Development of a Questionnaire in Order To Identify Test Anxiety in Nursing Students.

ERIC Educational Resources Information Center

Carraway, Cassandra Todd

It has been repeatedly demonstrated that persons who experience a high degree of test anxiety also experience decrements in performance in evaluative situations. A study was conducted to develop a test anxiety questionnaire for student nurses in order to identify test anxiety. A 40-item, self-report questionaire was developed by two panels of…

Mentoring Student Teachers: A Conceptual Model.

ERIC Educational Resources Information Center

Stahlhut, Richard G.; Hawkes, Richard R.

This study sought to determine how student teachers perceived their cooperating teacher's leadership practices. The Leader Behavior Description Questionnaire Form was completed during the final week of clinical field experience by 212 student teachers. The questionnaire was based on four identified leadership styles used by mentors: (1)…

Online or Face-to-Face? Students' Experiences and Preferences in E-Learning

ERIC Educational Resources Information Center

Paechter, Manuela; Maier, Brigitte

2010-01-01

Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an…

Dental hygiene student experiences in external placements in Australia.

PubMed

Taylor, Jane A; Hayes, Melanie J; Wallace, Linda

2012-05-01

While placements in external locations are being increasingly used in dental education globally, few studies have explored the student learning experience at such placements. The purpose of this study was to investigate student experiences while on external placement in a baccalaureate dental hygiene program. A self-reporting questionnaire was distributed to final-year dental hygiene students (n=77) at the University of Newcastle, Australia, in 2010. The questionnaire included questions regarding the type of placement, experiences offered, supervision, resources available, and lasting impressions. Responding students were generally positive about their external placement experience and indicated that the majority of facilities provided them with the opportunity to provide direct patient care and perform clinical tasks typical of a practicing hygienist. However, there was a statistically significant difference in their opinions about discipline-focused and community placements. Students indicated that their external placement experience provided opportunities to learn more about time and patient management, including hands-on experience with specific clinical tasks. Ongoing evaluations are necessary to ensure that external placements meet both student needs and intended learning outcomes within dental hygiene programs.

Quality of Student Experiences of Freshman Intercollegiate Athletes.

ERIC Educational Resources Information Center

Stone, Jeffrey A.; Strange, C. Carney

1989-01-01

Examined impact of athletic participation during the freshman year of college on the quality of student athletes' experiences. Found administration of the College Student Experiences Questionnaire to male and female college freshmen athletes (N=118) revealed that athletes reported less involvement on campus than nonathletes. (Author/ABL)

Forest Experiences of Fifth-Grade Chicago Public School Students.

ERIC Educational Resources Information Center

Metro, Laura J.; And Others

Through a Chicago Public School Program fifth-grade students from different cultures and backgrounds were brought together to experience and learn about a forest environment. These urban students (N=269) completed a brief questionnaire about their previous experiences, perceptions, and expectations regarding forest resources. Findings indicate…

Creating a Safe Climate for Active Learning and Student Engagement: An Example from an Introductory Social Work Module

ERIC Educational Resources Information Center

Ni Raghallaigh, M.; Cunniffe, R.

2013-01-01

This article explores the experiences of students who participated in a series of seminars that employed active learning methodologies. The study on which the article is based involved two parts. First, students completed a questionnaire after each seminar, resulting in 468 questionnaires. Second, nine students participated in a focus group where…

Dental Hygiene Students’ Perceptions of Older Adults

PubMed Central

Wiener, R. Constance; Shockey, Alcinda Trickett; Long, D. Leann

2015-01-01

Geriatric education is an important component of the dental hygiene curriculum because, in it, students acquire skills and attitudes to help provide quality care to older adults. The purpose of this study was to determine if off-site exposure to nursing home residents with supervised oversight had the potential to improve dental hygiene students’ attitudes toward older adults. Senior dental hygiene students at one school completed a pre-nursing home experience questionnaire. A series of geriatric lectures and discussions, which included discussions about students’ anxieties of working with institutionalized older adults, were held prior to the nursing home experience. The students then participated in two supervised four-hour nursing home experiences, were debriefed after the experiences, and completed a second questionnaire. Of thirty-nine potential participants in the study, thirty-two took part in the pre-nursing home experience questionnaire (82.1 percent). They had a mean split Fabroni score of 34.2 (95 percent confidence interval: 32.2, 36.3). The thirty participants in the post-experience questionnaire (76.9 percent of total) had a mean split score of 32.7 (95 percent confidence interval: 30.1, 35.3). This study failed to reject the null hypothesis of no mean difference between the pre- and post-nursing home experience; however, the post-experience mean score was lower than the pre-nursing home experience mean score, indicating a more positive attitude toward older adults after the experience. PMID:25480277

Relationship between incivility experiences and nursing professional values among nursing students: Moderating effects of coping strategies.

PubMed

Kim, Ji-Soo

2018-06-01

During clinical practice, nursing students develop their professional role and internalize the values of the nursing profession. Unfortunately, it also often exposes them uncivil behaviors from nurses. To identify the relationship between incivility experiences and nursing professional values, and investigate the potential moderating effects of coping strategies in this relationship. This was a descriptive, cross-sectional study. Data were collected from 203 nursing students using questionnaires. The questionnaire comprised sections assessing participant characteristics, incivility experiences, coping strategies, and nursing professional values. Multiple regression analysis was used to identify the relationship between incivility experiences and nursing professional values, as well as the interaction effect of incivility experiences and coping strategies on nursing professional values. Incivility experiences were negatively related to nursing professional values. Furthermore, seeking support moderated the relationship between incivility experiences and nursing professional values. In other words, as incivility experiences increased, nursing students who used more seeking social support tended to have stronger nursing professional values than did those who used this coping strategy less. To improve the nursing professional values of nursing students, educators must inform nursing managers when nurses direct uncivil behaviors towards students. Educators should also listen to students' experiences, support them emotionally, and encourage students to engage in seeking social support. Copyright © 2018 Elsevier Ltd. All rights reserved.

Medical students' experiences of their own professional development during three clinical terms: a prospective follow-up study.

PubMed

Kalén, Susanne; Lachmann, Hanna; Varttinen, Maria; Möller, Riitta; Bexelius, Tomas S; Ponzer, Sari

2017-02-27

A modern competency-based medical education is well implemented globally, but less is known about how the included learning activities contribute to medical students' professional development. The aim of this study was to explore Swedish medical students' perceptions of the offered learning activities and their experiences of how these activities were connected to their professional development as defined by the CanMEDS framework. A prospective mixed method questionnaire study during three terms (internal medicine, scientific project, and surgery) in which data were collected by using contextual activity sampling system, i.e., the students were sent a questionnaire via their mobile phones every third week. All 136 medical students in the 6th of 11 terms in the autumn of 2012 were invited to participate. Seventy-four students (54%) filled in all of the required questionnaires (4 per term) for inclusion, the total number of questionnaires being 1335. The questionnaires focused on the students' experiences of learning activities, especially in relation to the CanMEDS Roles, collaboration with others and emotions (positive, negative, optimal experiences, i.e., "flow") related to the studies. The quantitative data was analysed statistically and, for the open-ended questions, manifest inductive content analysis was used. Three of the CanMEDs Roles, Medical Expert, Scholar, and Communicator, were most frequently reported while the four others, e.g., the role Health Advocate, were less common. Collaboration with students from other professions was most usual during the 8th term. Positive emotions and experience of "flow" were most often reported during clinical learning activities while the scientific project term was connected with more negative emotions. Our results showed that it is possible, even during clinical courses, to visualise the different areas of professional competence defined in the curriculum and connect these competences to the actual learning activities. Students halfway through their medical education considered the most important learning activities for their professional development to be connected with the Roles of Medical Expert, Scholar, and Communicator. Given that each of the CanMEDS Roles is at least moderately important during undergraduate medical education, the entire spectrum of the Roles should be emphasised and developed during the clinical years.

The chemistry teaching laboratory: The student perspective

NASA Astrophysics Data System (ADS)

Polles, John Steven

In this study, I investigated the Student/learner's experiences in the chemistry teaching laboratory and the meaning that she or he derived from these experiences. This study sought to answer these questions: (1) What was the students experience in the teaching laboratory?, (2) What aspects of the laboratory experience did the student value?, and (3) What beliefs did the student hold concerning the role of the laboratory experience in developing her or his understanding of chemistry? Students involved in an introductory chemistry course at Purdue University were asked to complete a two-part questionnaire consisting of 16 scaled response and 5 free response items, and 685 did so. Fourteen students also participated in a semi-structured individual interview. The questionnaire and interview were designed to probe the students' perceived experience and answer the above questions. I found that students possess strong conceptions of the laboratory experience: a pre-conception that colors their experience from the outset, and a post-conception that is a mix of positive and negative reflections. I also found that the learner deeply holds an implicit value in the laboratory experience. The other major finding was that the students' lived experience is dramatically shaped or influenced by external agencies, primarily the faculty (and by extension the teaching assistants). There is much debate in the extant literature over the learning value of the science teaching laboratory, but it is all from the perspective of faculty, curriculum designers, and administrators. This study adds the students' voice to the argument.

Learning experience in endodontics: Brazilian students' perceptions.

PubMed

Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

2013-05-01

Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

Sexual experience and HIV-related knowledge among Belgian university students: a questionnaire study.

PubMed

Degroote, Sophie; Vogelaers, Dirk; Liefhooghe, Griet; Vermeir, Peter; Vandijck, Dominique M

2014-05-15

Adolescents are a risk group for acquiring sexually transmitted diseases, including HIV. Correct knowledge about transmission mechanisms is a prerequisite to taking appropriate precautions to avoid infection. This study aimed at assessing the level of HIV-related knowledge among university students as a first step in developing targeted interventions. We used a self-developed HIV knowledge questionnaire, supplemented with socio-demographic and sexual behaviour questions. The questionnaire was composed of 59 items from different existing questionnaires. It included general statements and statements about prevention, transmission and treatment of HIV. There were 357 (79.7%) female and 93 (20.3%) male participants and their median age was 20 (IQR 19-21). On average 42/59 (71.2%) questions were answered correctly, 5/59 (8.5%) were answered incorrectly and 12/59 (20.3%) were unknown . The best and worse scores were seen on the prevention questions and the treatment questions, respectively. HIV-related knowledge is higher in older students and in students with a health-related education. Students with sexual experience, with five or more partners and students who have been tested on STDs have a higher HIV-related knowledge. Knowledge on prevention and transmission of HIV is fairly good among university students and knowledge is higher among students with more sexual experience. They still have some misconceptions (e.g. HIV is spread by mosquitoes) and they are ignorant of a substantial number of statements (e.g. risk for infection through oral sex).

Measuring User Experience of the Student-Centered e-Learning Environment

ERIC Educational Resources Information Center

Santoso, Harry B.; Schrepp, Martin; Isal, R. Yugo Kartono; Utomo, Andika Yudha; Priyogi, Bilih

2016-01-01

The aim of the current study is to develop an adapted version of User Experience Questionnaire (UEQ) and evaluate a learning management system. Although there is a growing interest on User Experience, there are still limited resources (i.e. measurement tools or questionnaires) available to measure user experience of any products, especially…

The Investigation on Brand Image of University Education and Students' Word-of-Mouth Behavior

ERIC Educational Resources Information Center

Chen, Chin-Tsu

2016-01-01

This study aimed to find how the brand image and satisfaction of universities influence university students' word-of-mouth behavior, including the sharing of satisfying experiences and recommendations to others. This study conducted a questionnaire survey and distributed 400 questionnaires to students and graduates of universities in Taiwan; 336…

Off-Campus Work and Its Relationship to Students' Experiences with Faculty Using the College Student Experiences Questionnaire

ERIC Educational Resources Information Center

Hakes, Cathy J.

2010-01-01

Statistics on the numbers of college students working have shown an increase as students cope with rising costs of education, decreasing financial aid, greater personal financial commitments, and the expectation that students should contribute to the cost of their own education. These facts combined with the students' need to secure employment…

Talking about death: implementing peer discussion as a coping mechanism to overcome fears about dissection, death, and dying.

PubMed

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2013-01-01

Many studies have reported on the perceptions of medical students toward dissection. It is important to understand the feelings and symptoms experienced during dissection so that they can be adequately handled. Prior to dissection, first year students are given lectures on aspects of dissection, death and dying, and death rituals in various cultures. Two separate questionnaires, one given during the first week of dissection and another given one month into the program were then completed anonymously by dissection groups. The questions were designed to be open-ended, thereby encouraging group discussion amongst students. The questionnaires were used to determine the perception of students to dissection and to discover if these perceptions change during the dissection program. The first questionnaire revealed that students do experience fears and anxiety prior to and at the beginning of dissection; however, most of these fears dissipated by the time of the second questionnaire. One month into dissection students cited talking to peers as their main coping mechanism and fewer students mentioned emotional detachment from their cadaver as a coping mechanism, as was the case in the first questionnaire. Dissection was perceived as a positive experience by our student cohort and most students cited the main advantage of dissection as the ability to visualize organs in three dimensions. The comprehensive answers received from the students indicated that thorough discussion of feelings amongst peers occurred, introducing students to an important coping mechanism at an early stage of their learning. Copyright © 2012 American Association of Anatomists.

Using Novel Experiences in Introductory Psychology: Insects 101

ERIC Educational Resources Information Center

Forrest, Krista D.; Hoback, W. Wyatt

2009-01-01

This demonstration provides students with 1 active experience capable of representing cross-cultural psychology, personality and nature-nurture. Early in the semester, students completed Sensation Seeking and television preference questionnaires. We offered students the opportunity to eat insects during a cross-cultural psychology lecture. After…

The Role of the Academic Library in Promoting Student Engagement in Learning

ERIC Educational Resources Information Center

Kuh, George D.; Gonyea, Robert M.

2015-01-01

This study examines the nature and value of undergraduate students' experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such…

Maltese Students' Perspectives about Their Experiences at School and Their Mental Health

ERIC Educational Resources Information Center

Askell-Williams, Helen; Cefai, Carmel; Fabri, Francis

2013-01-01

In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A…

Depression in College Students: Student Experience Inventory.

ERIC Educational Resources Information Center

Kirkland, Angela G.; Redfield, Doris L.

To assess depression in college students, two inventories were compared: the Student Experience Inventory (SEI) and the Beck Depression Inventory (BDI). SEI, a self-report questionnaire, contains 56 items that are designed to measure hopelessness and decreased energy levels, as well as five factors covered in BDI: (1) negative affect toward self,…

International students' experience of a western medical school: a mixed methods study exploring the early years in the context of cultural and social adjustment compared to students from the host country.

PubMed

McGarvey, A; Brugha, R; Conroy, R M; Clarke, E; Byrne, E

2015-07-02

Few studies have addressed the challenges associated with international students as they adapt to studying medicine in a new host country. Higher level institutions have increasing numbers of international students commencing programmes. This paper explores the experiences of a cohort of students in the early years of medical school in Ireland, where a considerable cohort are from an international background. A mixed exploratory sequential study design was carried out with medical students in the preclinical component of a five year undergraduate programme. Data for the qualitative phase was collected through 29 semi-structured interviews using the peer interview method. Thematic analysis from this phase was incorporated to develop an online questionnaire combined with components of the Student Adaptation to College Questionnaire and Student Integration Questionnaire. First year students were anonymously surveyed online. The Mokken Scaling procedure was used to investigate the students' experiences, both positive and negative. Three main themes are identified; social adjustment, social alienation and cultural alienation. The response rate for the survey was 49% (467 Respondents). The Mokken Scaling method identified the following scales (i) Positive experience of student life; (ii) Social alienation, which comprised of negative items about feeling lonely, not fitting in, being homesick and (iii) Cultural alienation, which included the items of being uncomfortable around cultural norms of dress and contact between the sexes. With the threshold set to H = 0.4. Subscales of the positive experiences of student life scale are explored further. Overall student adjustment to a western third level college was good. Students from regions where cultural distance is greatest reported more difficulties in adjusting. Students from these regions also demonstrate very good adaptation. Some students from the host country and more similar cultural backgrounds were also struggling. Acculturation is more complex than being associated with cultural distance and worthy of further exploration.

The Role of Response Biases in the Relationship between Students' Perceptions of Their Courses and Their Approaches to Studying in Higher Education

ERIC Educational Resources Information Center

Richardson, John T. E.

2012-01-01

Questionnaire surveys have found a strong relationship between students' perceptions of their courses and their approaches to studying, but this might result from the operation of response biases. Responses to the Course Experience Questionnaire and the Revised Approaches to Studying Inventory from 2137 students taking seven courses by distance…

Problems Students Experience with Inquiry Processes in the Study of Enzyme Kinetics

ERIC Educational Resources Information Center

Ferrés Gurt, Concepció; Marbà Tallada, Anna

2018-01-01

This case study describes a classroom-based questionnaire that was carried out with a group of 36 high school students (17-18 years old) in Catalonia. The aim was to examine the usefulness of questionnaires focused on scientific inquiry, both to evaluate students' inquiry abilities and for their potential as tools to improve the understanding of…

A Questionnaire-Based Study on Chinese University Students' Demotivation to Learn English

ERIC Educational Resources Information Center

Li, Chili; Zhou, Ting

2017-01-01

This paper, adopting questionnaire survey method, investigated 367 non-key local university English as a Foreign Language (EFL) students' demotivation to learn English. The collected data revealed that there were two main categories of demotivators: internal factors ("lack of intrinsic interest," "experience of failure and lack of…

A Psychometric Evaluation of the Anatomy Learning Experiences Questionnaire and Correlations with Learning Outcomes

ERIC Educational Resources Information Center

Choi-Lundberg, Derek L.; Williams, Anne-Marie M.; Zimitat, Craig

2017-01-01

The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34-item ALEQ (ALEQ-34) were evaluated, and correlations with learning outcomes investigated, by surveying first- and…

The experiences of undergraduate nursing students with bots in Second LifeRTM

NASA Astrophysics Data System (ADS)

Rose, Lesele H.

As technology continues to transform education from the status quo of traditional lecture-style instruction to an interactive engaging learning experience, students' experiences within the learning environment continues to change as well. This dissertation addressed the need for continuing research in advancing implementation of technology in higher education. The purpose of this phenomenological study was to discover more about the experiences of undergraduate nursing students using standardized geriatric evaluation tools when interacting with scripted geriatric patient bots tools in a simulated instructional intake setting. Data was collected through a Demographics questionnaire, an Experiential questionnaire, and a Reflection questionnaire. Triangulation of data collection occurred through an automatically created log of the interactions with the two bots, and by an automatically recorded log of the participants' movements while in the simulated geriatric intake interview. The data analysis consisted of an iterative review of the questionnaires and the participants' logs in an effort to identify common themes, recurring comments, and issues which would benefit from further exploration. Findings revealed that the interactions with the bots were perceived as a valuable experience for the participants from the perspective of interacting with the Geriatric Evaluation Tools in the role of an intake nurse. Further research is indicated to explore instructional interactions with bots in effectively mastering the use of established Geriatric Evaluation Tools.

Beyond Transfer Shock: Dimensions of Transfer Students' Adjustment.

ERIC Educational Resources Information Center

Laanan, Frankie Santos

This study examined the adjustment process of 727 students who transferred to the University of California, Los Angeles (UCLA) in fall 1994 or fall 1995. The Transfer Students' Questionnaire (TSQ) was organized into three main sections: social demographics, perceptions of the community college experience, and perception of the UCLA experience. The…

Chinese Students' Adjustment to the International Baccalaureate Diploma Programme: Experiences of an Australian High School

ERIC Educational Resources Information Center

Gan, Adrian

2009-01-01

The research project upon which this article is based aimed to give a voice to the experiences of unaccompanied Chinese mainland students undertaking the International Baccalaureate Diploma Programme (IBDP) in an Australian high school. Eleven students aged 18-20 participated. All students completed a written questionnaire (in either English or…

Science fair: Is it worth the work? A qualitative study on deaf students' perceptions and experiences regarding science fair in primary and secondary school

NASA Astrophysics Data System (ADS)

Smith, Vivian Lee

Science fairs have a long history in American education. They play an important role for establishing inquiry-based experiences in a science classroom. Students may be more motivated to learn science content when they are allowed to choose their own science fair topics. The purpose of this study was to examine Deaf college students' perceptions and experiences regarding science fair participation during primary and/or secondary school and determine the influence of science fair involvement on the development of language skills, writing skills, and higher order thinking skills as well as its impact on choice of a STEM major. This study examined responses from Deaf students attending Gallaudet University and National Technical Institute for the Deaf (NTID) majoring in a Science, Technology, Engineering, or Math (STEM) field. An electronic questionnaire and a semi-structured interview were used to collect data. The electronic questionnaire was divided into two strands: demographics and science fair experience. Twenty-one respondents participated in the questionnaire and ten participants were interviewed. A cross-case analysis revealed communication was the key to a successful science fair experience. Findings showed the educational background of participants influenced their perspective regarding the experience of a science fair. When communicating through American Sign Language, the science fair experience was more positive. When communicating through an interpreter or having no interpreter at all, the science fair experience was viewed in a negative light. The use of science fairs to enhance language development, writing skills, and higher order thinking skills was supported. Teachers and parents were strong influences for Deaf students participating in a science fair. Participation in a science fair did influence students to choose a STEM major but there were other considerations as well.

Disablist Bullying in Northern Ireland and the Republic of Ireland: An Investigation of Student Teachers' Knowledge, Experience and Confidence

ERIC Educational Resources Information Center

Purdy, Noel; Mc Guckin, Conor

2014-01-01

This study explored the knowledge, experience and confidence of student teachers from Northern Ireland and the Republic of Ireland in relation to disablist bullying. Adopting a mixed methodological approach of four focus groups (N = 18) and a pencil-and-paper questionnaire (N = 257), the study explored the students knowledge, experience and…

Students' Interest and Experiences in Physics and Chemistry Related Themes: Reflections Based on a ROSE-Survey in Finland

ERIC Educational Resources Information Center

Lavonen, Jari; Byman, Reijo; Uitto, Anna; Juuti, Kalle; Meisalo, Veijo

2008-01-01

Interest in physics and chemistry topics and out-of-school experiences of Finnish secondary school students (n = 3626, median age 15) were surveyed using the international ROSE questionnaire. Based on explorative factor analysis the scores of six out-of-school experience factors (indicating how often students had done something outside of school)…

Deaf and hard-of-hearing students' experiences in mainstream and separate postsecondary education.

PubMed

Richardson, John T E; Marschark, Marc; Sarchet, Thomastine; Sapere, Patricia

2010-01-01

In order to better understand academic achievement among deaf and hard-of-hearing students in different educational placements, an exploratory study examined the experiences of postsecondary students enrolled in mainstream programs (with hearing students) versus separate programs (without hearing students) at the same institution. The Course Experience Questionnaire, the Revised Approaches to Studying Inventory, and the Classroom Participation Questionnaire were utilized to obtain information concerning their perceptions, participation, and access to information in the classroom. Both groups were concerned with good teaching and the acquisition of generic skills. Both were motivated by the demands of their assessments and by a fear of failure while being alert to both positive and negative affect in their classroom interactions. Overall, students in separate classes were more positive about workload expectations, instructor feedback, and the choices they had in coursework. Students in mainstream classes were more positive about their acquisition of analytic skills (rather than rote memorization) and about their instructors' interest in them, including flexibility in methods of assessment.

Early Practicum Experiences: Preservice Early Childhood Students' Perceptions and Sense of Efficacy

ERIC Educational Resources Information Center

Van Schagen Johnson, Amy; La Paro, Karen M.; Crosby, Danielle A.

2017-01-01

The current study explored early practicum experiences (those occurring before student teaching) in an early childhood birth to kindergarten teacher education program. Undergraduates enrolled in practicum courses completed questionnaires about their overall practicum experience including: socio-emotional components (their perceived fit with their…

Remote Electronic Examinations: Student Experiences.

ERIC Educational Resources Information Center

Thomas, Peter; Price, Blaine; Paine, Carina; Richards, Mike

2002-01-01

Presents findings from a small-scale experiment investigating the presentation of a synchronous, Web-based remote electronic exam in a distance education course. Discusses student experiences based on a questionnaire; time pressures; technical issues; differences between the structure of an electronic exam and a paper-based exam; and future work,…

Students' Experience of Working with Socioscientific Issues - a Quantitative Study in Secondary School

NASA Astrophysics Data System (ADS)

Ottander, Christina; Ekborg, Margareta

2012-12-01

This research project aims to investigate how students in lower secondary school experience work with socioscientific issues (SSI). The six socioscientific cases developed and used in this project are relevant according to characteristics of SSI and to the national curriculum. Approximately 1,500 students in Sweden have worked with one SSI case chosen by the teachers. A questionnaire-based instrument was used to measure the affective domain of students' attitudes towards and interest in science before starting to work with the case and a second questionnaire after finishing a case. The second student questionnaire, measured the situational characteristics of the SSI work and perceived cognitive and affective outcomes. According to the students' self-reported experience, all cases were interesting and related to a current issue. Most cases were equally interesting to boys and girls, the only exception was You are what you eat, which girls found more interesting than boys did. Almost all students claim that they learnt new facts, learnt to argue for their standpoint and to search and evaluate information during the work with the cases. The girls' average scores were higher on several aspects of learning outcomes. Furthermore the students, especially the girls, perceived that the outcome of working with SSI had relevance for their future, with some cases more relevant than others. The more interesting the student found the case, the more they claimed they learnt. The students do not, however, claim that they learnt more science than during ordinary lessons.

Workplace Learning during the Science Doctorate: What Influences Research Learning Experiences and Outcomes?

ERIC Educational Resources Information Center

Hum, Gregory

2015-01-01

This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, the following were gathered over 2.5 years: biographic questionnaires, 6-10 activity logs of a week's experiences, 2 pre-interview questionnaires, and 2 semi-structured interviews. Amongst the…

Students' expectations, concerns and comprehensions when writing theses as part of their nursing education.

PubMed

Lundgren, Solveig M; Halvarsson, Maud

2009-07-01

This study investigates students' expectations and apprehensions before starting writing their Bachelor thesis and their experiences after completion. The questionnaire, which consisted of open questions, was given to 171 students at the beginning of the thesis course; of these, 107 replied; at the end of the course a total of 150 students answered and returned the questionnaire. The answers were analysed according to content analysis. Seven themes describing expectations and apprehensions; and four themes describing experience after completion of the thesis emerged. The results show that students' experiences can be divided into two different groups. One group saw the thesis project as being an important preparation for future professional activities, and one group, consisting of only a few students, described the production of a thesis as being a nightmare. Nevertheless, all the students considered that their experience of learning and the insights gained, together with the learning skills acquired through writing would be of great value in their coming professional life, and that they had become aware of alternative ways of thinking. All the students were proud of the work they had completed, and some saw it as a form of recognition or a "craftsman's diploma".

Students' Evaluations of a Business Simulation Game as a Learning Experience.

ERIC Educational Resources Information Center

Edwards, Keith J.

This report investigates student evaluations of a business simulation game as a learning experience in terms of specific claims which have been made for this kind of teaching technique. Ninety-nine junior college students in introductory business courses answered a questionnaire after playing the fame as an ongoing, semester-long activity. The…

Engineering Students' Experiences of Interactive Teaching in Calculus

ERIC Educational Resources Information Center

Weurlander, Maria; Cronhjort, Mikael; Filipsson, Lars

2017-01-01

This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students' experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late…

The Influence of Experience on Pre-Service and Novice Teachers--The Croatian Perspective

ERIC Educational Resources Information Center

Škugor, Alma; Sablic, Marija

2018-01-01

This paper researches students' and teacher trainees' personal experience of student-centred teaching during their education in grades 1-4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The…

An Analysis of High School Students' Perceptions and Academic Performance in Laboratory Experiences

ERIC Educational Resources Information Center

Mirchin, Robert Douglas

2012-01-01

This research study is an investigation of student-laboratory (i.e., lab) learning based on students' perceptions of experiences using questionnaire data and evidence of their science-laboratory performance based on paper-and-pencil assessments using Maryland-mandated criteria, Montgomery County Public Schools (MCPS) criteria, and published…

Exploring the Experiences of Female Student Veterans with Disabilities Entering Higher Education during Reintegration: A Phenomenological Study

ERIC Educational Resources Information Center

Williams, Beverly Tillery

2016-01-01

The purpose of this qualitative transcendental phenomenological study was to explore and describe the lived experiences of female student veterans with disabilities entering higher education during reintegration in order to improve programs, services, and support available to female student veterans with disabilities. A screening questionnaire,…

Does Enjoyment Accompany Learning? A Student Perceptions Inquiry.

ERIC Educational Resources Information Center

Blai, Boris, Jr.

1979-01-01

Discusses a study conducted at Harcum Junior College, a private, two-year, women's college, to elicit students' perceptions of a variety of learning experiences/teaching methods and of their relative enjoyment levels with regard to these experiences. Includes the questionnaire. (AYC)

Evaluation of mobile learning: students' experiences in a new rural-based medical school.

PubMed

Nestel, Debra; Ng, Andre; Gray, Katherine; Hill, Robyn; Villanueva, Elmer; Kotsanas, George; Oaten, Andrew; Browne, Chris

2010-08-11

Mobile learning (ML) is an emerging educational method with success dependent on many factors including the ML device, physical infrastructure and user characteristics. At Gippsland Medical School (GMS), students are given a laptop at the commencement of their four-year degree. We evaluated the educational impact of the ML program from students' perspectives. Questionnaires and individual interviews explored students' experiences of ML. All students were invited to complete questionnaires. Convenience sampling was used for interviews. Quantitative data was entered to SPSS 17.0 and descriptive statistics computed. Free text comments from questionnaires and transcriptions of interviews were thematically analysed. Fifty students completed the questionnaire (response rate 88%). Six students participated in interviews. More than half the students owned a laptop prior to commencing studies, would recommend the laptop and took the laptop to GMS daily. Modal daily use of laptops was four hours. Most frequent use was for access to the internet and email while the most frequently used applications were Microsoft Word and PowerPoint. Students appreciated the laptops for several reasons. The reduced financial burden was valued. Students were largely satisfied with the laptop specifications. Design elements of teaching spaces limited functionality. Although students valued aspects of the virtual learning environment (VLE), they also made many suggestions for improvement. Students reported many educational benefits from school provision of laptops. In particular, the quick and easy access to electronic educational resources as and when they were needed. Improved design of physical facilities would enhance laptop use together with a more logical layout of the VLE, new computer-based resources and activities promoting interaction.

[The use of medical journals by medical students. Which medical journals are read?].

PubMed

Algra, Annemijn M; Dekker, Friedo W

2015-01-01

To investigate the role of scientific medical journals in Dutch medical curricula. Descriptive questionnaire study. In 2013, medical students (from year 3 onwards) at the Leiden University Medical Centre (LUMC), were invited to respond to an online questionnaire. They were presented with 28 multiple-choice questions and 11 statements about the use of scientific medical journals in the medical curriculum. We calculated the frequencies of the answers per question and analysed differences between medical students using two-by-two tables. The questionnaire was completed by 680 (53.0%) of 1277 invited medical students enrolled at the LUMC. Most of the respondents were those doing clinical rotations (56.6%) and 60.1% had research experience. More than half of the students read at least one scientific journal a few times per month; this percentage was 38.8% among third-year students, 49.3% among fourth-year students, 60.0% among those on clinical rotation, and was higher among students with research experience (63.3%) than among those without research experience (44.1%). Nearly 90% of students agreed with the statement that the development of academic and scientific education should take place in the bachelor's phase of medical school. Medical students start to read scientific medical journals at an early phase in the medical curriculum and this increases further when students start to undertake research projects or go on clinical rotation. Medical curricula should be constructed in such a way that medical students learn to select and interpret research findings adequately for themselves before they turn to articles from scientific medical journals.

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

NASA Astrophysics Data System (ADS)

Alegre Ansuategui, Francisco José; Moliner Miravet, Lidón

2017-11-01

This paper describes an experience of same-age peer tutoring conducted with 19 eighth-grade mathematics students in a secondary school in Castellon de la Plana (Spain). Three constructs were analysed before and after launching the program: academic performance, mathematics self-concept and attitude of solidarity. Students' perceptions of the method were also analysed. The quantitative data was gathered by means of a mathematics self-concept questionnaire, an attitude of solidarity questionnaire and the students' numerical ratings. A statistical analysis was performed using Student's t-test. The qualitative information was gathered by means of discussion groups and a field diary. This information was analysed using descriptive analysis and by categorizing the information. Results show statistically significant improvements in all the variables and the positive assessment of the experience and the interactions that took place between the students.

Gender bias in training of medical students in obstetrics and gynaecology: a myth or reality?

PubMed

Zahid, Akmal Z Mohd; Ismail, Zaliha; Abdullah, Bahiyah; Daud, Suzanna

2015-03-01

To investigate the experience of medical students during a clinical attachment in obstetrics and gynaecology (O&G). A questionnaire was distributed to medical students who completed their O&G posting between August 2012 and August 2013. The first part included basic demographic details (age, gender, and ethnicity) and frequency of actual clinical experience; the second part explored students' perception of their training and their relationship with other staff, in particular feeling of discrimination by specified groups of medical personnel. The responses were recorded using a Likert scale and were recategorised during analysis. A total of 370 questionnaires were distributed, and 262 completed questionnaires were returned, giving a response rate of 71%. Female students had a significantly higher median (IqR) number of vaginal examinations performed 0.25(0.69) (p=0.002) compared to male students. Male students experienced a higher proportion of patient rejections during medical consultation, 87% vs. 32% of female students (p<0.001), a higher rate of refusal for clerking (71.4% vs. 57.5% of females, p=0.035) and a higher rate of patients declining consent for internal examination (93.3% vs. 67.6% of females, p<0.001). The majority of male students felt that their gender negatively affected their learning experience (87% vs. 27.4% of the female students, p<0.001). Male students reported a significantly higher proportion of discrimination against their gender by medical officers (p=0.018) and specialists/consultants (p<0.001) compared to females but there was no discrimination between genders by staff nurses or house officers. A majority (58%) of female students stated an interest in pursuing O&G as a future career compared to 31.2% of male students. Our study confirmed that gender bias exists in our clinical setting as male students gain significantly less experience than female students in pelvic examination skills. We also demonstrated that compared to female students, male students experience higher levels of discrimination against their gender by trainers who are medical officers and specialists/consultants. Trainers must improve their attitudes towards male students, to encourage them and make them feel welcome in the clinical area. We must minimize gender discrimination and educational inequities experienced by male students, in order to improve their learning experience. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.

PubMed

von Below, Bernhard; Hellquist, Gunilla; Rödjer, Stig; Gunnarsson, Ronny; Björkelund, Cecilia; Wahlqvist, Mats

2008-12-02

Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences.In 2001, a new "Early Professional Contact" longitudinal strand through term 1-4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators.The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Sixty students (70%) and 15 facilitators (71%) completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. In this project, a new Early Professional Contact course was analysed from both student and facilitator perspectives. The students experienced the course as providing them with a valuable introduction to the physician's professional role in clinical practice. In contrast, course facilitators often experienced a heavy workload and lack of support, despite thorough preparatory education. A possible conflict between the clinical facilitator's task as educator and member of the workplace is suggested. More research is needed on how doctors combine their professional tasks with work as facilitators.

The Process of Change Experimented by Teachers and Students when Voluntarily Trying Environmental Behaviors

ERIC Educational Resources Information Center

Pruneau, Diane; Doyon, Andre; Langis, Joanne; Vasseur, Liette; Martin, Gilles; Ouellet, Eileen; Boudreau, Gaston

2006-01-01

During a training program on climate change education, teachers were invited to experiment with environmental behaviors in their personal lives. They then created their own climate change education model, with which they experimented in their classroom. Through teachers' and students' work, individual interviews, and questionnaires, researchers…

An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education.

ERIC Educational Resources Information Center

Michie, Frances; Glachan, Martin; Bray, Diane

2001-01-01

Examines the differences in the undergraduate student experience of direct and re-entry students focusing on undergraduate students (n=112). Used a questionnaire to gather data to investigate the impact of age, gender, past school experiences, and motivation for participating in higher education based on academic self-esteem, self-concept, and…

Findings in Search of an Issue: Preliminary Development of a Student Questionnaire for Distance Education Contexts.

ERIC Educational Resources Information Center

Della-Piana, Connie Kubo; Della-Piana, Gabriel M.

Part of a larger line of inquiry on the socially constructed experience of the mediated classroom and student socialization in the university community, a study reports on the development of an instrument for tapping student experience in televised instruction classrooms. A theoretical framework underlies the instrument to illuminate reasons for…

Measuring Student Variables Useful in the Study of Performance in an Online Learning Environment.

ERIC Educational Resources Information Center

Kennedy, Cathleen A.

This paper discusses the measurement of unobservable or latent variables of students and how they contribute to learning in an online environment. It also examines the construct validity of two questionnaires: the College Experience Survey and the Computer Experience Study, which both measure different aspects of student attitudes and behavior…

A Study of Hong Kong Students' Music Participation in and out of School

ERIC Educational Resources Information Center

Ho, Wai-Chung

2009-01-01

This paper elucidates students' experiences of music within and beyond classrooms, and interprets their experiences of musical participation and instrumental learning. Data are drawn from a questionnaire conducted in Hong Kong between November 2006 and December 2006 with 3,243 students who were attending grades four - ten in 22 primary and…

Cooperative Learning and the Achievement of Motivation and Perceptions of Students in 11th Grade Chemistry Classes

ERIC Educational Resources Information Center

Shachar, Hanna; Fischer, Shlomit

2004-01-01

One hundred and sixty eight students from five 11th grade chemistry classes participated for 2 months in an experiment that examined the effects of the Group Investigation (GI) method of cooperative learning on students' achievement, motivation and perceptions of their experience. An achievement test and Harter's Motivation Questionnaire were…

Exploring the Experiences of International Students in China

ERIC Educational Resources Information Center

Ding, Xiaojiong

2016-01-01

In recent years, China has grown from an insignificant player to a major destination in the global market for international students. Based on a questionnaire survey and in-depth interviews conducted in 2013, this study uses Shanghai as an example to examine international students' experiences in China. It is found that China has become a niche…

Development of chemistry attitudes and experiences questionnaire (CAEQ)

NASA Astrophysics Data System (ADS)

Dalgety, Jacinta; Coll, Richard K.; Jones, Alister

2003-09-01

In this article we describe the development of the Chemistry Attitudes and Experiences Questionnaire (CAEQ) that measures first-year university chemistry students' attitude toward chemistry, chemistry self-efficacy, and learning experiences. The instrument was developed as part of a larger study and sought to fulfill a need for an instrument to investigate factors that influence student enrollment choice. We set out to design the instrument in a manner that would maximize construct validity. The CAEQ was piloted with a cohort of science and technology students (n = 129) at the end of their first year. Based on statistical analysis the instrument was modified and subsequently administered on two occasions at two tertiary institutions (n = 669). Statistical data along with additional data gathered from interviews suggest that the CAEQ possesses good construct validity and will prove a useful tool for tertiary level educators who wish to gain an understanding of factors that influence student choice of chemistry enrolment.

Affect and sexual behavior in the transition to university.

PubMed

Dalton, Andrea L; Galambos, Nancy L

2009-10-01

This research applied a lifespan developmental framework to the study of sexual behavior among late adolescents by examining monthly covariations of penetrative and oral sex with positive and negative affect across the first year of university. Participants were 177 Canadian students who completed baseline questionnaires, followed by six monthly, web-based questionnaires assessing sexual behaviors and affect. Multilevel analyses revealed an average positive relation between oral sex and positive affect. Of six variables, five predicted individual differences in covariation between sex and affect: psychosocial maturity (immature and semi-mature status), attitudes toward sex, prior sexual experience, and living situation. During months when participants reported sexual behavior, psychosocially mature students reported more positive affect than did less mature students; students with more permissive attitudes reported more positive affect than did students with less permissive attitudes; students with no penetrative sexual experience reported more positive affect than students who had penetrative sexual experience; and living away from parents was associated with less negative affect. Implications for further study of sexual behavior from a developmental perspective are discussed.

College Student Internet Use: Convenience and Amusement

ERIC Educational Resources Information Center

Johnson, Genevieve M.

2007-01-01

Four hundred five college students completed a questionnaire that assessed patterns of Internet use. Results describe college students, with rare exception, as Internet users. The vast majority of college students frequently communicate online and access websites. While an Internet game experience is typical, relatively few college students are…

The Applicability of Course Experience Questionnaire for a Malaysian University Context

ERIC Educational Resources Information Center

Thien, Lei Mee; Ong, Mei Yean

2016-01-01

Purpose: The purpose of this study is to examine the applicability of Course Experience Questionnaire (CEQ) in a Malaysian university context. Design/methodology/approach: The CEQ was translated into Malay language using rigorous cross-cultural adaptation procedures. The Malay version CEQ was administered to 190 undergraduate students in one…

Does Economics Education Make Bad Citizens? The Effect of Economics Education in Japan

ERIC Educational Resources Information Center

Iida, Yoshio; Oda, Sobei H.

2011-01-01

Does studying economics discourage students' cooperative mind? Several surveys conducted in the United States have concluded that the answer is yes. The authors conducted a series of economic experiments and questionnaires to consider the question in Japan. The results of the prisoner's dilemma experiment and public goods questionnaires showed no…

Australian Higher Education and the Course Experience Questionnaire: Insights, Implications and Recommendations

ERIC Educational Resources Information Center

Talukdar, Joy; Aspland, Tania; Datta, Poulomee

2013-01-01

In recent years, Australian universities have come under pressure from Government and other stakeholder groups to demonstrate the quality of their activities. The Course Experience Questionnaire (CEQ) provides a valuable source of data about student satisfaction regarding the courses that they study at Australian universities. It provides a body…

[The influence of meaning making following stressful life experiences on change of self-concept].

PubMed

Horita, Ryo; Sugie, Masashi

2013-10-01

As interest in meaning making following stressful life experiences continues to grow, it is important to clarify the features and functions of the meaning- making process. We examined the influence of meaning making following stressful life experiences on change of self-concept. In two studies, university students selected their most stressful life experience and completed the Assimilation and Accommodation of Meaning Making Scale. In Study 1, 235 university students also completed questionnaires regarding post-traumatic growth and positive change of the sense of identity following their stressful life experience. The results of covariance structure analysis indicated that accommodation promoted a positive change of self-concept. In Study 2, 199 university students completed questionnaires regarding change of self-concept and emotion as a positive or negative change following stressful life experiences. The results of covariance structure analysis indicated that accommodation promoted a positive change, similar to the results of Study 1. In addition, accommodation also promoted negative change. However, assimilation did not promote positive change but did restrain negative change.

Evaluation of mobile learning: Students' experiences in a new rural-based medical school

PubMed Central

2010-01-01

Background Mobile learning (ML) is an emerging educational method with success dependent on many factors including the ML device, physical infrastructure and user characteristics. At Gippsland Medical School (GMS), students are given a laptop at the commencement of their four-year degree. We evaluated the educational impact of the ML program from students' perspectives. Methods Questionnaires and individual interviews explored students' experiences of ML. All students were invited to complete questionnaires. Convenience sampling was used for interviews. Quantitative data was entered to SPSS 17.0 and descriptive statistics computed. Free text comments from questionnaires and transcriptions of interviews were thematically analysed. Results Fifty students completed the questionnaire (response rate 88%). Six students participated in interviews. More than half the students owned a laptop prior to commencing studies, would recommend the laptop and took the laptop to GMS daily. Modal daily use of laptops was four hours. Most frequent use was for access to the internet and email while the most frequently used applications were Microsoft Word and PowerPoint. Students appreciated the laptops for several reasons. The reduced financial burden was valued. Students were largely satisfied with the laptop specifications. Design elements of teaching spaces limited functionality. Although students valued aspects of the virtual learning environment (VLE), they also made many suggestions for improvement. Conclusions Students reported many educational benefits from school provision of laptops. In particular, the quick and easy access to electronic educational resources as and when they were needed. Improved design of physical facilities would enhance laptop use together with a more logical layout of the VLE, new computer-based resources and activities promoting interaction. PMID:20701752

Perceptions of Taiwanese nursing students' English-language progression following interactive scenario development and role play.

PubMed

Robinson, Carolyn I; Harvey, Theresa M; Tseng 曾翊瑄, Monica

2016-10-01

The English language has been recognised as an international language, enabling the globalisation of education and work opportunities. An institute in Taiwan has committed to strengthening English teaching by implementing a student-centred teaching and learning activity using role play. In addition, the involvement of a visiting teacher from Australia has been established. Data collection consisted of a questionnaire that collected qualitative and quantitative data that revealed student perceptions and attitudes towards learning English including nursing terminology, teamwork and communication. Fifty five of sixty students participating in the activity completed the questionnaire. Students regarded this as a positive experience for learning English, collegiality and teamwork. This project revealed that students who are not generally exposed to English-speaking people enjoyed this experience. They gained confidence in their ability to learn English in a collegial atmosphere where teamwork and supportive relationships were developed, despite the perception that learning English was difficult.

Perceived Stress among French Dental Students and Their Opinion about Education Curriculum and Pedagogy.

PubMed

Inquimbert, Camille; Tramini, Paul; Alsina, Ivan; Valcarcel, Jean; Giraudeau, Nicolas

2017-10-01

The purpose of this study was to identify the major sources of perceived stress and their relation to a student satisfaction questionnaire about the curriculum and the pedagogy among French dental students. All dental students ( n = 178) from years 4 to 6 at the University of Montpellier (France) participated in this exploratory survey. In spring 2016, a 3-part questionnaire was distributed during clinical sessions: the first part asked about sociodemographic and living conditions, the second part aimed to assess the students' perceived stress (Dental Environmental Stress questionnaire), and the third part was a satisfaction questionnaire exploring the clinical organization and the teaching methodologies (Student Course Experience Questionnaire). A Spearman's correlation test and a principal component analysis were used to assess the relation between the variables of the questionnaire. The response rate was 99.4%. The most stressful items were "the number of tasks to be performed during clinical practice," "the waiting time before opinion from teachers," and "the administrative part and computer problems." Fifty-four percent of the students claimed to be satisfied with their studies, showing a score of seven or higher. There was a negative correlation between the level of student satisfaction and the level of perceived stress. Although most of the students were globally satisfied with their curriculum, this study highlighted dysfunctions in the clinical education with a level of stress correlated with the student's dissatisfaction. Most of all, students found that examinations were too stressful and that the clinical requested task quotas were overestimated.

Personality, Internet Experience, and E-Communication Preference

ERIC Educational Resources Information Center

Johnson, Genevieve Marie; Johnson, Julia Ann

2006-01-01

Ninety-three college students discussed four case studies using two CMC modes--synchronous and asynchronous. Students completed a questionnaire that assessed: 1) perceptions and preferences with respect to CMC mode, 2) the personality characteristic of introversion-extroversion, and 3) previous experience using the Internet. Approximately 40% of…

The Student Perception of Wellbeing Questionnaire: Preliminary Investigation into Its Psychometric Properties

ERIC Educational Resources Information Center

Taylor, Mark

2015-01-01

An estimated 20% of all adolescents will experience a depressive disorder by the age of 18, with schools being at the forefront of initiatives to promote resilience and well-being. This study reports on the development of the 24-item Student Perception of Wellbeing Questionnaire (SPWQ), created as a measure of well-being in three areas: exercise,…

Evidence-Based Conclusions Concerning Practice, Curriculum Design and Curriculum Reform in a Civil Engineering Capstone Design Course in Hong Kong

ERIC Educational Resources Information Center

Chan, Cecilia K. Y.; Wong, George C. K.; Law, Ada K. H.; Zhang, T.; Au, Francis T. K.

2017-01-01

This study aimed to provide evidence-based conclusions from students concerning a capstone-design course in a civil engineering programme in Hong Kong. The evidence was generated by designing a student-experience questionnaire. The questionnaire instrument was assessed for internal consistency in four scales (curriculum and structure changes;…

Laboratory preparation questionnaires as a tool for the implementation of the Just in Time Teaching in the Physics I laboratories: Research training

NASA Astrophysics Data System (ADS)

Miranda, David A.; Sanchez, Melba J.; Forero, Oscar M.

2017-06-01

The implementation of the JiTT (Just in Time Teaching) strategy is presented to increase the previous preparation of students enrolled in the subject Physics Laboratory I offered at the Industrial University of Santander (UIS), Colombia. In this study, a laboratory preparation questionnaire (CPL) was applied as a tool for the implementation of JiTT combined with elements of mediated learning. It was found that the CPL allows to improve the students’ experience regarding the preparation of the laboratory and the development of the experimental session. These questionnaires were implemented in an academic manager (Moodle) and a web application (lab.ciencias.uis.edu.co) was used to publish the contents essential for the preparation of the student before each practical session. The most significant result was that the students performed the experimental session with the basic knowledge to improve their learning experience.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

PubMed

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

A Portrait of Students at Bellevue Community College, Fall 1999.

ERIC Educational Resources Information Center

Talltree, Claire; Hodge, Valerie

Two surveys were administered to samples of Bellevue Community College (BCC) (Washington) students in fall 1999: the Faces of the Future (FOF) survey (administered to 399 credit and 195 non-credit students), and the Community College Student Experiences Questionnaire (CCSEQ) survey (administered to 370 credit students). Significant findings are…

Students' Scientific Epistemic Beliefs, Online Evaluative Standards, and Online Searching Strategies for Science Information: The Moderating Role of Cognitive Load Experience

ERIC Educational Resources Information Center

Hsieh, Ya-Hui; Tsai, Chin-Chung

2014-01-01

The purpose of this study is to examine the moderating role of cognitive load experience between students' scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students participated in this study. Three questionnaires were…

Muslim Students' Cultural and Religious Experiences in City, Suburban and Regional University Campuses in NSW, Australia

ERIC Educational Resources Information Center

Possamai, Adam; Dunn, Kevin; Hopkins, Peter; Worthington, Lisa; Amin, Faroque

2016-01-01

Although there has been much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of Muslim students on university campuses in Australia. We draw upon an analysis of a questionnaire that was completed by 323 Muslim students who…

A Multi-Institutional Study of Students' Perceptions and Experiences in the Research-Based Capstone Course in Sociology

ERIC Educational Resources Information Center

McKinney, Kathleen; Day, Melissa D.

