A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance

NASA Astrophysics Data System (ADS)

Jackson, Deborah C.; Johnson, Elizabeth D.

2013-09-01

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support centre. The programme was delivered through first-year science and statistics subjects with large enrolments and focused on basic mathematical skills relevant to each science discipline. The programme offered a new approach to the traditional mathematical support centre or class. It was designed through close collaboration between science subject coordinators and the project leader, a mathematician, and includes resources relevant to science and mathematics questions written in context. Evaluation of the programme showed it improved the confidence of the participating students who found it helpful and relevant. The programme was delivered through three learning modes to allow students to select activities most suitable for them, which was appreciated by students. Mathematics skills appeared to increase following completion of the programme and student participation in the programme correlated positively and highly with academic grades in their relevant science subjects. This programme offers an alternative model for mathematics support tailored to science disciplines.

The role of personality and self-efficacy in the selection and retention of successful nursing students: a longitudinal study.

PubMed

McLaughlin, Katrina; Moutray, Marianne; Muldoon, Orla T

2008-01-01

This paper is a report of a study to examine the role of personality and self-efficacy in predicting academic performance and attrition in nursing students. Despite a considerable amount of research investigating attrition in nursing students and new nurses, concerns remain. This particular issue highlights the need for a more effective selection process whereby those selected are more likely to complete their preregistration programme successfully, and remain employed as Registered Nurses. A longitudinal design was adopted. A questionnaire, which included measures of personality and occupational and academic self-efficacy, was administered to 384 students early in the first year of the study. At the end of the programme, final marks and attrition rates were obtained from university records for a total of 350 students. The data were collected from 1999 to 2002. Individuals who scored higher on a psychoticism scale were more likely to withdraw from the programme. Occupational self-efficacy was revealed to be a statistically significant predictor of final mark obtained, in that those with higher self-efficacy beliefs were more likely to achieve better final marks. Extraversion was also shown to negatively predict academic performance in that those with higher extraversion scores were more likely to achieve lower marks. More research is needed to explore the attributes of successful nursing students and the potential contribution of psychological profiling to a more effective selection process.

Outcomes for engineering students delivering a STEM education and outreach programme

NASA Astrophysics Data System (ADS)

Fitzallen, Noleine; Brown, Natalie Ruth

2017-11-01

University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention, however, is given to what university students delivering the programmes gain from the experience. This paper seeks to illustrate the benefits of engineering students delivering STEM outreach programmes in schools. It reports on a qualitative case study of the experiences of two STEM Education and Outreach team members from a regional university in Australia. Content analysis of interview data highlighted not only the participants' motivations and perceived benefits of being involved in the STEM programme but also revealed the skills and attributes honed throughout the experience. Involvement in the STEM outreach programme resulted in the development of social and personal responsibility generic graduate attribute skills, evidenced through their motivations to be involved, the demonstration of understanding of teaching and learning, and application of science communication skills. This study demonstrates that designing and delivering STEM outreach programmes assists in the development of skills that will be beneficial when pursuing careers in engineering in the future.

Selectivity of Content and Language Integrated Learning Programmes in German Secondary Schools

ERIC Educational Resources Information Center

Dallinger, Sara; Jonkmann, Kathrin; Hollm, Jan

2018-01-01

Despite its increasing popularity and adoption across Europe, Content and Language Integrated Learning (CLIL) is not without its critics. It has been argued that CLIL programmes are highly selective, that is, the students possess more favourable learning prerequisites than their monolingually taught peers. The present study contributes to this…

Not Merely a Matter of Academics: Student Experiences of a South African University as Study-Abroad Destination

ERIC Educational Resources Information Center

Paola, R. J.; Lemmer, E. M.

2013-01-01

Study abroad programmes attract considerable numbers of American college students; however, very few select an African country as their study-abroad destination. This article explores the experiences of American undergraduates who made the uncommon choice of a South African university as destination for a mid-length immersion type programme. The…

Understanding Students' Choice of Electives and Its Implications

ERIC Educational Resources Information Center

Ting, Ding Hooi; Lee, Christina Kwai Choi

2012-01-01

The aim of this study is to examine the attributes which influence students' selection of electives as part of their university degree programme. Marketing students at a public university in Malaysia participated in the research. Conjoint analysis was used to understand the trade-offs between three attributes when selecting elective subjects.…

South African medical schools: Current state of selection criteria and medical students' demographic profile.

PubMed

van der Merwe, L J; van Zyl, G J; St Clair Gibson, A; Viljoen, M; Iputo, J E; Mammen, M; Chitha, W; Perez, A M; Hartman, N; Fonn, S; Green-Thompson, L; Ayo-Ysuf, O A; Botha, G C; Manning, D; Botha, S J; Hift, R; Retief, P; van Heerden, B B; Volmink, J

2015-12-16

Selection of medical students at South African (SA) medical schools must promote equitable and fair access to students from all population groups, while ensuring optimal student throughput and success, and training future healthcare practitioners who will fulfil the needs of the local society. In keeping with international practices, a variety of academic and non-academic measures are used to select applicants for medical training programmes in SA medical schools. To provide an overview of the selection procedures used by all eight medical schools in SA, and the student demographics (race and gender) at these medical schools, and to determine to what extent collective practices are achieving the goals of student diversity and inclusivity. A retrospective, quantitative, descriptive study design was used. All eight medical schools in SA provided information regarding selection criteria, selection procedures, and student demographics (race and gender). Descriptive analysis of data was done by calculating frequencies and percentages of the variables measured. Medical schools in SA make use of academic and non-academic criteria in their selection processes. The latter include indices of socioeconomic disadvantage. Most undergraduate medical students in SA are black (38.7%), followed by white (33.0%), coloured (13.4%) and Indian/Asian (13.6%). The majority of students are female (62.2%). The number of black students is still proportionately lower than in the general population, while other groups are overrepresented. Selection policies for undergraduate medical programmes aimed at redress should be continued and further refined, along with the provision of support to ensure student success.

Rural-origin health professional students’ perceptions of a support programme offered by Umthombo Youth Development Foundation

PubMed Central

Gumede, Dumisani M.; Campbell, Laura M.; MacGregor, Richard G.

2017-01-01

Background Staffing of rural healthcare facilities is a challenge, with literature supporting the selection and training of rural-origin students. The Umthombo Youth Development Foundation (UYDF) scholarship scheme supports rural students to train as healthcare professionals and offers a unique support programme. This programme has not been evaluated, and this study sought UYDF-supported students’ perceptions of the programme. Aim The aim of the study was to assess students’ perceptions of the UYDF support programme. Methods This was an observational descriptive study. Participants were students supported by UYDF and data were collected by a questionnaire with a Likert scale to assess perceptions of various aspects of the support programme. Results Students’ perceptions about the UYDF support programme were generally positive, with initial orientation and information sharing perceived as useful. Some respondents did not perceive value in holding discussions around English proficiency. The support required appeared to diminish with increasing years of study. Conclusion A comprehensive, proactive compulsory support system that provides both academic and social support was perceived as useful by the UYDF students. Further research is required around aspects such as encouraging English proficiency. In future, the support programme could prioritise students in the early years of their study. PMID:28828873

Student Perceptions of Agricultural Education Programme Processes at Selected High Schools in KwaZulu-Natal Province, South Africa

ERIC Educational Resources Information Center

Kidane, T. T.; Worth, S. H.

2014-01-01

Purpose: This study investigates student perceptions of different aspects of Agricultural Education and Training (AET) programme processes that have been offered in secondary schools by the formal educational sector in the province of KwaZulu-Natal, South Africa. The study seeks to identify the existing shortcomings in the implementation of the…

The Interplay between Learning and the Use of ICT in Rwandan Student Teachers' Everyday Practice

ERIC Educational Resources Information Center

Mukama, E.

2009-01-01

The paper describes a study conducted in Rwanda involving 12 participants selected from a larger cohort of 24 final-year university students who were part of a group-based training programme. The programme was about how to search, retrieve, and use web-based literature. Empirical data were collected through interviews and focus group discussions.…

Motivation of medical students: selection by motivation or motivation by selection.

PubMed

Wouters, Anouk; Croiset, Gerda; Galindo-Garre, Francisca; Kusurkar, Rashmi A

2016-01-29

Medical schools try to implement selection procedures that will allow them to select the most motivated students for their programs. Though there is a general feeling that selection stimulates student motivation, conclusive evidence for this is lacking. The current study aims to use the perspective of Self-determination Theory (SDT) of motivation as a lens to examine how medical students' motivation differs in relation to different selection procedures. The hypotheses were that 1) selected students report higher strength and autonomous motivation than non-selected students, and 2) recently selected students report higher strength and autonomous motivation than non-selected students and students who were selected longer ago. First- (Y1) and fourth-year (Y4) medical students in the six-year regular programme and first-year students in the four-year graduate entry programme (GE) completed questionnaires measuring motivation strength and type (autonomous-AM, controlled-CM). Scores were compared between students admitted based on selection, lottery or top pre-university GPA (top GPA) using ANCOVAs. Selected students' answers on open-ended questions were analysed using inductive thematic analysis to identify reasons for changes in motivation. The response rate was 61.4 % (n = 357). Selected students (Y1, Y4 and GE) reported a significantly higher strength of motivation than non-selected students (Y1 and Y4 lottery and top GPA) (p < 0.01). Recently selected students (Y1 and GE) reported significantly higher strength (p < 0.01) and higher AM (p < 0.01) and CM (p < 0.05) than non-selected students (lottery and top GPA) and Y4 students who were selected three years ago. Students described that being selected enhanced their motivation as they felt autonomous, competent and that they belonged to a special group. These reported reasons are in alignment with the basic psychological needs described by Self-Determination Theory as important in enhancing autonomous motivation. A comprehensive selection procedure, compared to less demanding admission procedures, does not seem to yield a student population which stands out in terms of autonomous motivation. The current findings indicate that selection might temporarily enhance students' motivation. The mechanism through which this occurs seems to be through feelings of autonomy, competence and relatedness inspired by selection.

White Clinical Psychology Trainees' Views on Racial Equity within Programme Selection in South Africa

ERIC Educational Resources Information Center

Traub, Craig M.; Swartz, Leslie

2013-01-01

The issue of diversity in both physical and epistemological access to programmes in higher education is an important concern worldwide. In South Africa, as elsewhere, access to professional clinical psychology training programmes is extremely competitive, and there is an important imperative to diversify the student profile. Perspectives of black…

Alta Scuola Politecnica: An Ongoing Experiment in the Multidisciplinary Education of Top Students towards Innovation in Engineering, Architecture and Design

ERIC Educational Resources Information Center

Benedetto, S.; Bernelli Zazzera, F.; Bertola, P.; Cantamessa, M.; Ceri, S.; Ranci, C.; Spaziante, A.; Zanino, R.

2010-01-01

Politecnico di Milano and Politecnico di Torino, the top technical universities in Italy, united their efforts in 2004 by launching a unique excellence programme called Alta Scuola Politecnica (ASP). The ASP programme is devoted to 150 students, selected each year from among the top 5-10% of those enrolled in the Engineering, Architecture and…

The influence of personal qualities on performance and progression in a pre-registration nursing programme.

PubMed

Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2014-05-01

Research conducted primarily with psychology and medical students has highlighted that personal qualities play an important role in students' academic performance. In nursing there has been limited investigation of the relationship between personal qualities and performance. Yet, reports of student incivility and a lack of compassion have prompted appeals to integrate the assessment of personal qualities into pre-registration nursing student selection. Before this can be done research is needed to explore the influence of students' personal qualities on programme performance and progression. This study explores the relationships between students' personal qualities and their academic and clinical performance, behaviours and progression through a pre-registration nursing programme in Australia. This longitudinal descriptive correlational study was undertaken with a sample of Australian pre-registration nursing students (n=138). Students' personal qualities were assessed using three personal qualities assessment (PQA) instruments. Outcome measures included grades in nursing theory and clinical courses, yearly grade point average, final clinical competency, progression (completion), class attendance and levels of life event stress. Significant correlations were found between academic performance and PQA scores for self-control, resilience and traits of aloofness, confidence and involvement. Final clinical competence was predicted by confidence and self-control scores. Students with higher empathy had higher levels of life event stress in their first year and class attendance had a positive correlation with self-control. Completing the programme in three years was weakly predicted by the measure of resilience. No difference was noted between extreme or non-extreme scorers on the PQA scales with respect to performance or progression. This sample of students' personal qualities was found to influence their academic and clinical performance and their ability to complete a pre-registration programme in three years. However, further research is required with larger cohorts to confirm the use of personal qualities assessment during selection. © 2013.

Using Generalizability Theory to Assess the Score Reliability of the Special Ability Selection Examinations for Music Education Programmes in Higher Education

ERIC Educational Resources Information Center

Atilgan, Hakan

2008-01-01

The "Special Ability Selection Examination" (SASE), which is used to select appropriate students for the music education departments of educational faculties in Turkey, has many subsections and must evaluate highly competitive cohorts of students according to a broad range of criteria. The test consists of three subsections, with a large…

Theoretical and practical considerations for the development of online international collaborative learning for dental hygiene students.

PubMed

Gussy, M G; Knevel, R J M; Sigurdson, V; Karlberg, G

2006-08-01

Globalization and concurrent development in computer and communication technology has increased interest in collaborative online teaching and learning for students in higher education institutions. Many institutions and teachers have introduced computer-supported programmes in areas including dental hygiene. The potential for the use of this technology is exciting; however, its introduction should be careful and considered. We suggest that educators wanting to introduce computer-supported programmes make explicit their pedagogical principles and then select technologies that support and exploit these principles. This paper describes this process as it was applied to the development of an international web-based collaborative learning programme for dental hygiene students.

A Study on the Reduction of the Depression Level and Improvement of the Psychological Adjustment Level of University Students through a Counseling Programme, Using Beck's Theories of Depression

ERIC Educational Resources Information Center

Malii, Ibraheem; Alshareef, Basma

2017-01-01

This study aims to investigate the reduction of university students' depression level as well as improvement of their psychological adjustment level through a counseling programme, using Beck's Theories of depression. The sample of this study was randomly selected, and categorized into two groups: experimental and control groups. The former…

An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya

ERIC Educational Resources Information Center

Gatumu, Jane Ciumwari; Kathuri, Wilfred Njeru

2018-01-01

The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system was explored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school that is perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43…

Benefits/problems of enhancing students' intercultural competence.

PubMed

Koskinen, Liisa; Tossavainen, Kerttu

European nursing has responded to the challenges of multicultural society by integrating student exchange programmes into nursing education since the 1990s. For students, these programmes provide opportunities to study in another EU member state and to develop intercultural competence as part of the training. The aim of this study was to describe the process of gaining intercultural competence among British undergraduate nursing students during their study abroad in Finland. Fifteen British students participated in this study. Data were obtained from interviews, observations, background questionnaires and research diary notes. The data were analysed with Spradley's developmental research sequence (DRS) method. Campinha-Bacotes' model of cultural competence was used as a framework of rendering the results. Students' intercultural desire, i.e. their effort to become interculturally competent, turned out to be the foundation of the entire process. Study abroad is an intensive experience, and therefore the preparation, the selection of exchange students, the design of the programme and intercultural tutoring warrant careful attention.

Fostering research skills in undergraduate medical students through mentored students projects: example from an Indian medical school.

PubMed

Devi, V; Abraham, R R; Adiga, A; Ramnarayan, K; Kamath, A

2010-01-01

Healthcare decision-making is largely reliant on evidence-based medicine; building skills in scientific reasoning and thinking among medical students becomes an important part of medical education. Medical students in India have no formal path to becoming physicians, scientists or academicians. This study examines students' perceptions regarding research skills improvement after participating in the Mentored Student Project programme at Melaka Manipal Medical College, Manipal Campus, India. Additionally, this paper describes the initiatives taken for the continual improvement of the Mentored Student Project programme based on faculty and student perspectives. At Melaka Manipal Medical College, Mentored Student Project was implemented in the curriculum during second year of Bachelor of Medicine and Bachelor of Surgery programme with the intention of developing research skills essential to the career development of medical students. The study design was cross-sectional. To inculcate the spirit of team work students were grouped (n=3 to 5) and each group was asked to select a research project. The students' research projects were guided by their mentors. A questionnaire (Likert's five point scale) on students' perceptions regarding improvement in research skills after undertaking projects and guidance received from the mentor was administered to medical students after they had completed their Mentored Student Project. The responses of students were summarised using percentages. The median grade with inter-quartile range was reported for each item in the questionnaire. The median grade for all the items related to perceptions regarding improvement in research skills was 4 which reflected that the majority of the students felt that Mentored Student Project had improved their research skills. The problems encountered by the students during Mentored Student Project were related to time management for the Mentored Student Project and mentors. This study shows that students acknowledged that their research skills were improved after participating in the Mentored Student Project programme. The Mentored Student Project programme was successful in fostering positive attitudes among medical students towards scientific research. The present study also provides scope for further improvement of the Mentored Student Project programme based on students' and faculty perspectives.

Military Curricula for Vocational & Technical Education. Communications Computer Programmer, 4-2.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

These student materials--study guides, handouts (some are manuals), a workbook, and programmed texts--for a secondary-postsecondary-level course for communications computer programmer are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. A…

Predicting factors of positive orientation and attitudes towards nursing: A quantitative cross-sectional study.

PubMed

Ten Hoeve, Yvonne; Castelein, Stynke; Jansen, Wiebren; Jansen, Gerard; Roodbol, Petrie

2016-05-01

Previous studies have identified various reasons for students to choose a career in nursing. Students at the start of their programme hold a great variety of images and perceptions of nursing which can affect their orientation and attitudes towards their future profession. This paper aims to examine nursing students' orientation and attitudes towards nursing at the beginning of their educational programme, and to explore predictors of positive orientation and attitudes. The study used a quantitative cross-sectional design. A survey was conducted among first-year nursing students at four nursing universities of applied sciences in the Netherlands. Questionnaires were administered to all students enrolled in a bachelor of nursing programme (n=1414) at these universities. Respondents completed a survey consisting of: 1) Nursing Orientation Tool, 2) Nursing Attitude Questionnaire, and 3) demographic data such as gender, living status, nursing experience, preliminary training, first-choice programme, and career choice. Kruskal Wallis tests, with post hoc Mann Whitney U tests, were used to compare group scores. Multiple regression was performed to investigate predictors of positive orientation and attitudes towards nursing. Students in this study sample (n=1244) strongly agreed with statements related to caring, nursing expertise, professional nursing knowledge and the application of this knowledge. Predictors of positive orientation and attitudes towards nursing include having nursing/caring experience, indicating nursing as the first choice for study, preliminary vocational training, and a desire to make a career in nursing. Data from this survey suggest a link between personal and environmental characteristics and motivations to select nursing as a career. Understanding which factors predict positive orientation and attitudes towards nursing could offer educators a tool in the recruitment and selection assessment of new students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Formal mentoring programmes for medical students and doctors--a review of the Medline literature.

PubMed

Buddeberg-Fischer, Barbara; Herta, Katja-Daniela

2006-05-01

Mentoring programmes have been implemented as a specific career-advancement tool in the training and further education of various groups in the medical profession. The main focus of our investigation was to examine what types of structured mentoring programmes exist for doctors as well as for medical students, what short- and long-term goals these projects pursue, and whether statements can be made on the effectiveness and efficiency of these programmes. A literature-search strategy was applied to Medline for 1966-2002 using the keyword combinations: (a) mentor* [AND] program* [AND] medical students, and (b) mentor* [AND] program* [AND] physicians. Although a total of 162 publications were identified, only 16 papers (nine for medical students and seven for doctors) met the selected methodological criteria. The majority of the programmes lack a concrete structure as well as a short- and long-term evaluation. Main goals are to increase professional competence in research and in further specialization and to build up a professional network for the mentees; no statements are to be found on the advantages for the mentors. Programme evaluation is for the most part presented descriptively in terms of great interest and high level of satisfaction. No publication contains statements on the effectiveness or the efficiency of the programme. Although the results of mentoring are promising, more formal programmes with clear setup goals and a short- and long-term evaluation of the individual successes of the participants as well as the cost-benefit analysis are needed.

The learning experiences of mentees and mentors in a nursing school's mentoring programme.

PubMed

Joubert, Annemarie; de Villiers, Johanna

2015-03-24

A School of Nursing supports third-year undergraduate students (mentees) by means of a mentoring programme in which critical-care nursing students (mentors) are involved. However, the programme designers needed to find out what gaps were evident in the programme. The objectives of the study were to explore and describe the learning experiences of the mentees and mentors and to obtain recommendations for improving the programme. An action-research method was used to develop and to refine the student-mentoring programme and to identify student needs. However, for the purposes of this article a descriptive design was selected and data were gathered by means of a nominal-group technique. Fourteen mentees and five mentors participated in the research. The findings indicated that attention should be paid to the allocation and orientation of both mentors and mentees. Amongst the positive experiences was the fact that the mentees were reassured by the mentor's presence and that a relationship of trust developed between them. In consequence, the mentees developed critical thinking skills, were able to apply their knowledge and improved their ability to integrate theory and practice. Not only did the mentees gain respect for the mentors' knowledge and competence, but they also lauded the mentoring programme as a memorable and vital experience. The findings indicated that several changes would be needed to improve the structure of the mentoring programme before a new group of mentees could be placed in critical-care units.

Welcome to 2012: Australian Academic Developers and Student-Driven University Funding

ERIC Educational Resources Information Center

Ling, Peter; Fraser, Kym; Gosling, David

2013-01-01

Are there consequences for academic development arising from the move to student-driven funding in the Australian higher education sector from 2012? In a move that has similarities to the UK, Australian government-supported student university funding will, from 2012, attach to students who can select a programme at the university of their choice…

What is the value of Values Based Recruitment for nurse education programmes?

PubMed

Groothuizen, Johanna E; Callwood, Alison; Gallagher, Ann

2018-05-01

A discussion of issues associated with Values Based Recruitment (VBR) for nurse education programmes. Values Based Recruitment is a mandatory element in selection processes of students for Higher Education healthcare courses in England, including all programmes across nursing. Students are selected on the basis that their individual values align with those presented in the Constitution of the National Health Service. However, there are issues associated with the use of values as selection criteria that have been insufficiently addressed. These are discussed. Discussion paper. This article is based on documents published on the website of the executive body responsible for the implementation of a policy regarding VBR in Higher Education Institutions up until June 2017 and our evaluation of the conceptualisation of VBR, underpinned by contemporary theory and literature. Values Based Recruitment influences who is accepted onto a nurse education programme, but there has been limited critical evaluation regarding the effectiveness of employing values as selection criteria. Values are subject to interpretation and evidence regarding whether or how VBR will improve practice and care is lacking. The issues discussed in this article show that Higher Education Institutions offering nursing courses, whether in England or in other countries, should be critical and reflective regarding the implementation of VBR methods. We call for a debate regarding the meaning and implications of VBR and further research regarding its validity and effectiveness. © 2017 John Wiley & Sons Ltd.

"Tidy, Toned and Fit": Locating Healthism within Elite Athlete Programmes

ERIC Educational Resources Information Center

Brown, Seth

2017-01-01

Coaches and athletes have been increasingly inundated with power related "truths" about their bodies, health and performance as they construct their subjectivities. Over the last couple of decades in New Zealand, schools have initiated elite athlete programmes (EAPs) for a select few students based primarily on their athletic ability and…

Expectations and voluntary attrition in nursing students.

PubMed

O'Donnell, Hugh

2011-01-01

This paper presents a series of findings generated during a larger study which aimed to develop a theoretical understanding of the reasons why nursing students voluntarily leave pre-registration nursing programmes. In this study, significant incongruence was found to exist between student expectations of pre-registration nursing programmes and the reality of these programmes following entry. The resulting dissonance was identified as an important factor in student decisions to voluntarily withdraw. A single case study design was selected to explore the causes of voluntary attrition in nursing students within a School of Nursing and Midwifery. The study population was obtained through purposeful sampling and consisted of 15 students who had previously voluntarily withdrawn from pre-registration nursing programmes. A semi-structured interview method was used to collect data from study participants. The interview schedule developed for use in the study reflected the key components of the conceptual model of higher education (HE) student attrition (Tinto, 1975, 1987, 1993). All interviews were tape recorded to facilitate later transcription. The Cyclical or Interactive Model of Qualitative Research (Miles and Huberman, 1994) was used to analyse data collected from study participants. This paper describes the unrealistic range of expectations which nursing students have of nursing, the information sources and experiences which inform student expectations and how ambiguous expectations contributed to voluntarily attrition. Copyright © 2010 Elsevier Ltd. All rights reserved.

5 for Sydney

ERIC Educational Resources Information Center

Berry, Bryan

2010-01-01

ASE has a long history of sending students to the International Science School (ISS), having been doing so since 1968. The ISS is a free science education programme run biennially by the Science Foundation for Physics at the University of Sydney. ASE's role is to select the students and organise funding to enable the students and escorts to…

Preliminary evaluation of STRIDE programme in primary schools of Malaysia.

PubMed

Hanjeet, K; Wan Rozita, W M; How, T B; Santhana Raj, L; Baharudin, Omar

2007-12-01

The Students' Resilience and Interpersonal Skills Development Education (STRIDE) is a preventive drug education programme. The rational of this programme is that preventive drug education has to begin early in age, before the development of social attitudes and behaviour of students. A pre and a post intervention surveys were performed to evaluate the impact of this programme. Nine schools from three states were identified to participate in the intervention. These schools were selected based on their locations in high-drug-use areas (where the prevalence of drug use exceeds 0.5% of the student population). The new intervention curriculum was put into practice for three months in the nine schools. The overall scores obtained by each respondent to assess their knowledge on drugs and its implications were analysed. The results showed that the programme made a positive impact from the pre to post intervention programme by using the Wilcoxon Signed Rank Test (p < 0.05). A high percentage of the questions showed significant evidence through the McNemar matched pair Chi-Squared test with Bonferonni correction that there were positive shifts in the answers by comparing the pre and post intervention results (p < 0.05). Recommendations have been discussed with the Ministry of Education to integrate this programme into the national primary school curriculum.

Evaluating the Impact of an Academic Teacher Development Program: Practical Realities of an Evidence-Based Study

ERIC Educational Resources Information Center

Rathbun, Gail A.; Leatherman, Jane; Jensen, Rebecca

2017-01-01

This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade…

Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments

ERIC Educational Resources Information Center

Zhang, Danhui; Orrill, Chandra; Campbell, Todd

2015-01-01

The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an…

The potential inclusion of value management subject for postgraduate programmes in Malaysia

NASA Astrophysics Data System (ADS)

Che Mat, M.; Karim, S. B. Abd; Amran, N. A. E.

2018-02-01

The development of construction industry is increasing tremendously. To complement with this scenario, Value Management (VM) is needed to achieve the optimum function by reducing or eliminating the unnecessary cost that does not contribute to the product, system or service. As VM has been increasingly applied to enhance and improve value in construction projects, the purpose of this study is to implement VM as a subject for master’s students at selected public universities in Malaysia. The research is conducted to investigate the potential inclusion of VM as a subject at master degree programmes in Malaysia. Questionnaire survey was designed and delivered to existing master students to explore the current understanding of VM as well as the possibility of introducing VM as a subject. The results showed that the level of awareness on VM is high, yet the understanding of VM is low. This research presents the result of implementing VM as a subject learning for master’s level programme at selected public universities in Malaysia.

Moving Elite Athletes Forward: Examining the Status of Secondary School Elite Athlete Programmes and Available Post-School Options

ERIC Educational Resources Information Center

Brown, Seth

2015-01-01

Purpose: The purpose of this study focused specifically on examining the status of and the promotion of two elite athlete programmes (EAPs), the students/elite athlete selection process and available post-school options. The research was guided by Michel Foucault's work in understanding the relationship between power and knowledge. Participants,…

Tomorrow's Teachers--Selecting the Best: An Exploration of the Quality Rationale behind Academic and Experiential Selection Criteria for Initial Teacher Education Programmes

ERIC Educational Resources Information Center

Heinz, Manuela

2013-01-01

Using Ireland as an example, this paper explores the rationale behind various selection criteria currently used to select suitable candidates for initial teacher education courses. It investigates and discusses patterns of association between second-level student teachers' background characteristics on entry to their teacher education programme…

An evaluation of the problem-solving ability of diplomates from a comprehensive nursing programme.

PubMed

Makhathini, J T; Uys, L R

1996-10-01

The aim of this South African study was to obtain a measurement of the problem-solving ability of diplomates from a basic nursing programme with this skill included in its programme objectives. The problem-solving skills of diplomates from this programme were compared with those of first years to determine if there is an improvement in the problem-solving skills. A comparison was also made with a different basic programmes not claiming to teach problem-solving. The research design selected for this study was the ex post facto design. Data were collected using the Triple Jump Method which is an interview technique. The findings suggested that the level of the problem-solving skills of the comprehensive nursing programme diplomate is not satisfactory. There was, however, some improvement in the problem-solving ability from the first to the fourth year. The level of performance of the fourth years was slightly higher than that of the third years of the three-year nursing programme, who were used as the control group. Recommendations on selection teaching and evaluation of students, as well as further research, were made.

Educational intervention about oral piercing knowledge among dental students and adolescents at schools.

PubMed

Junco, Pilar; Barrios, Rocío; Ruiz, María José; Bravo, Manuel

2017-10-01

Oral piercing can lead to complications and dentists are in a unique position to detect such complications. The purpose of this study was: (i) to assess the immediate and the long-term effects, on dental students, of a training programme about oral piercing knowledge; and (ii) to assess the immediate effect, on adolescents, of a single educational intervention session about oral piercing. A training programme for dental students (n = 66) was carried out in three phases. The last phase consisted of preparing and giving talks about oral piercing at schools, which was delivered by a random selection of dental students involved in the training programme. Dental students answered a questionnaire about oral piercing knowledge, before, immediately after (only the dental students included in the last phase) and 12 months after the training programme. Adolescents (n = 347) answered a survey about oral piercing knowledge before and after the talks. There were statistically significant differences in all comparison groups, except for the results in the 'before intervention' and in the '12 months after intervention' groups among dental students who had not prepared and given the talks to adolescents. Knowledge about oral piercing significantly improved among adolescents when comparing results before (mean questionnaire score = 3.0) and after (mean questionnaire score = 6.2) the talks. Oral piercing educational intervention had a favourable impact on adolescents and dental students, particularly among those who were more involved in the learning process. © 2017 FDI World Dental Federation.

"Module 9": A New Course to Help Students Develop Interdisciplinary Projects Using the Framework of Experiential Learning Theory

ERIC Educational Resources Information Center

Canboy, Basak; Montalvo, Adolfo; Buganza, M. Carmen; Emmerling, Robert J.

2016-01-01

This paper offers an example of how to introduce student-centred knowledge creation and competency development in a systematic way into a master's programme. The curriculum of a new course called Module 9 was framed according to experiential learning theory. While student teams work on self-selected projects, their learning processes are…

Selected Pre-Vocational Students' Experiences of School in Brunei Darussalam

ERIC Educational Resources Information Center

Ismail, Lili Mariam; Koay, Teng Leong

2014-01-01

There is a lack of studies on the school experiences of students in the pre-vocational programme in Brunei Darussalam. The aim of this study is find out what are the students' experiences at school, what they go through at school and so on. A qualitative approach was utilized whereby in-depth, semi-structured interviews were conducted with seven…

Lessons learnt on implementing an interdisciplinary doctoral programme in water sciences

NASA Astrophysics Data System (ADS)

Carr, Gemma; Loucks, Daniel Pete; Blaschke, Alfred Paul; Bucher, Christian; Farnleitner, Andreas; Fürnkranz-Prskawetz, Alexia; Parajka, Juraj; Pfeifer, Norbert; Rechberger, Helmut; Wagner, Wolfgang; Zessner, Matthias; Blöschl, Günter

2015-04-01

Using the Vienna Doctoral Programme on Water Resource Systems as a case study, this work describes how the characteristics of the programme can be evaluated to identify which process features are important for developing interdisciplinary research at the doctoral level. The Programme has been running since 2009, and to date has engaged 35 research students, three post-docs and ten faculty members from ten research fields (aquatic microbiology, hydrology, hydro-climatology, hydro-geology, mathematical economics, photogrammetry, remote sensing, resource management, structural mechanics, and water quality). Collaborative, multi-disciplinary research is encouraged and supported through various mechanisms - shared offices, study programme, research cluster groups that hold regular meetings, joint study sites, annual and six-month symposia that bring all members of the programme together, seminar series, joint supervision, and social events. Interviews were conducted with 12 students and recent graduates to explore individual experiences of doing interdisciplinary research within the Programme, and to identify which mechanisms are perceived to be of the greatest benefit for collaborative work. Analysis revealed four important process features. Firstly, students noted that joint supervision and supervisors who are motivated to collaborate are essential for multi-disciplinary collaborative work. Secondly, interviewees described that they work with the people they sit close to or see most regularly. Physical places for collaboration between different discipline researchers such as shared offices and shared study sites are therefore important. Thirdly, the costs and benefits to doing interdisciplinary work were highlighted. Students make a trade-off when deciding if their time investment to develop their understanding of a new research field will support them in addressing their research question. The personal characteristics of the researcher seem to be particularly relevant to this decision making process and need to be considered during student selection. Finally, communication skills are critical. Students noted that they need to be able to understand what each other are doing in order to work together and the symposia and research cluster meetings are good places for developing these skills.

Encouragers and discouragers affecting medical graduates' choice of regional and rural practice locations.

PubMed

McKillop, Ann; Webster, Craig; Bennett, Win; O'Connor, Barbara; Bagg, Warwick

2017-12-01

Access to health care as near to where people live as possible is desirable. However, not enough medical graduates choose to work in rural and regional areas, especially in general practice. The career decisions of recent medical graduates are known to be affected by a variety of professional, societal and personal factors. Internationally, medical programmes have exposed students to regional and rural experiences partly to encourage them to seek employment in these areas after graduation. As such, the Pūkawakawa Programme is a year-long regional and rural experience for selected Year 5 students from the University of Auckland‘s Medical Programme in New Zealand in partnership with the Northland District Health Board and two Primary Health Organisations. A lack of clarity about the drivers of rural and regional career decisions underpinned this study, which aimed to explore the barriers and encouragers for students of the programme to return as resident medical officers to the regional hospital where they had gained clinical experience. A mixed-method, descriptive design was used, including a short survey, followed by participation in a focus-group discussion or a one-on-one interview. Survey data were summarised in tabular form and inductive, thematic analysis was applied to transcripts of focus groups and interviews. Nineteen doctors in their first or second year following graduation participated: 15 who had returned to the hospital where they had clinical experience in the programme and four who were employed elsewhere. 'A match of personal goals and intended career intentions' was the reason most frequently selected for junior doctors’ choice of early career employment. Other frequently selected reasons were lifestyle, friends and family close by, and the reputation and experience of the Pūkawakawa Programme. Qualitative data revealed that the learning experience, the unique design of the curriculum and associated support from clinicians were identified as important factors in encouraging students to work in regional and rural environments. However, discouraging factors included separation from friends and families, geographical isolation and the lack of opportunities for partners to find work. This study has confirmed the value of the Pūkawakawa Programme as an important contributor to the regional and rural workforce of the Northland District, New Zealand. The value of an academic‑clinical partnership has been shown to support a regional and rural clinical learning environment. Evidence is provided of one way of having overcome barriers to building regional and rural workforce capacity in this district.

[Computer-assisted analysis of the results of training in internal medicine].

PubMed

Vrbová, H; Spunda, M

1991-06-01

Analysis of the results of teaching of clinical disciplines has in the long run an impact on the standard and value of medical care. It requires processing of quantitative and qualitative data. The selection of indicators which will be followed up and procedures used for their processing are of fundamental importance. The submitted investigation is an example how to use possibilities to process results of effectiveness analysis in teaching internal medicine by means of computer technique. As an indicator of effectiveness the authors selected the percentage of students who had an opportunity during the given period of their studies to observe a certain pathological condition, and as method of data collection a survey by means of questionnaires was used. The task permits to differentiate the students' experience (whether the student examined the patient himself or whether the patient was only demonstrated) and it makes it possible to differentiate the place of observation (at the university teaching hospital or regional non-teaching hospital attachment). The task permits also to form sub-groups of respondents to combine them as desired and to compare their results. The described computer programme support comprises primary processing of the output of the questionnaire survey. The questionnaires are transformed and stored by groups of respondents in data files of suitable format (programme SDFORM); the processing of results is described as well as their presentation as output listing or on the display in the interactive way (SDRESULT programme). Using the above programmes, the authors processed the results of a survey made among students during and after completion of the studies in a series of 70 recommended pathological conditions. As an example the authors compare results of observations in 20 selected pathological conditions important for the diagnosis and therapy in primary care in the final stage of the medical course in 1981 and 1985.

Examining the predictors of academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine via two equity pathways: a retrospective observational study at the University of Auckland, Aotearoa New Zealand

PubMed Central

Curtis, Elana; Wikaire, Erena; Jiang, Yannan; McMillan, Louise; Loto, Robert; Poole, Phillippa; Barrow, Mark; Bagg, Warwick; Reid, Papaarangi

2017-01-01

Objective To determine associations between admission markers of socioeconomic status, transitioning, bridging programme attendance and prior academic preparation on academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine under access pathways designed to widen participation. Findings were compared with students admitted via the general (usual) admission pathway. Design Retrospective observational study using secondary data. Setting  6-year medical programme (MBChB), University of Auckland, Aotearoa New Zealand. Students are selected and admitted into Year 2 following a first year (undergraduate) or prior degree (graduate). Participants 1676 domestic students admitted into Year 2 between 2002 and 2012 via three pathways: GENERAL admission (1167), Māori and Pacific Admission Scheme—MAPAS (317) or Rural Origin Medical Preferential Entry—ROMPE (192). Of these, 1082 students completed the programme in the study period. Main outcome measures Graduated from medical programme (yes/no), academic scores in Years 2–3 (Grade Point Average (GPA), scored 0–9). Results 735/778 (95%) of GENERAL, 111/121 (92%) of ROMPE and 146/183 (80%) of MAPAS students graduated from intended programme. The graduation rate was significantly lower in the MAPAS students (p<0.0001). The average Year 2–3 GPA was 6.35 (SD 1.52) for GENERAL, which was higher than 5.82 (SD 1.65, p=0.0013) for ROMPE and 4.33 (SD 1.56, p<0.0001) for MAPAS. Multiple regression analyses identified three key predictors of better academic outcomes: bridging programme attendance, admission as an undergraduate and admission GPA/Grade Point Equivalent (GPE). Attending local urban schools and higher school deciles were also associated with a greater likelihood of graduation. All regression models have controlled for predefined baseline confounders (gender, age and year of admission). Conclusions There were varied associations between admission variables and academic outcomes across the three admission pathways. Equity-targeted admission programmes inclusive of variations in academic threshold for entry may support a widening participation agenda, however, additional academic and pastoral supports are recommended. PMID:28847768

A study of stress and burnout in nursing students in Hong Kong: a questionnaire survey.

PubMed

Watson, Roger; Deary, Ian; Thompson, David; Li, Gloria

2008-10-01

Stress in nursing students may be related to attrition from nursing programmes and lead to a shortage of nurses entering clinical careers. In addition, stress leads to psychological morbidity which may have profound adverse consequences for individual nursing students. To follow a cohort of nursing students from entry to their programme to the end of the first year and to study the interrelationship between a range of psychological variables including personality, stress, coping and burnout. Prospective, repeated measures survey using self-administered questionnaires. A university school of nursing in Hong Kong. Students were selected on the basis of entry to their nursing programme in 2004; 158 students entered the study and 147 completed; 37 were male and 121 were female at entry. The mean age of the cohort at entry was 19.1 (S.D. 0.85); ages ranged from 18 to 26. The questionnaires administered at wave 1 were: the NEO Five Factor Inventory, the Coping in Stressful Situations questionnaire, the 12-item General Health Questionnaire, the Maslach Burnout Inventory and the Stress in Nursing Students questionnaire. At wave 2 the 12-item General Health Questionnaire, the Maslach Burnout Inventory and the Stress in Nursing Students questionnaire were administered. Students suffered greater levels of psychological morbidity and burnout at the second time wave and this was largely explained by the personality trait of neuroticism. Stress also increased and this was largely explained by emotion-oriented coping. Undertaking a nursing programme leads to increased level of stress, burnout and psychological morbidity and this is largely related to individual personality and coping traits.

The Effect of a Training Programme in Creativity on Developing the Creative Abilities among Children with Visual Impairment

ERIC Educational Resources Information Center

Al-Dababneh, Kholoud A.; al-Masa'deh, Mu'tasem M.; Oliemat, Enass M.

2015-01-01

This study aims to investigate the effects of a training programme in creativity on developing creative abilities among 9-10-year-old children with visual impairment in Jordan. The study sample consisted of 41 students from fourth and fifth grades, who were randomly selected and divided into two experimental groups and two control groups. To…

The Segmentation of Elite Education Institutions and of Their Students: The New Preparatory Courses for The French "Grandes Écoles"

ERIC Educational Resources Information Center

Daverne-Bailly, Carole; Dutercq, Yves

2016-01-01

The present paper focuses on the preparatory courses for the French "grandes écoles" ("CPGEs"), which are selective higher education programmes that enable "good" students to bypass mass higher education and study under "favourable" conditions. These "CPGEs," originally intended to educate the…

Maintaining Academic Integrity among East African University Students

ERIC Educational Resources Information Center

Mwamwenda, T. S.

2012-01-01

The purpose of this research was to examine the extent to which academic integrity is maintained in the academic programmes of three East African university students selected from one of the universities in each one of the three countries. For confidentiality and identification purposes, the universities were labeled A, B and C. The level of…

Mathematics: A Powerful Pre- and Post-Admission Variable to Predict Success in Engineering Programmes at a University of Technology

ERIC Educational Resources Information Center

van Wyk, Barend; Hofman, Wiecher; Louw, Cecilia

2013-01-01

Although student attrition and retention are researched all over the world, there is no final formula available to ensure academic success for selected students. The purpose is to share research undertaken at the Tshwane University of Technology (TUT) in order to investigate the role of mathematics in student achievement and retention in National…

Continuing Lipman's and Sharp's Pioneering Work on Philosophy for Children: Using "Harry" to Foster Critical Thinking in Hong Kong Students

ERIC Educational Resources Information Center

Lam, Chi-Ming

2012-01-01

This article reports the results of the first systematic, though only exploratory, study that assesses the effectiveness of the Philosophy for Children (commonly known as P4C) programme in promoting children's critical thinking in Hong Kong. Forty-two Secondary 1 students volunteered for this study, from whom 28 students were randomly selected and…

A Collective Case Study of Secondary Students' Model-Based Inquiry on Natural Selection through Programming in an Agent-Based Modeling Environment

ERIC Educational Resources Information Center

Xiang, Lin

2011-01-01

This is a collective case study seeking to develop detailed descriptions of how programming an agent-based simulation influences a group of 8th grade students' model-based inquiry (MBI) by examining students' agent-based programmable modeling (ABPM) processes and the learning outcomes. The context of the present study was a biology unit on…

Project SunbYte: solar astronomy on a budget

NASA Astrophysics Data System (ADS)

Alvarez Gonzalez, F.; Badilita, A.-M.; Baker, A.; Cho, Y.-H.; Dhot, N.; Fedun, V.; Hare, C.; He, T.; Hobbs, M.; Javed, M.; Lovesey, H.; Lord, C.; Panoutsos, G.; Permyakov, A.; Pope, S.; Portnell, M.; Rhodes, L.; Sharma, R.; Taras, P.; Taylor, J.; Tilbrook, R.; Verth, G.; Wrigley, S. N.; Yaqoob, M.; Cook, R.; McLaughlin, J.; Morton, R.; Scullion, E.; Shelyag, S.; Hamilton, A.; Zharkov, S.; Jess, D.; Wrigley, M.

2017-04-01

The Sheffield University Nova Balloon Lifted Solar Telescope (SunbYte) is a high-altitude balloon experiment devised and run largely by students at the University of Sheffield, and is scheduled for launch in October 2017. It was the only UK project in 2016 to be selected for the balloon side of the Swedish-German student programme REXUS/BEXUS (Rocket and Balloon Experiments for University Students; see box on p2.25). The success of the SunbYte team in the REXUS/BEXUS selection process is an unprecedented opportunity for the students to gain valuable experience working in the space engineering industry, using their theoretical knowledge and networking with students and technology companies from all over Europe.

Is the delivery of a quality improvement education programme in obstetrics and gynaecology for final year medical students feasible and still effective in a shortened time frame?

PubMed

Kool, Bridget; Wise, Michelle R; Peiris-John, Roshini; Sadler, Lynn; Mahony, Faith; Wells, Susan

2017-05-26

Teaching clinical audit skills to nascent health professionals is one strategy to improve frontline care. The undergraduate medical curriculum at the University of Auckland provides improvement science theory and skills in Year 5 teaching, and the opportunity to put this into practice during an Obstetrics and Gynaecology (O&G) clinical attachment in Year 6. In 2015, a revised medical school curriculum at the university resulted in a planned reduction of the O&G attachment from five weeks to four, necessitating revision of the Year 6 Quality Improvement (QI) project. The aim of this study was to evaluate if the revised programme provided an important experiential learning opportunity for medical students without imposing an unsustainable burden on clinical services. Based on a CIPP (Context/Input/Process/Product) evaluation model, the study was conducted in several stages to get a sense of the context as the new programme was being planned (Context evaluation), the feasibility of an alternative approach to meet the educational need (Input evaluation), the implementation of the revised programme (Process evaluation) and finally, the programme outcomes (Product evaluation). We used multiple data sources (supervisors, students, academic administrators, and hospital staff) and data collection methods (questionnaires, focus groups, individual interviews, consultative workshops, student reports and oral presentations). The context evaluation revealed the Year 6 QI programme to be valuable and contributed to O&G service improvements, however, the following concerns were identified: time to complete the project, timely topic selection and access to data, recognition of student achievement, and staff workload. The evaluation of the revised QI project indicated improvement in student perceptions of their QI knowledge and skills, and most areas previously identified as challenging, despite the concurrent reduction in the duration of the O&G attachment. Applying the CIPP model for evaluation to our revised QI programme enabled streamlining of procedures to achieve greater efficiency without compromising the quality of the learning experience, or increasing pressure on staff. A four week clinical rotation is adequate for medical educators to consider opportunities for including QI projects as part of student experiential learning.

Student values and preferences: what do they tell us about programme selection?

PubMed

Madill, H; Macnab, D; Brintnell, S

1989-10-01

Allied health professionals are thought to acquire their orientation through professional socialization and education, but it is likely that they share similar values before being admitted to any educational programme. The results of a study involving occupational therapy, physical therapy, and speech pathology/audiology students (N = 276) support this contention. The Life Roles Inventory, Vocational Preference Inventory and a student information sheet were the instruments employed. Using discriminant analysis, the results demonstrate that although respondents endorse the same values, the level of that endorsement differs significantly between the three student groups. Similarly, the same Holland Code was generated for each group, but again the level of endorsement for the six primary scales varies in each case. The more allied health educators know about the values and preferences their students endorse, and how they seek to implement them, the better prepared educators should be to recruit, place, teach and counsel them.

Shaping the future medical workforce: take care with selection tools.

PubMed

Poole, Phillippa; Shulruf, Boaz

2013-12-01

Medical school selection is a first step in developing a general practice workforce. To determine the relationship between medical school selection scores and intention to pursue a career in general practice. A longitudinal cohort study of students selected in 2006 and 2007 for The University of Auckland medical programme, who completed an exit survey on career intentions. Students are ranked for selection into year 2 of a six-year programme by combining grade point average from prior university achievement (60%), interview (25%) and Undergraduate Medicine and Health Sciences Admission Test (UMAT) scores (15%). The main outcome measure was level of interest in general practice at exit. Logistic regression assessed whether any demographic variables or admission scores predicted a 'strong' interest in general practice. None of interview scores, grade point average, age, gender, or entry pathway predicted a 'strong' interest in general practice. Only UMAT scores differentiated between those with a 'strong' interest versus those with 'some' or 'no' interest, but in an inverse fashion. The best predictor of a 'strong' interest in general practice was a low UMAT score of between 45 and 55 on all three UMAT sections (OR 3.37, p=0.020). Yet, the academic scores at entry of students with these UMAT scores were not lower than those of their classmates. Setting inappropriately high cut-points for medical school selection may exclude applicants with a propensity for general practice. These findings support the use of a wider lens through which to view medical school selection tools.

TRAVELLERS: a school-based early intervention programme helping young people manage and process change, loss and transition. Pilot phase findings.

PubMed

Dickinson, Pauline; Coggan, Carolyn; Bennett, Sara

2003-06-01

This paper outlines the conceptual background and findings from the pilot phase of TRAVELLERS--an early intervention programme designed to enhance protective factors for young people experiencing change, loss and transition events and early signs of emotional distress. The pilot study aimed to determine whether TRAVELLERS was a feasible, acceptable and promising intervention for young people within secondary schools in Aotearoa/New Zealand. The conceptual origins of the TRAVELLERS programme are described in terms of: adolescent mental health concerns; emerging mental health promotion theory and practice; and prevention and early intervention models. The key elements of the TRAVELLERS programme are described. The programme was piloted in two secondary schools, one rural and one urban with 34 participants (females n = 24, males n = 10). Evaluation methods included: review of programme materials; identification of potential selection tools appropriate to Year 9 students; analysis of selection questionnaire; and conduct of feedback from participants, facilitators and parents/caregivers. The TRAVELLERS programme provides a means of identifying and selecting young people who may benefit from participating in an early intervention programme. The programme has achieved a statistically significant reduction in participants' distress (p < 0.01). Young people were overwhelmingly enthusiastic about most aspects of TRAVELLERS. School personnel reported that TRAVELLERS was an appropriate and acceptable programme to the school. Targeted interventions provided within a supportive school environment can contribute to enhancing protective factors such as personal and interpersonal coping strategies, increased help-seeking behaviour, and young people feeling more positive about themselves and their lives. The pilot programme has been amended and prepared for a two year trial phase in 10 secondary schools during 2002-2003.

Patterns of Parental Involvement in Selected OECD Countries: Cross-National Analyses of PISA

ERIC Educational Resources Information Center

Hartas, Dimitra

2015-01-01

Using data from the Programme for International Student Assessment (PISA), patterns of parental involvement were examined in selected OECD countries. The findings showed that, irrespective of educational qualifications, parents were frequently involved in their children's learning at the start of primary school and at age 15. Cross-national…

Socially Responsible Citizens: Promoting Gifts and Talents That Support Social and Humanitarian Advancement

ERIC Educational Resources Information Center

Hernandez de Hahn, Leticia

2014-01-01

This paper proposes the development of an enhanced sense of social responsibility in the use of talents and the creation of programmes and services that focus on the promotion of these traits among a wider student population. Selection of students for these offerings should not mirror the rigid identification of academically or intellectually…

Effects of Entrepreneurial Knowledge on Entrepreneurial Intentions: A Longitudinal Study of Selected South-East Asian Business Students

ERIC Educational Resources Information Center

Roxas, Banjo

2014-01-01

Drawing on the theory of planned behaviour, this study examines the direct and indirect effects of knowledge gained from a formal entrepreneurship education programme on an individual's entrepreneurial intentions (EI). It tracks the changes in students' entrepreneurial knowledge (EK), perceptions of desirability of, and self-efficacy in, engaging…

The influence of pre-admission tracks on students' academic performance in a medical programme: Universiti Sains Malaysia.

