types of presenting symptoms and conditions most commonly affected. We then summarize interventions based on available data and suggest next steps to reduce the global burden of diagnostic errors. Research suggests that we are unlikely to find a 'magic bullet' and confirms the need for a multifaceted approach to understand and address the many systems and cognitive issues involved in diagnostic error. Because errors involve many common conditions and are prevalent across all countries, the WHO's leadership at a global level will be instrumental to address the problem. Based on our review, we recommend that the WHO consider bringing together primary care leaders, practicing frontline clinicians, safety experts, policymakers, the health IT community, medical education and accreditation organizations, researchers from multiple disciplines, patient advocates, and funding bodies among others, to address the many common challenges and opportunities to reduce diagnostic error. This could lead to prioritization of practice changes needed to improve primary care as well as setting research priorities for intervention development to reduce diagnostic error. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

A Comparison of Medication Histories Obtained by a Pharmacy Technician Versus Nurses in the Emergency Department

PubMed Central

Markovic, Marija; Mathis, A. Scott; Ghin, Hoytin Lee; Gardiner, Michelle; Fahim, Germin

2017-01-01

Purpose: To compare the medication history error rate of the emergency department (ED) pharmacy technician with that of nursing staff and to describe the workflow environment. Methods: Fifty medication histories performed by an ED nurse followed by the pharmacy technician were evaluated for discrepancies (RN-PT group). A separate 50 medication histories performed by the pharmacy technician and observed with necessary intervention by the ED pharmacist were evaluated for discrepancies (PT-RPh group). Discrepancies were totaled and categorized by type of error and therapeutic category of the medication. The workflow description was obtained by observation and staff interview. Results: A total of 474 medications in the RN-PT group and 521 in the PT-RPh group were evaluated. Nurses made at least one error in all 50 medication histories (100%), compared to 18 medication histories for the pharmacy technician (36%). In the RN-PT group, 408 medications had at least one error, corresponding to an accuracy rate of 14% for nurses. In the PT-RPh group, 30 medications had an error, corresponding to an accuracy rate of 94.4% for the pharmacy technician (P < 0.0001). The most common error made by nurses was a missing medication (n = 109), while the most common error for the pharmacy technician was a wrong medication frequency (n = 19). The most common drug class with documented errors for ED nurses was cardiovascular medications (n = 100), while the pharmacy technician made the most errors in gastrointestinal medications (n = 11). Conclusion: Medication histories obtained by the pharmacy technician were significantly more accurate than those obtained by nurses in the emergency department. PMID:28090164

The medical student as a patient: attitudes towards involvement in the quality and safety of health care.

PubMed

Davis, Rachel E; Joshi, Devavrata; Patel, Krishan; Briggs, M; Vincent, Charles A

2013-10-01

In recent years, factors that affect patients' willingness and ability to participate in safety-relevant behaviours have been investigated. However, how trained healthcare professionals or medical students would feel participating in safety-relevant behaviours as a patient in hospital remains largely unexplored. To investigate medical students' willingness to participate in behaviours related to the quality and safety of their health care. A cross-sectional exploratory study using a survey that addressed willingness to participate in different behaviours recommended by current patient safety initiatives. Three types of interactional behaviours (asking factual or challenging questions, notifying doctors or nurses of errors/problems) and three non-interactional behaviours (choosing a hospital based on the safety record, bringing medicines and a list of allergies into hospital, and reporting an error to a national reporting system) were assessed. One hundred and seventy-nine medical students from an inner city London teaching hospital participated in the study. Students' willingness to participate was affected (P < 0.05) by the action required by the patient and (for interactional behaviours) whether the patient was engaging in the specific action with a doctor or nurse. Students were least willing to ask 'challenging' questions to doctors and nurses and to report errors to a national reporting system. Doctors' and nurses' encouragement appeared to increase self-reported willingness to participate in behaviours where baseline willingness was low. Similar to research on lay patient populations; medical students do not view involvement in safety-related behaviours equally. Interventions should be tailored at encouraging students to participate in behaviours they are less inclined to take on an active role in. Future research is required to examine students' motivations for participation in this important but heavily under-researched area. © 2012 John Wiley & Sons Ltd.

Benefits and challenges of incorporating citizen science into university education.