2012-01-01

In this article, we describe student perceptions of, and experiences in, a one-semester, required sociology research capstone course. The data come from 106 students in eight sections of the course taught at three institutions. We used multiple methods for data collection: questionnaires, focus groups, and learning reflection essays. Our results…

Invisible Experiences: Understanding the Choices and Needs of University Students with Dependent Children

ERIC Educational Resources Information Center

Marandet, Elodie; Wainwright, Emma

2010-01-01

This paper analyses the results of a research project on the experiences and learning needs of students with dependent children in a 1960s university. The findings are based on semi-structured interviews with university services and academic staff, as well as a questionnaire survey among students with dependent children and follow-up in-depth…

Students' Learning Experiences When Using a Dynamic Geometry Software Tool in a Geometry Lesson at Secondary School in Ethiopia

ERIC Educational Resources Information Center

Denbel, Dejene Girma

2015-01-01

Students learning experiences were investigated in geometry lesson when using Dynamic Geometry Software (DGS) tool in geometry learning in 25 Ethiopian secondary students. The research data were drawn from the used worksheets, classroom observations, results of pre- and post-test, a questionnaire and interview responses. I used GeoGebra as a DGS…

Peer Provocation in Physical Education: Experiences of Botswana Adolescents

ERIC Educational Resources Information Center

Shehu, Jimoh

2009-01-01

Critical incidents of peer provocation in physical education were investigated among 675 junior secondary school students in Botswana. Data were generated through a brief, open-ended questionnaire requesting the students to narrate their experiences of bad, hurtful and offensive peer behaviours during physical education classes. Six overlapping…

Cyber Worlds: New Playgrounds for Bullying

ERIC Educational Resources Information Center

Mark, Lauren; Ratliffe, Katherine T.

2011-01-01

The experiences of 247 middle school children around cyberbullying were examined through in-class questionnaires. Their use of different media, their experiences with cyberbullying, and the relationships among school type, gender, and grade level were analyzed. Of the students in this sample 33% of female and 20% of male students reported being a…

e-Learning: The Student Experience

ERIC Educational Resources Information Center

Gilbert, Jennifer; Morton, Susan; Rowley, Jennifer

2007-01-01

The paper draws on in-depth qualitative comments from student evaluation of an e-learning module on an MSc in Information Technologies and Management, to develop a picture of their perspective on the experience. Questionnaires that yielded some basic quantitative data and a rich seam of qualitative data were administered. General questions on…

Industrial Work Placement in Higher Education: A Study of Civil Engineering Student Engagement

ERIC Educational Resources Information Center

Tennant, Stuart; Murray, Mike; Gilmour, Bob; Brown, Linda

2018-01-01

For civil engineering undergraduates, short-term industrial work placement provides an invaluable learning experience. Notwithstanding the near-universal endorsement of short-term placement programmes, the resulting experience is rarely articulated through the student voice. This article provides an analysis of 174 questionnaires returned by…

Understanding the Graduate College Experience: Perceptual Differences by Degree Type, Point-in-Program and Disciplinary Subgroups

ERIC Educational Resources Information Center

Hardré, Patricia L.; Hackett, Shannon M.

2015-01-01

This study investigated graduate students' perceptions of their graduate college experiences. Participants were 1704 masters and doctoral students across colleges and disciplines at a research university. They completed questionnaires reporting their perceptions of their teaching and advising faculty, academic programs, centralised services,…

Summer Science Camp for Middle School Students: A Turkish Experience

ERIC Educational Resources Information Center

Sezen Vekli, Gulsah

2013-01-01

The present study aims to identify the effectiveness of summer science camp experience on middle school students' content knowledge and interest towards biology. For this purpose, two instruments including reflective journal and pre-post questionnaire were developed by four researchers who are expert in science education. Besides, the instruction…

Workplace Stress and the Student Learning Experience

ERIC Educational Resources Information Center

Stevenson, Anne; Harper, Sarah

2006-01-01

Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

The Dropout Problem Among Indian and Metis Students.

ERIC Educational Resources Information Center

Goucher, A. C.

The primary purpose of the study was to investigate the problem of student dropout among Indians and Metis at Frontier Collegiate Institute, a residential high school, in Cranberry Portage, Manitoba, Canada. The study utilized student questionnaires regardingschool experiences, residential life, and student assessment of the situation. Teacher…

An Exploratory Investigation of College Students' Views of Marketing Internships

ERIC Educational Resources Information Center

Dommeyer, Curt J.; Gross, Barbara L.; Ackerman, David S.

2016-01-01

The authors explore college students' views of marketing internships. Students who completed a marketing internship (n = 279) were surveyed with a comprehensive questionnaire about their internship experiences, including what they liked and disliked, surprises, problems, and suggestions. Students also responded to 50 belief statements concerning…

Student Views of Class Projects as Learning Experiences

ERIC Educational Resources Information Center

Easter, Beth A.; Evans, Beverly

2014-01-01

Group projects have long been an important element of higher education classes. Class projects involve additional cooperation and coordination among students. Student perceptions are an important factor in evaluating the effectiveness of projects. This exploratory study used a 39-item questionnaire to examine undergraduate student perceptions of…

The role of religiosity, coping strategies, self-efficacy and personality dimensions in the prediction of Iranian undergraduate rehabilitation interns' satisfaction with their clinical experience.

PubMed

Mirsaleh, Y R; Rezai, H; Kivi, S R; Ghorbani, R

2010-12-01

to investigate the relationship between religiosity, coping styles, self-efficacy and personality dimensions as predictors of satisfaction with clinical experience in rehabilitation interns during transition from academic study to clinical internship. a cross-sectional survey design. five rehabilitation faculties. three hundred and eighteen undergraduate rehabilitation interns, including physical therapy, occupational therapy and speech and language pathology students. Islamic Religiosity Scale, Ways of Coping Questionnaire, General Self-efficacy Scale, NEO Five Factor Inventory, and Satisfaction with Clinical Experiences Questionnaire. religiosity, problem-focused coping and general self-efficacy had significant positive correlation with satisfaction with clinical internship in rehabilitation students. Among personality dimensions, openness, agreement and consciousness had significant positive correlation with satisfaction with clinical experience and neuroticism had significant negative correlation with satisfaction with clinical experience. The results of regression analysis demonstrated that religiosity and self-efficacy had important roles in the prediction of satisfaction with clinical experience in all the rehabilitation intern students of three disciplines (physical therapy, occupational therapy, and speech and language pathology). religiosity, problem-focused coping and general self-efficacy seem to be good predictors of satisfaction with clinical internship in rehabilitation students.

Student perceptions of workplace-based assessment.

PubMed

Ali, Jason; Goh, Aaron

2017-10-01

Workplace-based assessments (WBAs) have become integrated into postgraduate medical training, although there is much negativity from trainees. The objective of this study was to examine medical student understanding and perceptions towards WBAs. A questionnaire was administered to final-year medical students at a single institution, examining experience, understanding and perceptions towards WBAs. Rating-scale responses were analysed by calculating positivity estimate values, and categorising data for subgroup comparison. Negativity was the most prevalent overall position of students towards participating in WBAs RESULTS: One hundred and fifteen of 162 (71%) students completed the questionnaire. Almost half the students had experience of WBAs and the majority (90%) reported benefiting from them; however, those with experience did not report more positive perceptions towards WBAs. In contrast, those students who seemed to demonstrate a good understanding of WBAs reported strongly positive perceptions. Interestingly, understanding and experience were not correlated. Negativity was the most prevalent overall position of students towards participating in WBAs as future trainees, with similar concerns reported by trainees, such as availability of time, trainer engagement and a feeling that they are simply 'tick-box' exercises. Medical students appear to possess negative perceptions towards WBAs. Although having experience of undertaking WBAs had little impact on their position, possessing an understanding of WBAs seemed to influence perceptions. This suggests that the manner in which medical students are exposed to WBAs should be carefully considered to ensure that it fosters the development of enthusiasm and positivity that can be carried by the students into their professional careers. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Incorporating hypertensive patient education on salt intake into an introductory pharmacy practice experience.

PubMed

Garza, Kimberly B; Westrick, Salisa C; Teeter, Benjamin S; Stevenson, T Lynn

2013-11-12

To evaluate the impact of the Salt Education Program for hypertensive adults on student pharmacists' knowledge, behaviors, and attitudes regarding sodium consumption. As part of the introductory pharmacy practice experience program in community pharmacies, student pharmacists assessed patients' sodium intake knowledge and behaviors, taught them how to read nutrition labels, and obtained information about their hypertensive conditions. Students completed pre-and post-intervention questionnaires in April and August 2012, respectively. One hundred thirty student pharmacists (70% female, 78% white) completed pre- and post-intervention questionnaires. Students demonstrated significant improvements in knowledge scores (p<0.001) and perceived benefit of a low-salt diet (p=0.004). Further, there were significant improvements in the self-reported frequency of looking at sodium content of foods when shopping (p<0.001) and purchasing low-salt foods (p=0.004). Changes in students' knowledge, behaviors, and attitudes after participating in the Salt Education program suggested that the program was effective in improving student knowledge, behaviors, and attitudes.

Role-play for medical students learning about communication: Guidelines for maximising benefits

PubMed Central

Nestel, Debra; Tierney, Tanya

2007-01-01

Background Role-play is widely used as an educational method for learning about communication in medical education. Although educational theory provides a sound rationale for using this form of simulation, there is little published evidence for its effectiveness. Students' prior experiences of role-play may influence the way in which they engage in this method. This paper explores students' experiences with the aim of producing guidelines for maximising the benefits of role-play within this learning context. Methods First-year undergraduate medical students participated in a role-play session as part of their communication programme. Before and after the session, students completed questionnaires. In the pre-session questionnaire, students were asked about their experiences of role-play and asked to identify helpful and unhelpful elements. Immediately after the session, students answered similar questions in relation to the role-play activity they had just completed. Descriptive statistics were used to analyse quantitative data and qualitative data was thematically analysed. Results 284 students completed evaluation forms. Although 63 (22.2%) had prior unhelpful experiences, most students (n = 274; 96.5%) found this experience helpful. Summary findings were that students reported the key aspects of helpful role-play were opportunities for observation, rehearsal and discussion, realistic roles and alignment of roles with other aspects of the curriculum. Unhelpful aspects were those that evoked strong negative emotional responses and factors that contributed to a lack of realism. Conclusion Role-play was valued by students in the acquisition of communication skills even though some had prior unhelpful experiences. Guidelines for effective role-play include adequate preparation, alignment of roles and tasks with level of practice, structured feedback guidelines and acknowledgment of the importance of social interactions for learning. PMID:17335561

Role-play for medical students learning about communication: guidelines for maximising benefits.

PubMed

Nestel, Debra; Tierney, Tanya

2007-03-02

Role-play is widely used as an educational method for learning about communication in medical education. Although educational theory provides a sound rationale for using this form of simulation, there is little published evidence for its effectiveness. Students' prior experiences of role-play may influence the way in which they engage in this method. This paper explores students' experiences with the aim of producing guidelines for maximising the benefits of role-play within this learning context. First-year undergraduate medical students participated in a role-play session as part of their communication programme. Before and after the session, students completed questionnaires. In the pre-session questionnaire, students were asked about their experiences of role-play and asked to identify helpful and unhelpful elements. Immediately after the session, students answered similar questions in relation to the role-play activity they had just completed. Descriptive statistics were used to analyse quantitative data and qualitative data was thematically analysed. 284 students completed evaluation forms. Although 63 (22.2%) had prior unhelpful experiences, most students (n = 274; 96.5%) found this experience helpful. Summary findings were that students reported the key aspects of helpful role-play were opportunities for observation, rehearsal and discussion, realistic roles and alignment of roles with other aspects of the curriculum. Unhelpful aspects were those that evoked strong negative emotional responses and factors that contributed to a lack of realism. Role-play was valued by students in the acquisition of communication skills even though some had prior unhelpful experiences. Guidelines for effective role-play include adequate preparation, alignment of roles and tasks with level of practice, structured feedback guidelines and acknowledgment of the importance of social interactions for learning.

Student perceptions about learning anatomy

NASA Astrophysics Data System (ADS)

Notebaert, Andrew John

This research study was conducted to examine student perceptions about learning anatomy and to explore how these perceptions shape the learning experience. This study utilized a mixed-methods design in order to better understand how students approach learning anatomy. Two sets of data were collected at two time periods; one at the beginning and one at the end of the academic semester. Data consisted of results from a survey instrument that contained open-ended questions and a questionnaire and individual student interviews. The questionnaire scored students on a surface approach to learning (relying on rote memorization and knowing factual information) scale and a deep approach to learning (understanding concepts and deeper meaning behind the material) scale. Students were asked to volunteer from four different anatomy classes; two entry-level undergraduate courses from two different departments, an upper-level undergraduate course, and a graduate level course. Results indicate that students perceive that they will learn anatomy through memorization regardless of the level of class being taken. This is generally supported by the learning environment and thus students leave the classroom believing that anatomy is about memorizing structures and remembering anatomical terminology. When comparing this class experience to other academic classes, many students believed that anatomy was more reliant on memorization techniques for learning although many indicated that memorization is their primary learning method for most courses. Results from the questionnaire indicate that most students had decreases in both their deep approach and surface approach scores with the exception of students that had no previous anatomy experience. These students had an average increase in surface approach and so relied more on memorization and repetition for learning. The implication of these results is that the learning environment may actually amplify students' perceptions of the anatomy course at all levels and experiences of enrolled students. Instructors wanting to foster deeper approaches to learning may need to apply instructional techniques that both support deeper approaches to learning and strive to change students' perceptions away from believing that anatomy is strictly memorization and thus utilizing surface approaches to learning.

Perceived Stress among French Dental Students and Their Opinion about Education Curriculum and Pedagogy

PubMed Central

Inquimbert, Camille; Tramini, Paul; Alsina, Ivan; Valcarcel, Jean; Giraudeau, Nicolas

2017-01-01

Objectives: The purpose of this study was to identify the major sources of perceived stress and their relation to a student satisfaction questionnaire about the curriculum and the pedagogy among French dental students. Materials and Methods: All dental students (n = 178) from years 4 to 6 at the University of Montpellier (France) participated in this exploratory survey. In spring 2016, a 3-part questionnaire was distributed during clinical sessions: the first part asked about sociodemographic and living conditions, the second part aimed to assess the students' perceived stress (Dental Environmental Stress questionnaire), and the third part was a satisfaction questionnaire exploring the clinical organization and the teaching methodologies (Student Course Experience Questionnaire). A Spearman's correlation test and a principal component analysis were used to assess the relation between the variables of the questionnaire. Results: The response rate was 99.4%. The most stressful items were “the number of tasks to be performed during clinical practice,” “the waiting time before opinion from teachers,” and “the administrative part and computer problems.” Fifty-four percent of the students claimed to be satisfied with their studies, showing a score of seven or higher. There was a negative correlation between the level of student satisfaction and the level of perceived stress. Conclusion: Although most of the students were globally satisfied with their curriculum, this study highlighted dysfunctions in the clinical education with a level of stress correlated with the student's dissatisfaction. Most of all, students found that examinations were too stressful and that the clinical requested task quotas were overestimated. PMID:29184835

Facilitating Dental Student Reflections: Using Mentor Groups to Discuss Clinical Experiences and Personal Development.

PubMed

Koole, Sebastiaan; Christiaens, Veronique; Cosyn, Jan; De Bruyn, Hugo

2016-10-01

Despite the consensus on the importance of reflection for dental professionals, a lack of understanding remains about how students and clinicians should develop their ability to reflect. The aim of this study was to investigate dental students' and mentors' perceptions of mentor groups as an instructional method to facilitate students' reflection in terms of the strategy's learning potential, role of the mentor, group dynamics, and feasibility. At Ghent University in Belgium, third- and fourth-year dental students were encouraged to reflect on their clinical experiences and personal development in three reflective mentor sessions. No preparation or reports afterwards were required; students needed only to participate in the sessions. Sessions were guided by trained mentors to establish a safe environment, frame clinical discussions, and stimulate reflection. Students' and mentors' perceptions of the experience were assessed with a 17-statement questionnaire with response options on a five-point Likert scale (1=totally disagree to 5=totally agree). A total of 50 students and eight mentors completed the questionnaire (response rates 81% and 89%, respectively). Both students and mentors had neutral to positive perceptions concerning the learning potential, role of the mentor, group dynamics, and feasibility. The mean ideal total time for sessions in a year was 99 minutes (third-year students), 111 minutes (fourth-year students), and 147 minutes (mentors). Reported reflective topics related to patient management, frustrations, and practice of dentistry. Overall mean appreciation for the experience ranged from 14.50 to 15.14 on the 20-point scale. These findings about students' and mentors' positive perceptions of the experience suggest that mentor groups may be a potentially valuable strategy to promote dental students' reflection.

Sexual Behaviors and Attitudes of Community College Students.

ERIC Educational Resources Information Center

Hartnett, Barbara M.; Zettle, Thomas E.

For seven consecutive semesters, questionnaires were administered to the students enrolled in Illinois Central College's human sexuality course to determine their sexual experience, practices, and orientation. The surveys also sought to assess the students' attitudes toward homosexuality, pornography, masturbation, extramarital relations,…

From Access to Success: Identity Contingencies & African-American Pathways to Science

ERIC Educational Resources Information Center

Brown, Bryan A.; Henderson, J. Bryan; Gray, Salina; Donovan, Brian; Sullivan, Shayna

2013-01-01

We conducted a mixed-methodological study of matriculation issues for African-American students in science. The project compares the experiences of students currently majoring in science (N = 304) with the experiences of those who have succeeded in earning science degrees (N = 307). Using a 57-item Likert scale questionnaire, participants were…

Early Use of Internet-Based Educational Resources: Effects on Students' Engagement Modes and Flow Experience

ERIC Educational Resources Information Center

Hedman, Leif; Sharafi, Parvaneh

2004-01-01

This case study explores how educational training and clinical practice that uses personal computers (PCs) and Personal Digital Assistants (PDAs) to access Internet-based medical information, affects the engagement modes of students, flow experience components, and IT-competence. A questionnaire assessing these variables was administered before…

The Influence of Student Experiences on Post-Graduation Surveys

ERIC Educational Resources Information Center

Hirschberg, Joe; Lye, Jenny

2016-01-01

This study attempts to establish the extent to which in-class teaching quality instruments can be used to predict post-graduation survey results. It examines the responses for the Good Teaching Scale of the Course Experience Questionnaire administered to 10,433 students who completed their studies at a major Australian tertiary institution from…

The Relationship of Motivation and Flow Experience to Academic Procrastination in University Students

ERIC Educational Resources Information Center

Lee, Eunju

2005-01-01

In this article, the author examined the relationships of motivation and flow experience to academic procrastination in 262 Korean undergraduate students who completed a questionnaire on procrastination, flow, and motivation. The results indicated that high procrastination was associated with lack of self-determined motivation and low incidence of…

Episodic and Individual Effects of Elementary Students' Optimal Experience: An HLM Study

ERIC Educational Resources Information Center

Cheng, Chao-Yang; Chen, Sherry Y.; Lin, Sunny S. J.

2017-01-01

The authors defined optimal experience as a functional state of a relatively high level of concentration, time distortion, satisfaction, and enjoyment (Csikszentmihalyi, 1992) and collected data through the Day Reconstruction Method. In three random days, 147 fifth-grade students answered questionnaires for each school event in the previous day…

Undergraduate Involvement in Extracurricular Activities and Leadership Development in College of Agriculture and Life Sciences Students

ERIC Educational Resources Information Center

Foreman, Elizabeth A.; Retallick, Michael S.

2012-01-01

The purpose of this study was to identify and describe experiences of undergraduate extracurricular involvement that result in increased leadership development. Senior students in the College of Agriculture and Life Sciences at Iowa State University completed an online questionnaire about their extracurricular experiences. Leadership development…

The Sound of Study: Student Experiences of Listening in the University Soundscape

ERIC Educational Resources Information Center

Thoutenhoofd, Ernst D.; Knot-Dickscheit, Jana; Rogge, Jana; van der Meer, Margriet; Schulze, Gisela; Jacobs, Gerold; van den Bogaerde, Beppie

2016-01-01

The students from three universities (Groningen, Oldenburg and the University of Applied Sciences in Utrecht) were surveyed on the experience of hearing and listening in their studies. Included in the online survey were established questionnaires on hearing loss, tinnitus, hyperacusis, a subscale on psychosocial strain resulting from impaired…

Medical students' attitudes to caring for a young infant--can parenting a doll influence these beliefs?

PubMed

Bath, L E; Cunningham, S; McIntosh, N

2000-12-01

To investigate whether attitudes to parenting were altered in final year medical students following a period spent caring for a simulated infant. Seventy medical students during their paediatric attachment in the final year completed a questionnaire regarding personal childcare attitudes. Students attached to a teaching hospital were allocated a 24 hour time period to care for "Baby Think It Over" (BTIO), a computerised doll that simulates a 6 week old infant and records care given. The students then completed a second questionnaire assessing the impact of the experience. Forty nine per cent of students thought their advice regarding sick children was less valid than if they had their own children; 96% of students believed their approach to parents caring for young infants could be improved by caring for a 6 week old infant. All the students felt their lifestyle would be affected. Following the BTIO care period, 79% considered the experience straightforward, with 35% expressing a little more empathy and 15% a lot more empathy for parents as a result. Thoughts regarding impact on lifestyle were unaltered. Caring for BTIO, however, was not considered to be a realistic experience and overall not particularly useful. Simulated infants are of only limited value in increasing medical student understanding of parental concerns.

Development of Nurse Self-Concept in Nursing Students: The Effects of a Peer-Mentoring Experience.

PubMed

Ford, Yvonne

2015-09-01

Positive nurse self-concept has been shown to increase job productivity, retention, and job satisfaction. Student participation in peer-mentoring experiences has been shown to increase self-confidence and understanding of the role of the nurse leader. The Nurse Self-Concept Questionnaire (NSCQ) was used to measure the nurse self-concept of senior baccalaureate nursing students before and after completion of a peer-mentoring experience. Female students scored significantly higher on two subscales of the NSCQ than male students prior to the peer-mentoring experience. This difference was not seen after the experience. Mean changes in scores on all six dimensions of self-concept measured by the NSCQ were significantly higher after the mentoring experience. Further investigation of male students' experiences in clinical settings may be warranted. The experience of mentoring lower-level students offers practice for upper-level nursing students in providing direction, exercising leadership and management skills, and working as a member of the health care team. Copyright 2015, SLACK Incorporated.

Introducing medical students to medical informatics.

PubMed

Sancho, J J; González, J C; Patak, A; Sanz, F; Sitges-Serra, A

1993-11-01

Medical informatics (MI) has been introduced to medical students in several countries. Before outlining a course plan it was necessary to conduct a survey on students' computer literacy. A questionnaire was designed for students, focusing on knowledge and previous computer experience. The questions reproduced a similar questionnaire submitted to medical students from North Carolina University in Chapel Hill (NCU). From the results it is clear that although almost 80% of students used computers, less than 30% used general purpose applications, and utilization of computer-aided search of databases or use in the laboratory was exceptional. Men reported more computer experience than women in each area investigated by our questionnaire but this did not appear to be related to academic performance, age or course. Our main objectives when planning an MI course were to give students a general overview of the medical applications of computers and instruct them in the use of computers in future medical practice. As our medical school uses both Apple Macintosh and IBM compatibles, we decided to provide students with basic knowledge of both. The programme was structured with a mix of theoretico-practical lectures and personalized practical sessions in the computer laboratory. As well as providing a basic overview of medical informatics, the course and computer laboratory were intended to encourage other areas of medicine to incorporate the computer into their teaching programmes.

Student Satisfaction and Student Perceptions of Quality at International Branch Campuses in the United Arab Emirates

ERIC Educational Resources Information Center

Wilkins, Stephen; Balakrishnan, Melodena Stephens; Huisman, Jeroen

2012-01-01

The international branch campus has emerged as a popular form of transnational higher education but to date little research has been undertaken on student perceptions and experiences, other than the student feedback evaluations conducted by institutions. This research employed a survey questionnaire to investigate student perceptions of study at…

Understanding Student Satisfaction and Dissatisfaction: An Interpretive Study in the UK Higher Education Context

ERIC Educational Resources Information Center

Douglas, Jacqueline Ann; Douglas, Alexander; McClelland, Robert James; Davies, John

2015-01-01

This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the…

Evaluation of International Students' Perceptions of Eastern Kentucky University

ERIC Educational Resources Information Center

Sultana, Qaisar; Smith, Ron

2011-01-01

The study examined the perceptions of international students concerning their academic, social, and cultural experiences at Eastern Kentucky University (EKU) and suggestions for improvement. Researchers prepared a questionnaire consisting of 24 items seeking information related to students' demographics and their perceptions about quality of…

Effect of medical education on students' attitudes toward psychiatry and individuals with mental disorders.

PubMed

Hofmann, Marzellus; Harendza, Sigrid; Meyer, Jelka; Drabik, Anna; Reimer, Jens; Kuhnigk, Olaf

2013-11-01

This study aimed to explore the effect of medical education on students' attitudes toward psychiatry and psychiatric patients, and examined the usefulness of a new evaluation tool: the 6-item Psychiatric Experience, Attitudes, and Knowledge (PEAK-6). Authors studied the attitudes of 116 medical students toward psychiatry and individuals with mental disorders, using two questionnaires before and after a 12-week module of "psychosocial medicine." Results of the 30-item questionnaire Attitudes Toward Psychiatry (ATP-30) were compared with the results of PEAK-6. With the ATP-30, no change in attitudes toward psychiatry was observed at the end of the module. With the PEAK-6, the item "attitude toward psychiatry" significantly improved. Knowledge of and experience with psychiatry as well as knowledge of and experience with individuals with mental disorders improved significantly; however, attitudes toward individuals with mental disorders did not improve. PEAK-6 seems to be a promising tool with regard to nuanced information about psychiatric learning experiences. Participation in a psychiatric module may be associated with a positive effect on students' knowledge about, experience with, and attitudes toward psychiatry, but not attitudes toward psychiatric patients.

Application of Model Project Based Learning on Integrated Science in Water Pollution

NASA Astrophysics Data System (ADS)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

Physiotherapy Students' Attitudes toward Psychiatry and Mental Health: A Cross-Sectional Study.

PubMed

Connaughton, Joanne; Gibson, William

Purpose: A cross-sectional exploration of Notre Dame Australia physiotherapy students' attitudes toward psychiatry and mental illness, students' perceptions regarding preparation in this area for general clinical practice, and a cross-sectional investigation of current mental health-and psychiatry-related content in physiotherapy curricula across Australia and New Zealand. Methods: A questionnaire including demographic details, level of exposure to mental illness, and the Attitudes Toward Psychiatry-30 items (ATP-30) was completed by pre-clinical and clinically experienced physiotherapy students from the University of Notre Dame Australia. Students with clinical experience were asked additional questions about preparedness for practice. Staff of 10 of 17 physiotherapy programmes across Australia and New Zealand responded to an online questionnaire investigating relevant content and quantity of learning experiences in mental health. Results: Student response rate was 89%. Students generally had a positive attitude about psychiatry and mental health. Women were significantly more positive than men, and students who had completed clinical experience had a significantly more positive attitude. Physiotherapy program responses (response rate=59%) highlighted disparate approaches to psychiatry and mental health learning opportunities in terms of quantity and content. Conclusion: Entry-level physiotherapy students who have clinical experience generally have a more positive attitude toward psychiatry and people with mental illness. Given the prevalence of mental health problems and the increase in physical and mental health comorbidities, it is imperative that future clinicians have positive educational experiences in psychiatry. A coherent, integrated approach to mental illness and psychiatry is suggested for entry-level physiotherapy programmes in Australia and New Zealand.

Physiotherapy Students' Attitudes toward Psychiatry and Mental Health: A Cross-Sectional Study

PubMed Central

Gibson, William

2016-01-01

Purpose: A cross-sectional exploration of Notre Dame Australia physiotherapy students' attitudes toward psychiatry and mental illness, students' perceptions regarding preparation in this area for general clinical practice, and a cross-sectional investigation of current mental health—and psychiatry-related content in physiotherapy curricula across Australia and New Zealand. Methods: A questionnaire including demographic details, level of exposure to mental illness, and the Attitudes Toward Psychiatry–30 items (ATP-30) was completed by pre-clinical and clinically experienced physiotherapy students from the University of Notre Dame Australia. Students with clinical experience were asked additional questions about preparedness for practice. Staff of 10 of 17 physiotherapy programmes across Australia and New Zealand responded to an online questionnaire investigating relevant content and quantity of learning experiences in mental health. Results: Student response rate was 89%. Students generally had a positive attitude about psychiatry and mental health. Women were significantly more positive than men, and students who had completed clinical experience had a significantly more positive attitude. Physiotherapy program responses (response rate=59%) highlighted disparate approaches to psychiatry and mental health learning opportunities in terms of quantity and content. Conclusion: Entry-level physiotherapy students who have clinical experience generally have a more positive attitude toward psychiatry and people with mental illness. Given the prevalence of mental health problems and the increase in physical and mental health comorbidities, it is imperative that future clinicians have positive educational experiences in psychiatry. A coherent, integrated approach to mental illness and psychiatry is suggested for entry-level physiotherapy programmes in Australia and New Zealand. PMID:27909364

Learning Introductory Quantum Physics: Sensori-Motor Experiences and Mental Models

ERIC Educational Resources Information Center

Ke, Jiun-Liang; Monk, Martin; Duschl, Richard

2005-01-01

This paper reports a cross-sectional study of Taiwanese physics students' understanding of subatomic phenomena that are explained by quantum mechanics. The study uses students' explanations of their answers to items in a questionnaire as a proxy for students' thinking. The variation in students' explanations is discussed as is the development in…

School Students' Learning from Their Paid and Unpaid Work.

ERIC Educational Resources Information Center

Smith, Erica; Green, Annette

A project carried out in New South Wales and South Australia examined ways in which Year 10, 11, and 12 students experience workplaces. A questionnaire administered to students in 13 schools received 1,451 responses. Case studies in five schools included interviews and focus groups with students and teachers. Interviews and focus groups with…

Attitude of Indian dental professionals toward scientific publications: A questionnaire based study.

PubMed

Verma, Pradhuman; Sachdeva, Suresh K; Verma, Kanika Gupta; Khosa, Rameen; Basavraju, Suman; Dutta, Sanjay

2015-08-01

Due to competitiveness and academic benefits, most dental professionals feel an urgent need to increase their publications. Hence, we explored the attitude of students and faculty members toward scientific publications through a questionnaire. A questionnaire consisting of 13 questions was sent by e-mails and posting the printed copies to dental postgraduate (PG) students (second and third year) and faculty members (n = 500 each). The returned completed questionnaires were analyzed. About 37% of dental PG faculty and 35.6% PG students responded to the questionnaire, with overall response of 72.6%. Among the PG faculty, professors (P) had more scientific publications, followed by senior lecturers (SL) and readers (R). The publications as first or corresponding author were less among both faculty and PG students while co-authorship was more among PG students compared to faculty members. Awareness about the term "plagiarism" was overall high and relatively highest among R, followed by SL, P and PG students. The percentage of publications in fee charging journals was more among PG students than faculty members and self-funding for publication was observed in 86.4% of PG students and 94-100% among faculty members. About 72.6% of dental professionals were involved in publishing of their research work and the number of publications increased steadily with an increase in their academic experience. All the dental professionals concurred publications as the criteria for academic excellence.

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

PubMed

Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

Nursing student and professor perceptions and assessments of the achievement of practicum competencies: A mixed method approach.

PubMed

Fuentes-Pumarola, Concepció; Ballester-Ferrando, David; Gelabert-Vilella, Sandra; Bosch-Farré, Cristina; Malagón-Aguilera, M Carme; Rascón-Hernán, Carolina; Bonmatí-Tomàs, Anna; Fernandez-Peña, Rosario

2016-10-01

Within the context of the European Higher Education Area's requirement of competency-based assessments, the objective of the present study was to evaluate the Nursing Degree Practicum experience at the University of Girona (Spain) and ascertain student and faculty perceptions of the degree of competency achieved as a result of the practicum. This cross-sectional, descriptive, study combined quantitative analysis of a questionnaire and qualitative analysis of focus group comments. In the quantitative part of the study, 163 fourth-year nursing students completed the questionnaire; the qualitative analysis was derived from a focus group of 5 students and 5 professors. On the questionnaire, overall practicum evaluation was 8.39 on a 10-point Likert scale; scores evaluating the nurse mentor/instructor and nursing professor were 8.43 and 7.98, respectively. The geriatrics practicum experience received the lowest overall score (7.81), while the surgical practicum received the lowest score on the adequacy of knowledge acquired in the classroom in previous courses (5.54). The best scores were earned by the mental health and intensive/emergency care practicum experiences (a mean of 9.05 and 8.70, respectively). Students and professors in the focus group agreed that the practicum met the Nursing degree program's competency goals, highlighting practical activity as the best methodology to evaluate competencies. Participants highlighted the importance of reflective practice and the role of the nurse mentor/instructor in student learning, and indicated that it is essential for the university and the health care centers where students take practicum courses to maintain a strong relationship and good communication. Finally, feedback from the nurse mentor/instructor and Nursing professor was very important to students, both to motivate them and to help them learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

Secondary School Teachers' Courses of Action in Relation to Experience and Sense of Self-Efficacy.

ERIC Educational Resources Information Center

Korevaar, Gerda

This study describes and assesses the influence of experience and self-confidence on teachers' reactions to problematic situations. Participants in the study were 303 expert and 136 student teachers. Data were obtained by using the questionnaires, "Situations" and "Sense of Efficacy." As expected, student teachers and expert teachers with a high…

Teaching Teachers: Methods and Experiences Used in Educating Doctoral Students to Prepare Preservice Music Educators

ERIC Educational Resources Information Center

Kelly, Steven N.; VanWeelden, Kimberly

2017-01-01

This investigation addressed methods and experiences used to educate doctoral music education students to work as university college professors. Selected faculty representing every institution offering a Ph.D. in music education in the United States and Canada (N = 46) were sent an online questionnaire concerning (1) the extent respondents…

Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

ERIC Educational Resources Information Center

Balakrishnan, Vimala

2014-01-01

The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

Putting Student Evaluations into Perspective: The Course Experience Quality and Satisfaction Model (CEQS)

ERIC Educational Resources Information Center

Grace, Debra; Weaven, Scott; Bodey, Kelli; Ross, Mitchell; Weaven, Keith

2012-01-01

Although not specifically designed for this purpose, the Course Experience Questionnaire (CEQ) continues to be used as a proxy for student satisfaction. This may be due to a lack of appropriate alternative measures, or a clear understanding of the relationship between quality and satisfaction. This study, therefore, examines the CEQ dimensions…

The Student Experience of a Collaborative E-Learning University Module

ERIC Educational Resources Information Center

Biasutti, Michele

2011-01-01

The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that…

International Student Experience: What It Is, What It Means and Why It Matters

ERIC Educational Resources Information Center

Thakur, Marian; Hourigan, Clare

2007-01-01

The Course Experience Questionnaire (CEQ) was administered to recent university graduates by Graduate Careers Australia (GCA) in order to obtain feedback about their perceptions of their course. Students were asked to rate the extent to which they agree with a series of 49 statements covering issues surrounding the education and support services…

(In)validation in the Minority: The Experiences of Latino Students Enrolled in an HBCU

ERIC Educational Resources Information Center

Allen, Taryn Ozuna

2016-01-01

This qualitative, phenomenological study examined the academic and interpersonal validation experiences of four female and four male Latino students who were enrolled in their second- to fifth-year at an HBCU in Texas. Using interviews, campus observations, a questionnaire, and analytic memos, this study sought to understand the role of in- and…

Flipping the Classroom: Assessment of Strategies to Promote Student-Centered, Self-Directed Learning in a Dental School Course in Pediatric Dentistry.

PubMed

Bohaty, Brenda S; Redford, Gloria J; Gadbury-Amyot, Cynthia C

2016-11-01

The aim of this study was to explore student and course director experiences with the redesign of a traditional lecture-based course into a flipped classroom for teaching didactic content in pediatric dentistry to second-year dental students. The study assessed student satisfaction, extent of student engagement, overall course grades, and course director satisfaction. The students enrolled in a flipped classroom pediatric dentistry course (spring semester 2014; SP14) were asked to complete pre- and post-course questionnaires to assess their perceptions of active learning, knowledge acquisition, and course satisfaction. The process was repeated with the class enrolled in the same course the following year (SP15). Responses for SP14 and SP15 resulted in an overall response rate of 95% on the pre questionnaire and 84% on the post questionnaire. The results showed that the greatest perceived advantage of the flipped classroom design was the availability and access to online content and course materials. Students reported enhanced learning due to heightened engagement in discussion. The results also showed that students' overall course grades improved and that the course director was satisfied with the experience, particularly after year two. Many calls have been made for educational strategies that encourage critical thinking instead of passive learning environments. This study provides one example of a course redesign and demonstrates the need for both faculty and student development to ensure success when a flipped classroom methodology is introduced.

Post-primary students' images of mathematics: findings from a survey of Irish ordinary level mathematics students

NASA Astrophysics Data System (ADS)

Lane, Ciara; Stynes, Martin; O'Donoghue, John

2016-10-01

A questionnaire survey was carried out as part of a PhD research study to investigate the image of mathematics held by post-primary students in Ireland. The study focused on students in fifth year of post-primary education studying ordinary level mathematics for the Irish Leaving Certificate examination - the final examination for students in second-level or post-primary education. At the time this study was conducted, ordinary level mathematics students constituted approximately 72% of Leaving Certificate students. Students were aged between 15 and 18 years. A definition for 'image of mathematics' was adapted from Lim and Wilson, with image of mathematics hypothesized as comprising attitudes, beliefs, self-concept, motivation, emotions and past experiences of mathematics. A questionnaire was composed incorporating 84 fixed-response items chosen from eight pre-established scales by Aiken, Fennema and Sherman, Gourgey and Schoenfeld. This paper focuses on the findings from the questionnaire survey. Students' images of mathematics are compared with regard to gender, type of post-primary school attended and prior mathematical achievement.

Doing things differently: advantages and disadvantages of Web questionnaires.

PubMed

Jones, Steve; Murphy, Fiona; Edwards, Mark; James, Jane

2008-01-01

For this article, Steve Jones, Fiona Murphy, Mark Edwards and Jane James draw on experiences of delivering a questionnaire to a group of nursing students using the web. Although they encountered problems, this approach to data collection appears to have potential.

Lifelong learning skills: how experienced are students when they enter medical school?

PubMed

Whittle, Sue R; Murdoch-Eaton, Deborah G

2004-09-01

Widening participation initiatives together with changes in school curricula in England may broaden the range of lifelong learning skills experience of new undergraduates. This project examines the experience levels of current students, as a comparative baseline. First-year medical students completed a questionnaire on arrival, investigating their practice of 31 skills during the previous two years. Responses show that most students have regularly practised transferable skills. However, significant numbers report little experience, particularly in IT skills such as email, using the Internet, spreadsheets and databases. Some remain unfamiliar with word processing. Library research, essay writing and oral presentation are also rarely practised by substantial numbers. One-third of students lack experience of evaluating their own strengths and weaknesses. Current students already show diversity of experience in skills on arrival at medical school. Changes in the near future may increase this range of experience further, and necessitate changes to undergraduate courses.

Correlates of Bulimia Nervosa: Early Family Mealtime Experiences.

ERIC Educational Resources Information Center

Miller, Debra A. F.; And Others

1993-01-01

Examined relationship of early mealtime experiences to later bulimia in 128 female college students. Found significant group differences among bulimics, nonbulimics, and repeat dieters on early meal experience questionnaire, with bulimic group reporting most negative and unusual experiences. Found significant differences among groups on depression…

Korean Elementary School Students' Perceptions of Relationship with Marine Organisms

ERIC Educational Resources Information Center

Kim, Jong-Mun; Anderson, David; Scott, Sandra

2013-01-01

This exploratory study examined the perceptions of, and relationship with, marine organisms of 81 urban sixth grade Korean students using a specifically designed survey questionnaire. The study outcomes revealed that these Korean students have limited experience with and different levels of connectedness to marine organisms. Viewed through…

A Comparison of Electronic and Paper-Based Assignment Submission and Feedback

ERIC Educational Resources Information Center

Bridge, Pete; Appleyard, Rob

2008-01-01

This paper presents the results of a study evaluating student perceptions of online assignment submission. 47 students submitted assignments and received feedback via features within the Virtual Learning Environment Blackboard[TM]. The students then completed questionnaires comparing their experience of online submission and feedback with…

Preservice Teachers' Perceptions of Mathematics Education in Urban Schools

ERIC Educational Resources Information Center

Walker, Erica N.

2007-01-01

This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and experiences with students in an urban high school. The preservice teacher education students participated as mentors to a group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and…

A Multilevel Analysis on Student Learning in Colleges and Universities.

ERIC Educational Resources Information Center

Hu, Shouping; Kuh, George D.

This study tested a learning productivity model for undergraduates at four-year colleges and universities using hierarchical linear modeling. Student level data were from 44,328 full-time enrolled undergraduates from 120 four-year colleges and universities who completed the College Student Experiences Questionnaire between 1990 and 1997.…

The Impact of Presentation Graphics on Students' Experience in the Classroom

ERIC Educational Resources Information Center

Apperson, Jennifer M.; Laws, Eric L.; Scepansky, James A.

2006-01-01

To investigate the benefits and perceived effectiveness of instructional technology, students enrolled in several courses were compared on student evaluations of instruction, grades and an attitudinal questionnaire. The instructors of the courses taught the same course across two successive semesters, using traditional "chalk-and-talk" methods the…

Developmental Differences between Traditional and Nontraditional Education Students: Implications for Teacher Educators.

ERIC Educational Resources Information Center

Blois, C. Susan de

1993-01-01

Examines research on developmental differences among groups of older preservice teachers and how those groups differ in relation to more traditional students. Student teachers completed questionnaires about their experiences, attitudes, and expectations. Results indicated differences were minimal, but those that did exist were age-related…

The Attitude of Medical and Pharmacy Students towards Research Activities: A Multicenter Approach

PubMed Central

Bandari, Deepak Kumar; Tefera, Yonas Getaye; Elnour, Asim Ahmed; Shehab, Abdulla

2017-01-01

Aim: To assess the attitude of medical and pharmacy students in Asian and African universities towards scholarly research activities. Methods: An anonymous, cross-sectional, self-reported online survey questionnaire was administered to medical and pharmacy students studying in various Asian and African universities through social media between May and July 2016. A 68-item close-ended questionnaire consisting of Likert-scale options assessed the students’ research-specific experiences, and their attitudes towards scholarly research publications. Results: A total of 512 questionnaires were completed, with a response rate of 92% from Asia and 94% from Africa. More pharmacy students (70.8%) participated than medical students (29.2%). Overall 52.2% of the pharmacy students and 40% of medical students believed that research activities provided a means of gaining respect from their faculty members. Lack of encouragement, paucity of time, gaps in research activities and practices, and lack of research funding were some of the most common barriers acknowledged by the students. A nonparametric Mann-Whitney test showed that a statistically significant difference was observed, in that more than 80% of the pharmacy students viewed scientific writing and research activities as valuable experiences (p = 0.001) and would like to involve their co-students in scholarly research activities (p = 0.002); whereas the majority of the medical students desired to be involved more in scholarly research publications (p = 0.033). Conclusion: Pharmacy students had good attitudes towards research activities and a higher number of medical students desired to be involved more in research publications. Faculties may consider taking special research initiatives to address the barriers and improve the involvement of medical and pharmacy students in scholarly research activities. PMID:29019923

Enhancing the Learning Achievements and Attitudes of Taiwan Vocational School Students in Accounting with the Dynamic Assessment System

ERIC Educational Resources Information Center

Shih, Ju-Ling; Ku, David Tawei; Hung, Su-Huan

2013-01-01

We investigate how the computerized dynamic assessment system improves the learning achievements of vocational high school students studying accounting. Our experiment was conducted under the one-group pretest-posttest design of 34 junior students. The questionnaire results were analyzed to determine student-learning attitudes and reactions toward…

The Relationship between ICT Use and Science Knowledge for Czech Students: A Secondary Analysis of PISA 2006

ERIC Educational Resources Information Center

Kubiatko, Milan; Vlckova, Katerina

2010-01-01

The 2006 Programme for International Student Assessment focussed on students' scientific competencies, measured their knowledge and provided questionnaires focussed on different aspects of life. One aspect was students' experience with information and communication technology (ICT). A secondary analysis of variance of the Czech Republic data (N =…

Integrating WWW Technology into Classroom Teaching: College Students' Perceptions of Course Web Sites as an Instructional Resource.

ERIC Educational Resources Information Center

El-Tigi, Manal Aziz-El-Din

This study examined college students' perceptions of course Web sites as an instructional resource for classroom-based courses. The focus was on identifying functions on the sites that students perceived as supporting and fostering their learning experiences. Subjects were 142 students responding to a 60-item questionnaire and open-ended…

Korean Elementary School Students' English Learning Demotivation: A Comparative Survey Study

ERIC Educational Resources Information Center

Kim, Tae-Young

2011-01-01

This study explores Korean elementary school students' decreased motivation for English learning by analyzing the questionnaire data obtained from 6,301 students in a large city in South Korea. The students' school grades and their prior experience in private institutes were considered as the major factors behind the decrease in their motivation.…

Bullying at a University: Students' Experiences of Bullying

ERIC Educational Resources Information Center

Sinkkonen, Hanna-Maija; Puhakka, Helena; Meriläinen, Matti

2014-01-01

This study focuses on bullying at a Finnish university. In May 2010 an e-questionnaire was sent to each university student (N?=?10,551), and 27% of these students (N?=?2,805) responded. According to the results, 5% of the university students had experienced either indirect public bullying or direct verbal bullying on campus. In most cases, the…

Motivation, Induction, and Challenge: Examining the Initial Phase of International Students' Educational Sojourn

ERIC Educational Resources Information Center

Cowley, Paul; Hyams-Ssekasi, Denis

2018-01-01

This study explores the initial higher education experiences of first-year international students in the United Kingdom. Questionnaires and semi-structured interviews were carried out with 20 new international students undertaking a business degree at a U.K. university. The students described the key motivating factors for studying abroad and the…

Going beyond the Syllabus: A Study of a Level Mathematics Teachers and Students

ERIC Educational Resources Information Center

Suto, Irenka; Elliott, Gill; Rushton, Nicky; Mehta, Sanjana

2012-01-01

We explored teachers' views and students' experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they…

Measurement properties of a peer-teaching scale for nursing education.

PubMed

Williams, Brett; McKenna, Lisa; French, Jill; Dousek, Simon

2013-09-01

Teaching is a key role for nurses in contemporary clinical practice. Consequently, peer-assisted learning continues to gather momentum in nursing education in tertiary and professional education settings. In this study, we investigated the factor structure of the Peer Teaching Experience Questionnaire when completed by a group of nursing undergraduates from a large Australian university. Data from the 14-item Peer Teaching Experience Questionnaire completed by third year undergraduate nursing students were analyzed using factor analysis. A total of 257 final (third)-year undergraduate nursing students participated in the study. Factor analysis of the 14 items revealed three factors with eigenvalues above 1, accounting for 47.3% of the total variance. Items with loadings greater than ± 0.40, with the factor in question, were used to characterize the factor solutions. Findings from the exploratory factor analysis provide preliminary results that the Peer Teaching Experience Questionnaire has adequate dimensionality and reliability. © 2013 Wiley Publishing Asia Pty Ltd.

Improving basic surgical skills for final year medical students: the value of a rural weekend.

PubMed

House, A K; House, J

2000-05-01

Hospitals employing medical graduates often express concern at the inexperience of new interns in basic surgical skills. In self assessment questionnaires, our senior medical students reported little clinical procedural experience. A practical skills workshop was staged in order to set learning goals for the final study year. This gave the students an opportunity to learn, revise and practice basic surgical techniques. The Bruce Rock rural community sponsored a surgical camp at the beginning of the academic year. Ninety-five (80%) of the class registered at the workshop, which rotated them through teaching modules, with private study opportunities and the capacity to cater for varied skill levels. Eight teaching stations with multiple access points were provided, and ten mock trauma scenarios were staged to augment the learning process. The teaching weekend was rated by students on an evaluative entrance and exit questionnaire. Sixty-five (73%) students returned questionnaires. They recorded significant improvement (P < 0.05) in their ability to handle the teaching stations. All students had inserted intravenous lines in practice prior to the camp, so the rating change in intravenous line insertion ability was not statistically significant. The weekend retreat offers students a chance to focus on surgical skills, free from the pressures of a clinical setting or the classroom. The emphasis was on the value of practice and primary skills learning. Students endorsed the camp as relevant, practical and an enjoyable learning experience for basic surgical skills.

[Evaluation of health education in primary school students from schistosomiasis-endemic areas around Poyang Lake by KAP hierarchical evaluation method].