PubMed

Arzuman, H; Ja'afar, R; Fakri, N M R M

2012-11-01

An aim of medical schools is to select the most suitable candidates who are more likely to become good doctors, fulfilling societal expectations. It is imperative to better understand the influence of 'selection' variables on students' academic performance. We conducted a retrospective record review (3R) to examine the predictive power of pre-admission tracks on academic performance in the medical programme at the Universiti Sains Malaysia. Data were collected on medical graduates' of the university for the years 2003 through 2007. This represented 805 graduates after exclusion of 42 for incomplete and inconsistent data related to the analysis. A total of 95% of the graduates were included in this analysis; 67% were female. Of the 805 graduates, 75% were from the Matriculation course track, 22% from the High School Certificate (HSC) course and 1% from other pre-admission tracks. There was 2% missing information. The majority (79%) were Biology majors and 13% were Physics majors. Graduates from the HSC course and with a Biology background demonstrated a strong correlation with positive academic performance (P < 0.05) compared with other groups. The HSC track and Biology background may be helpful for the medical school in selecting future students.

An obstetrics and gynaecology graduate residency programme in Venezuela.

PubMed Central

Faneite, P.

1998-01-01

We present our experience on the design and development of a gynaecology and obstetrics graduate residency programme, developed in the Department of Obstetrics and Gynecology at the Dr Adolfo Prince Lara Hospital, Puerto Cabello, Venezuela, in which medical specialists and residents participate synergistically. From January to September 1993, curricular activities were planned and students selected. The programme started in October 1993, with six residents for a three-year programme. Courses were given by medical specialists from the Department. In addition to a Programme Coordinator, there is also a Residents' Coordinator, appointed for a two-month term of office; specific functions were assigned for residents occupying this position. All the programmed activities for three years were accomplished, including lectures and rotations, with an important record of surgical interventions. In our grade system, residents got an average of 18 over a maximum of 20 points. Residents also participated as speakers in workshops, special courses and national medicinal meetings, in which they presented a total of nine papers. Activities were evaluated bimonthly in meetings with students and each semester by the Graduate Committee. The first class graduated in September 1996. Results suggest that resident participation in graduate programmes is an important part of their education. PMID:9538482

Innovation in medical education: summer studentships.

PubMed

Cleland, Jennifer; Engel, Naomi; Dunlop, Ross; Kay, Christine

2010-03-01

few doctors choose academic medicine as a career. Reasons suggested for this include a lack of exposure. Thus, we wished to broaden the opportunities available for undergraduate medical students to experience academic medicine, specifically medical education. The approach selected was to establish a programme of competitive Teaching Development Awards: the 'Summer Studentship Scheme'. this article describes the approach taken, including an overview of the organisation of the Summer Studentship Scheme, and provides preliminary data on gains from the programme. Twenty studentships were funded over a 3-year period. The projects covered a wide range of topics. Information on what the students gained from the projects and supervisor views of the programme were sought by questionnaire and self-reflective statements. the academic gains to date include nine presentations at national conferences and four published papers. All student respondents (87%) agreed that they would recommend a summer studentship to another student. Supervising a studentship (86% response rate) was seen as a positive experience. a relatively small level of funding can lead to great gains, in terms of academic output, internally, and in terms of external dissemination, as well as in gains to participating students and staff. We plan to track the career developments of participating students to see if they are more likely to pursue academic medicine as their peers. Blackwell Publishing Ltd 2010.

The Learning Experiences of Early-Career Indonesian Government Employees: A Case Study in Cross-Cultural Workforce Development Based in a University Environment

ERIC Educational Resources Information Center

Elsey, Barry; Omarova, Amina; Grill, Ronald

2016-01-01

The research provides a selective report on the learning experiences covering a whole year of study for a double-degree Master's programme by a cohort of early-career Indonesians. They were undertaking the second half of the programme at The University of Adelaide in South Australia, and for all 18 students it was their first taste of learning in…

Examining the predictors of academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine via two equity pathways: a retrospective observational study at the University of Auckland, Aotearoa New Zealand.

PubMed

Curtis, Elana; Wikaire, Erena; Jiang, Yannan; McMillan, Louise; Loto, Robert; Poole, Phillippa; Barrow, Mark; Bagg, Warwick; Reid, Papaarangi

2017-08-27

To determine associations between admission markers of socioeconomic status, transitioning, bridging programme attendance and prior academic preparation on academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine under access pathways designed to widen participation. Findings were compared with students admitted via the general (usual) admission pathway. Retrospective observational study using secondary data.  6-year medical programme (MBChB), University of Auckland, Aotearoa New Zealand. Students are selected and admitted into Year 2 following a first year (undergraduate) or prior degree (graduate). 1676 domestic students admitted into Year 2 between 2002 and 2012 via three pathways: GENERAL admission (1167), Māori and Pacific Admission Scheme-MAPAS (317) or Rural Origin Medical Preferential Entry-ROMPE (192). Of these, 1082 students completed the programme in the study period. Graduated from medical programme (yes/no), academic scores in Years 2-3 (Grade Point Average (GPA), scored 0-9). 735/778 (95%) of GENERAL, 111/121 (92%) of ROMPE and 146/183 (80%) of MAPAS students graduated from intended programme. The graduation rate was significantly lower in the MAPAS students (p<0.0001). The average Year 2-3 GPA was 6.35 (SD 1.52) for GENERAL, which was higher than 5.82 (SD 1.65, p=0.0013) for ROMPE and 4.33 (SD 1.56, p<0.0001) for MAPAS. Multiple regression analyses identified three key predictors of better academic outcomes: bridging programme attendance, admission as an undergraduate and admission GPA/Grade Point Equivalent (GPE). Attending local urban schools and higher school deciles were also associated with a greater likelihood of graduation. All regression models have controlled for predefined baseline confounders (gender, age and year of admission). There were varied associations between admission variables and academic outcomes across the three admission pathways. Equity-targeted admission programmes inclusive of variations in academic threshold for entry may support a widening participation agenda, however, additional academic and pastoral supports are recommended. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Identification and Support of Outstanding Astronomy Students

NASA Astrophysics Data System (ADS)

Stoev, A. D.; Bozhurova, E. S.

2006-08-01

The aims, organizational plan and syllabus of a specialized Astronomy School with a subject of training students for participation in the International Astronomy Olympiad, are presented. Thematic frame includes basic educational activities during the preparation and self-preparation of the students and their participation in astronomical Olympiads. A model of identification and selection of outstanding students for astronomical Olympiads has been developed. Examples of didactic systems of problems for development of mathematical, physical and astronomical skills are shown. The programme ends with individual training for solving problems on astronomy and astrophysics. Possibilities, which the characteristic, non-standard astronomical problems give for stimulating the creative and original thinking, are specified. Basic psychological condition for development of the students' creative potential - transformation of the cognitive content in emotional one - is demonstrated. The programme of identification and support of outstanding students on astronomy is realized in collaboration with The Ministry of Education and Science, Public Astronomical Observatories and Planetaria, Institute of Astronomy - Bulgarian Academy of Sciences, and The Union of Astronomers in Bulgaria.

An exploratory study of the need for curriculum review of Master of Public Health Degree at a Rural-based University in South Africa

PubMed Central

2016-01-01

Background Master of Public Health (MPH) training programmes were developed worldwide in response to the crisis in human resources for health. Aim To determine whether the MPH programme at the selected rural-based university in South Africa enabled students to achieve the MPH core competencies relevant for Lower Middle Income Countries. Setting The study was carried out at a rural-based University in South Africa. The target population was the 2011 first-year cohort of MPH students who by the beginning of 2014 had just completed their coursework. Methodology A quantitative cross-sectional descriptive research design was adapted. Eighty-five students were randomly selected to participate in the study. A structured questionnaire comprising seven competency clusters was developed. The selected students completed a self-administered questionnaire. Only those students who signed consent forms participated in this study. The questionnaire was tested for construct validity and reliability using 10 students with similar characteristics to those sampled for the study. Microsoft Excel software was used to analyse the data descriptively in terms of frequency and percentages. Results The students were confident of their competencies regarding public health science skills. Amongst these were analytical assessment, communication, community and inter-sectorial competencies as well as ethics. However, the students lacked confidence in context-sensitive issues, planning and management, research and development, and leadership competencies. Yet the latter is the backbone of public health practice. Conclusion and recommendation There is a need for revamping public health curricula. In this respect, a follow-up study that builds a deeper understanding of the subject is needed. PMID:27380845

An Outcome Evaluation of the Effectiveness of Pre-Registration Midwifery Programmes of Education.

ERIC Educational Resources Information Center

Fraser, Diane; Murphy, Roger; Worth-Butler, Michelle

A project evaluated 23 preregistration midwifery education programs in Britain. Phase 1 reviewed the programs and identified a cohort of students for indepth study. Phase 2 followed this cohort into their first year in practice. A survey selected six case study sites. Findings showed a common cause of attrition was students being unable to balance…

Are Our Special Education Students Ready for Work? An Investigation of the Teaching of Job-Related Social Skills in Northern Taiwan

ERIC Educational Resources Information Center

Chu, Yin-An; Zhang, Liang-Cheng

2015-01-01

This study is concerned with the current job preparation programmes for special education students in Taiwan. Two hundred and three randomly selected special education teachers in Northern Taiwan responded to a questionnaire about job-related social skills. The relationship between teachers' demographic characteristics and their teaching of…

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

PubMed

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

Medical students' perceptions of professional misconduct: relationship with typology and year of programme.

PubMed

Zulkifli, Juliana; Noel, Brad; Bennett, Deirdre; O'Flynn, Siun; O'Tuathaigh, Colm

2018-02-01

To examine the contribution of programme year and demographic factors to medical students' perceptions of evidence-based classification categories of professional misconduct. Students at an Irish medical school were administered a cross-sectional survey comprising 31 vignettes of professional misconduct, which mapped onto a 12-category classification system. Students scored each item using a 5-point Likert scale, where 1 represents the least severe form of misconduct and 5 the most severe. Of the 1012 eligible respondents, 561 students completed the survey, providing a response rate of 55%. Items pertaining to disclosure of conflict of interest were ranked as the least severe examples of professional misconduct, and this perception was highest among finalyear students. While ratings of severity declined for items related to 'inappropriate conduct not in relation to patient' and 'inappropriate use of social media' between years 1 and 3, ratings for both categories increased again among clinical cycle (fourth and final year) students. Increased clinical exposure during years 4 and 5 of the undergraduate programme was associated with better recognition of the importance of selected professional domains. Disclosure of conflict of interest is identified as an area of medical professionalism that requires greater emphasis for students who are at the point of transition from student to doctor. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Indigenous Health Workforce Development: challenges and successes of the Vision 20:20 programme.

PubMed

Curtis, Elana; Reid, Papaarangi

2013-01-01

There are significant health workforce inequities that exist internationally. The shortage of indigenous health professionals within Australia and New Zealand requires action across multiple sectors, including health and education. This article outlines the successes and challenges of the University of Auckland's Vision 20:20 programme, which aims to improve indigenous Māori and Pacific health workforce development via recruitment, bridging/foundation and tertiary retention support interventions within the Faculty of Medical and Health Sciences (FMHS). Seven years of student data (2005-2011) are presented for undergraduate Student Pass Rate (SPR) by ethnicity and Certificate in Health Sciences (CertHSc) SPR, enrolments and completions by ethnicity. Four key areas of development are described: (i) student selection and pathway planning; (ii) foundation programme refinement; (iii) academic/pastoral support; and (iv) re-development of the indigenous recruitment model. Key programme developments have had a positive impact on basic student data outcomes. The FMHS undergraduate SPR increased from 89% in 2005 to 94% in 2011 for Māori and from 81% in 2005 to 87% in 2011 for Pacific. The CertHSc SPR increased from 52% in 2005 to 92% in 2011 with a greater proportion of Māori and Pacific enrolments achieving completion over time (18-76% for Māori and 29-74% for Pacific). Tertiary institutions have the potential to make an important contribution to indigenous health workforce development. Key challenges remain including secondary school feeder issues, equity funding, programme evaluation, post-tertiary specialist workforce development and retention in Aotearoa, New Zealand. © 2012 The Authors. ANZ Journal of Surgery © 2012 Royal Australasian College of Surgeons.

The relationship between extracurricular activities assessed during selection and during medical school and performance.

PubMed

Urlings-Strop, Louise C; Themmen, Axel P N; Stegers-Jager, Karen M

2017-05-01

Several medical schools include candidates' extracurricular activities in their selection procedure, with promising results regarding their predictive value for achievement during the clinical years of medical school. This study aims to reveal whether the better achievement in clinical training of students selected on the basis of their extracurricular activities could be explained by persistent participation in extracurricular activities during medical school (msECAs). Lottery-admitted and selected student admission groups were compared on their participation in three types of msECAs: (1) research master, (2) important board positions or (3) additional degree programme. Logistic regression was used to measure the effect of admission group on participation in any msECA, adjusted for pre-university GPA. Two-way ANCOVA was used to examine the inter-relationships between admission group, participation in msECAs and clerkship grade, with pre-university GPA as covariate. Significantly more selected students compared to lottery-admitted students participated in any msECA. Participation in msECAs was associated with a higher pre-university GPA for lottery-admitted students only, whereas participation in msECAs was associated with higher clerkship grades for selected students only. These results suggest that persistent participation in extracurricular activities of selected students favours better clinical achievement, supporting the inclusion of ECAs in the selection procedure. More insight in the rationale behind participation in extracurricular activities during medical school may explain differences found between lottery-admitted and selected students.

Smoking Habits and Attitudes in Students of the Third Faculty of Medicine of Charles University in Prague.

PubMed

Schneidrová, Dagmar; Herotová, Tereza Kopřivová; Šustková, Magdaléna; Hynčica, Viktor

2016-06-01

This study seeks to assess smoking habits, attitudes and intention to quit in students of the Third Faculty of Medicine of Charles University in Prague, Czech Republic. A cross-sectional survey designed to obtain information on smoking history, current smoking status, cessation attempts, and attitudes towards smoking among health professionals was conducted in 452 students of the first and last years of a 6-year Master's Study Programme (General Medicine) and a 3-year Bachelor's Study Programme (Public Health). An anonymous questionnaire was administered during the classes in the course of academic years 2011-12 and 2012-13. 5.7% of the Master's Study Programme students (3.3% women and 9.0% men ) and 4.8% of the Bachelor's Study Programme students reported that they are regular smokers. The share of regular smokers was almost twice as big in students of the English Curriculum of the Master's Programme (10.7%) in comparison with the students of the Czech Curriculum (4.5%), and more than twice as big in students of the last years of both study programmes (3.9% in students of the 1st year and 10.8% in students of the 6th year of the Master's Programme; 3.2% in students of the 1st year and 7.0% in students of the 3rd year of the Bachelor's Study Programme). At the time of the research, 18.9% of students of the Master's Programme and 17.1% of students of the Bachelor's Programme were occasional smokers. 5.9% of students of the Master's Programme and 19.0% of students of the Bachelor's Programme reported that they quit smoking during their studies at the medical faculty; on the contrary, 9.8% of students of the Master's Programme and 14.3% of students of the Bachelor's Programme started smoking during that time. Smoking in health professionals undermines their significant role in health promotion and prevention of chronic diseases in their patients. Therefore, education at the medical faculty should focus on motivation of future health professionals towards non-smoking except providing knowledge on current research and guidance on early identification and further intervention in smokers. Copyright© by the National Institute of Public Health, Prague 2015.

Influences on choice of surgery as a career: a study of consecutive cohorts in a medical school.

PubMed

Sobral, Dejano T

2006-06-01

To examine the differential impact of person-based and programme-related features on graduates' dichotomous choice between surgical or non-surgical field specialties for first-year residency. A 10-year cohort study was conducted, following 578 students (55.4% male) who graduated from a university medical school during 1994-2003. Data were collected as follows: at the beginning of medical studies, on career preference and learning frame; during medical studies, on academic achievement, cross-year peer tutoring and selective clinical traineeship, and at graduation, on the first-year residency selected. Contingency and logistic regression analyses were performed, with graduates grouped by the dichotomous choice of surgery or not. Overall, 23% of graduates selected a first-year residency in surgery. Seven time-steady features related to this choice: male sex, high self-confidence, option of surgery at admission, active learning style, preference for surgery after Year 1, peer tutoring on clinical surgery, and selective training in clinical surgery. Logistic regression analysis, including all features, predicted 87.1% of the graduates' choices. Male sex, updated preference, peer tutoring and selective training were the most significant predictors in the pathway to choice. The relative roles of person-based and programme-related factors in the choice process are discussed. The findings suggest that for most students the choice of surgery derives from a temporal summation of influences that encompass entry and post-entry factors blended in variable patterns. It is likely that sex-unbiased peer tutoring and selective training supported the students' search process for personal compatibility with specialty-related domains of content and process.

Students' perceived experience of university admission based on tests and interviews.

PubMed

Röding, K; Nordenram, G

2005-11-01

The aim of the study was to generate an impression, from the perspective of graduating dental students, of the individualised admissions procedures, which they had undergone 5 years before. The subjects comprised 10 randomly selected students, five male and five female, from two different admission rounds. Qualitative research was used and data were collected by means of semi-structured interviews. The results show that even 5 years later, the students remember clearly the different steps in the selection procedure and they found the procedure relevant. In particular, the admission interviews made a lasting impression. The students consider that being interviewed by one admissions committee member at a time reduces the applicant's apprehension and allows a more personal interview. Several believe that the admissions procedure influences academic achievement or improves self-confidence: implicit in their selection by a committee of experienced professionals is affirmation that they have the potential to become good dentists. The students therefore feel encouraged to aspire to higher achievement. All students believe that motivation is an important non-cognitive attribute for success and that students selected through this mode are not only highly motivated but also well informed, with realistic expectations of the undergraduate programme and their future professional career.

Learning environment and emotional well-being: A qualitative study of undergraduate nursing students.

PubMed

Tharani, Ambreen; Husain, Yusra; Warwick, Ian

2017-12-01

Students can experience multiple stressors during their academic life which have an impact on their emotional health and academic progress. This study sought to explore students' understanding of and factors affecting their emotional well-being in an undergraduate nursing programme at a private nursing institution in Karachi, Pakistan. In this qualitative study, data were collected through individual semi-structured interviews using a self-designed guide from 16 participants in total, drawn from various years of the selected undergraduate programme. Participants noted that the quality of the 'learning environment' was a key influence on their emotional well-being. They highlighted faculty role and teaching approaches, academic expectations and availability of learning resources as important factors that affected their emotional well-being as well as their academic performance. Institutional support was also deemed important. Factors associated with a 'hidden curriculum' were found to be a threat to students' emerging sense of professionalism. Suggestions are given as to how the learning environment in the nursing programme under study can be improved to take into account students' emotional well-being. Emphasis needs to be laid on developing supportive faculty role to provide conducive learning environment and professional development of students. Efforts to develop stress-free academic environment with supportive institutional policies need to be considered. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teaching an engine-driven preparation technique to undergraduates: initial observations.

PubMed

Hänni, S; Schönenberger, K; Peters, O A; Barbakow, F

2003-07-01

This paper describes the initial experiences following the introduction of a rotary engine-driven preparation technique into the undergraduate endodontic programme at the Zurich University Dental Centre. Forty third-year students practised the ProFile.04 (PF.04) technique between January and July 2001 in a preclinical course. Between November 2001 and February 2002, 20 of these students (Group A) root-treated 51 teeth in their clinical course using either PF.04, the balanced force technique (BFT) or a combination of both. The second group of 20 students (Group B) similarly treated another 36 randomly selected teeth between April and July 2002. Types of teeth treated by the students and the canal preparation techniques were recorded. The students also completed a short questionnaire, evaluating their opinions of the new course. Of the 87 teeth endodontically treated during the clinical course, 34, 14 and 39 were shaped using PF.04 alone, a combination of PF.04 and BFT and BFT alone, respectively. No rotary instruments were fractured during the 1-year clinical course, although some instruments were fractured during the preclinical laboratory course. Overall, the students rated the rotary technique as positive. A rotary technique was successfully introduced into an undergraduate endodontic programme (this will be continued in the foreseeable future). However, the continuity between the preclinical and the clinical courses was poor as a result of the constraints of the general teaching programme.

Student nurse selection and predictability of academic success: The Multiple Mini Interview project.

PubMed

Gale, Julia; Ooms, Ann; Grant, Robert; Paget, Kris; Marks-Maran, Di

2016-05-01

With recent reports of public enquiries into failure to care, universities are under pressure to ensure that candidates selected for undergraduate nursing programmes demonstrate academic potential as well as characteristics and values such as compassion, empathy and integrity. The Multiple Mini Interview (MMI) was used in one university as a way of ensuring that candidates had the appropriate numeracy and literacy skills as well as a range of communication, empathy, decision-making and problem-solving skills as well as ethical insights and integrity, initiative and team-work. To ascertain whether there is evidence of bias in MMIs (gender, age, nationality and location of secondary education) and to determine the extent to which the MMI is predictive of academic success in nursing. A longitudinal retrospective analysis of student demographics, MMI data and the assessment marks for years 1, 2 and 3. One university in southwest London. One cohort of students who commenced their programme in September 2011, including students in all four fields of nursing (adult, child, mental health and learning disability). Inferential statistics and a Bayesian Multilevel Model. MMI in conjunction with MMI numeracy test and MMI literacy test shows little or no bias in terms of ages, gender, nationality or location of secondary school education. Although MMI in conjunction with numeracy and literacy testing is predictive of academic success, it is only weakly predictive. The MMI used in conjunction with literacy and numeracy testing appears to be a successful technique for selecting candidates for nursing. However, other selection methods such as psychological profiling or testing of emotional intelligence may add to the extent to which selection methods are predictive of academic success on nursing. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluation of a training programme to induct medical students in delivering public health talks

PubMed Central

Tan, Ngiap Chuan; Mitesh, Shah; Koh, Yi Ling Eileen; Ang, Seng Bin; Chan, Hian Hui Vincent; How, Choon How; Tay, Ee Guan; Hwang, Siew Wai

2017-01-01

INTRODUCTION It is uncommon for medical students to deliver public health talks as part of their medical education curriculum. This study evaluated the effectiveness of a novel training programme that required medical students to deliver public health talks during their family medicine (FM) clerkship in a Singapore primary care institution. METHODS The FM faculty staff guided teams of third-year medical students to select appropriate topics for health talks that were to be conducted at designated polyclinics. The talks were video-recorded and appraised for clarity, content and delivery. The appraisal was done by the student’s peers and assigned faculty staff. The audience was surveyed to determine their satisfaction level and understanding of the talks. The students also self-rated the effectiveness of this new teaching activity. RESULTS A total of 120 medical students completed a questionnaire to rate the effectiveness of the new teaching activity. 85.8% of the students felt confident about the delivery of their talks, 95.8% reported having learnt how to deliver talks and 92.5% perceived this new training modality as useful in their medical education. Based on the results of the audience survey, the speakers were perceived as knowledgeable (53.1%), confident (51.3%) and professional (39.0%). Assessment of 15 video-recorded talks showed satisfactory delivery of the talks by the students. CONCLUSION The majority of the students reported a favourable overall learning experience under this new training programme. This finding is supported by the positive feedback garnered from the audience, peers of the medical students and the faculty staff. PMID:26891745

A large-scale peer teaching programme - acceptance and benefit.

PubMed

Schuetz, Elisabeth; Obirei, Barbara; Salat, Daniela; Scholz, Julia; Hann, Dagmar; Dethleffsen, Kathrin

2017-08-01

The involvement of students in the embodiment of university teaching through peer-assisted learning formats is commonly applied. Publications on this topic exclusively focus on strictly defined situations within the curriculum and selected target groups. This study, in contrast, presents and evaluates a large-scale structured and quality-assured peer teaching programme, which offers diverse and targeted courses throughout the preclinical part of the medical curriculum. The large-scale peer teaching programme consists of subject specific and interdisciplinary tutorials that address all scientific, physiological and anatomic subjects of the preclinical curriculum as well as tutorials with contents exceeding the formal curriculum. In the study year 2013/14 a total of 1,420 lessons were offered as part of the programme. Paper-based evaluations were conducted over the full range of courses. Acceptance and benefit of this peer teaching programme were evaluated in a retrospective study covering the period 2012 to 2014. Usage of tutorials by students who commenced their studies in 2012/13 (n=959) was analysed from 2012 till 2014. Based on the results of 13 first assessments in the preclinical subjects anatomy, biochemistry and physiology, the students were assigned to one of five groups. These groups were compared according to participation in the tutorials. To investigate the benefit of tutorials of the peer teaching programme, the results of biochemistry re-assessments of participants and non-participants of tutorials in the years 2012 till 2014 (n=188, 172 and 204, respectively) were compared using Kolmogorov-Smirnov- and Chi-square tests as well as the effect size Cohen's d. Almost 70 % of the students attended the voluntary additional programme during their preclinical studies. The students participating in the tutorials had achieved different levels of proficiency in first assessments. The acceptance of different kinds of tutorials appears to correlate with their performance in first assessments. 94% of the students participating in tutorials offered in the study year 2013/14 rated the tutorials as "excellent" or "good". An objective benefit has been shown by a significant increase in re-assessment scores with an effect size between the medium and large magnitudes for participants of tutorials compared to non-participants in the years 2012, 2013 and 2014. In addition, significantly higher pass rates of re-assessments could be observed. Acceptance, utilisation and benefit of the assessed peer teaching programme are high. Beyond the support of students, a contribution to the individualisation of studies and teaching is made. Further studies are necessary to investigate possible influences of large-scale peer teaching programmes, for example on the reduction of study length and drop-off rates, as well as additional effects on academic achievements. Copyright © 2017. Published by Elsevier GmbH.

Asian student migration to Australia.

PubMed

Shu, J; Hawthorne, L

1996-01-01

"This paper presents an overview of Asian student migration to Australia, together with an analysis of political and educational aspects of the overseas student programme. It focuses on some significant consequences of this flow for Australia. The characteristics of key student groups are contrasted to provide some perspective of the diversity of historical and cultural backgrounds, with the source countries of Malaysia, Indonesia and PRC [China] selected as case studies. Since the issue of PRC students in Australia has attracted considerable public attention and policy consideration, particular focus is placed on their experience." (SUMMARY IN FRE AND SPA) excerpt

The reliability and validity of multiple mini interviews (MMIs) in values based recruitment to nursing, midwifery and paramedic practice programmes: Findings from an evaluation study.

PubMed

Callwood, Alison; Cooke, Debbie; Bolger, Sarah; Lemanska, Agnieszka; Allan, Helen

2018-01-01

Universities in the United Kingdom (UK) are required to incorporate values based recruitment (VBR) into their healthcare student selection processes. This reflects an international drive to strengthen the quality of healthcare service provision. This paper presents novel findings in relation to the reliability and predictive validity of multiple mini interviews (MMIs); one approach to VBR widely being employed by universities. To examine the reliability (internal consistency) and predictive validity of MMIs using end of Year One practice outcomes of under-graduate pre-registration adult, child, mental health nursing, midwifery and paramedic practice students. Cross-discipline evaluation study. One university in the United Kingdom. Data were collected in two streams: applicants to A) The September 2014 and 2015 Midwifery Studies programmes; B) September 2015 adult; Child and Mental Health Nursing and Paramedic Practice programmes. Fifty-seven midwifery students commenced their programme in 2014 and 69 in 2015; 47 and 54 agreed to participate and completed Year One respectively. 333 healthcare students commenced their programmes in September 2015. Of these, 281 agreed to participate and completed their first year (180 adult, 33 child and 34 mental health nursing and 34 paramedic practice students). Stream A featured a seven station four-minute model with one interviewer at each station and in Stream B a six station model was employed. Cronbach's alpha was used to assess MMI station internal consistency and Pearson's moment correlation co-efficient to explore associations between participants' admission MMI score and end of Year one clinical practice outcomes (OSCE and mentor grading). Stream A: Significant correlations are reported between midwifery applicant's MMI scores and end of Year One practice outcomes. A multivariate linear regression model demonstrated that MMI score significantly predicted end of Year One practice outcomes controlling for age and academic entry level: coefficients 0.195 (p=0.002) and 0.116 (p=0.002) for OSCE and mentor grading respectively. In Stream B no significant correlations were found between MMI score and practice outcomes measured by mentor grading. Internal consistency for each MMI station was 'excellent' with values ranging from 0.966-0.974 across Streams A and B. This novel, cross-discipline study shows that MMIs are reliable VBR tools which have predictive validity when a seven station model is used. These data are important given the current international use of different MMI models in healthcare student selection processes. Copyright © 2017. Published by Elsevier Ltd.

Practical coaching by mentors: student midwives' perceptions.

PubMed

Finnerty, Gina; Collington, Val

2013-11-01

The objective of this paper was to explore some of the specific strategies used by midwife mentors to mediate practice learning from the perspective of a sample of student midwives. Audio-diaries were completed by student midwives over ten days in practice and were transcribed using discourse analysis. A sub-sample from 19 students' learning diaries from a national midwifery education study conducted by Pope et al. (2003) has been selected as the diaries informed a separate study. The sample of student midwives were studying on degree and diploma programmes at five case study sites in England. Students described how their mentors apparently successfully tailored their teaching to the students' needs. However, there was perceived disparity in techniques used by individual mentors to pass on their practice know-how. The findings demonstrate the pivotal role of the mentor for 'scaffolding' learning and also using 'fading' techniques within a cognitive apprenticeship model. Mentors need assistance to adapt their mentoring styles and to use a wider range of instruction strategies for student midwives. This has practical implications for mentor preparation programmes and mentorship models. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

The Myth of the "Green Student": Student Involvement in Australian University Sustainability Programmes

ERIC Educational Resources Information Center

Butt, L.; More, E.; Avery, G. C.

2014-01-01

The paper questions the prevalence of "green students" and their impact on decision-making in sustainability programmes in Australian universities. While the universities studied provide numerous opportunities for student involvement in sustainability programmes, comparatively few students actually become involved, making student impact…

Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis.

PubMed

Stenhouse, Rosie; Snowden, Austyn; Young, Jenny; Carver, Fiona; Carver, Hannah; Brown, Norrie

2016-08-01

Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable. To examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland. A longitudinal, quasi experimental design. Adult and mental health nursing, and midwifery programmes in a Scottish University. Adult, mental health and midwifery students (n=598) completed the Trait Emotional Intelligence Questionnaire-short form and Schutte's Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered. 598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33±11.38) than those with previous caring experience (54.87±11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t(533)=2.52, p=.012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank=249) and those remaining (mean rank=304.75) were statistically significantly different, U=15,300, z=-2.61, p$_amp_$lt;0.009. Previous caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated with withdrawal from the course. Copyright © 2016 Elsevier Ltd. All rights reserved.

The 'values journey' of nursing and midwifery students selected using multiple mini interviews; Year One findings.

PubMed

Callwood, Alison; Bolger, Sarah; Allan, Helen T

2018-05-01

To explore how adult, child and mental health nursing and midwifery students, selected using multiple mini interviews, describe their 'values journey' following exposure to the clinical practice environment. Values based recruitment (VBR) incorporates assessment of healthcare students' personal values using approaches like multiple mini interviews. Students' experience of adjustment to their values during their programme is conceptualized as a 'values journey'. The impact of VBR in alleviating erosion of personal values remains unclear. A cross-professional longitudinal cohort study was commenced at one university in England in 2016 with data collection points at the end of years one, two and three. Non-probability consecutive sampling resulted in 42 healthcare students (8 adult, 8 child and 9 mental health nursing and 17 midwifery students) taking part. Six semi-structured focus groups were conducted at the end of participants' Year One (DC1). Data analysis incorporated inductive and deductive approaches in a hybrid synthesis. Participants described a 'values journey' where their values, particularly communication, courage and wanting to make a difference, were both challenged and retained. Participants personal journeys also acknowledged the: 'courage it takes to use values'; 'reality of values in practice' and 'need for self-reflection on values'. A 'values journey' may begin early in a healthcare student's education programme. This is important to recognize so that appropriate interventions designed to support students in higher education and clinical practice can be implemented. The values incorporated in VBR should be continually evaluated for fitness for purpose. © 2017 John Wiley & Sons Ltd.

Student Experience and Academic Success: Comparing a Student-Centred and a Lecture-Based Course Programme

ERIC Educational Resources Information Center

Severiens, Sabine; Meeuwisse, Marieke; Born, Marise

2015-01-01

Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more lecture-based, a student-centred course programme promotes…

Peer education training for sexual health and well-being in public high schools in South Africa: Is it enough to change peer educators themselves?

PubMed

Mason-Jones, Amanda J; Flisher, Alan J; Mathews, Catherine

2013-01-01

To evaluate the effects of a high school peer educator training programme on the sexual behaviour and related psychosocial outcomes of peer educators. A total of 728 students from 15 randomly selected public high schools in the Western Cape, South Africa, with a peer education programme and 15 matched comparison schools were recruited, comprising 295 students in the intervention group and 433 students in the comparison arms of the study respectively. Age of sexual debut, use of condom at last sex and psychosocial outcomes such as decision making, goal orientation, critical thinking and self-esteem were measured at baseline and follow-up 18 months later. At follow-up, there were no significant differences in the age of sexual debut, use of condom at last sex, goal orientation, critical thinking and self-esteem scores of the peer educators compared to students in the comparison group. Decision-making scores were significantly higher in the peer educators, compared to students in the comparison group (adjusted difference between means 0.14, 95% CI 0.02 to 0.26). Even a highly intensive peer education training programme had limited effects for the peer educators themselves. It is clear that community factors, gendered power relations and poverty need to be addressed to have a lasting impact.

Intercultural Training and Development at Hildesheim University, Germany

ERIC Educational Resources Information Center

Bosse, Elke

2009-01-01

Until recently, the few attempts to develop intercultural competence in German higher education institutions were limited to the initiative of individuals and were mostly targeted at selected groups, e.g. students participating in international master's programmes. Only recently have German universities started to acknowledge the fact that…

Health-related quality of life of medical students in a Brazilian student loan programme.

PubMed

Lins, Liliane; Carvalho, Fernando Martins; Menezes, Marta Silva; Porto-Silva, Larissa; Damasceno, Hannah

2016-08-01

This study aimed to evaluate the health-related quality of life of medical students participating in a large Brazilian government loan programme for undergraduate students in private schools.A cross-sectional study in a stratified sample of students from a private medical school in Salvador, Brazil, evaluated their health-related quality of life by using a Brazilian Portuguese version of the 36-item Short Form Health Survey questionnaire (SF-36).Students supported by the loan programme consistently presented lower mean scores in all SF-36 domains and in the physical and mental component summary scores than those who were not in the programme. Students supported by the loan programme presented systematically lower physical and mental component mean scores, after stratification by age, gender, school year, physical activity, sleepiness, headache, having a car, having a housemaid, living with family, and living in a rented house.The loan programme has enabled less wealthy undergraduate students to attend private medical schools in Brazil. However, this support is insufficient to improve students' health-related quality of life during medical school, as compared with students who do not participate in the programme. Because of a poorer health-related quality of life, students supported by the loan programme deserve special attention from private medical schools.

Project youth inform--a school-based sexually transmitted disease/acquired immune deficiency syndrome education programme.

PubMed

Soon, T; Chan, R K; Goh, C L

1995-07-01

A pilot project, ¿Youth Inform¿ endorsed by the Ministry of Health and Ministry of Education, Singapore, was undertaken in 1992 for 2 years. It aims to enhance sexually transmitted disease (STDs)/human immunodeficiency virus (HIV) control in Singapore by providing structured information for young people between the ages of 16 to 20 years in Polytechnics, Junior Colleges, Centralised Institutes and Pre-University Centres. Project Youth Inform comprises 8 components. They include a focus group discussion, a training seminar for teachers, a lecture/slide presentation cum question-and-answer session, an educational booklet/bookmark, exhibitions, a video, provisions for anonymous questions, and an evaluation. The programme is conducted during school hours at the premises of the institutions and the attendance per session is between 150 to 350 students. A total of 152 sessions have been completed for all the schools. It is ongoing and is currently administered by the School Health Service and Training and Health Education Department. Feedback from principals, teachers and students was gathered formally through surveys and informally through interviews and observations. One thousand students were randomly selected for the survey to assess their responses towards the programme. Eighty-six percent reported that they found it educational and informative. Indicators found to have an influence on the effectiveness of the programme were timing, vocabulary used (medical terms) and integration of the programme into the school's curriculum. In conclusion, Project Youth Inform was on the whole positively received. However, it is essential to constantly accommodate and adapt to new facts and methods of teaching and maintain close coordination with the Ministries and the schools. An effective STD/acquired immune deficiency syndrome programme is an important step towards the prevention, management and control of the epidemic.

Ethical Behaviours of Student Teachers' Mentors in Forced Same-Gender and Cross-Gender Matches in a Malawian Initial Primary Teacher Education Programme: Implications for Mentor Selection and Development

ERIC Educational Resources Information Center

Mwanza, Alnord L. D.; Moyo, George; Maphosa, Cosmas

2017-01-01

The popularity of assigned or forced same-gender and cross-gender matches between school mentors and student teachers has heightened concerns regarding the ethical and/or unethical behaviours of mentors. In this article the authors present the findings of a cross-sectional survey study on the prevalence of ethical and/or unethical behaviours of…

Setting research priorities to reduce malaria burden in a post graduate training programme: lessons learnt from the Nigeria field epidemiology and laboratory training programme scientific workshop.

PubMed

Fawole, Olufunmilayo I; Ajumobi, Olufemi; Poggensee, Gabriele; Nguku, Patrick

2014-01-01

Although several research groups within institutions in Nigeria have been involved in extensive malaria research, the link between the research community and policy formulation has not been optimal. The workshop aimed to assist post graduate students to identify knowledge gaps and to develop relevant Malaria-related research proposals in line with identified research priorities. A training needs assessment questionnaire was completed by 22 students two week prior to the workshop. Also, a one page concept letter was received from 40 residents. Thirty students were selected based the following six criteria: - answerability and ethics; efficacy and impact; deliverability, affordability; scalability, sustainability; health systems, partnership and community involvement; and equity in achieved disease burden reduction. The workshop was over a three day period. The participants at the workshop were 30 Nigeria Field Epidemiology and Laboratory Training Programme (NFELTP) residents from cohorts 4 and 5. Ten technical papers were presented by the experts from the academia, National Malaria Elimination (NMEP) Programme, NFELTP Faculty and Implementing partners including CDC/PMI. Draft proposals were developed and presented by the residents. The "strongest need" for training was on malaria prevention, followed by malaria diagnosis. Forty seven new research questions were generated, while the 19 developed by the NMEP were shared. Evaluation revealed that all (100%) students either "agreed" that the workshop objectives were met. Full proposals were developed by some of the residents. A debriefing meeting was held with the NMEP coordinator to discuss funding of the projects. Future collaborative partnership has developed as the residents have supported NMEP to develop a research protocol for a national evaluation. Research prioritization workshops are required in most training programmes to ensure that students embark on studies that address the research needs of their country and foster collaborative linkages.

Exchange programmes and student mobility: meeting student's expectations or an expensive holiday?

PubMed

Keogh, Johannes; Russel-Roberts, Eileen

2009-01-01

The Bologna Process aims, amongst other things, to improve the mobility of Students within the EU. Student mobility is supported through programmes such as ERASMUS, and the success of these programmes is measured against quality and quantity of Student mobility within the European Union. This study aimed at establishing, from the students' perspective, the benefits of these programmes. To this purpose, 7 Students who were involved in a German-Finnish exchange programme were interviewed. This population was chosen, because they represented the largest group of students going to the same host university, and were influenced by the same variables, such as language difficulties and climatic conditions. The main objective of this study was to determine whether the educational and personal needs of the students were met during their exchange programme. The data analysis was done using Mayring's content analysis method. The results showed that successful mobility at student level, could lead to a diffusion of knowledge and skills between different countries. It was also found that the students indicated that their personal and educational needs were met irrespective of the language difficulties they experienced.

In the Spirit of William Georgetti: Scrutiny of a Prestigious National Scholarship Selection Process

ERIC Educational Resources Information Center

Schluter, Philip J.; Johnston, Lucy

2017-01-01

Postgraduate scholarship programmes are increasingly important for supporting gifted students from diverse backgrounds. Systems and processes in the application, determination and delivery of scholarships must be robust, transparent, accountable and equitable. However, they are rarely evaluated. One of the most prestigious scholarships in New…

Art Education: An International Survey.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This study was made within the art education programme adopted by the Unesco General Conference at its fifteenth session. Its purpose is to provide educational administrators, students, teachers and the general public with information showing what countries are thinking and doing about art education. Twelve member nations were selected to reflect…

A student's analysis of the Moi University-Linköping University exchange programme.

PubMed

Mwenda, A S

2012-11-01

Introduction : Moi University College of Health Sciences was established in 1989. It is comprised of the schools of medicine, nursing, public health and dentistry. Since its inception, the college has been in collaboration with Linköping University in Sweden. This collaboration has taken the form of student and staff exchanges, as well as infrastructure and library improvements. This study was carried out to analyse the exchange programme and highlight some of the strengths that the exchange programme brings to the students' academic experience. Methods : A qualitative cross-sectional survey was conducted among the students who participated in the elective/exchange programme in the years 2009, 2010 and 2011. Self-administered questionnaires were completed by the participants. Additional data were obtained from the recommendations and conclusions from the reports that the students wrote after their participation in the exchange programme. Focus group discussions and key informant interviews were also carried out. Results : A total of 46 students participated in the exchange programme: 27 from Moi University and 19 from Linköping University. The disciplines of students reflected the undergraduate courses offered by these universities. The exchange programme's strengths were exposing students to new cultural settings, different healthcare system organisation and influencing future academic and personal lives, as well as making education global. The main challenge facing the exchange programme was language. Discussion : This study shows the exchange programme as a strong pillar of the medical education curriculum, enabling students to get a global perspective on their education, while exposing them to significant cultural and healthcare organisation diversity. There is a need to expand the collaboration so that more students have the opportunity to experience the overseas exchange programme.

Challenging nurse student selection policy: Using a lifeworld approach to explore the link between care experience and student values.

PubMed

Scammell, Janet; Tait, Desiree; White, Sara; Tait, Michael

2017-10-01

This study uses a lifeworld perspective to explore beginning students' values about nursing. Internationally, increasing care demand, a focus on targets and evidence of dehumanized care cultures have resulted in scrutiny of practitioner values. In England, selection policy dictates that prospective nursing students demonstrate person-centred values and care work experience. However, there is limited recent evidence exploring values at programme commencement or the effect of care experience on values. Mixed method study. A total of 161 undergraduate nursing students were recruited in 2013 from one English university. Thematic content analysis and frequency distribution to reveal descriptive statistics were used. Statistical analysis indicated that most of the values identified in student responses were not significantly affected by paid care experience. Five themes were identified: How I want care to be; Making a difference; The value of learning; Perceived characteristics of a nurse; and Respecting our humanity. Students readily drew on their experience of living to identify person-centred values about nursing.

Australian Transnational Education Programmes in South East Asia: Student Satisfaction with the Learning Environment

ERIC Educational Resources Information Center

Miliszewska, Iwona; Sztendur, Ewa M.

2012-01-01

In view of the strong growth of transnational education programmes in Australian universities, there is growing interest in the experiences of students participating in such programmes. This article reports on the perceived student satisfaction with several aspects of their transnational programmes, including instructors, technology, and programme…

A Mathematics Support Programme for First-Year Engineering Students

ERIC Educational Resources Information Center

Hillock, Poh Wah; Jennings, Michael; Roberts, Anthony; Scharaschkin, Victor

2013-01-01

This article describes a mathematics support programme at the University of Queensland, targeted at first-year engineering students identified as having a high risk of failing a first-year mathematics course in calculus and linear algebra. It describes how students were identified for the programme and the main features of the programme. The…

Preparing university students to lead K-12 engineering outreach programmes: a design experiment

NASA Astrophysics Data System (ADS)

Anthony, Anika B.; Greene, Howard; Post, Paul E.; Parkhurst, Andrew; Zhan, Xi

2016-11-01

This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students' critical role as facilitators of the outreach programme, researchers conducted a two-year design experiment to examine the programme's effectiveness at preparing university students to lead pre-engineering activities. Pre- and post-surveys incorporated items from the Student Engagement sub-scale of the Teacher Sense of Efficacy Scale. Surveys were analysed using paired-samples t-test. Interview and open-ended survey data were analysed using discourse analysis and the constant comparative method. As a result of participation in the programme, university students reported a gain in efficacy to lead pre-engineering activities. The paper discusses programme features that supported efficacy gains and concludes with a set of design principles for developing learning environments that effectively prepare university students to facilitate pre-engineering outreach programmes.

Evaluation of mentorship programme in nursing education: a pilot study in Turkey.

PubMed

Bulut, Hülya; Hisar, Filiz; Demir, Sevil Güler

2010-11-01

Mentorships increase the students' confidence, help ease the difficulties associated with their new environment and reality, increase self-esteem and help socialize students into the nursing role. The main objective of the programme was to support mentee students in facilitating their transition to the university and nursing. This descriptive, exploratory study was designed using Maslow's hierarchy of needs and a pre/post test Rotter's locus of control. Sixty-two (62) first-year students and fifty-eight (58) fourth-year students were eligible to be in the mentoring programme. Mentors and mentees contacted each other weekly as required to provide information and support. Nursing lecturers were available to support the mentors for regular contact over the 13 weeks of the programme. The data were collected by questionnaire for the first-year and fourth-year students. In addition, in order to determine the efficacy of the mentoring programme, Rotter's Locus of Control Scale was administered to first-year students both at the beginning and the end of the study. The majority of first-year students stated that they benefited from the programme. It was established that the mentoring programme influenced the locus of control positively. The mentoring programme may be used to improve the adaptation of nursing students to both the university and nursing profession. Copyright © 2010 Elsevier Ltd. All rights reserved.

Prior academic background and student performance in assessment in a graduate entry programme.

PubMed

Craig, P L; Gordon, J J; Clark, R M; Langendyk, V

2004-11-01

This study aims to identify whether non-science graduates perform as well as science graduates in Basic and Clinical Sciences (B & CS) assessments during Years 1-3 of a four-year graduate-entry programme at the University of Sydney (the 'USydMP'). Students were grouped into five categories: Health Professions (HP), Biomedical Sciences (BMS), Other Biology (BIOL), Physical Sciences (PHYS) or Non-Science (NONS). We examined the performance rank of students in each of the five groups for single best answer (SBA) and modified essay (MEQ) assessments separately, and also calculated the relative risk of failure in the summative assessments in Years 2 and 3. Students with science-based prior degrees performed better in the SBA assessments. The same occurred initially in the MEQs, but the effect diminished with time. The HP students performed consistently better but converged with other groups over time, particularly in the MEQs. Relative performance by the NONS students improved with time in both assessment formats. Overall, differences between the highest and lowest groups were small and very few students failed to meet the overall standard for the summative assessments. HP and BMS students had the lowest failure rate. NONS students were more likely to fail the assessments in Year 2 and 3, but their pass rates were still high. Female students performed significantly better overall at the end of Year 2 and in Year 3. There were only minor differences between Australian resident and International students. While there are small differences in performance in B & CS early in the programme, these lessen with time. The study results will inform decisions regarding timing of summative assessments, selection policy and for providing additional support to students who need it to minimize their risk of failure. Readers should note that this paper refers to student performance in only one of the four curriculum themes, where health professional and science graduates would be expected to have a significant advantage.

Into the deep end: incorporating a global health governance and diplomacy experience in graduate public health training.

PubMed

Wipfli, Heather; Kotlewski, Jennifer A

2014-01-01

Global health governance benefits from participants well-versed in the realities of international policy-making. Consequently, educational programmes must establish more opportunities for students to engage in global health policy development. This paper examines a unique global health governance and diplomacy practicum programme at the University of Southern California, designed for Master of Public Health candidates. Through the programme, students act as official non-governmental delegates to the World Health Assembly in Geneva, Switzerland through organisational partnerships. Students and collaborating organisations were asked to complete an online post-participation survey examining the perceived quality of the experience. Through the survey, students indicated reinforcement of classroom learning, continued or heightened interest in global health policy and enthusiasm in recommending the programme to other students. Organisations perceived students to be adequately prepared and indicated their continued desire to work with students in the programme. The data collected suggest that the programme was successful in providing students with a worthwhile experience that developed skills in global health diplomacy and promoted interest and critical thinking concerning international policy-making processes. A discussion of strengths and challenges serves as a blueprint for the creation of future practicum programmes.

Professional Mentoring in Student Affairs: Evaluation of a Global Programme

ERIC Educational Resources Information Center

Seeto, Eva-Marie

2016-01-01

In January 2016, the International Association of Student Affairs and Services (IASAS) offered a global professional mentoring programme that would link student affairs leaders internationally with new graduates and early career professionals in student services. Protégé participants were primarily new graduates of preparatory programmes in…

Impact of education on interdental cleaning behaviour based on the transtheoretical model.

PubMed

Hashemian, Masomeh; Fallahi, Arezoo; Tavakoli, Golaleh; Zarezadeh, Yadolah; Babaki, B Nemat; Rahaei, Zohreh

2012-01-01

To determine the impact of education on stages of change of behaviour in Iranian senior high school students for interdental cleaning based on the transtheoretical model. This experimental study took place from April to November 2010. 306 students were selected by multistage cluster sampling and placed into two groups: control (153 students) and intervention (153 students). Appropriate instruments and the intervention programme were designed with the purpose of improving stages of interdental cleaning behaviour, perceived benefits and self-efficacy, as well as reducing perceived barriers and gingival index (GI). The impact of the intervention programme was assessed after 24 weeks and the GI of each student was recorded for both groups before and after intervention. The data were analysed using SPSS software and the chi-square, t test, ANOVA, paired t test, Mann-Whitney U-test and sign test. The intervention had a significant, positive impact on improvement of the stages of interdental cleaning behaviour, increase in self-efficacy, perceived benefits, decrease in perceived barriers and improvement of GI (P < 0.001). After the intervention, the average grades of self-efficacy, perceived barriers and perceived benefits in the control group vs the intervention group were significantly different (P < 0.001 to 0.01). The programme was found to positively influence the stages of change and potential indicators of interdental cleaning behaviour and GI. It is suggested that this model be used for interventions in the other population groups.

Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors

PubMed Central

Hunskaar, Steinar; Breivik, Jarle; Siebke, Maje; Tømmerås, Karin; Figenschau, Kristian; Hansen, John-Bjarne

2009-01-01

Background The Medical Student Research Programme is a national education and grant scheme for medical students who wish to carry out research in parallel with their studies. The purpose of the programme is to increase recruitment of people with a standard medical degree to medical research. The Research Programme was established in 2002 and underwent a thorough evaluation during the spring of 2007. The evaluation should investigate if the programme had fulfilled its objectives of increased recruitment to medical research, in addition to the students' and supervisors' satisfaction of the programme, and unwanted differences between the universities. Methods Data was collected from students, supervisors and administrative staff via web-based questionnaires. Information about admission, implementation, results achieved and satisfaction was analysed and compared between the four Norwegian medical schools. In addition, the position of the scheme in relation to the national Quality Reform of Higher Education was analysed. Results At the end of 2006, the Medical Student Research Programme had recruited 265 medical students to research. These consisted of 214 active students, 35 who had completed their studies and only 17 who had dropped out. Both students and supervisors were generally very satisfied with the scheme, including the curriculum, the results achieved and the administrative service. The majority of students wanted to continue their research towards a PhD and, of those who had completed the Medical Student Research Programme, practically all had published one or several scientific papers. The survey showed only small differences between the four medical schools, despite their choice of somewhat different solutions in terms of administration and organisation. The Medical Student Research Programme satisfies the majority of the demands of the Quality Reform, however as an integrated research programme aimed at a PhD it presupposes access to PhD courses before the completion of medical studies, as well as the ability to include undergraduate scientific work in a PhD thesis. Conclusion The Medical Student Research Programme has led to an increase in the recruitment of graduated physicians to medical research in Norway. It will only be possible to evaluate whether this in turn will result in a larger number of PhDs in 3–5 years; this will also depend on the access to grants and fellowships. PMID:19602226

Empathy among students in engineering programmes

NASA Astrophysics Data System (ADS)

Rasoal, Chato; Danielsson, Henrik; Jungert, Tomas

2012-10-01

Engineers face challenges when they are to manage project groups and be leaders for organisations because such positions demand skills in social competence and empathy. Previous studies have shown that engineers have low degrees of social competence skills. In this study, the level of empathy as measured by the four subscales of the Interpersonal Reactivity Index, perspective taking, fantasy, empathic distress and empathic concern, among engineering students was compared to students in health care profession programmes. Participants were undergraduate students at Linköping University, 365 students from four different health care profession programmes and 115 students from two different engineering programmes. When the empathy measures were corrected for effects of sex, engineering students from one of the programmes had lower empathy than psychology and social worker students on the fantasy and perspective-taking subscales. These results raise questions regarding opportunities for engineering students to develop their empathic abilities. It is important that engineering students acquire both theoretical and practical knowledge and skills regarding empathy.

The Effects of Guided Elaboration in a CSCL Programme on the Learning Outcomes of Primary School Students from Dutch and Immigrant Families

ERIC Educational Resources Information Center

Prinsen, Fleur Ruth; Terwel, Jan; Zijlstra, Bonne J. H.; Volman, Monique M. L.

2013-01-01

This study examined the effects of guided elaboration on students' learning outcomes in a computer-supported collaborative learning (CSCL) environment. The programme provided students with feedback on their elaborations, and students reflected on this feedback. It was expected that students in the experimental (elaboration) programme would show…

Moving on the Continuum between Teaching and Learning: Communities of Practice in a Student Support Programme

ERIC Educational Resources Information Center

Naude, Luzelle; Bezuidenhout, Hannemarie

2015-01-01

The focus of this article is on the experiences of staff members involved in a student support programme. The experiential, social, and student-centred approaches incorporated in this programme provided not only students, but also academics with pathways to lifelong learning. Functioning in a community of practice (CoP) (with students and also…

Picture It! The Use of Visual Methods in Psychology Teaching

ERIC Educational Resources Information Center

Watt, Sal; Wakefield, Caroline

2014-01-01

Photo elicitation theoretically located under Creative Analytic Practice was set as an assessment on a taught postgraduate programme. In groups of three to four, 30 students acted as both researcher and participant. Group topics were self-selected, each member took five photographs that group members reflected on. Topics chosen were varied and…

Evaluation of Availability of Financial Resources and Manpower Development in Selected Monotechnics in Nigeria

ERIC Educational Resources Information Center

Potokri, Onoriode Collins

2014-01-01

This research investigates manpower development and availability of financial resources in Nigerian monotechnic education. Monotechnics are single-subject institutions of higher learning that offer specialized programmes. A quantitative research design located within the positivist paradigm was adopted. A sample of 200 students and 80 members of…

Predicting stress in pre-registration midwifery students attending a university in Northern England.

PubMed

Pryjmachuk, Steven; Richards, David A

2008-03-01

to determine which variables predict stress (psychological distress) in pre-registration midwifery students. a cross-sectional survey, using a range of self-report measures bound together in a 'questionnaire pack'. the study reported here is taken from a wider investigation into stress among nursing and midwifery students, undertaken in the nursing and midwifery department of a large university in Northern England. 120 pre-registration midwifery students pursuing one of three diploma programmes: 'standard', 'enhanced' and 'short'. multivariate logistic regression was used as the analytical technique. The variables used in the analyses undertaken were all derived from formal and study-specific, self-report measures included in the questionnaire pack. 'Stress' (whether a participant was psychologically distressed or not) was obtained via the General Health Questionnaire. Potential predictors of stress were collected from two formal measures (the Student Nurse Stress Index and the Coping Inventory for Stressful Situations) and from questions in the questionnaire pack designed to elicit demographic data and data of specific interest to nurse and midwife educators. 102 questionnaire packs (85%) were returned. The prevalence of stress among participants was over 40%. A series of logistic regression analyses resulted in five competing regression models. Through a systematic selection process, two of these models were chosen for discussion. These models suggested that the key predictors of psychological distress in the population studied were self-report of stress levels, the type of midwifery programme being pursued, the use of 'task-oriented' coping and, possibly, whether or not a student smokes cigarettes. despite the prevalence rate of 40%, the prevalence of stress among midwifery students is generally no better or worse than that of other students or of qualified health-care professionals. Those involved in midwifery education need to know how to manage student stress effectively. This can be achieved by ensuring that personal teachers (continue to) play a key role in supporting students, especially when students self-report high levels of stress. Incorporating formal stress-management training into pre-registration midwifery programmes may also be useful. Sound knowledge of the issues associated with student stress during curriculum design, however, may ultimately prove to be the most effective way of managing student stress. In a discipline such as midwifery, these issues are as divergent as the politics of midwifery, the processes used in recruitment and selection, the role of women in society, and the nature, quality and quantity of the learning experiences and the assessment strategies used.

Nursing students' attitudes to biomedical science lectures.

PubMed

Al-Modhefer, A K; Roe, S

To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.

Australian Universities' Strategic Goals of Student Exchange and Participation Rates in Outbound Exchange Programmes

ERIC Educational Resources Information Center

Daly, Amanda; Barker, Michelle

2010-01-01

International student exchange programmes are acknowledged as one aspect of a broader suite of internationalisation strategies aimed at enhancing students' intercultural understanding and competence. The decision to participate in an exchange programme is dependent on both individual and contextual factors such as student exchange policies and…

Developing information literacy: a key to evidence-based nursing.

PubMed

Shorten, A; Wallace, M C; Crookes, P A

2001-06-01

This report describes the evaluation of a curriculum-integrated programme designed to help students develop an awareness of the nursing literature, the skills to locate and retrieve it, and skills required in its evaluation; in other words'information literacy'. Positive changes in student performance on objective measures of information-literacy skills were revealed as well as a significant increase in the levels of confidence of the student in performing those skills. Students who had undertaken the information-literacy programme ('programme' students) performed better on a range of objective measures of information literacy, as well as reporting higher levels of confidence in these skills, than students who had not participated in the programme ('non-programme' students). Evaluation of this programme provides evidence of the potential usefulness of a curriculum-integrated approach for the development of information-literacy skills within nursing education. With these underlying skills, students will be better equipped to consolidate and extend their key information-literacy skills to include research appreciation and application. These are vital for effective lifelong learning and a prerequisite to evidence-based practice.

Description and student self-evaluation of a pilot integrated small group learning and simulation programme for medical students in the first clinical year.

PubMed

Levinson, Michele; Kelly, Diane; Zahariou, Krisoula; Johnson, Matthew; Jackman, Christine; Mackenzie, Sara

2017-02-01

Contemporary education for medical students should be student-centred, integrated and contextualised. Small group learning promotes clinical reasoning and skills for lifelong learning. Simulation can provide experiential learning in a safe and controlled environment. We developed a weekly integrated problem-based learning and simulation programme (IPS) over two semesters in the first clinical year to augment clinical placement experience and contextualise theory into work-relevant practice. To evaluate the new programme at Kirkpatrick level 1. An anonymous survey of participating students. The programme was well liked. Students found the programme relevant and that they had a better understanding of patient safety and the assessment of the deteriorating patient. They felt it contributed to integration of theory and practice, clinical reasoning and the acquisition of non-technical skills, particularly affective and communication elements. This IPS programme in the first clinical year can deliver a student-centred curriculum to complement clinical placement that delivers the important requirements of contemporary medical student education. © 2016 Royal Australasian College of Physicians.

The Validity and Reliability of the Cross-National Comparison of Degree Programme Levels in European Countries. What Have Students Learnt?

ERIC Educational Resources Information Center

Rexwinkel, Trudy; Haenen, Jacques; Pilot, Albert

2017-01-01

A cross-national comparison of degree programme levels became relevant when the borders of European countries opened for students and graduates, and higher education institutions were restructured into bachelor's and master's programmes. This new situation foregrounded the questions of what students are learning in the degree programmes of…

Determinants of Timely Completion: The Impact of Bachelor's Degree Programme Characteristics and Student Motivation on Study Progress

ERIC Educational Resources Information Center

Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Torenbeek, M.

2013-01-01

Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics,…

Knowledge and use of information and communication technology by health sciences students of the University of Ghana.

PubMed

Dery, Samuel; Vroom, Frances da-Costa; Godi, Anthony; Afagbedzi, Seth; Dwomoh, Duah

2016-09-01

Studies have shown that ICT adoption contributes to productivity and economic growth. It is therefore important that health workers have knowledge in ICT to ensure adoption and uptake of ICT tools to enable efficient health delivery. To determine the knowledge and use of ICT among students of the College of Health Sciences at the University of Ghana. This was a cross-sectional study conducted among students in all the five Schools of the College of Health Sciences at the University of Ghana. A total of 773 students were sampled from the Schools. Sampling proportionate to size was then used to determine the sample sizes required for each school, academic programme and level of programme. Simple random sampling was subsequently used to select students from each stratum. Computer knowledge was high among students at almost 99%. About 83% owned computers (p < 0.001) and self-rated computer knowledge was also 87 % (p <0.001). Usage was mostly for studying at 93% (p< 0.001). This study shows students have adequate knowledge and use of computers. It brings about an opportunity to introduce ICT in healthcare delivery to them. This will ensure their adequate preparedness to embrace new ways of delivering care to improve service delivery. Africa Build Project, Grant Number: FP7-266474.

Bright Sparks of Our Future!

NASA Astrophysics Data System (ADS)

Riordan, Naoimh

2016-04-01

My name is Naoimh Riordan and I am the Vice Principal of Rockboro Primary School in Cork City, South of Ireland. I am a full time class primary teacher and I teach 4th class, my students are aged between 9-10 years. My passion for education has developed over the years and grown towards STEM (Science, Technology, Engineering and Mathematics) subjects. I believe these subjects are the way forward for our future. My passion and beliefs are driven by the unique after school programme that I have developed. It is titled "Sparks" coming from the term Bright Sparks. "Sparks" is an after school programme with a difference where the STEM subjects are concentrated on through lessons such as Science, Veterinary Science Computer Animation /Coding, Eco engineering, Robotics, Magical Maths, Chess and Creative Writing. All these subjects are taught through activity based learning and are one-hour long each week for a ten-week term. "Sparks" is fully inclusive and non-selective which gives all students of any level of ability an opportunity to engage into these subjects. "Sparks" is open to all primary students in County Cork. The "Sparks" after school programme is taught by tutors from the different Universities and Colleges in Cork City. It works very well because the tutor brings their knowledge, skills and specialised equipment from their respective universities and in turn the tutor gains invaluable teaching practise, can trial a pilot programme in a chosen STEM subject and gain an insight into what works in the physical classroom.

Critical review: medical students' motivation after failure.

PubMed

Holland, Chris

2016-08-01

About 10 % of students in each years' entrants to medical school will encounter academic failure at some stage in their programme. The usual approach to supporting these students is to offer them short term remedial study programmes that often enhance approaches to study that are orientated towards avoiding failure. In this critical review I will summarise the current theories about student motivation that are most relevant to this group of students and describe how they are enhanced or not by various contextual factors that medical students experience during their programme. I will conclude by suggesting ways in which support programmes for students who have encountered academic failure might be better designed and researched in the future.

Does the UKCAT predict performance on exit from medical school? A national cohort study

PubMed Central

Cleland, J A; Ayansina, D; Nicholson, S

2016-01-01

Objectives Most UK medical programmes use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the UK Clinical Aptitude Test (UKCAT: http://www.ukcat.ac.uk), and 4 of its subscales, along with individual and contextual socioeconomic background factors, as predictors of performance during, and on exit from, medical school. Methods This was an observational study of 6294 medical students from 30 UK medical programmes who took the UKCAT from 2006 to 2008, for whom selection data from the UK Foundation Programme (UKFPO), the next stage of UK medical education training, were available in 2013. We included candidate demographics, UKCAT (cognitive domains; total scores), UKFPO Educational Performance Measure (EPM) and national exit situational judgement test (SJT). Multilevel modelling was used to assess relationships between variables, adjusting for confounders. Results The UKCAT—as a total score and in terms of the subtest scores—has significant predictive validity for performance on the UKFPO EPM and SJT. UKFPO performance was also affected positively by female gender, maturity, white ethnicity and coming from a higher social class area at the time of application to medical school An inverse pattern was seen for a contextual measure of school, with those attending fee-paying schools performing significantly more weakly on the EPM decile, the EPM total and the total UKFPO score, but not the SJT, than those attending other types of school. Conclusions This large-scale study, the first to link 2 national databases—UKCAT and UKFPO, has shown that UKCAT is a predictor of medical school outcome. The data provide modest supportive evidence for the UKCAT's role in student selection. The conflicting relationships of socioeconomic contextual measures (area and school) with outcome adds to wider debates about the limitations of these measures, and indicates the need for further research. PMID:27855088

Transition to blended learning: experiences from the first year of our blended learning Bachelor of Nursing Studies programme.

PubMed

Sweeney, Mary-Rose; Kirwan, Anne; Kelly, Mary; Corbally, Melissa; O Neill, Sandra; Kirwan, Mary; Hourican, Susan; Matthews, Anne; Hussey, Pamela

2016-10-01

The School of Nursing at Dublin City University offered a new blended learning Bachelor of Nursing Studies programme in the academic year 2011. To document the experiences of the academic team making the transition from a face-to-face classroom-delivered programme to the new blended learning format. Academics who delivered the programme were asked to describe their experiences of developing the new programme via two focus groups. Five dominant themes were identified: Staff Readiness; Student Readiness; Programme Delivery and Student Engagement; Assessment of Module Learning Outcomes and Feedback; and Reflecting on the First Year and Thinking of the Future. Face-to-face tutorials were identified as very important to both academics and students. Reservations about whether migrating the programme to an online format encouraged students to engage in additional practices of plagiarism were expressed by some. Student ability/readiness to engage with technology-enhanced learning was an important determinant of their own success academically. In the field of nursing blended learning is a relatively new and emerging field which will require huge cultural shifts for staff and students alike.

Evaluation of a Sexual and Reproductive Health Education Programme: Students' Knowledge, Attitude and Behaviour in Bolgatanga Municipality, Northern Ghana.

PubMed

van der Geugten, Jolien; van Meijel, Berno; den Uyl, Marion H G; de Vries, Nanne K

2015-09-01

Evaluation research concerning the impact of sexual and reproductive health (SRH) education in sub-Saharan Africa is scarce. This study obtained more insight into the knowledge, attitudes and behavioural intentions of students concerning SRH in Bolgatanga municipality in northern Ghana, and studied the effects of an SRH programme for this group. This quasi-experimental study used a pre-post-intervention design, with an SRH programme as intervention. A questionnaire was filled in by 312 students before, and by 272 students after the SRH programme. The results showed that before the programme, students answered half of the knowledge questions correctly, they thought positively about deciding for themselves whether to have a relationship and whether to have sex, and their intentions towards SRH behaviour, such as condom use were positive. The SRH intervention led to a small but significant increase in the students' knowledge. It was also found that the attitude of the students aged 18-20 significantly improved. Finally, it was found that female students aged 18-20 were more positive towards changing their behaviour after following the SRH programme. It can be concluded that the impact of the SRH programme in general was positive. Significant effects were found for gender and age.

Benefits of ESA Gravity-Related Hands-on Programmes for University Students' Careers

NASA Astrophysics Data System (ADS)

Callens, Natacha; Ha, Lily; Galeone, Piero

2016-10-01

The Education Office of the European Space Agency (ESA) offers university students, from ESA Member and Cooperating States, the opportunity to perform investigations in physical sciences, life sciences, and technology, under different gravity conditions through three educational programmes. The "Fly Your Thesis!" (FYT) programme makes use of parabolic flights and the "Drop Your Thesis!" (DYT) programme utilizes a drop tower as microgravity carriers, while the "Spin Your Thesis!" (SYT) programme uses a large centrifuge to create hypergravity. To date, more than hundred university students had the chance to participate in the design, development, and performance of one or more experiments during dedicated campaigns. In the following paper, we examine demographics of past participants of the ESA Education Office gravity-related opportunities over the past seven years and evaluate the benefits of these educational programmes for the participants' studies and careers. Student teams that participated in one of the programmes between 2009 and 2013 were contacted to fill in a questionnaire. The feedback from the students demonstrate significant benefits extending far beyond the primary educational objectives of these programmes.

A Review of the Linkage between Student Participation in the International Baccalaureate Continuum and Student Learning Attributes

ERIC Educational Resources Information Center

Bryant, Darren A.; Walker, Allan; Lee, Moosung

2016-01-01

Given the rapid growth in the number of students completing the International Baccalaureate (IB) Diploma Programme and the potential for students to be educated entirely through IB programmes, it is important to understand associations between programme participation and cognitive and non-cognitive learning attributes. Through a mixed methods…

A public health e-learning master's programme with a focus on health workforce development targeting francophone Africa: the University of Geneva experience.

PubMed

Chastonay, Philippe; Zesiger, Véronique; Moretti, Roberto; Cremaschini, Marco; Bailey, Rebecca; Wheeler, Erika; Mattig, Thomas; Avocksouma, Djona Atchenemou; Mpinga, Emmanuel Kabengele

2015-08-13

Shortage of a competent public health workforce is as a worldwide problem. The situation is especially bad in sub-Saharan Africa. In 2008, the World Health Organization and the Global Health Workforce Alliance launched a call for proposals for a public health training programme with an emphasis on health workforce development specifically targeting Africa. Our article presents the development, implementation and evaluation of an e-learning Master of Advanced Studies in Public Health on Workforce Development. The project was developed in collaboration with academic partner institutions of 10 French-speaking African countries and local/regional/HQ WHO offices. A five-step approach was adopted. First, a needs assessment study was done in the target countries, with identification of priority health issues. Second, student and tutor selection was done in collaboration with local WHO offices, health authorities and partner universities. Third, the e-platform was developed and a training workshop for tutors was organized. Fourth, the learning objectives were derived from the needs assessment study and an interactive educational approach was adopted. Fifth, the participation of students, their perception of the programme, their performance on assignments and community outcomes were monitored. The needs assessment allowed the identification of 12 priority health issues (trauma related to road accidents, maternal and child health, HIV/AIDS, mental heath, food and malnutrition, health resource management, infectious diseases, access to essential drugs, chronic diseases, health promotion, ageing and violence/conflicts) of which 10 were studied through the lens of the key public health disciplines (epidemiology, human resources, health project/service planning, health policy, communication, health economics/management, informatics and ethics/human rights), each validated through a certifying examination. Student participation, measured through connection hits (total: 58 256; mean: 168/student/module) and posted messages (total: 5994; mean: 18/student/module), was good, and global satisfaction was high (7.7/10). Twenty-nine students out of 37 obtained their master's degree from the University of Geneva. Outcomes reported include career development, strengthening of inter-country networks and common projects. Keys to the success of the programme were the enthusiasm and commitment of students, the availability of the coordination team, the simplicity of the electronic platform and the support of local/regional/WHO offices. Yet, the sustainability of the programme is not assured.

Knowledge and awareness of ocular allergy among undergraduate students of public universities in Ghana.

PubMed

Kyei, Samuel; Tettey, Bernard; Asiedu, Kofi; Awuah, Agnes

2016-10-28

Ocular allergy is a growing public health problem that greatly impacts the day-to-day life of sufferers and their families. Other aspects of their activities of daily living such as schooling, professional, and social life are affected hence an increased awareness and knowledge of ocular allergies, their detection and treatment is paramount. This study was to assess the level of knowledge and awareness of ocular allergy among undergraduate students of public universities in Ghana. A descriptive cross sectional survey was conducted among 1000 students from three selected public universities in Ghana. Each respondent completed a questionnaire that had questions concerning awareness and knowledge of ocular allergy. Out of the 1000 students, 347 (34.7 %) were aware of ocular allergy. Of these 347 students, the level of knowledge of ocular allergy was generally low. Majority of the students had their source of information about ocular allergy from the media and the internet. There was statistical significant association among awareness of ocular allergy, sources of information and programme of study (p < 0.001). Level of awareness among university students is generally low. Students' programmes of study influenced their knowledge of ocular allergy. Public health measures are recommended to help educate students on the prevention and control of ocular allergy as well as the complications associated with this condition.

Habits and attitudes of first-year female students at Warmia and Mazury University: a call for implementing health education programme at universities.

PubMed

Podstawski, Robert; Choszcz, Dariusz; Klimczak, Jarosław; Kolankowska, Ewelina; Zurek, Piotr

2014-12-01

Entering university frequently brings about considerable changes in the students' lifestyle, which often affect negatively their health. Therefore, it seems to be of great importance to promote pro-health habits and attitudes particularly among 1st-year-students and thus, it is necessary to accurately assess their lifestyles and needs in this regard. The aim of the study was to assess the habits and attitudes towards healthy lifestyle of 762 first-year female students enrolled at the University of Warmia and Mazury in Olsztyn so as to detect health risks and ultimately present the need for remedial measures. Female students were randomly selected from all the groups attending obligatory physical education classes. The students filled in an anonymous questionnaire, which contained questions referring to their physical activity, nutrition, tobacco and alcohol use, and stress. The research demonstrated a worrisome picture of the students' habits and attitudes with regard to health. It showed that the female students took keener interest in daily body care than in proper nutrition and an adequate level of physical activity. What is also alarming is the excessive amount of alcohol they consumed on a regular basis. The research findings call for a specially designed pro-health programme to be implemented during the time of the studies in order to raise the female students' awareness of leading a health-conscious lifestyle.

Effect of interprofessional clinical education programme length on students' attitudes towards teamwork.

PubMed

Renschler, Lauren; Rhodes, Darson; Cox, Carol

2016-05-01

This article reports on a study involving a range of health professions students who participated in similar one-semester (short) or two-semester (long) interprofessional clinical education programmes that focused on clinical assessment of senior citizens living independently in the community. Students' attitudes towards teamwork skills and perceptions of their own teamwork skills both before and after the programmes were assessed using two validated scales. Osteopathic medical student participants reported no significant changes in attitudes towards interprofessional healthcare teamwork skills or their perceptions of their own interprofessional teamwork skills after either the one- or two-semester programmes. For athletic training, speech-language pathology, exercise sciences, public health, and nursing students, though, attitudes towards teamwork skills significantly improved (p < .05) after the one-semester programme; and perceptions of their own team skills significantly improved (p < .05) after both the one- and two-semester programmes. Overall, this study provides some support for interprofessional teamwork attitude change, but with a significant difference between medical as compared to nursing, allied health, and public health students.

Appreciation and implementation of the Krachtvoer healthy diet promotion programme for 12- to 14- year-old students of prevocational schools

PubMed Central

2011-01-01

Background Krachtvoer is a school-based healthy diet programme, developed in 2001 and revised in 2007 to meet the needs of particular segments of the target population as well as a wider target group. The main aims of the present process evaluation of the revised programme were to examine student and teacher appreciation of the programme, completeness of and adherence to its implementation, and relations between appreciation and completeness of implementation. Methods Data were collected among 22 teachers and 1117 students of 13 schools, using student evaluation forms, teacher logbooks, telephone interviews, and classroom observations. Results Results indicate favourable levels of teacher and student appreciation for the programme in general and the revised elements. Girls, first-year students and students with more favourable dietary intakes particularly appreciated individual programme elements. Levels of completeness of implementation were high, but several teachers did not adhere to the intended implementation period. Some moderately strong relations were found between teacher appreciation and completeness of implementation scores. Conclusion We conclude that the revisions have resulted in a programme that was appreciated well, also by the extended target group, and was implemented with a high degree of completeness. Teacher appreciation proved potentially important for completeness of implementation. We identified several aspects requiring improvement, indicating the importance of continued programme updates and repeated evaluation. PMID:22151954

Are Full-Time MBAs Performing?

ERIC Educational Resources Information Center

Rowland, Caroline Ann; Hall, Roger David

2012-01-01

Full-time MBA students amount to about one-third of the 26,000 students enrolled on MBA programmes at UK universities. The programmes have become increasingly international in student composition and concerns have been expressed about performance, quality and comparability between programmes. Research into predictors of MBA success has been…

Students' Perception of Industrial Internship Programme

ERIC Educational Resources Information Center

Renganathan, Sumathi; Karim, Zainal Ambri Bin Abdul; Li, Chong Su

2012-01-01

Purpose: An important aspect of an academic curriculum in higher learning institutions for technical disciplines is the industrial internship programme for students. The purpose of this paper is to investigate students' perception of the effectiveness of an industrial internship programme offered by a private technological university in Malaysia.…

Student Satisfaction with Canadian Music Programmes: The Application of the American Customer Satisfaction Model in Higher Education

ERIC Educational Resources Information Center

Serenko, Alexander

2011-01-01

The purpose of this project is to empirically investigate several antecedents and consequences of student satisfaction (SS) with Canadian university music programmes as well as to measure students' level of programme satisfaction. For this, the American Customer Satisfaction Model was tested through a survey of 276 current Canadian music students.…

Educational preparation for clinical nursing: the satisfaction of students and new graduates from two Australian universities.

PubMed

Milton-Wildey, Kathleen; Kenny, Patricia; Parmenter, Glenda; Hall, Jane

2014-04-01

Attrition rates among young and newly registered nurses are high; the capacity of nurse education programmes to prepare nurses for their professional role and the extent to which they are supported during the transition from student to registered nurse may be important factors. This paper examines nursing student and recent graduate satisfaction with their education, focusing on their preparation for work. A descriptive cohort design was used, combining qualitative and quantitative methods to measure and interpret satisfaction. Two Australian universities, one urban and one regional. 530 undergraduate nursing students and recent graduates from the Bachelor of Nursing programmes at the two universities. Data were collected via an online survey. Satisfaction with the programmes was measured with closed format questions covering different aspects of the programmes and a single open ended question. Responses were compared between older and younger respondents and between graduates and students at different stages of the programme. Older students were more dissatisfied than younger students with the amount and type of training and their preparation for nursing work. First year students reported the highest levels of satisfaction, and third year students the lowest. The majority of graduates and third year students thought that the programme only partly prepared them for work in nursing. The free text comments particularly highlighted concerns with the amount and quality of clinical education. Programmes need to take account of the learning requirements of students to maximise the integration of theory and skill development in hospital environments with limited staffing and resources. The clinical environment and support received impact on the quality of learning and satisfaction of student nurses. Students who are dissatisfied with their educational and clinical experiences may choose to change their career direction. © 2013.

Assessing the Impact of Socio-Economic Inequities on College Enrolment: Emerging Differences in the United Arab Emirates

ERIC Educational Resources Information Center

Ghazal Aswad, Noor; Vidican, Georgeta; Samulewicz, Diana

2011-01-01

As the United Arab Emirates diversifies its economy towards knowledge-based industries, maximising the participation of the national workforce, particularly women, in the science, engineering and technology fields is of utmost importance. To accomplish this, identifying the factors that lead students to select their degree programme, as well as…

The Graduate School of Climate Sciences, University of Bern

NASA Astrophysics Data System (ADS)

Martin, L.

2012-04-01

The Graduate School of Climate Sciences, University of Bern, offers a specialised M.Sc. and a Ph.D. study programme in climate sciences. The graduate school has a highly interdisciplinary profile involving not only natural sciences, but also humanities/history, economics and law. The ten participating institutes with a total of 45 academics provide expertise in long-term climate variability, climate modelling, climate reconstruction, predictability of the future climate and extreme events, the impact of climate change on ecosystems and climate risks for society and economy. The graduate school is fully compliant with the Bologna Accords and collaborates closely with the sister institution C2SM at ETH Zurich by, e.g., jointly organised lectures. There are currently 23 master and 37 doctoral students in the programme. These originate from the University of Bern (28 %), from other Swiss universities (30 %) and from foreign universities (42 %). Comprehensive information about the Graduate School of Climate Sciences is available at http://www.climatestudies.unibe.ch . The M.Sc. in Climate Sciences programme (120 ECTS credits) is designed to attract students from all disciplines in natural sciences and offers them a tailor-made curriculum to reach their career aspirations. The students make their own course selection according to their profile envisaged (specialised versus broad education) and ideally already guided by a job perspective. Selecting the courses and the topic of the master thesis they specialise in one of five fields: climate and earth system science; atmospheric science; economics; economic, social and environmental history; statistics. Several courses are organised jointly with public authorities and the private industry, e.g. from experts working in the insurance business, in weather forecasting or in environmental pollution control. This provides the students hands-on experience and contacts to future employers. The master thesis (60 ECTS) involves the students in an ongoing research project and gives them the opportunity to collaborate with experienced scientists in a team. Alternatively, a short thesis (30 ECTS) may be combined with an internship (30 ECTS) at another university, in the private sector or in the administration. A bachelor degree in any field of science at university level (B.A. for specialisation in economics or history) or an equivalent degree is required for admission to the M.Sc. programme. The teaching language is English. The Ph.D. in Climate Sciences is research oriented and consists mainly of 3 to 4 years full time work in a project within one of the institutes involved in the Graduate School of Climate Sciences. The Ph.D. programme is research oriented and has a compulsory module of 12 ECTS credits containing workshops (professional skills), a summer school, an international conference, colloquia, seminars and optionally lectures. The compulsory module gives the Ph.D. students the opportunity to build up their own network in the local and international research community. The Ph.D. thesis is usually written in the form of research articles in international peer reviewed journals. A M.Sc. or an equivalent academic degree is conditional for admission to the Ph.D. programme.

Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review

NASA Astrophysics Data System (ADS)

Somers, Thomas

2017-08-01

This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students' proficiency in the languages of instruction and their academic achievement; and (3) the effects of first language typology on their second and third language proficiency. The author explores conditions and reasons for the effectiveness of CLIL pedagogy, as well as the comparative suitability of CLIL programmes for immigrant minority language students. The review shows that CLIL programmes provide a means to acquire important linguistic, economic and symbolic capital in order to effect upward social mobility. Findings demonstrate that immigrant minority language students enrolled in CLIL programmes are able to develop equal or superior levels of proficiency in both languages of instruction compared to majority language students; with previous development of first language literacy positively impacting academic language development. CLIL programmes are found to offer immigrant minority language students educational opportunities and effective pedagogical support which existing mainstream monolingual and minority bilingual education programmes may not always be able to provide. In light of these findings, the author discusses shortcomings in current educational policy. The article concludes with recommendations for further research.[Figure not available: see fulltext.

Identifying and prioritizing the preference criteria using analytical hierarchical process for a student-lecturer allocation problem of internship programme

NASA Astrophysics Data System (ADS)

Faudzi, Syakinah; Abdul-Rahman, Syariza; Rahman, Rosshairy Abd; Hew, Jafri Hj. Zulkepli

2016-10-01

This paper discusses on identifying and prioritizing the student's preference criteria towards supervisor using Analytical Hierarchical Process (AHP) for student-lecturer allocation problem of internship programme. Typically a wide number of students undertake internship every semester and many preferences criteria may involve when assigning students to lecturer for supervision. Thus, identifying and prioritizing the preference criteria of assigning students to lecturer is critically needed especially when involving many preferences. AHP technique is used to prioritize the seven criteria which are capacity, specialization, academic position, availability, professional support, relationship and gender. Student's preference alternative is classified based on lecturer's academic position which are lecturer, senior lecturer, associate professor and professor. Criteria are ranked to find the best preference criteria and alternatives of the supervisor that students prefer to have. This problem is solved using Expert Choice 11 software. A sample of 30 respondents who are from semester 6 and above are randomly selected to participate in the study. By using questionnaire as our medium in collecting the student's data, consistency index is produced to validate the proposed study. Findings and result showed that, the most important preference criteria is professional support. It is followed by specialization, availability, relationship, gender, academic position and capacity. This study found that student would like to have a supportive supervisor because lack of supervision can lead the students to achieve low grade and knowledge from the internship session.

The Prevalence and Predictors of Cigarette Smoking among Secondary School Students in Nigeria.

PubMed

Odeyemi, K A; Osibogun, A; Akinsete, A O; Sadiq, L

2009-03-01

This study was carried out to determine the prevalence of smoking among secondary school students and identify factors that influence smoking amongst them. This descriptive and explorative study was conducted among 1,183 secondary school students, selected by multistage sampling from each of the 6 geopolitical zones in Nigeria. Data was collected by using interviewer administered structured questionnaires. This study recorded a lifetime smoking prevalence of 26.4% and current smoking prevalence of 17.1% among secondary school students in Nigeria. Most (82%) of the students had seen warnings against smoking and most of them were aware that it is possible for cigarette smoking to damage body organs. Unfortunately, however, seeing such warnings had no significant effect on their decision to smoke or not. The students who smoke were introduced to smoking mainly by their friends (67.4 %), and the television (13.4%). Smoking habits of the respondents were influenced by parents' educational status (p<0.05), having friends who smoke (p<0.05) and living with a smoker (p<0.05). Over a quarter of secondary school students had ever smoked. Peer pressure was the main reason cited by respondents for initiating smoking. It is suggested that our smoking prevention programmes be reviewed and appropriate health education and smoking cessation programmes be developed and implemented in order to prevent and control smoking among Nigerian students.

Extracurricular leadership development programme to prepare future Saudi physicians as leaders.

PubMed

Ayuob, Nasra Naeim; Al Sayes, Faten Mohamed; El Deek, Basem Salama

2016-06-01

To describe and evaluate an innovative approach for developing leadership skills in a cohort of medical students through an extracurricular programme. The study was conducted at King Abdulaziz University, Jeddah, Saudi Arabia, from April to June of the academic year 2014-15, and comprised medical students from all batches. Mixed-method design was used to evaluate the leadership development programme. Pre- and post-tests were conducted to assess students' learning and their satisfaction was evaluated at the end of the programme. Focus groups were conducted to assess the programme's impact on participants' behaviour. Data analysis was done using SPSS 16. Of the 55 participants, 45(82%) responded to the evaluation survey. Of them, 29(65%) reported intended changes in their leadership practices immediately after the programme, with 8(28%) of them reporting more than one change. The mean students' satisfaction with the overall performance of the speakers and programme organisation was high at 4.12±0.91 and 4.54±0.89, respectively. Early experience of the leadership development programme produced positive results. An intense programme analysis is required to fully understand this significant organisational need.

[Applying a teaching programme in community-based medical education].

PubMed

Al-Faisal, W

2006-01-01

A community-based medical education programme at Damascus University was applied in a local setting from 2 to 12 July 2004 to assess the advantages and disadvantages. Three families and 10 medical students participated. The programme included teaching objectives, health education and approaches to application and evaluation. The design of the programme was appropriate for the community setting, but it needed a longer period to run and for contact between the students and the community. The students agreed with the structure of the programme and the role of the tutor and community, but were concerned about difficulties in implementation. Community members were enthusiastic about the programme.

A Teacher Competence Development Programme for Supporting Students' Reflection Skills

ERIC Educational Resources Information Center

Dekker-Groen, Agaath M.; van der Schaaf, Marieke F.; Stokking, Karel M.

2013-01-01

This study aimed to evaluate a training programme for Dutch teachers in six institutes for nursing education to support students' reflection skills. The research question was: what are the feasibility, quality and effects of the programme? The training programme focused on four competences of teachers regarding instructing, guiding, giving…

Implementing community-based education in basic nursing education programs in South Africa.

PubMed

Mtshali, N G

2009-03-01

Education of health professionals using principles of community-based education is the recommended national policy in South Africa. A paradigm shift to community-based education is reported in a number of nursing education institutions in South Africa. Reviewed literature however revealed that in some educational institutions planning, implementation and evaluation of Community-based Educational (CBE) programmes tended to be haphazard, uncoordinated and ineffective, resulting in poor student motivation. Therefore the purpose of this study was to analyse the implementation of community-based education in basic nursing education programmes in South Africa. Strauss and Corbin's (1990) grounded theory approach guided the research process. Data were collected by means of observation, interviews and document analysis. The findings revealed that collaborative decision-making involving all stakeholders was crucial especially during the curriculum planning phase. Furthermore, special criteria should be used when selecting community learning sites to ensure that the selected sites are able to facilitate the development of required graduate competencies. Collaborative effort, true partnership between academic institutions and communities, as well as government support and involvement emerged as necessary conditions for the successful implementation of community-based education programmes.

Students' Perceptions of a University Access (Bridging) Programme for Social Science, Commerce and Humanities: Research Article

ERIC Educational Resources Information Center

Quayle, Michael; Essack, Zaynab

2007-01-01

Universities in South Africa face the challenge of redressing past (and continuing) inequalities in higher education by increasing accessibility to previously (and currently) disadvantaged students. One means of doing so is through 'access' or 'bridging' programmes. This article explores successful students' perceptions of one such programme at…

What Do Primary Students Say about School-Based Social Work Programmes?

ERIC Educational Resources Information Center

Testa, Doris

2014-01-01

This article focuses on primary school children's experiences of school-based social work programmes. These students, aged between 6 and 11, and drawn from a student population comprising 28 different cultural backgrounds and from low socio-economic backgrounds, participated in a case study that researched a school-based social work programme, the…

Rate Your Course! Student Teachers' Perceptions of a Primary Pre-Service Mathematics Education Programme

ERIC Educational Resources Information Center

Hourigan, Mairead; Leavy, Aisling M.

2017-01-01

Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers' knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change…

Study of an Inclusive Intervention Programme in Pictorial Perception with Blind and Sighted Students

ERIC Educational Resources Information Center

Carpio, Carmen; Amérigo, María; Durán, Manuel

2017-01-01

This study evaluates the effectiveness of an intervention programme administered to blind and sighted school students. The students were given information concerning style, author and technique of three paintings from three different artistic periods, as well as guidelines to assess the overall aesthetics of each image. This programme was…

Recognising and developing students as teachers: Introduction of a novel Undergraduate Certificate in Veterinary Medical Education.

PubMed

Hudson, Neil; Stansbie, Nigel; Rhind, Susan; Brown, Gillian; Handel, Ian; Mellanby, Richard; Bell, Catriona

2016-01-01

A key responsibility of healthcare professionals is the education of clients/patients, colleagues and students undertaking placements. Peer-assisted learning (PAL) has been incorporated in our veterinary medicine programme for a number of years. The aim of this project was to develop a mechanism to formally recognise the important role that students play in the School's teaching and learning processes and foster students as partners in education through the development of a novel Undergraduate Certificate in Veterinary Medical Education (UCVME). Students and veterinarians were surveyed in order to inform the design of the programme. The programme is modular and aligned with the UK Professional Standards Framework (UKPSF). Students enrol in their third year, undertaking core and elective components, with completion over the final three years of the degree. The UCVME has been positively received, with 30 of 160 third year students enrolling in the programme's first year. Activities receiving credit and designed in partnership between staff and students have included: PAL sessions, widening participation school educational workshops and client education events. This initiative has created numerous student-driven educational opportunities. It is hoped that this programme will facilitate the educational training of students and enhance employability and career satisfaction.

The school: liberator or censurer?

PubMed

Campbell-Smith, M

1983-01-01

The community is faced with an increasing number of children suffering from social and emotional difficulties. As all children attend school, this is a highly suitable place to examine possible means of identifying and helping children suffering from social and emotional difficulties. For the last 20 years most schools have lagged in their adjustment to the full range of needs of students. They act as a censurer by: domination of academic requirements causing many to fail; failure to meet the expressed needs of children; inadequate teacher training; too little help given to children and often too late; uncoordinated assistance within the school or with community agencies; and by not reducing peer abuse. The school can play a significant role in child development, but for the child with adjustment difficulties coherent assistance is rarely offered. The school can liberate by: recognition of the needs of non-academic children; recognition of the affective needs of all; providing affective training for selected teachers; giving appropriate curriculum time for a programme in personal growth and social relationships; by developing a multidisciplinary community agency which interacts with the school. A model is proposed outlining how effective intervention will break and prevent the cycle of abusive behaviour. This programme proceeds sequentially through each grade. Basically it is one of effective student group interaction in the presence of a specially selected and trained group leader. Such a programme contributes to change in school philosophy, and increases the possibility of the child becoming a more adequate adult/parent.(ABSTRACT TRUNCATED AT 250 WORDS)

Generic learning skills in academically-at-risk medical students: a development programme bridges the gap.

PubMed

Burch, Vanessa C; Sikakana, Cynthia N T; Gunston, Geney D; Shamley, Delva R; Murdoch-Eaton, Deborah

2013-08-01

Widening access to medical students from diverse educational backgrounds is a global educational mandate. The impact, on students' generic learning skills profiles, of development programmes designed for students at risk of attrition is unknown. This study investigated the impact of a 12-month Intervention Programme (IP) on the generic learning skills profile of academically-at-risk students who, after failing at the end of the first semester, completed the IP before entering the second semester of a conventional medical training programme. This prospective study surveyed medical students admitted in 2009 and 2010, on entry and on completion of first year, on their reported practice and confidence in information handling, managing own learning, technical and numeracy, computer, organisational and presentation skills. Of 414 first year students, 80 (19%) entered the IP. Levels of practice and confidence for five of the six skills categories were significantly poorer at entry for IP students compared to conventional stream students. In four categories these differences were no longer statistically significant after students had completed the IP; 62 IP students (77.5%) progressed to second year. A 12-month development programme, the IP, effectively addressed generic learning skills deficiencies present in academically-at-risk students entering medical school.

Developing and piloting the multiple mini-interview in pre-registration student midwife selection in a UK setting.

PubMed

Callwood, Alison; Cooke, Debbie; Allan, Helen

2014-12-01

Published research has demonstrated that the multiple mini-interview (MMI) is a reliable assessment instrument in medical and nursing student selection. There is a dearth of evidence specifically relating to the advancement and subsequent evaluation of MMIs in the context of student midwife selection. To develop, pilot and examine the reliability of MMIs in pre-registration student midwife selection in a UK setting. DeVellis' framework for questionnaire development underpinned the generation of MMI scenarios. BSc (Hons) Midwifery Studies students at a Higher Education Institution in the UK volunteered to participate in 'mock' MMI circuits during the first week of their programme. An eight station model was piloted. Communication skills were rated at each station as a generic attribute. Station specific attributes assessed included: compassion and empathy; respect for difference and diversity; honesty and integrity; intellectual curiosity and reflective nature; advocacy; respect for privacy and dignity; team working and initiative; the role of the midwife and motivation to become a midwife. Participants' responses to scenario questions were rated on a 7 point scale. Cronbach's alpha scores measuring internal consistency ranged from 0.91 to 0.97 CONCLUSION: The systematic development of the MMI model and scenarios resulted in 'excellent' reliability across all stations. These findings endorse the MMI technique as a reliable alternative to the personal interview in informing final decisions in pre-registration student midwife selection. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Impact of Pediatric Palliative Care Education on Medical Students' Knowledge and Attitudes

PubMed Central

Przysło, Łukasz; Kędzierska, Bogna; Stolarska, Małgorzata; Młynarski, Wojciech

2013-01-01

Purpose. Most undergraduate palliative care curricula omit pediatric palliative care (PPC) issues. Aim of the study was to evaluate the pilot education programme. Methods. All 391 students of Faculty of Medicine (FM) and 59 students of Division of Nursing (DN) were included in anonymous questionnaire study. Respondents were tested on their knowledge and attitude towards PPC issues before and at the end of the programme and were expected to evaluate the programme at the end. Results. For final analysis, authors qualified 375 double forms filled in correctly (320 FM and 55 DN). Before the programme, students' knowledge assessed on 0–100-point scale was low (FM: median: 43.35 points; 25%–75%: (40p–53.3p); DN: 26.7p; 13.3p–46.7p), and, in addition, there were differences (P < 0.001) between both faculties. Upon completion of the programme, significant increase of the level of knowledge in both faculties was noted (FM: 80p; 73.3–100; DN: 80p; 66.7p–80p). Participation in the programme changed declared attitudes towards some aspects of withholding of special procedures, euthanasia, and abortion. Both groups of students positively evaluated the programme. Conclusions. This study identifies medical students' limited knowledge of PPC. Educational intervention changes students' attitudes to the specific end-of-life issues. There is a need for palliative care curricula evaluation. PMID:24501581

The development of a conceptually based nursing curriculum: an international experiment.

PubMed

Meleis, A I

1979-11-01

Nursing programmes in the United States of America are based on a conceptual framework. Not only do faculty and students ascribe to the necessity of such programmes but the national accreditation agency also provides its accreditation approval for the institution only after all criteria are met, including the requirement of a well-defined, operationalized and implemented framework. Can a nursing programme be developed in other nations utilizing the esoteric, American-based idea of the necessity for a conceptually based curriculum? The author answers this question. The manuscript presents both the process utilized in selecting a conceptual framwork for a new junior college programme in Kuwait and discusses the selected framework. The idea of a conceptual framework to guide the curriculum was as foreign in Kuwait as it was to nursing curricula in the United States 15 years ago. Though initially rejected by the faculty in Kuwait, the idea of a conceptual framework was reintroduced after much faculty discussion and questions related to nursing knowledge vis-a-vis medical knowledge, and what should be included in and excluded from the programme. By the end of the second year, a definite framework had been operationalized into courses and content. The selection of the framework evolved from faculty participation in the operationalization of the framework. This point is quite significant particularly in an international assignment, as it is the faculty who are left with the monumental task of supporting and continuing the work which has been done. Strategies used to develop and implement a conceptual framework included confrontation of faculty of the existing situation, lectures, seminars, workshops, and the identification of a critical review board.

Training a medical workforce to meet the needs of diverse minority communities.

PubMed

Sopoaga, Faafetai; Zaharic, Tony; Kokaua, Jesse; Covello, Sahra

2017-01-21

The growing demand for a competent health workforce to meet the needs of increasingly diverse societies has been widely acknowledged. One medical school in New Zealand explored the integration of the commonly used patient-centred model approach, with an intersectional framework in the development of a cultural competency training programme. In the Pacific Immersion Programme, medical students in their fourth year of training are given the opportunity to learn about different factors that influence the health and health care of a minority community through immersion in that community. The programme objectives include enabling students to learn through experience living within the local community context, and supporting them to re-evaluate their own personal beliefs, assumptions and/or prior prejudices. This study evaluates the usefulness of this programme in the training of medical students to work in diverse communities. Two analytical approaches were used for evaluation. Deductive and inductive analyses were conducted on 235 reflective essays completed by three cohorts of students from 2011 to 2013 to ascertain the value of the programme for student learning. In addition, one cohort was invited to complete a pre and post-programme questionnaire. Overall, the students found the programme to be a valued learning environment. They found living within a Pacific family environment to be an eye opening experience. It increased students comfort level in cross cultural engagement and emphasised the importance of patient's perspectives in health care provision. Students' self-reported knowledge about Pacific cultural values, protocols, traditional beliefs and the main health challenges increased significantly after the programme. They appreciated learning directly from community members, and through observations about how culture, beliefs and the socio-economic environment influence peoples' health and wellbeing. Medical schools are required to train a competent health workforce to meet the needs of diverse communities. The Pacific Immersion Programme provides a unique learning environment which can improve the training of doctors to work in diverse communities. The key to its success is enabling students to be engaged learners from "the inside" rather than an "outsider looking in". The Programme enables experiential learning in a sensitive and meaningful way and can be useful for training in other institutions.

Sexual and Reproductive Health Education: Opinions of Students and Educators in Bolgatanga Municipality, Northern Ghana

ERIC Educational Resources Information Center

van der Geugten, Jolien; Dijkstra, Marlies; van Meijel, Berno; den Uyl, Marion H. G.; de Vries, Nanne K.

2015-01-01

There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students' and educators' perspective. This study examined students' opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The…

"We've Got You Pegged": Programme Choice in the Transition to, and Passage through, Higher Education

ERIC Educational Resources Information Center

Cosser, Michael; Nenweli, Sekinah

2014-01-01

A 2010 paper published in "Higher Education" investigated the relationship between South African Grade 12 students' programme preferences in 2001 for study in higher education, student enrolment in higher education programmes in 2002, and student graduations in 2006, devising what the author dubbed a preference-enrolment-graduation (PEG)…

The Challenges of Planning Individualized Programmes for Gifted Students

ERIC Educational Resources Information Center

Senicar, Maruška Željeznov

2016-01-01

Individualized programmes for gifted students are one of the ways in which curricula can be adapted to take account of the identified educational needs of gifted students. Planning is a key phase in ensuring that these programmes are carried out in a high-quality manner. This article explores the challenges faced in the planning of individualized…

How do STEM-interested students pursue multiple interests in their higher educational choice?

NASA Astrophysics Data System (ADS)

Vulperhorst, Jonne Pieter; Wessels, Koen Rens; Bakker, Arthur; Akkerman, Sanne Floor

2018-05-01

Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important factors in deciding what to study, we focus in the present study on how STEM-interested students weigh multiple interests in making educational choices. A questionnaire with both open-ended and closed-ended items was administered to 91 STEM-interested students enrolled in a STEM programme of a Dutch University for secondary school students. Results indicate that students find it important that a study programme allows them to pursue multiple interests. Some students pursued multiple interests by choosing to enrol in two programmes at the same time. Most students chose one programme that enabled them to combine multiple interests. Combinations of pursued interests were dependent on the disciplinary range of interests of students. Students who were interested in diverse domains combined interests in an educational programme across academic and non-academic domains, whilst students who were mainly interested in STEM combined only STEM-focused interests. Together these findings stress the importance of taking a multiple interest perspective on interest development and educational choice.

Using standardized patients to assess communication skills in medical and nursing students.

PubMed

Ryan, C Anthony; Walshe, Nuala; Gaffney, Robert; Shanks, Andrew; Burgoyne, Louise; Wiskin, Connie M

2010-03-17

A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Almost three quarters of medical students (33/46; 72%) and 81% of nursing students (56/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

[Health behavior of medical students. Introduction of mental hygienic skills in the medical education in Hungary].