PubMed

Mitchell, Nicola; Triska, Maggie; Liberatore, Andrea; Ashcroft, Linden; Weatherill, Richard; Longnecker, Nancy

2017-01-01

A common feature of many citizen science projects is the collection of data by unpaid contributors with the expectation that the data will be used in research. Here we report a teaching strategy that combined citizen science with inquiry-based learning to offer first year university students an authentic research experience. A six-year partnership with the Australian phenology citizen science program ClimateWatch has enabled biology students from the University of Western Australia to contribute phenological data on plants and animals, and to conduct the first research on unvalidated species datasets contributed by public and university participants. Students wrote scientific articles on their findings, peer-reviewed each other's work and the best articles were published online in a student journal. Surveys of more than 1500 students showed that their environmental engagement increased significantly after participating in data collection and data analysis. However, only 31% of students agreed with the statement that "data collected by citizen scientists are reliable" at the end of the project, whereas the rate of agreement was initially 79%. This change in perception was likely due to students discovering erroneous records when they mapped data points and analysed submitted photographs. A positive consequence was that students subsequently reported being more careful to avoid errors in their own data collection, and making greater efforts to contribute records that were useful for future scientific research. Evaluation of our project has shown that by embedding a research process within citizen science participation, university students are given cause to improve their contributions to environmental datasets. If true for citizen scientists in general, enabling participants as well as scientists to analyse data could enhance data quality, and so address a key constraint of broad-scale citizen science programs.

Benefits and challenges of incorporating citizen science into university education

PubMed Central

Triska, Maggie; Liberatore, Andrea; Ashcroft, Linden; Weatherill, Richard; Longnecker, Nancy

2017-01-01

A common feature of many citizen science projects is the collection of data by unpaid contributors with the expectation that the data will be used in research. Here we report a teaching strategy that combined citizen science with inquiry-based learning to offer first year university students an authentic research experience. A six-year partnership with the Australian phenology citizen science program ClimateWatch has enabled biology students from the University of Western Australia to contribute phenological data on plants and animals, and to conduct the first research on unvalidated species datasets contributed by public and university participants. Students wrote scientific articles on their findings, peer-reviewed each other’s work and the best articles were published online in a student journal. Surveys of more than 1500 students showed that their environmental engagement increased significantly after participating in data collection and data analysis. However, only 31% of students agreed with the statement that “data collected by citizen scientists are reliable” at the end of the project, whereas the rate of agreement was initially 79%. This change in perception was likely due to students discovering erroneous records when they mapped data points and analysed submitted photographs. A positive consequence was that students subsequently reported being more careful to avoid errors in their own data collection, and making greater efforts to contribute records that were useful for future scientific research. Evaluation of our project has shown that by embedding a research process within citizen science participation, university students are given cause to improve their contributions to environmental datasets. If true for citizen scientists in general, enabling participants as well as scientists to analyse data could enhance data quality, and so address a key constraint of broad-scale citizen science programs. PMID:29091933

Body weight concerns: Cross-national study and identification of factors related to eating disorders

PubMed Central

da Silva, Wanderson Roberto; Santana, Moema de Souza; Maroco, João; Maloa, Benvindo Felismino Samuel

2017-01-01

Background Body weight concerns are common among individuals with eating disorders, and this construct can be assessed using psychometric instruments. The Weight Concerns Scale (WCS) is commonly used to assess body weight concerns. Aims To evaluate the psychometric properties of the WCS with Brazilian, Portuguese, and Mozambican female college students; to estimate body weight concerns; and to identify factors related to eating disorders. Methods Confirmatory factor analysis was performed. Factorial, convergent, concurrent, and divergent validity, as well as reliability, were assessed. Cross-national invariance was tested by means of multigroup analysis. Structural models were tested using the WCS as the dependent variable, while demographic and academic variables and body mass index were used as independent variables. Logistic models were tested to estimate the likelihood of eating disorders being developed in specific groups. Results Participants were 2,068 female students. The psychometric properties of the WCS were adequate for the Portuguese sample; however, for the Brazilian and Mozambican samples, it was necessary to correlate the errors of two items to improve model fit. The WCS did not show cross-national invariance. The variables “thoughts about dropping out of college,” “medication use because of studies,” “medication and supplements use for body change,” “body mass index,” “socioeconomic status,” “age,” and “performance in course” were significant predictors of body weight concerns. Overall, 24.4% (95% confidence interval = 22.9–26.7) of the students were likely to develop eating disorders. Students under 21 years old, who use medication and supplements for body change, and who were classified as overweight/obese have increased likelihood of developing eating disorders. Conclusion The WCS showed good psychometric properties with Brazilian, Portuguese, and Mozambican students; however, it did not show cross-national invariance. We identified important aspects for investigating body weight concerns and factors related to eating disorders. PMID:28686602