PubMed

Zhu, Jing; Zhao, An; Wang, Li-Wei; Zhang, Wen-Xin; Huang, Chao-Qing; Tang, Qi-Qiang

2013-10-01

To quantitatively evaluate the intervention effect of schistosomiasis health education on the knowledge, attitude and behavior (KAP) among the primary school students. A questionnaire was designed to collect baseline data. Questionnairing was conducted among students of grades 3 and 4 from the Central Primary School, Liyuzhou Primary School, and Meichi Primary School in Wuxing Farm of Nanchang City in June 2010. Eighty-four students from Central Primary School were selected as experiment group, and 62 students in the other two schools served as control group. Health education intervention (knowledge lectures, information dissemination, intensive education and so on) was conducted for the students in experiment group from September 2010 to October 2011. Final KAP questionnaire survey was carried out after intervention. A KAP hierarchical evaluation method was used to calculate the KAP scores in the two groups before and after intervention. After health education, the total KAP score in experiment group increased from 8.40 before education to 9.36 (t = 2.994 4, P < 0.01), higher than that of the control (8.53, t = 5.335 5, P < 0.01). The scores of knowledge, attitude and behavior of schistosomiasis control increased from 6.16, 9.10, and 8.67 before education to 8.12, 9.86, and 9.45 after education in experiment group (t = 5.716 8, P < 0.01; t = 3.2764, P < 0.01; t = 3.276 4, P < 0.01), respectively. Compared to the experiment group, after health education the scores of knowledge (6.34, t = 3.517 5, P < 0.01) and attitude of schistosomiasis control (9.43, t = 2.311 9, P < 0.05) were lower in control group; but no significant difference was found on the score of behavior between the two groups. After health education, the scores of 26 indices in experiment group were higher than that of the control and before education. The health education intervention is effective for schistosomiasis control in the experiment school.

13-Year-Olds' Perception of Bullying: Definitions, Reasons for Victimisation and Experience of Adults' Response

ERIC Educational Resources Information Center

Frisen, Ann; Holmqvist, Kristina; Oscarsson, Daniel

2008-01-01

This study formed the second wave of a longitudinal research project examining bullying from the students' perspective. A sample of 877 Swedish 13-year-olds filled out a questionnaire regarding the definition of bullying, reasons for why some students are bullied and the experience of adults' response to bullying. In their definitions, girls were…

Early Childhood Musical Experiences: Contributing to Pre-Service Elementary Teachers's Self-Concept in Music and Success in Music Education (during Student Age)

ERIC Educational Resources Information Center

Ruismaki, Heikki; Tereska, Tarja

2006-01-01

This article studies early childhood musical experiences of Finnish pre-service elementary teachers (N=590). The article also analyses their connections between musical self-concept at student age and musical progress in teacher education. Research material was gathered by a questionnaire, which posed retrospective questions about childhood as…

Computing Experience and Good Practices in Undergraduate Education: Does the Degree of Campus Wiredness Matter?

ERIC Educational Resources Information Center

Hu, Shouping; Kuh, George D.

Responses to the College Student Experience Questionnaire Fourth Edition (C. Pace and G. Kuh, 1998) from 18,844 students at 71 colleges and universities were analyzed to determine if the presence of computing and information technology influenced the frequency of use of various forms of technology and other educational resources and the exposure…

Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection.

PubMed

Higgins, R; Hogg, P; Robinson, L

2017-09-01

To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). Copyright © 2016 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine.

PubMed

Ezeala, Christian Chinyere; Siyanga, Nalucha

2015-01-01

It aimed to compare the study skills of two groups of undergraduate pharmacy students in the School of Medicine, University of Zambia using the Study Skills Assessment Questionnaire (SSAQ), with the goal of analysing students' study skills and identifying factors that affect study skills. A questionnaire was distributed to 67 participants from both programs using stratified random sampling. Completed questionnaires were rated according to participants study skill. The total scores and scores within subscales were analysed and compared quantitatively. Questionnaires were distributed to 37 students in the regular program, and to 30 students in the parallel program. The response rate was 100%. Students had moderate to good study skills: 22 respondents (32.8%) showed good study skills, while 45 respondents (67.2%) were found to have moderate study skills. Students in the parallel program demonstrated significantly better study skills (mean SSAQ score, 185.4±14.5), particularly in time management and writing, than the students in the regular program (mean SSAQ score 175±25.4; P<0.05). No significant differences were found according to age, gender, residential or marital status, or level of study. The students in the parallel program had better time management and writing skills, probably due to their prior work experience. The more intensive training to students in regular program is needed in improving time management and writing skills.

Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

PubMed

Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

2017-06-01

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development produced significant gains in student-centered teaching for these faculty members and in some students' perceptions of teaching quality. However, student workload needs to be considered to support deep learning.

The development and validation of a questionnaire to measure the clinical learning environment for undergraduate dental students (DECLEI).

PubMed

Kossioni, A E; Lyrakos, G; Ntinalexi, I; Varela, R; Economu, I

2014-05-01

The aim of this study was to develop and validate according to psychometric standards a self-administered instrument to measure the students' self-perceptions of the undergraduate clinical dental environment (DECLEI). The initial questionnaire was developed using feedback from dental students, experts' opinion and an extensive literature review. Critical incident technique (CIT) analysis was used to generate items and identify domains. Thirty clinical dental students participated in a pilot validation that generated a 67-item questionnaire. To develop a shorter and more practical version of the instrument, DECLEI-67 was distributed to 153 clinical students at the University of Athens and its English version to 51 students from various dental schools, attending the 2012 European Dental Students Association meeting. This final procedure aimed to select items, identify subscales and measure internal consistency and discriminant validity. A total of 202 students returned the questionnaires (response rate 99%). The final instrument included 24 items divided into three subscales: (i) organisation and learning opportunities, (ii) professionalism and communication and (iii) satisfaction and commitment to the dental studies. Cronbach's α for the total questionnaire was 0.89. The interscale correlations ranged from 0.39 to 0.48. The instrument identified differences related to school of origin, age and duration of clinical experience. An interpretation of the scores (range 0–100) has been proposed. The 24-item DECLEI seemed to be a practical and valid instrument to measure a dental school's undergraduate clinical learning environment.

[Sexual harassment of medical students during their period of work placement].

PubMed

van den Muijsenbergh, M E T C; Lagro-Janssen, A L M

2005-04-02

To investigate the incidence, type and consequences of sexual harassment of medical students at the Radboud University in Nijmegen, the Netherlands, during their period of work placement, as well as the students' need for care thereafter. Questionnaire. During the period from 1 July to 31 December 2003, 5th and 6th year medical students were asked about their experiences with sexual harassment by means of a questionnaire. Sexual harassment was defined as unwelcome, sexually-coloured attention. Of the 183 questionnaires distributed, 113 (62%) were returned. 15 (20%) of the 75 female students and none of the 38 male students had experienced sexual harassment. The offenders included 9 patients and 6 doctors (54 men and 1 woman). In 7 of the 15 cases the harassment consisted of combinations of unwanted behaviour and unwanted sexually-coloured remarks. 9 of the 15 students had discussed their experiences with their peers, 7 with a supervisor and 3 with nobody. The most important reason to discuss it first in their peer group was that, despite the fact that the students were convinced that the offender's behaviour was unacceptable, they still doubted their own judgement. 5 students felt inhibited in their contacts with patients after the incident. 8 of the 15 offenders were not confronted with their behaviour. 6 of the 15 students were not satisfied with the way their case was handled. The problem of sexual harassment of medical students during their period of work placement should not be underestimated. It has a negative impact on the personal and professional conduct of future doctors. This subject should be part of the training of both medical students and their supervisors.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

PubMed Central

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011

Nursing students' experiences of the clinical learning environment in nursing homes: a questionnaire study using the CLES+T evaluation scale.

PubMed

Carlson, Elisabeth; Idvall, Ewa

2014-07-01

One major challenge facing the health care systems worldwide is the growing demand for registered nurses able to provide qualified nursing care for a vulnerable population. Positive learning experiences during clinical practice influence not only learning outcomes, but also how students reason in relation to future career choices. To investigate student nurses' experiences of the clinical learning environment during clinical practice in nursing homes, and to compare perceptions among student nurses with or without prior work experience as health care assistants in elderly care. A cross-sectional study was designed, utilising the Swedish version of the CLES+T evaluation scale. 260 student nurses (response rate 76%) who had completed a five week long clinical placement in nursing homes returned the questionnaire during the data collection period in 2011-2012. Data were analysed using descriptive statistics. Mann-Whitney U-test was used to examine differences in relation to students with or without prior experience of elderly care. Overall, the clinical learning environment was evaluated in a predominantly positive way. The sub-dimension Supervisory relationship displayed the highest mean value, and the lowest score was calculated for the sub-dimension Leadership style of the ward manager. Statistical significant differences between sub-groups were displayed for four out of 34 items. The supervisory relationship had the greatest impact on how student nurses experienced the clinical learning environment in nursing homes. It is therefore, of utmost importance that collaborative activities, between educational and nursing home settings, supporting the work of preceptors are established and maintained. Copyright © 2014 Elsevier Ltd. All rights reserved.

Virtual parameter-estimation experiments in Bioprocess-Engineering education.

PubMed

Sessink, Olivier D T; Beeftink, Hendrik H; Hartog, Rob J M; Tramper, Johannes

2006-05-01

Cell growth kinetics and reactor concepts constitute essential knowledge for Bioprocess-Engineering students. Traditional learning of these concepts is supported by lectures, tutorials, and practicals: ICT offers opportunities for improvement. A virtual-experiment environment was developed that supports both model-related and experimenting-related learning objectives. Students have to design experiments to estimate model parameters: they choose initial conditions and 'measure' output variables. The results contain experimental error, which is an important constraint for experimental design. Students learn from these results and use the new knowledge to re-design their experiment. Within a couple of hours, students design and run many experiments that would take weeks in reality. Usage was evaluated in two courses with questionnaires and in the final exam. The faculties involved in the two courses are convinced that the experiment environment supports essential learning objectives well.

Stimulating Positive Emotional Experiences in Mathematics Learning: Influence of Situational and Personal Factors

ERIC Educational Resources Information Center

Winberg, T. Mikael; Hellgren, Jenny M.; Palm, Torulf

2014-01-01

The study aims to assess the relative importance of a large number of variables for predicting students' positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students'…

An Exploratory Study of Face-to-Face and Cyberbullying in Sixth Grade Students

ERIC Educational Resources Information Center

Accordino, Denise B.; Accordino, Michael P.

2011-01-01

In a pilot study, sixth grade students (N = 124) completed a questionnaire assessing students' experience with bullying and cyberbullying, demographic information, quality of parent-child relationship, and ways they have dealt with bullying/cyberbullying in the past. Two multiple regression analyses were conducted. The multiple regression analysis…

College Students' Perceptions of and Experiences with Human Papillomavirus and Herpes: Implications for College Sexual Health Education

ERIC Educational Resources Information Center

Hirschler, Christopher; Hope, Andrea; Myers, Jaime L.

2015-01-01

Sexually transmitted infections spread through skin-to-skin contact represent unique prevention challenges. This study examines how college students perceive safer sex practices with respect to human papillomavirus (HPV) and herpes. Qualitative and quantitative data (n = 275) were collected using an online questionnaire. College students'…

Attitudes of Medical Students and Residents toward Care of the Elderly

ERIC Educational Resources Information Center

Muangpaisan, Weerasak; Intalapapron, Somboon; Assantachai, Prasert

2008-01-01

The research reported in this article examined attitudes toward the care of the elderly between and among medical students and residents in training. Data were collected with a 16-item attitude questionnaire. Participants were medical students in their introduction period (prior to clinical experience) and residents of the Department of Internal…

Cyberbullying in Turkish Middle Schools: An Exploratory Study

ERIC Educational Resources Information Center

Yilmaz, Harun

2011-01-01

This study explored Turkish students' experience of cyberbullying and their use of social networking tools. A total of 756 7th-grade students participated from eight different middle schools in Istanbul, the largest city of Turkey. A 15-item questionnaire was used in a classroom environment to collect data. Results revealed that male students were…

Bridging the Gap: An Alternative Tool for Course Evaluation. Case Study

ERIC Educational Resources Information Center

Tricker, Tony; Rangecroft, Margaret; Long, Peter

2005-01-01

The increasing perception of students as customers of services puts a stronger focus on improving the quality of the student experience. Satisfaction with aspects of service, such as access, flexibility and fitness for purpose can be assessed through student feedback questionnaires. The results of these surveys may not immediately suggest…

The Psychosocial Functioning of High School Students in Academically Rigorous Programs

ERIC Educational Resources Information Center

Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth

2013-01-01

This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools.…

High School and University Students' Knowledge and Attitudes regarding Biotechnology: A Turkish Experience

ERIC Educational Resources Information Center

Usak, Muhammet; Erdogan, Mehmet; Prokop, Pavol; Ozel, Murat

2009-01-01

Biotechnology has a considerable importance in Turkish biology curriculum. This study was designed to explore or indicate Turkish high school and university students' knowledge and attitudes toward biotechnology. A total number of 352 high school and 276 university students were invited to the study. The Biotechnology Knowledge Questionnaire (BKQ)…

Student Perceptions of Active Instructional Designs in Four Inner City Adult Education Math Classes

ERIC Educational Resources Information Center

Johnson, LaToya S.

2010-01-01

The focus of this study was to examine the attitudes, experiences, and opinions of adult math students in Adult Basic Education programs. Sixty students participated in the study, by completing observations, questionnaires, and completing the Attitude Towards Mathematics Survey (ATMS). The ATMS survey analyzed four factors. These factors included…

Research Based Learning Approach: Students Perspective of Skills Obtained

ERIC Educational Resources Information Center

Kazura, Kerry; Tuttle, Harlee

2010-01-01

This study describes undergraduate students' evaluation of skills gained from two different research experiences (observation vs. interview) while enrolled in a child development course (N=83). At the end of the semester students were asked to complete a skills questionnaire. Factor analysis revealed three themes that were used to create the…

Berkeley Doctoral Students Appraise Their Academic Programs.

ERIC Educational Resources Information Center

Heiss, Ann M.

1967-01-01

This study was designed to obtain the judgment of doctoral students about the quality and character of their experiences in graduate study, and to identify stress stages in the degree process. An analysis was made of over 2,300 responses to a survey questionnaire and 100 interviews with doctoral students at the University of California at…

An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling.

PubMed

Yamamura, Shigeo; Takehira, Rieko

2018-04-23

Pharmacy students in Japan have to maintain strong motivation to learn for six years during their education. The authors explored the students’ learning structure. All pharmacy students in their 4th through to 6th year at Josai International University participated in the survey. The revised two factor study process questionnaire and science motivation questionnaire II were used to assess their learning process and learning motivation profiles, respectively. Structural equation modeling (SEM) was used to examine a causal relationship between the latent variables in the learning process and those in the learning motivation profile. The learning structure was modeled on the idea that the learning process affects the learning motivation profile of respondents. In the multi-group SEM, the estimated mean of the deep learning to learning motivation profile increased just after their clinical clerkship for 6th year students. This indicated that the clinical experience benefited students’ deep learning, which is probably because the experience of meeting with real patients encourages meaningful learning in pharmacy studies.

Simulation in Nursing Education: iPod As a Teaching Tool for Undergraduate Nurses.

PubMed

Evans, Jennifer; Webster, Sue; Gallagher, Susan; Brown, Peter; Sinclair, John

2015-07-01

Most people with psychosis and schizophrenia experience auditory hallucinations, particularly the hearing of voices. A common cause of frustration and alienation for consumers is the lack of understanding by therapists, family members and caregivers, who find it difficult to relate to the consumers' experiences. The purpose of this study is to examine and evaluate whether students' participation in a simulated auditory hallucination will increase their understanding and knowledge about psychosis and auditory hallucinations. The design method consisted of a lecture on psychosis and schizophrenia disorders, followed by a simulation of auditory hallucinations using iPods. Students' knowledge and perceptions of psychosis and hallucinations was assessed using quasi-experimental pre-post matched-design questionnaires. The questionnaire was divided into two parts, the first comprised closed questions to assess students' knowledge, and the second part consisted of open-ended questions to collect information about students' perceptions of auditory hallucinations. The results confirmed that students' knowledge of psychosis and hallucination increased following the teaching session and simulation is a useful tool to prepare students for clinical placements in mental health practice.

How is the Inquiry Skills of Biology Preservice Teachers in Biotechnology Lecture?

NASA Astrophysics Data System (ADS)

Hayat, M. S.; Rustaman, N. Y.

2017-09-01

This study was to investigate the inquiry skills of biology pre-service teachers in one teachers college in Central Java in biotechnology lecture. The method used is a case study of 29 biology preservice teacher. Data were collected using observation sheets, questionnaires, and interview guidelines. Research findings collected through questionnaires show that most students are accustomed to asking questions and formulating biotechnology issues; Skilled in conducting experiments; Skilled in obtaining relevant information from various sources; As well as skilled at processing, analyzing and interpreting data. Based on observation: lectures are not dominated by lecturers, students are able to solve problems encountered and conduct investigations. Based on the interview towards lecturers: students are always actively involved in questioning, investigation, inquiry, problem solving and experimenting in lectures. Why do most students show good inquiry skills? Because students are accustomed to invited inquiry in biology lectures. The impact, the students become more ready to be invited to do more advanced inquiry, such as real-world application inquiry, because the skill of inquiry is essentially trained.

Clinical learning environment and supervision: experiences of Norwegian nursing students - a questionnaire survey.

PubMed

Skaalvik, Mari Wolff; Normann, Hans Ketil; Henriksen, Nils

2011-08-01

To measure nursing students' experiences and satisfaction with their clinical learning environments. The primary interest was to compare the results between students with respect to clinical practice in nursing homes and hospital wards. Clinical learning environments are important for the learning processes of nursing students and for preferences for future workplaces. Working with older people is the least preferred area of practice among nursing students in Norway. A cross-sectional design. A validated questionnaire was distributed to all nursing students from five non-randomly selected university colleges in Norway. A total of 511 nursing students completed a Norwegian version of the questionnaire, Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale in 2009. Data including descriptive statistics were analysed using the Statistical Program for the Social Sciences. Factor structure was analysed by principal component analysis. Differences across sub-groups were tested with chi-square tests and Mann-Whitney U test for categorical variables and t-tests for continuous variables. Ordinal logistic regression analysis of perceptions of the ward as a good learning environment was performed with supervisory relationships and institutional contexts as independent variables, controlling for age, sex and study year. The participating nursing students with clinical placements in nursing homes assessed their clinical learning environment significantly more negatively than those with hospital placements on nearby all sub-dimensions. The evidence found in this study indicates that measures should be taken to strengthen nursing homes as learning environments for nursing students. To recruit more graduated nurses to work in nursing homes, actions to improve the learning environment are needed. © 2011 Blackwell Publishing Ltd.

Learning from human cadaveric prosections: Examining anxiety in speech therapy students.

PubMed

Criado-Álvarez, Juan Jose; González González, Jaime; Romo Barrientos, Carmen; Ubeda-Bañon, Isabel; Saiz-Sanchez, Daniel; Flores-Cuadrado, Alicia; Albertos-Marco, Juan Carlos; Martinez-Marcos, Alino; Mohedano-Moriano, Alicia

2017-09-01

Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety-inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before-and-after cross-sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State-Trait Anxiety Inventory questionnaires (STAI-S and STAI-T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI-T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI-S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487-494. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

SWDYT: So What Do You Think? Canadian Students' Attitudes about "peerScholar," an Online Peer-Assessment Tool

ERIC Educational Resources Information Center

Collimore, Lisa-Marie; Paré, Dwayne E.; Joordens, Steve

2015-01-01

Middle- and high-school students' attitudes towards online peer-assessment were described and examined in this study. One hundred and eighty-four (184) students answered a 16-item questionnaire about their experiences with an online peer-assessment tool called peerScholar. Overall, students in Canada converged with those in other countries with…

A Study of ELL Students' Writing Difficulties: A Call for Culturally, Linguistically, and Psychologically Responsive Teaching

ERIC Educational Resources Information Center

Lin, Show Mei

2015-01-01

The purpose of this study was to gain a deeper understanding of the difficulties ELL students experience in their writing development from the perspective of twenty ELL students. Through the use of questionnaires and in depth interviews, this study attempted to explore the writing needs or difficulties of ELL students. The findings indicated that…

Pre-registration nursing students' perceptions and experiences of violence in a nursing education institution in South Africa.

PubMed

de Villiers, Tania; Mayers, Pat M; Khalil, Doris

2014-11-01

Violence is a growing problem worldwide in the field of health care and within the nursing profession. A study comprising a survey and focus groups with nursing students, and interviews with nurse educators was conducted to examine nursing students' perceptions and experiences of violence at a nursing education institution in the Western Cape, South Africa. A self-administered questionnaire was distributed to all nursing students. Two hundred and twenty three (n = 223) respondents completed the questionnaire. Focus groups were conducted with purposively sampled student participants and semi-structured interviews with nurse educators. The findings indicated that the nature of the violent incidents experienced by students on campus, especially in the residences, ranged from verbal abuse to violation of students' property and personal space, and could be attributed primarily to substance abuse. Violence among student nurses could negatively affect learning. In a profession in which nurses are exposed to violence in the workplace, it is important that violence in the learning environment is actively prevented and respect of individual rights, tolerance and co-operation are promoted. Copyright © 2014 Elsevier Ltd. All rights reserved.

Creating meaningful learning experiences: Understanding students' perspectives of engineering design

NASA Astrophysics Data System (ADS)

Aleong, Richard James Chung Mun

There is a societal need for design education to prepare holistic engineers with the knowledge, skills, and attitudes to innovate and compete globally. Design skills are paramount to the espoused values of higher education, as institutions of higher learning strive to develop in students the cognitive abilities of critical thinking, problem solving, and creativity. To meet these interests from industry and academia, it is important to advance the teaching and learning of engineering design. This research aims to understand how engineering students learn and think about design, as a way for engineering educators to optimize instructional practice and curriculum development. Qualitative research methodology was used to investigate the meaning that engineering students' ascribe to engineering design. The recruitment of participants and corresponding collection of data occurred in two phases using two different data collection techniques. The first phase involved the distribution of a one-time online questionnaire to all first year, third year, and fourth year undergraduate engineering students at three Canadian Universities. After the questionnaire, students were asked if they would be willing to participate in the second phase of data collection consisting of a personal interview. A total of ten students participated in interviews. Qualitative data analysis procedures were conducted on students' responses from the questionnaire and interviews. The data analysis process consisted of two phases: a descriptive phase to code and categorize the data, followed by an interpretative phase to generate further meaning and relationships. The research findings present a conceptual understanding of students' descriptions about engineering design, structured within two educational orientations: a learning studies orientation and a curriculum studies orientation. The learning studies orientation captured three themes of students' understanding of engineering design: awareness, relevance, and transfer. With this framework of student learning, engineering educators can enhance learning experiences by engaging all three levels of students' understanding. The curriculum studies orientation applied the three holistic elements of curriculum---subject matter, society, and the individual---to conceptualize design considerations for engineering curriculum and teaching practice. This research supports the characterization of students' learning experiences to help educators and students optimize their teaching and learning of design education.

Psychological stress in undergraduate dental students: baseline results from seven European dental schools.

PubMed

Humphris, Gerry; Blinkhorn, Andy; Freeman, Ruth; Gorter, Ronald; Hoad-Reddick, Gillian; Murtomaa, Heikki; O'Sullivan, Robin; Splieth, Christian

2002-02-01

To determine the degree of psychological distress, the experience of emotional exhaustion, and the extent of stress associated with course work in dental students and to compare these measurements among seven European dental schools. Multi-centred survey. Dental Schools at Amsterdam, Belfast, Cork, Greifswald, Helsinki, Liverpool and Manchester. 333 undergraduate first-year dental students. General Health Questionnaire (GHQ12), Maslach Burnout Inventory (MBI), Dental Environment Stress Questionnaire (DES), demographic variables. Questionnaire administered to all students attending first year course. Completed questionnaires sent to central office for processing. Seventy-nine percent of the sampled students responded. Over a third of the students (36%) reported significant psychological distress (morbidity) at the recommended cut-off point (>3 on GHQ). These scores were similar to those reported for medical undergraduates. Twenty-two percent recorded comparatively high scores on emotional exhaustion. A wide variation in these 2 measurements was found across schools (p's<0.001). Stress levels indicated by the DES were less variable (p>0.5). Some evidence showed that contact with patients and the level of support afforded by living at home may be protective. Higher than expected levels of emotional exhaustion were found in a large sample of first-year undergraduate dental students in Europe.

Stigma towards mental illness among medical students in Australia and Ghana.

PubMed

Lyons, Zaza; Laugharne, Jonathan; Laugharne, Richard; Appiah-Poku, John

2015-06-01

Stigma towards mental illness has been found to impact adversely on medical students' attitudes towards psychiatry. This study aimed to assess the impact of stigma among final year students at the University of Science and Technology in Kumasi, Ghana, and the University of Western Australia. A 28-item "Attitudes and stigma towards mental health" questionnaire was distributed to final year students at both universities. There was a significant difference in questionnaire scores, with Australian students showing more positive attitudes towards mental illness and lower levels of stigma compared with Ghanaian students. Stigmatization was expressed by Australian and Ghanaian students. A combination of medical school experiences and wider societal and cultural beliefs could be responsible for students' attitudes towards mental illness. Educators can develop locally relevant anti-stigma teaching resources throughout the psychiatry curriculum to improve students' attitudes towards psychiatry as a discipline and mental illness in general.

Developing pharmacy student communication skills through role-playing and active learning.

PubMed

Luiz Adrian, Julie Ann; Zeszotarski, Paula; Ma, Carolyn

2015-04-25

To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.

Information from 1982 Oklahoma City Community College Graduates. Research Monograph I.

ERIC Educational Resources Information Center

Shirazi, Annmarie

In May 1983, questionnaires were sent to all students who graduated from Oklahoma City Community College (OCCC) between December 1981 and July 1982. A total of 404 questionnaires were mailed, soliciting information on educational objectives, current educational/employment status, college major, ratings of college services, transfer experiences,…

Mapping Race and Gender in the Academy: The Experiences of Women of Colour Faculty and Graduate Students in Britain, the US and Canada. Symposium

ERIC Educational Resources Information Center

Mahtani, Minelle

2004-01-01

This paper examines the experiences of women of colour in geography. An analysis of qualitative, open-ended questionnaires with women of colour geography faculty and graduate students in North America and Britain suggests that policies and practices within geography departments continue to reflect a pervasive persistence of racialized and gendered…

Influence of Out-of-School Experiences and Learning Styles on Interest in Biology, Chemistry and Physics among Higher Secondary Boys and Girls in Kerala

ERIC Educational Resources Information Center

Gafoor, K. Abdul

2017-01-01

Adopting an experiential learning explanation for varying student interest in the three sciences, out-of-school experience questionnaire, scale of interest in science and Kolb's learning style inventory were administered on 775 higher secondary students in Kerala. Despite their similar achievement levels, boys had higher interest in physics, and…

Experiences of Students with Disabilities in Selected Community and Technical Colleges. The Individual Accommodations Model: Accommodating Students with Disabilities in Post-Secondary Settings.

ERIC Educational Resources Information Center

Lancaster, Sean; Mellard, Daryl; Hoffman, Lesa

Student questionnaires were administered to 61 students with disabilities currently enrolled in community colleges in Kansas (n=20), Minnesota (n=23), and California (n=18). This information was collected through two campus visits during the fall of 1999. Students reported an average of 1.3 disabilities per person, ranging from 1-6. The most…

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project.

PubMed

Al-Kloub, Manal Ibrahim; Salameh, Taghreed Nayel; Froelicher, Erika Sivarajan

2014-03-01

This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum. Copyright © 2013 Elsevier Ltd. All rights reserved.

Student attitudes to psychiatry and their clinical placements.

PubMed

Budd, Simon; Kelley, Rachael; Day, Richard; Variend, Hannele; Dogra, Nisha

2011-01-01

Medical students consistently report low rates of interest in psychiatry as a career over time with negative perceptions of the specialty. Only 3-6% of students enter the specialty. To explore medical students' current career choices and attitudes to psychiatry and factors affecting these. Medical students at four UK medical schools completed a questionnaire related to career specialty choices and psychiatry and their psychiatry placement experiences. A total of 905 questionnaires were returned. Psychiatry was first career specialty choice in 4% but in the top three choices in 14%. The students in this group who had undertaken clinical placements were more positively inclined towards psychiatry, given more opportunities to practice and receive feedback on psychiatric skills, and more inclined to practice psychiatry later. One in seven students is interested in psychiatry. Psychiatrists need to find ways to identify these students and target them with individually tailored interventions to help recruitment into the specialty.

Senior nursing students' self-reported college experiences and gains toward liberal education goals.

PubMed

Zaborowska, R

1995-04-01

The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.

Using Two Simulation Tools to Teach Concepts in Introductory Astronomy: A Design-Based Research Approach

NASA Astrophysics Data System (ADS)

Maher, Pamela A.

Technology in college classrooms has gone from being an enhancement to the learning experience to being something expected by both instructors and students. This design-based research investigation takes technology one step further, putting the tools used to teach directly in the hands of students. The study examined the affordances and constraints of two simulation tools for use in introductory astronomy courses. The variety of experiences participants had using two tools; a virtual reality headset and fulldome immersive planetarium simulation, to manipulate a lunar surface flyby were identified using a multi-method research approach with N = 67 participants. Participants were recruited from classes of students taking astronomy over one academic year at a two-year college. Participants manipulated a lunar flyby using a virtual reality headset and a motion sensor device in the college fulldome planetarium. Data were collected in the form of two post-treatment questionnaires using Likert-type scales and one small group interview. The small group interview was intended to elicit various experiences participants had using the tools. Responses were analyzed quantitatively for optimal flyby speed and qualitatively for salient themes using data reduction informed by a methodological framework of phenomenography to identify the variety of experiences participants had using the tools. Findings for optimal flyby speed of the Moon based on analysis of data for both the Immersion Questionnaire and the Simulator Sickness Questionnaire done using SPSS software determine that the optimal flyby speed for college students to manipulate the Moon was calculated to be .04 x the radius of the Earth (3,959 miles) or 160 miles per second. A variety of different participant experiences were revealed using MAXQDA software to code positive and negative remarks participants had when engaged in the use of each tool. Both tools offer potential to actively engage students with astronomy content in college lecture and laboratory courses.

A Structural Examination of Academic Integration, Perceived Stress, Academic Performance, and Goal Commitment from an Elaborated Model of Adult Student Persistence.

ERIC Educational Resources Information Center

Sandler, Martin E.

The effects of selected variables on the academic persistence of adult students were examined in a study of a random sample of 469 adult students aged 24 years or older enrolled in a four-year college. The survey questionnaire, the Adult Student Experiences Survey, collected data regarding 12 endogenous variables and 13 exogenous variables…

The Use of Video Technology for Providing Feedback to Students: Can It Enhance the Feedback Experience for Staff and Students?

ERIC Educational Resources Information Center

Crook, Anne; Mauchline, Alice; Maw, Stephen; Lawson, Clare; Drinkwater, Robyn; Lundqvist, Karsten; Orsmond, Paul; Gomez, Stephen; Park, Julian

2012-01-01

There are numerous issues surrounding the provision of assessment-related feedback in Higher Education, which in recent years have been highlighted in the National Student Survey. In this paper questionnaire data from staff and students at the University of Reading are used to confirm the main issues encountered with feedback, namely problems of…

Role Expectations of the College Supervisor of Elementary Student Teachers in the State of Georgia.

ERIC Educational Resources Information Center

Waters, Betty H.

A questionnaire was administered to student teachers, supervising teachers, principals, and college supervisors to ascertain functions which were actually performed and those most desired by the respondents with regard to the role of the college supervisor. The respondents were participating in student teaching experiences in the state of Georgia…

Determinants of Business Student Satisfaction and Retention in Higher Education: Applying Herzberg's Two-Factor Theory

ERIC Educational Resources Information Center

DeShields, Oscar W., Jr.; Kara, Ali; Kaynak, Erdener

2005-01-01

Purpose: This paper focuses on the determinants of student satisfaction and retention in a college or university that are assumed to impact students' college experience. Design/methodology/approach: Using empirical data and Herzberg's two-factor theory, a modified version of the questionnaire developed by Keaveney and Young was administered to…

The Attitudes of Australian Heterosexual University Students toward the Suicide of Gay, Lesbian and Heterosexual Peers

ERIC Educational Resources Information Center

Molloy, Mari; McLaren, Suzanne

2004-01-01

This study sought to examine the attitudes of heterosexual university students to peer suicide when that peer was gay, lesbian, or heterosexual. University students (n = 206) completed several questionnaires, including The Suicide Attitude Vignette Experience. Results indicated that the suicide act was seen as more justified, acceptable, and…

An Analysis of the Student Course Engagement Questionnaire (SCEQ) in Large-Section Marketing Principles Classes

ERIC Educational Resources Information Center

Taylor, S. A.; Goodwin, S. A.; Melton, H.; Hunter, G.

2011-01-01

Student engagement is a significant challenge facing administrators and faculty at institutions of higher learning (Carle, Jafee, Vaughn, & Eder, 2009). While the research emphasis to this point has been on students' perceptions of overall engagement (macro-engagement) across all of their experiences within a university, the authors assert that it…

Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

ERIC Educational Resources Information Center

Vitulic, Helena Smrtnik; Lesar, Irena

2017-01-01

In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their…

Positive Psychology and Familial Factors as Predictors of Latina/o Students' Psychological Grit

ERIC Educational Resources Information Center

Vela, Javier C.; Lu, Ming-Tsan P.; Lenz, A. Stephen; Hinojosa, Karina

2015-01-01

Positive psychology is a useful framework to understand Latina/o students' experiences. In the current study, we examined how presence of meaning in life, search for meaning in life, hope, and family importance influenced 128 Latina/o college students' psychological grit. We used the Meaning in Life Questionnaire (MLQ), Subjective Happiness Scale,…

The Benefits of Attending the Annual Biomedical Research Conference for Minority Students (ABRCMS): The Role of Research Confidence

ERIC Educational Resources Information Center

Casad, Bettina J.; Chang, Amy L.; Pribbenow, Christine M.

2016-01-01

The Annual Biomedical Research Conference for Minority Students (ABRCMS) is designed to support undergraduate students' professional development as future scientists. Juniors, seniors, and postbaccalaureates who attended ABRCMS during 2008-2011 were emailed a link to an online questionnaire in which they reported their experiences at the…

Hunger for Knowledge: Food Insecurity among Students at the University of KwaZulu-Natal

ERIC Educational Resources Information Center

Munro, Nicholas; Quayle, Michael; Simpson, Heather; Barnsley, Shelley

2013-01-01

The experience of food insecurity in the South African university student population is not well documented or researched. Data to assess vulnerability to food insecurity in a sample of 1.083 students from the University of KwaZulu-Natal (Pietermaritzburg Campus) was collected between 2007 and 2010 via a questionnaire developed specifically for…

Student Preschool Teachers' Experiences of Science and Its Role in Preschool

ERIC Educational Resources Information Center

Thulin, Susanne; Redfors, Andreas

2017-01-01

This article reports on student preschool teachers' views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science…

An Investigation of Preservice Teachers' Perceptions of African American Students' Ability To Achieve in Mathematics and Science.

ERIC Educational Resources Information Center

Lewis, Bradford F.; Collins, Alicia; Pitts, Vanessa

This study investigated the perceptions of 30 predominantly white pre-service teachers about African American students' ability to achieve in mathematics and science. Participants completed a three-part, open-ended questionnaire that asked them about their experiences with and awareness of African American students' mathematics and science…

Student Evaluation in Higher Education: A Comparison between Computer Assisted Assessment and Traditional Evaluation

ERIC Educational Resources Information Center

Ghilay, Yaron; Ghilay, Ruth

2012-01-01

The study examined advantages and disadvantages of computerised assessment compared to traditional evaluation. It was based on two samples of college students (n=54) being examined in computerised tests instead of paper-based exams. Students were asked to answer a questionnaire focused on test effectiveness, experience, flexibility and integrity.…

Dental students' attitudes toward underserved populations across four years of dental school.

PubMed

Habibian, Mina; Seirawan, Hazem; Mulligan, Roseann

2011-08-01

The objective of this study was to assess dental students' attitudes toward underserved populations across their four years of dental school. Students at the Herman Ostrow School of Dentistry of the University of Southern California were invited to take part in the study. Participating students completed a questionnaire on their attitudes toward the underserved at three time points: 1) during orientation week; 2) at the end of their second year after taking part in some community dental programs; and 3) at the end of their fourth year after they had completed all their mandatory and volunteer rotations in community dental programs. Students' attitudes were measured in four categories: societal expectations, dentist/student responsibility, personal efficacy, and access to care. First-year students scored 85 out of a maximum of 115 on the questionnaire. Female students scored higher than male students (P=0.006). Age, debt, and past history of volunteer work were not related to first-year students' total attitude scores; however, students with a history of volunteer experience scored higher on the dentist/student responsibility category (P=0.04). Students' attitude scores declined across the four years of dental school (P=0.001). The same patterns were evident for all categories except societal expectations. The decline was not related to age, gender, debt, or volunteer work experience. Follow-up studies are needed to help explain the factors that may be related to this decline.

Inquire Learning Effects to Elementary School Students' Nanotechnology Instructions

ERIC Educational Resources Information Center

Chen, Yueh-Yun; Lu, Chow-Chin; Sung, Chia-Chi

2012-01-01

Nanotechnology is an emerging science that involved in different fields. This research inquired elementary school students' learning effect by using quasi-experiment, expositive-teaching and experiential-teaching methods for nanotechnology in the microcosmic world. By utilized the pretest "Nanotechnology Situational Questionnaire (NSQ)",…

Student Perceptions of Campus Cultural Climate by Race.

ERIC Educational Resources Information Center

Ancis, Julie R.; Sedlacek, William E.; Mohr, Jonathan J.

2000-01-01

Reports on questionnaire about perceptions and experiences distributed to African American, Asian American, Latino/a, and White undergraduates. African Americans reported more racial-ethnic conflict on campus, more pressure to conform to stereotypes, and less equitable treatment by faculty and teaching assistants. White students' responses…

Adverse Childhood Experiences and the Health of University Students in Eight Provinces of Vietnam.

PubMed

Tran, Quynh Anh; Dunne, Michael P; Vo, Thang Van; Luu, Ngoc Hoat

2015-11-01

Recent systematic reviews have emphasized the need for more research into the health and social impacts of adverse childhood experiences (ACEs) in the Asia-Pacific region. This cross-sectional study was conducted with 2099 young adult students in 8 medical universities throughout Vietnam. An anonymous, self-report questionnaire included the World Health Organization ACE-International Questionnaire and standardized measures of mental and physical health. Three quarters (76%) of the students reported at least one exposure to ACEs; 21% had 4 or more ACEs. The most commonly reported adversities were emotional abuse, physical abuse, and witnessing a household member being treated violently (42.3%, 39.9%, and 34.6%, respectively). Co-occurrence of ACEs had dose-response relationships with poor mental health, suicidal ideation, and low physical health-related quality of life. This first multisite study of ACEs among Vietnamese university students provided evidence that childhood adversity is common and is significantly linked with impaired health and well-being into the early adult years. © 2015 APJPH.

Remote-controlled optics experiment for supporting senior high school and undergraduate teaching

NASA Astrophysics Data System (ADS)

Choy, S. H.; Jim, K. L.; Mak, C. L.; Leung, C. W.

2017-08-01

This paper reports the development of a remote laboratory (RemoteLab) platform for practising technologyenhanced learning of optics. The development of RemoteLab enhances students' understanding of experimental methodologies and outcomes, and enable students to conduct experiments everywhere at all times. While the initial goal of the system was for physics major undergradutes, the sytem was also made available for senior secondary school students. To gauge the impact of the RemoteLab, we evaluated two groups of students, which included 109 physics 1st-year undergraduates and 11 students from a local secondary school. After the experiments, evaluation including questionnaire survey and interviews were conducted to collect data on students' perceptions on RemoteLab and implementation issues related to the platform. The surveys focused on four main topics, including user interface, experiment setup, booking system and learning process. The survey results indicated that most of the participants' views towards RemoteLab was positive.

Anatomy and humanity: Examining the effects of a short documentary film and first anatomy laboratory experience on medical students.

PubMed

Dosani, Farah; Neuberger, Lindsay

2016-01-01

Medical students begin their education inside a laboratory dissecting cadavers to learn human gross anatomy. Many schools use the course experience as a way to instill empathy and some have begun integrating video and recorded interviews with body donors to humanize the experience, but their impact has yet to be measured. This study examines the effects of a brief documentary film and the initial cadaver encounter on student perceptions and attitudes towards the laboratory experience. A pre-test, exposure, post-test design was used with 77 first-year medical students at the University of Central Florida. A previously validated questionnaire was adapted to measure attitudes, emotions, initial reaction to cadaver, perception of the donor as a person, and impressions of the film. An online questionnaire was completed before the first day of laboratory, in which students watched the film Anatomy and Humanity and handled their respective cadavers (no dissection was performed). The post-test was administered immediately following the activities of the first laboratory day. Results indicate an increase in negative attitudes towards dissection, but a more positive initial reaction to the cadaver than originally anticipated. Students also experienced a decrease in emotions like sadness and guilt regarding anatomy laboratory and were less likely to view the cadaver as a once-living person. Findings suggest a higher comfort level, but also greater detachment toward the cadavers from day one despite the video intervention. These results provide novel insight that may aid other interventions aimed at promoting humanism in the anatomy laboratory experience. © 2015 American Association of Anatomists.

Developing an instrument to measure effective factors on Clinical Learning.

PubMed

Dadgaran, Ideh; Shirazi, Mandana; Mohammadi, Aeen; Ravari, Ali

2016-07-01

Although nursing students spend a large part of their learning period in the clinical environment, clinical learning has not been perceived by its nature yet. To develop an instrument to measure effective factors on clinical learning in nursing students. This is a mixed methods study performed in 2 steps. First, the researchers defined "clinical learning" in nursing students through qualitative content analysis and designed items of the questionnaire based on semi-structured individual interviews with nursing students. Then, as the second step, psychometric properties of the questionnaire were evaluated using the face validity, content validity, construct validity, and internal consistency evaluated on 227 students from fourth or higher semesters. All the interviews were recorded and transcribed, and then, they were analyzed using Max Qualitative Data Analysis and all of qualitative data were analyzed using SPSS 14. To do the study, we constructed the preliminary questionnaire containing 102 expressions. After determination of face and content validities by qualitative and quantitative approaches, the expressions of the questionnaire were reduced to 45. To determine the construct validity, exploratory factor analysis was applied. The results indicated that the maximum variance percentage (40.55%) was defined by the first 3 factors while the rest of the total variance percentage (59.45%) was determined by the other 42 factors. Results of exploratory factor analysis of this questionnaire indicated the presence of 3 instructor-staff, students, and educational related factors. Finally, 41 expressions were kept in 3 factor groups. The α-Cronbach coefficient (0.93) confirmed the high internal consistency of the questionnaire. Results indicated that the prepared questionnaire was an efficient instrument in the study of the effective factors on clinical learning as viewed by nursing students since it involves 41 expressions and properties such as instrument design based on perception and experiences of the nursing students about effective factors on clinical learning, definition of facilitator and preventive factors of the clinical learning, simple scoring, suitable validity and reliability, and applicability in different occasions.

Values as Predictors of Religious Experience in the Lives of Seminary Students of Philosophy and Students of Physics.

PubMed

Głaz, Stanisław

2016-12-01

The aim of this study was to show the preferences of terminal values of personal and social character and the level of religious experience: God's presence and God's absence, as well as to examine the relationship between the two variables in the groups of seminary students of philosophy and students of physics. The following methods were applied in the study: Rokeach Value Survey and Głaz's Scale of Religious Experience. The study was conducted amongst university students in Kraków (Poland). The results of 100 correctly completed sets of questionnaires were analysed. The results analysis proves that seminary students of philosophy have a higher level of religious experience: God's presence and God's absence than students of physics. Seminary students of philosophy most preferred terminal values in personal and in social character. In the group of seminary students of philosophy, from amongst the four most preferred terminal values, two have a significant relation with the experience of God's presence and God's absence, whereas in the group of students of physics only one of them has a significant relation with the experience of God's absence.

Out-of-School Experience Categories Influencing Interest in Biology of Secondary School Students by Gender: Exploration on an Abu Dhabi Sample

ERIC Educational Resources Information Center

Badri, Masood; Yang, Guang; Al Mazroui, Karima; Mohaidat, Jihad; Al Rashedi, Asma; Al Housani, Najwa

2017-01-01

This study employed the international Relevance of Science Education questionnaire to survey the interest in biology and the out-of-school experiences of Abu Dhabi secondary school students (median age 17, mean age 17.53 and mode age of 16) in the third semester of 2014. It included 3100 participants. An exploratory factor analysis was used to…

Country School Leavers: A Study of the Aspirations and Experiences of School Leavers from Fourteen Country Schools in Western Australia. Studies in Rural Education No. 5.

ERIC Educational Resources Information Center

Dunnell, P.

Besides describing actual experiences of rural students who leave school before completing Year 12, a 1978-79 study in Western Australia was also designed to investigate options and employment opportunities available to school leavers. Questionnaires from 1,371 students in Years 9-12 in 14 schools collected data on background, education,…

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

PubMed

van Veggel, Nieky; Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

Mentor's hand hygiene practices influence student's hand hygiene rates.

PubMed

Snow, Michelle; White, George L; Alder, Stephen C; Stanford, Joseph B

2006-02-01

There were 3 objectives for this prospective quasiexperimental study. The first was to determine the effect of mentor's hand hygiene practices on student's hand hygiene rates during clinical rotations. The second was to assess the difference in hand hygiene rates for students with and without prior medical experience. The third was to assess the student's opinion and beliefs regarding hand hygiene. Sixty students enrolled in a certified nursing program were selected to participate in the study. Each study group was observed twice during the 30-day span. The first observational period was conducted on day 1 of clinical rotation. The second observational period was conducted on day 30 of clinical rotation. Students were observed for hand hygiene. Also assessed were medical experience, sex, gloving, age, and mentor's hand hygiene practices. After observational period 2, a brief questionnaire was given to students to determine their opinion and beliefs regarding hand hygiene. The questionnaire was divided into 5 sections: student's commitment to hand hygiene, their perception of hand hygiene inconvenience, the necessity of hand hygiene, the student's ability to perform hand hygiene, and their opinion on the frequency of medical staff's hand hygiene. The mentor's practice of hand hygiene was the strongest predictor of the student's rate of hand hygiene for both observational periods (P < .01). Furthermore, students without prior medical experience had a significant increase in hand hygiene rates when comparing observational period 1 to observational period 2 (P < .01). Glove usage was associated with increased hand hygiene rates by 50% during observational period 1 (P = .01) and 44% during observational period 2 (P < .01). Male students during observational period 1 practiced hand hygiene 30% less often than female students (P < .01); however, during observational period 2, there was no significant difference between hand hygiene rates for males and females (P = .82). Questionnaires were completed by 47 students, who reported a strong commitment to hand hygiene, belief in its necessity, and ability to perform hand hygiene (with scores in the high 90s on a 10 to 100 rating scale). Mentor's use of hand hygiene and glove usage was associated with increased hand hygiene among students. Even though students reported strongly positive attitudes toward hand hygiene, students had a low overall rate of hand hygiene.

Medical education in difficult circumstances: analysis of the experience of clinical medical students following the new innovative medical curriculum in Aksum, rural Ethiopia.

PubMed

Morgan, C; Teshome, M; Crocker-Buque, T; Bhudia, R; Singh, K

2018-05-31

In 2012, 12 medical schools were opened in Ethiopia to tackle the significant shortage of doctors. This included Aksum School of Medicine situated in Aksum, a rural town in Northern Ethiopia. The new Innovative Medical Curriculum (NIMC) is a four-year programme designed by the Ethiopian Federal Ministries of Health and Education. The curriculum is designed to train biomedical science graduates to become doctors in 4 years, with a focus on the healthcare needs of rural people living in poverty. This research was conducted at Aksum School of Medicine and included two hospitals (Aksum Referral Hospital and St Mary's District Hospital). This study focused on medical students during their clinical years across multiple specialities (61 Clerkship 1 students and 13 Clerkship 2 students). We used primarily qualitative research methods supplemented with quantitative measures. There were 3 stages of data collection over a 1 month period, this included qualitative group interviews, direct observation of students in a clinical setting and direct observation of skills sessions followed by a questionnaire on the sessions. We analysed the data by reconstructing the student experience and comparing it with the NIMC. The proposed typical week set out in the NIMC tended to differ from the real clinical experience of these students. Through qualitative group interview and direct observation of teaching, the main theme that was consistent throughout was the lack of doctors with specialist postgraduate training. Clinical need often took priority over education. However, students enjoyed taking early responsibility and gaining practical experience. Through direct observation of skills sessions and short questionnaires, these sessions were highly valuable to the students and they felt confident in carrying out the taught procedures in the future. The combination of poorly resourced hospitals and lack of specialist doctors provides a challenging environment for medical students to learn. However, it is a unique clinical experience that is rarely seen in developed countries and facilitates the acquirement of skills from an early stage. Supervision and specialist input is fundamental in enabling students to learn and this is a key area that was lacking in the students' clinical experience.

The characteristics and experiences of mature nursing students.

PubMed

Montgomery, Laura E A; Tansey, Etain A; Roe, Sean M

To explore the characteristics of mature nursing students, including how they perceive themselves, and to identify the problems they experience, which may influence whether they continue with their course. A sample of 239 students completed an anonymous questionnaire at the end of their first year of study for a diploma in nursing science. A question concerning age was included to enable identification of mature students, of which there were 90. Mature students as a group were desirable students, tending to perform better academically than their younger counterparts and bringing a wealth of caring experience to the course. However, mature students experienced additional pressures, for example financial concerns. When considering the potential benefits of educating mature students, the government and universities should be encouraging their recruitment and retention. An increase in the bursary and free or heavily subsidised childcare would help to alleviate financial concerns.

Visual imaging capacity and imagery control in Fine Arts students.