PubMed

Rosta, Eszter; Almási, Zsuzsanna; Karácsony, István; Konkolÿ Thege, Barna; Hegedűs, Katalin

2012-07-22

HuMania Training Programme is a voluntary peer training course. to measure the efficiency of HuMania Training Programme and to analyse social relations of medical students. WHO Well-being Index, Bergen Social Relationship Scale, Lazarus's Ways of Coping Questionnaire and the Maslach Burnout Inventory for undergraduate students were used. The results of HuMania Training Programme established in 2009 were compared with those obtained from controls and HuMania Training Programme of the forthcoming year. At the beginning, participants of the HuMania Training Programme had fewer well-being scores (p = 0.01), whereas their social anxiety (p = 0.01) and emotion-based coping (p = 0.05) were greater as compared to controls. After the HuMania Training Programme course, well-being showed an increasing tendency (p = 0.072), and burnout-level decreased (p = 0.040). Fifty percent of medical students had a minimum of three stressors, and 57% of them said that there was a person in their environment, who needed help, but they cannot provide it. Medical students display poor mental hygienic state. and HuMania Training Programme tries to fight this situation.

Enabling Students to Participate in School Improvement through a Students as Researchers Programme

ERIC Educational Resources Information Center

Roberts, Amanda; Nash, Judith

2009-01-01

This article explores students' potential to make a difference to their school through a Students as Researchers programme. It begins by discussing the impetus for the current increase in student voice initiatives in schools. It continues the debate around issues of student empowerment and students' identity as change agents through an analysis of…

Recruitment, selection and retention of nursing and midwifery students in Scottish Universities.

PubMed

Rodgers, Sheila; Stenhouse, Rosie; McCreaddie, May; Small, Pauline

2013-11-01

High attrition rates from pre-registration nursing and midwifery programmes have been reported in both the UK and in other countries. A study was conducted to identify best practice in recruitment, selection and retention across Scottish Universities providing pre-registration programmes. A survey of all universities providing pre-registration programmes in Scotland was conducted. Semi-structured interviews were conducted with key personnel in each university. Documentary evidence was collected to supplement interview data and evidence recruitment, selection and retention practices. All universities in Scotland providing pre-registration nursing and/or midwifery programmes. All 10 identified universities agreed to take part and a total of 18 interviews were conducted. Semi-structured face to face and telephone interviews were conducted. Relevant documentary evidence was collected. All data were subject to thematic analysis. Universities are predominantly concerned with recruiting to the institution and not to the professions. Interviews are widely used, and are a requirement in the United Kingdom. However, there is no evidence base within the literature that they have predictive validity despite creating scales and scoring systems which are largely unvalidated. The study identified initiatives aimed at addressing attrition/retention, however most had not been evaluated often due to the multi-factorial nature of attrition/retention and difficulties with measurement. Recruitment selection and retention initiatives were rarely evaluated, and if so, adopted a relatively superficial approach. Evidence from existing studies to support practices was mostly weakly supportive or absent. The study highlights the need for a coordinated approach, supporting the development of a robust evidence base through the evaluation of local initiatives, and evaluation of new strategies. Evaluation strategies must take account of the local context to facilitate transferability of findings across different settings. Copyright © 2013 Elsevier Ltd. All rights reserved.

Changes in Children's Consumption of Tomatoes through a School Lunch Programme Developed by Agricultural High-School Students

ERIC Educational Resources Information Center

Ishikawa, Midori; Kubota, Nozomi; Kudo, Keita; Meadows, Martin; Umezawa, Atsuko; Ota, Toru

2013-01-01

Objective: The purpose of the study was to discover whether tomato consumption in elementary- and middle-school students could be increased through a school lunch programme developed by agricultural high-school students acting as peer educators. Design: The high-school lunch programme included the process of growing tomatoes and providing a…

The Determinants of International Student Mobility Flows: An Empirical Study on the Erasmus Programme

ERIC Educational Resources Information Center

Rodriguez Gonzalez, Carlos; Bustillo Mesanza, Ricardo; Mariel, Petr

2011-01-01

The Erasmus Programme for higher education students is supposed to play an important socio-economic role within Europe. Erasmus student mobility flows have reached a relevant level of two million since 1987, boosted in recent years by the enlargement of the programme to eastern countries. Thereafter, it seems that flows have staggered. In this…

Perceptions of medical students and their mentors in a specialised programme designed to provide insight into non-traditional career paths

PubMed Central

Josephson, Anna; Stenfors-Hayes, Terese

2011-01-01

Objectives This pilot study explores the perceptions of medical students and their individual mentors who advised them in a specialised programme where students gained insight into non-tradition career paths. Methods Twelve medical students in years 3-6 at Karolinska Institutet, Sweden were recruited to the Prominentia mentor programme where they were individually paired with mentors who met with them to discuss and advise them on non-traditional career paths. Application letters of students to join the programme as well as electronically distributed questionnaires and semi-structured interviews were used to assess the perceptions of mentors and students to the programme. Both the questionnaire and the interview transcripts were thematised using content analysis. Results In terms of expectations and requests, the application letters showed that all students specified their career goals and the type of mentor they desired. Whereas mentors in general had fewer requests and some had no specific demands. In light of perceived effects, all mentors felt they discussed future careers with their students and the majority of students responded the same way, with some interesting deviations. Most discussed topics during meetings were: future career, medical education, combinations of private life and work, and work environment. Conclusions This pilot study revealed that students appreciated receiving inspiration and seeing career path opportunities outside academic medicine as well as receiving support in personal and professional development and guidance about the students’ role as a doctor. However, discrepancies were found regarding how mentors and students respectively perceived the mentor programme.

Nontraditional Student Withdrawal from Undergraduate Accounting Programmes: A Holistic Perspective

ERIC Educational Resources Information Center

Fortin, Anne; Sauvé, Louise; Viger, Chantal; Landry, France

2016-01-01

A collaborative project of several Quebec universities, this study investigates nontraditional student withdrawal from undergraduate accounting programmes. A nontraditional student is older than 24, or is a commuter or a part-time student, or combines some of these characteristics. Univariate and multivariate analyses of student dropout factors…

Introducing Vi polysaccharide typhoid fever vaccine to primary school children in North Jakarta, Indonesia, via an existent school-based vaccination platform.

PubMed

Agtini, M D; Ochiai, R L; Soeharno, R; Lee, H J; Sundoro, J; Hadinegoro, S R; Han, O P; Tana, L; Halim, F X S; Ghani, L; Delima; Lestari, W; Sintawati, F X; Kusumawardani, N; Malik, R; Santoso, T S; Nadjib, M; Soeroso, S; Wangsasaputra, F; Ali, M; Ivanoff, B; Galindo, C M; Pang, T; Clemens, J D; Suwandono, A; Acosta, C J

2006-11-01

To report results on coverage, safety and logistics of a large-scale, school-based Vi polysaccharide immunization campaign in North Jakarta. Of 443 primary schools in North Jakarta, Indonesia, 18 public schools were randomly selected for this study. Exclusion criteria were fever 37.5 degrees C or higher at the time of vaccination or a known history of hypersensitivity to any vaccine. Adverse events were monitored and recorded for 1 month after immunization. Because this was a pilot programme, resource use was tracked in detail. During the February 2004 vaccination campaign, 4828 students were immunized (91% of the target population); another 394 students (7%) were vaccinated during mop-up programmes. Informed consent was obtained for 98% of the target population. In all, 34 adverse events were reported, corresponding to seven events per 1000 doses injected; none was serious. The manufacturer recommended cold chain was maintained throughout the programme. This demonstration project in two sub-districts of North Jakarta shows that a large-scale, school-based typhoid fever Vi polysaccharide vaccination campaign is logistically feasible, safe and minimally disruptive to regular school activities, when used in the context of an existing successful immunization platform. The project had high parental acceptance. Nonetheless, policy-relevant questions still need to be answered before implementing a widespread Vi polysaccharide vaccine programme in Indonesia.

Dreams and disappointments regarding nursing: Student nurses' reasons for attrition and retention. A qualitative study design.

PubMed

Ten Hoeve, Yvonne; Castelein, Stynke; Jansen, Gerard; Roodbol, Petrie

2017-07-01

In the Netherlands, hundreds of students register annually for a nursing programme, but not all of these students manage to complete their training. The main aim of this study was to examine which factors affect student nurses' decision to leave or complete their programme. The study used an exploratory descriptive design, employing a qualitative phenomenological approach. Student nurses (n=17) at the beginning of their third year of the four-year Bachelor's programme. Data were collected at four Universities of Applied Sciences in the Netherlands, from December 2013 to January 2014. Semi-structured interviews were used to collect the data, using an interview guide. The main reasons for students to become nurses were the caring aspect, personal experiences with healthcare, role models in their immediate environment, and job opportunities. They had both altruistic and professional perceptions of their profession. Reasons for attrition were strongly related to the training programme and to their clinical placements, in particular the perceived lack of support from mentors and team. Feelings of being welcomed and working in a nice team proved to be more important reasons for completing the programme than the specific clinical field. Student nurses started their studies with many dreams, such as caring for people and having the opportunity to deliver excellent nursing care. When their expectations were not met, their dreams became disappointments which caused them to consider stopping and even to leave (attrition). The role of lecturers and mentors seems invaluable in protecting and guiding students through their programme and placements. Optimal cooperation between lecturers and mentors is of paramount importance to retain student nurses in their training programmes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Diversity, attrition and transition into nursing.

PubMed

Mulholland, Jon; Anionwu, Elizabeth N; Atkins, Richard; Tappern, Mike; Franks, Peter J

2008-10-01

This paper is a report of a study to explore the relationship between selected diversity variables (sex, country of birth, ethnicity, age, educational qualifications, and additionally visa status, application route, absence rates), and nursing students' progression and attrition. Debates on levels, forms and causation of nursing student attrition have been professional, academic and political concerns for some time on an international level. However, a more systematic approach to studying the topic is needed. We lack commonly operationalized national and international data on the relationship between attrition and diversity variables, and their implications for cost, social justice and demographic representativeness in nursing. A longitudinal cohort design was used. Data were collected from 2003 to 2005 from routinely collected data in student records. Males had lower odds of completing the programme than females, as did younger students. Compared with United Kingdom-born students, those born in Ireland, Zimbabwe, or other English-speaking countries were more likely to complete the programme. Students born overseas in non-English-speaking countries did not differ statistically significantly from United Kingdom-born students. Those at all qualification levels had similar odds of completion, except students already qualified at degree level, who were less likely to complete. Further national and international research is needed to understand better the causal variables underpinning differential attrition rates, with particular regard to understanding how different groups may experience the relationship between education and their broader circumstances and between the theoretical and the clinical elements of nurse education itself.

Three forms of assessment of prior knowledge, and improved performance following an enrichment programme, of English second language biology students within the context of a marine theme

NASA Astrophysics Data System (ADS)

Feltham, Nicola F.; Downs, Colleen T.

2002-02-01

The Science Foundation Programme (SFP) was launched in 1991 at the University of Natal, Pietermaritzburg, South Africa in an attempt to equip a selected number of matriculants from historically disadvantaged schools with the skills, resources and self-confidence needed to embark on their tertiary studies. Previous research within the SFP biology component suggests that a major contributor to poor achievement and low retention rates among English second language (ESL) students in the Life Sciences is the inadequate background knowledge in natural history. In this study, SFP student background knowledge was assessed along a continuum of language dependency using a set of three probes. Improved student performance in each of the respective assessments examined the extent to which a sound natural history background facilitated meaningful learning relative to ESL proficiency. Student profiles and attitudes to biology were also examined. Results indicated that students did not perceive language to be a problem in biology. However, analysis of the student performance in the assessment probes indicated that, although the marine course provided the students with the background knowledge that they were initially lacking, they continued to perform better in the drawing and MCQ tools in the post-tests, suggesting that it is their inability to express themselves in the written form that hampers their development. These results have implications for curriculum development within the constructivist framework of the SFP.

Voices of students in competition: Health Science First Year at the University of Otago, Dunedin.

PubMed

Jameson, Madgerie; Smith, Jeffrey

2011-07-08

The experiences and adjustments of students enrolled in Health Science First Year (HSFY) at the University of Otago (Dunedin, New Zealand) were explored to understand students' response to competition. The paper highlights the expressions of past and present HSFY students' impressions of the programme, their experiences, coping strategies and the lessons they learned from the programme. Qualitative data were collected from past (n=15) and present (n=20) HSFY students who wanted to pursue medicine. Eight semi-structured interview questions were used to answer four research questions that aimed to answer the following: students' impressions of HSFY, students' experiences of HSFY; students' adjustments to HSFY, and lessons learned from HSFY. The interviews were analysed using narrative analysis to gain a greater understanding of their experiences and adjustment. The results indicate students perceive the programme as demanding and stressful. The highly competitive nature of the programme inhibited their engagement and involvement in other aspects of university life. Students identified their experiences as successes and challenges. In terms of adjustment, students used cognitive restructuring, self regulation and social support. Students learned that they need to balance academic and social life because spending too much time almost exclusively on academics didn't enrich their first year at university. The nature of the learning environment impacts on students' holistic development. The competitive nature of the programme elicited undue stress on students. However, they had to employ strategies to help minimise the impact of stress on their functioning.

U.S. Students, Poverty, and School Libraries: What Results of the 2009 Programme for International Student Assessment Tell Us

ERIC Educational Resources Information Center

Adkins, Denice

2014-01-01

This paper looks at results from the 2009 Programme for International Student Assessment to examine the effects of school libraries on students' test performance, with specific focus on the average of students' family wealth in a school. The paper documents students' school library use and students' home possessions to indicate how school…

Lessons learnt from a three-year pilot field epidemiology training programme.

PubMed

Hoy, Damian; Durand, A Mark; Hancock, Thane; Cash, Haley L; Hardie, Kate; Paterson, Beverley; Paulino, Yvette; White, Paul; Merritt, Tony; Fitzgibbons, Dawn; Gopalani, Sameer Vali; Flint, James; Edwin A Merilles, Onofre; Kashiwabara, Mina; Biaukula, Viema; Lepers, Christelle; Souares, Yvan; Nilles, Eric; Batikawai, Anaseini; Huseynova, Sevil; Patel, Mahomed; Saketa, Salanieta T; Durrheim, David; Henderson, Alden; Roth, Adam

2017-01-01

The Pacific region has widely dispersed populations, limited financial and human resources and a high burden of disease. There is an urgent need to improve the availability, reliability and timeliness of useable health data. The purpose of this paper is to share lessons learnt from a three-year pilot field epidemiology training programme that was designed to respond to these Pacific health challenges. The pilot programme built on and further developed an existing field epidemiology training programme for Pacific health staff. The programme was delivered in country by epidemiologists working for Pacific Public Health Surveillance Network partners. The programme consisted of five courses: four one-week classroom-based courses and one field epidemiology project. Sessions were structured so that theoretical understanding was achieved through interaction and reinforced through practical hands-on group activities, case studies and other interactive practical learning methods. As of September 2016, 258 students had commenced the programme. Twenty-six course workshops were delivered and one cohort of students had completed the full five-course programme. The programme proved popular and gained a high level of student engagement. Face-to-face delivery, a low student-to-facilitator ratio, substantial group work and practical exercises were identified as key factors that contributed to the students developing skills and confidence. Close engagement of leaders and the need to quickly evaluate and adapt the curriculum were important lessons, and the collaboration between external partners was considered important for promoting a harmonized approach to health needs in the Pacific.

Field Programmable Gate Array Control of Power Systems in Graduate Student Laboratories

DTIC Science & Technology

2008-03-01

NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release; distribution is unlimited FIELD PROGRAMMABLE...REPORT TYPE AND DATES COVERED Master’s Thesis 4. TITLE AND SUBTITLE Field Programmable Gate Array Control of Power Systems in Graduate Student...Electronics curriculum track is the development of a design center that explores Field Programmable Gate Array (FPGA) control of power electronics

The Effects of an Individualised ICT-Based Music Education Programme on Primary School Students' Musical Competence and Grades

ERIC Educational Resources Information Center

Hernández-Bravo, Juan R.; Cardona-Moltó, M. Cristina; Hernández-Bravo, José A.

2016-01-01

The purpose of this study was to examine the effect of an information and communications technology (ICT)-based individualised music education programme on primary students' musical competence. A 2 × 3 aptitude treatment interaction factorial design was used to assess the impact of the programme as a function of students' musical aptitude (MA)…

Digital Reading in PISA 2012 and ICT Uses: How Do VET and General Education Students Perform? JRC Science for Policy Report

ERIC Educational Resources Information Center

Dinis da Costa, Patrícia; Araújo, Luísa

2016-01-01

The analyses presented in this report indicate that in several Member States (MS) 15-year-old students in vocational-oriented programmes (VET) perform better in digital reading than in print reading in PISA 2012. When differentiated by programme of study--VET versus general education programmes--VET students perform better in digital than in print…

Responding to excessive alcohol consumption in third-level (REACT): a study protocol.

PubMed

Davoren, Martin P; Calnan, Susan; Mulcahy, Judith; Lynch, Emily; Perry, Ivan J; Byrne, Michael

2018-05-11

Problem alcohol use is an ongoing, worldwide phenomenon of considerable concern. Throughout the past 20 years, national policies have noted the importance of students when tackling alcohol consumption. Considering alcohol is a multifaceted issue, a multi-component response is required to combat its excessive use. This protocol sets out the approach used for developing, implementing and evaluating the REACT (Responding to Excessive Alcohol Consumption in Third-level) Programme. This evaluation will provide the evidence base for programme development, implementation and improvement. Stage one involved defining the multi-component intervention. This was developed following a systematic review of existing literature and a Delphi-consensus workshop involving university students, staff and relevant stakeholders. Following this, the programme is being implemented across the Higher Education sector in Ireland. A number of Higher Education Institutes have declined the invitation to participate in the programme. These institutions will act as control sites. Each intervention site will have a steering committee whose membership will include a mix of students and academic and student service staff. This steering committee will report to the REACT research team on the implementation of mandatory and optional action points at local sites. An online cross-sectional study at baseline and two-years post intervention will be utilised to determine the impact of the REACT programme. The impact assessment will focus on (1) whether the intervention has reduced alcohol consumption among third-level students (2); whether the programme altered students attitudes toward alcohol and (3) whether the programme has decreased the second-hand effects associated with excessive consumption. Finally, qualitative research will focus on factors influencing the take-up and implementation of this programme as well as students' views on the initiative. Alcohol consumption has remained on the policy agenda at both national and international level over recent decades. Students are regularly among the highest alcohol consumers, yet university management and public policymakers struggle to tackle this burgeoning issue. The REACT Programme provides a structure to translate policy into practice for those seeking to reduce hazardous alcohol consumption and related harms among third-level students.

Influence of a Non-formal Environmental Education Programme on Junior High-School Students' Environmental Literacy

NASA Astrophysics Data System (ADS)

Goldman, Daphne; Ben Zvi Assaraf, Orit; Shaharabani, Dina

2013-02-01

One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme-the Green Council Programme (GCP)-developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of 'environment', environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human-environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes.

Development and evaluation of an online, interactive information and advice tool for pre-registration nursing students.

PubMed

Ryan, Gemma Sinead; Davies, Fiona

2016-03-01

Attrition rates for student nurses on academic programmes is a challenge for UK Higher Education Institutions. Reasons for leaving a programme of study include personal, financial issues or practice placement experiences. Research has shown systematic and integrated support mechanisms may improve attrition rates and student experience. This project explored the sources of, and support needs of nursing and allied health students, develop and evaluate and interactive online tool: 'SignpOSt'. Enabling students to access 'the right support, at the right time, from the right place'. Focus groups were carried out with 14, 3rd year students and 8 academic staff including personal tutors, programme/module leaders. Thematic analysis of transcribed data under four key themes for support and advice: 1. Financial 2. Programme 3. Personal 4. Study/academic, found poor student knowledge and little clarity of responsibilities of academic staff and services leads to students sourcing support from the wrong place at the wrong time. Students valued the speed and accessibility of information from informal, programme specific Facebook groups. Conversely, there were also concerns about the accuracy of these. Further research into the use of informal Facebook groups may be useful along with additional evaluation of the SOS tool. Copyright © 2016 Elsevier Ltd. All rights reserved.

Embedding international benchmarks of proficiency in English in undergraduate nursing programmes: challenges and strategies in equipping culturally and linguistically diverse students with English as an additional language for nursing in Australia.

PubMed

Glew, Paul J

2013-01-01

To meet the expected shortfalls in the number of registered nurses throughout the coming decade Australian universities have been recruiting an increasing number of students from culturally and linguistically diverse (CaLD) backgrounds. Given that international and domestic students who use English as an additional language (EAL) complement the number of native English speaking nursing students, they represent a valuable nurse education investment. Although university programmes are in a position to meet the education and learning needs of native English speaking nursing students, they can experience considerable challenges in effectively equipping EAL students with the English and academic language skills for nursing studies and registration in Australia. However, success in a nursing programme and in preparing for nurse registration can require EAL students to achieve substantial literacy skills in English and academic language through their engagement with these tertiary learning contexts. This paper discusses the education implications for nursing programmes and EAL students of developing literacy skills through pre-registration nursing studies to meet the English language skills standard for nurse registration and presents intervention strategies for nursing programmes that aim to build EAL student capacity in using academic English.

Programme-related stressors among part-time undergraduate nursing students.

PubMed

Nicholl, Honor; Timmins, Fiona

2005-04-01

The aim of this paper is to report a study exploring the perceived stressors identified by a group of 70 students who undertook a part-time degree at one Irish university. In the literature on stress, part-time nursing students who are undertaking continuing education programmes appear to have received little attention. Stress amongst nurses is evident within the nursing literature but little information is available on the specific stressors that affect Registered Nurses who undertake further academic study. Anecdotally, students attending part-time programmes while working full-time report high levels of stress. Quantitative methods were used. While many instruments exist to measure overall stress, this study aimed to explore student's perceptions of specific stressors associated with academic study. We used a questionnaire developed from the literature on the topic. Factors related to writing assignments at degree level, fulfilling personal needs and academic demands, were perceived as major stressors by these students. Factors of little concern were financial issues and attendance on the programme. Individual items receiving highest mean scores were: trying to balance work commitments and the required study (mean 3.89, sd = 1) and the prospect of the final examination (mean 3.86, sd = 1). This study was limited by the use of convenience sampling and self-report methods. Larger studies are required to support the findings. In addition, student stress was not observed or measured. Those involved in the delivery of nurse education programmes to part-time students need to consider the impact of the workload on student welfare, and to prepare students for demands of the programme.

Training Information Service Specialists in the Less-Favoured Regions of the European Union (TRAIN-ISS): The Diploma/MSc Programme at the University of Sheffield.

ERIC Educational Resources Information Center

Owens, Ian; And Others

1997-01-01

The primary aim of the training information specialists (TRAIN-ISS) program at the University of Sheffield's Department of Information Studies was to train information service specialists from the less favored regions of the European Union. Describes the course design; selection of participants; student assessment, support, and placement; program…

Evaluation of an adaptive ice skating programme for children with disabilities.

PubMed

Fragala-Pinkham, Maria A; Dumas, Helene M; Boyce, Megan; Peters, Christine Y; Haley, Stephen M

2009-08-01

To describe an adaptive ice skating programme designed by paediatric therapists. Twenty-two children, ages 5-12 years, with developmental disabilities participated in this once per week skating programme lasting 6 weeks. Ice skating instructors led the group lessons, while university student coaches provided individualized assistance to the children. The programme was evaluated using a summative evaluation design. Outcomes included participant attendance, incidence of injuries, skating skills and parent and student coach survey data. On average, participants attended 83% of the sessions and one minor injury was reported. Participants' parents were very satisfied with the programme and reported improvements in their child's skating skills, leg strength, endurance, balance, self-esteem/confidence and ability to participate in a group. Student coaches also reported high levels of satisfaction with this programme and reported similar improvements in the children they coached. The programme appeared promising, but may require minor modifications.

Collaborative development of an accelerated graduate entry nursing programme outside of traditional funding mechanisms.

PubMed

Whiffin, C J; Clarke, H; Brundrett, H; Baker, D; Whitehead, B

2018-01-01

Financial support for students entering nurse education programmes has typically been the responsibility of Governments who make a substantial contribution to tuition and/or living costs. However, where programmes are not funded by Government bodies, students must make alternative arrangements for financial support. This paper explores how a university worked with local employers to design, recruit and deliver an accelerated graduate entry nursing programme and how this philosophy of collaboration ultimately led to local health employers providing sponsorship for students. Therefore, we offer for debate the benefits of collaborative curriculum design and future considerations of attracting employer funding for graduate entry nursing programmes. Copyright © 2017 Elsevier Ltd. All rights reserved.

A comparative study on student perceptions of their learning outcomes in undergraduate science degree programmes with differing curriculum models

NASA Astrophysics Data System (ADS)

Matthews, Kelly E.; Firn, Jennifer; Schmidt, Susanne; Whelan, Karen

2017-04-01

This study investigated students' perceptions of their graduate learning outcomes including content knowledge, communication, writing, teamwork, quantitative skills, and ethical thinking in two Australian universities. One university has a traditional discipline-orientated curriculum and the other, an interdisciplinary curriculum in the entry semester of first year. The Science Students Skills Inventory asked students (n = 613) in first and final years to rate their perceptions of the importance of developing graduate learning outcomes within the programme; how much they improved their graduate learning outcomes throughout their undergraduate science programme; how much they saw learning outcomes included in the programme; and how confident they were about their learning outcomes. A framework of progressive curriculum development was adopted to interpret results. Students in the discipline-oriented degree programme reported higher perceptions of scientific content knowledge and ethical thinking while students from the interdisciplinary curriculum indicated higher perceptions of oral communication and teamwork. Implications for curriculum development include ensuring progressive development from first to third years, a need for enhanced focus on scientific ethics, and career opportunities from first year onwards.

University Programme Preferences of High School Science Students in Singapore and Reasons that Matter in their Preferences: A Rasch analysis

NASA Astrophysics Data System (ADS)

Oon, Pey-Tee; Subramaniam, R.

2015-01-01

This study explored an under-researched area in science education-the university programmes preferred by high school students who take physical science subjects and the reasons that matter in their preferences. A total of 1,071 upper secondary and pre-university students in Singapore, who take physical science subjects among their range of subjects, participated in this study. A survey method was adopted and the Rasch model was used to analyse the data. Overall, Business Studies was ranked as the predominant choice; nonetheless, scientific programmes such as Science, Engineering, and Mathematics are generally still well liked by the students. When gender differences were examined, we found that students largely followed gender-typical programme preferences, in which males tend to incline towards Engineering while females tend to incline towards Arts and Social Sciences. Students prefer a university programme based on their individual interest and ability, with career aspiration and remuneration coming next. Interestingly, females place greater emphasis on career aspiration than males. Some implications of the study are discussed.

Healthier food choices as a result of the revised healthy diet programme Krachtvoer for students of prevocational schools.

PubMed

Bessems, Kathelijne M H H; van Assema, Patricia; Martens, Marloes K; Paulussen, Theo G W M; Raaijmakers, Lieke G M; de Rooij, Mark; de Vries, Nanne K

2012-05-24

Krachtvoer is a Dutch healthy diet programme for prevocational schools, developed in 2001 and revised for a broader target group in 2007, based on the findings of an evaluation of the first version. The goal of this study was to report on the short- and longer-term total and subgroup effects of the revised programme on students' fruit, fruit juice, breakfast, and snack consumption. Schools were randomized to the experimental condition, teaching the Krachtvoer programme, or to the control condition teaching the regular nutrition lessons. Self-reported consumption of fruit, fruit juice, breakfast and snacks was measured at baseline directly before programme implementation, one to four weeks after finishing programme implementation, and after six months. Mixed linear and logistic regression analyses were conducted. In total 1117 students of 13 experimental schools and 758 students of 11 control schools participated in the study. Short- and longer-term favourable intervention effects were found on fruit consumption (mean difference between experimental and control group 0.15 servings at both posttests). Regarding fruit juice consumption, only short-term favourable effects were revealed (mean difference between experimental and control group 0.05 glasses). Intervention effects on breakfast intakes were limited. No changes in snack frequency were reported, but students made healthier snack choices as a result of the programme. Some favourable as well as unfavourable effects occurred in subgroups of students. The effects on fruit consumption and snack choices justify the current nationwide dissemination of the programme. Achieving changes in breakfast consumption may, however, require other strategies.

Effect of a multi-dimensional intervention programme on the motivation of physical education students.

PubMed

Amado, Diana; Del Villar, Fernando; Leo, Francisco Miguel; Sánchez-Oliva, David; Sánchez-Miguel, Pedro Antonio; García-Calvo, Tomás

2014-01-01

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4(th) year Secondary Education students--control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop.

Contemporary undergraduate implant dentistry education: a systematic review.

PubMed

Koole, S; De Bruyn, H

2014-03-01

Consensus reports recommend that students upon graduation should possess a significant level of knowledge and competence in implant dentistry, including basic competences in diagnostics, treatment planning, restorative, straightforward surgical and maintenance procedures. In response, undergraduate curricula need to integrate implant dentistry. This narrative review explores educational programmes in terms of competences, related research and barriers or reflections, regarding implementation in undergraduate curricula. Publications (2008-2013) were searched systematically in WoS, PubMed and ERIC and screened independently by two authors in four stages: removal of duplicates, title screening, abstract screening and full-text reading. Inclusion criteria encompassed implant dentistry in undergraduate education. Finally, 37 of 420 papers were included. Detailed information regarding programme content, number of participants, staff input, logistics/funding issues is scattered. Theoretical education is predominant, and pre-clinical/clinical training is offered minimally, often carried out in elective programmes. However, selected straightforward cases treated by undergraduates yield positive outcomes with low failure rates, few complications, high patient satisfaction and student appreciation. Barriers to implementing implant dentistry in the undergraduate curriculum include funding issues, limitations in time or staff availability/competence and lack of suitable patients. Overcoming these barriers is worthwhile as experience-based implant education affects future practice as well-informed students propose more restorative alternatives to their patients. Although implant dentistry is increasingly integrated in undergraduate curricula, challenges remain in developing strategies to implement existing competence profiles and the extent of experience-based education. To support further advancement, universities should report comprehensively on their implant programmes to allow comparison and reproduction in other environments. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Perceptions of Science Graduating Students on their Learning Gains

NASA Astrophysics Data System (ADS)

Varsavsky, Cristina; Matthews, Kelly E.; Hodgson, Yvonne

2014-04-01

In this study, the Science Student Skills Inventory was used to gain understanding of student perceptions about their science skills set developed throughout their programme (scientific content knowledge, communication, scientific writing, teamwork, quantitative skills, and ethical thinking). The study involved 400 responses from undergraduate science students about to graduate from two Australian research-intensive institutions. For each skill, students rated on a four-point Likert scale their perception of the importance of developing the skill within the programme, how much they improved it throughout their undergraduate science programme, how much they saw the skill included in the programme, how confident they were about the skill, and how much they will use the skill in the future. Descriptive statistics indicate that overall, student perception of importance of these skills was greater than perceptions of improvement, inclusion in the programme, confidence, and future use. Quantitative skills and ethical thinking were perceived by more students to be less important. t-Test analyses revealed some differences in perception across different demographic groups (gender, age, graduate plans, and research experience). Most notably, gender showed significant differences across most skills. Implications for curriculum development are discussed, and lines for further research are given.

The Female Predominance of a Vocational and Scientific Education Programme for High School Students in Rio de Janeiro and Recife, Brazil

ERIC Educational Resources Information Center

de Sousa, Isabela Cabral Felix; Braga, Cristiane Nogueira; Frutuoso, Telma de Mello; Ferreira, Cristina Araripe; Vargas, Diego da Silva

2008-01-01

The aim of this research is to understand how students view their volunteer choices to take part in a specific scientific education programme while they attend high school. This programme is called (Provoc) located at Oswaldo Cruz Foundation (Fiocruz), Brazil. Historically, this programme has been characterised by a significant predominance of…

The Effectiveness of Mentoring in the Distance Teacher Education Programme at the Lesotho College of Education: Student Teachers' and Tutors' Perceptions

ERIC Educational Resources Information Center

Mohono-Mahlatsi, Lydia; van Tonder, Fanus

2006-01-01

In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DT EP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 200 student teachers who were…

An Experimental Study of a Museum-Based, Science PD Programme's Impact on Teachers and Their Students

ERIC Educational Resources Information Center

Aaron Price, C.; Chiu, A.

2018-01-01

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards…

A mixed method, multiperspective evaluation of a near peer teaching programme.

PubMed

Lydon, Sinéad; O'Connor, Paul; Mongan, Orla; Gorecka, Miroslawa; McVicker, Lyle; Stankard, Aiden; Byrne, Dara

2017-09-01

Peer teaching (PT) has become increasingly popular. PT may offer benefits for students, tutors and institutions. Although resistance to PT has been identified among faculty, research has typically focused on students' experiences and perceptions, rather than those of the peer tutors or senior doctors/medical faculty. The current study comprised of a comprehensive, multiperspective evaluation of a near PT programme delivered by interns to final-year medical students in the Republic of Ireland. This study employed a mixed methods design, using both interviews and questionnaires to assess students' (n=130), interns' (n=49) and medical faculty's or senior doctors' (n=29) perceptions of the programme. All three groups were emphatic about the programme's benefits, although senior doctors and faculty reported significantly more positive attitudes than the others. Mean ratings of the programme's value, out of 10, were 8.2 among students, 8.2 among interns and 9.1 among senior doctors and faculty. Challenges identified were largely organisational in nature. Perceived benefits for students included the informality of teaching sessions, increased opportunities in the clinical environment and improvements in exam preparedness. Perceived benefits for the interns included improvements in knowledge and teaching ability and experience as a role model. PT programmes have been posited as an 'easy fix' to growing numbers of students. However, it is apparent that PT has substantial value outside of this. Future research that conducts economic evaluations of such programmes and that collects objective data on teaching quality and student learning would be of much interest. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Evaluation of a web-based ECG-interpretation programme for undergraduate medical students.

PubMed

Nilsson, Mikael; Bolinder, Gunilla; Held, Claes; Johansson, Bo-Lennart; Fors, Uno; Ostergren, Jan

2008-04-23

Most clinicians and teachers agree that knowledge about ECG is of importance in the medical curriculum. Students at Karolinska Institute have asked for more training in ECG-interpretation during their undergraduate studies. Clinical tutors, however, have difficulties in meeting these demands due to shortage of time. Thus, alternative ways to learn and practice ECG-interpretation are needed. Education offered via the Internet is readily available, geographically independent and flexible. Furthermore, the quality of education may increase and become more effective through a superior educational approach, improved visualization and interactivity. A Web-based comprehensive ECG-interpretation programme has been evaluated. Medical students from the sixth semester were given an optional opportunity to access the programme from the start of their course. Usage logs and an initial evaluation survey were obtained from each student. A diagnostic test was performed in order to assess the effect on skills in ECG interpretation. Students from the corresponding course, at another teaching hospital and without access to the ECG-programme but with conventional teaching of ECG served as a control group. 20 of the 32 students in the intervention group had tested the programme after 2 months. On a five-graded scale (1- bad to 5 - very good) they ranked the utility of a web-based programme for this purpose as 4.1 and the quality of the programme software as 3.9. At the diagnostic test (maximal points 16) by the end of the 5-month course at the 6th semester the mean result for the students in the intervention group was 9.7 compared with 8.1 for the control group (p = 0.03). Students ranked the Web-based ECG-interpretation programme as a useful instrument to learn ECG. Furthermore, Internet-delivered education may be more effective than traditional teaching methods due to greater immediacy, improved visualisation and interactivity.

Satisfaction with School among Gifted Israeli Students Studying in Various Frameworks

ERIC Educational Resources Information Center

Vidergor, Hava; Reiter, Shunit

2008-01-01

The study was aimed at assessing gifted students' satisfaction with school. The research sample comprised 229 Israeli elementary and junior high school gifted students, studying in separate classrooms, pullout programmes and pullout programme dropouts, and 140 regular students studying at the same schools. Satisfaction was measured using a…

Student Mobility and Doctoral Education in South Africa

ERIC Educational Resources Information Center

Sehoole, Chika Trevor

2011-01-01

This article analyses doctoral education programmes in South Africa with a particular focus on student mobility. It investigates pull and push factors as a conceptual framework, arguing that the patterns of student mobility in doctoral education programmes in South Africa follow the patterns of international student mobility elsewhere, which are…

Effectiveness of a universal school-based programme for preventing depression in Chinese adolescents: a quasi-experimental pilot study.

PubMed

Wong, Paul W C; Fu, King-Wa; Chan, Kim Y K; Chan, Wincy S C; Liu, Patricia M Y; Law, Yik-Wa; Yip, Paul S F

2012-12-15

Evidence of the effectiveness, rather than efficacy, of universal school-based programmes for preventing depression among adolescents is limited. This study examined the effectiveness of a universal depression prevention programme, "The Little Prince is Depressed" (LPD), which adopted the cognitive-behavioural model and aimed to reduce depressive symptoms and enhance protective factors of depression among secondary school students in Hong Kong. A quasi-experimental design was adopted for this pilot study. Thirteen classes were assigned to the intervention or control conditions according to the deliberation of the programme administrator of the four participating schools. Implementation was carried out in two phases, with a professional-led first phase and teacher-led programme second phase. LPD consisted of a 12-week school-based face-to-face programme with psycho-educational lessons and homework assignments. Students completed the programme generally showed positive development in help-seeking attitudes and self-esteem. For students who had more depressive symptoms at pre-assessment, the programme was found to be significant in enhancing cognitive-restructuring skills and support-seeking behaviours. The programme was not, however, found to be statistically significant in reducing depressive symptoms of the participants over the study period. A small sample size, a high attrition rate, and a short follow-up time frame. The LPD programme was successful in building resilience of the students in general and enhancing the cognitive-behavioural skills of students with depressive symptoms. While we did not find sufficient evidence for concluding that the LPD was effective in reducing depressive symptoms, we believe that these results highlight the challenges of implementing evidence-based practices generated from highly controlled environments in real-life settings. Copyright © 2012 Elsevier B.V. All rights reserved.

Fitness to practice of medical graduates: one programme's approach.

PubMed

Braatvedt, Claire; Poole, Phillippa; Merry, Alan; Gorman, Des; Reid, Papaarangi; Bagg, Warwick

2014-11-07

Doctors must ensure they are fit to practise medicine. There is a relationship between unprofessional behaviour at medical school and in subsequent medical practice. This study describes one programme's Fitness to Practice (FtP) policy and outcomes since inception in 2005. FtP notifications were classified into: health or personal; professional attitudes, or external issues. Seriousness was classified as non-critical, critical or extraordinarily critical. Anonymous data were extracted and analysed from a confidential FtP database. There were 157 FtP notifications involving 132 (5.5%) students. 87.2% were for issues with professional attitudes and 80.3% were non-critical. 17 students received more than one FtP notification. Students in clinical years were over-represented (p<0.0001) as were males (57% vs. 43%: p=0.0286). 96% of students continued the programme after remedial action. Two students were excluded from the programme on FtP grounds. The national regulatory body was notified of nine individual students with the potential for on- going FtP concerns. Over 9 years, 5.5% of medical students received a FtP notification, with most of these isolated non-critical incidents of a professional nature. A small subset of students had repeated or serious concerns, underscoring the need for a FtP policy in any medical programme.

Students' and lecturers' perceptions of support in a UK pre-registration midwifery programme.

PubMed

McIntosh, Annette Elizabeth; Gidman, Janice; McLaughlin, Andrea

2013-11-01

This paper reports on a study that explored the perceptions of students and lecturers regarding support within a pre-registration midwifery programme in one Higher Education Institution in England. A mixed method design was used: questionnaires were completed by first year and third year students and lecturers, complemented by focus groups with each of the three sets of participants. The findings showed that there are multi-focal challenges for student midwives in undertaking their programme of study. The main theme that emerged was of the difficulties involved in maintaining an appropriate work-life balance, especially within what was seen as a relatively inflexible programme structure. The value of peer support was also highlighted as a key factor in helping the students succeed in their studies. There were a number of implications for midwifery educators to consider in optimising support for students. These include ensuring that students have realistic expectations at the outset of their studies, formalising peer support mechanisms and reviewing programmes to provide more flexibility to better underpin the maintenance of an appropriate work-life balance. Further study is warranted to explore perceptions of support in practice and to identify the factors that help students to persevere in their studies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Mainstream Students' Attitudes to Possible Inclusion in Unified Sports with Students Who Have an Intellectual Disability

ERIC Educational Resources Information Center

Townsend, Michael; Hassall, John

2007-01-01

Background: Schools in New Zealand do not normally include students with intellectual disability in their sports programmes. This study examined regular students' attitudes towards the possible inclusion of students with an intellectual disability in an integrated sports programme within their school. Materials and Methods: A total of 170 school…

Preparedness of final-year Turkish nursing students for work as a professional nurse.

PubMed

Güner, Perihan

2015-03-01

To determine the preparedness levels of final-year Turkish nursing students starting their careers as professional nurses. The transition from nursing student to professional nurse is challenging. One of the ways to help facilitate this transition is to determine how well students are prepared to start work. There are limited, but conflicting, results on this topic. Mixed-methods study. Undergraduate nursing students (n = 4490) in their final year of study from 74 Turkish universities were eligible to participate in this study. Of these, 1804 total students participated from 38 randomly selected universities. Data were collected through an investigator-developed questionnaire (n = 1804) and focus group interviews (n = 57). Students felt highly prepared to start work (57·6%). Those who were older, male, graduates of a vocational high school or already working as a nurse felt most prepared. Students who felt that their education preparation and resources were adequate felt more prepared. Focus group interviews revealed that students felt confident in their knowledge of educational theory, but not in clinical skills. Students may have felt prepared to start work, but insufficient clinical experience probably contributed to a lack of confidence in their skills. The resources of the school, the quality of the education, and the clinical practice environments were considered most important for the students' perceived preparedness levels. An undergraduate education provides the foundation for successful nurse preparation. A good clinical environment along with a high-quality education programme can help give students more confidence in their skills when they join the nursing workforce. Internship or residency programmes may also facilitate this learning. This is extremely important for safe, high-quality patient care. © 2014 John Wiley & Sons Ltd.

Lessons learnt from a three-year pilot field epidemiology training programme

PubMed Central

Durand, A Mark; Hancock, Thane; Cash, Haley L; Hardie, Kate; Paterson, Beverley; Paulino, Yvette; White, Paul; Merritt, Tony; Fitzgibbons, Dawn; Gopalani, Sameer Vali; Flint, James; Edwin A Merilles, Onofre; Kashiwabara, Mina; Biaukula, Viema; Lepers, Christelle; Souares, Yvan; Nilles, Eric; Batikawai, Anaseini; Huseynova, Sevil; Patel, Mahomed; Saketa, Salanieta T; Durrheim, David; Henderson, Alden; Roth, Adam

2017-01-01

Problem The Pacific region has widely dispersed populations, limited financial and human resources and a high burden of disease. There is an urgent need to improve the availability, reliability and timeliness of useable health data. Context The purpose of this paper is to share lessons learnt from a three-year pilot field epidemiology training programme that was designed to respond to these Pacific health challenges. The pilot programme built on and further developed an existing field epidemiology training programme for Pacific health staff. Action The programme was delivered in country by epidemiologists working for Pacific Public Health Surveillance Network partners. The programme consisted of five courses: four one-week classroom-based courses and one field epidemiology project. Sessions were structured so that theoretical understanding was achieved through interaction and reinforced through practical hands-on group activities, case studies and other interactive practical learning methods. Outcome As of September 2016, 258 students had commenced the programme. Twenty-six course workshops were delivered and one cohort of students had completed the full five-course programme. The programme proved popular and gained a high level of student engagement. Discussion Face-to-face delivery, a low student-to-facilitator ratio, substantial group work and practical exercises were identified as key factors that contributed to the students developing skills and confidence. Close engagement of leaders and the need to quickly evaluate and adapt the curriculum were important lessons, and the collaboration between external partners was considered important for promoting a harmonized approach to health needs in the Pacific. PMID:29051838

'Ready to hit the ground running': Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme.

PubMed

Draper, Jan; Beretta, Ruth; Kenward, Linda; McDonagh, Lin; Messenger, Julie; Rounce, Jill

2014-10-01

This study explored the impact of The Open University's (OU) preregistration nursing programme on students' employability, career progression and its contribution to developing the nursing workforce across the United Kingdom. Designed for healthcare support workers who are sponsored by their employers, the programme is the only part-time supported open/distance learning programme in the UK leading to registration as a nurse. The international literature reveals that relatively little is known about the impact of previous experience as a healthcare support worker on the experience of transition, employability skills and career progression. To identify alumni and employer views of the perceived impact of the programme on employability, career progression and workforce development. A qualitative design using telephone interviews which were digitally recorded, and transcribed verbatim prior to content analysis to identify recurrent themes. Three geographical areas across the UK. Alumni (n=17) and employers (n=7). Inclusion criterion for alumni was a minimum of two years' post-qualifying experience. Inclusion criteria for employers were those that had responsibility for sponsoring students on the programme and employing them as newly qualified nurses. Four overarching themes were identified: transition, expectations, learning for and in practice, and flexibility. Alumni and employers were of the view that the programme equipped them well to meet the competencies and expectations of being a newly qualified nurse. It provided employers with a flexible route to growing their own workforce and alumni the opportunity to achieve their ambition of becoming a qualified nurse when other more conventional routes would not have been open to them. Some of them had already demonstrated career progression. Generalising results requires caution due to the small, self-selecting sample but findings suggest that a widening participation model of pre-registration nurse education for employed healthcare support workers more than adequately prepares them for the realities of professional practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Developing the role of Swedish advanced practice nurse (APN) through a blended learning master's program: Consequences of knowledge organisation.

PubMed

Bergström, Peter; Lindh, Viveca

2018-01-01

This paper reports on a research study conducted with a group of nurses in Sweden enrolled in a newly developed blended learning master's programme to become advanced practice nurses (APNs). As background, the paper presents the regional needs the programme is intended to address and describes how the programme was designed. The aim was to understand how, from students' perspective, the nurse master's programme structured knowledge for their future position as APNs. The research question focuses on how the master's programme prepares students by meeting their diverse needs for knowledge. Empirical material was collected at two times during the students' first and second years of study through semi-structured qualitative interviews. The findings highlight the process in which these master's students gained a more advanced identity of becoming APNs. This process demonstrates how students perceive their current position as nurses based on a discourse of knowledge in relation to the practical and theoretical knowledge they encounter in the master's programme. This article concludes by recommending that attention should be paid to developing APN role models in the current Swedish healthcare system. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Implications of Programme Assessment Patterns for Student Learning

ERIC Educational Resources Information Center

Jessop, Tansy; Tomas, Carmen

2017-01-01

Evidence from 73 programmes in 14 U.K universities sheds light on the typical student experience of assessment over a three-year undergraduate degree. A previous small-scale study in three universities characterised programme assessment environments using a similar method. The current study analyses data about assessment patterns using descriptive…

The CEE Sustainable Development Programme: A Two-Week Course for College Students

ERIC Educational Resources Information Center

Journal of Education for Sustainable Development, 2009

2009-01-01

This article features the Centre for Environment Education (CEE) Sustainable Development Programme, a two-week course designed for university students from a wide variety of disciplines, with an interest in sustainability and cross-cultural studies. The two-week programme provides cross-disciplinary understanding and practical experience of…

What Makes a Good Educator? The Relevance of Meta Programmes

ERIC Educational Resources Information Center

Brown, Nigel

2004-01-01

This paper reports the results of a qualitative study which explores the relevance of meta programmes to students' perceptions of teaching quality. Meta programmes are a model of personality preferences from the discipline of Neuro Linguistic Programming (NLP). Research into teaching effectiveness indicates that students rate as important "hygiene…

School Inclusion Programmes (SIPS)

ERIC Educational Resources Information Center

Drossinou-Korea, Maria; Matousi, Dimitra; Panopoulos, Nikolaos; Paraskevopoulou, Aikaterini

2016-01-01

The purpose of this work was to understand the school inclusion programmes (SIPs) for students with special educational needs (SEN). The methodology was conducted in the field of special education (SE) and focuses on three case studies of students who was supported by SIPs. The Targeted, Individual, Structured, Inclusion Programme for students…

Effects of Plymetrics Training and Weight Training on selected Motor Ability Components among University Male Students

NASA Astrophysics Data System (ADS)

Shaikh, Alauddin; Mallick, Nazrul Islam

2012-11-01

Introduction: The aim of this study was to find out the effects of plyometrics training and weight training among university male students.Procedure: 60 male students from the different colleges of the Burdwan University were randomly selected as subjects and their age were 19-25 years served as Weight training Group (WTG), second group served as Plyometric Training Group (PTG) and the third group served as Control Group (CT). Eight weeks weight training and six weeks plyometric training were given for experiment accordingly. The control group was not given any training except of their routine. The selected subjects were measured of their motor ability components, speed, endurance, explosive power and agility. ANCOVA was calculation for statistical treatment.Finding: Plyometric training and weight training groups significantly increase speed, endurance, explosive power and agility.Conclusion: The plyometric training has significantly improved speed, explosive power, muscular endurance and agility. The weight training programme has significantly improved agility, muscular endurance, and explosive power. The plometric training is superior to weight training in improving explosive power, agility and muscular endurance.

A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools.

PubMed

Patalay, Praveetha; Annis, Jennifer; Sharpe, Helen; Newman, Robbie; Main, Dominic; Ragunathan, Thivvia; Parkes, Mary; Clarke, Kelly

2017-11-01

Engaging young people in the design and delivery of mental health education could lead to more effective interventions; however, few of these interventions have been evaluated. This study aimed to gain preliminary evidence with regards to the efficacy and acceptability of OpenMinds: a peer-designed and facilitated mental health literacy programme for university and secondary school students. The programme involves a structured programme of education and training for university medical students, who then deliver workshops in secondary schools. Pre- and post-surveys were completed by 234 school students who received two workshops and 40 university medical students who completed the OpenMinds programme and delivered the workshops. The main outcomes in both groups were components of mental health literacy (non-stigmatising attitudes, knowledge, social distance and helping attitudes). Perceived teaching efficacy and interest in mental health careers (university medical students) and workshop acceptability (school students) were also examined. University and school student participation in OpenMinds was associated with significant improvements in three of four mental health literacy elements in both samples. Knowledge and attitudes improved in both samples, social distance improved only in the university sample and knowledge of helping behaviours increased in the school sample. University students' perceived teaching efficacy improved but there was no change in their reported interest in pursuing psychiatry in their career. Acceptability was high; over 70% of the school students agreed that they enjoyed the workshops and liked being taught by a university student. This study provides preliminary evidence for the acceptability and efficacy of OpenMinds as a sustainable peer-led model of mental health education for young people. The OpenMinds programme is ready for efficacy testing in a randomised trial.