Refractive error among the elderly in rural Southern Harbin, China.

PubMed

Li, Zhijian; Sun, Dianjun; Cuj, Hao; Zhang, Liqiong; Lju, Ping; Yang, Hongbin; Baj, Jie

2009-01-01

To estimate the prevalence and associated factors of refractive errors among the elderly in a rural area of Southern Harbin, China. Five thousand and fifty seven subjects (age > or = 50 years) were enumerated for a population-based study. All participants underwent complete ophthalmic evaluation. Refraction was performed by ophthalmic personnel trained in the study procedures. Myopia was defined as spherical equivalent worse than -0.50 diopters (D) and hyperopia as spherical equivalent worse than +0.50 D. Astigmatism was defined as a cylindrical error worse than 0.75D. Association of refractive errors with age, sex, and education were analyzed. Of the 5,057 responders (91.0%), 4,979 were eligible. The mean age was 60.5 (range 50-96) years old. The prevalence of myopia was 9.5% (95% confidence interval [CI], 8.5-10.1) and of hyperopia was 8.9% (95% CI, 7.9-9.5). Astigmatism was evident in 7.6% of the subjects. Myopia, hyperopia and astigmatism increased with increasing age (p<0.001, respectively). Myopia and astigmatism were more common in males, whereas hyperopia was more common in females. We also found that prevalence of refractive error weas associated with education. Myopia was more common in those with higher degrees of education, whereas hyperopia and astigmatism were more common in those with no formal education. This report has provided details of the refractive status in a rural population of Harbin. The prevalence of refractive errors in this population is lower than those reported in other regions of the world.

Analysis of Statistical Methods and Errors in the Articles Published in the Korean Journal of Pain

PubMed Central

Yim, Kyoung Hoon; Han, Kyoung Ah; Park, Soo Young

2010-01-01

Background Statistical analysis is essential in regard to obtaining objective reliability for medical research. However, medical researchers do not have enough statistical knowledge to properly analyze their study data. To help understand and potentially alleviate this problem, we have analyzed the statistical methods and errors of articles published in the Korean Journal of Pain (KJP), with the intention to improve the statistical quality of the journal. Methods All the articles, except case reports and editorials, published from 2004 to 2008 in the KJP were reviewed. The types of applied statistical methods and errors in the articles were evaluated. Results One hundred and thirty-nine original articles were reviewed. Inferential statistics and descriptive statistics were used in 119 papers and 20 papers, respectively. Only 20.9% of the papers were free from statistical errors. The most commonly adopted statistical method was the t-test (21.0%) followed by the chi-square test (15.9%). Errors of omission were encountered 101 times in 70 papers. Among the errors of omission, "no statistics used even though statistical methods were required" was the most common (40.6%). The errors of commission were encountered 165 times in 86 papers, among which "parametric inference for nonparametric data" was the most common (33.9%). Conclusions We found various types of statistical errors in the articles published in the KJP. This suggests that meticulous attention should be given not only in the applying statistical procedures but also in the reviewing process to improve the value of the article. PMID:20552071

Memory and the Moses illusion: failures to detect contradictions with stored knowledge yield negative memorial consequences.

PubMed

Bottoms, Hayden C; Eslick, Andrea N; Marsh, Elizabeth J

2010-08-01

Although contradictions with stored knowledge are common in daily life, people often fail to notice them. For example, in the Moses illusion, participants fail to notice errors in questions such as "How many animals of each kind did Moses take on the Ark?" despite later showing knowledge that the Biblical reference is to Noah, not Moses. We examined whether error prevalence affected participants' ability to detect distortions in questions, and whether this in turn had memorial consequences. Many of the errors were overlooked, but participants were better able to catch them when they were more common. More generally, the failure to detect errors had negative memorial consequences, increasing the likelihood that the errors were used to answer later general knowledge questions. Methodological implications of this finding are discussed, as it suggests that typical analyses likely underestimate the size of the Moses illusion. Overall, answering distorted questions can yield errors in the knowledge base; most importantly, prior knowledge does not protect against these negative memorial consequences.