PubMed

Pérez-Fabello, Maria José; Campos, Alfredo; Gómez-Juncal, Rocío

2007-06-01

This study investigated relationships between visual imaging abilities (imaging capacity and imagery control) and academic performance in 146 Fine Arts students (31 men, 115 women). Mean age was 22.3 yr. (SD= 1.9; range 20-26 yr.). All of the participants who volunteered for the experiment regularly attended classes and were first, second, or third year students. For evaluation of imaging abilities, the Spanish versions of the Gordon Test of Visual Imagery Control, the Vividness of Visual Imagery Questionnaire, the Verbalizer-Visualizer Questionnaire, and Betts' Questionnaire Upon Mental Imagery were used. Academic performance was assessed in four areas, Drawing, Painting, Sculpture, and Complementary Subjects, over a three-year period. The results indicate that imagery control was associated with academic performance in Fine Arts. These findings are discussed in the context of previous studies, and new lines of research are proposed.

Foreign Language Learning, Motivation and the Market Economy

ERIC Educational Resources Information Center

Diamantatou, Christina; Hawes, Thomas

2016-01-01

This study explores UK students' motivation to study foreign languages, linking unrewarding past learning experiences with attrition rates and posing questions about the influence of official policy and socially structured conditions. 31 Further Education college students were given a questionnaire based on Gardner's (1975) Attitude/Motivation…

Childhood Sexual Abuse among University Students in Tanzania

ERIC Educational Resources Information Center

McCrann, Denis; Lalor, Kevin; Katabaro, Joviter Kamugisha

2006-01-01

Objectives: There are no prevalence data for childhood sexual abuse among Tanzanian university students. This investigation addressed this paucity. The nature of sexual abuse was also investigated. Method: Participants (N=487) from a university in Tanzania completed a questionnaire which assessed abusive childhood sexual experiences, gathering…

Students' Experiences of Sexual Harassment at a Small University.

ERIC Educational Resources Information Center

Mazer, Donald B.; Percival, Elizabeth F.

1989-01-01

Of 215 undergraduates who returned a questionnaire on four categories of sexual harassment (in class, with faculty, with staff, and with students), 89 percent of women and 85.1 percent of men reported at least one incident of harassment. No sex differences were found. (Author/BJV)

Black Female Community College Students' Satisfaction: A National Regression Analysis

ERIC Educational Resources Information Center

Strayhorn, Terrell L.; Johnson, Royel M.

2014-01-01

Data from the Community College Student Experiences Questionnaire were analyzed for a sample of 315 Black women attending community colleges. Specifically, we conducted multivariate analyses to assess the relationship between background traits, commitments, engagement, academic performance, and satisfaction for Black women at community colleges.…

Narratives of Experiential Learning: Students' Engagement in a Physical Activity-Based Service-Learning Course

ERIC Educational Resources Information Center

Whitley, Meredith A.; Walsh, David; Hayden, Laura; Gould, Daniel

2017-01-01

Purpose: Three undergraduate students' experiences in a physical activity-based service learning course are chronicled using narrative inquiry. Method: Data collection included demographics questionnaires, pre- and postservice interviews, reflection journals, postservice written reflections, and participant observations. The data were analyzed…

Factors associated with student learning processes in primary health care units: a questionnaire study.

PubMed

Bos, Elisabeth; Alinaghizadeh, Hassan; Saarikoski, Mikko; Kaila, Päivi

2015-01-01

Clinical placement plays a key role in education intended to develop nursing and caregiving skills. Studies of nursing students' clinical learning experiences show that these dimensions affect learning processes: (i) supervisory relationship, (ii) pedagogical atmosphere, (iii) management leadership style, (iv) premises of nursing care on the ward, and (v) nursing teachers' roles. Few empirical studies address the probability of an association between these dimensions and factors such as student (a) motivation, (b) satisfaction with clinical placement, and (c) experiences with professional role models. The study aimed to investigate factors associated with the five dimensions in clinical learning environments within primary health care units. The Swedish version of Clinical Learning Environment, Supervision and Teacher, a validated evaluation scale, was administered to 356 graduating nursing students after four or five weeks clinical placement in primary health care units. Response rate was 84%. Multivariate analysis of variance is determined if the five dimensions are associated with factors a, b, and c above. The analysis revealed a statistically significant association with the five dimensions and two factors: students' motivation and experiences with professional role models. The satisfaction factor had a statistically significant association (effect size was high) with all dimensions; this clearly indicates that students experienced satisfaction. These questionnaire results show that a good clinical learning experience constitutes a complex whole (totality) that involves several interacting factors. Supervisory relationship and pedagogical atmosphere particularly influenced students' satisfaction and motivation. These results provide valuable decision-support material for clinical education planning, implementation, and management. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

Impact of a 2-Week Oncology Placement on Medical Students' Perception of Cancer.

PubMed

Mayes, Jonathan; Davies, Simon; Harris, Andrew; Wray, Emma; Dark, Graham G

2018-02-01

Statistics show that more than one in two people born after 1960 in the UK will develop cancer during their lifetime. However, a 2013 study found that only 36 % of UK medical schools offer dedicated clinical teaching in oncology. The aim of this study was to assess the views of medical students on five domains of oncology before and after their first clinical placement, to assess the impact, and to obtain students' views on the oncology curriculum. A 28-item questionnaire was developed to compare responses before and after the students' first 2-week clinical placement, and impact was measured as a positive or negative deviation from a baseline response. Students were asked about their career intentions and to evaluate their received teaching. Thirty-six (80 %) students responded to the questionnaire. The largest areas of change were identified in students' confidence in breaking bad news, recognising red flag symptoms, and awareness of the complications of cancer management. Following their placement, 19 students said they would consider a career in oncology, 14 said they would not, and 2 were undecided. Students stated that Maggie's Centre, a patient support facility, was the most useful learning experience. The evidence demonstrates that all students should experience oncology in a variety of settings to aid their learning. Student feedback and perception can help to guide and shape medical teaching.

Exploring the measurement properties of the osteopathy clinical teaching questionnaire using Rasch analysis.

PubMed

Vaughan, Brett

2018-01-01

Clinical teaching evaluations are common in health profession education programs to ensure students are receiving a quality clinical education experience. Questionnaires students use to evaluate their clinical teachers have been developed in professions such as medicine and nursing. The development of a questionnaire that is specifically for the osteopathy on-campus, student-led clinic environment is warranted. Previous work developed the 30-item Osteopathy Clinical Teaching Questionnaire. The current study utilised Rasch analysis to investigate the construct validity of the Osteopathy Clinical Teaching Questionnaire and provide evidence for the validity argument through fit to the Rasch model. Senior osteopathy students at four institutions in Australia, New Zealand and the United Kingdom rated their clinical teachers using the Osteopathy Clinical Teaching Questionnaire. Three hundred and ninety-nine valid responses were received and the data were evaluated for fit to the Rasch model. Reliability estimations (Cronbach's alpha and McDonald's omega) were also evaluated for the final model. The initial analysis demonstrated the data did not fit the Rasch model. Accordingly, modifications to the questionnaire were made including removing items, removing person responses, and rescoring one item. The final model contained 12 items and fit to the Rasch model was adequate. Support for unidimensionality was demonstrated through both the Principal Components Analysis/t-test, and the Cronbach's alpha and McDonald's omega reliability estimates. Analysis of the questionnaire using McDonald's omega hierarchical supported a general factor (quality of clinical teaching in osteopathy). The evidence for unidimensionality and the presence of a general factor support the calculation of a total score for the questionnaire as a sufficient statistic. Further work is now required to investigate the reliability of the 12-item Osteopathy Clinical Teaching Questionnaire to provide evidence for the validity argument.

An evaluation of nursing students' communication ability during practical clinical training.

PubMed

Xie, Jianfei; Ding, Siqing; Wang, Chunmei; Liu, Aizhong

2013-08-01

To investigate communication abilities and other influential factors on nursing students at the beginning of clinical practical session. A cluster sample of 312 nursing students from 22 nursing colleges or universities was recruited. Communication ability of these participants was evaluated by 4 questionnaires for demographic data, clinical communication behavior, treatment communication skills and interpersonal communication skills at the beginning of clinical practical session. The stability and accuracy of the questionnaires were established with an overall content validity index of 0.78, the Cronbach's Alpha index ranged from 0.872 to 0.951, and the letter index fluctuates from 0.85 to 0.89. Results demonstrated that 88.1% of the nursing students require extra training in clinical communication behavior, treatment communication skills, and interpersonal communication skills. The Pearson analysis revealed significantly positive correlations between communication abilities and the students' educational level, clinical training experience, living circumstances and number of siblings. Most nursing students need communication skill training. Multiple factors, including educational level, living circumstances, number of siblings, and training experience significantly affect nursing students' communication abilities. Our study suggested a need to widely establish a communication course or clinical communication training program to improve nursing students' communication skills. Copyright © 2012 Elsevier Ltd. All rights reserved.

University students' emotions, interest and activities in a web-based learning environment.

PubMed

Nummenmaa, Minna; Nummenmaa, Lauri

2008-03-01

Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). This study examined how emotions experienced while using a WBLE, students' interest towards the course topic and interest towards web-based learning are associated with collaborative visible and non-collaborative invisible activities and 'lurking' in the WBLE. Participants were 99 Finnish university students from five web-based courses. All the students enrolled in the courses filled out pre- and post-test questionnaires of interest, and repeatedly completed an on-line questionnaire on emotions experienced while using the WBLE during the courses. The fluctuation of emotional reactions was positively associated with both visible collaborative and invisible non-collaborative activities in the WBLE. Further, interest towards the web-based learning was positively associated with invisible activity. The results also demonstrated that students not actively participating in the collaborative activities (i.e. lurkers) had more negative emotional experiences during the courses than other students. The results highlight the distinct impacts that emotions and interest have on different web-based learning activities and that they should be considered when designing web-based courses.

Comparison of Students' Perceptions of Their Teaching-Learning Environments in Three Professional Academic Disciplines: A Valuable Tool for Quality Enhancement

ERIC Educational Resources Information Center

Haarala-Muhonen, Anne; Ruohoniemi, Mirja; Katajavuori, Nina; Lindblom-Ylanne, Sari

2011-01-01

The present study explored differences in students' perceptions of their teaching-learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary…

An Evaluation of an Internal Audit on Student Feedback within a British University: A Quality Enhancement Process

ERIC Educational Resources Information Center

Reid, Ken

2010-01-01

Purpose: Final year students attending British universities now complete an annual questionnaire to assess their views on their learning experiences of higher education (HE) from a variety of perspectives. They undertake this process as part of the National Student Survey (NSS). These data are then collated and an annual report with associated…

The Relation between Students' Justice Experiences and Their School Refusal Behavior

ERIC Educational Resources Information Center

Donat, Matthias; Gallschütz, Christoph; Dalbert, Claudia

2018-01-01

In a cross-sectional questionnaire study with N = 1658 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation of students' personal belief in a just world (BJW) to their school absenteeism and functions of school refusal behavior. In accordance with recent studies which identified negative relations…

The Role of Gender in Students' Ratings of Teaching Quality in Computer Science and Environmental Engineering

ERIC Educational Resources Information Center

Price, Linda; Svensson, Ingrid; Borell, Jonas; Richardson, John T. E.

2017-01-01

Students' ratings of teaching quality on course units in a computer science program and an environmental engineering program at a large Swedish university were obtained using the Course Experience Questionnaire; 8888 sets of ratings were obtained from men and 4280 sets were obtained from women over ten academic years. These student ratings from…

E-Assessment and the Student Learning Experience: A Survey of Student Perceptions of E-Assessment

ERIC Educational Resources Information Center

Dermo, John

2009-01-01

This paper describes a piece of research carried out at the University of Bradford into student perceptions of e-assessment. An online questionnaire was delivered to 130 undergraduates who had taken part in online assessment (either formative or summative) during the academic year 2007-2008. The survey looked at six main dimensions: (1) affective…

An Investigation of the Effectiveness of Two Educational Programs in View of the Students' Previous Experiences.

ERIC Educational Resources Information Center

Bell, Anita Iris

This study investigated the possibility that the effectiveness of an educational program for an individual student is dependent on his or her background. A 101-item biographical data questionnaire was administered to the parents of 43 Follow Through and 38 non-Follow Through students who had just finished the third grade. The biographical…

Associations of adverse childhood experiences with depression and alcohol abuse among Korean college students.

PubMed

Kim, Yeon Ha

2017-05-01

This study investigated adverse childhood experiences of Korean college students and the impact such experiences have on students' depression and alcohol abuse. Using an online questionnaire, 939 college students were surveyed regarding their adverse childhood experiences, depressive symptoms and alcohol use habits. About half of the participants claimed to have experienced at least one adversity in their childhood. Eight percent of participants reported experiencing four or more categories of adversity. The correlations between adverse childhood experiences and depressive symptoms, alcohol abusive behaviors, and the comorbid condition of the two outcomes were significant when students' gender, geographical regions, maternal and paternal education, and family incomes were adjusted. Graded associations of cumulated adverse childhood experiences with the outcome variables were evident. These findings strengthen the link between child maltreatment and adult public health issues carrying socioeconomic burdens, two matters that have not been extensively studied in Korean contexts. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Beginning Lecture and the Improvement of “Experiments in Innovative Chemistry” as an Entry Subjects at the Department of Biochemistry and Applied Chemistry in National College of Technology

NASA Astrophysics Data System (ADS)

Tsuda, Yusuke; Nakashima, Hiroyuki; Tsuji, Yutaka; Watanabe, Katsuhiro; Ooka, Hisako

The beginning lecture and the improvement of “Experiments in Innovative Chemistry” as an entry subjects in the Department of Biochemistry and Applied Chemistry at Kurume National College of Technology has been performed for recent three years. Every experiment was selected to sustain the young student's interest. The questionnaires were performed after first two year's programs were finished, and some of projects were improved. This subject has a good reputation for students and teachers, and seems to be very effective for the first year students of national college of technology.

Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

PubMed

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students build confidence in representing their profession, while potentially inspiring early stage students and supplementing interprofessional learning across a cohort. Copyright © 2018 Elsevier Ltd. All rights reserved.

Career Narratives of African American Female College Students: Insights for College Counselors

ERIC Educational Resources Information Center

Storlie, Cassandra A.; Hilton, Tracy Lara; Duenyas, Deborah; Archer, Robin; Glavin, Kevin

2018-01-01

The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, 2012), the Future Career Autobiography (Rehfuss, 2009), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss &…

Perceptions of Saudi Students towards Electronic and Traditional Writing Groups

ERIC Educational Resources Information Center

Alqurashi, Fahad

2008-01-01

This paper reports the findings of an experiment that investigated the reactions of Saudi college students to collaborative learning techniques introduced in two modalities: face-to-face and web-based learning. Quantitative data were collected with a questionnaire that examined the changes of three constructs: attitudes toward collaboration,…

Accounting Students' Feedback on Feedback in Australian Universities: They're Less than Impressed

ERIC Educational Resources Information Center

Watty, Kim; de Lange, Paul; Carr, Rodney; O'Connell, Brendan; Howieson, Bryan; Jacobsen, Ben

2013-01-01

Undergraduate accounting students in Australian universities are dissatisfied with the feedback that they currently receive. Recent evidence from the Course Experience Questionnaire (CEQ, a national survey of Australian university graduates) suggests that the accounting discipline ranks poorly on assessment feedback when compared to other…

Canada First: The 2009 Survey of International Students

ERIC Educational Resources Information Center

Humphries, Jennifer, Ed.; Knight-Grofe, Janine, Ed.; Klabunde, Niels, Ed.

2009-01-01

The Canadian Bureau for International Education (CBIE) regularly evaluates the experience of international students in Canada through a benchmarking survey. Canada First 2009 represents the fourth time CBIE has conducted this research. Previous editions appeared in 1988, 1999 and 2004. This year's survey used a revised questionnaire similar to…

A Measurement of Alienation in College Student Marihuana Users and Non-Users.

ERIC Educational Resources Information Center

Harris, Eileen M.

A three part questionnaire was administered to 1380 Southern Illinois University students to: (1) elicit demographic data; (2) determine the extent of experience with marihuana; and (3) measure alienation utilizing Dean's scale. In addition, the Minnesota Multiphasic Personality Lie Inventory was given. Statistical analyses were performed to…

University Student Conceptions of Learning Science through Writing

ERIC Educational Resources Information Center

Ellis, Robert A.; Taylor, Charlotte E.; Drury, Helen

2006-01-01

First-year undergraduate science students experienced a writing program as an important part of their assessment in a biology subject. The writing program was designed to help them develop both their scientific understanding as well as their written scientific expression. Open-ended questionnaires investigating the quality of the experience of…

A comparative study of campus experiences of college students with mental illnesses versus a general college sample.

PubMed

Salzer, Mark S

2012-01-01

Examine campus experiences and relationships of college students with mental illnesses compared to general student norms using the College Student Experiences Questionnaire to understand potential sources of distress and retention issues. Responses were obtained from 449 former and current students with mental illnesses from more than 300 colleges and universities around the country. Participants completed an online survey available from July 2005 to July 2006. Multivariate analysis of variance and t test results indicate that college students with mental illnesses report less engagement on campus and poorer relationships, and that these factors were associated with lower graduation rates. Students reporting they were treated differently "most of the time" because of a mental illness had the lowest levels of engagement and poorest relationships. More attention is needed to developing interventions that enhance social functioning and engagement and address stigma on campus in order to reduce distress and enhance retention.

The Impact of Preceptor and Student Learning Styles on Experiential Performance Measures

PubMed Central

Cox, Craig D.; Seifert, Charles F.

2012-01-01

Objectives. To identify preceptors’ and students’ learning styles to determine how these impact students’ performance on pharmacy practice experience assessments. Methods. Students and preceptors were asked to complete a validated Pharmacist’s Inventory of Learning Styles (PILS) questionnaire to identify dominant and secondary learning styles. The significance of “matched” and “unmatched” learning styles between students and preceptors was evaluated based on performance on both subjective and objective practice experience assessments. Results. Sixty-one percent of 67 preceptors and 57% of 72 students who participated reported “assimilator” as their dominant learning style. No differences were found between student and preceptor performance on evaluations, regardless of learning style match. Conclusion. Determination of learning styles may encourage preceptors to use teaching methods to challenge students during pharmacy practice experiences; however, this does not appear to impact student or preceptor performance. PMID:23049100

Attitudes toward Women as a Function of Subject's Experience with Family Violence.

ERIC Educational Resources Information Center

Stahly, Geraldine Butts

Evidence is accumulating that experiences of children within the violent family are fundamental causes of the continuing problem of family and societal violence. To examine attitudes and values as a function of experience with family violence, 114 male undergraduate students completed a questionnaire assessing general demographics, and several…

Student nurses' experiences of the clinical learning environment in relation to the organization of supervision: a questionnaire survey.

PubMed

Sundler, Annelie J; Björk, Maria; Bisholt, Birgitta; Ohlsson, Ulla; Engström, Agneta Kullén; Gustafsson, Margareta

2014-04-01

The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized. The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models. A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire. In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p<0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship. The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere. © 2013.

Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools.

PubMed

O'Sullivan, Anthony J; Howe, Amanda C; Miles, Susan; Harris, Peter; Hughes, Chris S; Jones, Philip; Scicluna, Helen; Leinster, Sam J

2012-01-01

Portfolios need to be evaluated to determine whether they encourage students to develop in capabilities such as reflective practice and ethical judgment. The aims of this study were (i) to determine whether preparing a portfolio helps promote students' development in a range of capabilities including understanding ethical and legal principles, reflective practice and effective communication, and (ii) to determine to what extent the format of the portfolio affected the outcome by comparing the experiences of students at two different medical schools. A questionnaire was designed to evaluate undergraduate medical students' experiences of completing a portfolio at two medical schools. A total of 526 (45% response rate) students answered the on-line questionnaire. Students from both medical schools gave the highest ranking for the portfolio as a trigger for reflective practice. 63% of students agreed their portfolio helped them develop reflective practice skills (p < 0.001), whereas only 22% disagreed. 48% of students agreed portfolios helped them understand ethical and legal principles whereas 29% disagreed (p < 0.001). In contrast, only 34% of students thought the portfolio helped them to develop effective communication. Students perceive portfolio preparation as an effective learning tool for the development of capabilities such as understanding ethical and legal principles and reflective practice, whereas other capabilities such as effective communication require complementary techniques and other modes of assessment.

An Advanced Professional Pharmacy Experience in a Community Setting Using an Experiential Manual

PubMed Central

Lee, Karen W.; Machado, Matthew R.; Wenzel, Marie M.; Gagnon, James M.; Calomo, Joseph M.

2006-01-01

Objectives To determine the usefulness of a teaching and learning tool used to create structure for advanced pharmacy practice experiences (APPEs) in community pharmacy settings, and to identify differences between respondents' perspectives on the relevance and practicality of implementing specific community pharmacy-related topics during the experience. Design Community practice faculty members designed a manual that outlined a week-by-week schedule of student activities, consistent with the Center for the Advancement of Pharmaceutical Education (CAPE) outcome-based goals, and included associated teaching, documentation, and assessment tools. The manual was distributed to site preceptors and students. Assessment Eighty-six PharmD students responded to a questionnaire upon completion of their community APPE. Student feedback concerning the impact of the manual relative to interactions with site preceptors and their overall learning experience was relatively positive. Conclusion The manual was an effective teaching and learning tool for students completing a community APPE. PMID:17149421

Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance.

PubMed

Urval, Rathnakar P; Kamath, Ashwin; Ullal, Sheetal; Shenoy, Ashok K; Shenoy, Nandita; Udupa, Laxminarayana A

2014-09-01

While there are several tools to study learning styles of students, the visual-aural-read/write-kinesthetic (VARK) questionnaire is a simple, freely available, easy to administer tool that encourages students to describe their behavior in a manner they can identify with and accept. The aim is to understand the preferred sensory modality (or modalities) of students for learning. Teachers can use this knowledge to facilitate student learning. Moreover, students themselves can use this knowledge to change their learning habits. Five hundred undergraduate students belonging to two consecutive batches in their second year of undergraduate medical training were invited to participate in the exercise. Consenting students (415 students, 83%) were administered a printed form of version 7.0 of the VARK questionnaire. Besides the questionnaire, we also collected demographic data, academic performance data (marks obtained in 10th and 12th grades and last university examination), and self-perceived learning style preferences. The majority of students in our study had multiple learning preferences (68.7%). The predominant sensory modality of learning was aural (45.5%) and kinesthetic (33.1%). The learning style preference was not influenced by either sex or previous academic performance. Although we use a combination of teaching methods, there has not been an active effort to determine whether these adequately address the different types of learners. We hope these data will help us better our course contents and make learning a more fruitful experience. Copyright © 2014 The American Physiological Society.

Undergraduate research internships: veterinary students' experiences and the relation with internship quality.

PubMed

Jaarsma, Debbie A D C; Muijtjens, Arno M M; Dolmans, Diana H J M; Schuurmans, Eva M; Van Beukelen, Peter; Scherpbier, Albert J J A

2009-05-01

The learning environment of undergraduate research internships has received little attention, compared to postgraduate research training. This study investigates students' experiences with research internships, particularly the quality of supervision, development of research skills, the intellectual and social climate, infrastructure support, and the clarity of goals and the relationship between the experiences and the quality of students' research reports and their overall satisfaction with internships. A questionnaire (23 items, a 5-point Likert scale) was administered to 101 Year five veterinary students after completion of a research internship. Multiple linear regression analyses were conducted with quality of supervision, development of research skills, climate, infrastructure and clarity of goals as independent variables and the quality of students' research reports and students' overall satisfaction as dependent variables. The response rate was 79.2%. Students' experiences are generally positive. Students' experiences with the intellectual and social climate are significantly correlated with the quality of research reports whilst the quality of supervision is significantly correlated with both the quality of research reports and students' overall satisfaction with the internship. Both the quality of supervision and the climate are found to be crucial factors in students' research learning and satisfaction with the internship.

Experiments in Creative Engineering at the Department of Mechanical Engineering in Kurume National College of Technology

NASA Astrophysics Data System (ADS)

Tanaka, Hiroshi; Hashimura, Shinji; Hiroo, Yasuaki

We present a program to learn ability to solve problems on engineering. This program is called “Experiments in creative engineering” in the department of mechanical engineering in Kurume National College of Technology advanced engineering school. In the program, students have to determine own theme and manufacture experimental devices or some machines by themselves. The students must also perform experiments to valid the function and performance of their devices by themselves. The restriction of the theme is to manufacture a device which function dose not basically exist in the world with limited cost (up to 20,000Yen) . As the results of questionnaire of students, the program would be very effective to the creative education for the students.

Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning

PubMed Central

Zeszotarski, Paula; Ma, Carolyn

2015-01-01

Objective. To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Design. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger’s Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Assessment. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Conclusion. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers. PMID:25995519

The effects of different gender groupings on middle school students' performance in science lab

NASA Astrophysics Data System (ADS)

Drab, Deborah D.

Grouping students for labs in science classes is a common practice. This mixed methods quasi-experimental action research study examines homogeneous and heterogeneous gender grouping strategies to determine what gender grouping strategy is the most effective in a coeducational science classroom setting. Sixth grade students were grouped in same-gender and mixed-gender groups, alternating each quarter. Over the course of an academic year, data were collected from four sources. The teacher-researcher observed groups working during hands-on activities to collect data on student behaviors. Students completed post-lab questionnaires and an end-of-course questionnaire about their preferences and experiences in the different grouping strategies. Student scores on written lab assignments were also utilized. Data analysis focused on four areas: active engagement, student achievement, student perceptions of success and cooperative teamwork. Findings suggest that teachers may consider grouping students of different ability levels according to different gender grouping strategies to optimize learning.

Impact of Pre-Pharmacy Work Experience on Development of Professional Identity in Student Pharmacists.

PubMed

Bloom, Timothy J; Smith, Jennifer D; Rich, Wesley

2017-12-01

Objective. To determine the benefit of pharmacy work experience on the development of student pharmacists' professional identity. Methods. Students in all four professional years were surveyed using a validated Professional Self-identity Questionnaire (PSIQ). They were also asked about pharmacy experience prior to matriculation and their performance on Drug Information tests given midway through the P1 year and at the beginning of the P3 year. PSIQ responses and test results were compared based on pharmacy experience. Results. The PSIQ was completed by 293 student pharmacists, for a 67% response rate, with 76% of respondents reporting pharmacy experience prior to matriculation. Statistically higher scores on responses to 6 of the 9 PSIQ Likert-type items were observed from students in the first professional year for those with pharmacy experience; however, only one item in the second year showed differences with none in the third and fourth years. No impact of experience was observed on Top 100 or Top 300 grades. Conclusion. Pre-matriculation pharmacy experience may increase development of professional identity early in the student experience but may have little impact on academic readiness. Schools and colleges of pharmacy hoping to recruit students with an early sense of professional identity should consider adding such experience to their admissions requirements.

[Evaluation on the application of the mouse nicotine toxicity experiment in tobacco control among adolescents].

PubMed

Wen, Xiaozhong; Chen, Weiqing; Liang, Caihua; Qiu, Quan

2007-07-01

To explore the application of the mouse nicotine toxicity experiment in tobacco control among adolescents. A cross-sectional survey was conducted among 1626 students of three secondary schools with self-administered questionnaires three months after the intervention. The measurements of the student' s evaluation included their response, confidence and support to the experiment. Among the respondents, 87.4% had interest in the experiment and 84.0% had perceived its impact. The mouse nicotine toxicity experiment was attracted by greater interest from the students and was strong perceived by impact on them, when compared with the multi-media and the textbook. There were statistically significant (P < 0.001) difference in students' response between the three interventions. And 85.5% of the students believed that nicotine could be similar effects on the human body and 83.7% thought that the experiment could educate middle school students refuse smoking. Among the students, 76.4% agreed to show this kind of animal experiments to middle school students but 9.4% objected. 843 (51.9%) students were willing to do the experiment by themselves. The grade 7 students had lower response and confidence to the experiment than grade 8 students (P < 0.05). The evaluation on the experiment were significant (P < 0.05) different among the students in three smoking stages: non-smokers more than irregular smokers more than regular smokers. The mouse nicotine toxicity experiment was believed by most students and could get great support from them. It could deserve wider application in school-based tobacco control programs.

Teachers' Attitudes and Concerns towards Integrating Students with Special Needs in Regular Classrooms: A United Arab Emirates Perspective

ERIC Educational Resources Information Center

Bradshaw, Keith

2009-01-01

Teachers from schools across the United Arab Emirates were asked to complete two questionnaires. The first questionnaire sought data from the teachers on their experience, qualifications, classes taught and attitudes in relation to inclusion. Information was also sought on the advantages and disadvantages of inclusion, the most difficult…

Supporting a friend, housemate or partner with mental health difficulties: The student experience.

PubMed

Byrom, Nicola C

2017-07-14

When experiencing mental health difficulties, university students turn to their friends for support. This study assessed the consequences of caregiving among a university sample, identifying predictors of caregiving burden among students. A total of 79 students with experience of supporting a friend with mental health difficulties were recruited through a UK student mental health charity to complete an online survey. Alongside qualitative data, the online survey used the Experience of Caregiving Inventory and the Involvement Evaluation Questionnaire as measures of the consequences of caregiving. Students supporting friends, housemates or partners were found to experience significant consequences of caregiving. Frequency of face-to-face contact and duration of illness predicted more negative consequences of caregiving, but these relationships were not straightforward. The presence and intensity of professional support did not influence the experience of caregiving. The study suggests that the impact of supporting friends with mental health difficulties is not insubstantial for students. Broadening the network of informal social support may help improve the experience for students supporting a friend, but currently, contact with professional services appears to have a limited effect. © 2017 John Wiley & Sons Australia, Ltd.

Emotional learning of undergraduate medical students in an early nursing attachment in a hospital or nursing home.

PubMed

Helmich, Esther; Bolhuis, Sanneke; Prins, Judith; Laan, Roland; Koopmans, Raymond

2011-01-01

Entering medicine for the first time is highly impressive for students, but we know little about the actual emotional learning processes taking place. We aimed to get more insight into expectations, experiences and emotions of students during their first clinical experiences in a hospital compared to a nursing home. We carried out a qualitative and a quantitative survey by administering questionnaires about expectations, impressive experiences and learning activities within two cohorts of first-year medical students before and after a 4-week nursing attachment. Despite different expectations, students reported similar experiences and learning activities for the nursing home and the hospital. Most impressive events were related to patient care, being a trainee, or professional identities being challenged. Students in nursing homes most often referred to their own relationships with patients. Students expressed different emotions, and frequently experienced positive and negative emotions at the same time. Rewarding experiences (not only difficult or stressful events) do matter for medical professional development. Students need to learn how to deal with and feel strengthened by the emotions evoked during clinical experiences, which should be supported by educators. The nursing home and the hospital seem to be equally suited as learning environments.

What are science teacher's ideas about the universe?

NASA Astrophysics Data System (ADS)

Novotný, Jan; Svobodová, Jindřiška

2017-01-01

The new cosmological discoveries over the past two decades have a great impact on physics. We have prepared a new university course The Introduction to Cosmology available for students without deeper math background. The results of research study and the cosmology lecturers' experiences in two years are presented. We have prepared a questionnaire and the case study to find out how students think about the Universe, how they can accept cosmology theoretical ideas. Then we use it for design follow-up activities that help students to improve their understanding. We have observed the students' views on the presented science concept and on the nature of scientific knowledge. We have prepared a questionnaire to find out how students can accept theoretical ideas. This survey was designed especially for future and contemporary science teachers. Then we use the obtained results for design follow-up activities that help students to improve their understanding. Finally the most frequented cosmology misconceptions are discussed.

Smoking and Alcohol Drinking Related to Experience of Harmful Shops among Korean Adolescents.

PubMed

Kim, Jinyoung; Sohn, Aeree

2014-06-01

This study was conducted in order to determine any correlation between experience of harmful shops and adolescent smoking and alcohol drinking in middle and high school students. The survey was conducted using a self-administered questionnaire online via the homepage of the Ministry of Education student Health Information Center; 1888 and 1563 questionnaires were used for middle and high school students, respectively, for a total of 3451 questionnaires in the final analysis. The collected data were processed using SPSS version 21.0 and examined using frequency analysis and hierarchical linear regression. In this research, 8.3% of all participants were found to have experienced smoking and 17.0% alcohol drinking. Regarding the types of harmful shops, 81.8% said they had been to a gaming place; 21.2% to a lodging place; 16.0% to a sex and entertainment place; and 6.8% to a harmful sex industry location. Sociodemographic variables had a significant effect on adolescent smoking and alcohol drinking. Regarding environmental variables, a significant difference was observed for living with parents and school location. Among adolescent experience of harmful shops, both smoking and alcohol drinking showed a significant association with harmful sex industry locations. National government-level management and supervision on this issue will be necessary to prevent adolescent access to harmful shops, along with more studies exploring methods for implementation of policies with more systematic control of harmful shops.

Webcam as a new invigilation method: students' comfort and potential for cheating.

PubMed

Mirza, Noeman; Staples, Eric

2010-02-01

The purpose of this descriptive survey study was to determine the comfort of nurse practitioner (NP) students with webcam invigilation of online examinations and the effectiveness of webcam invigilation in preventing students from cheating. An online questionnaire was developed for NP students currently enrolled in Ontario's Primary Health Care Nurse Practitioner program, in which online examinations are invigilated through a webcam. All students were contacted via e-mail and invited to participate in the online questionnaire. The response rate was 77%. Data were collected and analyzed. Results demonstrated that webcam invigilation can be an uncomfortable experience and that cheating on webcam-invigilated examinations is possible. The results will contribute to the scarce literature available on webcam invigilation of online examinations, but research with a larger sample is needed if results are to be generalized to the webcam invigilation process.

Natuculture Systems: Addressing Students' STEM and Agriculture Knowledge

NASA Astrophysics Data System (ADS)

Joyce, Alexander Augusto

The purpose of this study was to assess the inclusion of a Natuculture systems learning experience into selected high school STEM courses to determine high school students' interests in majoring in STEM and for pursuing careers in agricultural sciences. Natuculture is defined as "any human-made system that mimics nature in human-disturbed landscapes". The research occurred at an urban area high school located in the Piedmont region of North Carolina. Fifty-three students in grades 9-12 participated during an academic semester learning experience which included planting, maintenance, & harvesting for an oasissofa. Data was collected using a questionnaire and reflective journals to gather students' attitudes towards agriculture and science and knowledge towards agriculture. Results showed that while the experiences did not improve students' interest in pursuing careers in agricultural sciences, overall, they did increase their knowledge of concepts related to agriculture. It was concluded that students benefit from experiential learning experiences. Based on the study, it is recommended that future research follow up with students to learn of their educational and career choices in agriculture and future learning experiences include curricula that integrates agricultural topics with STEM courses.

A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

PubMed Central

Holbrook, Jane

2010-01-01

Objective To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Design Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. Assessment A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Conclusion Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course. PMID:20798797

A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction.

PubMed

Edginton, Andrea; Holbrook, Jane

2010-06-15

To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course.

Does hearing the patient perspective improve consultation skills in examinations? An exploratory randomized controlled trial in medical undergraduate education.

PubMed

Snow, Rosamund; Crocker, Joanna; Talbot, Katherine; Moore, Jane; Salisbury, Helen

2016-12-01

Medical education increasingly includes patient perspectives, but few studies look at the impact on students' proficiency in standard examinations. We explored students' exam performance after viewing video of patients' experiences. Eighty-eight medical students were randomized to one of two e-learning modules. The experimental group saw video clips of patients describing their colposcopy, while the control group viewed a clinician describing the procedure. Students then completed a Multiple Choice Questionnaire (MCQ) and were assessed by a blinded clinical examiner in an Objective Structured Clinical Examination (OSCE) with a blinded simulated patient (SP). The SP scored students using the Doctors' Interpersonal Skills Questionnaire (DISQ). Students rated the module's effect on their skills and confidence. Regression analyses were used to compare the effect of the two modules on these outcomes, adjusting for gender and graduate entry. The experimental group performed better in the OSCE than the control group (odds ratio 2.7 [95%CI 1.2-6.1]; p = 0.016). They also reported significantly more confidence in key areas, including comfort with patients' emotions (odds ratio 6.4 [95%CI 2.7-14.9]; p < 0.0005). There were no other significant differences. Teaching that included recorded elements of real patient experience significantly improved students' examination performance and confidence.

Student Perceptions of a Hands-on Practicum to Supplement an Online eHealth Course

PubMed Central

2012-01-01

Background Since 2000, the Centre for Online Health (COH) at The University of Queensland has offered a range of online eHealth courses at the undergraduate and postgraduate level. While online learning has a number of advantages, in some domains, it can present some challenges to the development of practical skills and experience. Objective To assess students’ perceptions of the value of an eHealth practicum. Methods To supplement our online learning program, we introduced an eHealth practicum component that aimed to expose students to a range of clinically relevant learning experiences. Subsequently, by means of a questionnaire, student perceptions of the practicum were assessed. Results Over two semesters, a total of 66 students participated in the eHealth practicum, and questionnaire responses were very positive. The majority of students agreed that the practicum allowed them to gain necessary skills in eHealth applications (59%) and provided them with an opportunity to explore ways of using different eHealth tools for the delivery of health care at a distance (62%). Conclusions The study shows that a practical component in eHealth teaching was well received by students. While online teaching is appropriate for providing knowledge, the opportunity to develop practical skills may encourage students to use eHealth techniques in their future practices. PMID:23246840

Why Do Students Engage in Elective Courses on Acupuncture and Homeopathy at Medical School? A Survey.

PubMed

Jocham, Alexandra; Berberat, Pascal O; Schneider, Antonius; Linde, Klaus

We aimed to investigate why medical students in Germany participate in elective courses on acupuncture or homeopathy. The study was a nationwide, cross-sectional survey. Elective courses on acupuncture and homeopathy in the academic half-year 2013/14 were identified by inquiries directed to all 37 German medical schools, to student initiatives, and organizations supporting such courses. Participants of courses were asked to fill in a questionnaire consisting of a free-text question on their motives and closed questions regarding personal experiences, personal environment, evidence, role of the therapy as a complement to conventional medicine, and opportunistic aspects in relation to the therapy chosen. Students participating in 16 of 18 identified acupuncture courses (n = 220) and 12 of 13 identified homeopathy courses (n = 113) filled in the questionnaire. Content analysis of the free text showed that personal experience, a feeling that conventional medicine is somehow incomplete, the belief that acupuncture or homeopathy could help to overcome this shortcoming, and positive characteristics attributed to the therapies were the main motives for participation. Quantitative analyses showed that own experiences and considering the therapy a useful complement to conventional medicine were similarly rated motives in both groups, while opportunistic aspects played almost no role. The influence of the personal environment was more important among homeopathy students, while acupuncture students considered their therapy better backed by evidence. In our survey, personal experiences and the belief that acupuncture or homeopathy allows grasping the patient more holistically were primary motives for participation. © 2017 S. Karger GmbH, Freiburg.

A Youth Performing Arts Experience: Psychological Experiences, Recollections, and the Desire to Do It Again

ERIC Educational Resources Information Center

Trayes, Jan; Harre, Niki; Overall, Nickola C.

2012-01-01

Stage Challenge is a performing arts competition for New Zealand secondary schools. This longitudinal study used observations, repeated questionnaires, informal conversations, and a graffiti board to follow the 5-month experience of a student-led girls' team aged 10 to 17 years (n = 103). The focus was on the quality of their experience and what…

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

PubMed Central

Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials. PMID:25024925

Factors contributing to Korean teachers' attitudes toward students with epilepsy.

PubMed

Lee, Sang-Ahm; Yim, Soo Bin; Rho, Young Il; Chu, Minkyung; Park, Hyeon Mi; Lee, Geun-ho; Park, Sung-Pa; Jung, Dae Soo

2011-02-01

We investigated factors contributing to teachers' attitudes toward students with epilepsy. Data were collected from 604 teachers in Korea. The questionnaire included the Scale of Attitudes Toward Persons with Epilepsy (ATPE) and a demographic and teaching experience survey. In stepwise linear regression analysis, ATPE Knowledge scores (P<0.001) and prior experience teaching a student with epilepsy (P=0.001) were identified as significant factors for ATPE Attitude scores. The ATPE Knowledge scores accounted for 50.1% of the variance in the Attitude scores, and experience teaching a student with epilepsy accounted only for 1.0%. Our finding that teachers' knowledge is the most important factor influencing teacher's attitudes toward epilepsy indicates that teachers should be provided with information about epilepsy universally, across geographic settings, educational levels, and experience levels. Copyright © 2010 Elsevier Inc. All rights reserved.

Assertiveness levels of nursing students who experience verbal violence during practical training.

PubMed

Unal, Sati; Hisar, Filiz; Görgülü, Ulkü

2012-08-01

The aim of the study was to investigate students' verbal violence experiences, the effect of assertiveness on being subjected to violence, the behaviour of students after the violence and the experience of psychological distress during practical training. The study sample consisted of 274 students attending a school of nursing. A questionnaire form and the Rathus Assertiveness Schedule (RAS) were used for data collection. Percentages, means and the independent samples t-test were used for the evaluation of data. During practical training, the students suffered verbal violence from teachers, department nurses and doctors. The students had higher mean scores of RAS for most types of violence committed by the teachers and being reprimanded by the nurses and 69.3% had not responded to the violence. Students with a high level of assertiveness are subjected to violence more frequently. Being subjected to verbal violence and feeling psychological distress during practical training are a major problem among nursing students. Students should be supported in terms of assertiveness and dealing with violence effectively.

Showing You're Working: A Project Using Former Pupils' Experiences to Engage Current Mathematics Students

ERIC Educational Resources Information Center

Musto, Garrod

2008-01-01

To help students view mathematics in a more favourable light, a number of former pupils were contacted and asked to give details of how they use mathematics in their daily lives. This information was gathered through an online questionnaire or visits to the school to talk to pupils--a booklet of responses was also given to students. Attitudinally…

Psychological Distress and Coping amongst Higher Education Students: A Mixed Method Enquiry

PubMed Central

Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2014-01-01

Background Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students. Methods This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n = 1557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n = 59) provided an in-depth understanding of students experiences of psychological distress and coping. Results A significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between “escape-avoidance” and gender, age, marital status, place of residence, programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity. Conclusion The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher education students. It also identifies their distress, maladaptive coping and the relationship to their lifestyle behaviours. The findings can inform strategies to minimise student distress and maladaptive coping during college and in future professional years. PMID:25506825

Mobile phone application for mathematics learning

NASA Astrophysics Data System (ADS)

Supandi; Ariyanto, L.; Kusumaningsih, W.; Aini, A. N.

2018-03-01

This research was aimed to determine the role of the use of Mobile Phone Application (MPA) in Mathematics learning. The Pre and Post-test Quasy Experiment method was applied. The Pre-test was performed to understand the initial capability. In contrast, the Post-test was selected to identify changes in student ability after they were introduced to the application of Mobile Technology. Student responses to the use of this application were evaluated by a questionnaire. Based on the questionnaire, high scores were achieved, indicating the student's interest in this application. Also, learning results showed significant improvement in the learning achievement and the student learning behaviour. It was concluded that education supported by the MPA application gave a positive impact on learning outcomes as well as learning atmosphere both in class and outside the classroom.

An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

PubMed

Mehta, S; Clarke, F; Fleming, P S

2016-08-12

Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.

Views of South African Chemistry Students in University Bridging Programs on the Reliability of Experimental Data

NASA Astrophysics Data System (ADS)

Rollnick, Marissa; Dlamini, Betty; Lotz, Sandra; Lubben, Fred

2001-08-01

This paper reports an investigation of the status of procedural knowledge in chemistry amongst students entering into bridging programs at two South African universities. The students answered a questionnaire which investigated their perceived reasons for repeating readings and their ideas about handling data. Students also answered a question on laboratory apparatus which was used to assess their laboratory experience. The overall responses were analysed, as well as their relationship to laboratory experience and home language. The findings show that students overall tend to repeat in order to get a recurring reading. Very few students were able to use a line of best fit for a set of graphical data. There is some relationship between their responses and previous laboratory experiences, but little fundamental difference between the responses of the two main language groups. Some implications for tertiary education in chemistry are discussed.

Senior dental students' experience with Cariogram in a pediatric dentistry clinic.

PubMed

Gonzalez, Cesar D; Okunseri, Christopher

2010-02-01

The study objective was to assess predoctoral dental students' experience with a caries risk assessment computer program in the pediatric dentistry clinic at Marquette University School of Dentistry. In 2005, spring semester sophomore dental students (class of 2008) were introduced to the caries risk assessment computer program "Cariogram." The students received a fifty-minute lecture on caries risk assessment and a demonstration on how to use Cariogram in the clinic. After two years of clinical exposure to Cariogram, sixty-six out of eighty senior dental students completed an anonymous eleven-item questionnaire on their experience with the tool. Each item on the questionnaire was scored on a five-point Likert scale with the exception of two questions. Full- and part-time faculty members in the pediatric dentistry clinic were involved in teaching and supervising students in the use of Cariogram for caries risk assessment after their training and calibration. Forty-five percent of the students who participated in the study agreed that Cariogram was easy to understand, and 18 percent disagreed. Thirty-six percent felt that it was easy to apply, and 25 percent reported that it was useful in determining caries preventive procedures. The students reported that 60 percent of full-time and 33 percent of part-time faculty were knowledgeable about Cariogram use. A majority of the students felt that Cariogram was not easy to understand, and eighty-two percent of them reported that they would not be using Cariogram in their private offices. Future studies should explore reasons why students do not feel inclined to use Cariogram as a caries risk assessment tool in their private practices even after being exposed to the tool in dental school.

The State, Not the Trait, of Nostalgia Increases Creativity

ERIC Educational Resources Information Center

Ye, Shengquan; Ngan, Rose Ying Lam; Hui, Anna N. N.

2013-01-01

Nostalgic experience evokes emotions and activates the cognitive process of recalling and reconstructing information in memory. This study investigated the effects of nostalgia on creativity using experiments and questionnaires. Two-hundred-and-eighty university students were randomly assigned to experimental and control groups, in which…

Doing it differently: attempts to improve Millikan's oil-drop experiment

NASA Astrophysics Data System (ADS)

Heering, Peter; Klassen, Stephen

2010-07-01

Millikan's oil-drop experiment is one of the classic experiments from the history of physics. Due to its content (the determination of the elementary charge) it is also among those experiments that are frequently used and discussed in teaching situations. Disappointingly, a review of the educational literature on this experiment reveals that its implementation in teaching situations is not especially successful. Using a collaborative approach, we have attempted to develop an understanding of the difficulties that students encounter with this experiment. In our approach, apart from evaluating students' lab reports, we used questionnaires and semi-structured interviews. Additionally, we have used the historical development of the oil-drop experiment as a resource for restructuring the educational use of the experiment, and we have attempted to develop a more thorough understanding of the experiment through an analysis of the data generated in the experiment and its mathematical treatment. As a result, we suggest a different use of the apparatus that appears to result in less frustration of the students as well as a better understanding of the experiment and its difficulties by the students.

Enhancement of Self Efficacy of Vocational School Students in Buffer Solution Topics through Guided Inquiry Learning

NASA Astrophysics Data System (ADS)

M, Ardiany; W, Wahyu; A, Supriatna

2017-09-01

The more students who feel less confident in learning, so doing things that are less responsible, such as brawl, drunkenness and others. So researchers need to do research related to student self efficacy in learning, in order to reduce unwanted things. This study aims to determine the effect of guided inquiry learning on improving self-efficacy of learners in the buffer solution topics. The method used is the mixed method which is the two group pretest postest design. The subjects of the study are 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class students. The instruments used in this study mix method consist of self-efficacy questionnaire of pretest and posttest learners, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy aspect of students in the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with conventionally guided inquiry learning. The mean of self-efficacy of student learning there is significant difference of experiment class than control class equal to 0,047. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning. Each correlation value is 0.737. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response of learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn actively, increased self-efficacy.

Assessment of knowledge and attitudes of dental students in regard to child abuse in Turkey.

PubMed

Hazar Bodrumlu, E; Avşar, A; Arslan, S

2018-02-01

Child abuse is a serious public problem. Signs of abuse are often present in the oro-facial region and dentists are in a strategic position to recognise and report suspected cases. The aim of this study was to investigate dental students' knowledge about and attitudes towards child abuse. This study was performed at the Faculty of Dentistry of the Ondokuz Mayis University. The data were collected through a self-report questionnaire administered to dental students (137 female/111 male) in three different dental classes (third, fourth and fifth study years) and grouped by considering those students who have been training in the school year of 2013. The definition of physical and social indicators of abuse, awareness regarding legal and ethical responsibilities, students' experience and requests made by students were evaluated by the students' response to questions put in the questionnaire. Descriptive statistics and chi-square tests were performed to analyse the questionnaire data. The questionnaire completion rate was 100%. About 67.74% of the third year, 40.71% of the fourth year and 16.67% of the fifth year believed that they could detect child abuse cases. However, results indicated a major lack of knowledge of social indicators, signs of physical abuse and reporting procedure amongst all respondents. The assessment of the total correct answers exhibited significant differences amongst third-, fourth- and fifth-year students' answers. Fifth-year students had the highest rate of correct responses (P < 0.05). Most students wanted to receive more knowledge about this topic. Dental students in Turkey are not sufficiently prepared for their role in diagnosing suspected cases of child abuse. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Attachment Styles and Suicide-Related Behaviors in Adolescence: The Mediating Role of Self-Criticism and Dependency

PubMed Central

Falgares, Giorgio; Marchetti, Daniela; De Santis, Sandro; Carrozzino, Danilo; Kopala-Sibley, Daniel C.; Fulcheri, Mario; Verrocchio, Maria Cristina

2017-01-01

Insecure attachment and the personality dimensions of self-criticism and dependency have been proposed as risk factors for suicide in adolescents. The present study examines whether self-criticism and dependency mediate the relationship between insecure attachment styles and suicidality. A sample of 340 high-school students (73.2% females), ranging in age from 13 to 20 years (M = 16.47, SD = 1.52), completed the Depressive Experiences Questionnaire for Adolescents, the Depressive Experiences Questionnaire for Adolescents, the Attachment Style Questionnaire, and the Suicidal Behaviors Questionnaire-Revised. The results partially support the expected mediation effects. Self-criticism, but not dependency, mediates the link between insecure attachment (anxiety and avoidance) and suicide-related behaviors. Implications for suicide risk assessment and management are discussed. PMID:28344562

The Research of Sunshine Sports to Psychologically Healthy to Shanghai University Students

ERIC Educational Resources Information Center

Huang-sheng, Kong

2012-01-01

This article used self-reporting inventory, self-test questionnaire, and other methods, chose four vocational schools in Shanghai for comparing experimental study of mental health, conducted experiments on experimental group and control group, and analyzed the current mental health of young students in Shanghai. It shows that the sunshine sports…

A Cross-Age Study of Science Student Teachers' Chemistry Attitudes

ERIC Educational Resources Information Center

Çalik, Muammer; Ültay, Neslihan; Kolomuç, Ali; Aytar, Ayse

2015-01-01

The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant…

Cyberbullying in Portuguese Schools: Prevalence and Characteristics

ERIC Educational Resources Information Center

Matos, Armanda P. M.; Vieira, Cristina C.; Amado, João; Pessoa, Teresa; Martins, Maria José D.