A community continuity programme: volunteer faculty mentors and continuity learning.

PubMed

McGeehan, John; English, Richard; Shenberger, Keith; Tracy, Gerald; Smego, Raymond

2013-02-01

Longitudinal generalist preceptorship experiences early in medical education can have beneficial effects on how students practise the art and science of medicine, regardless of their eventual career choices. We evaluated the first 2 years of implementation of an integrated, regional campus-based, early clinical experience programme, the Community Continuity Program, at our new community-based medical school that is under the supervision of volunteer primary care faculty members acting as continuity mentors (CMs). Curricular components for years 1 and 2 consisted of three annual 1-week community-based experiences with CMs, extensive physical diagnosis practice, interprofessional learning activities, a multigenerational family care experience, a mandatory Community Health Research Project (CHRP) in year 1 and a mandatory Quality Improvement Project in year 2. Outcome measures included student, faculty member and programme evaluations, student reflective narratives in portal-based e-journals, a Liaison Committee on Medical Education (LCME) self-study student survey and serial level-of-empathy surveys.   Students found all elements of this integrated community experience programme beneficial and worthwhile, especially the CMs and the use of standardised and real-life patients. CMs noted effective and professional student-patient interactions. The number of reflective e-journal postings per student during year1 ranged from 14 to 81 (mean, 47). Serial empathy questionnaires administered over 2 years demonstrated preservation of student empathy, and students believed that the programme had a positive effect on their personal level of empathy.   An integrative, longitudinal, community-based, early clinical experience programme driven by volunteer CMs provides patient-centered instruction for preclinical students in the clinical, social, behavioural, ethical and research foundations of medicine. © Blackwell Publishing Ltd 2013.

Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching.

PubMed

Buckley, Sharon; Zamora, Javier

2007-06-28

Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However, whilst a number of students reported that their views of teachers and teaching had changed as a result of participation, this did not translate into significant changes in responses to questions that explored their views of the roles and qualities required of a good clinical teacher. Findings affirm the benefits to volunteer tutors of cross-year peer tutoring, particularly in terms of skills enhancement and reinforcement of positive attitudes towards future teaching responsibilities, and have implications for the design and organisation of such programmes.

Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching

PubMed Central

Buckley, Sharon; Zamora, Javier

2007-01-01

Background Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Methods Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Results Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However, whilst a number of students reported that their views of teachers and teaching had changed as a result of participation, this did not translate into significant changes in responses to questions that explored their views of the roles and qualities required of a good clinical teacher. Conclusion Findings affirm the benefits to volunteer tutors of cross-year peer tutoring, particularly in terms of skills enhancement and reinforcement of positive attitudes towards future teaching responsibilities, and have implications for the design and organisation of such programmes. PMID:17598885

The reasons students choose to undertake a nursing degree.

PubMed

Wilkes, Lesley; Cowin, Leanne; Johnson, Maree

2015-01-01

Determining the reasons people choose to study nursing may help educators and managers develop student-focussed and enticing nursing programmes. In Australia, little research has been undertaken with students entering nursing programmes and the reasons for their choice. The aim of this study was to determine why new students choose to enter nursing at university. A descriptive survey design. An urban university in Sydney, Australia. Undergraduate nursing students at the beginning of their first year of study. An open-ended question relating to the reasons for students' choice of a nursing programme was included in the survey. The transcribed textual data were content analysed for words related to the students' choice. The students' reasons for entering nursing programmes were both personal and career related, with personal being more dominant. The reasons to start nursing were: being able to help and care for people, job security, the ability to enter tertiary education and the enjoyment or love of nursing. Nursing remains a career of choice for young and mature students entering university. It is seen to provide security, interest and opportunity to help and care for others. Universities must focus on this as they develop programmes for a generation where multiple changes of career appear inevitable during their lifetime. The nursing profession needs to look at career pathways after graduation that provide these challenges within nursing itself.

An assessment of oral cancer curricula in dental hygiene programmes: implications for cancer control.

PubMed

Thacker, K K; Kaste, L M; Homsi, K D; LeHew, C W

2016-11-01

To assess oral cancer prevention and early detection curricula in Illinois associate-degree dental hygiene programmes and highlight global health applications. An email invitation was sent to each Illinois associate-degree granting dental hygiene programme's oral cancer contact to participate in a survey via a SurveyMonkey™ link to a 21-item questionnaire. Questions elicited background information on each programme and inquired about curriculum and methods used for teaching oral cancer prevention and early detection. Eight of the 12 (67%) programmes responded. Three (37.5%) reported having a specific oral cancer curriculum. Five (62.5%) require students to perform examinations for signs and symptoms of oral cancer at each clinic visit. Variations exist across the programmes in the number of patients each student sees annually and the number of oral cancer examinations each student performs before graduation. Seven programmes (87.5%) conduct early detection screening in community settings. All programmes included risk assessment associated with tobacco. All other risk factors measured were treated inconsistently. Significant differences in training and experience were reported across Illinois dental hygiene programmes. Training is neither standardized nor uniformly comprehensive. Students' preparation for delivering prevention and early detection services to their patients could be strengthened to ensure competence including reflection of risk factors and behaviours in a global context. Regular review of curricular guidelines and programme content would help dental hygienists meet the expectations of the Crete Declaration on Oral Cancer Prevention. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Pilot evaluation of an adolescent risk and injury prevention programme incorporating curriculum and school connectedness components.

PubMed

Chapman, R L; Buckley, L; Sheehan, M; Shochet, I M

2013-08-01

School connectedness is an important protective factor for adolescent risk-taking behaviour. This study examined a pilot version of the Skills for Preventing Injury in Youth (SPIY) programme, combining teacher professional development (PD) for increasing school connectedness (connectedness component) with a risk and injury prevention curriculum for early adolescents (curriculum component). A process evaluation was conducted on the connectedness component, involving assessments of programme reach, participant receptiveness and initial use, and a preliminary impact evaluation was conducted on the combined connectedness and curriculum programme. The connectedness component was well received by teacher participants, who saw benefits for both themselves and their students. Classroom observation also showed that teachers who received PD made use of the programme strategies. Grade 8 students who participated in the SPIY programme were less likely to report violent behaviour at 6-month follow-up than were control students, and trends also suggested reduced transport injuries. The results of this research support the use of the combined SPIY connectedness and curriculum components in a large-scale effectiveness trial to assess the impact of the programme on students' connectedness, risk-taking and associated injuries.

Medical school selection criteria as predictors of medical student empathy: a cross-sectional study of medical students, Ireland.

PubMed

O'Sullivan, Donnchadh M; Moran, Joseph; Corcoran, Paul; O'Flynn, Siun; O'Tuathaigh, Colm; O'Sullivan, Aoife M

2017-08-01

To determine whether performance in any of the Health Professions Admissions Test (HPAT) sections, most specifically the interpersonal understanding section, correlates with self-reported empathy levels in medical students. The study was conducted in University College Cork, Ireland. 290 students participated in the study. Matching HPAT scores were available for 263 students. All male and female undergraduate students were invited to participate. Postgraduate and international students were excluded. Primary measures: HPAT-Ireland and Jefferson Scale of Physician Empathy (JSE) scores were compared including subsection analysis. Secondary measures: comparisons were made between groups such as gender and year of programme. A total of 290 students participated. Males scored significantly higher than females for total HPAT-Ireland (U=7329, z=-2.04, p<0.05), HPAT-Ireland section 1 (U=5382, z=-5.21, p<0.001) and section 3 scores (U=6833, z=-2.85, p<0.01). In contrast, females scored significantly higher than males on HPAT-Ireland section 2 (U=5844, z=-4.46, p<0.001). Females demonstrated significantly higher total JSE scores relative to males (mean score ± SEM: 113.33±1.05 vs 109.21±0.95; U=8450, z=-2.83, p<0.01). No significant association was observed between JSE scores and any of the HPAT-Ireland measures (all p>0.05). There was no effect of programme year on JSE scores (all p>0.05). The introduction of the HPAT-Ireland test was partly designed to identify students with strong interpersonal skills. A significant finding of this study is that JSE values did not correlate with HPAT-Ireland scores. This study suggests no clear link between scores on a selection test, the HPAT-Ireland, which is designed to assess several skill domains including interpersonal skills, and scores on a psychometric measure of empathy, at any point during medical education. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

An Evaluation of Teaching-Learning of Drawing at School of Applied Arts, Takoradi Polytechnic

ERIC Educational Resources Information Center

Ofori-Anyinam, Sampong; Andrews, Amoako-Temeng; Ankrah, Owusu-Ansah

2016-01-01

Drawing is described as the bases of all art work when an art idea is conceived. It can only materialize into concrete form when it has gone through a process of designing which basically involves drawing. The ability of an artist to draw is very paramount in the art profession. The bases for selecting students to pursue an art programme is their…

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2011-11-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopted a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2012-02-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopt a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

Demographic Characteristics of Applicants to, and Students of, Ontario Physiotherapy Education Programs, 2004-2014: Trends in Gender, Geographical Location, Aboriginal Identity, and Immigrant Status.

PubMed

Coghlan, Cara M; Mallinger, Hilary; McFadden, Alison; Richard, Jocelynn; Stern, Arlee; Norman, Kathleen E

2017-01-01

Purpose: The authors analyzed the demographics of potential future physiotherapists to determine whether they were representative of the Canadian population. The specific objectives were to examine selected demographic variables from all applicants to and students in Ontario English-language Master of Physical Therapy programmes in admission cycles 2004-2014, inclusive, and to analyze the results as compared with Canadian population data. Method: Anonymized applicant records ( n =14,135) were obtained for admission cycles 2004-2014, inclusive. Variables examined for applicants and students included their gender, geographical location from Canadian and international regions, Aboriginal identity, and immigrant status. A descriptive analysis of counts and proportions was conducted for all variables. Results: The majority of applicants were women (70%), from southern Ontario (73%), and Canadian born (82%). Aboriginal and rural applicants made up small proportions of the applicant pool (1% and 12%, respectively). The number of applicants from British Columbia was proportionally high relative to those from other Canadian provinces. Conclusion: Although Ontario's physiotherapy education programmes remain female dominated, the demographics of applicants and students are otherwise mostly representative of the diverse Canadian population, although very low in the number of Aboriginal peoples. Further research is needed to understand the diversity and composition of the Canadian physiotherapy workforce.

The experience of critiquing published research: learning from the student and researcher perspective.

PubMed

Knowles, Judie M; Gray, Morag A

2011-11-01

This paper commences with affirmation of the importance of research critique within academic programmes of study, and the context of this skill within the nursing profession. Judie (student) shares an experience from a Professional Doctorate in Education (EdD) assignment that involved selecting and critiquing a piece of published research. "The qualities of an effective mentor" (Gray and Smith, 2000) was critiqued using the Critical Appraisal Skills Programme (CASP, 2006) framework. Morag was the researcher and co-author (Gray and Smith, 2000) and was subsequently contacted by Judie for the purposes of validating her critique assignment. On the tenth anniversary since publication of her PhD research findings Morag reflects on the original article in the light of Judie's critique and shares evaluative comments. Some of the assignment critique is validated by Morag, whilst some of the evaluation demonstrates unreliability of critique shown by Judie. Discussion surrounding sufficiency of research critique through systematic examination of a published article, versus an original research report such as a thesis ensues. The student and researcher/author reveal their learning from this collaborative experience and conclude with recommendations for; setting critique assignments; authors publishing their research findings; and students undertaking critique assignments. Copyright © 2011 Elsevier Ltd. All rights reserved.

A Smooth Transition? Education and Social Expectations of Direct Entry Students

ERIC Educational Resources Information Center

Barron, Paul; D'Annunzio-Green, Norma

2009-01-01

While the most common type of student entering higher education falls within the 17-19-year-old age group, universities in the UK are keen to accept other categories of students onto programmes as a means of increasing diversity and maintaining student numbers in the latter portion of a programme. One such category is those students who enter a…

Pygmalion in Media-Based Learning: Effects of Quality Expectancies on Learning Outcomes

ERIC Educational Resources Information Center

Fries, Stefan; Horz, Holger; Haimerl, Charlotte

2006-01-01

Two studies investigated how quality expectations affect students' outcomes of media-based learning. Experiment 1 (N=62) demonstrated that students expecting a high-end computer-based training programme learned most, whereas students expecting a programme of ambiguous quality learned least and students having no expectations performed in between.…

Content and Language Integrated Learning and the Inclusion of Immigrant Minority Language Students: A Research Review

ERIC Educational Resources Information Center

Somers, Thomas

2017-01-01

This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students'…

Peer Facilitated Writing Groups: A Programmatic Approach to Doctoral Student Writing

ERIC Educational Resources Information Center

Kumar, Vijay; Aitchison, Claire

2018-01-01

Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based…

Concerns and Expectations of Students Participating in Study Abroad Programmes: Blogging to Reveal the Dynamic Student Voice

ERIC Educational Resources Information Center

Bell, Robin

2016-01-01

Study abroad programmes have become increasingly popular with university students and within academia. They are often seen as an experiential opportunity to expand student learning and development, including increases in global, international and intercultural competences. However, despite the increasing popularity of and participation in study…

Should I stay or should I go? A systematic review of factors that influence healthcare students' decisions around study abroad programmes.

PubMed

Brown, Mary; Boateng, Edward Appiah; Evans, Catrin

2016-04-01

Study abroad programmes have been shown to have significant benefits for participating healthcare students such as promoting cultural awareness and understanding of different healthcare settings, policies and practices. Healthcare students are encouraged to undertake elective or Erasmus placements overseas to enhance personal and professional development and to broaden horizons through lived cultural experience. However, there is a relatively low uptake of such opportunities amongst this student group. This systematic review aimed to explore factors that influence healthcare students' decision making around study abroad opportunities within undergraduate training programmes. A systematic review was undertaken utilising a narrative synthesis approach. A comprehensive literature search was conducted on MEDLINE, CINAHL, EMBASE, PsycINFO, ASSIA, and ERIC databases. Key institutions were contacted for grey literature. Studies that reported on factors that influence healthcare students' decisions regarding study abroad programmes were included in the review. Ten studies were identified for inclusion (5 qualitative studies, 5 surveys), indicating a paucity of research in this area. Data synthesis indicates that factors that influence healthcare students' decisions to participate in study abroad programmes are similar across different geographic locations and different professional groups. Factors that support decisions to study overseas include having sufficient information about study abroad programmes, especially early in an academic programme, having an interest in other cultures/countries and having academic staff and family as positive role models who motivate them to study abroad. Key barriers are cost and language issues. Language remains a significant barrier even when generous bursaries are available, as with the Erasmus scheme, when students are not proficient with the language spoken in host countries. Students tend to prefer destinations where language is not a problem or where countries have cultural or historical connections, such as being part of the Commonwealth countries. Promotion of study abroad opportunities needs to start early in an academic programme. It should include detailed information and provision of language support. Faculty have an important part to play as enthusiastic role models. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Data article on the effectiveness of entrepreneurship curriculum contents on entrepreneurial interest and knowledge of Nigerian university students.

PubMed

Olokundun, Maxwell; Iyiola, Oluwole; Ibidunni, Stephen; Ogbari, Mercy; Falola, Hezekiah; Salau, Odunayo; Peter, Fred; Borishade, Taiye

2018-06-01

The article presented data on the effectiveness of entrepreneurship curriculum contents on university students' entrepreneurial interest and knowledge. The study focused on the perceptions of Nigerian university students. Emphasis was laid on the first four universities in Nigeria to offer a degree programme in entrepreneurship. The study adopted quantitative approach with a descriptive research design to establish trends related to the objective of the study. Survey was be used as quantitative research method. The population of this study included all students in the selected universities. Data was analyzed with the use of Statistical Package for Social Sciences (SPSS). Mean score was used as statistical tool of analysis. The field data set is made widely accessible to enable critical or a more comprehensive investigation.

The effect of a short anti-smoking awareness programme on the knowledge, attitude and practice of cigarette smoking among secondary school students in Lagos state, Nigeria.

PubMed

Odukoya, O O; Odeyemi, K A; Oyeyemi, A S; Upadhyay, R P

2014-06-01

This study aimed to assess the effect of a short school-based anti-smoking program on the knowledge, attitude and practice of cigarette smoking among students in secondary schools in Lagos State. A non-randomized, controlled intervention study was done among respondents selected using multi-stage sampling. Baseline data was collected using self-administered questionnaires. An anti-smoking awareness programme was carried out among students in the intervention group using health talks, information leaflets and posters. Post-intervention data collection took place three months later. There were significant increments in the mean knowledge and attitude scores after the intervention. There was however no statistically significant change in the current smoking habits of respondents (4% vs. 3%; p=0.41)in the intervention group. Nevertheless, in the intervention group, the number of never- smokers who reported that they were likely to initiate cigarette smoking within the next year significantly reduced. There was also a significant increase in the proportion of current smokers who desired to quit smoking. Even brief anti-smoking programs of this nature are effective at improving the knowledge and modifying the attitude of the respondents but do not improve smoking habits. It however motivated the desire to quit among current smokers. Health education sessions and periodic anti-smoking programmes should be introduced into the secondary school curriculum. More intensive approaches may be needed to influence the smoking behaviour of adolescent smokers.

Knowledge and practice about TT vaccination among undergraduate female medical students.

PubMed

Basher, M S

2010-10-01

Neonatal Tetanus (NT) is a clinical form of tetanus, generally occurs through infection via unhealed umbilicus. Newborns can be successfully protected against tetanus by vaccinating women with Tetanus Toxoid (TT). In our country, target groups for vaccination are vaccinated at Out-reach Centres (ORCs) and fixed centres (health facilities) free of cost. All women of reproductive age group, regardless of their marital and pregnancy status, are accessible to the vaccination programme. Illiteracy is one of the known important factors that stand in the way of vaccination. This descriptive, cross-sectional study was intended to assess knowledge about EPI diseases and vaccines, and TT vaccination status among 62 purposively selected undergraduate female students of Mymensingh Medical College (MMC), Mymensingh of session 2006-2007. Semi-structured interview schedule was used for data collection. Data were managed manually by using master sheet and scientific calculator. Out of sixty-two, 44(70.97%) female students started to receive TT vaccination after completion of 15 years. Of them, only 5(11.36%) had completed the five dose schedule till the conduction of the study. Educational status of women is vital for effective utilization of available preventive health services. Vaccination programme is geographically, economically and culturally accessible in our country. Literacy status of our respondents was very high. Nonetheless, access rate for TT vaccine was very much dissatisfactory. So based on these findings, it can be concluded that creating community awareness is an important factor to improve utilization status of preventive programmes including vaccination.

Nursing on television: student perceptions of television's role in public image, recruitment and education.

PubMed

Weaver, Roslyn; Salamonson, Yenna; Koch, Jane; Jackson, Debra

2013-12-01

To explore nursing students' perceptions of how their profession is portrayed on medical television programmes. Recruitment and retention in nursing have been linked to the image of the profession in society. Images of nursing in popular media frequently draw on stereotypes that may damage the appeal of nursing for potential students and denigrate the value and status of the profession. A growing body of work analyses how nursing is portrayed in popular media, but less research asks nursing students themselves to reflect on this area. Convergent parallel mixed methods. Data were collected in 2011 from surveys of 484 undergraduate nursing students at a large university in New South Wales, Australia, that included demographic data, their viewing habits of medical television programmes and their opinions of how the shows handled nursing ethics and professionalism and the image of nursing on television and nursing role models. Most students watch medical television programmes. Students who do not speak English at home watched fewer programmes but were more positive about the depictions of professionalism. The qualitative data showed students were concerned that television can have a negative influence on the image of nursing, but they also recognized some educational and recruitment value in television programmes. It is important for nurses, educators and students to be critically engaged with the image of their profession in society. There is value in engaging more closely with contemporary media portrayals of nursing for students and educators alike. © 2013 John Wiley & Sons Ltd.

Relationships between Students' Experiences of Learning in an Undergraduate Internship Programme and New Graduates' Experiences of Professional Practice

ERIC Educational Resources Information Center

Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

2012-01-01

Although educators believe that undergraduate internship programmes are a vital component of professional degrees, evidence of the relationship between students' experiences of learning during such programmes and the quality of new graduates' experiences of professional practice is limited. This research sought to investigate associations between…

Preparing University Students to Lead K-12 Engineering Outreach Programmes: A Design Experiment

ERIC Educational Resources Information Center

Anthony, Anika B.; Greene, Howard; Post, Paul E.; Parkhurst, Andrew; Zhan, Xi

2016-01-01

This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students' critical role as facilitators of the outreach programme, researchers conducted a two-year…

A Tutorial Programme to Enhance Psychiatry Learning Processes within a PBL-Based Course

ERIC Educational Resources Information Center

Hood, Sean; Chapman, Elaine

2011-01-01

This paper describes a tutorial programme developed at the University of Western Australia (UWA) to enhance medical students' learning processes within problem-based learning contexts. The programme encourages students to use more effective learning approaches by scaffolding the development of effective problem-solving strategies, and by reducing…

The Application of a Total Quality Management Approach to Support Student Recruitment in Schools of Music

ERIC Educational Resources Information Center

Weinstein, Larry

2009-01-01

One of the greatest challenges music programme administrators face is that of recruiting students for their programmes. This article suggests that administrators should investigate the benefits of implementing a comprehensive total quality management programme in their institutions. The core values, techniques and tools embodied in the Total…

Student Learning Support Programmes That Demonstrate Tangible Impact on Retention, Pass Rates & Completion. 2nd Edition

ERIC Educational Resources Information Center

Manalo, Emmanuel, Ed.; Marshall, Jenny, Ed.; Fraser, Cath, Ed.

2010-01-01

This report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions. The programmes demonstrate tangible impact on student…

The Attractiveness of Programmes in Higher Education: An Empirical Approach

ERIC Educational Resources Information Center

Widiputera, Ferdi; De Witte, Kristof; Groot, Wim; van den Brink, Henriëtte Maassen

2017-01-01

Higher education institutions have experienced an increase in student enrolment over the past decades. At the same time, universities increasingly attempt to attract students by offering a variety of study programmes. Using a Dutch panel data set of 1300 programmes in 50 institutions, this study investigates what explains the attractiveness of…

The Return Home: Transitioning from a 28-Day Remote Outdoor Education Programme

ERIC Educational Resources Information Center

McNatty, Shannon

2016-01-01

This article addresses the challenges for students transitioning from the remote Te Kahu (pseudonym) outdoor education programme back into their home and school city environments. Students must develop methods of coping and readjust to society to continue the personal growth and process the learning affected through the 28-day programme. The…

The development, outline and evaluation of the second level of an interprofessional learning programme – listening to the students.

PubMed

Wright, Anna; Lindqvist, Susanne

2008-10-01

The delivery and content of interprofessional education (IPE) varies greatly. Currently there is little evidence to suggest the most effective approach. This paper describes an interprofessional learning programme offered to second year healthcare students (IPL2), which was developed together with the students. At the outset of developing IPL2, an interprofessional student planning group (supported by a facilitator) was formed. The student planning group (SPG) reported back their ideas to an IPL steering group. Student feedback forms from 2005–2006 were used for the review and further development of IPL2. Analysis of student feedback was completed using median (for the quantitative elements of the form) and content analysis (for the qualitative elements). Post-programme student feedback included suggestions such as improvements to the case scenario, issues such as the logistical problems associated with students being on placement and how to overcome this by expanding the use of a virtual learning environment. Student views have informed both the original and ongoing development of IPL2 and ensure that the IPL programme remains relevant to the students. This model of involving students in the development of IPL has proven effective and can be applied to other settings.

Students' perception of the learning environment in a distributed medical programme.

PubMed

Veerapen, Kiran; McAleer, Sean

2010-09-24

The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites.

Motivation of Dutch high school students from various backgrounds for applying to study medicine: a qualitative study.

PubMed

Wouters, Anouk; Croiset, Gerda; Isik, Ulviye; Kusurkar, Rashmi A

2017-06-02

To explore high school students' motivation for applying to study medicine and the factors that influence this. To find explanations for under-representation of minority students in medical education, descriptions of motivation of students with different background characteristics were compared. Qualitative phenomenological study using semistructured one-on-one interviews. One predominantly white and one mixed high school in a large multicultural city in the Netherlands. The study was conducted in March-December 2015. Twenty-four high school students, purposively sampled for demographic characteristics. The analysis consisted of the coding of data using a template based on the motivation types (autonomous and controlled motivation) described by self-determination theory and open coding for factors that influence motivation. The main reasons for pursuing a medical career pertained to autonomous motivation (interest in science and helping people), but controlled motivation (eg, parental pressure, prestige) was also mentioned. Experiences with healthcare and patients positively influenced students' autonomous motivation and served as a reality check for students' expectations. Having to go through a selection process was an important demotivating factor, but did not prevent most students from applying. Having medical professionals in their network also sparked students' interest, while facilitating easier access to healthcare experiences. The findings showed a complex interplay between healthcare experiences, growing up in a medical family, selection processes and motivation. Healthcare experiences, often one of the selection criteria, help students to form autonomous motivation for studying medicine. However, such experiences as well as support in the selection process seem unequally accessible to students. As a result, under-represented students' motivation decreases. Medical schools should be aware of this and could create opportunities to acquire healthcare experiences. High schools could incorporate internships as part of their study counselling programmes and offer tailor-made guidance to each individual student. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Ethical Issues for Community College Student Programmers.

ERIC Educational Resources Information Center

Friedrich, Sue

2002-01-01

Discusses examples of unique ethical issues faced by community college student programmers: member commitment, poor program attendance and lack of programming board diversity, and conflicts of interest (EV)

Impact of selection strategies on representation of underserved populations and intention to practise: international findings.

PubMed

Larkins, Sarah; Michielsen, Kristien; Iputo, Jehu; Elsanousi, Salwa; Mammen, Marykutty; Graves, Lisa; Willems, Sara; Cristobal, Fortunato L; Samson, Rex; Ellaway, Rachel; Ross, Simone; Johnston, Karen; Derese, Anselme; Neusy, André-Jacques

2015-01-01

Socially accountable medical schools aim to reduce health inequalities by training workforces responsive to the priority health needs of underserved communities. One key strategy involves recruiting students from underserved and unequally represented communities on the basis that they may be more likely to return and address local health priorities. This study describes the impacts of different selection strategies of medical schools that aspire to social accountability on the presence of students from underserved communities in their medical education programmes and on student practice intentions. A cross-sectional questionnaire was administered to students starting medical education in five institutions with a social accountability mandate in five different countries. The questionnaire assessed students' background characteristics, rurality of background, and practice intentions (location, discipline of practice and population to be served). The results were compared with the characteristics of students entering medical education in schools with standard selection procedures, and with publicly available socio-economic data. The selection processes of all five schools included strategies that extended beyond the assessment of academic achievement. Four distinct strategies were identified: the quota system; selection based on personal attributes; community involvement, and school marketing strategies. Questionnaire data from 944 students showed that students at the five schools were more likely to be of non-urban origin, of lower socio-economic status and to come from underserved groups. A total of 407 of 810 (50.2%) students indicated an intention to practise in a non-urban area after graduation and the likelihood of this increased with increasing rurality of primary schooling (p = 0.000). Those of rural origin were statistically less likely to express an intention to work abroad (p = 0.003). Selection strategies to ensure that members of underserved communities can pursue medical careers can be effective in achieving a fair and equitable representation of underserved communities within the student body. Such strategies may contribute to a diverse medical student body with strong intentions to work with underserved populations. © 2014 John Wiley & Sons Ltd.

Success of non-traditional students in an undergraduate occupational therapy programme.

PubMed

Wheeler, NEIL

2001-01-01

An exit survey designed to examine the experiences of occupational therapy undergraduates was administered to 365 students in a four-year honours programme. The survey had a response rate of 51% (186). The survey was informed and supplemented by focus groups with international students and computer-mediated conferencing with community leaders from relevant ethnic minorities. Results showed that older students and those with non-traditional entry qualifications in this sample were as successful as school-leaver entrants (those with UK A Level qualifications). There were no significant differences between the support needs of the groups and previous experience did not have a beneficial or significant effect on support needs. Having to maintain part-time employment significantly increased the likelihood that students would consider withdrawing from the programme. For those who considered withdrawing but who went on to successful completion, the desire to practise occupational therapy following their successful experiences in the programme was a powerful motivator.

Persistence of physics and engineering students via peer mentoring, active learning, and intentional advising

NASA Astrophysics Data System (ADS)

McCavit, K.; Zellner, N. E. B.

2016-11-01

Albion College, a private, undergraduate-only, liberal arts college in Michigan, USA, has developed and implemented a low-cost peer-mentoring programme that blends personal and academic support to help students achieve academic success in the introductory courses required for the Physics Major or the Dual-Degree Program in Engineering. This enhanced mentoring programme provides much-needed assistance for undergraduate students to master introductory physics and mathematics coursework, to normalise the struggle of learning hard material, and to accept their identity as physics or engineering students (among other goals). Importantly, this programme has increased retention among entering science, technology, engineering and mathematics students at Albion College as they move through the introductory classes, as shown by a 20% increase in retention from first-semester to third-semester physics courses compared to years when this programme was not in place.

Assessing the Higher National Diploma Chemical Engineering programme in Ghana: students' perspective

NASA Astrophysics Data System (ADS)

Boateng, Cyril D.; Cudjoe Bensah, Edem; Ahiekpor, Julius C.

2012-05-01

Chemical engineers have played key roles in the growth of the chemical and allied industries in Ghana but indigenous industries that have traditionally been the domain of the informal sector need to be migrated to the formal sector through the entrepreneurship and innovation of chemical engineers. The Higher National Diploma Chemical Engineering programme is being migrated from a subject-based to a competency-based curriculum. This paper evaluates the programme from the point of view of students. Data were drawn from a survey conducted in the department and were analysed using SPSS. The survey involved administering questionnaires to students at all levels in the department. Analysis of the responses indicated that the majority of the students had decided to pursue chemical engineering due to the career opportunities available. Their knowledge of the programme learning outcomes was, however, poor. The study revealed that none of the students was interested in developing indigenous industries.

Failing underperforming students: the role of grading in practice assessment.

PubMed

Heaslip, Vanessa; Scammell, Janet M E

2012-03-01

Nursing is essentially a practice discipline, informed by a theoretical base. It is crucial that students have a rigorous preparation in both theoretical and practical elements during their pre-registration programme. The aim of educationalists is to produce students fit for purpose and practice, but concerns have been raised internationally regarding students competence at the point of registration. There is evidence that some practice based assessors experience difficulties in failing incompetent students. Assessment of practice is often judged on a pass/fail rather than a graded basis in a number of health professional programmes. It could be argued that pass or fail provides limited feedback to students concerning exactly how well or poorly they have performed. This paper will explore these issues through focusing on selected findings from a service evaluation of a practice assessment tool incorporating grading of practice of pre-registration nursing students from one university in the United Kingdom (UK). Using convenience sampling, a questionnaire survey was completed by 107 adult, mental health and child health nursing students (51% response) and 112 mentors (practice-based assessors) (86% response) from all nursing fields. Amongst other issues, the evaluation identified that whilst mentors valued the opportunity to grade practice and perceived that the tool enabled them to be more discerning in the allocation of pass grades, some lacked confidence in failing students. The findings are discussed in the context of the wider debate around clinical competence in new nurse registrants and it is concluded that whilst assessing 'borderline' students will always be a testing experience, grading systems may help the assessor to be more discriminatory. Copyright © 2011 Elsevier Ltd. All rights reserved.

Social inclusion and career development--transition from upper secondary school to work or post-secondary education among hard of hearing students.

PubMed

Danermark, B; Antonson, S; Lundström, I

2001-01-01

The aim of this study was to investigate the decision process and to analyse the mechanisms involved in the transition from upper secondary education to post-secondary education or the labour market. Sixteen students with sensorioneural hearing loss were selected. Among these eight of the students continued to university and eight did not. Twenty-five per cent of the students were women and the average age was 28 years. The investigation was conducted about 5 years after graduation from the upper secondary school. Both quantitative and qualitative methods were used. The results showed that none of the students came from a family where any or both of the parents had a university or comparable education. The differences in choice between the two groups cannot be explained in terms of social inheritance. Our study indicates that given normal intellectual capacity the level of the hearing loss seems to have no predictive value regarding future educational performance and academic career. The conclusion is that it is of great importance that a hearing impaired pupil with normal intellectual capacity is encouraged and guided to choose an upper secondary educational programme which is orientated towards post-secondary education (instead of a narrow vocational programme). Additional to their hearing impairment and related educational problems, hard of hearing students have much more difficulty than normal hearing peers in coping with changes in intentions and goals regarding their educational career during their upper secondary education.

Knowledge and practice of sun protection in schools in South Africa where no national sun protection programme exists.

PubMed

Wright, Caradee Y; Reeder, Anthony I; Albers, Patricia N

2016-04-01

Interventions in primary schools that increase sun-protective behaviours and decrease ultraviolet radiation exposure, sunburn incidence and skin cancer risk can be effective. SunSmart School Accreditation Programmes (SSAP) are recommended. Prior to SSAP implementation in South Africa, we explored the feasibility of obtaining national baseline information and investigated possible associations between strategies regarding sun protection in schools and students' responses to a questionnaire. Principals from randomly selected urban government schools in all nine South African provinces completed a questionnaire and 679 students were surveyed. The mean sun-related knowledge and behaviour scores of students were 4 (range: 1-7) and 3 (range-0-8) out of 9, respectively. The mean school sun protection effort score was 4 out of 14. There were no statistically significant correlations between students' knowledge or behaviour scores and their school score. The World Health Organization recommends an SSAP to address policy, practice and curriculum changes to support sun protection of students. This cross-sectional study demonstrates the feasibility of, and need for, a larger baseline study with longitudinal, multi-variable follow-up which includes other influential factors, such as parent support. Such research could quantify the impact of the SSAP and identify which key factors influence the sun-related knowledge and behaviours of students. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Understanding mental health through reading selected literature sources: an evaluation.

PubMed

McKie, A; Gass, J P

2001-04-01

The increasing use of the humanities in nurse education provides an alternative means of facilitating students' understanding of health issues. In part, this contributes to a critique of rationalist-technological approaches to education where knowledge is reduced to abstract, discernable and measured units. A more communal approach to education recognises the place of interpretation as part of learning and, within this, the significance of dialogue, identity, tradition, attachment and partnership. The reading of works of literature is one way in which the reader interprets texts in a multiplicity of ways in order to more fully understand the 'real' world. Mental health offers particular opportunities for literary descriptions. The evaluation of a learning unit within a mental health nursing branch programme where students read a number of works of literature is outlined. Results indicate a variety of student responses to use of such an approach. The authors assert the usefulness of these approaches in encouraging deeper understanding of complex issues faced in mental health nursing practice. At the same time, however, careful consideration is given to the place of such approaches within the overall philosophy of a curriculum programme. Copyright 2001 Harcourt Publishers Ltd.

Health programmes for school employees: improving quality of life, health and productivity.

PubMed

Kolbe, Lloyd J; Tirozzi, Gerald N; Marx, Eva; Bobbitt-Cooke, Mary; Riedel, Sara; Jones, Jack; Schmoyer, Michael

2005-01-01

School health programmes in the 21st century could include eight components: 1) health services; 2) health education; 3) healthy physical and psychosocial environments; 4) psychological, counselling, and social services; 5) physical education and other physical activities; 6) healthy food services; and 7) integrated efforts of schools, families, and communities to improve the health of school students and employees. The eighth component of modern school health programmes, health programmes for school employees, is the focus of this article. Health programmes for school employees could be designed to increase the recruitment, retention, and productivity of school employees by partially focusing each of the preceding seven components of the school health programme on improving the health and quality of life of school employees as well as students. Thus, efforts to improve the quality of life, health, and productivity of school employees may be distinct from, but integrated with, efforts to improve the quality of life, health, and education of students. School employee health programmes can improve employee: 1) recruitment; 2) morale; 3) retention; and 4) productivity. They can reduce employee: 5) risk behaviours (e.g., physical inactivity); 6) risk factors (e.g., stress, obesity, high blood pressure); (7) illnesses; 8) work-related injuries; 9) absentee days; 10) worker compensation and disability claims; and 11) health care and health insurance costs. Further, if we hope to improve our schools' performance and raise student achievement levels, developing effective school employee health programmes can increase the likelihood that employees will: 12) serve as healthy role models for students; 13) implement effective school health programmes for students; and 14) present a positive image of the school to the community. If we are to improve the quality of life, health, and productivity of school employees in the 21st century: school administrators, employees, and policymakers must be informed about the need and the means to do so; school employee health programmes must become part of the culture of education and the expectation of educators; and colleges that prepare school administrators and other school employees must provide the pre-service and in-service training, research, development, and leadership to make it happen. This article outlines ten actions that can be taken by school districts to build or improve school employee health programmes, and a list of websites that provides more detailed information about such programmes.

Why Students Leave Engineering and Built Environment Programmes When They Are Academically Eligible to Continue

ERIC Educational Resources Information Center

Ahmed, Nazeema; Kloot, Bruce; Collier-Reed, Brandon I.

2015-01-01

The retention of students to graduation is a concern for most higher education institutions. This article seeks to understand why engineering and built environment students fail to continue their degree programmes despite being academically eligible to do so. The sample comprised 275 students registered between 2006 and 2011 in a faculty of…

Teaching and Learning in a University Classroom: A Norwegian Case Study on Students' Perspectives

ERIC Educational Resources Information Center

Postholm, May Britt

2007-01-01

This article focuses on student activity and how students experience learning. A teaching programme was both led and researched by the one teacher. The article describes a master's level teaching programme and presents the data collection strategies used by the teacher-researcher and presents learning viewed from the students' perspective. The…

The International Baccalaureate Middle Years Programme and Its Effect on Students in Poverty

ERIC Educational Resources Information Center

Kobylinski-Fehrman, Margaret Julia

2013-01-01

The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income…

Mathematical Enculturation from the Students' Perspective: Shifts in Problem-Solving Beliefs and Behaviour during the Bachelor Programme

ERIC Educational Resources Information Center

Perrenet, Jacob; Taconis, Ruurd

2009-01-01

This study investigates the changes in mathematical problem-solving beliefs and behaviour of mathematics students during the years after entering university. Novice bachelor students fill in a questionnaire about their problem-solving beliefs and behaviour. At the end of their bachelor programme, as experienced bachelor students, they again fill…

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…

Exploring the experiences and expectations of year 1 children's nursing students.

PubMed

Wright, Jackie; Wray, Jane

2012-05-01

Attrition among children's nursing students remains high despite the field of practice attracting large numbers of applicants. While previous studies have examined nursing students as a group, this study specifically examines the children's nursing student experience. To explore the expectations and early experiences of children's nursing students. A phenomenological approach was adopted. Four focus groups were conducted at the beginning and end of the first year of a three-year programme. The students defined children's nursing by the age and needs of the client group. They had expected practice experience would solely be within the acute setting. The acquisition and confidence in undertaking psychomotor skills was of importance to this group of students. The students' unmet expectations may have a negative effect on their experience of the programme and therefore potentially on their decision to continue on the programme.

In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation.

PubMed

Daelmans, H E M; Overmeer, R M; van der Hem-Stokroos, H H; Scherpbier, A J J A; Stehouwer, C D A; van der Vleuten, C P M

2006-01-01

Supervision and feedback are essential factors that contribute to the learning environment in the context of workplace learning and their frequency and quality can be improved. Assessment is a powerful tool with which to influence students' learning and supervisors' teaching and thus the learning environment. To investigate an in-training assessment (ITA) programme in action and to explore its effects on supervision and feedback. A qualitative study using individual, semistructured interviews. Eight students and 17 assessors (9 members of staff and 8 residents) in the internal medicine undergraduate clerkship at Vrije Universiteit Medical Centre, Amsterdam, the Netherlands. The ITA programme in action differed from the intended programme. Assessors provided hardly any follow-up on supervision and feedback given during assessments. Although students wanted more supervision and feedback, they rarely asked for it. Students and assessors failed to integrate the whole range of competencies included in the ITA programme into their respective learning and supervision and feedback. When giving feedback, assessors rarely gave borderline or fail judgements. If an ITA programme in action is to be congruent with the intended programme, the implementation of the programme must be monitored. It is also necessary to provide full information about the programme and to ensure this information is given repeatedly. Introducing an ITA programme that includes the assessment of several competencies does not automatically lead to more attention being paid to these competencies in terms of supervision and feedback. Measures that facilitate change in the learning environment seem to be a prerequisite for enabling the assessment programme to steer the learning environment.

Pre-departure preparation and co-curricular activities for Students' intercultural exchange: A mixed-methods study.

PubMed

Chan, E Angela; Liu, Justina Yat Wa; Fung, Keith Hin Kee; Tsang, Pak Lik; Yuen, John

2018-04-01

Nurses are required to be culturally competent to provide quality care to an increasingly diverse and ageing population. International exchange programmes were developed to support the traditional nursing curriculum. These programmes have often overlooked the importance of pre-departure preparation and co-curricular activities to the development of intercultural competency. To explore the influence of pre-departure and co-curricular activities on the intercultural learning experiences of both exchange and host students in a short-term international summer programme. A mixed-methods study. Students were recruited from international and mainland exchange partners, with host students as ambassadors. The international summer programme involved a week of online pre-departure activities and two weeks of face-to-face meetings. A convenience sample of 62 students from diverse cultural backgrounds was recruited on a voluntary basis. The participants were aged between 19 and 27. Data were collected from students' pre- and post-visit questionnaires, discussions within the workshops, their online discussion threads, and focus group discussions. The quantitative findings suggested that students' cultural intelligence improved significantly after the exchange programme. Qualitatively, three themes emerged as: 1) Students' motivation to engage in intercultural learning; 2) Barriers to intercultural communication; 3) Enablers of intercultural communication. Pre-departure preparation enabled students to discuss their common goals and expectations, while exploring differences, asked for practical living information, and used the basic intercultural concepts in their discussion on the care of elderly. This virtual encounter has lay the foundation for students' subsequent discussions about the why and how the differences that inform their own practices and about global ageing and poverty issues during their co-curricular activities. While the pre-departure preparation could serve as a stimulus, the value of this programme for intercultural learning also rests with the importance of debriefing to further students' reflective and experiential learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Prevalence and Characteristics of Higher Education Peer Helping Programmes: Managerial Perspectives

ERIC Educational Resources Information Center

de Jager, M.; Ntlokwana, N.

2011-01-01

A survey was sent to 33 managers at units and centres involved in Higher Education student-to-student support services in the form of peer help programmes. The survey focused on managers' perspectives on peer help programme demographics, management, planning and resourcing, on intra-institutional and other linkages, as well as on institutional…

Trilingual Education in China: Perspectives from a University Programme for Minority Students

ERIC Educational Resources Information Center

Liu, Jie; Edwards, Viv

2017-01-01

Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. This paper will attempt to bridge this gap by exploring a Yi-English-Chinese trilingual education programme through case studies of three Yi students, using the "River of…

Learning for Vocation Apprentice Participation in Work Practice

ERIC Educational Resources Information Center

Lyngsnes, Kitt; Rismark, Marit

2011-01-01

The high drop-out rate in upper secondary education is a major challenge to European and US educational programmes. Upper secondary education in Norway faces a similar challenge, because in recent decades, around one-third of the students drop out of the educational programmes. The majority of the drop-outs are students in vocational programmes,…

Focus on Vocational Education and Training (VET) Programmes. Education Indicators in Focus. No. 33

ERIC Educational Resources Information Center

OECD Publishing, 2015

2015-01-01

In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment…

Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme

ERIC Educational Resources Information Center

Fielding, Ruth

2016-01-01

This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities.…

An Empirical Comparative Investigation of Operations Management Programmes: Demand, Content and Entrance Criteria within the Context of Internationalization

ERIC Educational Resources Information Center

Wang, Chengbo; Chen, Xuezhong; Edgar, David; Zhao, Yang

2013-01-01

In higher education institutes (HEIs), Operations Management programmes (OMPs) are among those programmes attracting a substantial amount of international student enrollment. With the current situation that the government is reducing its funding input, the UK HEIs' financial balance relies more than before on the international students who pay…

Expanding Access, Participation, and Success in International Baccalaureate Programmes: Year 1 Documentation Report

ERIC Educational Resources Information Center

Corcoran, Thomas B.; Gerry, Gail B.

2010-01-01

In fall 2009, the Bill and Melinda Gates Foundation funded a three-year project (IB Access Project) with International Baccalaureate (IB) to increase participation of minority students and students in poverty in the Middle Years Programme (MYP) and Diploma Programme (DP). The IB Access Project seeks to do four things: (1) Improve teacher practice…

"Me Amo Leer" Reading Experiences in a Central Illinois Summer Migrant Education Programme

ERIC Educational Resources Information Center

Pavri, Shireen; Bentz, Johnell; Bradley, Janetta Fleming; Corso, Laurie

2005-01-01

This paper describes the assessment and instructional strategies used in a migrant education programme that had positive academic outcomes for a group of 11 eight-to-12-year-old Spanish/English-speaking students of Mexican descent. Students attended this four-week summer programme, jointly sponsored by the University of Illinois and the local…

Ideal Pictures and Actual Perspectives of Junior Secondary School Science: Comparisons Drawn from Australian Students in an Astronomy Education Programme

ERIC Educational Resources Information Center

Danaia, L.; McKinnon, D. H.; Fitzgerald, M.

2017-01-01

Background: This research investigates the impact of a junior secondary astronomy education programme undertaken in four Australian educational jurisdictions. Purpose: Junior secondary students' perceptions of the science they experience at School are examined both before, during and after their engagement with a science programme targeting…

Dublin Institute of Technology's Programme for Students Learning with Communities: A Critical Account of Practice

ERIC Educational Resources Information Center

Gamble, Elena; Bates, Catherine

2011-01-01

Purpose: This paper aims to focus on the process of critically evaluating Dublin Institute of Technology's Programme for Students Learning With Communities after its first year of operation. The programme supports and promotes community-based learning/service-learning across DIT. Design/methodology/approach: The paper is presented in the form of a…

The MACSI summer school: a case study in outreach in mathematics

NASA Astrophysics Data System (ADS)

Charpin, J. P. F.; Hanrahan, P.; Mason, J. F.; O'Brien, S. B. G.; O'Sullivan, M.

2012-10-01

To encourage the study of mathematics in Ireland, the Mathematics Applications Consortium for Science and Industry (MACSI) organizes a summer school once a year. The different aspects of this summer school are presented. Students are selected depending on their motivation, academic abilities, gender and geographical origins. Instruction and supervision is provided by academics, post-doctoral fellows and post-graduate students. The teaching programme evolves every year and reflects the interests of the people involved. Feedback from participants has been almost uniformly positive. Students favour interactive sessions and enjoy the residential aspect of the summer school. Food and accommodation are however the most costly aspects of this summer school. In this respect the support of Science Foundation Ireland has been invaluable.

Effects of the Anger Coping Programme based on cognitive behavioural techniques on adolescents' anger, aggression and psychological symptoms.

PubMed

Avci, Dilek; Kelleci, Meral

2016-04-01

This study aimed to determine the effects of an Anger Coping Programme based on cognitive behavioural techniques on adolescents' anger, aggression and psychological symptoms. In this randomized controlled experimental study, 385 ninth-year high school students in Turkey were administered the State-Trait Anger Expression Inventory, the Aggression Scale and the Brief Symptom Inventory in 2011-2012. Of the 385 students, 62 who met the inclusion criteria were randomly assigned to experimental and control groups by gender and the scores they obtained from the scales. The students in the experimental group met 1 day a week for 1.5 h, and the study lasted 10 weeks. The scales were administered three times: before the programme was started, immediately after the programme was completed and 6 weeks later. The Anger Coping Programme was effective at reducing students' anger and aggression levels, and a range of psychological symptoms except for somatization. © 2015 John Wiley & Sons Australia, Ltd.

Evidence-based Practice Intentions and Long-term Behaviours of Physiotherapy Graduates Following an Intensive Education Programme.

PubMed

Perraton, L; Machotka, Z; Gibbs, C; Mahar, C; Kennedy, K; Grimmer, K

2017-07-01

Assisting physiotherapists to implement research evidence into clinical practice is essential to ensure the quality of practice and encourage lifelong learning and professional progression. However, many physiotherapists report barriers to implementing research, and there is little evidence regarding the sustainability of intended evidence-based practice (EBP) behaviours following EBP education programmes. This paper reports on intended and actual long-term EBP behaviours of physiotherapy students who completed an intensive EBP training programme embedded within a post-graduate coursework programme. An intensive 3-week course in quantitative health research methods and EBP was delivered annually from 2007 to 2014 as part of the programme to national and international students. Following the course, students were asked about their intention of using evidence to inform their future clinical practice. An online survey was used to evaluate EBP behaviours of graduates. Of a possible total of 202 students, contact details for 193 students were sourced, and 65 students responded to the survey (34% response rate). At course completion, 174 students (86%) indicated that they intended to use research to guide their clinical decisions at least once a week. At follow-up, most graduates reported frequently using research to inform their clinical practice; indicated by a mean score of 6.5 (±1.9) from a possible range of 0 (not at all) to 10 (all the time). On average, students reported spending 2.2 (±2.2) hours accessing and reading research evidence per week. The most common barriers to implementing evidence were lack of time, limited access to evidence sources and a perceived lack of generalizability of research findings to specific patient groups. Graduates of an intensive EBP training programme embedded within an existing post-graduate physiotherapy programme regularly implemented EBP in clinical practice. Barriers to evidence implementation were time, access to research and perceived lack of generalizability of research findings. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

The Implementation and Development of an Objective Structured Clinical Examination in the Community Pharmacy Course of a Select Gulf-Region Academic Institution (Ras Al Khaimah College of Pharmaceutical Sciences): A Pilot Study

ERIC Educational Resources Information Center

Al-Azzawi, Amad Mohammed Jamil; Nagavi, B.G.; Hachim, Mahmood Y.; Mossa, Omar H.

2016-01-01

Background: Objective Structured Clinical Examinations (OSCEs) were used to assess translational pharmacotherapeutic skills of a Gulf-region representative academic institution. Aim: The aim of the current study was to assess the clinical skills of students enrolled within the third year Bachelor of Pharmacy (BPharm) programme within Ras Al…

Students views of integrating web-based learning technology into the nursing curriculum - A descriptive survey.

PubMed

Adams, Audrey; Timmins, Fiona

2006-01-01

This paper describes students' experiences of a Web-based innovation at one university. This paper reports on the first phase of this development where two Web-based modules were developed. Using a survey approach (n=44) students' access to and use of computer technology were explored. Findings revealed that students' prior use of computers and Internet technologies was higher than previously reported, although use of databases was low. Skills in this area increased during the programme, with a significant rise in database, email, search engine and word processing use. Many specific computer skills were learned during the programme, with high numbers reporting ability to deal adequately with files and folders. Overall, the experience was a positive one for students. While a sense of student isolation was not reported, as many students kept in touch by phone and class attendance continued, some individual students did appear to isolate themselves. This teaching methodology has much to offer in the provision of convenient easy to access programmes that can be easily adapted to the individual lifestyle. However, student support mechanisms need careful consideration for students who are at risk of becoming isolated. Staff also need to supported in the provision of this methodology and face-to-face contact with teachers for some part of the programme is preferable.