Prescribing errors in adult congenital heart disease patients admitted to a pediatric cardiovascular intensive care unit.

PubMed

Echeta, Genevieve; Moffett, Brady S; Checchia, Paul; Benton, Mary Kay; Klouda, Leda; Rodriguez, Fred H; Franklin, Wayne

2014-01-01

Adults with congenital heart disease (CHD) are often cared for at pediatric hospitals. There are no data describing the incidence or type of medication prescribing errors in adult patients admitted to a pediatric cardiovascular intensive care unit (CVICU). A review of patients >18 years of age admitted to the pediatric CVICU at our institution from 2009 to 2011 occurred. A comparator group <18 years of age but >70 kg (a typical adult weight) was identified. Medication prescribing errors were determined according to a commonly used adult drug reference. An independent panel consisting of a physician specializing in the care of adult CHD patients, a nurse, and a pharmacist evaluated all errors. Medication prescribing orders were classified as appropriate, underdose, overdose, or nonstandard (dosing per weight instead of standard adult dosing), and severity of error was classified. Eighty-five adult (74 patients) and 33 pediatric admissions (32 patients) met study criteria (mean age 27.5 ± 9.4 years, 53% male vs. 14.9 ± 1.8 years, 63% male). A cardiothoracic surgical procedure occurred in 81.4% of admissions. Adult admissions weighed less than pediatric admissions (72.8 ± 22.4 kg vs. 85.6 ± 14.9 kg, P < .01) but hospital length of stay was similar. (Adult 6 days [range 1-216 days]; pediatric 5 days [Range 2-123 days], P = .52.) A total of 112 prescribing errors were identified and they occurred less often in adults (42.4% of admissions vs. 66.7% of admissions, P = .02). Adults had a lower mean number of errors (0.7 errors per adult admission vs. 1.7 errors per pediatric admission, P < .01). Prescribing errors occurred most commonly with antimicrobials (n = 27). Underdosing was the most common category of prescribing error. Most prescribing errors were determined to have not caused harm to the patient. Prescribing errors occur frequently in adult patients admitted to a pediatric CVICU but occur more often in pediatric patients of adult weight. © 2013 Wiley Periodicals, Inc.

Software fault-tolerance by design diversity DEDIX: A tool for experiments

NASA Technical Reports Server (NTRS)

Avizienis, A.; Gunningberg, P.; Kelly, J. P. J.; Lyu, R. T.; Strigini, L.; Traverse, P. J.; Tso, K. S.; Voges, U.

1986-01-01

The use of multiple versions of a computer program, independently designed from a common specification, to reduce the effects of an error is discussed. If these versions are designed by independent programming teams, it is expected that a fault in one version will not have the same behavior as any fault in the other versions. Since the errors in the output of the versions are different and uncorrelated, it is possible to run the versions concurrently, cross-check their results at prespecified points, and mask errors. A DEsign DIversity eXperiments (DEDIX) testbed was implemented to study the influence of common mode errors which can result in a failure of the entire system. The layered design of DEDIX and its decision algorithm are described.

Unreliable numbers: error and harm induced by bad design can be reduced by better design

PubMed Central

Thimbleby, Harold; Oladimeji, Patrick; Cairns, Paul

2015-01-01

Number entry is a ubiquitous activity and is often performed in safety- and mission-critical procedures, such as healthcare, science, finance, aviation and in many other areas. We show that Monte Carlo methods can quickly and easily compare the reliability of different number entry systems. A surprising finding is that many common, widely used systems are defective, and induce unnecessary human error. We show that Monte Carlo methods enable designers to explore the implications of normal and unexpected operator behaviour, and to design systems to be more resilient to use error. We demonstrate novel designs with improved resilience, implying that the common problems identified and the errors they induce are avoidable. PMID:26354830

Measuring risky adolescent cycling behaviour.