2018-01-01

This study examined the extent and nature of cyberbullying in 23 Portuguese schools. A sample of 3,525 sixth-, eighth-, and eleventh-grade students completed a self-response questionnaire assessing their perceptions and experiences of cyberbullying. The findings showed that 7.6% of students have been victimized, and 3.9% have bullied others at…

A Comparison of Adolescent Attitudes of Secondary School Students in Grenada and the United States.

ERIC Educational Resources Information Center

Brandt, Richard M.

The effects of the recently expanded educational services in Grenada have not yet been determined. In 1984 a questionnaire was administered to 729 Grenadian secondary school students to compare their educational and vocational aspirations; attitudes toward family, school, work, and military experience; family backgrounds; subject preferences;…

Localizing College Retention Efforts: The Distance between Theoretical Orientation and Institution-Specific Needs

ERIC Educational Resources Information Center

Xu, Yonghong Jade

2017-01-01

The study used a theoretically guided questionnaire to examine student experience in college and to gain a better understanding about how college environment affects student persistence. Data were collected from a single four-year institution; the findings suggest that institutional control over academic quality is the most critical factor in…

Is "Learning" Science Enough?--A Cultural Model of Religious Students of Science in an Australian Government School

ERIC Educational Resources Information Center

Ferguson, Joseph Paul; Kameniar, Barbara

2014-01-01

This paper investigates the cognitive experiences of four religious students studying evolutionary biology in an inner city government secondary school in Melbourne, Australia. The participants in the study were identified using the Religious Background and Behaviours questionnaire (Connors, Tonigan, & Miller, 1996). Participants were…

Components of the Lonely Experience in Adolescents and Young Adults.

ERIC Educational Resources Information Center

Goswick, Ruth Ann; And Others

Research has identified high school and college students as the groups experiencing the greatest severity of loneliness. The manifestations of loneliness in adolescents and young adults were examined in a group of college (N=192) and high school (N=98) students. All subjects completed the Revised Loneliness Scale and a questionnaire about…

Reading an Augmented Reality Book: An Exploration of Learners' Cognitive Load, Motivation, and Attitudes

ERIC Educational Resources Information Center

Cheng, Kun-Hung

2017-01-01

Since augmented reality (AR) has been increasingly applied in education recently, the investigation of students' learning experiences with AR could be helpful for educators to implement AR learning. With a quantitative survey using three questionnaires, this study explored the relationships among 153 students' perceived cognitive load, motivation,…

The Influence of PBL on Students' Self-Efficacy Beliefs in Chemistry

ERIC Educational Resources Information Center

Mataka, Lloyd M.; Grunert Kowalske, Megan

2015-01-01

A convergent mixed methods research study was used to investigate whether or not undergraduate students who participated in a problem-based learning (PBL) laboratory environment improved their self-efficacy beliefs in chemistry. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in…

Choosing Sport Management as a College Major

ERIC Educational Resources Information Center

Schwab, Keri A.; Dustin, Daniel; Legg, Eric; Timmerman, Danielle; Wells, Mary Sara; Arthur-Banning, Skye G.

2013-01-01

The purpose of this study was to better understand sport management students within departments of parks, recreation, and tourism, and to address the often uneasy fit faculty experience when trying to educate sport and recreation students in the same classes. Researchers sent a 16-item online questionnaire to 1,337 undergraduate sport management…

Music Instruction and the Reading Achievement of Middle School Students

ERIC Educational Resources Information Center

Huber, Juanita J.

2010-01-01

Comparative analysis examined responses on a descriptive questionnaire from 267 students in grades 6, 7, and 8. The study compared duration of and participation in music instruction, types of musical instruments learned, and experience in musical ensembles to scores from the state English language arts assessment. Analysis of results included…

Design and Validation of a Questionnaire to Measure Research Skills: Experience with Engineering Students

ERIC Educational Resources Information Center

Cobos Alvarado, Fabián; Peñaherrera León, Mónica; Ortiz Colon, Ana María

2016-01-01

Universities in Latin American countries are undergoing major changes in its institutional and academic settings. One strategy for continuous improvement of teaching and learning process is the incorporation of methods and teaching aids seeking to develop scientific research skills in students from their undergraduate studies. The aim of this…

Student Attitudes toward Nuclear Power Plants: A Classroom Experiment in the Field of Environmental Psychology.

ERIC Educational Resources Information Center

Spada, Hans; And Others

1977-01-01

As part of a senior high school physics unit on nuclear power, changes in student attitudes toward nuclear power plants and problems of energy supply were analyzed. Tests included a situational test, semantic differentials, knowledge or achievement, and a final questionnaire. The results are discussed. (CTM)

Anxiety in Undergraduate Research Methods Courses: Its Nature and Implications

ERIC Educational Resources Information Center

Papanastasiou, Elena C.; Zembylas, Michalinos

2008-01-01

The study reported in this article examines the nature of anxiety that undergraduate students experience in a research methods course and explores some of the factors that influence their anxiety levels. Two questionnaires measuring the attitudes towards research and the anxiety level were administered to 472 students enrolled in a research…

Female Students' Experiences of Computer Technology in Single- versus Mixed-Gender School Settings

ERIC Educational Resources Information Center

Burke, Lee-Ann; Murphy, Elizabeth

2006-01-01

This study explores how female students compare learning computer technology in a single- versus a mixed- gender school setting. Twelve females participated, all of whom were enrolled in a grade 12 course in Communications' Technology. Data collection included a questionnaire, a semi-structured interview and focus groups. Participants described…

Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to Dropout

ERIC Educational Resources Information Center

Archambault, Isabelle; Janosz, Michel; Morizot, Julien; Pagani, Linda

2009-01-01

Background: High school dropout represents an important public health issue. This study assessed the 3 distinct dimensions of student engagement in high school and examined the relationships between the nature and course of such experiences and later dropout. Methods: We administered questionnaires to 13,330 students (44.7% boys) from 69 high…

Factors related to cancer information scanning and seeking behavior among high school students in Korea.

PubMed

Kye, Su Yeon; Yun, E Hwa; Park, Keeho

2012-01-01

This paper aimed to determine the relationship between cancer information scanning and seeking experience of adolescents and cancer preventive behavior, perceived cancer risk, and levels of cancer- related knowledge. The study sample comprised 1,000 second-year students from 6 high schools: the general and vocational school systems were each represented by 1 boys', 1 girls', and 1 coeducational high school. In July 2011, trained researchers visited each classroom, explained the purpose of the study, distributed questionnaires to the students who agreed to participate, instructed them to complete the survey by self-reporting, and collected the completed questionnaires. The students who attended general high schools (as compared with vocational high schools), earned higher grades, consumed more vegetables, had a higher perceived cancer risk, and answered the cancer-related questions more correctly and had more cancer information scanning and seeking experience. These results reinforce the importance of cancer prevention health education. Furthermore, the results may help in preparing a strategy that enables people to acquire accurate cancer-related information easily and quickly.

Development of a structure-validated Sexual Dream Experience Questionnaire (SDEQ) in Chinese university students.

PubMed

Chen, Wanzhen; Qin, Ke; Su, Weiwei; Zhao, Jialian; Zhu, Zhouyu; Fang, Xiangming; Wang, Wei

2015-01-01

Sexual dreams reflect the waking-day life, social problems and ethical concerns. The related experience includes different people and settings, and brings various feelings, but there is no systematic measure available to date. We have developed a statement-matrix measuring the sexual dream experience and trialed it in a sample of 390 young Chinese university students who had a life-long sexual dream. After both exploratory and confirmatory factor analyses, we have established a satisfactory model of four-factor (32 items). Together with an item measuring the sexual dream frequency, we developed a Sexual Dream Experience Questionnaire (SDEQ) based on the 32 items, and subsequently named four factors (scales) as joyfulness, aversion, familiarity and bizarreness. No gender differences were found on the four scale scores, and no correlations were found between the four scales and the sexual dream frequency or the sexual experience in real life. The SDEQ might help to characterize the sexual dreams in the healthy people and psychiatric patients. Copyright © 2014 Elsevier Inc. All rights reserved.

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning.

PubMed

Kim, Hyang-Il; Cha, Kyung-Ae

2017-01-01

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs-production and comprehension-that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

Caries experience and oral hygiene status of a group of visually impaired children in Istanbul, Turkey.

PubMed

Bekiroglu, Nural; Acar, Nihan; Kargul, Betul

2012-01-01

To evaluate the caries experience, oral hygiene status and oral health knowledge of a group of visually impaired students. The study was conducted at one of the largest visually impaired children's schools among students aged between 7 and 16 years (n = 178) in Istanbul, Turkey. A 16-item questionnaire was asked in addition to a clinical tooth examination. The 16-item verbal questionnaire was developed to record the students' general health, impairment, the socioeconomic profile and education level of their parents, oral health knowledge, sources of information about oral health and oral hygiene habits. Oral hygiene was assessed according to Greene and Vermillion's Simplified Oral Hygiene Index (OHI-S). To measure the oral hygiene status, OHI-S index scores were recorded. Additionally, DMFT and dft indices were documented. Only 26.40% of children were caries free, and only 2.2% of students had good oral hygiene. A total of 3.3% of these students were mildly retarded and 2.8% of them had a developmental disability. Visually impaired children exhibited a fair-to-poor level of oral hygiene. Maintenance of oral hygiene remains the greatest challenge in the care of visually impaired children.

Experience of Teaching a Class with a Film: Cognitive Changes with Regard to HIV.

PubMed

Park, Wan Beom; Jang, Eun Young; Seo, Mi Sung; Phyo, Sae Ra; Kang, Seok Hoon; Myung, Sun Jung; Kim, Nam Joong; Oh, Myoung Don; Shin, Hee Young; Shin, Jwa Seop

2011-03-01

The aim of this study was to describe our experience of a class, using a film that deals with the social issues of human immunodeficiency virus (HIV), and the results of surveys before and after the class. One hundred fifty-six second-year medical students were surveyed with self-questionnaires (9-point Likert scale) before, immediately after, and 2 years after a class that viewed a film ('Philadelphia', 1993). The same survey, comprising 4 items, was administered to 81 non-medical students in the same university. In 156 medical students, 153 (98%) answered the questionnaires. Before the class, there was no significant difference between medical and non-medical students with regard to the cognition of social isolation of HIV-infected persons (4.13 vs. 4.43, p=0.307). immediately after the class, medical student' cognition changed significantly in the positive direction on all items, irrespective of age, sex, and course grade. Two years after the class, this positive effect remained significant on 2 items: 'social isolation of HIV-infected persons' and 'casual contact with an HIV-infected person.' A film can be used to reinforce medical education in the affective domain.

Integrated learning in dentistry: baseline data and first evaluation at the Dental School of Basel.

PubMed

Neuhaus, K W; Schegg, R; Krastl, G; Amato, M; Weiger, R; Walter, C

2008-08-01

Integrated learning modules were introduced and baseline information was collected, in order to identify the expectations regarding e-learning. Furthermore, first formative evaluation of fourth-year dental students was conducted and the experience gained with summative online assessment was reported. Questionnaires designed by Infratest dimap (Berlin, Germany) were distributed to undergraduate students (n = 72) of the School of Dentistry. The fourth-year dental students went through a preliminary evaluation process. An online test was evaluated and compared with a traditional examination. Sixty-three questionnaires were returned. Sixty-five per cent of the students were already familiar with e-learning. All but one student owned at least one personal computer or laptop. Ninety-one per cent of the students expected positive effects from the integration of online modules. Enhanced flexibility regarding time and location as well as comfortable access to learning materials were mentioned most frequently. Ninety per cent of the students expected to achieve better results by finding it easier to understand learning materials produced with multimedia tools. Sixty per cent of the students feared technical complications when using an online platform. The online test was successfully performed. A formative evaluation process demonstrated agreement between expectations and first experiences with e-learning. Most students expect the quality of their studies to improve by implementation of e-learning. Students appreciating regularly updated learning materials particularly emphasise the importance of its visualisation. Online tests might be an option for student's self-performance rating.

Student distress in clinical workplace learning: differences in social comparison behaviours.

PubMed

Janet Raat, A N; Schönrock-Adema, Johanna; van Hell, E Ally; Kuks, Jan B M; Cohen-Schotanus, Janke

2015-03-01

In medical education, student distress is known to hamper learning and professional development. To address this problem, recent studies aimed at helping students cope with stressful situations. Undergraduate students in clinical practice frequently use experiences of surrounding peers to estimate their abilities to master such challenging situations. This use of the experiences of others, known as social comparison, may affect student distress both positively and negatively. To find characteristics of a beneficial use of social comparison, we examined differences in comparison behaviours between students expressing low and high levels of distress. The participants in our study, response rate 93% (N = 301/321), were all medical students in their first year in clinical practice. They completed the General Health Questionnaire (GHQ-12) to measure distress, and three separate questionnaires to measure: (1) orientation to comparison, (2) motive for comparison, and (3) interpretation of comparison. Differences were analysed using multivariate analysis of variance. Although all students were oriented towards social comparison, the analyses showed that this orientation was less apparent among low-distress students. Besides, the low-distress students were less inclined to use motives indicative for comparisons with peers perceived as performing worse and were less negative in the interpretations of their comparisons. As social comparison is frequently used among all students, we recommend to make them aware of their comparison behaviours and inform them about the pros and cons of the distinguished aspects of the comparison process.

Medical students' failure experiences and their related factors.

PubMed

Han, Eui Ryoung; Chung, Eun Kyung; Oh, Sun A; Chay, Kee Oh; Woo, Young Jong

2012-09-01

A considerable number of medical students drop out due to low academic achievement, and these students have a high probability of repeated failure experiences. This study investigated the personal and academic problems of these students to help develop student support systems. First-year (n=146) and second-year (n=119) medical students were asked to complete questionnaires. The questionnaires consisted of personality traits and the students' management of/satisfaction with school life. Students who had already dropped out accounted for 17.4% of the study subjects. The most common reason for dropping out was low academic achievement, and the most difficult part of taking a leave of absence from school was psychological anxiety. The group who dropped out had significantly lower levels of emotional stability, sociability, responsibility, dominance, masculinity, and superiority and more vulnerable mental states compared with those who did not drop out. They also expressed less motivation with regard to medical science and less satisfaction with school life than did the group that did not drop out. Those who dropped out tended not to prepare for exams, and they managed their time ineffectively. They also tried to resolve their difficulties alone and rarely sought help from teachers. More intimate student-teacher relationships should be established, and teachers should be encouraged to meet and interact with their students on a regular basis. Additionally, personality inventories should be used to assist in efforts to understand students, especially to identify hidden social and emotional problems.

Evaluation of a 2 to 1 peer placement supervision model by physiotherapy students and their educators.

PubMed

Alpine, Lucy M; Caldas, Francieli Tanji; Barrett, Emer M

2018-04-02

The objective of the study was to investigate student and practice educator evaluations of practice placements using a structured 2 to 1 supervision and implementation model. Cross-sectional pilot study set in clinical sites providing placements for physiotherapy students in Ireland. Students and practice educators completing a 2.1 peer placement between 2013 and 2015 participated. A self-reported questionnaire which measured indicators linked to quality assured placements was used. Three open-ended questions captured comments on the benefits and challenges associated with the 2 to 1 model. Ten students (10/20; 50% response rate) and 10 practice educators (10/10; 100% response rate) responded to the questionnaire. Student responses included four pairs of students and one student from a further two pairs. There was generally positive agreement with the questionnaire indicating that placements using the 2 to 1 model were positively evaluated by participants. There were no significant differences between students and practice educators. The main benefits of the 2 to 1 model were shared learning experiences, a peer supported environment, and the development of peer evaluation and feedback skills by students. A key component of the model was the peer scripting process which provided time for reflection, self-evaluation, and peer review. 2 to 1 placements were positively evaluated by students and educators when supported by a structured supervision model. Clear guidance to students on the provision of peer feedback and support for educators providing feedback to two different students is recommended.

Evaluation of the acceptability of Peer Physical Examination (PPE) in medical and osteopathic students: a cross sectional survey.

PubMed

Consorti, Fabrizio; Mancuso, Rosaria; Piccolo, Annalisa; Consorti, Giacomo; Zurlo, Joseph

2013-08-22

Peer physical examination (PPE) is a method of training in medical and osteopathic curricula. The aim of this study was to compare the acceptability of PPE in two classes of medical and osteopathic students after their first experience, to obtain comparative information useful for an understanding of the different professional approaches. The leading hypothesis was that osteopathic students enter the curriculum with a more positive attitude to bodily contact.As a secondary aim, this study validated the new version of a questionnaire to assess the acceptability of PPE. A new version of a previously validated questionnaire and an instrument from the literature (the Examining Fellow Student [EFS] questionnaire) were used for a cross-sectional survey in a class of 129 3rd year medical students and in two parallel classes of 1st year osteopathic students (total of 112 students). The mean score of the new questionnaire was significantly higher for the osteopathic students than for the medical students (53.4 ± 6.3 vs. 43.4 ± 8.9; p < 0.01). The only independent variables that were significantly predictive of the score in a linear regression analysis were gender and the condition of medical or osteopathic student. The EFS mean score also showed a significant difference between the osteopathic and medical students (30.76 ± 2.9 vs. 27.85 ± 4.3; p < 0.01).Factor analysis of the new questionnaire identified three factors (appropriateness and usefulness, sexual implications and passive role) accounting for 62.8% of the variance. Criterion validity was assessed by correlation with the EFS (Pearson's r coefficient = 0.61). Reliability was expressed in terms of Cronbach's alpha coefficient, which equals 0.86. These quantitative results are consistent with previous qualitative research on the process of embodiment both in medicine and osteopathy. The new questionnaire proved to be valid and reliable. The objective assessment of the acceptability of PPE is a way to determine differences in students' attitudes towards contact with the body and can be used for counselling students regarding career choice. This study can also highlight differences between students from different professions and serve as a basis for reflection for improved mutual interprofessional understanding and future interprofessional education.

Developing an instrument to measure effective factors on Clinical Learning

PubMed Central

DADGARAN, IDEH; SHIRAZI, MANDANA; MOHAMMADI, AEEN; RAVARI, ALI

2016-01-01

Introduction Although nursing students spend a large part of their learning period in the clinical environment, clinical learning has not been perceived by its nature yet. To develop an instrument to measure effective factors on clinical learning in nursing students. Methods This is a mixed methods study performed in 2 steps. First, the researchers defined “clinical learning” in nursing students through qualitative content analysis and designed items of the questionnaire based on semi-structured individual interviews with nursing students. Then, as the second step, psychometric properties of the questionnaire were evaluated using the face validity, content validity, construct validity, and internal consistency evaluated on 227 students from fourth or higher semesters. All the interviews were recorded and transcribed, and then, they were analyzed using Max Qualitative Data Analysis and all of qualitative data were analyzed using SPSS 14. Results To do the study, we constructed the preliminary questionnaire containing 102 expressions. After determination of face and content validities by qualitative and quantitative approaches, the expressions of the questionnaire were reduced to 45. To determine the construct validity, exploratory factor analysis was applied. The results indicated that the maximum variance percentage (40.55%) was defined by the first 3 factors while the rest of the total variance percentage (59.45%) was determined by the other 42 factors. Results of exploratory factor analysis of this questionnaire indicated the presence of 3 instructor-staff, students, and educational related factors. Finally, 41 expressions were kept in 3 factor groups. The α-Cronbach coefficient (0.93) confirmed the high internal consistency of the questionnaire. Conclusion Results indicated that the prepared questionnaire was an efficient instrument in the study of the effective factors on clinical learning as viewed by nursing students since it involves 41 expressions and properties such as instrument design based on perception and experiences of the nursing students about effective factors on clinical learning, definition of facilitator and preventive factors of the clinical learning, simple scoring, suitable validity and reliability, and applicability in different occasions. PMID:27382579

Using standardized patients versus video cases for representing clinical problems in problem-based learning.

PubMed

Yoon, Bo Young; Choi, Ikseon; Choi, Seokjin; Kim, Tae-Hee; Roh, Hyerin; Rhee, Byoung Doo; Lee, Jong-Tae

2016-06-01

The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

Examination of cyberbullying experiences among Turkish students from different school types.

PubMed

Topçu, Cigdem; Erdur-Baker, Ozgür; Capa-Aydin, Yeşim

2008-12-01

The purpose of this study was to examine the nature of cyberbullying experiences among public and private school students in Turkey. One hundred eighty-three participants between the ages of 14 and 15 were recruited for the study. Participants were asked to respond to questionnaires measuring demographic information, usage frequency of Internet-mediated communication tools (IMCT), and cyberbullying experience (as a victim and as a bully). Participants who reported cyberbullying victimization were also asked how they felt and whether they sought help after such experiences. Results indicated that public school students were more likely than private school students to report being cyberbullies and cybervictims despite that private school students were more likely than public school students to report more frequent usage of IMCT. The findings of the logistic regression analyses indicated that usage frequency of IMCT was a significant predictor of cyberbullying/victimization for public school students but not for private school students. While victims from private school revealed that they did not mind the cyberbullying experience because they thought it was a joke, victims from public school reported that they felt angry when they experienced cyberbullying. Both public and private schools indicated that friends were their first choice for help.

Developmental-Interest Factors Associated with Homosexuality

ERIC Educational Resources Information Center

Lewis, Mary A.; Schoenfeldt, Lyle F.

1973-01-01

This study compared 42 male homosexual college students with heterosexual controls on 19 life experience factors. The factors were developed from a biographical questionnaire and, in turn, were used to develop subgroups homogeneous with respect to previous experience. The homosexuals differed on 8 of the 19 dimensions. The pattern was one…

Should I Take Further Mathematics? Physics Undergraduates' Experiences of Post-Compulsory Mathematics

ERIC Educational Resources Information Center

Bowyer, Jessica; Darlington, Ellie

2017-01-01

It is essential that physics undergraduates are appropriately prepared for the mathematical demands of their course. This study investigated physics students' perceptions of post-compulsory mathematics as preparation for their degree course. 494 physics undergraduates responded to an online questionnaire about their experiences of A-level…

The perceptions of anatomists in the US and Europe of the skills and attributes required of newly-recruited medical students.

PubMed

Moxham, Bernard J; Plaisant, Odile; Lignier, Baptiste; Brahim, Feisal

2018-05-01

Admission procedures for recruiting students to medical school vary considerably across the world. Notwithstanding such variability, it is important to know what skills and attributes (including attitudes and personality traits) are required of the students by their teachers on entering medical school. Anatomists are often the teachers who first meet the students as they enter medical school and this report analyses, by means of a paper-based questionnaire, the putative skills required of their medical students by anatomists from the U.S.A. and Europe. Questionnaires were distributed to 150 anatomists, of varying ages and teaching experience, with 108 responding with completed questionnaires (i.e. 72% returns). The findings from a questionnaire suggest that there are few differences between anatomists in the U.S.A. and Europe, even though medical students are postgraduates in the U.S.A. but undergraduates in Europe. Furthermore, the skill requirements expected of the students differed only slightly according to the gender and age of the anatomists and to whether or not they had clinical qualifications. In order of perceived importance, the most important skills and attributes required of the students were found to be: good study skills, memory/factual retention, conscientiousness, emotional stability, understanding of biology (but not chemistry, physics, mathematics, statistics, or understanding of the scientific method), life-long learning skills, ability to study independently, problem-solving abilities, readiness to be challenged, communication skills, and teamwork skills. Anatomists within the U.S.A. and Europe essentially agree on the skills and attributes initially required of their medical students, as well as those not deemed initially important. These findings are presented with the view of enhancing admission policies and procedures for admitting students into medical schools. Copyright © 2018. Published by Elsevier GmbH.

Teaching cultural competence using an exemplar from literary journalism.

PubMed

Anderson, Kathryn L

2004-06-01

Fadiman's work of literary journalism, The Spirit Catches You and You Fall Down, was used as a case study to teach transcultural and other nursing concepts to undergraduate nursing students. Campinha-Bacote's model of cultural competence was used to organize transcultural nursing concepts in the course. Before and after the course, students completed assessments consisting of two cultural attitude questionnaires and a paper describing a personal experience with adherence and failure to adhere by a Mexican American client. After reading Fadiman's book and completing several short writing assignments examining key course concepts, student scores on the questionnaires were mostly unchanged. However, students demonstrated growth in cultural awareness and skill in their "after" papers. Results suggest that valid, reliable tools are needed to detect changes in cultural competence. Qualitative data suggest that students can begin the process of becoming culturally competent through the creative use of literature in nursing education.

The image of mathematics held by Irish post-primary students

NASA Astrophysics Data System (ADS)

Lane, Ciara; Stynes, Martin; O'Donoghue, John

2014-08-01

The image of mathematics held by Irish post-primary students was examined and a model for the image found was constructed. Initially, a definition for 'image of mathematics' was adopted with image of mathematics hypothesized as comprising attitudes, beliefs, self-concept, motivation, emotions and past experiences of mathematics. Research focused on students studying ordinary level mathematics for the Irish Leaving Certificate examination - the final examination for students in second-level or post-primary education. Students were aged between 15 and 18 years. A questionnaire was constructed with both quantitative and qualitative aspects. The questionnaire survey was completed by 356 post-primary students. Responses were analysed quantitatively using Statistical Package for the Social Sciences (SPSS) and qualitatively using the constant comparative method of analysis and by reviewing individual responses. Findings provide an insight into Irish post-primary students' images of mathematics and offer a means for constructing a theoretical model of image of mathematics which could be beneficial for future research.

[The medical empathy, is it born or is it made? Evolution of the empathy in medical students].

PubMed

Esquerda, Montse; Yuguero, Oriol; Viñas, Joan; Pifarré, Josep

2016-01-01

Empathy is one of the basic skills in medicine that promotes better doctor-patient relationship, best professional competition and less professional stress. We don't found studies in our area. This study aims to measure the degree of empathy in medical students in our area and associated factors. Cross-sectional study. Faculty of Medicine, University of Lleida (Spain). Pass in class of 1st, 3rd and second cycle of Medicine, at 191 students. 173 students (90%) completed the questionnaire. TECA questionnaire to measure general empathy with 4 subscales (empathic understanding, perspective taking, empathic happiness and empathic stress), and a sociodemographic questionnaire. We found a progression in empathy during medical courses. Women have greater empathy but also increased empathic stress. Men have less general empathy, less progression of empathy and less emphatic stress. Students that show a preference to House TV movie have less empathy and those with family doctors. Voluntary students have greater empathy and those who have had a sick friend. We don't have found relationship between empathy and preferred specialty. There are several variables that are related to empathy in medical students: Women, advanced courses, experiences close to serious illnesses and those involved in voluntary activities. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

Community-based clinical education increases motivation of medical students to medicine of remote area: comparison between lecture and practice.

PubMed

Tani, Kenji; Yamaguchi, Harutaka; Tada, Saaya; Kondo, Saki; Tabata, Ryo; Yuasa, Shino; Kawaminami, Shingo; Nakanishi, Yoshinori; Ito, Jun; Shimizu, Nobuhiko; Obata, Fumiaki; Shin, Teruki; Bando, Hiroyasu; Kohno, Mitsuhiro

2014-01-01

In this study, we administered a questionnaire to medical students to evaluate the effect of community-based clinical education on their attitudes to community medicine and medicine in remote area. Questionnaires were given 4 times to all the students from first-year to sixth-year. Of 95 students, 65 students (68.4%) who completed all questionnaires, were used in this study. The intensity of students' attitudes was estimated by using visual analogue scale. The intensity of interest, a sense of fulfillment and passion in medicine of remote area was significantly increased after the community-based practice. On the other hand, the level of understanding in medicine in remote area was increased by the lecture not by the practice. The intensity of desire both to become a generalist and a specialist was significantly increased when the grade went up. Most of sixth-year students desired to have abilities of a generalist and a specialist simultaneously. This study shows that the community-based practice is more meaningful in increasing motivation in medicine in remote area than the lecture, and suggests that it is important to prepare more courses to experience community medicine to increase the number of physicians who desire to work in remote area.

Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey.

PubMed

Baykan, Zeynep; Naçar, Melis

2007-06-01

Educational researchers postulate that every individual has a different learning style. The aim of this descriptive study was to determine the learning styles of first-year medical students using the Turkish version of the visual, auditory, read-write, kinesthetic (VARK) questionnaire. This study was performed at the Department of Medical Education of Erciyes University in February 2006. The Turkish version of the VARK questionnaire was administered to first-year medical students to determine their preferred mode of learning. According to the VARK questionnaire, students were divided into five groups (visual learners, read-write learners, auditory learners, kinesthetic learners, and multimodal learners). The unimodality preference was 36.1% and multimodality was 63.9%. Among the students who participated in the study (155 students), 23.3% were kinesthetic, 7.7% were auditory, 3.2% were visual, and 1.9% were read-write learners. Some students preferred multiple modes: bimodal (30.3%), trimodal (20.7%), and quadmodal (12.9%). The learning styles did not differ between male and female students, and no statistically significant difference was determined between the first-semester grade average points and learning styles. Knowing that our students have different preferred learning modes will help the medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.

Evaluation of the acceptability of Peer Physical Examination (PPE) in medical and osteopathic students: a cross sectional survey

PubMed Central

2013-01-01

Background Peer physical examination (PPE) is a method of training in medical and osteopathic curricula. The aim of this study was to compare the acceptability of PPE in two classes of medical and osteopathic students after their first experience, to obtain comparative information useful for an understanding of the different professional approaches. The leading hypothesis was that osteopathic students enter the curriculum with a more positive attitude to bodily contact. As a secondary aim, this study validated the new version of a questionnaire to assess the acceptability of PPE. Methods A new version of a previously validated questionnaire and an instrument from the literature (the Examining Fellow Student [EFS] questionnaire) were used for a cross-sectional survey in a class of 129 3rd year medical students and in two parallel classes of 1st year osteopathic students (total of 112 students). Results The mean score of the new questionnaire was significantly higher for the osteopathic students than for the medical students (53.4 ± 6.3 vs. 43.4 ± 8.9; p < 0.01). The only independent variables that were significantly predictive of the score in a linear regression analysis were gender and the condition of medical or osteopathic student. The EFS mean score also showed a significant difference between the osteopathic and medical students (30.76 ± 2.9 vs. 27.85 ± 4.3; p < 0.01). Factor analysis of the new questionnaire identified three factors (appropriateness and usefulness, sexual implications and passive role) accounting for 62.8% of the variance. Criterion validity was assessed by correlation with the EFS (Pearson’s r coefficient = 0.61). Reliability was expressed in terms of Cronbach’s alpha coefficient, which equals 0.86. Conclusions These quantitative results are consistent with previous qualitative research on the process of embodiment both in medicine and osteopathy. The new questionnaire proved to be valid and reliable. The objective assessment of the acceptability of PPE is a way to determine differences in students’ attitudes towards contact with the body and can be used for counselling students regarding career choice. This study can also highlight differences between students from different professions and serve as a basis for reflection for improved mutual interprofessional understanding and future interprofessional education. PMID:23968312

We're all in this together: Midwifery student peer mentoring.

PubMed

McKellar, Lois; Kempster, Cathy

2017-05-01

Many higher education institutions have adopted mentoring programs for students as a means of providing support, improve learning and enhance the student experience. The aim of this project was to improve midwifery students experience by offering a peer mentoring program to commencing students to assist with the transition to university life and the rigours of the midwifery program. This paper reports the evaluation of this specific mentoring program and the ongoing development and implementation of a sustainable program within an Australian University. A survey design was adopted to gather feedback from both mentees to evaluate if the peer mentoring program enhanced the first year midwifery student experience and ascertain how the program could be further developed. Fifty-five students engaged with the peer mentors and completed the questionnaire regarding the mentoring program. Specifically valuable was the positive impact that mentoring had on midwifery student confidence, managing the demands of the program and being motivated to keep going when the program requirements were challenging. The success of this program rested largely with mentoring students sharing their own experiences and providing reassurance that other students could also succeed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study

PubMed Central

Aboshady, Omar A; Radwan, Ahmed E; Eltaweel, Asmaa R; Azzam, Ahmed; Aboelnaga, Amr A; Hashem, Heba A; Darwish, Salma Y; Salah, Rehab; Kotb, Omar N; Afifi, Ahmed M; Noaman, Aya M; Salem, Dalal S; Hassouna, Ahmed

2015-01-01

Objectives To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses. Design A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire. Settings Ten out of 19 randomly selected medical schools in Egypt. Participants 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year. Primary and secondary outcome measures Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions. Results Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student–instructor (8; 32%) and student–student (5; 20%) interactions. Conclusions About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience. PMID:25564149

First year undergraduate nursing students and nursing mentors: An evaluation of their experience of specialist areas as their hub practice learning environment.

PubMed

McCallum, Jacqueline; Lamont, David; Kerr, Emma-Louise

2016-01-01

Specialist environments have traditionally not been considered as practice learning environments for year one nursing students. Through implementation of the hub and spoke model of practice learning this was implemented across one health board and Higher Education Institution in Scotland. Sixty nine students from specialist and 147 from general areas out of a total population of 467 students (46.2%) and thirteen mentors from specialist and 26 from general areas out of a total 577 mentors (6.7%) completed a questionnaire. The findings support this initiative and suggest in some cases student experiences are more positive in specialist environments. Copyright © 2015 Elsevier Ltd. All rights reserved.

Contribution of student involvement in production/service unit and experience of industry practices to entrepreneurial attitude and the impact entrepeneurship readiness of vocational high school students of great Malang

NASA Astrophysics Data System (ADS)

Mukminna, Halimahtus; Isnandar, Muladi

2017-09-01

Purpose of this research was to determine the contribution of student involvement in production/ service unit (X1), experience of industry practices (X2), and entrepreneurial attitude (Y) towards readiness entrepreneurship (Z) of vocational student regional Malang. The design of the study using a quantitative approach. The samples used as many as 130 respondents. Instruments used for collecting data in the form of questionnaires. Data analysis included descriptive and test of hypothesis. The result showed: that the description of data on the level of student involvement in production/ service unit, experience of industry practices, entrepreneurial attitude and entrepreneurship readiness in the high category. The contribution student involvement in production/ service unit of entrepreneurial attitude of 10.6%. The contribution experience of industry practices of entrepreneurial attitude of 17.4%. The contribution student involvement in production/ service unit and experience of industry practices simultaneously to entrepreneurial attitude of 44.1%. The contribution student involvement in production/ service unit of readiness entrepreneurship of 4%. The contribution experience of industry practices of readiness entrepreneurship of 5%. The contribution entrepreneurial attitude of readiness entrepreneurship of 16%. Finally, the contribution student involvement in production/ service unit, experience of industry practices, and entrepreneurial attitude simultaneously to readiness entrepreneurship of 50.3%.

Association Between Years of Experience and Ankle Joint Disorder in Male Student Basketball Players Based on Ultrasonography.

PubMed

Fukushima, Yaeko

2017-04-01

The goal of the study was to survey ankle joint disorder in male senior high school and college student basketball players based on the results of an ultrasonographic medical check-up of the ankle joint. The subjects were 17 senior high school student and 19 college student basketball players. Ultrasonography, evaluation of ATFL injury, and examination of the talocrural joint region were performed. The subjects were grouped based on the presence or absence of old ATFL injury, and subjects with ATFL injury were classified by the injured region: fibular insertion site, parenchyma, and talar insertion site. The talocrural joint region was evaluated based on the areas of the lateral margin, central region, and medial margin, and sites with an irregular bone contour and osteophyte were counted individually. The questionnaire asked about the patients' history of ankle injuries. A questionnaire survey revealed that 70-79% of all subjects had experienced a sprain at least once and 21-29% had frequently sprained the left or right foot 10 or more times in the past. On ultrasonography, there was no significant difference in ligament injury or injured site between the senior high school and college students, but the number of osteochondral findings in the talocrural joint region was significantly higher in the college students. In addition, the number of injured sites significantly increased in those with 10 or more years of playing experience. These results suggest that disorder of the talocrural joint region progresses with an increase in years of experience in student basketball players who do not take specific preventive measures against this injury.

The predictors of chemistry achievement of 12th grade students in secondary schools in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Khalaf, Ali Khalfan

2000-10-01

The purpose of this study is to explore variables related to chemistry achievement of 12th grade science students in the United Arab Emirates (UAE). The focus is to identify student, teacher, and school variables that predict chemistry achievement. The analysis sample included 204 males and 252 females in 66 classes in 60 schools from 10 districts or bureaus of education in the UAE. Thirty-two male and 33 female chemistry teachers and 60 school principals were included. The Khalaf Chemistry Achievement Test, GALT, the Student Questionnaire, Teacher Questionnaire, and School Information Questionnaire were administered. Descriptive statistics, correlations, analyses of variance, factor analysis, and stepwise multiple linear regression analyses were done. The results indicate that demographic, home environment, prior knowledge, scholastic ability, attitudes and perceptions related to chemistry and science, and student perception of instructional practices variables correlated with student chemistry achievement. The amount of help teachers received from the supervisor, class size, and courses in geology were teacher variables that correlated with class chemistry achievement. Nine school variables involving school, division, and class sizes correlated with school chemistry achievement. Analyses of variance revealed significant interaction effects: district by school size and district by student gender. In two districts, students in small schools achieved better than those in large schools. Generally female students achieved equal to or better than males. Three factors from the factor analysis: School Size, Prior Student Achievement, and Student Perception of Teacher Effectiveness, correlated with school chemistry achievement. The results of the multiple linear regression indicated that the factors of Prior Student Achievement, Student Perception of Teacher Effectiveness, and Teacher Experience and Expertise accounted for 45% of the variance in school chemistry achievement. Results indicate that the strongest predictors of chemistry achievement are prior achievement in science, Arabic language, and mathematics; student perception of teacher effectiveness; and teacher experience and expertise. Females tend to achieve better in chemistry than males. No nationality differences were found and the relationship of school size to chemistry achievement was inconclusive. Recommendations related to chemistry and science are presented. These include curriculum, school practice, teacher professional development, and future research.

Changing students' perceptions of the homeless: A community service learning experience.

PubMed

Gardner, Janet; Emory, Jan

2018-03-01

The homeless are an underserved, local vulnerable population that can benefit from a service learning clinical practicum experience for baccalaureate prepared nursing students. Negative attitudes and disrespect among healthcare workers has been identified by the homeless as a barrier to healthcare. A service learning experience with a vulnerable population has been shown to change nursing students' attitudes and beliefs. A large university in a southern city partnered with a community based organization that provided services to the homeless to educate senior nursing students in a service learning experience. The goal of this project was to examine attitudes and perceptions of nursing students toward the homeless population before and after participation in a service learning clinical practicum experience. This case study utilized a pre and post experience questionnaire to collect qualitative data for the purposes of the project. The findings revealed students demonstrated a decrease in fear, an increase in empathy, and a deeper understanding of the advocacy role of nurses for people experiencing homelessness. Nurse educators are challenged to engage students with vulnerable populations to change the attitudes and perceptions for improvement in the overall health of communities served worldwide. Partnerships and service learning experiences can benefit all. Copyright © 2018 Elsevier Ltd. All rights reserved.

An analysis of high school students' perceptions and academic performance in laboratory experiences

NASA Astrophysics Data System (ADS)

Mirchin, Robert Douglas

This research study is an investigation of student-laboratory (i.e., lab) learning based on students' perceptions of experiences using questionnaire data and evidence of their science-laboratory performance based on paper-and-pencil assessments using Maryland-mandated criteria, Montgomery County Public Schools (MCPS) criteria, and published laboratory questions. A 20-item questionnaire consisting of 18 Likert-scale items and 2 open-ended items that addressed what students liked most and least about lab was administered to students before labs were observed. A pre-test and post-test assessing laboratory achievement were administered before and after the laboratory experiences. The three labs observed were: soda distillation, stoichiometry, and separation of a mixture. Five significant results or correlations were found. For soda distillation, there were two positive correlations. Student preference for analyzing data was positively correlated with achievement on the data analysis dimension of the lab rubric. A student preference for using numbers and graphs to analyze data was positively correlated with achievement on the analysis dimension of the lab rubric. For the separating a mixture lab data the following pairs of correlations were significant. Student preference for doing chemistry labs where numbers and graphs were used to analyze data had a positive correlation with writing a correctly worded hypothesis. Student responses that lab experiences help them learn science positively correlated with achievement on the data dimension of the lab rubric. The only negative correlation found related to the first result where students' preference for computers was inversely correlated to their performance on analyzing data on their lab report. Other findings included the following: students like actual experimental work most and the write-up and analysis of a lab the least. It is recommended that lab science instruction be inquiry-based, hands-on, and that students be tested for lab content acquisition. The final conclusion of the study is that students expressed a preference for working in groups and working with materials and equipment as opposed to individual, non-group work and analyzing data.

Developing a Measurement Tool for Assessing Physiotherapy Students' Self-Efficacy: A Pilot Study

ERIC Educational Resources Information Center

Jones, Anne; Sheppard, Lorraine

2012-01-01

The aim of this research was to determine if self-efficacy can be correlated with prior academic achievement and whether self-efficacy can be an outcome measure of education. A self-efficacy instrument was developed and administered to physiotherapy students following completion of their pre-clinical theory experience. The questionnaire results…

A Quantitative Assessment of the Cultural Knowledge, Attitudes, and Experiences of Junior and Senior Dietetics Students

ERIC Educational Resources Information Center

McArthur, Laura H.; Greathouse, Karen R.; Smith, Erskine R.; Holbert, Donald

2011-01-01

Objective: To assess the cultural competence of dietetics majors. Design: Self-administered questionnaire. Setting: Classrooms at 7 universities. Participants: Two hundred eighty-three students--98 juniors (34.6%) and 185 seniors (65.4%)--recruited during class time. Main Outcome Measures: Knowledge was measured using a multiple-choice test,…

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…

An Evaluation of Elementary School Mathematics Programs Utilizing the Mini-Calculator.

ERIC Educational Resources Information Center

Campbell, Patricia; Virgin, A. E.

The purpose of this study was to compare the achievement, attitudes, and teaching/learning experiences in mathematics programs of two groups of elementary-school students in grades 5 and 6. Approximately 150 students in each of two elementary schools were given as a pretest a standardized mathematics achievement test and a questionnaire regarding…

Assessing Computer Use and Perceived Course Effectiveness in Post-Secondary Education in an American/Canadian Context

ERIC Educational Resources Information Center

Tamim, Rana M.; Lowerison, Gretchen; Schmid, Richard F.; Bernard, Robert M.; Abrami, Philip C.; Dehler, Christina

2008-01-01

The purpose of this research is to investigate the relationship between computer technology's role and students' perceptions about course effectiveness. Students from two universities (one Canadian, n = 1465; one American, n = 831) completed a 71-item questionnaire addressing different aspects of their learning experience in a given course. Factor…

Students' Experience of Music Learning in Hong Kong's Secondary Schools

ERIC Educational Resources Information Center

Ho, Wai-Chung

2007-01-01

An important aim of this article is to show that, although Hong Kong's overall education system has encouraged an integration of global, national and local cultures, there are barriers and difficulties in achieving this goal beyond the implementation of school music education. Data are drawn from a questionnaire with 1806 students (880 boys and…

Students' Approaches to the Evaluation of Digital Information: Insights from Their Trust Judgments

ERIC Educational Resources Information Center

Johnson, Frances; Sbaffi, Laura; Rowley, Jennifer

2016-01-01

This study contributes to an understanding of the role of experience in the evaluation phase of the information search process. A questionnaire-based survey collected data from 1st and 3rd-year undergraduate students regarding the factors that influence their judgment of the trustworthiness of online health information. Exploratory and…

A Multivariate Analysis of Secondary Students' Experience of Web-Based Language Acquisition

ERIC Educational Resources Information Center

Felix, Uschi

2004-01-01

This paper reports on a large-scale project designed to replicate an earlier investigation of tertiary students (Felix, 2001) in a secondary school environment. The new project was carried out in five settings, again investigating the potential of the Web as a medium of language instruction. Data was collected by questionnaires and observational…

Educational Goal Attainment: A Three-Year Follow-Up Study of Nonreturning 1986-87 Students.

ERIC Educational Resources Information Center

Johnson County Community Coll., Overland Park, KS. Office of Institutional Research.

A study was conducted in summer 1990 to measure the educational goal attainment of students who were enrolled at Johnson County Community College (JCCC) during 1986-87, and who had not re-enrolled at the college since that time. Questionnaires requesting information on JCCC experiences and outcomes, level of satisfaction with JCCC, current…

Improving Students' Report Writing Quality in an EAP Context: Group versus Individual

ERIC Educational Resources Information Center

Ali, Holi Ibrahim Holi

2012-01-01

This paper looks into report writing quality on both individual and group bases in an EAP context. A total of 100 EFL students at post foundation level in a University College in Oman, and 15 EFL teachers were selected randomly. Questionnaires were administered to investigate their perceptions and experiences with report writing quality on…

Understanding Student Satisfaction and Loyalty in the UAE HE Sector

ERIC Educational Resources Information Center

Fernandes, Cedwyn; Ross, Kieran; Meraj, Mohammad

2013-01-01

Purpose: The purpose of this paper is to verify and estimate the impact of the antecedents of Programme satisfaction and to explore its link with student loyalty in the higher education (HE) sector in the United Arab Emirates (UAE). Design/methodology/approach: A Programme Experience Questionnaire (PEQ) was developed, based on the National Student…

The effect of an enrolled nursing registration pathway program on undergraduate nursing students' confidence level: A pre- and post-test study.

PubMed

Crevacore, Carol; Jonas-Dwyer, Diana; Nicol, Pam

2016-04-01

In the latter half of the 20th century, registered nurse education moved to university degree level. As a result, there has been a reduction in access for students to clinical experience. In numerous studies, nursing graduates have reported that they do not feel prepared for practice. The importance of maximising every learning opportunity during nursing school is paramount. At Edith Cowan University, a program was initiated that allows students to become enrolled nurses at the midway point of their degree to enable them to work and therefore gain experience in the clinical practice setting during their education. This study investigated the effect of the program on the nursing students' perception of their clinical abilities and explored their ability to link theory to practice. The research design for this study was a quasi-experimental, prospective observational cohort study. The study included 39 second-year nursing students not enrolled in the program (Group 1), 45 second-year nursing students enrolled in the program (Group 2), and 28 third-year nursing students who completed the program and are working as enrolled nurses (Group 3). Participants were asked to complete a Five Dimension of Nursing Scale questionnaire. The quantitative analyses showed that students in Group 1 had statistically significant higher pre-questionnaire perceived abilities across all domains, except in two dimensions when compared to Group 2. The post-questionnaire analysis showed that Group 1 had statistically significant lower perceived abilities in four of the five dimensions compared to Group 2. Group 1 also had significantly lower abilities in all dimensions compared to Group 3. Group 3 had a significantly higher perception of their clinical abilities compared to Group 2. This study highlights the value of meaningful employment for undergraduate nursing students by providing opportunities to increase confidence in clinical abilities. Copyright © 2016 Elsevier Ltd. All rights reserved.

Physiology Teaching and Learning Experience in a New Modular Curriculum at the National University of Rwanda

ERIC Educational Resources Information Center

Gahutu, Jean Bosco

2010-01-01

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The…

Impact of cultural contact on intercultural competency of occupational therapy students and international graduate students.

PubMed

Matsuda, Sandra J; Miller, Marilyn

2007-01-01

This study examined changes in cultural perceptions and communication of 47 occupational therapy students and 39 international graduate students following 5 peer teaching activities. The peer-teaching activities were designed on the premise that positive contact between people of equal status improves intercultural competency, and included social exchanges, interviews, feedback on practice teaching, and role-playing. Changes in intercultural competency were measured with pre- and post administration of the Cross Cultural Adaptability Inventory (CCAI), as well as questionnaires and journals. Significant positive change between pre- and post-test scores on the CCAI (p<.0002) was found for the 86 participants. When stratified into 3 subgroups (international students and occupational therapy students with and without international travel experience), changes were more pronounced. Occupational therapy students with international travel experience benefited the most from the peer-teaching activities (p<.002) and international graduate students benefited as well (p<.009). Occupational therapy students without international travel experienced no significant change. The findings indicate that peer teaching activities significantly impacted cross-cultural communication for students with prior international travel experience and confirm the importance of contextual learning.

The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching

NASA Astrophysics Data System (ADS)

Strawitz, Barbara M.; Malone, Mark R.