Statistics Anxiety among Postgraduate Students

ERIC Educational Resources Information Center

Koh, Denise; Zawi, Mohd Khairi

2014-01-01

Most postgraduate programmes, that have research components, require students to take at least one course of research statistics. Not all postgraduate programmes are science based, there are a significant number of postgraduate students who are from the social sciences that will be taking statistics courses, as they try to complete their…

Students' Views on Thesis Supervision in International Master's Degree Programmes in Finnish Universities

ERIC Educational Resources Information Center

Filippou, Kalypso; Kallo, Johanna; Mikkilä-Erdmann, Mirjamaija

2017-01-01

This paper employs an intercultural perspective to examine students' views on master's thesis supervision and the roles and responsibilities of supervisors and students. The 302 respondents who answered the online questionnaire were enrolled in international master's degree programmes in four Finnish universities. The study revealed asymmetric…

Students' Evaluation of Their English Language Learning Experience

ERIC Educational Resources Information Center

Maizatulliza, M.; Kiely, R.

2017-01-01

In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

A Survey of Students Participating in a Computer-Assisted Education Programme

ERIC Educational Resources Information Center

Yel, Elif Binboga; Korhan, Orhan

2015-01-01

This paper mainly examines anthropometric data, data regarding the habits, experiences, and attitudes of the students about their tablet/laptop/desktop computer use, in addition to self-reported musculoskeletal discomfort levels and frequencies of students participating in a tablet-assisted interactive education programme. A two-part questionnaire…

A Longitudinal Study of Accounting Students' Ethical Judgement Making Ability

ERIC Educational Resources Information Center

Mohamed Saat, Maisarah; Porter, Stacey; Woodbine, Gordon

2012-01-01

This paper reports the effect of a moral education programme on the ethical judgement making ability of university students. The programme comprises two forms of intervention: a dedicated ethics course and subsequent practical training. A total of 113 accounting students from six Malaysian universities participated in a longitudinal study…

Investigating Location Effects in a Multicultural Teacher Education Programme

ERIC Educational Resources Information Center

Stephenson, Maxine; Anderson, Helen; Rio, Nane; Millward, Pam

2009-01-01

This study investigated student perceptions of the significance of having a teacher education programme located in a culturally and ethnically diverse community in New Zealand. Four successive student cohorts were interviewed each year of their teacher preparation, and also during their first year of employment. Students identified location as a…

Medical student views on the use of Facebook profile screening by residency admissions committees.

PubMed

George, Daniel R; Green, Michael J; Navarro, Anita M; Stazyk, Kelly K; Clark, Melissa A

2014-05-01

Previous research has shown that >50% of residency programmes indicate that inappropriate Facebook postings could be grounds for rejecting a student applicant. This study sought to understand medical students' views regarding the impact of their Facebook postings on the residency admissions process. In 2011-2012, we conducted a national survey of 7144 randomly selected medical students representing 10% of current enrollees in US medical schools. Students were presented with a hypothetical scenario of a residency admissions committee searching Facebook and finding inappropriate pictures of a student, and were asked how the committee ought to regard these pictures. The response rate was 30% (2109/7144). Respondents did not differ from medical students nationally with regard to type of medical school and regional representation. Of the three options provided, the majority of respondents (63.5%) indicated 'the pictures should be considered along with other factors, but should not be grounds for automatic rejection of the application'. A third (33.7%) believed 'the pictures should have no bearing on my application; the pictures are irrelevant'. A small minority of respondents (2.8%) felt 'the pictures should be grounds for automatic rejection of the application'. That the views of students regarding the consequences of their online activity differ so greatly from the views of residency admissions committees speaks to the need for better communication between these parties. It also presents opportunities for medical schools to help students in their residency application process by increasing awareness of social media screening strategies used by some residency programmes, and fostering self-awareness around the use of social media during medical school and especially during the residency application process.

Knowledge and Implementation of Tertiary Institutions' Social Health Insurance Programme (TISHIP) in Nigeria: a case study of Nnamdi Azikiwe University, Awka.

PubMed

Anetoh, Maureen Ugonwa; Jibuaku, Chiamaka Henrietta; Nduka, Sunday Odunke; Uzodinma, Samuel Uchenna

2017-01-01

Tertiary Institutions' Social Health Insurance Programme (TISHIP) is an arm of the National Health Insurance Scheme (NHIS), which provides quality healthcare to students in Nigerian higher institutions. The success of this scheme depends on the students' knowledge and awareness of its existence as well as the level of its implementation by healthcare providers. This study was therefore designed to assess students' knowledge and attitude towards TISHIP and its implementation level among health workers in Nnamdi Azikiwe University Medical Centre. Using a stratified random sampling technique, 420 undergraduate students of Nnamdi Azikiwe University, Awka were assessed on their level of awareness and general assessment of TISHIP through an adapted and validated questionnaire instrument. The level of implementation of the scheme was then assessed among 50 randomly selected staff of the University Medical Center. Data collected were analyzed using Statistical Package for Social Sciences (SPSS) version 20 software. Whereas the students in general, showed a high level of TISHIP awareness, more than half of them (56.3%) have never benefited from the scheme with 52.8% showing dissatisfaction with the quality of care offered with the scheme. However, an overwhelming number of the students (87.9%) opined that the scheme should continue. On the other hand, the University Medical Centre staff responses showed a satisfactory scheme implementation. The study found satisfactory TISHIP awareness with poor attitude among Nnamdi Azikiwe University students. Furthermore, the University Medical Centre health workers showed a strong commitment to the objectives of the scheme.

Problem Solving and Immigrant Student Mathematics and Science Achievement: Multination Findings from the Programme for International Student Assessment (PISA)

ERIC Educational Resources Information Center

Martin, Andrew J.; Liem, Gregory A. D.; Mok, Magdalena M. C.; Xu, Jacob

2012-01-01

The present study investigates problem-solving skill alongside more widely recognized settlement and sociodemographic factors in first-generation (1G) and second-generation (2G) immigrant students' science and mathematics achievement. A total of 113,767 students (ages 15-16 years) from 17 countries were drawn from the 2003 Programme for…

Diversifying Counsellor Education: A Case Study of U.S. Students of Colour

ERIC Educational Resources Information Center

Hipolito-Delgado, Carlos P.; Estrada, Diane; Garcia, Marina

2017-01-01

Due to limited research on the experiences of students of colour in counselling programmes, counsellor educators are ill-equipped to implement strategies to promote the graduation of students of colour. In this case study, we explored the protective and risk factors for students of colour enrolled in a counselling programme in the Western U.S.…

An Evaluation of the First Year Experience from the Mature Students' Perspective: A Multi-Institutional Comparison

ERIC Educational Resources Information Center

Chapman, Amanda; Parmar, Deeba; Trotter, Eileen

2007-01-01

This study investigates the experiences of mature students across three higher education institutions in the UK. The issues arising are of relevance to academics who are involved in widening participation and in evaluating support in their own programmes for the diversity of students. The sample includes mature students from programmes in Health,…

What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios.

PubMed

Imafuku, Rintaro; Kataoka, Ryuta; Ogura, Hiroshi; Suzuki, Hisayoshi; Enokida, Megumi; Osakabe, Keitaro

2018-05-01

Interprofessional collaboration is an essential approach to comprehensive patient care. As previous studies have argued, interprofessional education (IPE) must be integrated in a stepwise, systematic manner in undergraduate health profession education programmes. Given this perspective, first-year IPE is a critical opportunity for building the foundation of interprofessional collaborative practice. This study aims to explore the first-year students' learning processes and the longitudinal changes in their perceptions of learning in a year-long IPE programme. Data were collected at a Japanese medical university, in which different pedagogical approaches are adopted in the IPE programme. Some of these approaches include interprofessional problem-based learning, early exposure, and interactive lecture-based teaching. The students are required to submit written reflections as a formative assessment. This study conducted an inductive thematic analysis of 104 written reflections from a series of e-portfolios of 26 first-year students. The themes related to learning outcomes from student perspectives included communication (e.g., active listening and intelligible explanation), teams and teamwork (e.g., mutual engagement and leadership), roles/responsibilities as a group member (e.g., self-directed learning and information literacy), and roles/responsibilities as a health professional (e.g., understanding of the student's own professional and mutual respect in an interprofessional team). The study also indicated three perspectives of students' learning process at different stages of the IPE, i.e., processes by which students became active and responsible learners, emphasised the enhancement of teamwork, and developed their own interprofessional identities. This study revealed the first-year students' learning processes in the year-long IPE programme and clarified the role of the first-year IPE programme within the overall curriculum. The findings suggest that the students' active participation in the IPE programme facilitated their fundamental understanding of communication/teamwork and identity formation as a health professional in interprofessional collaborative practice.

Vocation, friendship and resilience: a study exploring nursing student and staff views on retention and attrition.

PubMed

Williamson, Graham R; Health, Val; Proctor-Childs, Tracey

2013-01-01

There is international concern about retention of student nurses on undergraduate programmes. United Kingdom Higher Education Institutions are monitored on their attrition statistics and can be penalised financially, so they have an incentive to help students remain on their programmes beyond their moral duty to ensure students receive the best possible educational experience. to understand students' and staff concerns about programmes and placements as part of developing our retention strategies. This study reports qualitative data on retention and attrition collected as part of an action research study. One University School of Nursing and Midwifery in the South West of England. Staff, current third year and ex-student nurses from the adult field. Data were collected in focus groups, both face-to face and virtual, and individual telephone interviews. These were transcribed and subjected to qualitative content analysis. FOUR THEMES EMERGED: Academic support, Placements and mentors, Stresses and the reality of nursing life, and Dreams for a better programme. The themes Academic support, Placements and mentors and Stresses and the reality of nursing life, resonate with international literature. Dreams for a better programme included smaller group learning. Vocation, friendship and resilience seem instrumental in retaining students, and Higher Education Institutions should work to facilitate these. 'Vocation' has been overlooked in the retention discussions, and working more actively to foster vocation and belongingness could be important.

"Mathematics in the Workplace": A Pilot Enrichment Programme for Mathematically Talented Primary Students in Hong Kong

ERIC Educational Resources Information Center

Kwan, Anderson C. K.; Yuen, Mantak

2013-01-01

The authors report on the implementation of an enrichment programme titled "Mathematics in the Workplace" for mathematically talented students, aged 8 to 12 years, who were studying in Primary 3 to Primary 6 classes in Hong Kong. The aim of the pilot programme was to enable gifted learners to make connections between mathematics and its…

Quality Regulation in Expansion of Educational Systems: A Case of Privately Sponsored Students' Programme in Kenya's Public Universities

ERIC Educational Resources Information Center

Yego, Helen J. C.

2016-01-01

This paper examines the expansion and management of quality of parallel programmes in Kenya's public universities. The study is based on Privately Sponsored Students Programmes (PSSP) at Moi University and its satellite campuses in Kenya. The study was descriptive in nature and adopted an ex-post facto research design. The study sample consisted…

Growing in Digital Maturity: Students and Their Computers in an Academic Laptop Programme in Singapore

ERIC Educational Resources Information Center

Towndrow, Phillip; Fareed, Wan

2015-01-01

Using data collected through two focus group interviews with 14- to 16-year-olds involved in a one-to-one laptop academic programme in a Singapore secondary school, this paper shows some student disengagement and dissatisfaction in class, and this poses questions about the relevance of the school's laptop programme. Our findings illustrate low…

The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications

ERIC Educational Resources Information Center

Carlhed, Carina

2017-01-01

The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology, andEngineering (year 2001-2002, n = 15,918). Using the concepts from…

Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment

ERIC Educational Resources Information Center

Hopfenbeck, Therese N.; Lenkeit, Jenny; El Masri, Yasmine; Cantrell, Kate; Ryan, Jeanne; Baird, Jo-Anne

2018-01-01

International large-scale assessments are on the rise, with the Programme for International Student Assessment (PISA) seen by many as having strategic prominence in education policy debates. The present article reviews PISA-related English-language peer-reviewed articles from the programme's first cycle in 2000 to its most current in 2015. Five…

The Linguistic Landscape of International Students in English-Medium Master's Programmes at the University of Helsinki: Student Perceptions on the Use of English and Plurilingualism

ERIC Educational Resources Information Center

Pitkänen, Kari K.; Siddall, Roy; Lehtonen, Tuula

2013-01-01

The internationalization of European higher education and the corresponding proliferation of international Master's degree programmes are creating plurilingual educational environments that potentially enhance linguistic diversity. However, there is concern that the focus on English as the sole medium of instruction in such programmes could have…

First Things First: Anger Management Group Work in a Mainstream High School Setting

ERIC Educational Resources Information Center

Wiseman, Martin; O'Gorman, Shannon

2017-01-01

In an attempt to support the emotional development and behavioural choices of young students in grades 7-10, a six session therapeutic group programme was devised--culminating in a written manual to enable future replication of the programme. This pilot programme was introduced as a once-weekly, morning session aimed at prioritising a student's…

Evaluation of an innovative nursing exchange programme: health counselling skills and cultural awareness.

PubMed

Lee, Regina L T; Pang, Samantha M C; Wong, Thomas K S; Chan, M F

2007-11-01

In 2006, a two-week summer exchange programme was conducted for nursing students from 15 institutes and/or universities, including places in Taiwan, Macau, Chinese mainland and Hong Kong. This paper evaluates a summer exchange programme focusing on nursing students' professional and personal development within the context of learning health counselling skills and studying cultural aspects of the host Region. The programme was evaluated using a mixed method of both quantitative and qualitative research design. Three dimensions include students' exchange perspective, professional development and personal development were evaluated at the end of the two-week programme. Data for this evaluation were derived from the results of questionnaires completed by the 64 nursing students enrolled in this programme, and from the analysis of five focus group interviews. Overall, students (98%) reported that they were very positive about their experiences during the programme, and felt they had gained a greater awareness of effective health counselling skills, of the latest developments in advanced nursing technology within the host School, and of cultural diversity in relation to their personal and professional development. Comparison of sub-total mean scores and standard deviations (mean+/-SD) of the three dimensions among students from Taiwan, Chinese mainland and Hong Kong/Macau, revealing significant differences in the exchange perspective (Taiwan: 18.6+/-1.4; Chinese mainland: 18.8+/-1.4; and Hong Kong/Macau: 16.5+/-1.1) professional development (Taiwan: 18.4+/-1.6; Chinese mainland: 18.2+/-1.5; and Hong Kong/Macau: 16.2+/-2.0) and personal development dimensions (Taiwan: 18.9+/-1.0; Chinese mainland: 18.6+/-1.4; and Hong Kong/Macau: 17.3+/-1.1) among these three places (p<0.001). For paired comparison (post-hoc test), the findings also show that the sub-total mean scores of the students from Taiwan and Chinese mainland were significantly higher than those of students from Hong Kong and Macau in the exchange perspective (Taiwan versus Hong Kong/Macau, p<0.001; Chinese mainland versus Hong Kong/Macau, p<0.001), professional development (Taiwan versus Hong Kong/Macau, p=0.001; Chinese mainland versus Hong Kong/Macau, p<0.001), and personal development (Taiwan versus Hong Kong/Macau, p<0.001; Chinese mainland versus Hong Kong/Macau, p=0.002). Although the findings cannot be generalized, the programme evaluation highlights the positive impact on one's exchange perspective and professional and personal development of a culturally integrated exchange programme for nursing students, with emphasis on skill practices and cultural diversity.

Managing the demands of the preregistration mental health nursing programme: The views of students with mental health conditions.

PubMed

Ramluggun, Pras; Lacy, Mary; Cadle, Martha; Anjoyeb, Mahmood

2018-05-30

An increasing number of students with a pre-existing mental health condition are enrolling on preregistration mental health nursing programmes. The challenges faced by these students in managing the demands of the programme have not been fully explored. Mental health and well-being is an integral part of providing a healthy university in which students can flourish. The purpose of the study was to explore how students with an underlying mental health issue manage the demands of the mental health nursing programme. The outcomes of the study are aimed at informing inclusive teaching and learning and current student support provision. Ethics approval was given. Students from two universities in South East England who met the criterion of having a pre-existing mental health condition when enrolling on the mental health preregistration nursing programme were invited to take part. Nine students took part in the study. Using an interpretative descriptive design, 1:1 face-to-face, audio-taped, semistructured interviews were undertaken. The data were analysed using a framework approach, and this revealed four main themes: timing of disclosure; managing lived experience in learning environments; students' coping mechanisms, and experience of support. Recommendations for practice was that approved education institutes (AEIs) should ensure they have a robust, inclusive practice by implementing strategies to develop these students' resilience, and enhance their learning and the current support provisions. This will ensure the barriers to disclosing their mental health conditions are recognized and minimized to enable these students to fully contribute to their own learning and teaching experience. © 2018 Australian College of Mental Health Nurses Inc.

REXUS/BEXUS: launching student experiments -a step towards a stronger space science community

NASA Astrophysics Data System (ADS)

Fittock, Mark; Stamminger, Andreas; Maria, Roth; Dannenberg, Kristine; Page, Helen

The REXUS/BEXUS (Rocket/Balloon Experiments for University Students) programme pro-vides opportunities to teams of European student scientists and engineers to fly experiments on sounding rockets and high altitude balloons. This is an opportunity for students and the scientific community to benefit from encouragement and support for experiments. An important feature of the programme is that the students experience a full project life-cycle which is typically not a part of their university education and which helps to prepare them for further scientific work. They have to plan, organize, and control their project in order to develop and build up an experiment but must also work on the scientic aspects. Many of the students continue to work in the field on which they focused in the programme and can often build upon both the experience and the results from flight. Within the REXUS/BEXUS project cycle, they are encouraged to write and present papers about their experiments and results; increasing amounts of scientific output are seen from the students who participate. Not only do the students learn and develop from REXUS/BEXUS but the scientific community also reaps significant benefits. Another major benefit of the programme is the promotion that the students are able to bring to the whole space community. Not only are the public made more aware of advanced science and technical concepts but an advantage is present in the contact that the students who participate have to other university level students. Students are less restricted in their publicity and attract large public followings online as well as presenting themselves in more traditional media outlets. Many teams' creative approach to outreach is astonishing. The benefits are not only for the space science community as a whole; institutes, universities and departments can see increased interest following the support of participating students in the programme. The programme is realized under a bilateral Agency Agreement between the German Aerospace Center (DLR) and the Swedish National Space Board (SNSB). The Swedish share of the payload has been made available to students from other European countries through collaboration with the European Space Agency (ESA). EuroLaunch, a cooperation between the Esrange Space Center of the Swedish Space Corporation (SSC) and the Mobile Rocket Base (MORABA) of DLR, is responsible for the campaign management and operations of the launch vehicles. Project coordination is carried out at DLR's Institute of Space Systems and SSC's Esrange. Experts from DLR, SSC and ESA provide technical support to the student teams throughout their project cycles. The REXUS/BEXUS programme has been carried out in its current format since 2007. In that time, it has developed significantly, building upon strengths to provide a richer experience and increasing the educational, scientific, and promotional outputs. The programme is now showing the potential for students to reach out to a truly broad audience and promote the space science community with youthful enthusiasm and an accessible image.

Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.

PubMed

Mackintosh-Franklin, Carolyn

2016-05-01

This review provides a contextual report of the current use of pedagogy in undergraduate nursing programmes run by Higher Education Institutes (HEIs) in the United Kingdom (UK). Pedagogy provides the framework for educators to add shape and structure to the educational process, and to support student learning and programme development. Traditionally nurse education has used a behaviourist approach focusing on learning outcomes and competency based education, although there is also increasing support for the cognitive/student learning focused pedagogic approach. The keywords andragogy, pedagogy and student centred learning were used in a systematic stepwise descriptive content analysis of the programme specifications and programme handbooks of 40 current undergraduate programme documents, leading to an undergraduate award and professional registration as a nurse. 42% (17) of documents contained reference to the words, pedagogy and student centred learning, whilst no documents used the word andragogy. Where identified, pedagogy was used in a superficial manner, with only three documents identifying a specific pedagogical philosophy: one HEI citing a value based curriculum and two HEIs referencing social constructionism. Nine HEIs made reference to student centred learning but with no additional pedagogic information. A review of teaching, learning and assessment strategies indicated no difference between the documented strategies used by HEIs when comparing those with an espoused pedagogy and those without. Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing workforce. Copyright © 2016 Elsevier Ltd. All rights reserved.

Integration of microbiology and infectious disease teaching courses in an interdisciplinary training programme (Master level) centred on the 'One world, one health' WHO concept.

PubMed

Eveillard, Matthieu; Ruvoen, Nathalie; Lepelletier, Didier; Fradet, Stéphanie; Couvreur, Sébastien; Krempf, Michel; Magras, Catherine

2016-05-01

This report describes the integration of the microbiology and infectious diseases teaching courses in an international Master's level interdisciplinary programme based on the 'One world, one health' WHO concept, and reports the students and teachers' evaluation related to their feelings of about this innovative programme. The integration was evaluated by recording the positioning of these two topics in the five teaching units constituting the programme, and by identifying their contribution in the interactions between the different teaching units. The satisfaction of students was assessed by a quantitative survey, whereas the feelings of students and teachers were assessed by interviews. The study demonstrated that microbiology and infectious diseases were widely involved in interactions between the teaching units, constituting a kind of cement for the programme. The students assigned a mean score of 3.7 to the topics dealing with microbiology and infectious diseases. According to the qualitative data, students and teachers considered that the interdisciplinary approach provided new insights but reported problems of communication, probably inherent to the multiculturalism of the class. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Destigmatizing psychosis: Investigating the effectiveness of a school-based programme in Hong Kong secondary school students.

PubMed

Hui, Christy L M; Leung, Whitty W T; Wong, Andreas K H; Loong, Ka Yan; Kok, Joy; Hwang, Amanda; Lee, Edwin H M; Chan, Sherry K W; Chang, Wing Chung; Chen, Eric Y H

2018-06-11

Although the reasons behind the stigmatization of psychosis are manifold, poor mental health literacy among the general public is likely to be a major factor. In Hong Kong, the Early Psychosis Foundation (EPISO) was established in 2007 to tackle this issue by providing educational and mental health promotional activities, among other aims and services. The current study evaluated the effectiveness of a school-based interventional programme, the School Tour, developed by EPISO. The School Tour differentiates itself from other interventional programmes by supplementing a traditional psychoeducational talk with 2 additional elements: an engaging drama performance and exercise demonstrations. Twelve secondary schools, with a total of 4520 students, participated in the study. Knowledge and attitudes towards psychosis were evaluated before and after the school programme. The School Tour was found to improve both students' knowledge of psychosis (P < .001) and their attitude (P < .001) towards the illness. Its effectiveness in reducing the stigma towards psychosis validates the use of novel strategies like drama performances to engage adolescent students, and urges the government to support increased student participation in the programme by providing funding to the relevant organizations. © 2018 John Wiley & Sons Australia, Ltd.

The CASE Programme Implemented Across the Primary and Secondary School Transition in Ireland

NASA Astrophysics Data System (ADS)

McCormack, Lorraine; Finlayson, Odilla E.; McCloughlin, Thomas J. J.

2014-11-01

In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary-secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper.

Coping successfully with dyslexia: an initial study of an inclusive school-based resilience programme.

PubMed

Firth, Nola; Frydenberg, Erica; Steeg, Charlotte; Bond, Lyndal

2013-05-01

A dyslexia coping programme entitled Success and Dyslexia was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow-up year suggested significant positive changes at first and second follow-ups in locus of control and nonproductive coping may also be associated with increase in age. Most trends were in the expected direction, especially for students with dyslexia. At follow-up, students with dyslexia reported similar perceived control and adaptive coping to students without dyslexia rather than a decrease in these areas as is usually the case. A larger sample and an ongoing control group are needed to confirm these results. Copyright © 2013 John Wiley & Sons, Ltd.

Building capacity for skilled birth attendance: An evaluation of the Maternal and Child Health Aides training programme in Sierra Leone.

PubMed

Jones, Susan; Ameh, Charles A; Gopalakrishnan, Somasundari; Sam, Betty; Bull, Florence; Labicane, Roderick R; Dabo, Fatmata; van den Broek, Nynke

2015-12-01

Maternal and Child Health Aides (MCH Aide) in Sierra Leone provide the majority of maternity services at primary care level. To formulate recommendations for improving the quality and scale-up of MCH Aides training an evaluation of all schools across Sierra Leone was undertaken. Structured, direct observation of two randomly selected teaching sessions per school using pre-tested standardised review forms. Event sampling with random selection of timetabled sessions across all 14 MCH Aide Training Schools. All MCH Aide training schools across Sierra Leone. Tutors across 14 MCH Aide training schools observed in August 2013. Assessment of four key elements of teaching and learning: (1) teaching style, (2) use of visual aids, (3) teaching environment and (4) student involvement. In the majority of teaching schools there was over-crowding (11/14), lack of furniture and inconsistent electricity supply. Ten of 26 tutors used lesson plans and teaching was mostly tutor- rather than student-focused. Majority of tutors use a didactic approach rather than active learning methods. Teaching aides were rarely available (15% of lessons). Tutors were knowledgeable in their subject area and there was evidence of an excellent tutor-student relationship. Training for Maternal and Child health Aides relies on teacher focused didactic methods, which may hinder student learning. Teaching and learning within the schools needs to be enhanced by a combination of tutor development and improvements in the learning environment. Interventions to improve the quality of teaching are urgently needed and should include training on teaching techniques and student assessment for tutors, provision of audio visual equipment and teaching aides such as posters and mannequins. Monitoring and Evaluation of interventions is critical to be able to amend the programmes approach and address further challenges at an early stage. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

The Role of Arts-Related Information and Communication Technology Use in Problem Solving and Achievement: Findings from the Programme for International Student Assessment

ERIC Educational Resources Information Center

Liem, Gregory Arief D.; Martin, Andrew J.; Anderson, Michael; Gibson, Robyn; Sudmalis, David

2014-01-01

Drawing on the Programme for International Student Assessment 2003 data set comprising over 190,000 15-year-old students in 25 countries, the current study sought to examine the role of arts-related information and communication technology (ICT) use in students' problem-solving skill and science and mathematics achievement. Structural equation…

Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012

ERIC Educational Resources Information Center

Güzeller, Cem Oktay; Eser, Mehmet Taha; Aksu, Gökhan

2016-01-01

This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation…

Issues Facing Postgraduate International Students: A View from an International Students' Group on A Masters Programme in Art Psychotherapy

ERIC Educational Resources Information Center

Skaife, Sally; Reddick, Dean

2017-01-01

This paper describes case study research of four years of a support group for self-identified international students on an MA Art Psychotherapy programme. The research sought to understand the role of the group in the processing of international students' issues, to broaden thinking on the internationalising of curricula. A key finding was that…

The value of mentorship in medical education.

PubMed

Dalgaty, Faith; Guthrie, Greg; Walker, Heather; Stirling, Kevin

2017-04-01

The transition from senior medical student to working safely and effectively as a new junior doctor is one of the biggest challenges that a new graduate will face. In 2014 the General Medical Council published The state of medical education and practice in the UK, reporting that some new doctors continue to struggle with increased responsibilities. We classify these instances as a 'performance gap', describing occasions in clinical practice where an individual exceeds their performance capacity. The Medical Mentorship Programme addressed identified performance gaps through a structured curriculum of simulation-based education and facilitated clinical practice. Programme content was based on the experiences of the authors and their peers in graduating from their undergraduate training programme and becoming junior doctors. A questionnaire was disseminated to junior doctors in their first clinical rotation. The questionnaire asked doctors to describe instances where they experienced a performance gap. These data informed the development of the Medical Mentorship Programme. The effect of this programme was then evaluated via focus group discussion. The Medical Mentorship Programme has been shown to be an effective conduit for supporting the transfer of learning needed to address performance gaps in students. The programme increased the confidence of students in preparation for clinical practice and allowed junior doctors to reflect on their professional development. The programme combined complementary teaching techniques - mentorship, simulation and direct clinical experience - to aid the professional development of both students and mentors. Some new doctors continue to struggle with increased responsibilities. © 2016 John Wiley & Sons Ltd.

Students' Experiences of Clinic-Based Learning during a Final Year Veterinary Internship Programme

ERIC Educational Resources Information Center

Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

2010-01-01

This study investigated veterinary students' experiences of clinic-based learning (CBL) during a comprehensive final year internship programme. Open-ended surveys (n = 93) were used to gather qualitative data about students' conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed…

Chinese Students' Perceptions of the Teaching in an Australian Accounting Programme--An Exploratory Study

ERIC Educational Resources Information Center

Wong, Grace; Cooper, Barry J.; Dellaportas, Steven

2015-01-01

This exploratory study is designed to elicit and understand the views of Mainland Chinese students concerning their learning experience in an Australian accounting education programme. The article contributes to the literature by investigating the issues and implications associated with international students' perceptions of teaching, as little…

Exploring the Heterogeneity of Class in Higher Education: Social and Cultural Differentiation in Danish University Programmes

ERIC Educational Resources Information Center

Thomsen, Jens Peter

2012-01-01

This paper examines the relationship between social background, choice of university programme and academic culture among Danish university students. Statistically and sociologically, university students are often treated as a homogeneous group, but the ever-increasing number of students in higher education demands a closer examination of the…

Teacher-Writer Memoirs as Lens for Writing Emotionally in a Primary Teacher Education Programme

ERIC Educational Resources Information Center

Deegan, James G.

2008-01-01

This article examines student teachers' experiences of writing emotionally through the lens of teacher-writer memoirs. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers…

Student Views on Assessment Activities: Perspectives from Their Experience on an Undergraduate Programme

ERIC Educational Resources Information Center

Healy, Margaret; McCutcheon, Maeve; Doran, John

2014-01-01

Research on assessment activities has considered student responses to specific initiatives, but broader concerns underlying these responses have not been fully explored. Using a survey methodology, this paper explores how students view assessment activities, from the perspective of their experience on a four-year undergraduate programme,…

The Subjective Well-Being of First-Year Tertiary Students during an Induction Programme

ERIC Educational Resources Information Center

Chigeza, Shingairai; de Kock, Johannes H.; Roos, Vera; Wissing, Marie P.

2017-01-01

This article describes the perceptions of first-year students' subjective appraisal of their well-being before, during and after participation in an induction programme at a higher education institution (HEI). Twenty-two first-year students participated in focus group discussions (FGDs) and semi-structured individual interviews. Thematic and…

Critical Review: Medical Students' Motivation after Failure

ERIC Educational Resources Information Center

Holland, Chris

2016-01-01

About 10% of students in each years' entrants to medical school will encounter academic failure at some stage in their programme. The usual approach to supporting these students is to offer them short term remedial study programmes that often enhance approaches to study that are orientated towards avoiding failure. In this critical review I will…

Undoing the Knots: Identity Transformations in a Study Abroad Programme

ERIC Educational Resources Information Center

Ellwood, Constance

2011-01-01

In times of globalised flows of students, this paper offers an alternative way of conceptualising identity change in the experiences of students on study abroad or student exchange programmes. Despite the "identity turn" of recent years, modernist notions of identity continue to impact on the ways in which study abroad experiences are…

Australian Primary Students' Motivation and Learning Intentions for Extra-Curricular Music Programmes

ERIC Educational Resources Information Center

Ng, Clarence

2017-01-01

What are the motivational differences between students who intend to continue their learning in instrumental and choral music programmes and those who intend to discontinue? Using an achievement-goal perspective, this study investigated motivation and learning intentions of Australian students who had engaged in these extra-curricular music…

Can Student Interdependence Be Experienced Negatively in Collective Music Education Programmes? A Contextual Approach

ERIC Educational Resources Information Center

Sarazin, Marc

2017-01-01

Many studies and accounts argue that collective music-making can contribute to building social cohesion and training social skills, and particularly that student interdependence in collective music education programmes can foster this. I argue that this implies two assumptions: first, that students mostly experience interdependence in music…

STEM Learning through Engineering Design: Impact on Middle Secondary Students' Interest towards STEM

ERIC Educational Resources Information Center

Shahali, Edy Hafizan Mohd; Halim, Lilia; Rasul, Mohamad Sattar; Osman, Kamisah; Zulkifeli, Mohd Afendi

2017-01-01

The purpose of this study was to identify students' changes of (i) interest toward STEM subjects and (ii) interest to pursuing STEM career after participating in non-formal integrated STEM education programme. The programme exposed students with integrated STEM education through project based learning involving the application of five phases…

The Relationship between Exposure to Pseudoscientific Television Programmes and Pseudoscientific Beliefs among Taiwanese University Students

ERIC Educational Resources Information Center

Tseng, Yuan-Chueh; Tsai, Chun-Yen; Hsieh, Pei-Yu; Hung, Jeng-Fung; Huang, Tai-Chu

2014-01-01

This study explores the relationship between exposure to pseudoscientific television (TV) programmes and pseudoscientific beliefs among Taiwanese university students. The "scale of attitude toward pseudoscience" instrument was used to measure the attitudes of 380 Taiwanese university students who served as subjects for the study. The…

Using the arts and humanities to promote a liberal nursing education: strengths and weaknesses.

PubMed

McKie, Andrew

2012-10-01

The requirement that all student nurses in the United Kingdom will be educated to degree level from 2013 permits a review of the current state of nursing education in university contexts. Recent educational standards for these new programmes (NMC, 2010) allow a liberal, or broad-based, education, with its features of breadth of knowledge, formativity, critical thinking and working with others, to be considered. Select narratives from a PhD study featuring student nurses and nurse teachers exploring the relationship between reading literature and poetry and ethical practice are presented to critically support the place of liberal education within these programmes. These narratives are drawn from a research study based upon the use of a narrative methodology. The study was set within the educational context of a school of nursing and midwifery in one Scottish university. Eight student nurses and four nurse teachers participated in the study. These narratives were constructed from data derived from focus groups and individual interviews. These narratives suggest that liberal education can be promoted within international curricula via careful positioning of, and student nurse engagement with, the arts and humanities. A liberal education can influence student nurses' sense of discernment, enhance their own responsibility for learning, support ethical regard for others, provide different perspectives on human experience and contribute to a balanced curriculum. Although a liberal education cannot guarantee fully skilled and ethically sensitive practitioners, it can contribute towards its achievement. The current university education climate presents obstacles to the promotion of liberal education. Nevertheless, the considerable professional and personal challenges of nursing practice in global terms make such an educational preparation essential. If nursing education to degree level is to commence from 2013, these principal features of liberal education, via these educational standards, must be embedded prominently into new programmes. Copyright © 2012 Elsevier Ltd. All rights reserved.

Has the UK Clinical Aptitude Test improved medical student selection?

PubMed

Wright, Sarah R; Bradley, Philip M

2010-11-01

In 2006, the United Kingdom Clinical Aptitude Test (UKCAT) was introduced as a new medical school admissions tool. The aim of this cohort study was to determine whether the UKCAT has made any improvements to the way medical students are selected. Regression analysis was performed in order to study the ability of previous school type and gender to predict UKCAT, personal statement or interview scores in two cohorts of accepted students. The ability of admissions scores and demographic data to predict performance on knowledge and skills examinations was also studied. Previous school type was not a significant predictor of either interview or UKCAT scores amongst students who had been accepted onto the programme (n = 307). However, it was a significant predictor of personal statement score, with students from independent and grammar schools performing better than students from state-maintained schools. Previous school type, personal statements and interviews were not significant predictors of knowledge examination performance. UKCAT scores were significant predictors of knowledge examination performance for all but one examination administered in the first 2 years of medical school. Admissions data explained very little about performance on skills (objective structured clinical examinations [OSCEs]) assessments. The use of personal statements as a basis for selection results in a bias towards students from independent and grammar schools. However, no evidence was found to suggest that students accepted from these schools perform any better than students from maintained schools on Year 1 and 2 medical school examinations. Previous school type did not predict interview or UKCAT scores of accepted students. UKCAT scores are predictive of Year 1 and 2 examination performance at this medical school, whereas interview scores are not. The results of this study challenge claims made by other authors that aptitude tests do not have a place in medical school selection in the UK. © Blackwell Publishing Ltd 2010.

A pilot study of an online universal school-based intervention to prevent alcohol and cannabis use in the UK

PubMed Central

Newton, Nicola C; Conrod, Patricia J; Rodriguez, Daniel M; Teesson, Maree

2014-01-01

Objectives The online universal Climate Schools intervention has been found to be effective in reducing the use of alcohol and cannabis among Australian adolescents. The aim of the current study was to examine the feasibility of implementing this prevention programme in the UK. Design A pilot study examining the feasibility of the Climate Schools programme in the UK was conducted with teachers and students from Year 9 classes at two secondary schools in southeast London. Teachers were asked to implement the evidence-based Climate Schools programme over the school year with their students. The intervention consisted of two modules (each with six lessons) delivered approximately 6 months apart. Following completion of the intervention, students and teachers were asked to evaluate the programme. Results 11 teachers and 222 students from two secondary schools evaluated the programme. Overall, the evaluations were extremely positive. Specifically, 85% of students said the information on alcohol and cannabis and how to stay safe was easy to understand, 84% said it was easy to learn and 80% said the online cartoon-based format was an enjoyable way to learn health theory topics. All teachers said the students were able to recall the information taught, 82% said the computer component was easy to implement and all teachers said the teacher's manual was easy to use to prepare class activities. Importantly, 82% of teachers said it was likely that they would use the programme in the future and recommend it to others. Conclusions The Internet-based universal Climate Schools prevention programme to be both feasible and acceptable to students and teachers in the UK. A full evaluation trial of the intervention is now required to examine its effectiveness in reducing alcohol and cannabis use among adolescents in the UK before implementation in the UK school system. PMID:24840248

Stakeholder views of rural community-based medical education: a narrative review of the international literature.

PubMed

Somporn, Praphun; Ash, Julie; Walters, Lucie

2018-03-30

Rural community-based medical education (RCBME), in which medical student learning activities take place within a rural community, requires students, clinical teachers, patients, community members and representatives of health and government sectors to actively contribute to the educational process. Therefore, academics seeking to develop RCBME need to understand the rural context, and the views and needs of local stakeholders. The aim of this review is to examine stakeholder experiences of RCBME programmes internationally. This narrative literature review of original research articles published after 1970 utilises Worley's symbiosis model of medical education as an analysis framework. This model proposes that students experience RCBME through their intersection with multiple clinical, social and institutional relationships. This model seeks to provide a framework for considering the intersecting relationships in which RCBME programmes are situated. Thirty RCBME programmes are described in 52 articles, representing a wide range of rural clinical placements. One-year longitudinal integrated clerkships for penultimate-year students in Anglosphere countries were most common. Such RCBME enables students to engage in work-integrated learning in a feasible manner that is acceptable to many rural clinicians and patients. Academic results are not compromised, and a few papers demonstrate quality improvement for rural health services engaged in RCBME. These programmes have delivered some rural medical workforce outcomes to communities and governments. Medical students also provide social capital to rural communities. However, these programmes have significant financial cost and risk student social and educational isolation. Rural community-based medical education programmes are seen as academically acceptable and can facilitate symbiotic relationships among students, rural clinicians, patients and community stakeholders. These relationships can influence students' clinical competency and professional identity, increase graduates' interest in rural careers, and potentially improve rural health service stability. Formal prospective stakeholder consultations should be published in the literature. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Students' perception of the learning environment in a distributed medical programme

PubMed Central

Veerapen, Kiran; McAleer, Sean

2010-01-01

Background The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites. PMID:20922033

Impact of an Inclusive Programme on Achievement, Attendance and Perceptions towards the School Climate and Social-Emotional Adaptation among Students with Disabilities

ERIC Educational Resources Information Center

Sakiz, Halis

2017-01-01

The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children…

Increasing Equity and Compensating Historically Academically Disadvantaged Students at a Tertiary Level: Benefits of a Science Foundation Programme as a Way of Access

ERIC Educational Resources Information Center

Downs, Colleen

2010-01-01

An approach to remedy the scarcity of Black students within the sciences at southern African universities has been the development of access programmes. There has been little acknowledgement of the contribution of these access programmes in increasing the quantity and quality of graduates. The contribution made by the Science Foundation Programme…

Not Seeing the Wood for the Trees: Developing a Feedback Analysis Tool to Explore Feed Forward in Modularised Programmes

ERIC Educational Resources Information Center

Hughes, Gwyneth; Smith, Holly; Creese, Brian

2015-01-01

This paper considers feedback in the context of modularised programmes in higher education in the UK. It is argued that the self-contained nature of modular assessment may limit feedback dialogue between staff and students to assignment-specific issues, and may impede student progress towards holistic programme-level aims and outcomes. A feedback…

A Comparison between Flash and Second Life Programs as Aids in the Learning of Basic Laboratory Procedures

ERIC Educational Resources Information Center

Booth, Paula; Henderson-Begg, Stephanie

2011-01-01

Invited as a paper from E-Learn 2009 This study compared two programmes developed as a learning tool for students to practise basic laboratory procedures. One was a Flash simulation programme, the other a Second Life virtual reality programme. A cohort of 93 bioscience students participated in the between trial. A control group was used to…

Designing to Promote Access, Quality, and Student Support in an Advanced Certificate Programme for Rural Teachers in South Africa

ERIC Educational Resources Information Center

Fresen, Jill W.; Hendrikz, Johan

2009-01-01

This paper reports on the re-design of the Advanced Certificate in Education (ACE) programme, which is offered by the University of Pretoria through distance education (DE) to teachers in rural South Africa. In 2007, a team re-designed the programme with the goal of promoting access, quality, and student support. The team included an independent…

Irish nursing students' changing levels of assertiveness during their pre-registration programme.

PubMed

Begley, Cecily M; Glacken, Michèle

2004-10-01

Stress and bullying have been found to be common problems in a number of studies of Irish nursing and midwifery. Victims of bullying need high levels of assertiveness to enable them to withstand the stress of victimization. It was deemed important to measure nursing students' level of assertiveness prior to, and near completion of, their pre-registration education programme. Aim. To ascertain nursing students' perceived levels of assertiveness prior to, and nearing the completion of, their three-year pre-registration programme. Ethical approval was given. The students commencing general nurse education programmes in two schools in Southern Ireland agreed to take part (n=72). A questionnaire adapted from a number of assertiveness scales, and tested for validity and reliability in this population, was used to collect data. In general, students' reported assertiveness levels rose as they approached completion of their three-year education programme. The resource constrained health service of the 21st century requires nurses who are assertive to meet the needs of its users. Nursing students' assertiveness skills could be augmented through concentrated efforts from nurse educationalists and clinicians to reduce the communication theory practice gap in nurse education today. To address the multi-dimensional nature of assertiveness, strategies to increase assertiveness should operate at the individual, interface and organisational level. The students in this study reported an increase in levels of assertiveness as they approached completion of their three-year education programme. To function as effective, safe practitioners registered nurses need to be assertive, therefore education in assertiveness should be an integral part of their preparation. The precise composition and mode of delivery of this education requires exploration and evaluation.

Using the patchwork text assessment as a vehicle for evaluating students' perceptions of their clinical leadership development.

PubMed

Leigh, J A; Rutherford, J; Wild, J; Cappleman, J; Hynes, C

2012-01-01

A shift in universities world wide in providing theoretical post graduate programmes of study underpinned by traditional assessment strategies to work based learning programmes supported by innovative assessment strategies is required if Higher education institutions are to effectively educate contemporary healthcare leaders. Concurrently generating the evidence to evaluate the effectiveness of educational programmes is required by commissioners of healthcare education (DH, 2010). This paper reports on the perceptions of twelve post graduate students attending a clinical leadership masters programme of their leadership development through analysis of the critical commentary provided by students as part of assessment strategy that utilised the Patchwork Text Assessment. Following a thematic content analysis six themes emerged: programme philosophy and its impact on the success of the Patchwork Text Assessment; leadership development targeted against leadership frameworks; application and applicability of learning to the students own healthcare organisation; integrating theory to practice through theoretical development and work based activities; the value of networking; and the importance of multi-professional reflective groups. This study has clearly demonstrated how the success of the Patchwork Text Assessment in promoting deep learning is determined by its integration into the overall philosophy of the programme. Concurrently systems needed to be in place to ensure that Patchwork text Assessment is operationalised effectively and embedded within the day to day management of the programme. Copyright © 2011 Elsevier Ltd. All rights reserved.

Peer-assisted learning: time for nomenclature clarification.

PubMed

Olaussen, Alexander; Reddy, Priya; Irvine, Susan; Williams, Brett

2016-01-01

Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.

Peer-assisted learning: time for nomenclature clarification.

PubMed

Olaussen, Alexander; Reddy, Priya; Irvine, Susan; Williams, Brett

2016-01-01

Background Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. Methods A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. Results The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. Conclusions We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.

The use of technology enhanced learning in health research capacity development: lessons from a cross country research partnership.

PubMed

Byrne, E; Donaldson, L; Manda-Taylor, L; Brugha, R; Matthews, A; MacDonald, S; Mwapasa, V; Petersen, M; Walsh, A

2016-05-10

With the recognition of the need for research capacity strengthening for advancing health and development, this research capacity article explores the use of technology enhanced learning in the delivery of a collaborative postgraduate blended Master's degree in Malawi. Two research questions are addressed: (i) Can technology enhanced learning be used to develop health research capacity?, and: (ii) How can learning content be designed that is transferrable across different contexts? An explanatory sequential mixed methods design was adopted for the evaluation of technology enhanced learning in the Masters programme. A number of online surveys were administered, student participation in online activities monitored and an independent evaluation of the programme conducted. Remote collaboration and engagement are paramount in the design of a blended learning programme and support was needed for selecting the most appropriate technical tools. Internet access proved problematic despite developing the content around low bandwidth availability and training was required for students and teachers/trainers on the tools used. Varying degrees of engagement with the tools used was recorded, and the support of a learning technologist was needed to navigate through challenges faced. Capacity can be built in health research through blended learning programmes. In relation to transferability, the support required institutionally for technology enhanced learning needs to be conceptualised differently from support for face-to-face teaching. Additionally, differences in pedagogical approaches and styles between institutions, as well as existing social norms and values around communication, need to be embedded in the content development if the material is to be used beyond the pilot resource-intensive phase of a project.

Occupational therapy students' perceptions of occupational therapy.

PubMed

Turpin, Merrill June; Rodger, Sylvia; Hall, Anna R

2012-10-01

An understanding of students' perceptions of occupational therapy on entry is required to recognise how professional socialisation occurs through curriculum. Findings pertain to a qualitative study investigating students' perceptions of occupational therapy upon entry to two occupational therapy programmes in Australia. Students commencing Bachelor of Occupational Therapy and Masters of Occupational Therapy Studies programmes participated in the study (n = 462). A purpose-designed questionnaire was distributed to students in the first lecture of each programme. Preliminary analysis comprised identification of keywords/phrases and coding categories were generated from patterns of keywords. Frequency counts and percentages of keywords/phrases within categories were completed. Students' responses were categorised as 'what' occupational therapists do; 'how' they do it; 'why' they do it; and 'who' they work with. In 'what' occupational therapists do students frequently described 'helping' people. Both undergraduate and graduate entry masters students used the term 'rehabilitation' to describe how occupational therapy is done, with graduate entry students occasionally responding with 'through occupation' and 'modifying the environment'. Students perceived the 'why' of occupational therapy as getting back to 'everyday activities', with some students emphasising returning to 'normal' activities or life. Regarding the 'who' category, students also thought occupational therapists worked with people with an 'injury' or 'disability'. Students entered their occupational therapy programmes with perceptions consistent with the general public's views of occupational therapy. However, graduate entry students exposed to a pre-reading package prior to entry had more advanced occupational therapy concepts than undergraduate students. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

Tobacco use by youth: a surveillance report from the Global Youth Tobacco Survey project.

PubMed Central

Warren, C. W.; Riley, L.; Asma, S.; Eriksen, M. P.; Green, L.; Blanton, C.; Loo, C.; Batchelor, S.; Yach, D.

2000-01-01

The Global Youth Tobacco Survey (GYTS) project was developed by the World Health Organization and the US Centers for Disease Control and Prevention to track tobacco use among youth in countries across the world, using a common methodology and core questionnaire. The GYTS is school based and employs a two-stage sample design to produce representative data on smoking among students aged 13-15 years. The first stage consists of a probabilistic selection of schools, and the second consists of a random selection of classes from the participating schools. All students in the selected classes are eligible for the survey. In 1999, the GYTS was conducted in 13 countries and is currently in progress in over 30 countries. This report describes data from 12 countries: Barbados, China, Costa Rica, Fiji, Jordan, Poland, the Russian Federation (Moscow), South Africa, Sri Lanka, Ukraine (Kiev), Venezuela, and Zimbabwe. The findings show that tobacco use in the surveyed age group ranged from a high of 33% to a low of 10%. While the majority of current smokers wanted to stop smoking, very few were able to attend a cessation programme. In most countries the majority of young people reported seeing advertisements for cigarettes in media outlets, but anti-tobacco advertising was rare. The majority of young people reported being taught in school about the dangers of smoking. Environmental tobacco smoke exposure was very high in all countries. These results show that the GYTS surveillance system is enhancing the capacity of countries to design, implement, and evaluate tobacco prevention and control programmes. PMID:10994259

Gender-fair assessment of young gifted students' scientific thinking skills

NASA Astrophysics Data System (ADS)

Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.

2018-04-01

This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students' scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students' responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students' scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students' scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.

Studying medicine – a cross-sectional questionnaire-based analysis of the motivational factors which influence graduate and undergraduate entrants in Ireland

PubMed Central

Sulong, Saadah; McGrath, Deirdre; Finucane, Paul; Horgan, Mary; O’Flynn, Siún

2014-01-01

Summary Objectives The number of places available in Ireland for graduate entry to medical school has steadily increased since 2006. Few studies have, however, characterized the motivational factors underlying decision to study medicine via this route. We compared the factors motivating graduate entrants versus undergraduate entry (UGE) students to choose medicine as a course of study. Design The present study was a quantitative cross-sectional questionnaire-based investigation. Setting The study was conducted in University College Cork and University of Limerick, Ireland. Participants It involved 185 graduate entry (GE) and 120 UGE students. Outcome measures Questionnaires were distributed to students addressing the following areas: demographic/academic characteristics; factors influencing the selection of academic institution and motivation to study medicine; and the role of career guidance in choice of study. Results When asked to list reasons for selecting medicine, both groups listed a wish to help and work with people, and a desire to prevent and cure disease. UGE students were significantly more motivated by intellectual satisfaction, encouragement by family/friends, financial reasons, and professional independence. Approximately half of GE students selected their first degree with a view to potentially studying medicine in the future. GE and UGE students differed significantly with respect to sources consulted for career guidance and source of study information. Conclusions This study is the first systematic examination of study and career motivation in GE medical students since the programme was offered by Irish universities and provides insight into the reasons why graduate entrants in Ireland choose to study medicine via this route. PMID:25057383

Teaching advanced science concepts through Freshman Research Immersion

NASA Astrophysics Data System (ADS)

Wahila, M. J.; Amey-Proper, J.; Jones, W. E.; Stamp, N.; Piper, L. F. J.