PubMed

Feenstra, Hans; Ruiter, Robert A C; Schepers, Jan; Peters, Gjalt-Jorn; Kok, Gerjo

2011-09-01

Adolescents are at a greater risk of being involved in traffic accidents than most other age groups, even before they start driving cars. This article aims to determine the factor structure of a self-report questionnaire measuring adolescent risky cycling behaviour, the ACBQ (Adolescent Cycling Behaviour Questionnaire). The questionnaire's structure was based on the widely used Driver Behaviour Questionnaire (DBQ). A sample of secondary school students (N = 1749; age range: 13-18 years) filled out the questionnaire. Factor analysis revealed a three-factor structure underlying the questionnaire, which was confirmed on two equally large portions of the entire sample. These three underlying factors were identified as errors, common violations and exceptional violations. The ACBQ is a useful instrument for measuring adolescents' risky cycling behaviour.

Effetto black drop e istanti dei contatti nel transito di Venere sul Sole

NASA Astrophysics Data System (ADS)

di Giovanni, Giovanni

2005-04-01

Digital measurements of the chords common to the Sun and Venus during the transit of 8 June 2004 are reported. The time of the four contacts of the planet with the solar limb are calculated resolving the relative equations for entry and exit phases. The solutions were obtained with least square methods applied to experimental data with analytical functions used by different Authors during the Sun's eclipses. The well-known black drop effect was observed during the third contact. Atmospheric turbulence and optical effects interfere making timings uncertain by at least one second. There is also a comment about the numerical values and the estimate of the experimental errors. The observations were made by four high school students.

Responding to Students' Chronic Illnesses

ERIC Educational Resources Information Center

Shaw, Steven R.; Glaser, Sarah E.; Stern, Melissa; Sferdenschi, Corina; McCabe, Paul C.

2010-01-01

Chronic illnesses are long-term or permanent medical conditions that have recurring effects on everyday life. Large and growing number of students have chronic illnesses that affect their emotional development, physical development, academic performance, and family interactions. The primary error in educating those students is assuming that the…

The errors of metacognitive evaluation on metacognitive failure of students in mathematical problem solving

NASA Astrophysics Data System (ADS)

Huda, Nizlel; Sutawidjaja, Akbar; Subanji; Rahardjo, Swasono

2018-04-01

Metacognitive activity is very important in mathematical problems solving. Metacognitive activity consists of metacognitive awareness, metacognitive evaluation and metacognitive regulation. This study aimed to reveal the errors of metacognitive evaluation in students’ metacognitive failure in solving mathematical problems. 20 students taken as research subjects were grouped into three groups: the first group was students who experienced one metacognitive failure, the second group was students who experienced two metacognitive failures and the third group was students who experienced three metacognitive failures. One person was taken from each group as the reasearch subject. The research data was collected from worksheets done using think aload then followed by interviewing the research subjects based on the results’ of subject work. The findings in this study were students who experienced metacognitive failure in solving mathematical problems tends to miscalculate metacognitive evaluation in considering the effectiveness and limitations of their thinking and the effectiveness of their chosen strategy of completion.

Symmetric and Asymmetric Patterns of Attraction Errors in Producing Subject-Predicate Agreement in Hebrew: An Issue of Morphological Structure

ERIC Educational Resources Information Center

Deutsch, Avital; Dank, Maya

2011-01-01

A common characteristic of subject-predicate agreement errors (usually termed attraction errors) in complex noun phrases is an asymmetrical pattern of error distribution, depending on the inflectional state of the nouns comprising the complex noun phrase. That is, attraction is most likely to occur when the head noun is the morphologically…

Mimicking Aphasic Semantic Errors in Normal Speech Production: Evidence from a Novel Experimental Paradigm

ERIC Educational Resources Information Center

Hodgson, Catherine; Lambon Ralph, Matthew A.

2008-01-01

Semantic errors are commonly found in semantic dementia (SD) and some forms of stroke aphasia and provide insights into semantic processing and speech production. Low error rates are found in standard picture naming tasks in normal controls. In order to increase error rates and thus provide an experimental model of aphasic performance, this study…

Refractive errors in Aminu Kano Teaching Hospital, Kano Nigeria.