The purpose of the study was to determine whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as factors which might explain some of the variance in the dependent measures. A one-group pretest-posttest design was used. Students were administered the Teacher Concerns Questionnaire, the Science Teaching Attitude Scales, and the Rokeach Dogmatism Scale approximately eight weeks after the pretest. Results indicated that field experiences did not significantly change student concerns about teaching science but significantly improved student attitudes toward science and science teaching. Students differing in age, grade-point average, and openmindedness did not difer significantly in changes in concerns and changes in attitude toward science and science teaching. Students assigned to different schools differed significantly in changes in attitude toward science.

Sense of coherence in mothers and children, family relationships and participation in decision-making at home: an analysis based on Japanese parent-child pair data.

PubMed

Togari, Taisuke; Sato, Miho; Otemori, Reika; Yonekura, Yuki; Yokoyama, Yukari; Kimura, Miyako; Tanaka, Wako; Yamazaki, Yoshihiko

2012-06-01

Children in early adolescence and their mothers were studied to clarify the association between a child's sense of coherence (SOC) and its mother's SOC, the quality of family relationships as gauged by the mother, and the child's positive life experiences at home. An anonymous self-administered group questionnaire was given to all 1540 students of a high school in Tokyo, and a similar questionnaire was sent by mail to their legal guardians. Responses were received from 1505 students (response rate: 97.7%) and 989 legal guardians (response rate: 64.2%); questionnaires completed by legal guardians who were the mothers of the students were paired with the corresponding child's questionnaire. The SOC scores of mothers and students were calculated, and hierarchical multiple regression analysis was performed with the student's SOC as a dependent variable. Results for boys revealed that a mother's SOC was directly related to the child's SOC, regardless of family relationships and participation in decision-making at home. For girls, a mother's SOC was related to family relationships and was indirectly related to the child's SOC through the child's participation in decision-making at home. Results revealed that for both boys and girls, a mother's SOC had an effect on the child's SOC, and this corroborates the hypothesis of Antonovsky.

Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy.

PubMed

Hennessy, Catherine M; Kirkpatrick, Emma; Smith, Claire F; Border, Scott

2016-11-01

Neuroanatomy is a difficult subject in medical education, with students often feeling worried and anxious before they have even started, potentially decreasing their engagement with the subject. At the University of Southampton, we incorporated the use of Twitter as a way of supporting students' learning on a neuroanatomy module to evaluate how it impacted upon their engagement and learning experience. The #nlm2soton hashtag was created and displayed (via a widget) on the university's virtual learning environment (VLE) for a cohort of 197 Year 2 medical students studying neuroanatomy. Student usage was tracked to measure levels of engagement throughout the course and frequency of hashtag use was compared to examination results. Student opinions on the use of Twitter were obtained during a focus group with eleven students and from qualitative questionnaires. The hashtag was used by 91% of the student cohort and, within this, more students chose to simply view the hashtag rather than make contributions. The completed questionnaire responses (n = 150) as well as focus group outcomes revealed the value of using Twitter. A negligible correlation was found between student examination scores and their viewing frequency of the hashtag however, no correlation was found between examination scores and contribution frequency. Despite this, Twitter facilitated communication, relieved anxieties and raised morale, which was valued highly by students and aided engagement with neuroanatomy. Twitter was successful in creating and providing a support network for students during a difficult module. Anat Sci Educ 9: 505-515. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

District nurses' experience of supervising nursing students in primary health care: A pre- and post-implementation questionnaire study.

PubMed

Bos, Elisabeth; Löfmark, Anna; Törnkvist, Lena

2009-11-01

Nursing students go through clinical supervision in primary health care settings but district nurses' (DNs) circumstances when supervising them are only briefly described in the literature. The aim of this study was to investigate DNs experience of supervising nursing students before and after the implementation of a new supervision model. Ninety-eight (74%) DNs answered a questionnaire before and 84 (65%) after implementation of the new supervision model. The study showed that DNs in most cases felt that conditions for supervision in the workplace were adequate. But about 70% lacked training for the supervisory role and 20% had no specialist district nurse training. They also experienced difficulty in keeping up-to-date with changes in nurse education programmes, in receiving support from the university and from their clinic managers, and in setting aside time for supervision. Improvements after the implementation of a new model chiefly concerned organisation; more DNs stated that one person had primary responsibility for students' clinical practice, that information packages for supervisors and students were available at the health care centres, and that conditions were in place for increasing the number of students they supervised. DNs also stated that supervisors and students benefited from supervision by more than one supervisor. To conclude, implementation of a new supervision model resulted in some improvements.

Developing more positive attitudes towards mental health nursing in undergraduate students: part 2--The impact of theory and clinical experience.

PubMed

Happell, B; Robins, A; Gough, K

2008-09-01

Previous research examining the impact of education on nursing students' attitudes towards mental health nursing as a career has highlighted clinical experience as the primary influencing factor and generally has not considered the impact of theory. The current study compared a cohort of second-year and a cohort of third-year nursing students from the same university. Second-year students had received more theory and clinical experience than their counterparts. Questionnaires were distributed to the total population of students before commencement of, and after completion of clinical placement. This paper examines students' perceived preparedness for and satisfaction with clinical experience, attitudes towards people with mental illness, and attitudes towards mental health nursing as a career option following the completion of differing amounts of theory and clinical experience. The results demonstrate some statistically significant differences with increased amounts of theory and clinical experience in the second-year cohort being positively influential. The findings suggest that an increased component of theoretical and clinical experience in psychiatric/mental health nursing is likely to produce more positive attitudes towards people with mental illness and psychiatric/mental health nursing. However, little difference in perceived preparedness for and satisfaction with clinical experience was noted between the two cohorts.

A survey on the sexual and contraceptive behaviors in Chinese female college students.

PubMed

Li, Shiyue; Zuo, Dan; Xu, Delong; Xu, Xunyu; Zhang, Dongxian; Lu, Zuxun

2006-01-01

To get information in the sexual and contraceptive behaviors in Chinese female college students, a randomized cluster sampling was conducted in colleges and universities in Wuhan Area, China, in terms of types of colleges, subjects (literature, sciences, medicines, art etc), and grades etc. A total number of 2450 questionnaires were distributed, with 2365 questionnaires returned being valid. The return rate of valid questionnaires was 96.6%. The questionnaire investigation was conducted on a multiple-choice and anonymous basis. Data were input into computer and SPSS12.0 software package was employed for statistical analysis. Among the female students, 1196 had the experiences of hug and kiss (50.57%) and 423 (17.89%) had sexual experiences (sexual intercourse). The first sexual intercourse took place at the age of 19.23+/-1.74 y. There were significant differences in the sexual experiences among the majors of different subjects, with the rate of sexual experiences in art majors (43.17%) and high-grade students (34.31%) being the highest. The causes of the first sexual intercourse included sexual impulse, curiosity, intention to strengthen the relationship or to show loyalty to boyfriend and sometimes violence. While the motives of the sexual intercourse within the past one year before the investigation were to satisfy the sexual needs and to strengthen the relation with their boyfriends. With both first intercourse and sexual experiences within last one year, the partners of the sexual intercourse were mainly their boyfriends (95.7% and 97.3% respectively), but the partners also included acquaintances, "one night stand" partners and customers of sex trade. Some of them had multiple sexual partners, with the highest number of the sexual partners being 11. In the first sexual intercourse of the subjects, 44.0 % of them did not take any contraceptive measures; only 16.4% of them used condoms. In the sexual intercourse within the last one year, only 44.6% took contraceptive measures every time they had sexual intercourse. Among those who took contraceptive measures, 64.4% used condoms. Among those who had sexual intercourse, 101 persons got pregnant, with a rate of pregnancy being 4.3%, accounting for 23.9% of all who had sexual intercourse. Among those who got pregnant, 78 persons got pregnant once; the others became pregnant more than two times, the highest being 5 times. There were 122 persons who had inflammation of reproductive system, mostly vaginitis. Other conditions included venereal warts and herpes genitalis. It is concluded that the rate of sexual behaviors is high in female college students and there exist promiscuity, unexpected pregnancy and transmission of STD in the students.

Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science

NASA Astrophysics Data System (ADS)

Yoon, Sae Yeol; Suh, Jee Kyung; Park, Soonhye

2014-11-01

Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple 'activity mania.' This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts.

RELATIONSHIP BETWEEN SLEEP DISTURBANCE AND DEPRESSION, ANXIETY, AND FUNCTIONING IN COLLEGE STUDENTS

PubMed Central

Nyer, Maren; Farabaugh, Amy; Fehling, Kiki; Soskin, David; Holt, Daphne; Papakostas, George I.; Pedrelli, Paola; Fava, Maurizio; Pisoni, Angela; Vitolo, Ottavio; Mischoulon, David

2013-01-01

Background Sleep disturbance (SD) has complex associations with depression, both preceding and following the onset and recurrence of depression. We hypothesized that students with depressive symptoms with SD would demonstrate a greater burden of comorbid psychiatric symptoms and functional impairment compared to students with depressive symptoms without SD. Methods During a mental health screening, 287 undergraduate students endorsed symptoms of depression (Beck Depression Inventory [BDI] ≥ 13) and filled out the following self-report measures: demographic questionnaire, BDI, Anxiety Symptom Questionnaire—intensity and frequency (ASQ), Beck Hopelessness Scale (BHS), Beck Anxiety Inventory (BAI), Quality of Life Enjoyment and Satisfaction Questionnaire (QLESQ), and the Massachusetts General Hospital Cognitive and Physical Functioning Questionnaire (CPFQ). SD was measured using the BDI sleep item #16 dichotomized (score 0: no SD; or score > 0: some SD). Results Students with depressive symptoms and SD (n = 220), compared to those without SD (n = 67), endorsed significantly more intense and frequent anxiety and poorer cognitive and physical functioning. Students with depressive symptoms with and without SD did not significantly differ in depressive severity, hopelessness, or quality of life. Conclusions College students with depressive symptoms with SD may experience a greater burden of comorbid anxiety symptoms and hyperarousal, and may have impairments in functioning, compared to students with depressive symptoms without SD. These findings require replication. Depression and Anxiety 00:1–8, 2013. PMID:23681944

Medical student changes in self-regulated learning during the transition to the clinical environment.

PubMed

Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy

2017-03-21

Self-regulated learning (SRL), which is learners' ability to proactively select and use different strategies to reach learning goals, is associated with academic and clinical success and life-long learning. SRL does not develop automatically in the clinical environment and its development during the preclinical to clinical learning transition has not been quantitatively studied. Our study aims to fill this gap by measuring SRL in medical students during the transitional period and examining its contributing factors. Medical students were invited to complete a questionnaire at the commencement of their first clinical year (T0), and 10 weeks later (T1). The questionnaire included the Motivated Strategies for Learning Questionnaire (MSLQ) and asked about previous clinical experience. Information about the student's background, demographic characteristics and first clinical rotation were also gathered. Of 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience. Measurable changes in self-regulated learning occur during the transition from preclinical learning to clinical immersion, particularly in the domains of extrinsic goal orientation and metacognitive self-regulation. Self-determination theory offers possible explanations for this finding which have practical implications and point the way to future research. In addition, interventions to promote metacognition before the clinical immersion may assist in preserving SRL during the transition and thus promote life-long learning skills in preparation for real-world practice.

Mentorship in contemporary practice: the experiences of nursing students and practice mentors.

PubMed

Myall, Michelle; Levett-Jones, Tracy; Lathlean, Judith

2008-07-01

This paper explores the role of the mentor in contemporary nursing practice in the UK. It presents findings from a recent study which investigated the impact of a locality-based nursing education initiative on students, practice mentors and academic staff and draws on another study, conducted in the same setting and two Australian sites, to examine the perceptions of nursing students and mentors. Within nursing, mentorship is integral to students' clinical placement experiences and has attracted increasing interest among researchers. Despite a plethora of studies focussing on mentoring and its nature and application within the practice setting, limited attention has been paid to the extent to which guidelines provided by regulatory bodies for nursing inform and influence the practice of mentoring in contemporary health-care settings. The study used a two-phased design with data on mentorship being focussed on the second phase. Data were collected using an online survey questionnaire of pre-qualifying students and a postal questionnaire for practice mentors. The findings highlight the importance of mentorship for prequalifying students and emphasise the need to provide mentors with adequate preparation and support. They confirm previous research, but also highlight improvements in bridging the gap between rhetoric and reality for mentorship. Results are further strengthened when compared with those of the second study. Findings provide new evidence of a narrowing of the gap between the theory and practice of mentoring and for the continuing implementation of national standards to clarify the roles and responsibilities of the mentor. They also suggest the benefits of developing such standards in countries with similar systems of support for nursing students. Mentorship is pivotal to students' clinical experiences and is instrumental in preparing them for their role as confident and competent practitioners.

Mental health nurses' views and experiences of working with undergraduate nursing students: A descriptive exploratory study.

PubMed

Lienert-Brown, Mel; Taylor, Peta; Withington, John; Lefebvre, Evelyn

2018-05-01

The core of pre-registration nursing education is the learning that takes place during the clinical placement. However, despite the fact that registered nurse preceptors are key players in supporting students during their placements there is a lack of literature examining the views of preceptors working with nursing students in mental health settings. To explore mental health nurses' views and experiences of working with undergraduate nursing students and determine what factors influence this experience. A descriptive exploratory study approach using an on-line questionnaire was adopted for this study. A specialist mental health service (SMHS) within one District Health Board in New Zealand. 89 registered nurses who had been involved in working with nursing students participated in this study. Data was collected using an online questionnaire. The majority of the respondents in this study reported that they felt confident and well supported in the work they did with nursing students and had a positive perception of this role. However, one significant negative factor identified was the extra stress and workload pressure they reported when working with students, when no allowance was made for this. Another key finding was that engaging in some form of education related to the preceptorship role was positively correlated with nurses knowing what was required of them, feeling confident, the extent to which they planned clinical education, and feeling that they were sufficiently appreciated. Ensuring nurses have access to education related to clinical teaching and learning increases their confidence in the work they do with nursing students and has also been shown to have a positive impact on how they view this role. Copyright © 2018 Elsevier Ltd. All rights reserved.

Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

NASA Astrophysics Data System (ADS)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-05-01

Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

Assessing change in health professions volunteers' perceptions after participating in Special Olympics healthy athlete events.

PubMed

Freudenthal, Jacqueline J; Boyd, Linda D; Tivis, Rick

2010-09-01

This study assessed perceptions of health professions student and faculty volunteers who participated with athletes at the 2009 Special Olympics World Winter Games in Healthy Athlete venues. The volunteers' perceptions and expectations of the abilities of intellectually disabled athletes were measured by administering pre-event and post-event questionnaires consisting of demographic questions and the Prognostic Belief Scale (PBS). Invitations to participate in the study were sent to 165 students and faculty members; of those, eighty (48.5 percent response rate) responded to the pre-event questionnaire, and sixty-seven (40.6 percent response rate) responded to the post-event questionnaire. Of the eighty respondents to the pre-event questionnaire, fifty-five (68.7 percent) also completed the post-event questionnaire. The ANOVA comparing pre- and post-event PBS scores between groups found a trend towards higher scores among the volunteers, but analysis did not demonstrate a significant effect in either group (p=.68) or the interaction of group by time (p=.46). Despite the findings from the PBS, participants' statements suggest the experience had an impact on their perceptions and expectations. Although not statistically significant, this study found a positive trend pre- to post-event in the volunteers' perceptions of the abilities of athletes with intellectual disabilities. In addition to didactic and clinical education, volunteer experiences may enhance care providers' knowledge, skill, and confidence levels for treating clients with intellectual disabilities.

Exploring student nurses' attitudes towards those who are obese and whether these attitudes change following a simulated activity.

PubMed

Hunter, Janet; Rawlings-Anderson, Karen; Lindsay, Tracy; Bowden, Tracey; Aitken, Leanne M

2018-06-01

As the prevalence of obesity increases worldwide the field of bariatric medicine has emerged, focussing on the causes, prevention and treatment of obesity. People who are obese regularly face bias from healthcare professionals, which can negativity impact on care delivery and patient outcomes. The introduction of bariatric empathy suits into simulated practice may enable student nurses to appreciate the needs of, and influence their attitudes towards, obese people. The aim of this study was to explore student nurses' attitudes towards those who are obese and whether these attitudes change following a simulated activity. A mixed methods study incorporating a pre-post design. A UK university which provides pre-registration nursing education. Nursing students in part 1 (n = 39) and part 2 (n = 29) in adult and mental health fields. Part 1 and 2 nursing students completed the "Nurses' attitudes towards obesity and obese patients scale" (NATOOPS) questionnaire. Part 2 students also took part in a simulation activity while wearing a bariatric empathy suit and completed the NATOOPS questionnaire again immediately after the simulation activity. Students who wore the empathy suits were invited to a focus group. Part 1 students reported poorer attitudes on the NATOOPS scale than Part 2 students. After wearing the bariatric empathy suits students reported changed attitudes on the NATOOPS in three areas: response to obese patients, characteristics of obese patients and supportive roles in caring for obese patients. Five themes emerged from the focus groups related to physical and psychological impact of the suits; thinking differently; simulation as a learning experience and challenges and recommendations. Following a structured educational experience student nurses' attitudes were more positive towards obese patients. The characteristics of the educational activity that appeared to influence student nurses' attitudes was related to the "lived experience" of wearing bariatric empathy suits. Copyright © 2018 Elsevier Ltd. All rights reserved.

Self Assessment Guidelines for Administrators of High School Cooperative Work Experience Programs.

ERIC Educational Resources Information Center

National Child Labor Committee, New York, NY.

A self-assessment questionnaire is presented in this document for use by high school administrators collecting information on which to base recommendations and plans for improving the effectiveness of cooperative work experience (CWE) programs. A format for assessment in each of the following areas is given: characteristics of students, staff, and…

Practicum Experiences as Sources of Pre-Service Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Martins, Maria; Costa, João; Onofre, Marcos

2015-01-01

This study examines physical education pre-service teachers' (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion.…

Sexual Health Services and Education: Young People's Experiences and Preferences

ERIC Educational Resources Information Center

Reeves, C.; Whitaker, R.; Parsonage, R. K.; Robinson, C. A.; Swale, K.; Bayley, L.

2006-01-01

Objective: To examine young people's requirements and perceptions of sexual health services and education in the context of their experience of sexual relationships and knowledge of sexual health. Design: A questionnaire based cohort study. Setting: Three hundred and sixty Year 11 students (aged 15-16 years) surveyed in three Secondary Schools.…

Self-Reporting MBA Key Experience Assessment: Evidence from Lincoln University

ERIC Educational Resources Information Center

Tailab, Mohamed; Guerra, Michael

2017-01-01

This paper empirically provides an innovative way of thinking about the MBA program at Lincoln University (hereafter LU) by giving students an opportunity to rate their work experience based on how they currently see themselves. This manuscript develops the instrument prepared by McMillan & Hearn (2004) by creating a questionnaire including 21…

Drug Education Based on a Knowledge, Attitude, and Experience Study

ERIC Educational Resources Information Center

Grant, John A.

1971-01-01

Results of a questionnaire concerning factual knowledge of attitudes toward, and experience with a variety of drugs are reported. It was concluded that marihuana and other drugs are readily available to secondary school students, and widespread experimentation exists; however, a strict dichotomy exists between marihuana and other drugs. (Author/BY)

Ninth Graders' Learning Interests, Life Experiences and Attitudes Towards Science & Technology

NASA Astrophysics Data System (ADS)

Chang, Shu-Nu; Yeung, Yau-Yuen; Cheng, May Hung

2009-10-01

Students' learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students' life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students' learning interests and life experiences about science and technology, and also their attitudes toward technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire, which was developed from an international project, ROSE, was adapted to collect students' ideas. The results indicated that boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards technology. Ways to promote girls' learning interests about science and technology and the implications of teaching and research are discussed as well.

Greek Students' Science-related Interests and Experiences: Gender differences and correlations

NASA Astrophysics Data System (ADS)

Christidou, Vasilia

2006-08-01

This paper explores the science-related interests and out-of-school experiences of 583 ninth-grade Greek students. The instrument of data collection consisted of a questionnaire including items on science-related topics that could be of interest to students and on everyday, out-of-school, science-related experiences. Factor analysis yielded six distinct fields of interest and five types of science-related experiences. Significant gender differences emerge: girls are more interested in topics related to human biology, health, and fitness, and are more familiar with using instruments and devices, seeking information about nature, and doing cuisine and handicraft; while boys are more interested in science, technology, and their social dimension, and the threatening aspects of science and technology, and tend to engage more in manual work and computer use. The results of this study indicate that there is a need for the Greek science curriculum to become more appealing to students, by integrating topics and experiences that are interesting and relevant to them.

Students' Scientific Epistemic Beliefs, Online Evaluative Standards, and Online Searching Strategies for Science Information: The Moderating Role of Cognitive Load Experience

NASA Astrophysics Data System (ADS)

Hsieh, Ya-Hui; Tsai, Chin-Chung

2014-06-01

The purpose of this study is to examine the moderating role of cognitive load experience between students' scientific epistemic beliefs and information commitments, which refer to online evaluative standards and online searching strategies. A total of 344 science-related major students participated in this study. Three questionnaires were used to ascertain the students' scientific epistemic beliefs, information commitments, and cognitive load experience. Structural equation modeling was then used to analyze the moderating effect of cognitive load, with the results revealing its significant moderating effect. The relationships between sophisticated scientific epistemic beliefs and the advanced evaluative standards used by the students were significantly stronger for low than for high cognitive load students. Moreover, considering the searching strategies that the students used, the relationships between sophisticated scientific epistemic beliefs and advanced searching strategies were also stronger for low than for high cognitive load students. However, for the high cognitive load students, only one of the sophisticated scientific epistemic belief dimensions was found to positively associate with advanced evaluative standard dimensions.

Sedative Drug Use among King Saud University Medical Students: A Cross-Sectional Sampling Study.

PubMed

Al-Sayed, Ahmed A; Al-Rashoudi, Abdualltef H; Al-Eisa, Abdulrhman A; Addar, Abdullah M; Al-Hargan, Abdullah H; Al-Jerian, Albaraa A; Al-Omair, Abdullah A; Al-Sheddi, Ahmed I; Al-Nowaiser, Hussam I; Al-Kathiri, Omar A; Al-Hassan, Abdullah H

2014-01-01

Introduction. Medical students experience significant psychological stress and are therefore at higher risk of using sedatives. There are currently no studies describing the prevalence of sedative drug use among medical students in Saudi Arabia. The aim of this study was to evaluate the prevalence and factors associated with sedative drug use among medical students in Saudi Arabia. Materials and Methods. A cross-sectional convenience sampling study gathered data by anonymous questionnaire from students enrolled at the King Saud University College of Medicine in 2011. The questionnaires collected data regarding social and demographic variables, sleep patterns, and the use of stimulant and sedative drugs since enrollment. Sedatives were defined as any pharmaceutical preparations that induce sleep. Results and Discussion. Of the 729 students who returned questionnaires, 17.0% reported sedative drug use at some time since enrollment. Higher academic year, lower grade point average, regular exercise, fewer hours of sleep per day, poorer quality of sleep, and the presence of sleeping disorders were found to be significantly associated with sedative drug use. Conclusions. Further study is required to increase our understanding of sedative drug use patterns in this relatively high-risk group, as such understanding will help in the development of early intervention programs.

Sedative Drug Use among King Saud University Medical Students: A Cross-Sectional Sampling Study

PubMed Central

Al-Sayed, Ahmed A.; Al-Rashoudi, Abdualltef H.; Al-Eisa, Abdulrhman A.; Addar, Abdullah M.; Al-Hargan, Abdullah H.; Al-Jerian, Albaraa A.; Al-Omair, Abdullah A.; Al-Sheddi, Ahmed I.; Al-Nowaiser, Hussam I.; Al-Kathiri, Omar A.; Al-Hassan, Abdullah H.

2014-01-01

Introduction. Medical students experience significant psychological stress and are therefore at higher risk of using sedatives. There are currently no studies describing the prevalence of sedative drug use among medical students in Saudi Arabia. The aim of this study was to evaluate the prevalence and factors associated with sedative drug use among medical students in Saudi Arabia. Materials and Methods. A cross-sectional convenience sampling study gathered data by anonymous questionnaire from students enrolled at the King Saud University College of Medicine in 2011. The questionnaires collected data regarding social and demographic variables, sleep patterns, and the use of stimulant and sedative drugs since enrollment. Sedatives were defined as any pharmaceutical preparations that induce sleep. Results and Discussion. Of the 729 students who returned questionnaires, 17.0% reported sedative drug use at some time since enrollment. Higher academic year, lower grade point average, regular exercise, fewer hours of sleep per day, poorer quality of sleep, and the presence of sleeping disorders were found to be significantly associated with sedative drug use. Conclusions. Further study is required to increase our understanding of sedative drug use patterns in this relatively high-risk group, as such understanding will help in the development of early intervention programs. PMID:24551449

Stories of staying and leaving: A mixed methods analysis of biology undergraduate choice, persistence, and departure

NASA Astrophysics Data System (ADS)

Lang, Sarah Adrienne

Using a sequential, explanatory mixed methods design, this dissertation study compared students who persist in the biology major (persisters) with students who leave the biology major (switchers) in terms of how their pre-college experiences, college biology experiences, and biology performance figured into their choice of biology and their persistence in or departure from the biology major. This study combined (1) quantitative comparisons of biology persisters and switchers via a questionnaire developed for the study and survival analysis of a larger population of biology freshmen with (2) qualitative comparison of biology switchers and persisters via semi-structured life story interviews and homogenous focus groups. 319 students (207 persisters and 112 switchers) participated in the questionnaire and 36 students (20 persisters and 16 switchers) participated in life story and focus group interviews. All participants were undergraduates who entered The University of Texas at Austin as biology freshmen in the fall semesters of 2000 through 2004. Findings of this study suggest: (1) Regardless of eventual major, biology students enter college with generally the same suite of experiences, sources of personal encouragement, and reasons for choosing the biology major; (2) Despite the fact that they have also had poor experiences in the major, biology persisters do not actively decide to stay in the biology major; they simply do not leave; (3) Based upon survival analysis, biology students are most at-risk of leaving the biology major during the first two years of college and if they are African-American or Latino, women, or seeking a Bachelor of Arts degree (rather than a Bachelor of Science); (4) Biology switchers do not leave biology due to preference for other disciplines; they leave due to difficulties or dissatisfaction with aspects of the biology major, including their courses, faculty, and peers; (5) Biology performance has a differential effect on persistence in the biology major, depending on how well students perform in comparison to other courses or other students.

Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

PubMed

Telford, Mark; Senior, Emma

2017-06-08

This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

Postgraduate students experience in research supervision

NASA Astrophysics Data System (ADS)

Mohamed, Hazura; Judi, Hairulliza Mohamad; Mohammad, Rofizah

2017-04-01

The success and quality of postgraduate education depends largely on the effective and efficient supervision of postgraduate students. The role of the supervisor becomes more challenging with supervisory expectations rising high quality graduates. The main objective of this study was to examine the experiences of postgraduate students towards supervisory services for the duration of their studies. It also examines whether supervisory experience varies based on demographic variables such as level of study and nationality. This study uses a quantitative approach in the form of survey. Questionnaires were distributed to 96 postgraduate students of the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Data collected were analyzed using Statistical Package for the Social Science (SPSS 23.0) to get the frequency, mean and standard deviation. T-test was used to find the difference between demographic variables and supervisory experience. The findings overall showed that postgraduate students gave positive response to the supervisory services. However, there were differences supervisory experiences based on the level of study and nationality. The results of this study hope the parties involved could provide a better support to improve the quality of supervision.

Prefrontal hemodynamic responses and the degree of flow experience among occupational therapy students during their performance of a cognitive task.

PubMed

Hirao, Kazuki

2014-01-01

Although flow experience is positively associated with motivation to learn, the biological basis of flow experience is poorly understood. Accumulation of evidence on the underlying brain mechanisms related to flow is necessary for a deeper understanding of the motivation to learn. The purpose of this study is to investigate the relationship between flow experience and brain function using near-infrared spectroscopy (NIRS) during the performance of a cognitive task. Sixty right-handed occupational therapy (OT) students participated in this study. These students performed a verbal fluency test (VFT) while 2-channel NIRS was used to assess changes in oxygenated hemoglobin concentration (oxygenated hemoglobin [oxy-Hb]) in the prefrontal cortex. Soon after that, the OT students answered the flow questionnaire (FQ) to assess the degree of flow experience during the VFT. Average oxy-Hb in the prefrontal cortex had a significant negative correlation with the satisfaction scores on the FQ. Satisfaction during the flow experience correlated with prefrontal hemodynamic suppression. This finding may assist in understanding motivation to learn and related flow experience.

The Relationship Between Personality Traits, Flow-Experience, and Different Aspects of Practice Behavior of Amateur Vocal Students

PubMed Central

Heller, Katharina; Bullerjahn, Claudia; von Georgi, Richard

2015-01-01

Most of the existing studies on musical practice are concerned with instrumentalists only. Since singers are seldom considered in research, the present study is based on an online-sample of amateur vocal students (N = 120; 92 female, 28 male). The study investigated the correlations between personality traits, flow-experience and several aspects of practice characteristics. Personality was represented by the three personality dimensions extraversion, neuroticism and psychoticism, assessed by Eysenck’s Personality Profiler as well as the trait form of the Positive and Negative Affect Schedule. ‘Flow-experience,’ ‘self-congruence’ and ‘fear of losing control over concentration,’ assessed by the Practice Flow Inventory, served as variables for flow-experience. The practice motivation was measured by the Practice Motivation Questionnaire in four categories (‘self,’ ‘group,’ ‘audience,’ ‘teacher’). In addition, the Practice Behavior Questionnaire was used to provide an insight into the practice situation and behavior of singing students. The results show significant correlations: participants with high extraversion-scores experience significantly more flow than less extraverted persons, whereas lesser flow-experience seems to be related to high neuroticism-scores. Nevertheless, there is no influence in flow-experience concerning singing style (‘classical’ or ‘popular’). The longer the practicing time, the more likely students are to achieve flow-experience. However, older singers tend to have less flow-experience. Consequently, singers seem to differ in their personality and practice behavior compared to other musicians. Most of the findings show that having control over one’s instrument is decisive for achieving a performance of high quality, especially for singers. On the other hand, certainty in handling an instrument is essential to arouse a flow-feeling. However, flow-experience seems to be common mainly with amateur singers. In conclusion, this offers a starting point for new research on the psychology of vocalists in greater depth. PMID:26733904

The Relationship Between Personality Traits, Flow-Experience, and Different Aspects of Practice Behavior of Amateur Vocal Students.

PubMed

Heller, Katharina; Bullerjahn, Claudia; von Georgi, Richard

2015-01-01

Most of the existing studies on musical practice are concerned with instrumentalists only. Since singers are seldom considered in research, the present study is based on an online-sample of amateur vocal students (N = 120; 92 female, 28 male). The study investigated the correlations between personality traits, flow-experience and several aspects of practice characteristics. Personality was represented by the three personality dimensions extraversion, neuroticism and psychoticism, assessed by Eysenck's Personality Profiler as well as the trait form of the Positive and Negative Affect Schedule. 'Flow-experience,' 'self-congruence' and 'fear of losing control over concentration,' assessed by the Practice Flow Inventory, served as variables for flow-experience. The practice motivation was measured by the Practice Motivation Questionnaire in four categories ('self,' 'group,' 'audience,' 'teacher'). In addition, the Practice Behavior Questionnaire was used to provide an insight into the practice situation and behavior of singing students. The results show significant correlations: participants with high extraversion-scores experience significantly more flow than less extraverted persons, whereas lesser flow-experience seems to be related to high neuroticism-scores. Nevertheless, there is no influence in flow-experience concerning singing style ('classical' or 'popular'). The longer the practicing time, the more likely students are to achieve flow-experience. However, older singers tend to have less flow-experience. Consequently, singers seem to differ in their personality and practice behavior compared to other musicians. Most of the findings show that having control over one's instrument is decisive for achieving a performance of high quality, especially for singers. On the other hand, certainty in handling an instrument is essential to arouse a flow-feeling. However, flow-experience seems to be common mainly with amateur singers. In conclusion, this offers a starting point for new research on the psychology of vocalists in greater depth.

The effect of ethics training on students recognizing ethical violations and developing moral sensitivity.

PubMed

Baykara, Zehra Gocmen; Demir, Sevil Guler; Yaman, Sengul

2015-09-01

Moral sensitivity is a life-long cognitive ability. It is expected that nurses who work in a professional purpose at "curing human beings" should have a highly developed moral sensitivity. The general opinion is that ethics education plays a significant role in this sense to enhance the moral sensitivity in terms of nurses' professional behaviors and distinguish ethical violations. This study was conducted as intervention research for the purpose of determining the effect of the ethics training on fourth-year students of the nursing department recognizing ethical violations experienced in the hospital and developing ethical sensitivity. The study was conducted with 50 students, with 25 students each in the experiment and control groups. Students in the experiment group were provided ethics training and consultancy services. The data were collected through the data collection form, which consists of questions on the socio-demographic characteristics and ethical sensitivity of the students, Moral Sensitivity Questionnaire, and the observation form on ethical principle violations/protection in the clinic environment. The data were digitized on the computer with the SPSS for Windows 13.0 program. The data were evaluated utilizing number, percentile calculation, paired samples t-test, Wilcoxon test, and the McNemar test. The total Moral Sensitivity Questionnaire pre-test score averages of students in the experiment group were determined to be 93.88 ± 13.57, and their total post-test score averages were determined to be 89.24 ± 15.90. The total pre-test score averages of students in the control group were determined to be 91.48 ± 17.59, and their total post-test score averages were determined to be 97.72 ± 19.91. In the study, it was determined that the post-training ethical sensitivity of students in the experiment group increased; however, this was statistically not significant. Furthermore, it was determined that the number of ethical principle protection/violation observations and correct examples provided by students in the experiment group were higher than the control group and the difference was statistically significant. Written permission and ethical approval were obtained from the university where the study was conducted. Written consent was received from students accepting to participate in the study. As a result, ethics education given to students enables them to distinguish ethical violations in a hospital and make a proper observation in this issue. © The Author(s) 2014.

Mental health and suicidal behavior among graduate students.

PubMed

Garcia-Williams, Amanda G; Moffitt, Lauren; Kaslow, Nadine J

2014-10-01

The objective of this paper is to describe the mental health and service utilization of graduate students at a large southeastern university and identify psychological factors associated with their student suicidal behavior. E-mail invitations to complete the Interactive Screening Program, an online anonymous mental health questionnaire, were sent to graduate students. The questionnaire included the Patient Health Questionnaire (PHQ-9) as well as items assessing suicide behavior, anxiety, negative emotion, substance use, eating behavior, and service utilization. A total of 301 graduate students responded to the questionnaires between 14 July 2010 and 24 January 2012. With regards to suicide, 7.3 % of the sample reported thoughts of suicide, 2.3 % reported having plans for suicide, and 1.7 % had hurt themselves in the past 2 weeks; while 9.9 % had ever made a suicide attempt in their lifetime. Graduate students had PHQ-9 scores indicating mild depression, and more than half endorsed feeling nervous, irritable, stressed, anxious, lonely, or having fights/arguments. In terms of service utilization, 22.2 % of the sample was currently taking some type of medication, and 18.5 % currently in counseling/therapy are females and those with higher PHQ-9 scores more likely to be using services. Those endorsing suicidal behavior in the past 2 weeks had significantly higher depression scores than those without such behavior and were characterized by more anxiety, negative emotions (such as loneliness, anger, hopelessness, desperation, and being out of control), substance use, and eating problems. Graduate students experience significant amounts of stress and anxiety, and their suicidal behavior is strongly characterized by depression, hopelessness, desperation, lack of control, and eating problems. Future work with this population should focus on the development and evaluation of mental health and wellness interventions and on ways to promote help-seeking, especially among male students.

Caregiving to patients who are culturally diverse by Swedish last-year nursing students.

PubMed

Lundberg, Pranee C; Bäckström, Josefin; Widén, Sarah

2005-07-01

With Leininger's theory of cultural care diversity and universality as a framework, the aim of this study was to describe Swedish last-year nursing students' experiences of caregiving to patients who are culturally diverse. The students participated voluntarily, 107 by completing a questionnaire with open-ended questions and 15 by participating in in-depth semistructured interviews. Three categories of experience were identified by use of qualitative method, namely, cultural awareness, cultural insufficiency, and cultural curiosity. The students were found to be on the level of Leininger's first phase of transcultural knowledge. It is concluded that cultural sensitivity should be promoted by integrating transcultural concepts into the curricula on all levels of nursing education and by offering special courses on transcultural nursing to nursing students and health care providers.

The Importance of Developing Communication Skills: Perceptions of Dental Hygiene Students.

PubMed

Walker, Kimberly K; Jackson, Richard D; Maxwell, Lisa

2016-10-01

Purpose: The purpose of this study was to gather data from first- and second-year dental hygiene students concerning their perceptions of the benefits and possible impediments to effective patient communication. Additionally, the students were asked to theorize as to the impact emerging communication technologies could have on oral health promotion, practice administration and patient/provider communication. Methods: A self-administered questionnaire of 6 open-ended queries was employed. Thematic analysis was conducted to reveal themes related to their perceived ability to effectively communicate, perceived barriers to communication, possible solutions to lessen or eliminate these barriers, and the impact of emerging technologies on interpersonal communication. Results: The questionnaire was completed by 63 of 68 students (93%). Patient apathy and patient unwillingness to change detrimental health-related habits were the most frequently cited barriers to effective communication. Of the students having patient contact, many stated that they were less sure of their ability to communicate effectively if the patient differed from themselves, such as being elderly or being from another culture. While most of the students believed their fundamental communication skills were good, many noted that improving their higher-order skills, such as conveying empathy or displaying a nonjudgmental attitude, were essential to being more effective communicators. Many students felt emerging technologies such as universal translators could potentially assist them in overcoming some of their perceived deficiencies. Conclusion: While perceived inadequacies will likely diminish as the students gain more experience in school and later in private practice, dental hygiene programs may wish to consider implementing additional structured educational experiences to better prepare students to address patient apathy and to effectively convey a sense of personal compassion. Promoting student involvement in community outreach activities and providing a variety of service learning opportunities, including foreign travel, may broaden student experiences and deepen their awareness and appreciation of verbal and nonverbal communications displayed by differing cultures. Copyright © 2016 The American Dental Hygienists’ Association.

A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class

PubMed Central

Dettweiler, Ulrich; Lauterbach, Gabriele; Becker, Christoph; Simon, Perikles

2017-01-01

Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN), i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended “research weeks” at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany). The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI). At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor teaching, be it during a residential week, or during occasional but regular sessions as integral part of the “normal” teaching, fosters intrinsic motivational behavior in science with lower secondary students. PMID:29312080

A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class.

PubMed

Dettweiler, Ulrich; Lauterbach, Gabriele; Becker, Christoph; Simon, Perikles

2017-01-01

Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN), i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended "research weeks" at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany). The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI). At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor teaching, be it during a residential week, or during occasional but regular sessions as integral part of the "normal" teaching, fosters intrinsic motivational behavior in science with lower secondary students.

Assessment of dental student satisfaction with regard to process of thesis educational courses.

PubMed

Eslamipour, Faezeh; Noroozi, Zahra; Hosseinpour, Kobra

2015-01-01

Ensuring achievement of research experience by students is one of the most important goals of the thesis-conduction process and evaluation of student satisfaction with this process is one of the most imperative challenges herein. The aim of this study is to investigate the satisfaction of dental students passing the thesis educational course from the Isfahan Dental School. Sixty-two dental students who had graduated in2011, from the Isfahan Dental School, participated in this descriptive cross-sectional study. The postgraduate Research Experience Questionnaire (PREQ) was used for data collection. The questionnaire evaluated student satisfaction in seven domains: Thesis supervision, skill development, intellectual climate, infrastructure, thesis examination, goals and expectations, and overall satisfaction. The data were analyzed on an SPSS software using descriptive and inferential statistics. The mean score of satisfaction of the participants was 75 ± 12. On the basis of their scores, satisfaction in 3.2% of them was slow, in 33.9%was medium, in 61.3% was good and in 1.6% was high. The highest satisfaction was found to be in thesis supervision and the least was in the intellectual climate domain. There was no significant statistical difference between satisfaction and gender (P = 0.46). Considering the results, to increase student satisfaction for passing the thesis courses, it is necessary to improve the intellectual climate in dental schools and also increase the research budget for more financial support of students to carry out their projects.

The Role of Out-of-School Experiences and Targeted Recruitment Efforts in Norwegian Science and Technology Students' Educational Choice

ERIC Educational Resources Information Center

Henriksen, Ellen Karoline; Jensen, Fredrik; Sjaastad, Jørgen

2015-01-01

Understanding young people's educational choice is of interest in order to recruit sufficient numbers of young people to careers in science, technology, engineering and mathematics (STEM). In this article, questionnaire data (closed and open-ended questions) from 5,007 Norwegian first-year students in all STEM higher-education disciplines are…

Introducing Multimedia Presentations and a Course Website to an Introductory Sociology Course: How Technology Affects Student Perceptions of Teaching Effectiveness

ERIC Educational Resources Information Center

Koeber, Charles

2005-01-01

I use a quasi-experiment and follow-up questionnaire to ascertain the effects of PowerPoint multimedia presentations and a Blackboard course website on the course grades and perceptions of teaching effectiveness of introductory sociology students. Results of t-tests showed no statistically significant difference in course grades between…

How the Experience of Assessed Collaborative Writing Impacts on Undergraduate Students' Perceptions of Assessed Group Work

ERIC Educational Resources Information Center

Scotland, James

2016-01-01

A time-series analysis was used to investigate Arabic undergraduate students' (n = 50) perceptions of assessed group work in a major government institution of higher education in Qatar. A longitudinal mixed methods approach was employed. Likert scale questionnaires were completed over the duration of a collaborative writing event. Additionally,…

L2 Reading in Thailand: Vocational College Students' Application of Reading Strategies to Their Reading of English Texts

ERIC Educational Resources Information Center

Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

2015-01-01

This study aims to explore the application of reading strategies to the reading of English texts by Thai vocational college students. Data were collected via questionnaire surveys, think-aloud experiments and semi-structured interviews. The research results reveal different typologies of reading strategies adopted by lower and higher level English…

What Kinds of Numbers Do Students Assign to Literal Symbols? Aspects of the Transition from Arithmetic to Algebra

ERIC Educational Resources Information Center

Christou, Konstantinos P.; Vosniadou, Stella

2012-01-01

Three experiments used multiple methods--open-ended assessments, multiple-choice questionnaires, and interviews--to investigate the hypothesis that the development of students' understanding of the concept of real variable in algebra may be influenced in fundamental ways by their initial concept of number, which seems to be organized around the…

Exploring the Importance of Soft and Hard Skills as Perceived by IT Internship Students and Industry: A Gap Analysis

ERIC Educational Resources Information Center

Patacsil, Frederick F.; Tablatin, Christine Lourrine S.

2017-01-01

The research paper proposes a skills gap methodology that utilized the respondent experiences in the internship program to measure the importance of the Information Technology (IT) skills gap as perceived by IT students and the industry. The questionnaires were formulated based on previous studies, however, was slightly modified, validated and…

Factors Related to Sexual Assault Experience among Early Adolescents in Japan

ERIC Educational Resources Information Center

Nagamatsu, Miyuki; Ooshige, Narumi; Goto, Tomoko; Shimazaki, Azusa

2018-01-01

This study examined factors related to sexual assault among early adolescents in Japan. During a 6-month period, an anonymous questionnaire survey was distributed to 1,246 students ages 13-15 years at eight junior high schools. Consent to participation in this study was obtained from a total of 1,125 (90.3%) students. It was found that the…

Grief Experiences Among Female American and Arab Undergraduate College Students.

PubMed

Varga, Mary Alice; McClam, Tricia M; Hassane, Sofoh

2015-01-01

The purpose of this study was to compare the incidence of grief among American and Arab female undergraduate students, the effects of their grief, and risk of prolonged grief disorder. A total of 471 female undergraduate students, 308 (65.4%) from the United Arab Emirates and 163 (34.6%) from the United States, completed a survey about their grief experiences. Students experiencing a significant loss also completed the Prolonged Grief Disorder Questionnaire. Findings revealed that overall approximately 38.4% (n = 181) of all 471 students experienced the loss of a significant person in their lives within the past 24 months; a similar percentage was found in each sub group. Students reported various grief effects with American students experiencing more effects related to sleep, relationships, academics, physical well-being, religion/spirituality, and outlook on life than Arab students. Only a small number (10, 5.52%) of students met the criteria for prolonged grief disorder; however, most students were female Arab students. Limitations of the study and recommendations for future research are provided.

University students' learning approaches in three cultures: an investigation of Biggs's 3P model.

PubMed

Zhang, L F

2000-01-01

The relationship of various learning approaches to students' academic achievement, abilities, and other characteristics was examined in a sample of university students in Hong Kong, mainland China, and the United States. The theoretical framework for this project was J. B. Biggs's (1987) theory of student learning approaches. The participants completed the Study Process Questionnaire (based on Biggs's theory) and provided a variety of demographic information. The participants' achievement scores and self-rated scores on analytical, creative, and practical abilities were also obtained. Results indicated that scores on certain subscales of the Study Process Questionnaire statistically predicted participants' achievement beyond their self-rated abilities. In addition, certain learning approaches were significantly related to the participants' ages, gender, parents' education levels, and their travel and work experiences. Implications of these findings are discussed as they relate to teaching and learning.

A Psychometric Evaluation of the Santa Clara Strength of Religious Faith Questionnaire among Students from Poland and Chile.

PubMed

Wnuk, Marcin

2017-01-01

This study verifies the psychometric properties of the Santa Clara Strength of Religious Faith Questionnaire (SCSORFQ). This measure consists of 10 items regarding strength of religious faith, regardless of religious denomination or affiliation. Participants were 177 students from Chile and 393 students from Poland. The SCSORFQ method is a reliable measure with good internal consistency evaluated by the α-Cronbach coefficient. Factor analysis statistically confirmed the unidimensional structure of the SCSORFQ. The strength of religious faith in both student groups was moderate to strong correlated with public or private aspects of religiousness and strong correlated with spiritual experiences. It was weakly correlated with the cognitive indicator of well-being as satisfaction with life as well as with existential variables like hope and meaning of life. The results confirm that the SCSORFQ is psychometrically sound and is therefore recommended for use by researchers studying the construct of religiousness.

Student perceptions of a community engagement experience: exploration of reflections on social responsibility and professional formation.

PubMed

Furze, Jennifer; Black, Lisa; Peck, Kirk; Jensen, Gail M

2011-08-01

Physical therapy educators are challenged to emphasize the importance of social responsibility as a vital curricular element of professional development. Through reflection, students are able to identify core values, beliefs, and attitudes as part of the professional development process. The purpose of this study was to explore student perceptions and values of a community engagement experience based upon frequency of participation. This qualitative research report investigated student perceptions of the community experience following participation. Data collection tools included an open-ended questionnaire and focus group interviews. Comparisons were made across data for participants who engaged in the activity one time versus multiple times. Data analysis revealed participation in the community engagement experience had a positive impact on most participants. One time only participants demonstrated increased self-awareness, contemplating change, and capacity to serve while more than one time participants described a deeper understanding of community, impact on others, and professional transformation. Student involvement in community engagement activities combined with structured reflection provided meaningful insight into participants' personal beliefs. The results suggest incorporation of community-based learning experiences into academic curriculum may be beneficial in the students' preliminary understanding of social responsibility.

Attitudes towards mental illness of nursing students in a Baccalaureate programme in Jamaica: a questionnaire survey.

PubMed

Bennett, J; Stennett, R

2015-10-01

There is longstanding evidence of nurses demonstrating negative attitudes towards people with mental illness. Student nurses' fear or discomfort with mentally ill patients results in poorer outcomes for patients and students' dissatisfaction with their experience of mental health nursing. There is evidence of negative attitudes towards mental illness in the Jamaican society; however, no studies have explored whether these attitudes are held by nursing students. The aim of the study was to examine the attitudes of nursing students towards mental illness. A questionnaire survey was conducted with a convenience sample of 143 third-year nursing students who were enrolled in a baccalaureate programme. Data were collected using the Attitudes Towards Acute Mental Health Scale (ATAMHS). A response rate of 71% was achieved for the survey. The findings indicated that the student nurses held an overall negative attitude towards mental illness, with a general perception that mentally ill people are dangerous. The student nurses were divided in their opinions in a number of areas, suggesting a possible conflict of opinions. Negative attitudes towards mental illness impact client outcomes and the career choices made by nurses. This study provides baseline data within the Jamaican context that adds to the evidence on nursing students' attitude to mental illness. Further research is needed to explore whether nursing education and clinical experience enables student nurses in Jamaica to develop a more positive attitude towards mental illness and mental health nursing and whether cultural factors contribute to negative attitudes. © 2015 John Wiley & Sons Ltd.

Student perceptions of a spiral curriculum.

PubMed

Coelho, C S; Moles, D R

2016-08-01

The aim of this study was evaluation of constructive alignment of student perceptions to a spiral curriculum, as a pre-requisite to successful learning. A survey was undertaken to evaluate student thoughts and experiences of a spiral curriculum, by participation in an anonymous voluntary questionnaire. Students were asked to rate their thoughts on their understanding, perceived benefit of and confusion with their spiral curriculum at the current time and retrospectively during previous years, and to answer free-text questions on the impact, effects on learning and future suggestions for their spiral curriculum. Sixty (86%) students completed the questionnaire. Understanding the spiral curriculum worked enhanced with time, with the benefit of the spiral curriculum being felt more conclusively in the latter years, and the majority of students not being confused by the spiral curriculum. Those students who were most confused by the spiral curriculum were the ones who were least likely to appreciate its benefits. The opportunity for consolidation of previously visited knowledge was a perceived predominant advantage, with re-visitation of topics helping to deepen understanding and learning. Clarity on the depth of knowledge at each stage prevents information overload. A spiral curriculum must spiral and not be a repetition of previously delivered topics. This study provided insights into students' perceptions of an integrated spiral curriculum, and whilst predominantly positive, there are challenges to enhance the student experience. The spiral curriculum provides an opportunity to revisit and consolidate learning to the apparent benefit of the student. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A comparison between findings from the DREEM questionnaire and that from qualitative interviews.