2017-03-01

We have developed a new introductory physics/chemistry programme that teaches advanced science topics and practical laboratory skills to freshmen undergraduate students through the use of student-led, bona fide research activities. While many recent attempts to improve college-level physics education have focused on integrating interactive demonstrations and activities into traditional passive lectures, we have taken the idea of active-learning several steps further. Working in conjunction with several research faculty at Binghamton University, we have created a programme that puts undergraduate students on an accelerated path towards working in real research laboratories performing publishable research. Herein, we describe in detail the programme goals, structure, and educational content, and report on our promising initial student outcomes.

Creating a blended learning module in an online master study programme in oncology.

PubMed

Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

2015-01-01

The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

Variation in Clinical Placement Supervisors' Conceptions of and Approaches to Supervision in a Veterinary Internship Programme

ERIC Educational Resources Information Center

van Gelderen, Ingrid; Matthew, Susan M.; Hendry, Graham D.; Taylor, Rosanne

2018-01-01

Good teaching that supports final year students' learning in clinical placements is critical for students' successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical…

Snapshots of Student-Teachers' Experiences of DVDs in a Learner Support Programme in a Developing ODL Context

ERIC Educational Resources Information Center

Kok, Illasha; Blignaut, A. Seugnet

2014-01-01

The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen…

Student Motivation in Graduate Music Programmes: An Examination of Personal and Environmental Factors

ERIC Educational Resources Information Center

Gonzalez-Moreno, Patricia Adelaida

2012-01-01

Despite the increasing number of students in music education graduate programmes, attrition rates suggest a lack of success in retaining and assisting them to the completion of their degree. Based on the expectancy-value theory, the aim of this study was to examine students' motivations (values and competence beliefs) and their complex interaction…

Gender-Fair Assessment of Young Gifted Students' Scientific Thinking Skills

ERIC Educational Resources Information Center

Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.

2018-01-01

This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through…

Distance Education MBA Students: An Investigation into the Use of an Orientation Course to Address Academic and Social Integration Issues

ERIC Educational Resources Information Center

Kanuka, Heather; Jugdev, Kam

2006-01-01

Distance education programmes warrant the use of innovative intervention practices to enhance student learning experiences. Academic and social empathy by faculty has been shown to enhance student retention in programmes along with their critical thinking abilities. Using Holmberg's theory of teaching-learning conversations as the guiding…

Value and Benefits of European Student Mobility for Romanian Students: Experiences and Perspectives of Participants in the ERASMUS Programme

ERIC Educational Resources Information Center

Salajan, Florin D.; Chiper, Sorina

2012-01-01

This article reports on the experiences and perspectives of Romanian students participating in the ERASMUS Programme, regarding the benefits and value of academic mobility. It situates their accounts in the framework of internationalization and Europeanization processes occurring in Romanian higher education. The study draws on primary data…

The Teaching of Ethics in Undergraduate Accounting Programmes: The Students' Perspective

ERIC Educational Resources Information Center

Graham, Alan

2012-01-01

This paper solicits the views of students in order to assess the goals and effectiveness of the teaching of ethics in undergraduate Accounting programmes. Using a survey and interviews, the opinions of second-year undergraduate students at a UK university were obtained. Their perception of the aims and importance of ethics and their preferred…

Hypnosis-Induced Mental Training Programmes as a Strategy to Improve the Self-Concept of Students

ERIC Educational Resources Information Center

De Vos, H. M.; Louw, D. A.

2009-01-01

The creation and implementation of strategies that could improve student development is receiving new research interest. The main objective of the research was to establish whether hypnosis-induced mental training programmes as a strategy could alter the self-concept of students which in turn could improve their overall academic functioning. Two…

Postgraduate Preferences: A Study of Factors Contributing to Programme Satisfaction amongst Masters Students

ERIC Educational Resources Information Center

Frumkin, Lara A.; Milankovic-Atkinson, Maya; Sadler, Chris

2007-01-01

Background: Universities have a vested interest in attracting and encouraging enrolment of as many high calibre students as possible. With greater frequency, universities are using marketing techniques to do so. Aims: The study reviewed current student opinions of a programme within a UK university to discover its shortcomings and strengths.…

Teacher Performance and Student Learning: Linking Evidence from Two National Assessment Programmes

ERIC Educational Resources Information Center

Taut, Sandy; Valencia, Edgar; Palacios, Diego; Santelices, Maria V.; Jiménez, Daniela; Manzi, Jorge

2016-01-01

This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and…

Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo

ERIC Educational Resources Information Center

Brevik, Lisbeth M.; Blikstad-Balas, Marte; Engelien, Kirsti Lyngvaer

2017-01-01

This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers,…

Pre-University Prepared Students: A Programme for Facilitating the Transition from Secondary to Tertiary Education

ERIC Educational Resources Information Center

McPhail, Ruth

2015-01-01

The expectations of first-year students are becoming more widely researched and understood. How to realign perceptions and prepare students for the transition from secondary school to tertiary education is less well considered. This paper presents an account of a pre-university preparation programme embedded in the senior years of secondary…

Studying Computer Science in a Multidisciplinary Degree Programme: Freshman Students' Orientation, Knowledge, and Background

ERIC Educational Resources Information Center

Kautz, Karlheinz; Kofoed, Uffe

2004-01-01

Teachers at universities are facing an increasing disparity in students' prior IT knowledge and, at the same time, experience a growing disengagement of the students with regard to involvement in study activities. As computer science teachers in a joint programme in computer science and business administration, we made a number of similar…

Investigating Teachers' and Students' Beliefs and Assumptions about CALL Programme at Caledonian College of Engineering

ERIC Educational Resources Information Center

Ali, Holi Ibrahim Holi

2012-01-01

This study is set to investigate students' and teachers' perceptions and assumptions about newly implemented CALL Programme at the School of Foundation Studies, Caledonian College of Engineering, Oman. Two versions of questionnaire were administered to 24 teachers and 90 students to collect their beliefs and assumption about CALL programame. The…

A founder project: marketing the domestication baseline for forest trees

Treesearch

C. G. Williams; Floyd E. Bridgwater; C. Dana Nelson

2004-01-01

One of the most apparent benefits of forest genomics programmes is to provide genotypic information on the original selections of tree improvement programmes worldwide. In many breeding programmes, brances from these selections were grafted onto seedlings and the grafted seedlings composed the first seed orchards for planting programmes. with advanced generation...

Nurses' perceptions and experiences of mentoring.

PubMed

Douglas, Valerie; Garrity, John; Shepherd, Kim; Brown, Lynn

2016-04-01

Pre-registration education programmes provide nursing students with the skills and knowledge to become safe and proficient practitioners. Assessment of students' competence is a fundamental part of these programmes and mentors play a crucial role. Mentors are registered nurses who have completed an appropriate mentorship programme in an approved higher education institution, and their main role includes teaching, supervising and assessing students' clinical competence. The role can be demanding and stressful, and mentors must maintain their workloads while supporting students. This article reports the results of the qualitative findings of a survey of mentorship practices ( Brown et al 2012 ). The findings suggest that mentors value support from link lecturers and practice education facilitators, especially when they experience difficulties with nursing students who do not have the required competencies to pass their placement.

[Development and experimentation of a health promotion and health education module in the context of an on-line distance learning programme].

PubMed

Billot, Dominique

2007-01-01

The article presents the evolution of a health promotion and health education training module within the contexts of the development of a new on-line learning programme. Relying upon validated theoretical models, each step of the module's development is explicitly described, from the needs assessment phase to the experimental one. A detailed needs assessment brings to light the limitations of a traditional distance-learning module with regard to the very specific needs of students. The learning objectives were formulated to catch up with and be more in sync with the skills and competencies held and carried out by the educators in the field. The teaching methods were selected for their attributes of being more active and more diverse. Formative evaluation is introduced and certificatory evaluation aims to corroborate with the teaching objectives. Immediate results from experimentation done in these early stages gives prominence to the added value of this new on-line module, which appears to be much more adapted to the students' needs.

Responsibilities of nursing schools with regard to peer mentoring.

PubMed

Botma, Yvonne; Hurter, Sarene; Kotze, Reneé

2013-08-01

This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors. Copyright © 2012 Elsevier Ltd. All rights reserved.

"It Doesn't Really Matter Which University You Attend or Which Subject You Study While Abroad." The Massification of Student Mobility Programmes and Its Implications for Equality in Higher Education

ERIC Educational Resources Information Center

Courtois, Aline

2018-01-01

Based on documentary analysis and interviews, the article examines the current practices of Irish universities in their efforts to increase their students' participation in international exchange programmes. It argues that increased participation, while a positive outcome, obscures a growing differentiation in the types of exchange programmes and…

Students' Self-Grading, Professor's Grading and Negotiated Final Grading at Three University Programmes: Analysis of Reliability and Grade Difference Ranges and Tendencies

ERIC Educational Resources Information Center

Lopez-Pastor, Victor M.; Fernandez-Balboa, Juan-Miguel; Santos Pastor, Maria L.; Aranda, Antonio Fraile

2012-01-01

This study was undertaken at three teacher education programmes and was designed to determine the following within each programme: (1) the reliability correlations among students' self-grade (SSG), the grade granted by the professor (PG) and the negotiated final grade (NFG); (2) the range and frequency of grade differences between SSG and PG; and…

Academic Work on a Back-Burner: Habituating Students in the Upper-Secondary School towards Marginality and a Life in the Precariat

ERIC Educational Resources Information Center

Dovemark, Marianne; Beach, Dennis

2015-01-01

This article takes its point of departure in ethnographic data from what in Sweden is called the Individual Programme (IP). This programme was for upper-secondary school pupils who were not eligible for one of the country's academic or vocational programme. Its main formally expressed goal was to enable students to become eligible for these…

Technology-Enhanced Physics Programme for Community-Based Science Learning: Innovative Design and Programme Evaluation in a Theme Park

NASA Astrophysics Data System (ADS)

Tho, Siew Wei; Chan, Ka Wing; Yeung, Yau Yuen

2015-10-01

In this study, a new physics education programme is specifically developed for a famous theme park in Hong Kong to provide community-based science learning to her visitors, involving her three newly constructed rides. We make innovative use of digital technologies in this programme and incorporate a rigorous evaluation of the learning effectiveness of the programme. A total of around 200 students from nine local secondary schools participated in both the physics programme and its subsequent evaluation which consists of a combination of research and assessment tools, including pre- and post-multiple-choice tests, a questionnaire survey and an interview as specifically developed for this programme, or adopted from some well-accepted research instruments. Based on the evaluation of students' academic performance, there are two educationally significant findings on enhancing the students' physics learning: (a) traditionally large gender differences in physics performance and interest of learning are mostly eliminated; and (b) a less-exciting ride called the aviator (instead of the most exciting roller-coaster ride) can induce the largest learning effect (or gain in academic performance) amongst teenagers. Besides, findings from the questionnaire survey and interviews of participants are reported to reveal their views, perceptions, positive and negative comments or feedback on this programme which could provide valuable insights for future development of other similar community-based programmes.

The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK

NASA Astrophysics Data System (ADS)

Amos, Ruth; Reiss, Michael

2012-03-01

There is considerable international interest in the value of residential fieldwork for school students. In the UK, pressures on curriculum time, rising costs and heightened concern over students' safety are curtailing residential experiences. Collaboration between several key fieldwork providers across the UK created an extensive programme of residential courses for 11-14-year-olds in London schools from 2004 to 2008. Some 33,000 students from 849 schools took part. This paper draws on the evaluation of the programme that gathered questionnaire, interview and observational data from 2,706 participating students, 70 teachers and 869 parents/carers from 46 schools, mainly in deprived areas of the city. Our findings revealed that students' collaborative skills improved and interpersonal relationships were strengthened and taken back to school. Gains were strongest in social and affective domains, together with behavioural improvements for some students. Individual cognitive gains were revealed more convincingly during face-to-face interviews, rather than through survey items. Students from socially deprived backgrounds benefitted from exposure to learning environments which promoted authentic practical inquiry. Over the 5-year programme, combined physical adventure and real-world experiences proved to be popular with students and their teachers, and opened up opportunities for learning and doing science in ways not often accessible in urban school environments. Further programmes have been implemented in other parts of the UK as a result of the London experience, which build upon the provision of mixed curriculum-adventure course design. The popularity and apparent success of these combination courses suggest that providers need to consider the value of developing similar programmes in the future.

Student teacher training: participant motivation.

PubMed

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2016-08-01

Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

Successful implementation of the European Resuscitation Council basic life support course as mandatory peer-led training for medical students.

PubMed

Grove, Erik L; Løfgren, Bo

2014-04-01

We aimed to implement the European Resuscitation Council (ERC) basic life support (BLS) and automated external defibrillator (AED) course as a mandatory peer-led training programme for medical students and to evaluate the satisfaction with this course. Medical students certified as ERC BLS/AED instructors were recruited as student trainers and organizers of the course, which was included as a mandatory part of the curriculum for second-year medical students before first clinical rotation. After each course, questionnaires were distributed to evaluate the peer-led training programme. In total, 146 students were trained and assessed. The quality of the course was rated as 9.4±0.8 (10-point scale, 10 being best), and the majority (95%) felt better prepared for their clinical rotation. Implementation of the ERC BLS/AED course as a mandatory peer-led training programme for medical students is feasible. The course has been very well accepted and the students feel better prepared for their first clinical rotation.

Nursing students' perceptions of effective problem-based learning tutors.

PubMed

Matthew-Maich, Nancy; Martin, Lynn; Hammond, Cynthia; Palma, Amy; Pavkovic, Maria; Sheremet, Darlene; Roche, Carmen

2016-11-16

Aim To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience. Method Students enrolled in all four years of a baccalaureate nursing programme completed online surveys (n=511) and participated in focus groups (n=19). Data were analysed and combined using content analysis. Findings The data were summarised using five themes, the '5 Ps' of effective teaching in problem-based learning. Nursing students perceived effective problem-based learning tutors to be prepared with knowledge and facilitation skills, person-centred, passionate, professional and able to prepare students for success in the nursing programme. Effective tutors adjusted their approaches to students throughout the four years of the nursing programme. Conclusion Effective teaching in problem-based learning is essential and has significant effects on nursing students' learning, motivation and experience. Important attributes, skills and strategies of effective problem-based learning tutors were identified and may be used to enhance teaching and plan professional development initiatives.

Does gender matter? Differences between students at an interprofessional training ward.

PubMed

Lindh Falk, Annika; Hammar, Mats; Nyström, Sofia

2015-01-01

Studies on graduates' transitions from education into clinical work highlight inequalities concerning how women and men experience their professional learning and development. This study explores how female and male students from different programs within the health care education system (i.e. medicine, nursing, occupational therapy, and physiotherapy programmes) experience an interprofessional training ward (IPTW) as a part of their professional identity formation. Students from the medicine, nursing, physiotherapy, and occupational therapy programmes collaborate in teams during two weeks at one of three IPTWs at the medical school, Linköping University. They together take the responsibility for diagnosis, treatment, and rehabilitation of the patients, albeit with professional supervisors as support. During 2010 to 2011, 454 (93%) of the 488 students who practiced at the IPTWs answered a questionnaire on their experiences of the IPTW. The students stated that the IPTW had positively influenced their professional development. The female and male medical students were significantly less positive than other female and male students, respectively, concerning the value of IPTW. The male students from all programmes were slightly, but significantly, less positive than all the female students. These findings show that students "do gender" as an integral part of the educational practice. It is important to scrutinise the IPTW as an educational practice, influencing students' preparation for future work. Gender should be discussed not only during the IPTW rotation but also in general during the curriculum for all healthcare programmes.

Factor affecting happiness among nursing students in South Korea.

PubMed

Jun, W H; Jo, M J

2016-08-01

WHAT IS KNOWN ON THE SUBJECT?: Despite the increased interest in nursing students' happiness in South Korea, few studies have attempted to identify factors influencing their happiness. Therefore, nursing educators should consistently investigate the factors influencing happiness and develop strategies to improve happiness among Korean nursing students. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This study confirmed that there were positive correlations between grateful disposition, social support and happiness. In addition, grateful disposition and support from intimate people were identified as predictors of happiness in Korean nursing students. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Development of intervention programmes to help nursing students increase grateful disposition and support from intimate people may be helpful for improving happiness. These programmes can include activity, such as writing a gratitude journal, and extracurricular programmes, such as mentoring programmes between seniors and juniors and/or professor and student. Introduction Happiness is very important in the training and development of nursing students as future nurses. However, nursing students experience a high level of stress and low level of happiness in South Korea. Aim This study aimed to investigate factors that affect happiness among nursing students in South Korea. Method Data were collected from a total of 241 nursing enrolled in two 4-year baccalaureate nursing programmes in South Korea, using a self-administrated questionnaire. To identify predictors of happiness, stepwise regression analysis was conducted. Results The results indicated that grateful disposition and support from intimate people significantly predict happiness among Korean nursing students. These two factors accounted for 38.0% of the variance in happiness. Discussion This study indicated grateful disposition and support from intimate people as factors promoting happiness in nursing students. The findings highlight grateful disposition and support from intimate people as important factors when developing effective interventions that foster nursing students' happiness. © 2016 John Wiley & Sons Ltd.

Service-learning's impact on dental students' attitude towards community service.

PubMed

Coe, J M; Best, A M; Warren, J J; McQuistan, M R; Kolker, J L; Isringhausen, K T

2015-08-01

This study evaluated service-learning programme's impact on senior dental students' attitude towards community service at Virginia Commonwealth University (VCU) School of Dentistry. Experience gained through service-learning in dental school may positively impact dental students' attitude towards community service that will eventually lead into providing care to the underserved. Two surveys (pre- and post-test) were administered to 105 senior dental students. For the first survey (post-test), seventy-six students of 105 responded and reported their attitude towards community service immediately after the service-learning programme completion. Three weeks later, 56 students of the 76 responded to the second survey (retrospective pre-test) and reported their recalled attitude prior to the programme retrospectively. A repeated-measure mixed-model analysis indicated that overall there was improvement between pre-test and post-test. Scales of connectedness, normative helping behaviour, benefits, career benefits and intention showed a significant pre-test and post-test difference. An association between attitude towards community service and student characteristics such as age, gender, ethnicity and volunteer activity was also examined. Only ethnicity showed an overall significant difference. White dental students appear to have a differing perception of the costs of community service. The service-learning programme at VCU School of Dentistry has positively impacted senior dental students' attitude towards community service. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Quality of nursing doctoral education in Korea: towards policy development.

PubMed

Ja Kim, Mi; Gi Park, Chang; Kim, Minju; Lee, Hyeonkyeong; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2012-07-01

This article is a report on an international study of the quality of nursing doctoral education; herein, we report findings for Korea. Specific aims were to: examine the validity and reliability of the quality of nursing doctoral education questionnaire; and identify contributing factors and domain(s) for improvement. The quality of nursing doctoral education has been a worldwide concern with the recent rapid increase in number of nursing doctoral programmes around the world, and comprehensive evaluation is needed for policy recommendations. A cross-sectional descriptive study, conducted from October 2006 to January 2007, used an online questionnaire evaluating four domains: programme, faculty, resources and evaluation. Seven deans, 48 faculty, 52 graduates and 87 students from 14 nursing schools participated. Content and construct validity, and construct reliability of the questionnaire were established. Overall, participants reported that the perceived quality of private universities/schools was significantly higher than that of public/national universities. A higher ratio of doctoral to non-doctoral students was significantly associated with higher quality. The domains of programme, faculty and resources were highly correlated. The programme was the most important domain; availability of sufficient materials and information for students most needed improvement. Overall, faculty perceived the quality of the programme, faculty and resources as more positively than did the graduates and students. This study provides useful policy guidance for nurse educators worldwide for improving doctoral programmes and faculty's role in educating students. Further study is recommended that examines contributing factors to quality doctoral education. © 2011 Blackwell Publishing Ltd.

The graduate entry generation: a qualitative study exploring the factors influencing the career expectations and aspirations of a graduating cohort of graduate entry dental students in one London institution

PubMed Central

2011-01-01

Background Dentistry in the UK has a number of new graduate-entry programmes. The aim of the study was to explore the motivation, career expectations and experiences of final year students who chose to pursue a dental career through the graduate entry programme route in one institution; and to explore if, and how, their intended career expectations and aspirations were informed by this choice. Method In-depth interviews of 14 graduate entry students in their final year of study. Data were transcribed verbatim and analysed using framework analysis. Results There were three categories of factors influencing students' choice to study dentistry through graduate entry: 'push', 'pull' and 'mediating'. Mediating factors related to students' personal concerns and circumstances, whereas push and pull factors related to features of their previous and future careers and wider social factors. Routes to Graduate Entry study comprised: 'early career changers', 'established career changers' and those pursuing 'routes to specialisation'. These routes also influenced the students' practice of dentistry, as students integrated skills in their dental studies, and encountered new challenges. Factors which students believed would influence their future careers included: vocational training; opportunities for specialisation or developing special interests and policy-related issues, together with wider professional and social concerns. The graduate entry programme was considered 'hard work' but a quick route to a professional career which had much to offer. Students' felt more could have been made of their pre-dental studies and/or experience during the programme. Factors perceived as influencing students' future contribution to dentistry included personal and social influences. Overall there was strong support for the values of the NHS and 'giving back' to the system in their future career. Conclusion Graduate entry students appear to be motivated to enter dentistry by a range of factors which suit their preferences and circumstances. They generally embrace the programme enthusiastically and seek to serve within healthcare, largely in the public sector. These students, who carry wider responsibilities, bring knowledge, skills and experience to dentistry which could be harnessed further during the programme. The findings suggest that graduate entry students, facilitated by varied career options, will contribute to an engaged workforce. PMID:21942994

The graduate entry generation: a qualitative study exploring the factors influencing the career expectations and aspirations of a graduating cohort of graduate entry dental students in one London institution.

PubMed

Newton, Paul; Cabot, Lyndon; Wilson, Nairn H F; Gallagher, Jennifer E

2011-09-24

Dentistry in the UK has a number of new graduate-entry programmes. The aim of the study was to explore the motivation, career expectations and experiences of final year students who chose to pursue a dental career through the graduate entry programme route in one institution; and to explore if, and how, their intended career expectations and aspirations were informed by this choice. In-depth interviews of 14 graduate entry students in their final year of study. Data were transcribed verbatim and analysed using framework analysis. There were three categories of factors influencing students' choice to study dentistry through graduate entry: 'push', 'pull' and 'mediating'. Mediating factors related to students' personal concerns and circumstances, whereas push and pull factors related to features of their previous and future careers and wider social factors. Routes to Graduate Entry study comprised: 'early career changers', 'established career changers' and those pursuing 'routes to specialisation'. These routes also influenced the students' practice of dentistry, as students integrated skills in their dental studies, and encountered new challenges.Factors which students believed would influence their future careers included: vocational training; opportunities for specialisation or developing special interests and policy-related issues, together with wider professional and social concerns.The graduate entry programme was considered 'hard work' but a quick route to a professional career which had much to offer. Students' felt more could have been made of their pre-dental studies and/or experience during the programme. Factors perceived as influencing students' future contribution to dentistry included personal and social influences. Overall there was strong support for the values of the NHS and 'giving back' to the system in their future career. Graduate entry students appear to be motivated to enter dentistry by a range of factors which suit their preferences and circumstances. They generally embrace the programme enthusiastically and seek to serve within healthcare, largely in the public sector. These students, who carry wider responsibilities, bring knowledge, skills and experience to dentistry which could be harnessed further during the programme. The findings suggest that graduate entry students, facilitated by varied career options, will contribute to an engaged workforce. © 2011 Newton et al; licensee BioMed Central Ltd.

Medical humanities: a closer look at learning.

PubMed

Patterson, A; Sharek, D; Hennessy, M; Phillips, M; Schofield, S

2016-06-01

The inclusion of medical humanities with medical curricula is a question that has been the focus of attention for many within the evolving field. This study addressed the question from a medical education perspective and aimed to investigate what students at Trinity College Dublin learned from participating in a short medical humanities student-selected module in their first year of an undergraduate medical programme. A total of 156 students provided a written reflection on a memorable event that occurred during their student-selected module. The reflections were analysed using the Reflection Evaluation for Learners' Enhanced Competencies Tool (REFLECT) and through qualitative thematic analysis of the written reflections. Evidence of learning from the REFLECT quantitative analysis showed that 50% of students displayed higher levels of reflection when describing their experience. The reflection content analysis supported the heterogeneous nature of learning outcome for students, with evidence to support the idea that the module provided opportunities for students to explore their beliefs, ideas and feelings regarding a range of areas outside their current experience or world view, to consider the views of others that they may have not previously been aware of, to reflect on their current views, and to consider their future professional practice. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Self- Perceived Stress in Relation to Anxiety, Depression and Health-related Quality of Life among Health Professions Students: A Cross-sectional Study from Bosnia and Herzegovina.

PubMed

Racic, Maja; Todorovic, Radica; Ivkovic, Nedeljka; Masic, Srdjan; Joksimovic, Bojan; Kulic, Milan

2017-10-01

The purpose of the present study was to examine self-perceived stress of health professions students at the Faculty of Medicine Foča, and to explore its association with anxiety, depression and health-related quality of life. The cross-sectional study enrolled 451 students at the Faculty of Medicine (medicine, dentistry, nursing and speech therapy). Survey instruments were distributed at the conclusion of the spring semester during the last required lecture for each year and study programme class. Perceived stress was assessed using the 14-item Perceived Stress Scale. The students were evaluated for symptoms of depression and anxiety, using Zung's self-assessment inventory for depression and the Spielberger State-Trait Anxiety Inventory (STAI). European Quality of Life-5 dimensions were used for describing and evaluating health. Multivariate analyses were carried out using logistic regression to examine the relationship between the outcome variable and selected determinant factors. A high degree of stress was reported by 1.6% of students, while the majority of students had either moderate (70.6%) or low degree (27.5%) of stress. The significant independent factors associated with perceived stress were anxiety score (OR, 0.339; CI 95%, 0.276-0.403) and EQ-5D score (OR, 0.044; CI 95%, 0.033-0.085). A high degree of perceived stress (OR, 0.624; CI 95%, 0.507-0.704), the presence of depression (OR, 0.800; CI 95%, 0.513-1.087), and low quality of life were associated with anxiety (OR, 0.073; CI 95%, 0.018-0.128). Higher levels of perceived stress predispose health professions students for anxiety and lower quality of life. The study programme was not a significant determinant of perceived stress sore.

Development pathways in learning to be a physiotherapist.

PubMed

Lindquist, Ingrid; Engardt, Margareta; Garnham, Liz; Poland, Fiona; Richardson, Barbara

2006-09-01

Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme. A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist. Distinct perceptions of professional growth and progression are identified in four pathways of development: 'Reflecting on Practice'; 'Communicating with Others'; 'Performing Skills'; and 'Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice. In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the 'what' as changes in experiences and the 'how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist.

The Evaluation of Foreign-Language-Teacher Education Programmes

ERIC Educational Resources Information Center

Peacock, Matthew

2009-01-01

This article presents a new procedure for the evaluation of EFL teacher-training programmes based on principles of programme evaluation and foreign-language-teacher (FLT) education. The procedure focuses on programme strengths and weaknesses and how far the programme meets the needs of students. I tested the procedure through an evaluation of a…

Using the Objective Borderline Method (OBM) to Support Board of Examiners' Decisions in a Medical Programme

ERIC Educational Resources Information Center

Shulruf, Boaz; Booth, Roger; Baker, Heather; Bagg, Warwick; Barrow, Mark

2017-01-01

Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students' course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some…

The Potential of Supplemental Instruction in Engineering Education--Helping New Students to Adjust to and Succeed in University Studies

ERIC Educational Resources Information Center

Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

2015-01-01

Supplemental Instruction (SI) is a programme that is attached to difficult courses with the objective of increasing student performance and retention. However, an SI programme also has the potential to increase overall student performance and retention during the first critical year if applied to introductory courses. In this study the latter…

Students' Strategies for Learning Identities as Industrial Workers in a Swedish Upper Secondary School VET Programme

ERIC Educational Resources Information Center

Ferm, Lisa; Persson Thunqvist, Daniel; Svensson, Louise; Gustavsson, Maria

2018-01-01

The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools.…

First-Year Students' Perceptions of Extended National Diploma Programmes: The Case of a Comprehensive South African University (2012)

ERIC Educational Resources Information Center

Mavunga, George; Cachalia, Fahmida

2014-01-01

This study compared how the cohort of extended diploma students enrolled at a comprehensive South African university in 2012 perceived the programmes for which they were enrolled at the beginning of their first year and towards the end of the year. Data were gathered using questionnaires and semi-structured interviews involving students enrolled…

A Technology-Enriched Active Learning Space for a New Gateway Education Programme in Hong Kong: A Platform for Nurturing Student Innovations

ERIC Educational Resources Information Center

Chiu, Pit Ho Patrio

2016-01-01

A Gateway Education Programme is established in Hong Kong that aims to broaden students' interdisciplinary knowledge and nurture student innovations under the Discovery-enriched Curriculum. To support the initiative, a novel idea was proposed for the creation of a Gateway Education Laboratory (GE Lab) with a highly configurable layout equipped…

Assessment for Learning: Capturing the Interest of Diverse Students on an Academic Writing Module in Postgraduate Vocational Education

ERIC Educational Resources Information Center

Strauss, P.; Mooney, S.

2017-01-01

This article discusses the complexities surrounding the teaching of a critical thinking and academic writing module on a vocational postgraduate programme. Students enrolled on this programme are strongly industry focused and often fail to see the relevance of such a module, despite the fact that most are international students with English as…

"You Have to Be a Bit Brave": Barriers to Scottish Student-Teachers' Participation in Study-Abroad Programmes

ERIC Educational Resources Information Center

Santoro, Ninetta; Sosu, Edward; Fassetta, Giovanna

2016-01-01

This article reports on a study that examined Scottish student teachers' attitudes to study-abroad and the reasons underpinning their reluctance to participate in these programmes. Data collection comprised a mixed-methods approach consisting of a survey of 318 student-teachers in one Scottish university followed by semi-structured interviews with…

Across Borders and across Cultures: Vietnamese Students' Positioning of Teachers in a University Twinning Programme

ERIC Educational Resources Information Center

Vu, Ha; Doyle, Stephanie

2014-01-01

How do teachers and teaching appear to international students moving from the home country component of a twinning programme to the overseas partner university? This narrative study explored the perspectives of five Vietnamese students in their first months of studying for a commerce degree at a New Zealand university, having completed the first…

Greek Students Research the Effects of Fire on the Soil System through Project-Based Learning

ERIC Educational Resources Information Center

Kioupi, Vasiliki; Arianoutsou, Margarita

2016-01-01

This study is focused on the development, implementation and evaluation of an environmental education programme for secondary education students. The programme was entitled "?he effects of fire on the soil system" and it was implemented during the school period of 2008. Twenty-four (24) students (aged from 15 to 20) coming from Lidoriki…

Stories from the Front Line: Unlocking the Voices of Students and Employers Engaged in Innovative Postgraduate Work-Based Learning Programmes in English Universities

ERIC Educational Resources Information Center

Smith, Paul J.; Scott, Jonathan M.

2011-01-01

This paper explores the views that students and employers have on innovative work-based learning (WBL) programmes in English higher education. The experiences of both students and employers were analysed methodologically, using the organizational story-telling framework (Gabriel, 1999). The themes that have emerged are learning support,…

A Comparison Study of the Effectiveness of the Lexia Reading Programme

ERIC Educational Resources Information Center

Ness, Mike; Couperus, Josh; Willey, Matthew

2013-01-01

This study evaluates the efficacy of the Lexia Reading (LR) programme with a cohort of 37 students in a Decile 1 primary school. The students were randomly assigned to experimental (who used LR) and control groups (who did not use LR). The WIAT-II was used to provide pre and post measures of literacy skills. Results indicated that students who…

A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)

ERIC Educational Resources Information Center

Diener, Marissa L.; Wright, Cheryl A.; Dunn, Louise; Wright, Scott D.; Anderson, Laura Linnell; Smith, Katherine Newbold

2016-01-01

This study explores the processes occurring during technology workshops which built on interests and enhanced social engagement for students with autism spectrum disorders (ASD). The workshops used a community based research design and focused on teaching a creative three-dimensional (3D) design programme (SketchUp™) to students with ASD. Seven…

Academic Performance of Students during Transition Period before Choice of Disciplines in Nigeria Certificate in Education (Technical) Programme

ERIC Educational Resources Information Center

Amasuomo, Japo Oweikeye

2015-01-01

The study examined the academic performance of students in the compulsory courses in technical education during the transition period of first and second years of three years Nigeria Certificate in Education (NCE) Technical programme before choosing their disciplines in the third year. The study comprised of 237 students that consisted of…

Pre-Primary Education and Long-Term Education Performance: Evidence from Programme for International Student Assessment (PISA) Thailand

ERIC Educational Resources Information Center

Pholphirul, Piriya

2017-01-01

Several research papers have assessed the long-term benefits of pre-primary education in terms of academic performance and labor market outcomes. This study analyzes data obtained from the Programme for International Student Assessment (PISA) to estimate the effects of preschool enrollment of Thai students on producing long-term benefits in their…

"Discover, Understand, Implement, and Transfer": Effectiveness of an Intervention Programme to Motivate Students for Science

ERIC Educational Resources Information Center

Schütte, Kerstin; Köller, Olaf

2015-01-01

Considerable research has focused on how best to satisfy modern societies' needs for skilled labour in the field of science. The present study evaluated an intervention programme designed to increase secondary school students' motivation to pursue a science career. Students from 3 schools of the highest educational track participated for up to 2…

Service Quality and Students' Satisfaction with the Professional Teacher Development Programmes by Distance Mode in a South African University

ERIC Educational Resources Information Center

Oduaran, A. B.

2011-01-01

This article reports on the relationship between seven factors that described dimensions of education service quality and overall service quality on one hand, and students' satisfaction with the professional teacher development programmes by distance mode in a South African University on the other. We sought to find out whether students enrolled…

Using Decision Tree Analysis to Understand Foundation Science Student Performance. Insight Gained at One South African University

ERIC Educational Resources Information Center

Kirby, Nicola Frances; Dempster, Edith Roslyn

2014-01-01

The Foundation Programme of the Centre for Science Access at the University of KwaZulu-Natal, South Africa provides access to tertiary science studies to educationally disadvantaged students who do not meet formal faculty entrance requirements. The low number of students proceeding from the programme into mainstream is of concern, particularly…

Underrepresentation of Ethiopian-Israeli Minority Students in Programmes for the Gifted and Talented: A Policy Discourse Analysis

ERIC Educational Resources Information Center

Lifshitz, Chen C.; Katz, Chana

2015-01-01

Students from disadvantaged or minority backgrounds are often underrepresented in public educational programmes for the gifted and talented (G&T), a phenomenon that has concerned educators for the last two decades. Ethiopian-Israeli minority students (EIMS) are a good example of this phenomenon, as more than 95% of the vast resources allocated…

Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design

ERIC Educational Resources Information Center

Jena, Ananta Kumar; Bhattacharjee, Satarupa; Langthasa, Pimily

2015-01-01

The study aimed to evaluate the outcomes of the local community members, secondary school students, and the university students participated in the multimedia programme with reference to knowledge, understanding, skills, practice, and confidence in environmental sustainability. About two hundred students participated in this multimedia programme.…

The Impact on Career Direction of a Tertiary Management Programme for Mid-Career ICT Professionals

ERIC Educational Resources Information Center

Hooper, Tony

2009-01-01

The motivation of mid-career students can be expected to be more considered and intense than students whose studies continue from undergraduate programmes. How students perceive their personal circumstances and their career when they first make the decision to enrol and what happens as a result of their studies can reveal how mid-career management…

The Transformation of an Online Learning Community from an Organised Facility to an Organic Fraternity

ERIC Educational Resources Information Center

Fields, Alison; Lai, Kwok-Wing; Gibbs, John; Kirk, Alex; Vermunt, Jenny

2016-01-01

An online community of learning within a distance doctoral programme was explored to determine if and how the community evolved and transformed over time. This part-time doctoral programme gathers students into cohorts and runs a structured community with students and faculty for 18 months before students confirm candidatures and begin individual…

Time spent studying on a pre-registration nursing programme module: an exploratory study and implications for regulation.

PubMed

Snelling, Paul C; Lipscomb, Martin; Lockyer, Lesley; Yates, Sue; Young, Pat

2010-11-01

European Union (EU) regulations require that university programmes are of specified duration. Additional EU regulations apply specifically to university based nurse education, enacted in the UK by the Nursing and Midwifery Council (NMC). However, little is known about how much time student nurses spend on their studies. In this exploratory study, students undertaking a single module in the pre-registration diploma programme at an English university were asked to keep a log of learning activity for the duration of the module. Twenty-six students completed the log. These students achieved higher grades and attended more lectures than the average for the module. The mean study time was 128.4 h against a regulatory assumption that the module should take 200 h. More than half of the 26 students undertook paid work during the module run, though this work was not associated with poorer performance. Problems in regulation for course duration are discussed and it is suggested that undertaking a 4600 h course in 3 years is problematic. More research is required so that patterns of study can be better understood and student centred programmes meeting regulatory requirements developed. Copyright © 2010 Elsevier Ltd. All rights reserved.

Factors that influence utilisation of HIV/AIDS prevention methods among university students residing at a selected university campus.

PubMed

Ndabarora, Eléazar; Mchunu, Gugu

2014-01-01

Various studies have reported that university students, who are mostly young people, rarely use existing HIV/AIDS preventive methods. Although studies have shown that young university students have a high degree of knowledge about HIV/AIDS and HIV modes of transmission, they are still not utilising the existing HIV prevention methods and still engage in risky sexual practices favourable to HIV. Some variables, such as awareness of existing HIV/AIDS prevention methods, have been associated with utilisation of such methods. The study aimed to explore factors that influence use of existing HIV/AIDS prevention methods among university students residing in a selected campus, using the Health Belief Model (HBM) as a theoretical framework. A quantitative research approach and an exploratory-descriptive design were used to describe perceived factors that influence utilisation by university students of HIV/AIDS prevention methods. A total of 335 students completed online and manual questionnaires. Study findings showed that the factors which influenced utilisation of HIV/AIDS prevention methods were mainly determined by awareness of the existing university-based HIV/AIDS prevention strategies. Most utilised prevention methods were voluntary counselling and testing services and free condoms. Perceived susceptibility and perceived threat of HIV/AIDS score was also found to correlate with HIV risk index score. Perceived susceptibility and perceived threat of HIV/AIDS showed correlation with self-efficacy on condoms and their utilisation. Most HBM variables were not predictors of utilisation of HIV/AIDS prevention methods among students. Intervention aiming to improve the utilisation of HIV/AIDS prevention methods among students at the selected university should focus on removing identified barriers, promoting HIV/AIDS prevention services and providing appropriate resources to implement such programmes.

Visuospatial training improves elementary students' mathematics performance.

PubMed

Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-06-01

Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. The study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students' spatial visualization, mental rotation, and spatial orientation skills. The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students' mathematics performance. © 2017 The British Psychological Society.

University Access, Inclusion and Social Justice

ERIC Educational Resources Information Center

Hlalele, D.; Alexander, G.

2012-01-01

University access programmes inherently and inevitably provide students with a "label". Firstly, students are generally segregated and stigmatised as they are treated as a separate group that accessed university somewhat "illegitimately". Access programmes generally place more emphasis on academic development and in so doing…

Some innovative programmes in Astronomy education

NASA Astrophysics Data System (ADS)

Babu, G. S. D.; Sujatha, S.

In order to inculcate a systematic scientific awareness of the subject of Astronomy among the students and to motivate them to pursue careers in Astronomy and Astrophysics, various innovative educational programmes have been designed at MPBIFR. Among them, the main programme is termed as the ``100-hour Certificate Course in Astronomy and Astrophysics'' which has been designed basically for the students of the undergraduate level of B.Sc. and B.E. streams. The time duration of the 100 hours in this course is partitioned as 36 hours of classroom lectures, 34 hours of practicals and field trips and the remaining 30 hours being dedicated to dissertation writing and seminar presentations by the students. In addition, after the 100-hour course, the students have the option to take up specialized advance courses in the topics of Astrobiology, Astrochemistry, Radio Astronomy, Solar Astronomy and Cosmology as week-end classes. These courses are at the post graduate level and are covered in a span of 18 to 20 hours spread over a period of 9 to 10 weeks. As a preparatory programme, short-term introductory courses in the same subject are conducted for the high school students during the summer vacation period. Along with this, a three-week programme in basic Astronomy is also designed as an educational package for the general public. The students of these courses have the opportunity of being taken on field trips to various astronomical centers as well as the Radio, Solar and the Optical Observatories as part of their curriculum. The guided trips to the ISRO’s Satellite Centre at Bangalore and the Satellite Launching Station at SHAR provide high degree of motivation apart from giving thrilling experiences to the students. Further, the motivated students are encouraged to involve themselves in regular research programmes in Astronomy at MPBIFR for publishing research papers in national and international journals. The teaching and mentoring faculty for all these programmes includes the visiting Scientists and Professors from various Research Organizations located in and around Bangalore as well as the in-house Scientific staff. It is gratifying to note that several students, after going through one or more of these courses, have indeed made commitments to pursue Astronomy as their career, some of them even obtaining admissions in to the institutes and universities in India and abroad for further studies in this field.

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

PubMed Central

2012-01-01

Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students. PMID:22248183

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

PubMed

Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

2012-01-16

The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.

The impact of programmatic assessment on student learning: theory versus practice.

PubMed

Heeneman, Sylvia; Oudkerk Pool, Andrea; Schuwirth, Lambert W T; van der Vleuten, Cees P M; Driessen, Erik W

2015-05-01

It is widely acknowledged that assessment can affect student learning. In recent years, attention has been called to 'programmatic assessment', which is intended to optimise both learning functions and decision functions at the programme level of assessment, rather than according to individual methods of assessment. Although the concept is attractive, little research into its intended effects on students and their learning has been conducted. This study investigated the elements of programmatic assessment that students perceived as supporting or inhibiting learning, and the factors that influenced the active construction of their learning. The study was conducted in a graduate-entry medical school that implemented programmatic assessment. Thus, all assessment information, feedback and reflective activities were combined into a comprehensive, holistic programme of assessment. We used a qualitative approach and interviewed students (n = 17) in the pre-clinical phase of the programme about their perceptions of programmatic assessment and learning approaches. Data were scrutinised using theory-based thematic analysis. Elements from the comprehensive programme of assessment, such as feedback, portfolios, assessments and assignments, were found to have both supporting and inhibiting effects on learning. These supporting and inhibiting elements influenced students' construction of learning. Findings showed that: (i) students perceived formative assessment as summative; (ii) programmatic assessment was an important trigger for learning, and (iii) the portfolio's reflective activities were appreciated for their generation of knowledge, the lessons drawn from feedback, and the opportunities for follow-up. Some students, however, were less appreciative of reflective activities. For these students, the elements perceived as inhibiting seemed to dominate the learning response. The active participation of learners in their own learning is possible when learning is supported by programmatic assessment. Certain features of the comprehensive programme of assessment were found to influence student learning, and this influence can either support or inhibit students' learning responses. © 2015 John Wiley & Sons Ltd.

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.

Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.

PubMed

Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R

2007-10-01

The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme.

Dental students' perception of their approaches to learning in a PBL programme.

PubMed

Haghparast, H; Ghorbani, A; Rohlin, M

2017-08-01

To compare dental students' perceptions of their learning approaches between different years of a problem-based learning (PBL) programme. The hypothesis was that in a comparison between senior and junior students, the senior students would perceive themselves as having a higher level of deep learning approach and a lower level of surface learning approach than junior students would. This hypothesis was based on the fact that senior students have longer experience of a student-centred educational context, which is supposed to underpin student learning. Students of three cohorts (first year, third year and fifth year) of a PBL-based dental programme were asked to respond to a questionnaire (R-SPQ-2F) developed to analyse students' learning approaches, that is deep approach and surface approach, using four subscales including deep strategy, surface strategy, deep motive and surface motive. The results of the three cohorts were compared using a one-way analysis of variance (ANOVA). A P-value was set at <0.05 for statistical significance. The fifth-year students demonstrated a lower surface approach than the first-year students (P = 0.020). There was a significant decrease in surface strategy from the first to the fifth year (P = 0.003). No differences were found concerning deep approach or its subscales (deep strategy and deep motive) between the mean scores of the three cohorts. The results did not show the expected increased depth in learning approaches over the programme years. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Evaluating the effectiveness of a peer-led education intervention to improve the patient safety attitudes of junior pharmacy students: a cross-sectional study using a latent growth curve modelling approach.

PubMed

Walpola, Ramesh L; Fois, Romano A; McLachlan, Andrew J; Chen, Timothy F

2015-12-08

Despite the recognition that educating healthcare students in patient safety is essential, changing already full curricula can be challenging. Furthermore, institutions may lack the capacity and capability to deliver patient safety education, particularly from the start of professional practice studies. Using senior students as peer educators to deliver practice-based education can potentially overcome some of the contextual barriers in training junior students. Therefore, this study aimed to evaluate the effectiveness of a peer-led patient safety education programme for junior pharmacy students. A repeat cross-sectional design utilising a previously validated patient safety attitudinal survey was used to evaluate attitudes prior to, immediately after and 1 month after the delivery of a patient safety education programme. Latent growth curve (LGC) modelling was used to evaluate the change in attitudes of first-year students using second-year students as a comparator group. Undergraduate university students in Sydney, Australia. 175 first-year and 140 second-year students enrolled in the Bachelor of Pharmacy programme at the University of Sydney. An introductory patient safety programme was implemented into the first-year Bachelor of Pharmacy curriculum at the University of Sydney. The programme covered introductory patient safety topics including teamwork, communication skills, systems thinking and open disclosure. The programme consisted of 2 lectures, delivered by a senior academic, and a workshop delivered by trained final-year pharmacy students. A full LGC model was constructed including the intervention as a non-time-dependent predictor of change (χ(2) (51)=164.070, root mean square error of approximation=0.084, comparative fit index=0.913, standardised root mean square=0.056). First-year students' attitudes significantly improved as a result of the intervention, particularly in relation to internalising errors (p=0.010), questioning behaviours (p<0.001) and open disclosure (p=0.008). Peer-led education is an effective method that can be adopted to improve junior pharmacy students' attitudes towards patient safety. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

SWOT analysis to evaluate the programme of a joint online/onsite master's degree in environmental education through the students' perceptions.

PubMed

Romero-Gutierrez, Miguel; Jimenez-Liso, M Rut; Martinez-Chico, Maria

2016-02-01

This study shows the use of SWOT to analyse students' perceptions of an environmental education joint master's programme in order to determine if it runs as originally planned. The open answers given by students highlight the inter-university nature of the master's, the technological innovation used as major points, and the weaknesses in the management coordination or the duplicate contents as minor points. The external analysis is closely linked with the students' future jobs, their labour opportunities available to them after graduation. The innovative treatment of the data is exportable to the evaluation of programmes of other degrees because it allows the description linked to its characteristics and its design through the students' point of view. Copyright © 2015 Elsevier Ltd. All rights reserved.

Motivation of Dutch high school students from various backgrounds for applying to study medicine: a qualitative study

PubMed Central

Wouters, Anouk; Croiset, Gerda; Isik, Ulviye; Kusurkar, Rashmi A

2017-01-01

Objective To explore high school students’ motivation for applying to study medicine and the factors that influence this. To find explanations for under-representation of minority students in medical education, descriptions of motivation of students with different background characteristics were compared. Design Qualitative phenomenological study using semistructured one-on-one interviews. Setting One predominantly white and one mixed high school in a large multicultural city in the Netherlands. The study was conducted in March–December 2015. Participants Twenty-four high school students, purposively sampled for demographic characteristics. Methods The analysis consisted of the coding of data using a template based on the motivation types (autonomous and controlled motivation) described by self-determination theory and open coding for factors that influence motivation. Results The main reasons for pursuing a medical career pertained to autonomous motivation (interest in science and helping people), but controlled motivation (eg, parental pressure, prestige) was also mentioned. Experiences with healthcare and patients positively influenced students’ autonomous motivation and served as a reality check for students’ expectations. Having to go through a selection process was an important demotivating factor, but did not prevent most students from applying. Having medical professionals in their network also sparked students’ interest, while facilitating easier access to healthcare experiences. Conclusions The findings showed a complex interplay between healthcare experiences, growing up in a medical family, selection processes and motivation. Healthcare experiences, often one of the selection criteria, help students to form autonomous motivation for studying medicine. However, such experiences as well as support in the selection process seem unequally accessible to students. As a result, under-represented students’ motivation decreases. Medical schools should be aware of this and could create opportunities to acquire healthcare experiences. High schools could incorporate internships as part of their study counselling programmes and offer tailor-made guidance to each individual student. PMID:28576893

An Irish Experience in Establishing and Evaluating an Intern Led Teaching Programme.

PubMed

Jenkinson, A; Kelleher, E; Moneley, D; Offiah, G

2017-03-10

Near-Peer Teaching is a relatively new and expanding area of medical education. The benefit to medical students has been demonstrated in numerous contexts around the world. Our aim was to establish a structured Intern-Led Teaching (ILT) programme in the context of an Irish Intern Training Network affiliated to an Irish Medical School. We then sought to evaluate the success of this programme. Seventy interns were enrolled in the ILT programme and completed a Train the Trainer course involving teaching methods and skills of effective feedback. Following this, the intern tutors delivered several one-hour teaching sessions in small groups to final year medical students on a weekly basis. At the end of each teaching block, a feedback questionnaire was distributed to participating students to evaluate their experiences of this new teaching modality. Tutorial topics were varied. They included clinical examination, history taking, prescribing, and emergencies. Eighty-one percent of students found the intern-led tutorials to be beneficial compared to tutorials run by more senior doctors. Additionally, students felt that with intern led tutorials they could ask questions they otherwise would not. There was a more comfortable environment, and information taught was considered more relevant. A significant number of students felt less nervous about the final medical examinations after the intern-led tutorials. The establishment of a structured intern-led teaching programme was well received by final year medical students. This project shows that interns are a valuable teaching resource in the medical school and should be included in medical schools' curricula.

Perceptions of a campus-wide condom distribution programme: An exploratory study

PubMed Central

Francis, Diane B; Noar, Seth M; Widman, Laura; Willoughby, Jessica Fitts; Sanchez, Diana M; Garrett, Kyla P

2016-01-01

Objective Condom distribution programmes are an important means of preventing sexually transmitted infections (STIs); yet little research has examined their perceived and actual impact on college campuses. Design Quantitative, cross-sectional study. Setting Large public university in the Southeastern USA. Method Approximately 2 months after a campus-wide condom distribution programme began, we utilised intercept surveys with 355 students (68% women; 43% racial/ethnic minorities) to examine their perceptions of the availability, accessibility and acceptability of condoms, and their perceptions and use of the newly installed condom dispensers. Results Students perceived condoms to be available and accessible on campus after implementation of the condom dispensers. Students had heard about the dispensers from other people (36%), through social media (18%) and the campus newspaper (15%). Most students (71%) had seen the dispensers. Almost one in four students (23%) had taken a condom from the dispensers; among those who were sexually active during the 2months that the dispensers were available, 33% had used them. More than one-third of students (37%) – and 53% of sexually active students – indicated intentions to use the dispensers in the next 6months. Multiple regression analysis controlling for age, gender and race revealed that prior condom use, attitudes about the dispensers and comfort with the dispensers were significant predictors of sexually active students’ intentions to use the dispensers (p<.001). Conclusion Overall, results indicate that over a short time period, this condom distribution programme was successful in reaching students and providing free condoms. Implications for implementing condom distribution programmes on college campuses as well as future directions for research are discussed. PMID:27917002

Mini-Med School: promoting awareness of medicine as a career for suburban and rural high-school students.