PubMed

Lawan, Abdu; Eme, Okpo

2011-12-01

The aim of the study is to retrospectively determine the pattern of refractive errors seen in the eye clinic of Aminu Kano Teaching Hospital, Kano-Nigeria from January to December, 2008. The clinic refraction register was used to retrieve the case folders of all patients refracted during the review period. Information extracted includes patient's age, sex, and types of refractive error. All patients had basic eye examination (to rule out other causes of subnormal vision) including intra ocular pressure measurement and streak retinoscopy at two third meter working distance. The final subjective refraction correction given to the patients was used to categorise the type of refractive error. Refractive errors was observed in 1584 patients and accounted for 26.9% of clinic attendance. There were more females than males (M: F=1.0: 1.2). The common types of refractive errors are presbyopia in 644 patients (40%), various types of astigmatism in 527 patients (33%), myopia in 216 patients (14%), hypermetropia in 171 patients (11%) and aphakia in 26 patients (2%). Refractive errors are common causes of presentation in the eye clinic. Identification and correction of refractive errors should be an integral part of eye care delivery.

The Effect of Error in Item Parameter Estimates on the Test Response Function Method of Linking.

ERIC Educational Resources Information Center

Kaskowitz, Gary S.; De Ayala, R. J.

2001-01-01

Studied the effect of item parameter estimation for computation of linking coefficients for the test response function (TRF) linking/equating method. Simulation results showed that linking was more accurate when there was less error in the parameter estimates, and that 15 or 25 common items provided better results than 5 common items under both…

Children's Overtensing Errors: Phonological and Lexical Effects on Syntax

ERIC Educational Resources Information Center

Stemberger, Joseph Paul

2007-01-01

Overtensing (the use of an inflected form in place of a nonfinite form, e.g. *"didn't broke" for target "didn't break") is common in early syntax. In a ChiLDES-based study of 36 children acquiring English, I examine the effects of phonological and lexical factors. For irregulars, errors are more common with verbs of low frequency and when…

[Nature or nurture: effects of parental ametropia on children's refractive errors].

PubMed

Landmann, A; Bechrakis, E

2013-12-01

The aim of this study was to quantify the degree of association between juvenile refraction errors and parental refraction status. Using a simple questionnaire we conducted a cross-sectional study to determine the prevalence and magnitudes of refractive errors and of parental refraction status in a sample (n=728) of 10- to 18-year-old Austrian grammar school students. Students with myopia or hyperopia were more likely to have ametropic parents and refraction was more myopic in juveniles with one or two parents being ametropic. The prevalence of myopia in children with 2 ametropic parents was 54%, decreasing to 35% in pupils with 1 and to 13% in children with no ametropic parents. The odds ratio for 1 and 2 compared with no ametropic parents was 8.3 and 3.7 for myopia and 1.3 and 1.6 for hyperopia, respectively. Furthermore, the data indicate a stronger influence of the maternal ametropia on children's refractive errors than paternal ametropia. Genetic factors play a significant role in refractive error and may be of dominant influence for school myopia under conditions of low environmental variation.

Unintentional comedy - errors in movies and educational material - as a teaching tool

NASA Astrophysics Data System (ADS)

Stein, S.; Elling, R. P.; Salaree, A.; Wysession, M. E.

2017-12-01

Geoscientists have long enjoyed pointing out scientific boo-boos in movies and other media. A saving grace of such errors is that they can be very useful in classes. Showing a video clip or image and having students identify and assess the errors is both entertaining and educational. Some boo-boos are obvious, such as a volcano erupting under Los Angeles. Others give students opportunities for thought and sometimes calculations. Is it possible to have the magnitude 10.5 earthquake that gave a 2004 NBC miniseries its name? What's wrong with the explanation of how seismic waves move from one medium to another given in the geology lecture in "The Core?" What are three major errors in an often-shown animation of tsunami generation (below; https://serc.carleton.edu/NAGTWorkshops/hazards/visualizations/tsunami.html)? Discussing such questions develops critical thinking and healthy skepticism. It also opens the topic of the boundary between simplifications needed for dramatic purposes and substantive errors. It would make sense for instructors who use boo-boos in class to come up with a way of sharing examples and experiences.