PubMed

Denz-Penhey, Harriet; Murdoch, J Campbell

2009-10-01

The Rural Clinical School of Western Australia educates one quarter of all Western Australian medical students in their first clinical year in rural settings. As part of a comprehensive evaluation programme students give feedback regularly. To identify if the Dundee Ready Education Environment Measurement (DREEM) data could be used qualitatively and descriptively to determine specific problems from the data alone despite the small numbers at some sites. The DREEM questionnaire was administered on the same day as qualitative interviews were undertaken. The qualitative interviews were analysed thematically first and then compared with findings from DREEM. Each major (student related) evaluation issue identified by the qualitative interviews was also identified by the DREEM questionnaire analysis. When the DREEM study was undertaken in the Rural Clinical School of Western Australia there was no real expectation that it would provide sufficient information to identify issues picked up in the extensive and time consuming qualitative study. About half of the work undertaken by the qualitative evaluation, that of the experiences of the students at the site, was picked up by the DREEM questionnaire in a much shorter time frame and at less cost of staff time and resources. The DREEM questionnaire can be used qualitatively to assess very specific issues relating to each of the subscales. These findings extend the use of DREEM from quantitative and statistically significant research to qualitative meaning-filled interpretations. The issues then need to be addressed sensitively.

Medical students' professional identity development in an early nursing attachment.

PubMed

Helmich, Esther; Derksen, Els; Prevoo, Mathieu; Laan, Roland; Bolhuis, Sanneke; Koopmans, Raymond

2010-07-01

The importance of early clinical experience for medical training is well documented. However, to our knowledge there are no studies that assess the influence of very early nursing attachments on the professional development and identity construction of medical students. Working as an assistant nurse while training to be a doctor may offer valuable learning experiences, but may also present the student with difficulties with respect to identity and identification issues. The aim of the present study was to describe first-year medical students' perceptions of nurses, doctors and their own future roles as doctors before and after a nursing attachment. A questionnaire containing open questions concerning students' perceptions of nurses, doctors and their own future roles as doctors was administered to all Year 1 medical students (n=347) before and directly after a 4-week nursing attachment in hospitals and nursing homes. We carried out two confirmatory focus group interviews. We analysed the data using qualitative and quantitative content analyses. The questionnaire was completed by 316 students (response rate 91%). Before starting the attachment students regarded nurses as empathic, communicative and responsible. After the attachment students reported nurses had more competencies and responsibilities than they had expected. Students' views of doctors were ambivalent. Before and after the attachment, doctors were seen as interested and reliable, but also as arrogant, detached and insensible. However, students maintained positive views of their own future roles as doctors. Students' perceptions were influenced by age, gender and place of attachment. An early nursing attachment engenders more respect for the nursing profession. The ambivalent view of doctors needs to be explored further in relation to students' professional development. It would seem relevant to attune supervision to the age and gender differences revealed in this study.

[University students and sex: what they think, what they know, what they do].

PubMed

Repossi, A; Araneda, J M; Bustos, L; Puente, C; Rojas, C

1993-02-01

Using the social survey technique, a random sample of 464 students from the Universidad Austral answered a structured questionnaire about behavior and attitudes towards sex. Results show that the majority of students have had sexual experiences. Men and women differ significantly in motivations and age at the start of their sexual activity, stability of their relationships, first sexual partner and emotional experiences. Sexual behavior is associated with age, years of university studies and geographical origin. On the contrary this behavior is weakly influenced by religion or family. Premarital sexual intercourse is accepted by the majority of students. Knowledge about sexual physiology and contraception is scarce in 30 to 80% of students. It is concluded that, since a great number of students have an active sexual life along with little knowledge in this topic, the University has to assume an active role in the sexual education of students.

Use of Baby Isao Simulator and Standardized Parents in Hearing Screening and Parent Counseling Education.

PubMed

Alanazi, Ahmad A; Nicholson, Nannette; Atcherson, Samuel R; Franklin, Clifford; Anders, Michael; Nagaraj, Naveen; Franklin, Jennifer; Highley, Patricia

2016-09-01

The primary purpose of this study was to test the effect of the combined use of trained standardized parents and a baby simulator on students' hearing screening and parental counseling knowledge and skills. A one-group pretest-posttest quasi-experimental study design was used to assess self-ratings of confidence in knowledge and skills and satisfaction of the educational experience with standardized parents and a baby simulator. The mean age of the 14 audiology students participating in this study was 24.79 years (SD = 1.58). Participants completed a pre- and postevent questionnaire in which they rated their level of confidence for specific knowledge and skills. Six students (2 students in each scenario) volunteered to participate in the infant hearing screening and counseling scenarios, whereas others participated as observers. All participants participated in the briefing and debriefing sessions immediately before and after each of 3 scenarios. After the last scenario, participants were asked to complete a satisfaction survey of their learning experience using simulation and standardized parents. Overall, the pre- and post-simulation event questionnaire revealed a significant improvement in the participants' self-rated confidence levels regarding knowledge and skills. The mean difference between pre- and postevent scores was 0.52 (p < .01). The mean satisfaction level was 4.71 (range = 3.91-5.00; SD = 0.30) based on a Likert scale, where 1 = not satisfied and 5 = very satisfied. The results of this novel educational activity demonstrate the value of using infant hearing screening and parental counseling simulation sessions to enhance student learning. In addition, this study demonstrates the use of simulation and standardized parents as an important pedagogical tool for audiology students. Students experienced a high level of satisfaction with the learning experience.

Association Between Years of Experience and Ankle Joint Disorder in Male Student Basketball Players Based on Ultrasonography

PubMed Central

Fukushima, Yaeko

2017-01-01

Purpose The goal of the study was to survey ankle joint disorder in male senior high school and college student basketball players based on the results of an ultrasonographic medical check-up of the ankle joint. Materials and Methods The subjects were 17 senior high school student and 19 college student basketball players. Ultrasonography, evaluation of ATFL injury, and examination of the talocrural joint region were performed. The subjects were grouped based on the presence or absence of old ATFL injury, and subjects with ATFL injury were classified by the injured region: fibular insertion site, parenchyma, and talar insertion site. The talocrural joint region was evaluated based on the areas of the lateral margin, central region, and medial margin, and sites with an irregular bone contour and osteophyte were counted individually. The questionnaire asked about the patients’ history of ankle injuries. Results A questionnaire survey revealed that 70–79% of all subjects had experienced a sprain at least once and 21–29% had frequently sprained the left or right foot 10 or more times in the past. On ultrasonography, there was no significant difference in ligament injury or injured site between the senior high school and college students, but the number of osteochondral findings in the talocrural joint region was significantly higher in the college students. In addition, the number of injured sites significantly increased in those with 10 or more years of playing experience. Conclusion These results suggest that disorder of the talocrural joint region progresses with an increase in years of experience in student basketball players who do not take specific preventive measures against this injury. PMID:28603784

Dental Student Hand Hygiene Decreased With Increased Clinical Experience.

PubMed

Yaembut, Nanmanas; Ampornaramveth, Ruchanee S; Pisarnturakit, Pagaporn P; Subbalekha, Keskanya

2016-01-01

To investigate the effectiveness, related knowledge, attitudes, and practices of hand hygiene (HH) among dental students with different levels of clinical experience. This was a cross-sectional analytical study. Bacterial samples on the participants' hands were obtained using a swab technique before and after handwashing, for oral surgical procedures. After culturing, the colony-forming units were counted. Self-reported questionnaires reflecting the knowledge, attitudes, and practices related to HH were completed by the participants. This study was performed in a primary oral health care institution, Faculty of Dentistry, Chulalongkorn University (Bangkok, Thailand). Bacterial samples and self-reported questionnaires were collected in the Department of Oral and Maxillofacial Surgery. Bacterial culture was performed in the Department of Microbiology. The 120 participants comprised first, second, third-year clinical training students (CTs), and postgraduate dental students (PGs) (32, 34, 30, and 24 participants, respectively). More than 99% of the bacteria were eliminated from the participants' hands after handwashing. Significantly higher numbers of bacteria were recovered from the hands of the PGs compared with those of the CTs, and the hands of the third-year CTs compared with those of the first-year CTs (p < 0.001), after HH. The first-year CTs had the highest attitude scores, whereas the PGs had the lowest practice scores. The knowledge scores were similar in all groups. HH effectiveness, attitudes, and practices of dental students decreased as students gained more clinical experience, whereas knowledge did not. Our results suggest that HH instruction should be given throughout the duration of dental students' education. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Using e-learning to support clinical skills acquisition: exploring the experiences and perceptions of graduate first-year pre-registration nursing students - a mixed method study.

PubMed

Bloomfield, Jacqueline G; Jones, Anne

2013-12-01

Clinical skills education must accommodate the different needs of nursing students, particularly in view of increasing numbers of graduate entrants. E-learning has been promoted for its ability to engage learners and customise the learning process and evidence supports its use for clinical skill acquisition. However, graduate nursing students have unique needs, and their perceptions and experiences of e-learning require exploration. The aim of the study was to explore graduate first year nursing students' perceptions and experiences of e-learning when used to supplement traditional methods to learn clinical skills. Mixed methods, employing qualitative and quantitative approaches, were used. Eighty-three (46%) participants were recruited from a cohort of graduate students (n=180) enrolled in an accelerated pre-registration nursing programme. Participants completed e-learning educational materials prior to attendance at clinical skills sessions. Focus groups (n=2) explored participants' (n=15) experiences and perceptions of e-learning and identified common issues. Discussions were transcribed verbatim and analysed using a thematic approach. Findings informed the development of a questionnaire which sought to confirm perceptions of e-learning and the perceived value for clinical skills acquisition in the larger student group. Data from questionnaires (n=83) were analysed using descriptive statistics. Students found e-learning valuable for developing clinical skills and, although they viewed it positively, they did not want to relinquish conventional teaching methods, preferring both in combination. Video clips were perceived as the most useful feature while online readings were viewed as the least useful. An underestimate of time requirements, navigational issues and technical difficulties were reported frustrations. Although limited by potential volunteer bias, findings contribute to the ongoing discourse on how e-learning can support clinical skills education and provides insights from the perspective of graduate nursing students. E-learning does not suit the needs of all learners. This must be recognised to enhance the learning experience. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Surgical clinical correlates in anatomy: design and implementation of a first-year medical school program.

PubMed

Haubert, Lisa M; Jones, Kenneth; Moffatt-Bruce, Susan D

2009-01-01

Medical students state the need for a clinically oriented anatomy class so to maximize their learning experience. We hypothesize that the first-year medical students, who take the Surgical Clinical Correlates in Anatomy program, will perform better than their peers in their anatomy course, their surgical clerkships and ultimately choose surgical residencies. We designed and recently implemented this program for first-year medical students. It consisted of General Surgical Knowledge, Orthopedic Surgery, Plastic Surgery, Urology, Cardiothoracic Surgery, General Surgery, Vascular Surgery, and Ear, Nose, and Throat (ENT) sessions. Each session had defined learning objectives and interactive cadaveric operations performed by faculty members and students. The program was elective and had 25 participants randomly chosen. An evaluative questionnaire was completed before and after the program. Comparative analysis of the questionnaires, first-year anatomy examination results, clinical surgical rotation scores, and residency match results will be completed. The positive opinions of surgeons increased for all medical students from the pre-evaluation to the post-evaluation, and there was a greater increase in positive opinions for our participants. Our participants also had the highest average overall for all combined anatomy examinations. A need exists among medical students to develop a clinically correlated anatomy program that will maximize their learning experience, improve their performance and allow them to make moreinformed career choices. The recent implementation of this Surgical Clinical Correlates in Anatomy program fulfills this need.

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.

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

[Medical students' sexuality--development and fulfilment of sexual needs].

PubMed

Müldner-Nieckowski, Łukasz; Klasa, Katarzyna; Sobański, Jerzy A; Rutkowski, Krzysztof; Dembińska, Edyta

2012-01-01

Education in human sexual physiology and pathology, as well as own sexual health of medical doctors determines in a large proportion the ability to talk with patients about their sexual disorders. Therefore the authors considered important to collect and assess data regarding sexual health and development of Medical Faculty students. Analysis of selected aspects of psychosexual development and sex life of IVth grade medical students. We applied the self-report Questionnaire of Satisfaction with Sexual Life (KSS2), an instrument created to assess sexual problems in patients treated with group psychotherapy. Medical students filled the questionnaire when attending the courses of Psychopathology of neurotic disorders or Psychotherapy. Analysis of the collected data revealed a relatively high differentiation of the studied group in regard of satisfaction and experiences with sexual life, attitudes towards masturbation, relationships and sexual activity. Regarding some aspects, significant differences between women and men occurred. A set of factors were identified, some of them may negatively influence medical doctor's competencies in the domain of sexual health. These are not having sexual debut or even lack of any erotic experiences and lack of sexual satisfaction. The results indicate a significant prevalence of factors, which may impede students education as well as taking into consideration the sexual issues during the medical interview. Assessment of influence of students' and doctors' own sexuality on their competencies in diagnostics and treatment requires further studies.

Extracurricular participation in research and audit by medical students: opportunities, obstacles, motivation and outcomes.

PubMed

Nikkar-Esfahani, Ali; Jamjoom, Aimun A B; Fitzgerald, J Edward F

2012-01-01

Medical students should learn to critically evaluate research to inform future evidence-based practice. Participation in research and audit at medical school can help develop these skills whilst prompting interest in academic pursuits. We investigate medical student attitudes and participation in extracurricular research and audit focusing on their opportunities, obstacles, motivation and outcomes. A 60-item questionnaire was distributed to final-year medical students graduating from the University of Nottingham Medical School in the United Kingdom. A total of 238 questionnaires were returned (response rate 75%). Of these, 86% felt research or audit experience was useful for medical students. The main driver for involvement was curriculum vitae (CV) improvement (51%). Male students and those involved in extracurricular research were more likely to agree that this experience should influence selection into training programmes (p = 0.017, p = 0.0036). Overall, 91 respondents (38%) had been involved in such activity with a mean number of projects undertaken of two (range one to four). Those interested in a surgical career were most likely to have undertaken projects (58%). Frequently cited obstacles to involvement were time constraints (74%) and a perceived lack of interest from potential supervisors (63%). Despite significant CV motivation, many are enthusiastic regarding extracurricular research opportunities but frustrated by obstacles faced. Our study suggests there is scope for providing further opportunities to participate in such activities at medical school.

Post graduate clinical placements: evaluating benefits and challenges with a mixed methods cross sectional design.

PubMed

Yiend, Jenny; Tracy, Derek K; Sreenan, Brian; Cardi, Valentina; Foulkes, Tina; Koutsantoni, Katerina; Kravariti, Eugenia; Tchanturia, Kate; Willmott, Lucy; Shergill, Sukhi; Reedy, Gabriel

2016-02-16

Systematic evaluations of clinical placements are rare, especially when offered alongside academic postgraduate courses. An evidence-based approach is important to allow pedagogically-driven provision, rather than that solely governed by opinion or market demand. Our evaluation assessed a voluntary clinical placement scheme allied to a mental health course. Data were collected over academic years 2010/11- 2013/14, from participating students (n = 20 to 58) and clinician supervisors (n = 10-12), using a mixed-methods cross-sectional design. Quantitative evaluation captured information on uptake, dropout, resource use, attitudes and experience, using standardized (the Placement Evaluation Questionnaire; the Scale To Assess the Therapeutic Relationship - Clinical version and the University of Toronto Placement Supervisor Evaluation) and bespoke questionnaires and audit data. Qualitative evaluation comprised two focus groups (5 clinicians, 5 students), to investigate attitudes, experience, perceived benefits, disadvantages and desired future developments. Data were analysed using framework analysis to identify a priori and emergent themes. High uptake (around 70 placements per annum), low dropout (2-3 students per annum; 5 %) and positive focus group comments suggested placements successfully provided added value and catered sufficiently to student demand. Students' responses confirmed that placements met expectations and the perception of benefit remained after completion with 70 % (n = 14) reporting an overall positive experience, 75 % (n = 15) reporting a pleasant learning experience, 60 % (n = 12) feeling that their clinical skills were enhanced and 85 % (n = 17) believing that it would benefit other students. Placements contributed the equivalent of seven full time unskilled posts per annum to local health care services. While qualitative data revealed perceived 'mutual benefit' for both students and clinicians, this was qualified by the inherent limitations of students' time and expertise. Areas for development included fostering learning around professionalism and students' confidence on placement. The addition of healthcare placements to academic postgraduate taught courses can improve their attractiveness to applicants, benefit healthcare services and enhance students' perception of their learning experiences. Well-positioned and supported placement learning opportunities could become a key differentiator for academic courses, over potential competitors. However, the actual implications for student employability and achievement remain to be established.

Success Stories of Undergraduate Retention: A Pathways Study of Graduate Students in Solar and Space Physics

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Stoll, W.; Moldwin, M.; Gross, N. A.

2012-12-01

This presentation describes results from an NSF-funded study of the pathways students in solar and space physics have taken to arrive in graduate school. Our Pathways study has documented results from structured interviews conducted with graduate students attending two, week-long, NSF-sponsored scientific workshops during the summer of 2011. Our research team interviewed 48 solar and space physics students (29 males and 19 females currently in graduate programs at US institutions,) in small group settings regarding what attracted and retained them along their pathways leading to grad school. This presentation addresses what these students revealed about the attributes and influences that supported completion of their undergraduate experience and focused their aspirations toward graduate school. In advance of the interview process, we collected 125 on-line survey responses from students at the two workshops. This 20-item survey included questions about high school and undergraduate education, as well as about research and graduate experience. A subset of the 125 students who completed this on-line survey volunteered to be interviewed. Two types of interview data were collected from the 48 interviewees: 1) written answers to a pre-interview questionnaire; and 2) detailed notes taken by researchers during group interviews. On the pre-interview questionnaire, we posed the question: "How did you come to be a graduate student in your field?" Our findings to date are based on an analysis of responses to this question, cross correlated with the corresponding on-line survey data. Our analysis reveals the importance of early research experiences. About 80% of the students participating in the Pathways study cited formative undergraduate research experiences. Moreover, about 50% of participants reported undergraduate research experiences that were in the field of their current graduate studies. Graduate students interviewed frequently cited a childhood interest in science that grew through high school and undergraduate science courses on into trying out research as an undergraduate. Reasons cited for finding space physics more attractive than, say astronomy or cosmology, included: 1) the domain of physical reality being studied (near-Earth space) can be accessed by humans; 2) the research content is easier to explain to family and friends; and 3) the research has more societal relevance. Our data also suggest the pivotal role of undergraduate professors and research advisors in supporting student persistence.

Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey.

PubMed

Nepal, Bijeta; Taketomi, Kikuko; Ito, Yoichi M; Kohanawa, Masashi; Kawabata, Hidenobu; Tanaka, Michiko; Otaki, Junji

2016-04-01

Clinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal. To examine Nepalese nursing students' perceptions regarding the CLE and supervision. A cross-sectional questionnaire design was used. Government and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice. Students with clinical practice experience were recruited from years 2-4 of the B.Sc. nursing program in Nepal (n=350). The final sample comprised 263 students. A self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February-March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis. Students' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p<0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha=0.93 for total scale, 0.76-0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27-0.68 (p<0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p<0.0001). This is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere. Copyright © 2016 Elsevier Ltd. All rights reserved.

Japanese medical students' interest in basic sciences: a questionnaire survey of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2013-02-01

The number of physicians engaged in basic sciences and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study investigated medical students' interest in basic sciences in efforts to recruit talent. A questionnaire distributed to 501 medical students in years 2 to 6 of Juntendo University School of Medicine inquired about sex, grade, interest in basic sciences, interest in research, career path as a basic science physician, faculties' efforts to encourage students to conduct research, increases in the number of lectures, and practical training sessions on research. Associations between interest in basic sciences and other variables were examined using χ(2) tests. From among the 269 medical students (171 female) who returned the questionnaire (response rate 53.7%), 24.5% of respondents were interested in basic sciences and half of them considered basic sciences as their future career. Obstacles to this career were their original aim to become a clinician and concerns about salary. Medical students who were likely to be interested in basic sciences were fifth- and sixth-year students, were interested in research, considered basic sciences as their future career, considered faculties were making efforts to encourage medical students to conduct research, and wanted more research-related lectures. Improving physicians' salaries in basic sciences is important for securing talent. Moreover, offering continuous opportunities for medical students to experience research and encouraging advanced-year students during and after bedside learning to engage in basic sciences are important for recruiting talent.

Medication calculation skills of graduating nursing students in Finland.

PubMed

Grandell-Niemi, H; Hupli, M; Leino-Kilpi, H

2001-01-01

The aim of this study was to describe the basic mathematical proficiency and the medication calculation skills of graduating nursing students in Finland. A further concern was with how students experienced the teaching of medication calculation. We wanted to find out whether these experiences were associated with various background factors and the students' medication calculation skills. In spring 1997 the population of graduating nursing students in Finland numbered around 1280; the figure for the whole year was 2640. A convenience sample of 204 students completed a questionnaire specially developed for this study. The instrument included structured questions, statements and a medication calculation test. The response rate was 88%. Data analysis was based on descriptive statistics. The students found it hard to learn mathematics and medication calculation skills. Those who evaluated their mathematical and medication calculation skills as sufficient successfully solved the problems included in the questionnaire. It was felt that the introductory course on medication calculation was uninteresting and poorly organised. Overall the students' mathematical skills were inadequate. One-fifth of the students failed to pass the medication calculation test. A positive correlation was shown between the student's grade in mathematics (Sixth Form College) and her skills in medication calculation.

Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study.

PubMed

Aboshady, Omar A; Radwan, Ahmed E; Eltaweel, Asmaa R; Azzam, Ahmed; Aboelnaga, Amr A; Hashem, Heba A; Darwish, Salma Y; Salah, Rehab; Kotb, Omar N; Afifi, Ahmed M; Noaman, Aya M; Salem, Dalal S; Hassouna, Ahmed

2015-01-05

To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses. A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire. Ten out of 19 randomly selected medical schools in Egypt. 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year. Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions. Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student-instructor (8; 32%) and student-student (5; 20%) interactions. About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Medical student use of digital learning resources.

PubMed

Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Students' Interest in Biology and Their Out-of-School Experiences

ERIC Educational Resources Information Center

Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Meisalo, Veijo

2006-01-01

Interest in biology and the out-of-school experiences of Finnish secondary school pupils (n = 3626, median age 15) were surveyed in the spring of 2003 using the international ROSE questionnaire. Likert-scaled items were categorised with an explorative factor analysis. The scores of eight interest-context factors and seven out-of-school experience…

Measuring Attitudinal Change: A Sociolinguistic and Psycholinguistic Investigation into Perceptions of African American English and Academic English

ERIC Educational Resources Information Center

Latterman, Caroline Kennelly

2013-01-01

This experiment measured teachers' attitudes towards African American English and Academic English. Participants were graduate students of Education at a college in New York City. They completed a paper-and-pencil questionnaire that assessed their explicit attitudes towards the two varieties, as well as a Psycholinguistic Experiment that was…

A Dataset of Three Educational Technology Experiments on Differentiation, Formative Testing and Feedback

ERIC Educational Resources Information Center

Haelermans, Carla; Ghysels, Joris; Prince, Fernao

2015-01-01

This paper describes a dataset with data from three individually randomized educational technology experiments on differentiation, formative testing and feedback during one school year for a group of 8th grade students in the Netherlands, using administrative data and the online motivation questionnaire of Boekaerts. The dataset consists of pre-…

Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

ERIC Educational Resources Information Center

Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

2018-01-01

The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

Web-based depression screening and psychiatric consultation for college students: a feasibility and acceptability study.

PubMed

Williams, Aya; Larocca, Rachel; Chang, Trina; Trinh, Nhi-Ha; Fava, Maurizio; Kvedar, Joseph; Yeung, Albert

2014-01-01

Background. A steady rise in the prevalence of depression among college students has negatively affected student quality of life. This study investigates the feasibility and acceptability of a Web-based model, including Skype, to screen and provide psychiatric consultation to depressed college students. Methods. Students completed the 9-item Patient Health Questionnaire (PHQ-9) online; those who screened positive (PHQ-9 ≥ 10) or endorsed any level of suicidal ideation were offered Web-based psychiatric consultation using Skype. After the consultation, students filled out a 7-item satisfaction questionnaire to report on the acceptability of this Web-based method. Results. A total of 972 students consented to the online depression screening and 285 screened positive. Of those, 69 students consented and 17 students successfully completed the psychiatric consultation via Skype. Thirteen (76.4%) students found the interview useful in helping them understand their depression. Fifteen (88.2%) students thought that psychologists and psychiatrists could successfully see patients via videoconferencing. Conclusions. Current online technologies can provide depression screening and psychiatric consultation to college students; those who participated reported a positive experience. Future studies will need to address the low levels of participation among college students and attract students who are underserved, as well as use a videoconferencing platform that adequately protects data confidentiality.

Web-Based Depression Screening and Psychiatric Consultation for College Students: A Feasibility and Acceptability Study

PubMed Central

Williams, Aya; LaRocca, Rachel; Chang, Trina; Trinh, Nhi-Ha; Fava, Maurizio

2014-01-01

Background. A steady rise in the prevalence of depression among college students has negatively affected student quality of life. This study investigates the feasibility and acceptability of a Web-based model, including Skype, to screen and provide psychiatric consultation to depressed college students. Methods. Students completed the 9-item Patient Health Questionnaire (PHQ-9) online; those who screened positive (PHQ-9 ≥ 10) or endorsed any level of suicidal ideation were offered Web-based psychiatric consultation using Skype. After the consultation, students filled out a 7-item satisfaction questionnaire to report on the acceptability of this Web-based method. Results. A total of 972 students consented to the online depression screening and 285 screened positive. Of those, 69 students consented and 17 students successfully completed the psychiatric consultation via Skype. Thirteen (76.4%) students found the interview useful in helping them understand their depression. Fifteen (88.2%) students thought that psychologists and psychiatrists could successfully see patients via videoconferencing. Conclusions. Current online technologies can provide depression screening and psychiatric consultation to college students; those who participated reported a positive experience. Future studies will need to address the low levels of participation among college students and attract students who are underserved, as well as use a videoconferencing platform that adequately protects data confidentiality. PMID:24799895

Web-based multimedia vignettes in advanced community pharmacy practice experiences.

PubMed

Flowers, Schwanda K; Vanderbush, Ross E; Hastings, Jan K; West, Donna

2010-04-12

To evaluate the effectiveness of Web-based multimedia vignettes on complex drug administration techniques to augment the training of pharmacy students in advanced community pharmacy practice experiences. During the orientation for a community APPE, students were randomly assigned to either a study group or control group After they began their APPE, students in the study group were given an Internet address to access multimedia vignettes which they were required to watch to augment their training and standardize their counseling of patients in the use of inhalers and ear and eye drops. A 12-item questionnaire was administered to students in both groups at the orientation and again on the last day of the APPE to evaluate their knowledge of counseling patients in the use of inhalers and ear and eye drops. The control group did not experience any improvement in their counseling knowledge of the research topics during their month-long experience. Students in the intervention group scored higher on their postintervention test than students in the control group (p < 0.001). Student learning outcomes from experiential training can be improved through the use of Web-based multimedia instructional vignettes.

Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

PubMed

Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

2016-09-01

Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

Sexual health literacy of the student population of the University of Tasmania: results of the RUSSL Study.

PubMed

Simpson, Steve; Clifford, Christine; Ross, Kaz; Sefton, Neil; Owen, Louise; Blizzard, Leigh; Turner, Richard

2015-06-01

Background Evidence suggests a varied level of sexual health literacy (SHL) among university student populations, so we evaluated the SHL among students at the University of Tasmania. Students were invited to complete an anonymous online questionnaire during August/September 2013. SHL was assessed using the ARCSHS National Survey of Australian Secondary Students & Sexual Health (ARC) and the Sexual Health Questionnaire (SHS). Predictors of literacy scores were evaluated by linear regression. The study recruited 1786 participants (8.2% of 2013 student population), of similar composition to the general university population. Female sex, older age, sexual education, and sexual experience were significant predictors of SHL. As hypothesised, students in medical/nursing disciplines had the highest SHL. Less expected were the significant differences by birthplace and religious affiliation, many of which persisted on adjustment for confounders. Compared with Australian/New Zealander students, overseas-born students had significantly lower ARC (-3.6%, P<0.001) & SHS (-4.2%, P<0.001); this was driven by Malaysian, Indian, and Chinese students. Compared with agnostic/atheist-identifying students, those of Buddhist (ARC: -5.4%, P=0.014; SHS: -6.7%, P=0.002), Hindu (ARC: -8.8%, P=0.098; SHS: -12.2%, P=0.027), Muslim (ARC: -16.5%, P<0.001; SHS: -13.4%, P=0.001) and Protestant (ARC: -2.3%, P=0.023; SHS: -4.4%, P<0.001) identifications had markedly lower SHL. This study, one of the first among university students in Australia, found a varied SHL by sex, age, sexual education and sexual experience, as well as by birthplace and religious affiliation. These findings have applications in orientation and education programs at Australian universities.

Nursing and midwifery students' perception of learning enablers and gains in the first semester of their BSc programmes: A cross sectional study.

PubMed

Redmond, Catherine; Davies, Carmel; Halligan, Phil; Joye, Regina; Carroll, Lorraine; Frawley, Timothy

2018-06-01

The student experience in the first year of university is fundamental to successful adaption to the higher education environment and shapes student engagement with their chosen degree. Students' feedback on this experience is essential when designing or reviewing curricula. The aim of this study was to explore students' perceptions of their learning gains to identify factors that support student learning and identify elements that need improvement if specific learning needs are to be met. A cross sectional descriptive study. A large urban university in Ireland that provides undergraduate nursing and midwifery degree programmes. The study was conducted using the Student Assessment of Learning Gains (SALG) questionnaire. This instrument consists of a series of closed questions which explore perceived student gains in skills, cognitions and attitudes. The questionnaire was adapted for a semester rather than a module evaluation. The tool also includes a series of open questions inviting students to comment in each section. Students (n = 206) positively evaluated teaching and learning approaches used. The greatest enablers of learning were clinical skills laboratory small group teaching and support followed by online learning materials and multiple choice formative assessment questions. They reported gains in knowledge, generic skills development and an increase in confidence and enthusiasm for their chosen career. The feedback gained in this study provides valuable knowledge about the elements that support nursing and midwifery students learning and highlights areas that require attention. This is particularly useful for faculty who are involved in curriculum review and enhancement and in student engagement and retention. Copyright © 2018 Elsevier Ltd. All rights reserved.

Students' first year experience of a BSc (Hons) in nursing: a pilot study.

PubMed

Gale, Julia; Ooms, Ann; Newcombe, Paul; Marks-Maran, Di

2015-01-01

All new nurses in England from 2013 will be educated at the point of registration to the degree level. A study was undertaken into the first-year experience of one cohort on the new degree programme at one university. The aim of the study was to evaluate nursing students' experience during the first year of the degree programme in terms of their engagement with the programme, its impact and value and their overall satisfaction. A mixed method qualitative and quantitative survey design was used. One cohort of students at one university in south west London was studied. In total 96 out of 256 students completed the online survey questionnaire (response rate=37.5%). Data were collected through an online questionnaire survey comprising Likert-style, demographic and open-ended questions. Data were analysed using SPSS version 19 and through the framework method. Students' responses were largely positive. Areas of concern expressed included assessment timings and juggling personal/family commitments with academic workload. Although some experienced a degree of stress in year 1 the majority indicated that stress was not a problem; some experienced little or no stress at all. Students were positive about the quality of teaching, support received, and their relationships with academic staff. Satisfaction with year 1 was high. A small percentage considered leaving during year 1. Factors that made them stay included personal motivation to succeed, family support and help from academic staff and mentors. Overall attrition rate is low. As nursing in England moves to an all-graduate profession at the point of registration it is timely to evaluate issues like attrition, the students' engagement with their academic and practice experience, the impact on them of their assignments/assessments, stressors, their perceptions of quality, what makes them stay and their overall satisfaction. Copyright © 2014 Elsevier Ltd. All rights reserved.

Supporting metacognitive development in early science education: Exploring elementary teachers' beliefs and practices in metacognition

NASA Astrophysics Data System (ADS)

Braund, Heather Leigh-Anne

Metacognition is the understanding and control of cognitive processes. Students with high levels of metacognition achieve greater academic success. The purpose of this mixed-methods study was to examine elementary teachers' beliefs about metacognition and integration of metacognitive practices in science. Forty-four teachers were recruited through professional networks to complete a questionnaire containing open-ended questions (n = 44) and Likert-type items (n = 41). Five respondents were selected to complete semi-structured interviews informed by the questionnaire. The selected interview participants had a minimum of three years teaching experience and demonstrated a conceptual understanding of metacognition. Statistical tests (Pearson correlation, t-tests, and multiple regression) on quantitative data and thematic analysis of qualitative data indicated that teachers largely understood metacognition but had some gaps in their understanding. Participants' reported actions (teaching practices) and beliefs differed according to their years of experience but not gender. Hierarchical multiple regression demonstrated that the first block of gender and experience was not a significant predictor of teachers' metacognitive actions, although experience was a significant predictor by itself. Experience was not a significant predictor once teachers' beliefs were added. The majority of participants indicated that metacognition was indeed appropriate for elementary students. Participants consistently reiterated that students' metacognition developed with practice, but required explicit instruction. A lack of consensus remained around the domain specificity of metacognition. More specifically, the majority of questionnaire respondents indicated that metacognitive strategies could not be used across subject domains, whereas all interviewees indicated that they used strategies across subjects. Metacognition was integrated frequently into Ontario elementary classrooms; however, metacognition was integrated less frequently in science lessons. Lastly, participants used a variety of techniques to integrate metacognition into their classrooms. Implications for practice include the need for more professional development aimed at integrating metacognition into science lessons at both the Primary and Junior levels. Further, teachers could benefit from additional clarification on the three main components of metacognition and the need to integrate all three to successfully develop students' metacognition.

Culturally diverse health care students' experiences with teaching strategies in Finland: a national survey.

PubMed

Pitkajarvi, Marianne; Eriksson, Elina; Pitkala, Kaisu

2013-06-01

All over the world, current health care students come from a variety of cultural, linguistic and educational backgrounds. Their expectations and learning needs vary, yet little is known about how our current education system meets their needs. The purpose of this study was to explore culturally diverse health care students' experiences of teaching strategies in polytechnic faculties of health care in Finland. Specifically, we aimed to compare how international students and Finnish students experience the same curriculum. A cross sectional survey. Ten polytechnic faculties of health care in Finland offering English-Language-Taught Degree Programmess (ELTDPs). 283 students studying nursing, public health nursing, or physiotherapy in English. Of these, 166 were international students and 112 were Finnish students. The data were collected using a questionnaire designed specifically for this study. The survey included items grouped into seven dimensions: 1. concreteness of theoretical instruction, 2. encouragement of student activity, 3. use of skills labs, 4. variation among teaching strategies, 5. assessment, 6. interaction in the English-Language-Taught Degree Programmes, and 7. approach to diversity in the English-Language-Taught Degree Programmes. The most positive experiences for all students were with the approach to cultural diversity and the concreteness of theoretical instruction, whereas the most negative experiences were with assessment. International students' experiences were more positive than Finnish students' in the following dimensions: encouragement of student activity (p=0.005), variation among teaching strategies (p<0.001), and assessment (p<0.001). Compared to the Finnish students, more than double the number of international students were dissatisfied with their lives (p<0.001). The implications for education include the strengthening teachers' leadership role in small group activities, providing individual and detailed feedback, and ensuring appropriate support mechanisms for all students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Student experience of a scenario-centred curriculum

NASA Astrophysics Data System (ADS)

Bell, Sarah; Galilea, Patricia; Tolouei, Reza

2010-06-01

In 2006 UCL implemented new scenario-centred degree programmes in Civil and Environmental Engineering. The new curriculum can be characterised as a hybrid of problem-based, project-based and traditional approaches to learning. Four times a year students work in teams for one week on a scenario which aims to integrate learning from lecture and laboratory classes and to develop generic skills including team working and communication. Student experience of the first two years the old and new curricula were evaluated using a modified Course Experience Questionnaire. The results showed that students on the new programme were motivated by the scenarios and perceived better generic skills development, but had a lower perception of teaching quality and the development of design skills. The results of the survey support the implementation new curriculum but highlight the importance of strong integration between conventional teaching and scenarios, and the challenges of adapting teaching styles to suit.

Relationships between traumatic symptoms and environmental damage conditions among children 8 months after the 2011 Japan earthquake and tsunami.

PubMed

Usami, Masahide; Iwadare, Yoshitaka; Kodaira, Masaki; Watanabe, Kyota; Aoki, Momoko; Katsumi, Chiaki; Matsuda, Kumi; Makino, Kazunori; Iijima, Sonoko; Harada, Maiko; Tanaka, Hiromi; Sasaki, Yoshinori; Tanaka, Tetsuya; Ushijima, Hirokage; Saito, Kazuhiko

2012-01-01

To evaluate relationships between traumatic symptoms and environmental damage conditions among children who survived the 2011 Great East Japan Earthquake and Tsunami. The subjects were 12,524 children in kindergartens, elementary schools, and junior high schools in Ishinomaki City, Miyagi Prefecture, Japan. The Post Traumatic Stress Symptoms for Children 15 items (PTSSC-15), a self-completion questionnaire on traumatic symptoms, was distributed to the children and a questionnaire regarding environmental damage conditions affecting the children was distributed to their teachers. Of 12,524 questionnaires distributed, an effective response was obtained from 11,692 (93.3%). The PTSSC-15 score was significantly higher in females than in males among 4(th) to 6(th) grade students in elementary schools and among junior high school students. In terms of traumatic symptoms and environmental damage conditions, with the exception of kindergartners, children who had their houses damaged or experienced separation from family members had a significantly higher PTSSC-15 score than children who did not experience environmental damage. Except for kindergartners and 4(th)- to 6(th)-grade elementary school students, children who experienced evacuation had a significantly higher PTSSC-15 score. This study demonstrated relationships between traumatic symptoms and environmental damage conditions in children who had suffered from the disaster. Factors examined in studying the relationship between environmental damage conditions and traumatic symptoms were gender, age, house damage, evacuation experience, and bereavement experience. It was critical not only to examine the traumatic symptoms of the children but also to collect accurate information about environmental damage conditions.

Relationships between Traumatic Symptoms and Environmental Damage Conditions among Children 8 Months after the 2011 Japan Earthquake and Tsunami

PubMed Central

Usami, Masahide; Iwadare, Yoshitaka; Kodaira, Masaki; Watanabe, Kyota; Aoki, Momoko; Katsumi, Chiaki; Matsuda, Kumi; Makino, Kazunori; Iijima, Sonoko; Harada, Maiko; Tanaka, Hiromi; Sasaki, Yoshinori; Tanaka, Tetsuya; Ushijima, Hirokage; Saito, Kazuhiko

2012-01-01

Background To evaluate relationships between traumatic symptoms and environmental damage conditions among children who survived the 2011 Great East Japan Earthquake and Tsunami. Methods The subjects were 12,524 children in kindergartens, elementary schools, and junior high schools in Ishinomaki City, Miyagi Prefecture, Japan. The Post Traumatic Stress Symptoms for Children 15 items (PTSSC-15), a self-completion questionnaire on traumatic symptoms, was distributed to the children and a questionnaire regarding environmental damage conditions affecting the children was distributed to their teachers. Of 12,524 questionnaires distributed, an effective response was obtained from 11,692 (93.3%). Results The PTSSC-15 score was significantly higher in females than in males among 4th to 6th grade students in elementary schools and among junior high school students. In terms of traumatic symptoms and environmental damage conditions, with the exception of kindergartners, children who had their houses damaged or experienced separation from family members had a significantly higher PTSSC-15 score than children who did not experience environmental damage. Except for kindergartners and 4th- to 6th-grade elementary school students, children who experienced evacuation had a significantly higher PTSSC-15 score. Conclusions This study demonstrated relationships between traumatic symptoms and environmental damage conditions in children who had suffered from the disaster. Factors examined in studying the relationship between environmental damage conditions and traumatic symptoms were gender, age, house damage, evacuation experience, and bereavement experience. It was critical not only to examine the traumatic symptoms of the children but also to collect accurate information about environmental damage conditions. PMID:23209817

Impact of a volunteer companion program on nursing students' knowledge and concerns related to palliative care.

PubMed

Kwekkeboom, Kristine L; Vahl, Cheryl; Eland, Joann

2006-02-01

Deficiencies in end-of-life education may explain nursing students' reports of feeling anxious and unqualified to care for dying patients. A volunteer Palliative Care Companion program was developed to provide undergraduate nursing students with an experiential learning opportunity by spending time with dying patients and their families. To evaluate the impact of the Palliative Care Companion program on nursing students' knowledge, attitudes, and concerns about providing palliative care, and to describe companion students' volunteer activities. Quasiexperimental controlled pretest-posttest design. Fifty-two undergraduate nursing students (32 companion students, 20 controls) at a midwestern U.S. university with an affiliated hospital-based palliative care service. All participants completed the Palliative Care Quiz for Nurses, Attitudes Toward Palliative Care, and Concern About Caring for Dying Patients questionnaires at the beginning and end of the semester. Companion subjects also kept a journal describing their palliative care experiences. Attitude scores were not analyzed because of poor internal consistency of the questionnaire. Changes in scores on knowledge items did not reach significance. Concern scores decreased significantly from pretest to posttest in the companion group. After adjusting for pretest concern score, there was a trend toward lower concern score in the companion group compared to controls (p=0.07). Companion students' journals described activities including visiting patients, viewing end-of-life videos, attending educational and public lectures, independent reading, and making bereavement phone calls to family members. The Palliative Care Companion program did not produce significant improvements in knowledge and concerns compared to controls, but companion students described their participation as a meaningful learning experience.

Do they practise what we teach? A survey of manual handling practice amongst student nurses.

PubMed

Swain, Jane; Pufahl, Eric; R Williamson, Graham

2003-03-01

Experience of training students of nursing in manual handling suggested that they did not practise the techniques they had been taught. A search of the literature revealed that there was indeed a theory-practice gap. The aim of the project was to answer three questions: do students know what they should be doing, do they do what they should be doing, and if not, why not. A survey design was used, with questionnaires designed specifically for the study. Self report questionnaires were distributed to students of nursing (n = 148) on the adult branch in one higher education institution in England. One hundred and thirty-nine completed questionnaires were returned. Results showed that students' knowledge of whether particular techniques were 'recommended' was fair. They indicated however, that they were frequently unable to use recommended techniques in practice. The most frequent explanation given was the influence of other nurses. Results of this small study indicated that male students and younger students were more susceptible to socialization into poor ward practice than others. Other reasons for not using recommended techniques were unavailability of manual handling aids, lack of time and patient needs. The complexity of relationships within the nursing team emerged, with students ever aware of the impression they were making with regard to their assessment of practice, and their need to be accepted as a member of the team. Changes to training are suggested, to help reduce the theory-practice gap.

Uncovering degrees of workplace bullying: A comparison of baccalaureate nursing students' experiences during clinical placement in Australia and the UK.

PubMed

Birks, Melanie; Cant, Robyn P; Budden, Lea M; Russell-Westhead, Michele; Sinem Üzar Özçetin, Yeter; Tee, Stephen

2017-07-01

Bullying in health workplaces has a negative impact on nurses, their families, multidisciplinary teams, patient care and the profession. This paper compares the experiences of Australian and UK baccalaureate nursing students in relation to bullying and harassment during clinical placement. A secondary analysis was conducted on two primary cross-sectional studies of bullying experiences of Australian and UK nursing students. Data were collected using the Student Experience of Bullying during Clinical Placement (SEBDCP) questionnaire and analysed using descriptive and inferential statistics. The total sample was 833 Australian and 561 UK students. Australian nursing students experienced a higher rate of bullying (50.1%) than UK students (35.5%). Students identified other nurses as the main perpetrators (Aust 53%, UK 68%), although patients were the main source of physical acts of bullying. Few bullied students chose to report the episode/s. The main reason for non-reporting was fear of being victimised. Sadly, some students felt bullying and harassment was 'part of the job'. A culture of bullying in nursing persists internationally. Nursing students are vulnerable and can question their future in the 'caring' profession of nursing after experiencing and/or witnessing bullying during clinical placement. Bullying requires a zero tolerance approach. Education providers must develop clearer policies and implement procedures to protect students - the future nursing workforce. Copyright © 2017 Elsevier Ltd. All rights reserved.

Verbal Bullying Changes Among Students Following an Educational Intervention Using the Integrated Model for Behavior Change.

PubMed

Naidoo, Saloshni; Satorius, Benn K; de Vries, Hein; Taylor, Myra

2016-11-01

Bullying behavior in schools can lead to psychosocial problems. School-based interventions are important in raising student awareness, developing their skills and in planning to reduce bullying behavior. A randomized controlled trial, using a school-based educational intervention to reduce verbal bullying, was conducted among grade 10 students in 16 urban and rural schools in KwaZulu-Natal, South Africa in 2013. Baseline and postintervention questionnaires, developed using the Integrated Model for Behavior Change theoretical model, were used to assess changes in verbal bullying. Postintervention there were reduced verbal bullying experiences. Improved social norms and awareness of verbal bullying were associated with reduced verbal bullying experiences and behavior. Although less likely to bully others verbally, girls were more likely to experience verbal bullying. Students with no living father were more likely to bully others verbally. The study findings indicate that a school-based intervention can positively impact on verbal bullying experiences and behavior. © 2016, American School Health Association.

Self-perceived work preparedness of the graduating dental students.

PubMed

Manakil, J; George, R

2013-05-01

The primary goal of dental education is to prepare students to work independently in a dental practice setting following graduation. Whilst academicians assess students' work preparedness through examinations and evaluations, it is equally important to understand the work preparedness as perceived by students. All students in their final year of the graduate programme in dentistry were selected for this study. The questionnaire assessed the self-perceived confidence in skills and awareness needed to integrate into a general dental practice. Personal data such as gender, age and income status were optionally recorded. The questionnaire included open-ended questions relevant to the educational experiences and suggestions for improvement from student perspective. Sixty-three students (81.9%) responded to the questionnaire. The majority of the respondents (85.7%) perceived that their education had prepared them well for a career in dentistry, and 52.4% of the students considered that the combination of community placement and in-house training helped them to enhance clinical skills. Students' suggestion for improvements indicated that a large number would wish for more clinical sessions (71.4%), whilst only 28.6% preferred an equal distribution between general clinical placements, speciality clinical placement and didactic teaching as the essential factors in attaining competency. Analysing and understanding the student's self-perspective on their dental education and work preparedness contribute towards the quality management of the dental curriculum philosophies: in holistic patient health care, lifelong learning, integration knowledge and skills, leading to the ultimate goal of clinical proficiency. © 2012 John Wiley & Sons A/S. Published by Blackwell Publishing Ltd.

Validity of Medical Student Questionnaire Data in Prediction of Rural Practice Choice and Its Association With Service Orientation.

PubMed

Shannon, C Ken; Jackson, Jodie

2015-01-01

The validity of medical student projection of, and predictors for, rural practice and the association of a measure of service orientation, projected practice accessibility to the indigent, were investigated. West Virginia (WV) medical student online pre- and postrural rotation questionnaire data were collected during the time period 2001-2009. Of the 1,517 respondent students, submissions by 1,271 met the time interval criterion for inclusion in analyses. Subsequent WV licensing data were available for 461 in 2013. These 2 databases were used to assess for validity of projection of rural practice, for predictors of rural practice, and for student projected accessibility of the future practice to indigent patients. There were statistically significant associations between both pre- and postrotation projections of rural practice and subsequent rural practice. The most significant independent predictors of rural practice were student rural background, reported primary care intent, prediction of rural practice and projection of greater accessibility of the future practice to indigent patients. For scoring of practice access, there were trends for higher scoring by rural students and rural practitioners, with greater pre-post increases for those with urban hometowns. This study demonstrates the utility of medical student questionnaires for projections of numbers of future rural physicians. It suggests that students with a rural background, rural practice intent, or greater service orientation are more likely to enter rural practice. It also suggests that students, particularly those with urban hometowns, are influenced by rural rotation experiences in forecasting greater practice accessibility and in entering rural practice. © 2015 National Rural Health Association.

Exploring Education Professionals' Perceptions of the Changes in School/Classroom Climate, Students' Experiences, and Educators' Experiences as a Result of Implementing the Secret Kindness Agents Project

ERIC Educational Resources Information Center

Pearson, Ferial G.

2017-01-01

This phenomenological study explored the perceptions of 23 educators as related to the implementation of the "Secret Kindness Agents Project." The methodology was comprised of a researcher-designed questionnaire to capture the essence of the participants' experiences with the project. A Conceptual Map developed by researchers at the…

Short-term effects of a health promotion course for Taiwanese nursing students.