PubMed

Shaikh, Faisal M; Babar, Mahwash; Cross, K Simon

2013-06-01

There is a global shortage of medical manpower. One approach to resolve such deficiencies is to effectively promote health careers to high-school students. Summer programmes held by medical faculties provide ideal opportunities for pre-medical students to examine the possible career opportunities in medicine. The Royal College of Surgeons in Ireland has recently launched a 'Mini-Medical School' (MMS) programme for suburban and rural high-school students in the South Eastern Region of Ireland. This paper illustrates the MMS project and describes the participants' reaction and evaluation of the programme and the factors influencing their desire to practise medicine in future. A total of 90 students completed the online survey (response rate 75%). Eighty-two per cent of the students indicated definitive and strong desire to study medicine after secondary school. There was no difference in interest between male and female students (P-value 0.665). The main factors influencing this interest were personal. Forty-four per cent of participants attributed this to the opportunity to help others while 30% to the intellectual challenge, whereas family, friends and other factors accounted for the rest of influential factors to study medicine. The majority agreed (60%) that the programme was quite accessible and easy to have a place. Opinions about the content of the programme focussed mainly on the interactive sessions. Forty-seven per cent liked the live patient-doctor interaction session the most, and 43% found the live video session very informative. The MMS is a highly effective platform for both the medical specialties and the high-school students. © 2012 The Authors. ANZ Journal of Surgery © 2012 Royal Australasian College of Surgeons.

Person-centred communication: design, implementation and evaluation of a communication skills module or undergraduate nursing students - an Irish context.

PubMed

McCarthy, Bridie; O'Donovan, Moira; Twomey, Angela

2008-02-01

Despite wide agreement about the importance of effective communication in nursing there is continuing evidence of the need for nurses to improve their communication skills. Consequently, there is a growing demand for more therapeutic and person-centred communication courses. Studies on communication education reveal considerable variability on the design and operationalisation of these programmes. Additionally, the literature highlights that nurse educators are continually challenged with developing and implementing these programmes. Communication skills are generally taught in years one and two of undergraduate nursing degree programmes. This is a stage when students have minimal contact with patients and clients. We suggest that a communication skills module should be included in all final years of undergraduate nursing programmes. With an array of clinical experiences to draw from, final year nursing students are better placed to apply the skills of effective communication in practice. In this paper, we present the design, implementation and evaluation of an advanced communication skills module undertaken by fourth year undergraduate nursing students completing a Bachelor of Science (BSc) degree - nursing programme at one university in the Republic of Ireland.

Using Programmable Calculators to Solve Electrostatics Problems.

ERIC Educational Resources Information Center

Yerian, Stephen C.; Denker, Dennis A.

1985-01-01

Provides a simple routine which allows first-year physics students to use programmable calculators to solve otherwise complex electrostatic problems. These problems involve finding electrostatic potential and electric field on the axis of a uniformly charged ring. Modest programing skills are required of students. (DH)

Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

PubMed Central

Williamson, Graham R; Health, Val; Proctor-Childs, Tracey

2013-01-01

Introduction: There is international concern about retention of student nurses on undergraduate programmes. United Kingdom Higher Education Institutions are monitored on their attrition statistics and can be penalised financially, so they have an incentive to help students remain on their programmes beyond their moral duty to ensure students receive the best possible educational experience. Aims: to understand students’ and staff concerns about programmes and placements as part of developing our retention strategies. Design: This study reports qualitative data on retention and attrition collected as part of an action research study. Setting: One University School of Nursing and Midwifery in the South West of England. Participants: Staff, current third year and ex-student nurses from the adult field. Methods: Data were collected in focus groups, both face-to face and virtual, and individual telephone interviews. These were transcribed and subjected to qualitative content analysis. Results: Four themes emerged: Academic support, Placements and mentors, Stresses and the reality of nursing life, and Dreams for a better programme. Conclusions: The themes Academic support, Placements and mentors and Stresses and the reality of nursing life, resonate with international literature. Dreams for a better programme included smaller group learning. Vocation, friendship and resilience seem instrumental in retaining students, and Higher Education Institutions should work to facilitate these. ‘Vocation’ has been overlooked in the retention discussions, and working more actively to foster vocation and belongingness could be important. PMID:24167537

Evaluation of a community-based clinical teaching programme by current and former student dental therapists and dental hygienists: a pilot investigation.

PubMed

Lynch, C D; Ash, P J; Chadwick, B L

2011-05-28

There has been considerable expansion in the involvement of community-based clinical teaching programmes (sometimes termed 'outreach teaching') in UK and other international dental schools. While there has been much interest in the role of this educational methodology in the professional and educational development of student dentists, there has been little, if no, consideration of this form of teaching in relation to dental care professional (DCP) students. The aim of this pilot investigation was to report the feedback and evaluation of current and former student dental therapists and dental hygienists on their experience on the St David's community-based clinical teaching programme at Cardiff. In Autumn 2009, a questionnaire was distributed by hand to the current second year student dental therapist and dental hygiene class at Cardiff (n = 18) and by post to the dental therapist and dental hygiene classes of 2004 (n = 16) and 2007 (n = 17). The questionnaire included both 'open' and 'closed' questions. Thirty responses were returned (response rate = 59%; 2004 (n = 5, 31%), 2007 (n = 9, 53%), current class (n = 16, 89%)). Seventy percent of respondents (n = 21) reported that they found the community-based clinical teaching programme to be a pleasant working environment and close to subsequent independent practice. Seventy-seven percent (n = 23) reported that their confidence performing nonsurgical periodontal treatment had increased while at the programme. One respondent commented that the programme was '...an invaluable and insightful introduction to what it would be like working in practice. Without being given the experience, it would have been a big shock to the system when I started working in practice...' This pilot investigation has revealed that current and former dental therapist and dental hygiene students are enthusiastic in their support for the inclusion of community-based clinical teaching programmes in their educational and professional development. Most former and current dental therapist and dental hygiene students noted the positive effects of this form of training on their subsequent clinical careers.

Enhancing Self-Regulation and Approaches to Learning in First-Year College Students: A Narrative-Based Programme Assessed in the Iberian Peninsula

ERIC Educational Resources Information Center

Rosario, Pedro; Nunez, Jose C.; Gonzalez-Pienda, Julio; Valle, Antonio; Trigo, Luisa; Guimaraes, Carina

2010-01-01

A programme to enhance first-year college students' self-regulated learning strategies is proposed and assessed in two samples, one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into two groups (experimental and control). The Spanish sample comprised 44 students in the…

Enabling Students to Understand Measures of Central Tendency and Variation

ERIC Educational Resources Information Center

Suco, Erika; Samere, Marie; Hong, Siu Lun

2012-01-01

Somewhere in a programme of study for mathematics in Key Stages 3 and 4 you would expect to find the terms mean, mode, median, and range. You might even find the terms central tendency, and variation. Many students following such a programme will be able to calculate the mean, most will be able to quote the mode, and some students will be able to…

University Programme Preferences of High School Science Students in Singapore and Reasons That Matter in Their Preferences: A Rasch Analysis

ERIC Educational Resources Information Center

Oon, Pey-Tee; Subramaniam, R.

2015-01-01

This study explored an under-researched area in science education--the university programmes preferred by high school students who take physical science subjects and the reasons that matter in their preferences. A total of 1,071 upper secondary and pre-university students in Singapore, who take physical science subjects among their range of…

Programme Evaluation: Maintaining Quality in Higher Education

ERIC Educational Resources Information Center

Loots, A.

2008-01-01

The evaluation of educational or social programmes is paramount for establishing success or impact in higher education. Evaluation questions about programme goals (e.g. better performance of first-year students) or about the quality of programme strategies (design and implementation) and effectiveness of delivery (coordinator inputs and…

Nursing students' spiritual talks with patients - evaluation of a partnership learning programme in clinical practice.

PubMed

Strand, Kari; Carlsen, Liv B; Tveit, Bodil

2017-07-01

To evaluate the impact of a partnership learning programme designed to support undergraduate nursing students' competence in speaking with patients about spiritual issues. Spiritual care is an oft-neglected and underexposed area of nursing practice. Despite the increasing amount of research on spiritual care in educational programmes, little is known about nursing students' experiences with existential/spiritual talks and the process of learning about spiritual care in the clinical placement. The project used a qualitative evaluation design to evaluate the impact of a partnership-initiated intervention focusing on student learning of spiritual care in a hospital ward. Data were collected through three focus group interviews with bachelor of nursing students from one Norwegian university college and supplemented with notes. Data were analysed by means of qualitative interpretative content analysis. The intervention was found to enhance students' competence in spiritual talks. The students developed an extended understanding of spirituality, became more confident in speaking with patients about spiritual issues and more active in grasping opportunities to provide spiritual care. Participating nurses significantly contributed to the students' learning process by being role models, mentoring the students and challenging them to overcome barriers in speaking with patients about spiritual issues. The partnership learning programme proved to be a useful model in terms of enhancing students' confidence in speaking with patients about spiritual concerns. Collaboration between nursing university colleges and clinical placements could help nursing students and clinical nurses to develop competencies in spiritual care and bridge the gap between academic education and clinical education, to the benefit of both. © 2016 John Wiley & Sons Ltd.

Which preparatory curriculum for the International Baccalaureate Diploma Programme is best? The challenge for international schools with regard to mathematics and science

NASA Astrophysics Data System (ADS)

Corlu, M. Sencer

2014-12-01

There are two mainstream curricula for international school students at the junior high level: the International Baccalaureate (IB) Middle Years Programme (MYP) and the Cambridge International General Certificate of Secondary Education (IGCSE). The former was developed in the mid-1990s and is currently being relaunched in a 21st-century approach. The latter programme of study was developed by University of Cambridge International Examinations in 1985 and has become popular in recent years among British domestic and international schools worldwide due to the clarity of its learning content. The prevailing uncertainty about which curriculum is best to prepare students for the IB Diploma Programme represents a challenge for international schools. The purpose of the current study is to develop a methodology through causal models which can explain the relationship between student performance in the IGCSE and the Diploma Programme with regard to mathematics and science. The data evaluated here consisted of external examination scores of students who attended a private international high school between the years 2005 and 2012. Two structural equation models were developed. The first model employed a maximum likelihood estimation, while the second model used a Bayesian estimation with a Markov Chain Monte Carlo method. Both models fit the data well. The evidence suggests that the IGCSE provides a good foundational preparation for the Diploma Programme in mathematics and science.

Analyzing international clinical education practices for Canadian rehabilitation students.

PubMed

Ahluwalia, Puja; Cameron, Debra; Cockburn, Lynn; Ellwood, Lynn; Mori, Brenda; Nixon, Stephanie A

2014-09-09

Clinical training in low-income countries has become increasingly popular among pre-licensure trainees from high-income countries. The Working Group on Ethics Guidelines for Global Health Training ("WEIGHT Guidelines") were designed to identify and inform the complex and contentious field of international clinical education. The purpose of this study was to use the WEIGHT Guidelines to evaluate an international clinical internship programme for Master's-level rehabilitation students at a Canadian university. In-depth, semi-structured interviews were conducted with eight Canadian rehabilitation researchers, educations and/or clinicians responsible for administering international internships across three clinical training programmes. Interview questions were informed by the WEIGHT Guidelines. Directed content analysis was used to identify priorities for policy, practice and research. Five themes relating to strengthening international clinical education were identified: (1) from one-time internships to long-term partnerships, (2) starting a discussion about "costs", (3) a more informed approach to student selection, (4) expanding and harmonizing pre-departure training across disciplines, and (5) investing in post-internship debriefing. International clinical education is fraught with ethical, pedagogical and logistical issues that require recognition and ongoing management. This is the first study to use the WEIGHT Guidelines as a qualitative research tool for assessing an existing global health education programme. Results highlight new priorities for action at the Canadian "sending institution", including more explicit attention to the costs (broadly defined) borne by all parties. A crucial next step is deepened engagement with educational partners at the "receiving organizations" based in low-income countries to nurture dialogue regarding reciprocity, trust and sustainability of the partnership. Education research is also needed that evaluates models of pre-departure training and post-internship debriefing for trainees.

Benefits and challenges of international clinical education from a US-based physiotherapist faculty perspective.

PubMed

Pechak, Celia; Black, Jill D

2013-12-01

The influence of internationalization on physiotherapist education in at least North American-based programmes has become more apparent. Faculty and students have been involved in various international activities. One category of activities includes international clinical education (ICE), where students earn clinical education credit for their learning activities at international sites. Although this educational strategy appears to be increasingly used in at least the United States and Canada, the related literature is limited in scope. The purpose of this portion of the present study was to investigate the benefits and challenges of ICE for US-based students, US-based physiotherapy programmes and international partners from the perspective of US-based faculty sending students for clinical education internationally. Content analysis was used for this qualitative study. Fifteen US-based faculty members who had experience in sending physiotherapist students for ICE were recruited. The primary researcher conducted semi-structured phone interviews, averaging approximately 60 minutes in length. The primary and secondary researchers completed data analysis using NVivo 8 software (QSR International Inc., Cambridge, MA). Benefits of ICE to the students included exposure to alternate health systems, broadening of student perspectives and clinical competence. Challenges consisted of funding and possible language barrier. Increased visibility, expanded global perspective and faculty collaborations were benefits to the programme. Ensuring a quality learning experience was the greatest programme challenge. Benefits to the international site included education and faculty collaborations/exchanges; challenges were language, student clinical preparation and unfamiliarity with the student evaluation tool. Because the sample was limited to 15 US-based faculty members, the results may not be relevant to all programmes inside or outside of the United States. Additionally, the study lacked perspectives from the students or international sites. The present study is an early step in the important examination of the impact of this emerging educational trend on physiotherapy education and practice. Copyright © 2013 John Wiley & Sons, Ltd.

Stressors affecting nursing students in Pakistan.

PubMed

Watson, R; Rehman, S; Ali, P A

2017-12-01

To determine factors contributing to stress experienced by preregistration nursing students in Pakistan, using the Stressors in Nursing Students scale. The aim was to explore the psychometric properties of this instrument and to investigate the effect of a range of demographic variables on the perception of stressors in nursing students. Nursing is a stressful profession, and nursing students may experience more stress due to competing demands and challenges of nursing education, assessment, placements and worries about employment prospects. In this cross-sectional survey, data from 726 nursing students from 11 schools of nursing in Karachi, Pakistan, were collected using a questionnaire. Data were analysed using descriptive as well inferential statistics. An exploratory factor analysis was also conducted. There was no apparent factor structure to the Stressors in Nursing Students scale, unlike in previous studies. The total score on the Stressors in Nursing Students scale was related to gender with males scoring higher. The score generally increased over 4 years of the programme, and students in private schools of nursing scored higher than those in public schools of nursing. Nursing students in Pakistan do not appear to differentiate between different stressors, and this may be due to cultural differences in the students and to the structure of the programme and the articulation between the academic and clinical aspects. Likewise, cultural reasons may account for differences between stress experienced by male and female students. The fact that scores on the Stressors in Nursing Students scale increased over 4 years of the programme and males scored higher than females should alert nursing schools and policymakers related to nursing education and workforce to pay attention to prevent attrition from nursing programmes. © 2017 International Council of Nurses.

Second-chance university admission, the theory of planned behaviour and student achievement

NASA Astrophysics Data System (ADS)

Alas, Yabit; Anshari, Muhammad; Sabtu, Norakmarul Ihsan; Yunus, Norazmah

2016-06-01

The theory of planned behaviour attempts to explain factors which influence behaviour. One of these factors is intention. Positive or negative intentions are formed by a person's impression of the way other people would perceive similar behaviour (external forces). The authors of this study used the theory of planned behaviour to examine, compare and interpret the academic performance of students entering a university either via direct intake or via a bridging programme. This study focuses on the UniBridge programme offered by Universiti Brunei Darussalam (UBD), which is an intensive one-semester course that prepares students for undergraduate-level study. While direct-intake applicants pass minimum requirements for entry and are able to enrol directly into an undergraduate programme, applicants who do not meet these minimum requirements can join this bridging programme which is designed to be a "second-chance" entry option. Using a mixed-methods approach, the authors subjected student performance data of both direct-intake and bridge-programme undergraduates to statistical analyses, carried out interviews and then used the theoretical framework of planned behaviour to pinpoint individual attitudes and social pressures which form an intention to prepare for entry examinations. The results were mostly consistent and showed that the two groups were competitive in terms of undergraduate academic achievement, thus proving the second-chance programme to be effective in enabling students with poor A-Level results to experience academic confidence at university level. On the strength of these findings, the authors conclude their paper with recommendations for tertiary institutions to support lifelong learning initiatives through the use of multiple channels of entry.

Effects of the culturally-sensitive comprehensive sex education programme among Thai secondary school students.

PubMed

Thato, R; Jenkins, R A; Dusitsin, N

2008-05-01

This paper reports on a study to evaluate the effectiveness of a culturally-sensitive comprehensive sex education programme among Thai secondary school students. Increasing number of adolescents in Thailand have been engaging in premarital sex. No theory-based, abstinence-oriented models of sex education have been evaluated in this population. A quasi-experimental study was conducted in 2006-2007. Outcome measures included sexual behaviour, condom use, intention to refuse sex, intention to use condoms, and knowledge regarding sexually transmitted infections/human immunodeficiency virus/acquired immunodeficiency syndrome and pregnancy. Students in the experimental group had lower levels of reported sexual intercourse at 3- and 6-month follow-ups, compared with those in control group (P < 0.01). Students participating in the programme had significantly greater intention to refuse sex in the future across time than controls (P < 0.05). Sexually active adolescents participating in the programme reported significantly lower frequencies of sexual intercourse across time than controls (P < 0.01). However, the programme did not influence consistent condom use (P > 0.05), although the intervention was associated with increased intention to use condoms (P < 0.01). Knowledge about sexually transmitted infections/human immunodeficiency virus/acquired immunodeficiency syndrome and pregnancy among students in the intervention group was significantly greater than that of the controls (P < 0.05). School nurses can play a major role by applying this kind of sex education programme. For nurse researchers, it would be useful to extend this research by considering alternative ways to foster condom use in the non-commercial partnerships that have become common among adolescents.

"Cultural Responsiveness": A Framework for Re-Thinking Students' Interculturality through Study Abroad

ERIC Educational Resources Information Center

Giovanangeli, Angela; Oguro, Susan

2016-01-01

While intercultural competence is commonly a goal of university study abroad programmes, debates around criteria for assessing this competence have highlighted the challenges in appropriately identifying students' intercultural learning in relation to specific university programmes. To overcome these issues, this research moves beyond…

Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 Science

ERIC Educational Resources Information Center

Bybee, Rodger; McCrae, Barry

2011-01-01

International assessments provide important knowledge about science education and help inform decisions about policies, programmes, and practices in participating countries. In 2006, science was the primary domain for the Programme for International Student Assessment (PISA), supported by the Organisation for Economic Cooperation and Development…

Feedback: The Student Perspective

ERIC Educational Resources Information Center

Brown, James

2007-01-01

The usefulness of the feedback received on assessments undertaken by accounting students during their degree programme is an area about which little has been written. Given the increasing significance of transparency in the academic process, as evidenced through the development of explicit programme and module learning outcomes, it seems anomalous…

Getting Started: An Integrated Curriculum Programme.

ERIC Educational Resources Information Center

Ashton, Colleen

1998-01-01

Describes the planning and integration of the Earthkeepers Programme into the curriculum at Orchard Park Secondary School, Ontario. Benefits included student development of community skills and relationships with the natural world, as well as leadership and responsibility through cross-age teaching of elementary students by high school seniors.…

Contextualising Learning through the Participatory Construction of an Environmental Education Programme

ERIC Educational Resources Information Center

Ruiz-Mallen, Isabel; Barraza, Laura; Bodenhorn, Barbara; Ceja-Adame, Maria de la Paz; Reyes-Garcia, Victoria

2010-01-01

Strengthening links between school and community is critical for improving people's participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students' life experience and are planned without considering either teachers' or students' opinions. This article describes the participatory construction…

[Factors contributing to smoking among students in Ouagadougou (Burkina Faso)].

PubMed

Koueta, F; Dao, L; Yé, D; Koura, M; Sawadogo, A

2009-03-01

Smoking is of great concern to the international community because of the sharp increase in tobacco consumption among adolescents. We conducted a transverse descriptive study on 23 to 27 May 2006, on a sample of 500 smoking students randomly selected from secondary schools in the city of Ouagadougou, to identify their motivation with the aim of prevention. The main factors encouraging smoking among students were: *Economic conditions: 64% came from a favourable economic environment with daily pocket money (100%) and a means of travel (74.8%). *Difficulties with their studies: 57.2% of smoking students had repeated at least one class and half had a class average lower than 10/20. *A smoking environment: 72% of smokers lived away from their parents, 46% of students had smoked in imitation of their colleagues. School was the preferred place for the consumption of cigarettes (67.9%). *The influence of the media: 80.8% were drawn into smoking by the influence of advertising. Prevention programmes must take all these factors into account.

Development of technical skills in Electrical Power Engineering students: A case study of Power Electronics as a Key Course

NASA Astrophysics Data System (ADS)

Hussain, I. S.; Azlee Hamid, Fazrena

2017-08-01

Technical skills are one of the attributes, an engineering student must attain by the time of graduation, as per recommended by Engineering Accreditation Council (EAC). This paper describes the development of technical skills, Programme Outcome (PO) number 5, in students taking the Bachelor of Electrical Power Engineering (BEPE) programme in Universiti Tenaga Nasional (UNITEN). Seven courses are identified to address the technical skills development. The course outcomes (CO) of the courses are designed to instill the relevant technical skills with suitable laboratory activities. Formative and summative assessments are carried out to gauge students’ acquisition of the skills. Finally, to measure the attainment of the technical skills, key course concept is used. The concept has been implemented since 2013, focusing on improvement of the programme instead of the cohort. From the PO attainment analysis method, three different levels of PO attainment can be calculated: from the programme level, down to the course and student levels. In this paper, the attainment of the courses mapped to PO5 is measured. It is shown that Power Electronics course, which is the key course for PO5, has a strong attainment at above 90%. PO5 of other six courses are also achieved. As a conclusion, by embracing outcome-based education (OBE), the BEPE programme has a sound method to develop technical psychomotor skills in the degree students.

An educational partnership in health promotion for pre-registration nurses and further education college students.

PubMed

Abbott, Stephen; Thomas, Nicki; Apau, Daniel; Benato, Rosa; Hicks, Siobhan; MacKenzie, Karin

2012-07-01

This paper describes a partnership between a university and a college of further education, whereby first-year nursing students administered health checks to college students. Despite many challenges, the experience was positive for both sets of students and has been mainstreamed. Many lessons were learnt about how best to support nursing students to ensure a good quality experience for both student groups. Data gained from the health checks are also presented, and the programme is compared with the brief community placement that previous nursing students had undertaken at this stage of their training. Theoretical underpinnings for the programme are discussed.

Evaluating the impact of a school-based health intervention using a randomized field experiment.

PubMed

Greve, Jane; Heinesen, Eskil

2015-07-01

We conduct an econometric evaluation of a health-promoting programme in primary and lower secondary schools in Denmark. The programme includes health-related measurements of the students, communication of knowledge about health, and support of health-promoting projects for students. Half of the schools in the fourth largest municipality in Denmark were randomly selected into a treatment group implementing the programme, while the remainder served as a control group. We estimate both OLS models using only post-intervention observations and difference in differences (DID) models using also pre-intervention observations. We estimate effects of the initiative on BMI, waist/height ratio, overweight and obesity for the entire sample and by gender and grade. We find no consistent effect of the programme. When we use the entire sample, no estimates are statistically significant at conventional levels, although the point estimates for the effect on BMI, indicating an average reduction in the range of 0.10-0.15 kg/m(2), are consistent with the results in a recent Cochrane review evaluating 55 studies of diet and exercise interventions targeting children; and DID estimates which are marginally significant (at the 10% level) indicate that the intervention reduces the risk of obesity by 1% point. Running separate estimations by gender and grade we find a few statistically significant estimates: OLS estimates indicate that the intervention reduces BMI in females in grade 5 by 0.39 kg/m(2) and reduces the risk of obesity in females in grade 9 by 2.6% points; DID estimates indicate an increase in waist for females in preschool class by 1.2 cm and an increase in the risk of obesity in grade 9 males by 4% points. However, if we corrected for multiple hypotheses testing these estimates would be insignificant. There is no statistically significant correlation between participation in the programme and the number of other health-promoting projects at the schools. Copyright © 2015 Elsevier B.V. All rights reserved.

The impact of peer-led simulations on student nurses.

PubMed

Valler-Jones, Tracey

Simulation within nurse education has been widely accepted as an educational approach. However, this is mainly led by the facilitator with the student maintaining a passive role in the learning. This paper describes a study that was undertaken to analyse the effectiveness of peer-led simulations in the undergraduate nursing programme. A mixed-method approach was used for this study design. This study took place in a simulation suite within a university in the Midlands. Twenty four second-year child branch students were purposively selected to take part. Students designed and facilitated a simulation based on the care of a critically ill child. Formal assessment of the learning was collected via the use of a structured clinical examination. Students completed an evaluation of their perceived confidence and competence levels. There was 100% pass rate in the assessment of students' clinical competence following the simulation. Thematic analysis of the evaluation highlighted the learning achieved by the students, not only of their clinical skills but also their personal development. The use of peer-led simulation promotes new learning and is a valuable educational approach.

Biomedical engineering education through global engineering teams.

PubMed

Scheffer, C; Blanckenberg, M; Garth-Davis, B; Eisenberg, M

2012-01-01

Most industrial projects require a team of engineers from a variety of disciplines. The team members are often culturally diverse and geographically dispersed. Many students do not acquire sufficient skills from typical university courses to function efficiently in such an environment. The Global Engineering Teams (GET) programme was designed to prepare students such a scenario in industry. This paper discusses five biomedical engineering themed projects completed by GET students. The benefits and success of the programme in educating students in the field of biomedical engineering are discussed.

Nursing mathematics: the importance of application.

PubMed

Hutton, B M

This study explores the effectiveness of a revision programme in nursing mathematics for student nurses. Students who took the revision programme achieved a marked improvement in test results, although some still scored low in written tests. When interviewed, the students reported that they had difficulty applying written work in the classroom to actual calculations in the workplace. They found that only by 'doing' mathematics did the theory make sense. The author recommends that students should be encouraged to maximise the opportunities to practise mathematics in the clinical setting.

How to Retain Postgraduate Students in Engineering Programmes: A Practical Perspective

ERIC Educational Resources Information Center

Le, Khoa N.; Tam, Vivian W. Y.

2008-01-01

Six factors for pursuing an engineering postgraduate programme at Griffith University including (i) programme quality; (ii) employment prospects; (iii) practicality; (iv) personal interest; (v) popularity; and (vi) reputation; and 11 factors for not pursuing this engineering programme including (i) employment prospects; (ii) degree of difficulty;…

Using Bullying Incident Density to Evaluate the Olweus Bullying Prevention Programme

ERIC Educational Resources Information Center

Black, Sally A.; Jackson, Ericka

2007-01-01

Bullying negatively impacts the mental and physical health of student victims, bullies and bystanders. The Olweus Bullying Prevention Programme is an internationally recognized school based programme demonstrated effective in research. The purpose of this study was to determine if the Bullying Prevention Programme was effective for urban youth…

Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

NASA Astrophysics Data System (ADS)

Moote, Julie

2017-07-01

This study investigates the impact of participation in the CREativity in Science and Technology (CREST) programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students' self-reported levels of self-regulation. The present study also investigates changes in teachers' perceptions of students' self-regulated learning through CREST programme participation. Group differences regarding changes in student self-reported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured.

Using Self-Determination Theory to build communities of support to aid in the retention of women in engineering

NASA Astrophysics Data System (ADS)

Dell, Elizabeth M.; Verhoeven, Yen; Christman, Jeanne W.; Garrick, Robert D.

2018-05-01

Diverse perspectives are required to address the technological problems facing our world. Although women perform as well as their male counterparts in math and science prior to entering college, the numbers of women students entering and completing engineering programmes are far below their representation in the workforce. This paper reports on a qualitative, multiyear study of the experiences of women students in an Engineering Technology programme. The project addressed some of the unique, fundamental challenges that female students face within their programmes, and the authors describe a programmatic framework based on Self-Determination Theory as an intervention for the recruitment and retention of female engineering students. Data from focus groups and interviews show how students were supported in their undergraduate experiences and how inclusive learning environments are needed to further improve outcomes. Conceptual issues and methodological considerations of our outcomes are presented.

A survey of energy drinks consumption practices among student -athletes in Ghana: lessons for developing health education intervention programmes

PubMed Central

2012-01-01

Background Globally, young adults and college athletes are primary targets of the marketing campaigns of energy drink companies. Consequently, it is reported that young adults and college athletes consume energy drinks frequently. The purpose of this study was to determine the prevalence of energy drink consumption among student-athletes selected from seven public universities in Ghana. The study assessed the energy drink consumption patterns, types usually consumed, frequency of consumption and reasons why athletes consumed energy drinks. Methods A total number of 180 student-athletes gave their consent to participate in the study and completed a questionnaire which was administered during an inter-university sports competition. Results Most of the participants (62.2%) reported consuming at least one can of energy drink in a week. A high proportion (53.6%) of the respondents who drink energy drinks indicated that they did so to replenish lost energy after training or a competition. Other reasons given as to why energy drinks were consumed by the study participants included to provide energy and fluids to the body (25.9%), to improve performance (9.8%) and to reduce fatigue (5.4%). Conclusion These results suggest the need to plan health education programmes to particularly correct some wrong perceptions that athletes have regarding the benefits of energy drinks and also create awareness among student-athletes about the side effects of excessive intake of energy drinks. PMID:22444601

The Impact of a Multi-Year, Multi-School District K-6 Professional Development Programme Designed to Integrate Science Inquiry and Language Arts on Students' High-Stakes Test Scores

NASA Astrophysics Data System (ADS)

Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.

2013-04-01

This paper is a report of a quasi-experimental study on the impact of a systemic 5-year, K-6 professional development (PD) project on the 'high stakes' achievement test scores of different student groups in rural mid-west school districts in the USA. The PD programme utilized regional summer workshops, district-based leadership teams and distance delivery technologies to help teachers learn science concepts and inquiry teaching strategies associated with a selection of popular science inquiry kits and how to adapt inquiry science lessons in the kits to teach and reinforce skills in the language arts-i.e. to teach more than science when doing inquiry science. Analyses of the school district-level pre-post high-stakes achievement scores of 33 school districts participating in the adaptation of inquiry PD and a comparative group of 23 school districts revealed that both the Grade 3 and Grade 6 student-cohorts in the school districts utilizing adapted science inquiry lessons significantly outscored their student-cohort counterparts in the comparative school districts. The positive school district-level high-stakes test results, which serve as the basis for state and local decision making, suggest that an inquiry adaptation strategy and a combination of regional live workshop and distance delivery technologies with ongoing local leadership and support can serve as a viable PD option for K-6 science.

Effects of Honours Programme Participation in Higher Education: A Propensity Score Matching Approach

ERIC Educational Resources Information Center

Kool, Ada; Mainhard, Tim; Jaarsma, Debbie; van Beukelen, Peter; Brekelmans, Mieke

2017-01-01

Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of…

A Community of Singing: Motivation, Identity, and Communitas in a Mennonite School Choir Programme

ERIC Educational Resources Information Center

Dabback, William

2018-01-01

This qualitative study sought to identify and define aspects of the educational and community culture that underlie a Mennonite School music programme, facilitate students' motivation to continue participation, and contribute to individual and group identity. Four interrelated institutions provided context for student music participation:…

Facilitating the Transition to Postgraduate Attainment: The Experience of One Postgraduate, Pre-Registration Physiotherapy Programme

ERIC Educational Resources Information Center

Spearing, Rachel

2014-01-01

Students on the MSc Physiotherapy (pre-registration) programme at Manchester Metropolitan University work at postgraduate level, whilst studying to become physiotherapists. To facilitate the transition to postgraduate attainment, students participated in two sessions designed to inform them about assessment processes and standards. The hypothesis…

The Main Components of Satisfaction with E-Learning

ERIC Educational Resources Information Center

Martín-Rodríguez, Óscar; Fernández-Molina, Juan Carlos; Montero-Alonso, Miguel Ángel; González-Gómez, Francisco

2015-01-01

Satisfaction on the part of the students plays an important role when teachers, their course programmes and the general quality of educational programmes are evaluated. Knowledge of the factors that influence satisfaction with e-learning initiatives can help improve such courses. In this study, involving 1114 university students from southern…

Global Citizens: Who Are They?

ERIC Educational Resources Information Center

Bourke, Lorna; Bamber, Philip; Lyons, Minna

2012-01-01

A growing desire to instigate global citizenship programmes in higher education has led to the development of optional structured opportunities for students to engage in prosocial activities. One of the challenges facing such programmes is to demonstrate and plan for the personal growth of those students. This article reports the dispositional,…

Journal of Astonishment--A Tool to Increase Satisfaction with Exchange Programmes

ERIC Educational Resources Information Center

Reinhardt, Claus H.; Rosen, Evelyne N.

2012-01-01

Many medical students use exchange programmes to enrich their portfolio. However, such a confrontation with reality can be challenging because custom and practice sometimes differ radically between countries. Exchange students post specific peculiarities, as encountered by them abroad, onto the medical exchange website. They can ask for the…

International Field Experience--What Do Student Teachers Learn?

ERIC Educational Resources Information Center

Lee, Jackie Fung King

2011-01-01

This inquiry aimed to examine the benefits of having international field experience for a group of Hong Kong postgraduate student teachers who joined a six-week immersion programme in New Zealand. Through participants' reflections, interviews and programme evaluations, the present investigation found that the overseas field experience not only…

Harnessing Agency: Towards a Learning Model for Undergraduate Students

ERIC Educational Resources Information Center

Pym, June; Kapp, Rochelle

2013-01-01

This article describes a successful academic development programme in a Commerce faculty at a relatively elite, historically white university in South Africa. The writers argue that the programme has managed to achieve good results in recent years by moving away from deficit models of academic development for students from disadvantaged…

Re-Situation Challenges for International Students "Becoming" Researchers

ERIC Educational Resources Information Center

Franken, Margaret

2012-01-01

This paper presents data generated during a semester-long programme to support international students from countries in Melanesia and Asia embarking on masters research in education in a New Zealand university. All were scholarship recipients. The researcher-and facilitator-of the programme, was interested in documenting and understanding the…

Introducing Programmable Logic to Undergraduate Engineering Students in a Digital Electronics Course

ERIC Educational Resources Information Center

Todorovich, E.; Marone, J. A.; Vazquez, M.

2012-01-01

Due to significant technological advances and industry requirements, many universities have introduced programmable logic and hardware description languages into undergraduate engineering curricula. This has led to a number of logistical and didactical challenges, in particular for computer science students. In this paper, the integration of some…

Implementing a Successful Laptop Programme.

ERIC Educational Resources Information Center

Westwood, Pete; Dobson, Lindsey

1999-01-01

Describes experiences in instituting a personal ownership laptop programme for 10 and 11 year-olds. Argues that learning with laptops captivates and empowers students, making them more self-motivated and task-oriented. There is increased risk-taking, as students work at their own pace, and in their own time. Furthermore, creativity is encouraged.…

Measuring the Success of an Academic Development Programme: A Statistical Analysis

ERIC Educational Resources Information Center

Smith, L. C.

2009-01-01

This study uses statistical analysis to estimate the impact of first-year academic development courses in microeconomics, statistics, accountancy, and information systems, offered by the University of Cape Town's Commerce Academic Development Programme, on students' graduation performance relative to that achieved by mainstream students. The data…

Academic Success in Context-Based Chemistry: Demonstrating Fluid Transitions between Concepts and Context

ERIC Educational Resources Information Center

King, Donna Therese; Ritchie, Stephen M.

2013-01-01

Curriculum developers and researchers have promoted context-based programmes to arrest waning student interest and participation in the enabling sciences at high school and university. Context-based programmes aim for student connections between scientific discourse and real-world contexts to elevate curricular relevance without diminishing…

Academic Civic Mindedness and Model Citizenship in the International Baccalaureate Diploma Programme

ERIC Educational Resources Information Center

Saavedra, Anna Rosefsky

2016-01-01

This study uses interview and survey methods to describe the International Baccalaureate (IB) Diploma Programme's (DP) development of students' "academic civic mindedness" and "model citizenship" at four public schools in California. Results indicate that the DP pedagogy enables students to develop many of the skills that are…

Podcasts Are Not for Everyone

ERIC Educational Resources Information Center

Kazlauskas, Alanah; Robinson, Kathy

2012-01-01

Twenty-first century students are expected to utilise emerging technologies such as lecture podcasts as learning tools. This research explored the uptake of podcasts by undergraduate students enrolled in two very different cognitively challenging subjects in the second year of the nursing programme and in the first year of a business programme.…

The Healthy School Canteen Programme: A Promising Intervention to Make the School Food Environment Healthier

PubMed Central

Mensink, Fréderike; Schwinghammer, Saskia Antoinette; Smeets, Astrid

2012-01-01

The environment can exert a strong influence on people's food decisions. In order to facilitate students to make more healthy food choices and to develop healthy eating habits, it is important that the school food environment is healthy. The Healthy School Canteen programme of The Netherlands Nutrition Centre is an intervention that helps schools to make their cafeteria's offering healthier. A descriptive study was conducted by an independent research agency to survey the perceptions, experiences, and opinions of users of the programme (school directors, parents, students, and health professionals). Results show that directors and students of participating schools perceive their cafeteria's offering to be healthier after implementing the programme than prior to implementation. Next, further important results of the study are highlighted and relations with other projects, caveats, and practical recommendations are discussed. It is concluded that the Healthy School Canteen programme is a promising intervention to change the school food environment but that further research is needed to ultimately establish its effectiveness. Also, it will be a challenge to motivate all schools to enroll in the programme in order to achieve the goal of the Dutch Government of all Dutch school cafeterias being healthy by 2015. PMID:22690228

Optics outreach in Irish context

NASA Astrophysics Data System (ADS)

McHugh, Emer; Smith, Arlene

2009-06-01

The Applied Optics Group, National University of Ireland Galway is a research centre involved in programmes that cover a wide variety of topics in applied optics and imaging science, including smart optics, adaptive optics, optical scattering and propagation, and engineering optics. The Group have also developed significant outreach programmes both in Primary and Post-Primary schools. It is recognised that there is a need for innovation in Science Education in Ireland and we are committed to working extensively with schools. The main aim of these outreach programmes is to increase awareness and interest in science with students and enhance the communication skills of the researchers working in the Group. The education outreach team works closely with the relevant teachers in both Primary and Post-Primary schools to design and develop learning initiatives to match the needs of the target group of students. The learning programmes are usually delivered in the participating schools during normal class time by a team of Applied Optics specialists. We are involved in running these programmes in both Primary and Post-Primary schools where the programmes are tailored to the curriculum and concentrating on optics and light. The students may also visit the Groups research centre where presentations and laboratory tours are arranged.

Students' Use of Evaluative Language in L2 English to Talk and Write about History in a Bilingual Education Programme

ERIC Educational Resources Information Center

Morton, Tom; Llinares, Ana

2018-01-01

This article reports on a four-year longitudinal study which investigates students' use of evaluative language in English as a second language (L2) to talk and write about history in a bilingual education programme. We focus on how four students use linguistic resources to adopt a stance to the content they are learning and develop an…

Influence of Career Information on Choice of Degree Programme among Regular and Self-Sponsored Students in Public Universities, Kenya

ERIC Educational Resources Information Center

Gacohi, Jane Njeri; Sindabi, Aggrey M.; Chepchieng, Micah C.

2017-01-01

Choosing a degree programme to study in the university is a critical career task that is a major turning point in a student's life which not only is a start to workplace readiness, but also establishes the student in a career path that opens as well as closes life opportunities. Failure to achieve this task may cause dissatisfaction within the…

Controlling Response Shift Bias: The Use of the Retrospective Pre-Test Design in the Evaluation of a Master's Programme

ERIC Educational Resources Information Center

Drennan, Jonathan; Hyde, Abbey

2008-01-01

Traditionally the measures used to evaluate the impact of an educational programme on student outcomes and the extent to which students change is a comparison of the student's pre-test scores with his/her post-test scores. However, this method of evaluating change may be problematic due to the confounding factor of response shift bias when student…

Students' Attitudes towards Technology-Enabled Learning: A Change in Learning Patterns? The Case of a Master's Course in Political Science

ERIC Educational Resources Information Center

Paunescu, Mihai

2013-01-01

This article sets to explore the attitudes of higher education students enrolled in a political science programme at Master level towards e-learning facilitated by the introduction of a Moodle platform. The students have been surveyed at the end of public management course in the first semester of the programme asking them to evaluate both the…

The performance of an automatic acoustic-based program classifier compared to hearing aid users' manual selection of listening programs.

PubMed

Searchfield, Grant D; Linford, Tania; Kobayashi, Kei; Crowhen, David; Latzel, Matthias

2018-03-01

To compare preference for and performance of manually selected programmes to an automatic sound classifier, the Phonak AutoSense OS. A single blind repeated measures study. Participants were fit with Phonak Virto V90 ITE aids; preferences for different listening programmes were compared across four different sound scenarios (speech in: quiet, noise, loud noise and a car). Following a 4-week trial preferences were reassessed and the users preferred programme was compared to the automatic classifier for sound quality and hearing in noise (HINT test) using a 12 loudspeaker array. Twenty-five participants with symmetrical moderate-severe sensorineural hearing loss. Participant preferences of manual programme for scenarios varied considerably between and within sessions. A HINT Speech Reception Threshold (SRT) advantage was observed for the automatic classifier over participant's manual selection for speech in quiet, loud noise and car noise. Sound quality ratings were similar for both manual and automatic selections. The use of a sound classifier is a viable alternative to manual programme selection.

Dental nursing education and the introduction of technology-assisted learning.

PubMed

Sheridan, C; Gorman, T; Claffey, N

2008-11-01

The aim of this paper is to explore the profile of dental nursing students in the National Dental Nurse Training Programme of Ireland and their adjustment to a technology-assisted learning environment. Evaluation by students of the course and their reactions to the course were analysed. Dental nurses must possess the skills and knowledge to proficiently function in the modern day dental surgery. The implementation of a dental nurse programme that is heavily reliant on technology has started to create a group of dental nurses equipped with basic skills to access and retrieve information over a lifetime. However, the transition to a technology-assisted learning environment including online learning activities requires adaptation and expertise by educators and students alike. Careful evaluation and stakeholder feedback is imperative in the creation and maintaining of a quality programme. In conclusion, the students in this study responded well to the transition to a technology-based learning environment. Furthermore, the findings of this study suggest that the use of an online environment is an effective and stimulating learning environment for the students of a dental nurse programme; however, familiarity skills and knowledge of information technology is a prerequisite for success.

Service user involvement in preregistration child nursing programmes.

PubMed

Barnley, Rebecca

2017-12-05

Service user involvement is a fundamental part of preregistration nursing education programmes, however achieving this for child nursing students is challenging. Service user involvement can be achieved through online forums but this method can lack the emotional interaction and opportunity for deep reflection. This article reviews the background and challenges of service user involvement in preregistration child nursing programmes, further exploring the evaluation of a group of final year child nursing students' experience of appreciating the journey of two service users. The input from service users provided the opportunity for reflection, empathy and improved student self-awareness in nursing practice. Students gained perspective of the holistic needs of the service user, which empowered them to have confidence in their communication skills to ensure the voice of the child is heard and their rights are upheld. This article concludes that service user involvement is crucial in preregistration nursing programmes for the development of child nursing students, not only affecting their training but also the future workforce. ©2017 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Identifying applicants suitable to a career in nursing: a value-based approach to undergraduate selection.

PubMed

Traynor, Marian; Galanouli, Despina; Roberts, Martin; Leonard, Lawrence; Gale, Thomas

2017-06-01

The aim of this study was to complement existing evidence on the suitability of Multiple Mini Interviews as a potential tool for the selection of nursing candidates on to a BSc (Hons) nursing programme. This study aimed to trial the Multiple Mini Interview approach to recruitment with a group of first year nursing students (already selected using traditional interviews). Cross-sectional validation study. This paper reports on the evaluation of the participants' detailed scores from the Multiple Mini Interview stations; their original interview scores and their end of year results. This study took place in March 2015. Scores from the seven Multiple Mini Interview stations were analysed to show the internal structure, reliability and generalizability of the stations. Original selection scores from interviews and in-course assessment were correlated with the MMI scores and variation by students' age, gender and disability status was explored. Reliability of the Multiple Mini Interview score was moderate (G = 0·52). The Multiple Mini Interview score provided better differentiation between more able students than did the original interview score but neither score was correlated with the module results. Multiple Mini Interview scores were positively associated with students' age but not their gender or disability status. The Multiple Mini Interview reported in this study offers a selection process that is based on the values and personal attributes regarded as desirable for a career in nursing and does not necessarily predict academic success. Its moderate reliability indicates the need for further improvement but it is capable of discriminating between candidates and shows little evidence of bias. © 2016 John Wiley & Sons Ltd.

USE Efficiency: an innovative educational programme for energy efficiency in buildings

NASA Astrophysics Data System (ADS)

Papadopoulos, Theofilos A.; Christoforidis, Georgios C.; Papagiannis, Grigoris K.

2017-10-01

Power engineers are expected to play a pivotal role in transforming buildings into smart and energy-efficient structures, which is necessary since buildings are responsible for a considerable amount of the total energy consumption. To fulfil this role, a holistic approach in education is required, tackling subjects traditionally related to other engineering disciplines. In this context, USE Efficiency is an inter-institutional and interdisciplinary educational programme implemented in nine European Universities targeting energy efficiency in buildings. The educational programme effectively links professors, students, engineers and industry experts, creating a unique learning environment. The scope of the paper is to present the methodology and the general framework followed in the USE Efficiency programme. The proposed methodology can be adopted for the design and implementation of educational programmes on energy efficiency and sustainable development in higher education. End-of-course survey results showed positive feedback from the participating students, indicating the success of the programme.

Irish nursing students' changing self-esteem and fear of negative evaluation during their preregistration programme.

PubMed

Begley, Cecily M; White, Patricia

2003-05-01

Studies on Irish nursing and midwifery professions have demonstrated that stress and bullying are frequent problems that may lead to depression and low self-esteem. Self-esteem is linked to social anxiety and is therefore related to fear of negative evaluation. It is important to study nursing students' feelings about self-esteem and negative evaluation, and to assess whether or not both these constructs change as students progress through their preregistration education programme. This study explored nursing students' perceived levels of self-esteem and their fear of negative evaluation prior to, and nearing the completion of, their 3-year preregistration programme. A descriptive, quantitative, comparative survey design was used. All students in the first intake of 1995 in two general nursing schools in Southern Ireland agreed to take part (n = 72). A questionnaire developed from the Rosenberg Self-esteem Scale and the Watson and Friend Fear of Negative Evaluation Scale was used to collect data at the start of their programme and again 2 months before completion. In general, students' reported self-esteem rose as they neared the end of their education programme and their fear of negative evaluation decreased; however, their overall self-esteem levels at their highest were only average. Many of the studies examining self-esteem have produced contradictory results. An examination of the organizational factors that contribute to self-esteem may increase our understanding of the phenomenon. Self-esteem is a complex, multifaceted phenomenon. While there is no single factor that can increase or decrease a person's self-esteem, this study has explored the potential impact of the fear of negative evaluation on self-esteem. Nursing students' self-esteem might be increased by expansion of intrinsic job characteristics, improving their job satisfaction and providing frequent positive feedback.

Preparing dental students for careers as independent dental professionals: clinical audit and community-based clinical teaching.

PubMed

Lynch, C D; Llewelyn, J; Ash, P J; Chadwick, B L

2011-05-28

Community-based clinical teaching programmes are now an established feature of most UK dental school training programmes. Appropriately implemented, they enhance the educational achievements and competences achieved by dental students within the earlier part of their developing careers, while helping students to traverse the often-difficult transition between dental school and vocational/foundation training and independent practice. Dental school programmes have often been criticised for 'lagging behind' developments in general dental practice - an important example being the so-called 'business of dentistry', including clinical audit. As readers will be aware, clinical audit is an essential component of UK dental practice, with the aims of improving the quality of clinical care and optimising patient safety. The aim of this paper is to highlight how training in clinical audit has been successfully embedded in the community-based clinical teaching programme at Cardiff.

Global engineering teams - a programme promoting teamwork in engineering design and manufacturing

NASA Astrophysics Data System (ADS)

Oladiran, M. T.; Uziak, J.; Eisenberg, M.; Scheffer, C.

2011-05-01

Engineering graduates are expected to possess various competencies categorised into hard and soft skills. The hard skills are acquired through specific coursework, but the soft skills are often treated perfunctorily. Global Engineering Teams (GET) is a programme that promotes project-oriented tasks in virtual student teams working in collaboration with industry partners. Teamwork is a major success factor for GET as students always work in groups of varying sizes. A questionnaire-based survey of the 2008 cohort of GET students was conducted to assess teamwork, communication and conflict resolution among group members. The results confirmed that deliverables are readily achieved in teams and communication was open. A challenge of using virtual teams is the availability of high-speed Internet access. The GET programme shows that it is possible to deliver engineering design and manufacturing via industry/university collaboration. The programme also facilitates multidisciplinary teamwork at an international level.

Motivational factors, gender and engineering education

NASA Astrophysics Data System (ADS)

Kolmos, Anette; Mejlgaard, Niels; Haase, Sanne; Egelund Holgaard, Jette

2013-06-01

Based on survey data covering the full population of students enrolled in Danish engineering education in autumn 2010, we explore the motivational factors behind educational choice, with a particular aim of comparing male and female students1 reasons for choosing a career in engineering. We find that women are significantly more influenced by mentors than men, while men tend to be more motivated by intrinsic and financial factors, and by the social importance of the engineering profession. Parental influence is low across all programmes and by differentiating between specific clusters of engineering programmes, we further show that these overall gender differences are subtle and that motivational factors are unequally important across the different educational programmes. The findings from this study clearly indicate that intrinsic and social motivations are the most important motivational factors; however, gender and programme differentiation needs to be taken into account, and points towards diverse future strategies for attracting students to engineering education.