PubMed

Hsiao, Ya-Chu; Chen, Mei-Yen; Gau, Yueh-Mei; Hung, Li-Ling; Chang, Shu-Hung; Tsai, Hsia-Min

2005-01-01

The purposes of this study were to (a) develop a teaching course on health promotion for nursing students in Taiwan, (b) evaluate the effects of this teaching course, and (c) understand students' appraisals of its effectiveness in helping them to change unhealthy behavior. A sample of 65 randomly selected female nursing students took an 18-week course developed by the investigators, which included 30 h of classroom lectures and 4 weeks of written reports by students chronicling the changes in their behavior. Health promotion questionnaires administered before and after the course and content analysis of the students' reports were used to evaluate the effects of the course. Students' questionnaire scores after course completion indicated significantly increased intent to adopt healthy lifestyles. Content analysis of students' reports on their personal behavior-changing experiences showed that they accepted the potential value of curriculum aspects such as experiencing the struggle, suffering, and even abandonment of the process, experiencing the benefits of change, increasing self-confidence, and empathizing with how difficult it is for clients to change behavior. These results support the value of teaching courses on health promotion to nursing students. The authors recommend including such a course as part of a regular nursing education.

Chinese students' science-related experiences: Comparison of the ROSE study in Xinjiang and Shanghai

NASA Astrophysics Data System (ADS)

Yeung, Yau-yuen; Li, Yufeng

2015-05-01

Background: Students' daily-life experiences may render favorable effects on the students' affective domain like interest, enthusiasm, motivation, joy, curiosity, awareness, and eagerness to learn science as not commonly found in the classroom environment. However, no rigorous research has been reported on those aspects in Mainland China despite many recent studies done in various Western countries. Purpose: This paper aims to report and compare the science-related experiences of ninth-graders from two places (in Urumqi City of Xinjiang province and Shanghai) in China through a large-scale survey of their junior secondary three students. Sample: The sample consists of 4115 students in Urumqi City (from 28 schools) and Shanghai (from 25 schools). Design and methods: This study adopted a Likert scale questionnaire instrument, as translated from the international Relevance Of Science Education (ROSE) Project. From a confirmatory factor analysis of the data, we identify and focus on six factors which are directly correlated with students' science-related experiences outside school environment in Xinjiang and Shanghai and employ relevant factor scores to compare the gender, regional, and socioeconomic effects. Results: As revealed by the t-test, gender and regional differences were statistically significant in affecting (1) students' outdoor living experience, (2) hands-on experience of transportation, and (3) their daily-life experience with do-it-yourself tools and models. In all three aspects, boys and Xinjiang students possessed richer experiences than girls and Shanghai students, respectively. Conclusions: Based on ANOVA tests, Shanghai students' out-of-school science-related experiences were more often significantly affected by various socioeconomic variables (including their parents' education and occupation and their family income) than Xinjiang students. From cross-regional comparison, Chinese students had much fewer science-related experiences than those of Greek and Finnish students. The limitations and educational implications of the present study are also discussed.

Acquisition Community Team Dynamics: The Tuckman Model vs. the DAU Model

DTIC Science & Technology

2007-04-30

courses . These student teams are used to enable the generation of more complex products and to prepare the students for the ...requirement for stage discreteness was met, I developed a stage-separation test that, when applied to the data representing the experience of a... test the reliability, and validate an improved questionnaire instrument that: – Redefines “Storming” with new storming questions Less focused

Depersonalization in a nonclinical population.

PubMed

Trueman, D

1984-01-01

The present study assessed the prevalence and characteristics of depersonalization phenomena in a nonclinical population. Undergraduate students (N = 388) responded to a questionnaire soliciting information regarding the experience of depersonalization, age at onset, number, frequency, duration, and intensity of depersonalization experiences, level of pleasantness/unpleasantness, diminution of experiences with and without professional assistance, and relation of depersonalization to other factors. Of the Ss, 34% reported depersonalization. No significant sex differences were noted but relationships between years of experience of depersonalization and intensity, frequency, and number of experiences were significant.

First Aid Knowledge Among University Students in Jordan.

PubMed

Khatatbeh, Moawiah

2016-01-01

This study has aimed to evaluate the level of knowledge about the first aid process among the university students in Jordan. The study population consisted of students of the 14 scientific and unscientific faculties at Yarmouk University, Jordan. Data were obtained via questionnaires from 883 students. The majority of participants were females (65.9%) with mean age (standard deviation) of 19.9 (2.6) years. Only 29.2% of students had previous first aid experience. When asked, only 11% of students knew the normal respiration rate of an adult in 1 min. Results revealed that female students, having previous first aid experience, and being a student of the health sciences and scientific colleges were the only factors had significant statistical associations with better level of first aid knowledge. The students' knowledge about first aid is not at an adequate level. It would be advisable that first aid course be handled as a separate and practical course at secondary school level.

International Educational Interactions and Students' Critical Consciousness: A Pilot Study.

PubMed

Aldrich, Rebecca M; Grajo, Lenin C

Online technologies facilitate connections between students around the world, but their impact on occupational science and occupational therapy students' critical consciousness about culture is underexplored. In this article we present research on five groups of occupational science and occupational therapy students across two cohorts at one Midwestern university. We used a pretest-posttest group design and the Multicultural Experiences Questionnaire to investigate the potential influence of students' exposure to international educational interactions on their multicultural experiences and desires. Of 157 students surveyed, those who experienced the greatest number of international educational interactions demonstrated statistically significant increases in their desire to become acquainted with other people of different backgrounds and to explore their own prejudices and biases. Given the transformative potential of international educational interactions, future research must assess the ways in which such interactions affect critical cultural consciousness apart from other educational content and design. Copyright © 2017 by the American Occupational Therapy Association, Inc.

Impact of a Fieldwork Experience on Attitudes Toward People With Intellectual Disabilities.

PubMed

Sullivan, Allison; Mendonca, Rochelle

The objective of this study was to describe the effects of curriculum activities on changing attitudes of health professional students toward people with intellectual disabilities (IDs). A nonrandomized, pretest-posttest design was used. Participants were college students assigned to one of three groups: two groups of students from different years in the occupational therapy program and one group of public health students. Each group completed the Attitudes Toward Intellectual Disabilities Questionnaire before and after each intervention. No significant differences were found in change of attitude after a lecture on the effects of stigma on people with disabilities. Length of time in program, age, and amount of experience with people with IDs affected changes in attitude for occupational therapy students after a fieldwork intervention. Level I fieldwork significantly improved the attitudes of occupational therapy students toward people with IDs, whereas a lecture did not. Copyright © 2017 by the American Occupational Therapy Association, Inc.

Student mistreatment in medical school and planning a career in academic medicine.

PubMed

Haviland, Mark G; Yamagata, Hisashi; Werner, Leonard S; Zhang, Kehua; Dial, Thomas H; Sonne, Janet L

2011-01-01

Student mistreatment in medical school is a persistent problem with both known and unexplored consequences [corrected]. The purpose of this study was to determine whether a perception of having been mistreated in medical school had an association with planning a full-time career in academic medicine. Using Association of American Medical Colleges' 2000-2004 Medical School Graduation Questionnaire data, we evaluated the relationship between students' mistreatment experience and their career choice, academic versus nonacademic setting. Meta-analysis and regression were used to evaluate this relationship. At medical schools where relatively high percentages of graduating seniors were planning academic careers, students reporting mistreatment experiences were less likely at graduation to be planning careers in academic medicine. A perception of having been mistreated in medical school is related to students' career choices, a finding that may be useful to medical school administrators/faculty and students as mistreatment is addressed in program planning, counseling, and faculty recruitment.

Factors Associated With Reflection Among Students After an Advanced Pharmacy Practice Experience (APPE) in Sweden

PubMed Central

Lindblad, Åsa Kettis; Gustavsson, Maria; Ring, Lena

2009-01-01

Objective To identify individual and social factors associated with pharmacy students' level of reflection in an advanced pharmacy practice experience (APPE). Methods A postal questionnaire, including a reflective assignment, was sent to all pharmacy interns (n=262) at Uppsala University, Sweden, for 4 semesters in 2005-2007. Results In a univariate analysis, 7 factors were found to be associated with students' level of reflection. After controlling for covariates, 3 social factors were found to be independently associated with reflection: having a formal preceptor (OR=5.3), being at a small pharmacy (OR=19.8), and students' perception of the importance of discussing critical thinking with the preceptor (OR=1.2). No correlation could be observed between level of reflection and critical thinking, nor learning style. Conclusion Social components seem to be of higher importance than individual components in students' reflective levels after pharmacy internship experience. Trained preceptors are important to foster reflection skills. PMID:19885076

Online learning in dentistry: the changes in undergraduate perceptions and attitudes over a four year period.

PubMed

Reynolds, P A; Rice, S; Uddin, M

2007-10-13

To assess the changing perceptions and attitudes of undergraduate dental students towards e-learning between 2001-2004. DESIGN, SAMPLE AND SETTING: This was a retrospective analysis of online questionnaire data, collected from four successive cohorts of final year students undertaking an online therapeutics course in a large teaching hospital. Students were required to complete a structured and open questionnaire relating to their perceived ICT skills, the course itself, and their perceptions of e-learning. Simple numeric qualitative and qualitative analyses were applied. Questionnaires were returned by 328 students (98% response rate). Students' perceptions of having advanced ICT skills increased from 5.5% to 14.5%, with home internet access rising from 62.3% to 89.1 % (2001-2004). There was an increase in: ease of access (25.3% to 47.3%), perception of time saving (17.9% to 37.4%), appreciation of combining traditional and e-learning methods (43.8% to 57.4%) and online tutor access (21.9% to 40.7%). Free comments supporting good e-learning experiences rose from 7.2% to 32.7% with poor remarks decreasing (3.1% to 1.9%). Students' perceptions of their ICT skills has increased, matched by better equipment and greater appreciation of e-learning. A shift towards preference of a blended approach of traditional and e-learning is evident.

Disaster Preparedness Among University Students in Guangzhou, China: Assessment of Status and Demand for Disaster Education.

PubMed

Tan, Yibing; Liao, Xiaolan; Su, Haihao; Li, Chun; Xiang, Jiagen; Dong, Zhaoyang

2017-06-01

This study had 2 aims. First, we evaluated the current levels of disaster preparedness among university students in southern China. Second, we assessed students' demands for future disaster education. In addition, we examined the influence of demographic factors on current disaster preparedness status and demand. A cross-sectional design was used. The data were collected from 1893 students in 10 universities in the Guangzhou Higher Education Mega (GHEM) center. A self-administered questionnaire developed for this study was administered to assess the current status and demand for disaster education. The results are based on 1764 valid questionnaires. Among the participants, 77.8% reported having had disaster education experiences before, 85.5% indicated their desire for a systematic disaster course, and 75.4% expressed their willingness to take such a course upon its availability. The total mean score for demand for disaster course content (5-point Likert scale) was 4.17±0.84, with items relating to rescue skills given the highest scores. These results suggested that students had high desires for disaster preparedness knowledge, especially knowledge concerning rescue skills. We observed significant differences in disaster education experiences between male and female students and across programs, school years, and home locations. Furthermore, we observed significant differences in demand for disaster course content between male and female students and across universities, student programs, years of school, and students' majors. A systematic disaster course focused on rescue skills is needed by all types of universities. To improve the disaster education system in universities, disaster drills should be performed on a semester basis as a refresher and to enhance disaster preparedness. The government and universities should support building a simulated disaster rescue center and recruit faculty from the emergency department, especially those who have had disaster relief experience. (Disaster Med Public Health Preparedness. 2017;11:310-317).

Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum.

PubMed

Mirghani, Hisham M; Ezimokhai, Mutairu; Shaban, Sami; van Berkel, Henk J M

2014-01-01

Students' learning approaches have a significant impact on the success of the educational experience, and a mismatch between instructional methods and the learning approach is very likely to create an obstacle to learning. Educational institutes' understanding of students' learning approaches allows those institutes to introduce changes in their curriculum content, instructional format, and assessment methods that will allow students to adopt deep learning techniques and critical thinking. The objective of this study was to determine and compare learning approaches among medical students following an interdisciplinary integrated curriculum. This was a cross-sectional study in which an electronic questionnaire using the Biggs two-factor Study Process Questionnaire (SPQ) with 20 questions was administered. Of a total of 402 students at the medical school, 214 (53.2%) completed the questionnaire. There was a significant difference in the mean score of superficial approach, motive and strategy between students in the six medical school years. However, no significant difference was observed in the mean score of deep approach, motive and strategy. The mean score for years 1 and 2 showed a significantly higher surface approach, surface motive and surface strategy when compared with students in years 4-6 in medical school. The superficial approach to learning was mostly preferred among first and second year medical students, and the least preferred among students in the final clinical years. These results may be useful in creating future teaching, learning and assessment strategies aiming to enhance a deep learning approach among medical students. Future studies are needed to investigate the reason for the preferred superficial approach among medical students in their early years of study.

Exploring persistence in science in CEGEP: Toward a motivational model

NASA Astrophysics Data System (ADS)

Simon, Rebecca A.

There is currently a shortage of science teachers in North America and continually decreasing rates of enrollment in science programs. Science continues to be the academic domain that sees the highest attrition rates, particularly for women. The purpose of the present study was to examine male and female students' experiences in mathematics and science courses during a crucial time in their academic development in an attempt to explain the high attrition rates in science between the last year of high school and the first year of CEGEP (junior college). In line with self-determination theory (Deci & Ryan, 1985), as well as achievement-goal theory (Pintrich & Schunk, 1996) and research on academic emotions, the study examined the relation between a set of motivational variables (i.e., perceptions of autonomy-support, self-efficacy, achievement goals, and intrinsic motivation), affect, achievement, and persistence. A secondary objective was to test a motivational model of student persistence in science using structural equation modeling (SEM). The sample consisted of 603 male and 706 female students from four English-language CEGEPs in the greater Montreal area. Just prior to beginning CEGEP, participants completed a questionnaire that asked about the learning environment in high school mathematics and science classes as well as student characteristics including sources of motivation, personal achievement goals, and feelings of competence. All students expressed an initial interest in pursuing a career in science by enrolling in optional advanced mathematics and science courses during high school. Multivariate analysis of variance was used to examine differences among male and female students across the variables measured. Structural equation modeling was used to test the validity of a questionnaire designed specifically to gather information about CEGEP students' experiences with mathematics and science, and to evaluate the fit of a model designed to reflect the interactions between the different variables. Students' experiences during high school have an impact on their decisions to pursue or abandon their path toward an eventual science career. Classroom experiences and student characteristics interact to influence their performance and affect, which in turn influence their decisions. Implications for promoting persistence in science are discussed.

The impact of professional identity on role stress in nursing students: A cross-sectional study.

PubMed

Sun, Li; Gao, Ying; Yang, Juan; Zang, Xiao-Ying; Wang, Yao-Gang

2016-11-01

As newcomers to the clinical workplace, nursing students will encounter a high degree of role stress, which is an important predictor of burnout and engagement. Professional identity is theorised to be a key factor in providing high-quality care to improve patient outcomes and is thought to mediate the negative effects of a high-stress workplace and improve clinical performance and job retention. To investigate the level of nursing students' professional identity and role stress at the end of the first sub-internship, and to explore the impact of the nursing students' professional identity and other characteristics on role stress. A cross-sectional study. Three nursing schools in China. Nursing students after a 6-month sub-internship in a general hospital (n=474). The Role Stress Scale (score range: 12-60) and the Professional Identity Questionnaire for Nursing students (score range: 17-85) were used to investigate the levels of nursing students' role stress and professional identity. Higher scores indicated higher levels of role stress and professional identity. Basic demographic information about the nursing students was collected. The Pearson correlation, point-biserial correlation and multiple linear regression analysis were used to analyse the data. The mean total scores of the Role Stress Scale and Professional Identity Questionnaire for Nursing Students were 34.04 (SD=6.57) and 57.63 (SD=9.63), respectively. In the bivariate analyses, the following independent variables were found to be significantly associated with the total score of the Role Stress Scale: the total score of the Professional Identity Questionnaire for Nursing Students (r=-0.295, p<0.01), age (r=0.145, p<0.01), whether student was an only child or not (r=-0.114, p<0.05), education level (r=0.295, p<0.01) and whether student had experience in community organisations or not (r=0.151, p<0.01). In the multiple linear regression analysis, the total score of the Professional Identity Questionnaire for Nursing Students (standardised coefficient Beta: -0.260, p<0.001), education level (standardised coefficient Beta: 0.212, p<0.001) and whether or not student had experience in community organisations (standardised coefficient Beta: 0.107, p<0.016) were the factors significantly associated with the total score of the Role Stress Scale. The multiple linear regression model explained 18.2% (adjusted R 2 scores 16.5%) of the Role Stress Scale scores variance. The nursing students' level of role stress at the end of the first sub-internship was high. The students with higher professional identity values had lower role stress levels. Compared with other personal characteristics, professional identity and education level had the strongest impact on the nursing students' level of role stress. This is a new perspective that shows that developing and improving professional identity may prove helpful for nursing students in managing role stress. Copyright © 2016 Elsevier Ltd. All rights reserved.

Exploring problem-based cooperative learning in undergraduate physics labs: student perspectives

NASA Astrophysics Data System (ADS)

Bergin, S. D.; Murphy, C.; Shuilleabhain, A. Ni

2018-03-01

This study examines the potential of problem-based cooperative learning (PBCL) in expanding undergraduate physics students’ understanding of, and engagement with, the scientific process. Two groups of first-year physics students (n = 180) completed a questionnaire which compared their perceptions of learning science with their engagement in physics labs. One cohort completed a lab based on a PBCL approach, whilst the other completed the same experiment, using a more traditional, manual-based lab. Utilising a participant research approach, the questionnaire was co-constructed by researchers and student advisers from each cohort in order to improve shared meaning between researchers and participants. Analysis of students’ responses suggests that students in the PBCL cohort engaged more in higher-order problem-solving skills and evidenced a deeper understanding of the scientific process than students in the more traditional, manual-based cohort. However, the latter cohort responses placed more emphasis on accuracy and measurement in lab science than the PBCL cohort. The students in the PBCL cohort were also more positively engaged with their learning than their counterparts in the manual led group.

Students' satisfaction with a dental summer programme and importance of influencing factors for choosing dentistry as their career.

PubMed

Suen, R P C; Lai, S M L; Bridges, S; Chu, C H

2014-05-01

To study the students' satisfaction with the week-long summer programme and the importance of common influencing factors (IFs) for choosing dentistry as their career. Anonymous questionnaire was given to all 214 participants in July of 2011 and 2012. Demographic information including gender, age and education level was collected. The students were asked about their satisfaction with the programme with separate ratings for learning experiences, including hands-on workshops (HOW); clinic observations (CO); problem-based learning tutorials (PBL); and lectures (L). They also rated the relative importance of the ten common IFs. The Friedman test was used to study the order of their preferences of the programme's activities. The Chi-square test was used to study the influence of their demographic factors on the importance of the IFs. A total of 208 students returned their questionnaires. The majority were below the age of 18 (81%), and 44% were studying in an international school. Most of the students (96%) were satisfied with the programme overall. They liked the HOWs and COs more than the PBL tutorials and Ls. 'Altruism' and 'medical/health care career' were the two most important IFs overall. 'Altruism' and 'past experience with dentist' were considered more important by those aged 18 or above. 'Past experience with dentist' and 'working with hands' were considered more important by the international school students. Most participants were satisfied with the summer programme. They preferred practical, skill-based activities to knowledge-based activities. The importance of some IFs was associated with age and education system. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Students' perceptions of their learning experiences: A repeat regional survey of healthcare students.

PubMed

Hamshire, Claire; Barrett, Neil; Langan, Mark; Harris, Edwin; Wibberley, Christopher

2017-02-01

Student experience is an international concern and recent research has focused on initiatives to improve students' learning experiences and ultimately reduce attrition levels. To determine similarities and differences between students' perceptions of their learning experiences between 2011 and 2015 in relation to campus-based learning, placement-based learning and personal circumstances. A repeat online survey in 2011 and 2015; using a questionnaire developed from thematic analysis of narrative interviews with a subsample of the target population. Nine universities in the North West of England. A total of 1080 students completed the survey in 2011 and 1983 students in 2015 from a target population of all students studying on commissioned pre-registration healthcare education programmes. An online survey was made available to all undergraduate students studying on Health Education funded programmes within the region and survey respondents were invited to give demographic information and rate their agreement to statements on four-point Likert-type responses. Responses to a repeat survey of healthcare studying in the North West of England in 2015 were strikingly similar overall to those of an original 2011 survey. Although the students were positive overall about their experiences, a number were dissatisfied with some aspects of their experiences - particularly in relation to initial support on campus and whilst studying on placement. Four years on from the original survey, despite a considerable investment in improving students' experiences across the region, there appears to be little change in students' perceptions of their learning experiences CONCLUSION: In the short-term monitoring of student experience needs to be continued; and links to attrition (potential or actual) noted and acted upon. However, given that attrition from these courses has been a long-term problem and the complexity of its resolution a recurrent finding in the literature; new ways of framing and resolving the problem need to be considered. Copyright © 2016 Elsevier Ltd. All rights reserved.

[Evaluation of a pedagogical proposal in teaching Medicine].

PubMed

Silberman, Martín Salvador; Silberman, Pedro; Pozzio, María

2012-01-01

In this article we discuss the role that medical schools play in the creation of a particular profile of health professionals. To this end, we analyze the impact of two field experiences carried out in 2006 and 2009 with students in the Epidemiology course of the Faculty of Medical Sciences in the Universidad Nacional de La Plata (in the province of Buenos Aires, Argentina). Using individual semistructured questionnaires applied to students as well as focus group strategies, the study sought to obtain information about the ideas and representations of the students before and after these educational experiences. The ability of students to reconsider the explicative models of the health-disease-care process and the weight of social problems in the phenomena of sickness and health is highlighted as one of the study's primary results.

Enhancing learning in geosciences and water engineering via lab activities

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2016-04-01

This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

Assessment of dental student satisfaction with regard to process of thesis educational courses

PubMed Central

Eslamipour, Faezeh; Noroozi, Zahra; Hosseinpour, Kobra

2015-01-01

Introduction: Ensuring achievement of research experience by students is one of the most important goals of the thesis-conduction process and evaluation of student satisfaction with this process is one of the most imperative challenges herein. Aims: The aim of this study is to investigate the satisfaction of dental students passing the thesis educational course from the Isfahan Dental School. Settings and Design: Sixty-two dental students who had graduated in2011, from the Isfahan Dental School, participated in this descriptive cross-sectional study Materials and Methods: The postgraduate Research Experience Questionnaire (PREQ) was used for data collection. The questionnaire evaluated student satisfaction in seven domains: Thesis supervision, skill development, intellectual climate, infrastructure, thesis examination, goals and expectations, and overall satisfaction. Statistical Analysis Used: The data were analyzed on an SPSS software using descriptive and inferential statistics. Results: The mean score of satisfaction of the participants was 75 ± 12. On the basis of their scores, satisfaction in 3.2% of them was slow, in 33.9%was medium, in 61.3% was good and in 1.6% was high. The highest satisfaction was found to be in thesis supervision and the least was in the intellectual climate domain. There was no significant statistical difference between satisfaction and gender (P = 0.46). Conclusions: Considering the results, to increase student satisfaction for passing the thesis courses, it is necessary to improve the intellectual climate in dental schools and also increase the research budget for more financial support of students to carry out their projects. PMID:27462643

Evaluation of Teaching and Learning in Family Medicine by Students: A Sri Lankan Experience

PubMed Central

Ramanayake, R. P. J. C.; De Silva, A. H. W.; Perera, D. P.; Sumanasekara, R. D. N.; Gunasekara, R.; Chandrasiri, P.

2015-01-01

Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Results: Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Conclusions: Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them. PMID:25810980

Evaluation of teaching and learning in family medicine by students: a sri lankan experience.

PubMed

Ramanayake, R P J C; De Silva, A H W; Perera, D P; Sumanasekara, R D N; Gunasekara, R; Chandrasiri, P

2015-01-01

Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.

Reassessing the Value of Work-Experience Placements in the Context of Widening Participation in Higher Education

ERIC Educational Resources Information Center

Bennett, Roger; Eagle, Lynne; Mousley, Wendy; Ali-Choudhury, Rehnuma

2008-01-01

A questionnaire was distributed to the heads of graduate recruitment in 900 British firms querying the recipients' views on (1) the main benefits alleged to accrue to students on vocational degrees who complete work experience periods; (2) the value for graduate employability of paid work undertaken during term time and vacations; and (3) the…

Optimizing Population Screening of Bullying in School-Aged Children

ERIC Educational Resources Information Center

Vaillancourt, Tracy; Trinh, Vi; McDougall, Patricia; Duku, Eric; Cunningham, Lesley; Cunningham, Charles; Hymel, Shelley; Short, Kathy

2010-01-01

A two-part screening procedure was used to assess school-age children's experience with bullying. In the first part 16,799 students (8,195 girls, 8,604 boys) in grades 4 to 12 were provided with a definition of bullying and then asked about their experiences using two general questions from the Olweus Bully/Victim Questionnaire (1996). In the…

A Qualitative Investigation of the College Choice Experiences and Reentry Expectations of U.S. American Third Culture Kids

ERIC Educational Resources Information Center

Thurston-Gonzalez, Sara J.

2009-01-01

The focus of this qualitative study is on U.S. third culture kids (TCKs), youth who have grown up abroad because of their parent's work, and their college choice experiences and reentry expectations. Through a background questionnaire and personal interviews with eleven students transitioning from two international secondary schools in a…

Undergraduate science research: a comparison of influences and experiences between premed and non-premed students.

PubMed

Pacifici, Lara Brongo; Thomson, Norman

2011-01-01

Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non-premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non-premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non-premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non-premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school.

Structured student-generated videos for first-year students at a dental school in Malaysia.

PubMed

Omar, Hanan; Khan, Saad A; Toh, Chooi G

2013-05-01

Student-generated videos provide an authentic learning experience for students, enhance motivation and engagement, improve communication skills, and improve collaborative learning skills. This article describes the development and implementation of a student-generated video activity as part of a knowledge, observation, simulation, and experience (KOSE) program at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It also reports the students' perceptions of an activity that introduced first-year dental students (n=44) to clinical scenarios involving patients and dental team aiming to improve professional behavior and communication skills. The learning activity was divided into three phases: preparatory phase, video production phase, and video-watching. Students were organized into five groups and were instructed to generate videos addressing given clinical scenarios. Following the activity, students' perceptions were assessed with a questionnaire. The results showed that 86 percent and 88 percent, respectively, of the students agreed that preparation of the activity enhanced their understanding of the role of dentists in provision of health care and the role of enhanced teamwork. In addition, 86 percent and 75 percent, respectively, agreed that the activity improved their communication and project management skills. Overall, the dental students perceived that the student-generated video activity was a positive experience and enabled them to play the major role in driving their learning process.

Undergraduate Science Research: A Comparison of Influences and Experiences between Premed and Non–Premed Students

PubMed Central

Pacifici, Lara Brongo; Thomson, Norman

2011-01-01

Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non–premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non–premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non–premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non–premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school. PMID:21633068

CLIL in physics lessons at grammar school

NASA Astrophysics Data System (ADS)

Štefančínová, Iveta; Valovičová, Ľubomíra

2017-01-01

Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

Near-peer medical student simulation training.

PubMed

Cash, Thomas; Brand, Eleanor; Wong, Emma; Richardson, Jay; Athorn, Sam; Chowdhury, Faiza

2017-06-01

There is growing concern that medical students are inadequately prepared for life as a junior doctor. A lack of confidence managing acutely unwell patients is often cited as a barrier to good clinical care. With medical schools investing heavily in simulation equipment, we set out to explore if near-peer simulation training is an effective teaching format. Medical students in their third year of study and above were invited to attend a 90-minute simulation teaching session. The sessions were designed and delivered by final-year medical students using clinical scenarios mapped to the Sheffield MBChB curriculum. Candidates were required to assess, investigate and manage an acutely unwell simulated patient. Pre- and post-simulation training Likert scale questionnaires were completed relating to self-reported confidence levels. There is growing concern that medical students are inadequately prepared for life as a junior doctor RESULTS: Questionnaires were completed by 25 students (100% response rate); 52 per cent of students had no prior simulation experience. There were statistically significant improvements in self-reported confidence levels in each of the six areas assessed (p < 0.005). Thematic analysis of free-text comments indicated that candidates enjoyed the practical format of the sessions and found the experience useful. Our results suggest that near-peer medical student simulation training benefits both teacher and learner and that this simplistic model could easily be replicated at other medical schools. As the most junior members of the team, medical students are often confined to observer status. Simulation empowers students to practise independently in a safe and protected environment. Furthermore, it may help to alleviate anxiety about starting work as a junior doctor and improve future patient care. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Nursing students' assessment of pain and decision of triage for different ethnic groups: An experimental study.

PubMed

Chan, Joanne C Y; Hamamura, Takeshi

2015-08-01

Pain management is a priority in nursing care but little is known about the factors that affect nursing students' assessment of pain expressed by patients of different ethnic backgrounds. This study examined undergraduate nursing students' assessment of pain and decision of triage when pain was expressed in different languages and their relation to students' empathy and social identity. Comparison between students with and without clinical experience was also carried out. This is a cross-sectional quantitative design. This study took place at a university in Hong Kong. 74 female undergraduate nursing students. Students listened to eight audio recordings in which an individual expressed pain in one of the two dialects of Chinese, either Cantonese or Putonghua. For each dialect, two recordings depicted mild pain and two depicted severe pain. After listening to each recording, students rated the pain level and indicated their decision of triage. Subsequently, students completed a questionnaire that measured their empathy and social identity and reported their demographics. The data were analyzed by descriptive statistics, correlational analyses, and t-tests. Severe pain described in Putonghua was rated as more intense than that described in Cantonese but it was not classified as more urgent. Students with clinical experience tended to perceive mild pain as less painful and less urgent than those without clinical experience. For mild pain described in Cantonese, students with clinical experience evaluated it as more urgent than those without such experience. The empathy level of students with and without clinical experience was comparable. Students with more empathy, especially those without clinical experience, reported heightened perceived intensity of severe pain described in Putonghua. Nurse educators should note that empathy, social identity, and clinical experience may alter students' pain assessment of patients from different ethnicities. Pain education needs to be reinforced. Copyright © 2015 Elsevier Ltd. All rights reserved.

Cyberbullying in Cyprus--associated parenting style and psychopathology.

PubMed

Floros, Georgios; Paradeisioti, Anna; Hadjimarcou, Michalis; Mappouras, Demetrios G; Kalakouta, Olga; Avagianou, Penelope; Siomos, Konstantinos

2013-01-01

In this paper we present data from a cross-sectional study on cyberbullying experiences and cyberbullying perpetration in the Republic of Cyprus. Data were collected from a representative sample of the adolescent student population of the first and fourth grades of high school. Total sample was 2684 students, 48.5% of them male and 51.5% female. Research material included extended demographics, a detailed questionnaire on Internet activities, the Parental Bonding Index (PBI) and the Strengths and Difficulties Questionnaire (SDQ). We compared the results on psychometry for those students who did not report being bullied or having bullied others with those who were bullied, those who bullied others and those who were both sufferers and perpetrators of cyberbullying. Those students who reported being both victims and perpetrators tended to show similar or higher dysfunction than those students who only perpetrated cyberbullying. High maternal and paternal protection in combination with low maternal and paternal care ('affectionless control' parenting style) was associated with perpetrating cyberbullying, either with or without any experience of oneself being bullied as well. Results support a hypothesis that the perpetration of cyberbullying is associated with inefficient parenting styles. They also point to the existence of significant emotional symptoms for the involved adolescents and also general conduct problems, hyperactivity, peer problems and antisocial tendencies. It is important to note that perpetrators of cyberbullying were in most cases victims themselves at some point in time.

Psychiatric patients' perspectives of student involvement in their care.

PubMed

Öster, Caisa; Bäckström, Susan; Lantz, Ingrid; Ramklint, Mia

2015-04-03

In the education of professionals in psychiatry, one challenge is to provide clinical placements with opportunities for students to interact and have direct contact with patients. The aim of this study was to explore Swedish psychiatric patients' perspectives on student participation in their care. In a cross-sectional survey design, 655 adult psychiatric patients at a university hospital completed questionnaires. These questionnaires included statements about student involvement, student gender, attitudes towards student participation as well as two open-ended questions. Data were analyzed quantitatively and qualitatively. The majority of the patients were comfortable with student participation. There were no differences between patients in wards compared to outpatients but patients who previously had students involved in their care reported higher comfort levels and a more positive attitude. Female patients were less comfortable with male students and very young students. Patients stressed the importance of being informed about the opportunity to refuse student participation. More detailed information given before the consultation as well as the importance of the student showing a professional attitude was conditions that could enable more patients to endorse student participation. The psychiatric patients' overall positive attitudes are in line with previous findings from other specialties and countries. The results support both altruistic motives and experience of personal gains by student involvement. More detailed information given beforehand would enable more patients to consider student participation.

First cadaver dissection: stress, preparation, and emotional experience.

PubMed

Leboulanger, N

2011-09-01

To evaluate the psychological preparation and stress of medical students associated with their first cadaver dissection class, covering the head and neck region. Prospective evaluation of a group of 58 second-year medical students. Participants experienced this first dissection class with little stress, with no significant gender difference. Men, however, felt better prepared than the women did. The smell and sight of the cadaver's face were their main concerns. The students were evaluated with STAI questionnaires and visual analog scales just before, immediately after, and one month after their first dissection experience. This is the first time this scheme has been used. Students suggested several improvements for advance preparation, most of them inexpensive in terms of human and material resources. The low stress caused by dissection is probably influenced by the fact that student participation is voluntary. Although they felt that they were relatively unprepared from a psychological perspective, the vast majority of students felt ready to participate in the dissections and had a very good perception of this experience. Copyright © 2011 Elsevier Masson SAS. All rights reserved.

[Why are students lonely? Factors influencing loneliness in the school context].

PubMed

Klicpera, Barbara Gasteiger; Klicpera, Christian

2003-01-01

A significant amount of children and adolescents consider themselves as lonely because their essential social needs are not sufficiently met. The present study analyzes the contributions of group acceptance reflected by the social status, of social behaviors, reciprocal friendships, and family climate to the frequency and intensity of loneliness. About 1200 students of 6th and 8th grade of secondary school in Vienna were asked about their social experiences in school. Peers filled up questionnaires about the behavior of these students. A major part of the 11- and 13-year-old students had negative social experiences in school and about 15% were suffering from these experiences and considered themselves as lonely. Lack of acceptance in the group contributed to this self appraisal as well as a lack of friends and (according to the students) little support by the family. Social behavior of lonely students was remarkable for frequent victimizations and a low level of prosocial behavior. The impact of poor group acceptance on the feeling of loneliness was transmitted by these two features of social behavior.

[Educational usefulness of lung auscultation training with an auscultation simulator].

PubMed

Arimura, Yasuji; Komatsu, Hiroyuki; Yanagi, Shigehisa; Matsumoto, Nobuhiro; Okayama, Akihiko; Hayashi, Katsuhiro; Nakazato, Masamitsu

2011-06-01

We examined the educational usefulness of lung auscultation training with an auscultation simulator "Mr. Lung". Auscultation training was conducted for fifth-year students of the Medical Department of the University of Miyazaki, and consisted of a lecture by a pulmonologist (Board Certified Member of the Japanese Respiratory Society) and skill training using Mr. Lung for a total of 90 min. We compared the percentages of students who correctly identified 4 adventitious sounds before and after training. We also investigated the responses to a self-report questionnaire on self-evaluation after training, auscultation experiences before training, and opinions regarding medical education with the simulator. The subjects' correct answer rate before training was 40% or less and that for the correct identification of rhonchi was the lowest (5%). The correct answer rate, which was not influenced by previous experience of auscultation, significantly increased after training (80% or more). In the self-report questionnaire, about 90% of the students answered that the ability to identify lung sounds by auscultation was necessary for all doctors and that the simulator was effective for acquiring this skill. The auscultation simulator may be useful for medical students not only to enhance auscultatory skills but also to realize the importance of auscultation in clinical examination.

Evaluation by undergraduate medical students of a role-playing training program on the management of acute states of agitation.

PubMed

Rolland, B; Fovet, T; Poissy, J; Eichholtzer, C; Lesage, M; Thomas, P; Jourdain, M

2018-04-01

Acute states of agitation (ASAs) are frequent in daily medical practice. However, training on real ASAs raises technical and ethical issues, whereas lecture-based teaching hardly addresses some educational objectives, e.g., improving relational skills and team-based coordination. Simulation-based medical education (SBME) is a promising medium to train students on managing ASAs. We have recently implemented a role-playing training module on ASAs. In this scenario, four to five students play the role of the staff, while a trained professional actor plays the agitated patient. A subsequent standardized debriefing is conducted by a senior psychiatrist. A first wave of 219 students participated in a one-session training of this ASA module in June 2015. They completed pre-session and post-session questionnaires aiming to collect "proof-of-concept" data. The pre-session questionnaire investigated: previous experience of ASA among students during their clinical training; previous participation in a role-playing SBME; and perceived knowledge of the good practice rules for managing ASAs. The post-session questionnaire investigated among the students if: they thought having been able to appropriately manage the simulated ASA; they found the SBME medium more fitted for training than real situations; they found that the SBME session faithfully reproduced a real ASA; and the session was found useful for transmitting the skills on correct management of ASA. The average level of stress induced by the training was assessed using a numerical rating scale (0-10). Two hundred and six of the 219 students completed the pre-session questionnaire (63% females; response rate 96.7%). A hundred and thirty four students played the scenario and completed the post-session questionnaire (65.7% females; response rate 100%). 38.3% of the responders reported having previously experienced a situation of ASA in their practice, and 31.1% deemed to know the good practices rules for managing an ASA. In post-session, 29.9% of the participants considered that they appropriately managed the ASA, 79.9% deemed that the role-playing session faithfully reproduced a real ASA, and 97% deemed that this SBME was more fitted and useful than a real clinical situation to improve their medical skills. Bivariate analyses revealed that the post-session responses and level of stress were not influenced by previous experience on ASA, previous participation in a SBME role-playing session, or thinking to know the rules for managing ASAs. SBME role-playing training appears a promising, realistic, and well-accepted method for teaching the management of ASA. Copyright © 2017 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Personality profile of students entering dentistry, hygiene/therapy and dental nursing at one London dental institute.

PubMed

Belsi, A; Gallagher, J E; Asimakopoulou, K

2011-05-01

King's College London Dental Institute (KCLDI) is the largest school in the UK, training dental professionals: Dentists, Hygienists/Therapists and Dental Nurses. Although previous work has examined dental students, there is a dearth of studies on the personality profile of students of hygiene/therapy and dental nursing. To investigate the personality profile of students studying dentistry, hygiene/therapy and dental nursing at KCLDI, by programme, sex and ethnicity. All entrants into dentistry, hygiene/therapy and dental nursing at KCLDI were invited to participate in the study. A self report questionnaire including the brief version of the Five-Factor Model and personal details was administered to the 218 recruited students in groups and under supervised conditions.   One-way ANOVA on data from 148 questionnaires revealed significant differences; the medical graduate entrants to dentistry appeared to have a more extraverted profile than hygiene/therapy entrants (P<0.04). The graduate entrants to dentistry were more open to experiences than the direct entrants (P<0.03) and the dental nursing trainees (P<0.03). The medical graduate entrants also appeared more open to experiences than the dental nursing trainees; the latter also appeared to have a more sensitive profile compared to the medical entry students (P<0.03). No differences were found between groups in agreeableness and conscientiousness. The findings suggest the presence of personality differences between entrants to dentistry, hygiene/therapy and dental nursing. The implications of these findings are discussed. © 2011 John Wiley & Sons A/S.

The value of homemade phantoms for training veterinary students in the ultrasonographic detection of radiolucent foreign bodies.

PubMed

Mariano Beraldo, Carolina; Rondon Lopes, Érika; Hage, Raduan; Hage, Maria Cristina F N S

2017-03-01

Ingested or penetrating foreign bodies are common in veterinary medicine. When they are radiolucent, these objects become a diagnostic challenge, but they can be investigated sonographically. However, successful object identification depends on the skill of the sonographer. Considering that these cases appear randomly during hospital routines, it is not always possible to train all students to identify them correctly. Therefore, the aim of this study was to produce homemade simulations of radiolucent foreign bodies for veterinary student demonstrations that could be identified sonographically and to evaluate the acceptability, applicability, and usefulness of these simulations according to a visual analog scale questionnaire and subjective questions. For this purpose, object models (a pacifier nipple, a toy ball, a sock, nylon thread, and a mango seed) were designed, produced, and immersed in gelatin. To simulate wood splinters in the integumentary and musculoskeletal system, a piece of meat punctured with a toothpick and ice cream stick splinters were used. The type of phantom had a determinant effect on the visualization (chi-square = 36.528, P < 0.0001) and recognition (chi-square = 18.756, P = 0.0021) capability of the students. All of the students answered that their experience with the models could help in real situations. The student responses to the questionnaire indicated that the project was well accepted, and the participants believed that this experience could be applicable to and useful in veterinary routines. Copyright © 2017 the American Physiological Society.

Using a decade of data on medical student computer literacy for strategic planning

PubMed Central

Seago, Brenda L.; Schlesinger, Jeanne B.; Hampton, Carol L.

2002-01-01

Purpose: From 1991 through 2000, incoming medical students (M-Is) at the School of Medicine at Virginia Commonwealth University have been surveyed with a written questionnaire on their computer literacy. The survey's purpose is to learn the students' levels of knowledge, skill, and experience with computer technology to guide instructional services and facilities. Methodology: The questionnaire was administered during M-I orientation or mailed to students' homes after matriculation. It evolved from sixteen questions in 1991 to twenty-three questions in 2000, with fifteen questions common to all. Results: The average survey response rate was 81% from an average of 177 students. Six major changes were introduced based on information collected from the surveys and advances in technology: production of CD-ROMs distributed to students containing required computer-based instructional programs, delivery of evaluation instruments to students via the Internet, modification of the lab to a mostly PC-based environment, development of an electronic curriculum Website, development of computerized examinations for medical students to prepare them for the computerized national board examinations, and initiation of a personal digital assistant (PDA) project for students to evaluate PDAs' usefulness in clinical settings. Conclusion: The computer literacy survey provides a snapshot of students' past and present use of technology and guidance for the development of services and facilities. PMID:11999178

Using a decade of data on medical student computer literacy for strategic planning.

PubMed

Seago, Brenda L; Schlesinger, Jeanne B; Hampton, Carol L

2002-04-01

From 1991 through 2000, incoming medical students (M-Is) at the School of Medicine at Virginia Commonwealth University have been surveyed with a written questionnaire on their computer literacy. The survey's purpose is to learn the students' levels of knowledge, skill, and experience with computer technology to guide instructional services and facilities. The questionnaire was administered during M-I orientation or mailed to students' homes after matriculation. It evolved from sixteen questions in 1991 to twenty-three questions in 2000, with fifteen questions common to all. The average survey response rate was 81% from an average of 177 students. Six major changes were introduced based on information collected from the surveys and advances in technology: production of CD-ROMs distributed to students containing required computer-based instructional programs, delivery of evaluation instruments to students via the Internet, modification of the lab to a mostly PC-based environment, development of an electronic curriculum Website, development of computerized examinations for medical students to prepare them for the computerized national board examinations, and initiation of a personal digital assistant (PDA) project for students to evaluate PDAs' usefulness in clinical settings. The computer literacy survey provides a snapshot of students' past and present use of technology and guidance for the development of services and facilities.

Are Surgeons Born or Made? A Comparison of Personality Traits and Learning Styles Between Surgical Trainees and Medical Students.

PubMed

Preece, Ryan A; Cope, Alexandra C

2016-01-01

Medical students and surgical trainees differ considerably in both their preferential learning styles and personality traits. This study compares the personality profiles and learning styles of surgical trainees with a cohort of medical students specifically intent on pursuing a surgical career. A cross-sectional study was conducted contrasting surgical trainees with medical students specifying surgical career intent. The 50-item International Personality Item Pool Big-Five Factor Marker (FFM) questionnaire was used to score 5 personality domains (extraversion, conscientiousness, agreeableness, openness to experience, and neuroticism). The 24-item Learning Style Inventory (LSI) Questionnaire was used to determine the preferential learning styles (visual, auditory, or tactile). χ(2) Analysis and independent samples t-test were used to compare LSI and FFM scores, respectively. Surgical trainees from several UK surgical centers were contrasted to undergraduate medical students. A total of 53 medical students who had specifically declared desire to pursue a surgical career and were currently undertaking an undergraduate intercalated degree in surgical sciences were included and contrasted to 37 UK core surgical trainees (postgraduate years 3-4). The LSI questionnaire was completed by 53 students and 37 trainees. FFM questionnaire was completed by 29 medical students and 34 trainees. No significant difference for learning styles preference was detected between the 2 groups (p = 0.139), with the visual modality being the preferred learning style for both students and trainees (69.8% and 54.1%, respectively). Neuroticism was the only personality trait to differ significantly between the 2 groups, with medical students scoring significantly higher than trainees (2.9 vs. 2.6, p = 0.03). Medical students intent on pursuing a surgical career exhibit similar personality traits and learning styles to surgical trainees, with both groups preferring the visual learning modality. These findings facilitate future research into potential ways of improving both the training and selection of students and junior trainees onto residency programs. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Mental health status among Burmese adolescent students living in boarding houses in Thailand: a cross-sectional study

PubMed Central

2013-01-01

Background In Tak province of Thailand, a number of adolescent students who migrated from Burma have resided in the boarding houses of migrant schools. This study investigated mental health status and its relationship with perceived social support among such students. Methods This cross-sectional study surveyed 428 students, aged 12–18 years, who lived in boarding houses. The Hopkins Symptom Checklist (HSCL)-37 A, Stressful Life Events (SLE) and Reactions of Adolescents to Traumatic Stress (RATS) questionnaires were used to assess participants’ mental health status and experience of traumatic events. The Medical Outcome Study (MOS) Social Support Survey Scale was used to measure their perceived level of social support. Descriptive analysis was conducted to examine the distribution of sociodemographic characteristics, trauma experiences, and mental health status. Further, multivariate linear regression analysis was used to examine the association between such characteristics and participants’ mental health status. Results In total, 771 students were invited to participate in the study and 428 students chose to take part. Of these students, 304 completed the questionnaire. A large proportion (62.8%) indicated that both of their parents lived in Myanmar, while only 11.8% answered that both of their parents lived in Thailand. The mean total number of traumatic events experienced was 5.7 (standard deviation [SD] 2.9), mean total score on the HSCL-37A was 63.1 (SD 11.4), and mean total score on the RATS was 41.4 (SD 9.9). Multivariate linear regression analysis revealed that higher number of traumatic events was associated with more mental health problems. Conclusions Many students residing in boarding houses suffered from poor mental health in Thailand’s Tak province. The number of traumatic experiences reported was higher than expected. Furthermore, these traumatic experiences were associated with poorer mental health status. Rather than making a generalized assumption on the mental health status of migrants or refugees, more detailed observation is necessary to elucidate the unique nature and vulnerabilities of this mobile population. PMID:23587014

Undergraduates' perceptions of the value of practical inhalation sedation experience in a UK dental school.

PubMed

Walley, S; Albadri, S

2015-10-01

This was to establish the level and reported value of paediatric IHS experience from the perspective of final year undergraduates and to evaluate whether those students with more experience expressed feeling better-prepared for future practice and more likely to undertake further postgraduate education in IHS. All final year students were invited to complete an anonymous questionnaire designed to elicit undergraduate perceptions of IHS using visual analogue scales and free-text questions. A response rate of 77 % was achieved. Results revealed that only 21 % of participants reported acting as operator sedationist in ten or more IHS cases. Thus, the majority of undergraduates' did not meet the recommended quantity of practical IHS experiences, as outlined by the British Dental Sedation Teachers Group. In general, students felt on the value of IHS in the management of anxious children and expressed a desire to undertake further postgraduate education in conscious sedation. However, those students with more experience of practical IHS expressed feeling better able to describe the IHS experience with patients and parents, and were more satisfied with the quality of teaching. Furthermore free-text comments revealed that, regardless of experience, students wished to gain more experience of the practical administration of IHS. There is a need to increase the provision of IHS training within an undergraduate curriculum, in addition to improving the accessibility of postgraduate sedation courses.

Analysis of stress levels among medical students, residents, and graduate students at four Canadian schools of medicine.

PubMed

Toews, J A; Lockyer, J M; Dobson, D J; Simpson, E; Brownell, A K; Brenneis, F; MacPherson, K M; Cohen, G S

1997-11-01

To assess stress in medical students, residents, and graduate science students at four Canadian schools of medicine. Four schools with different curricula in three different parts of Canada participated in the study: the University of Calgary Faculty of Medicine, the University of Alberta Faculty of Medicine, the Dalhousie University Faculty of Medicine, and the McMaster University Faculty of Health Sciences. All the medical students, residents, and graduate science students at each school were surveyed in 1994-95. The three instruments used were the University of Calgary Stress Questionnaire, the Social Readjustment Rating Scale (SRRS), and the Symptom Checklist-90. Demographic data were compared across all four schools. Analysis of variance was calculated for all test-item scores, utilizing a four (school) by three (program) by two (gender) design, which were all between subject factors. Significant main effects were followed up by using planned comparisons (Newman-Keuls, with a probability level of p < .05). Significant interaction effects were followed up by using an analysis of simple effects. A total of 1,681 questionnaires were returned as follows: 621 of 1,304 (48%) from the medical students, 645 of 1,495 (43%) from the residents, and 415 of 829 (50%) from the graduate science students. There were significant differences between the three groups in the natures and degrees of stress, with the graduate students reporting higher levels of stress. There were significant gender differences as well, with the women reporting higher levels of stress. Overall, stress levels were found to be mild, based on the University of Calgary Stress Questionnaire and the SRRS. This study suggests that medical students and residents experience stress at levels that appear acceptable, but ongoing monitoring and the provision of appropriate support systems will continue to be important.