Efficacy of a geriatric oral health CD as a learning tool.

PubMed

Teasdale, Thomas A; Shaikh, Mehtab

2006-12-01

To better prepare professionals to meet the needs of older patients, a self-instructional computer module on geriatric oral health was previously developed. A follow-up study reported here tested the efficacy of this educational tool for improving student knowledge of geriatric oral care. A convenience sampling procedure was used. Sample size calculation revealed that fifty-six subjects were required to meet clinical and statistical criteria. Paired t-test addressed our hypothesis that use of the educational tool is associated with improvement in knowledge. Fifty-eight first-year dental students and nine third-year medical students completed the pre-intervention test and were given the CD-based educational tool. After seven days, all participants completed the post-intervention test. Knowledge of geriatric oral health improved among the sixty-seven students included in this study (p=0.019). When stratified on the basis of viewing the CD-ROM, the subgroup of thirty-eight students who reported not actually reviewing the CD-ROM had no change in their knowledge scores, while the subgroup of twenty-nine students who reported reviewing the CD had a significant improvement in test scores (p<0.001). Use of a self-instructional e-learning tool in geriatric oral health is effective among those students who choose to employ such tools.

Implementation of a digital preparation validation tool in dental skills laboratory training.

PubMed

Kozarovska, A; Larsson, C

2018-05-01

To describe the implementation of a digital tool for preparation validation and evaluate it as an aid in students' self-assessment. Students at the final semester of skills laboratory training were asked to use a digital preparation validation tool (PVT) when performing two different tasks; preparation of crowns for teeth 11 and 21. The students were divided into two groups. Group A self-assessed and scanned all three attempts at 21 ("prep-and-scan"). Group B self-assessed all attempts chose the best one and scanned it ("best-of-three"). The situation was reversed for 11. The students assessed five parameters of the preparation and marked them as approved (A) or failed (F). These marks were compared with the information from the PVT. The students also completed a questionnaire. Each question was rated from 1 to 5. Teachers' opinions were collected at staff meetings throughout the project. Most students in the "prep-and-scan" groups showed an increase in agreement between their self-assessment and the information from the PVT, whereas students in the "best-of-three" groups showed lower levels of agreement. All students rated the PVT positively. Most strongly agreed that the tool was helpful in developing skills (mean 4.15), easy to use (mean 4.23) and that it added benefits in comparison to existing assessment tools (mean 4.05). They did not however, fully agree that the tool is time efficient (mean 2.55), and they did not consider it a substitute for verbal teacher feedback. Teachers' feedback suggested advantages of the tool in the form of ease of use, visual aid and increasing interest and motivation during skills laboratory training however, they did not notice a reduction in need of verbal feedback. Within the limitations of the study, our conclusion is that a digital PVT may be a valuable adjunct to other assessment tools in skills laboratory training. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Student self-assessment in an interactive learning environment: Technological tools for scaffolding and understanding self-assessment practices

NASA Astrophysics Data System (ADS)

Eslinger, Eric Martin

Metacognitive skills are a crucial component of a successful learning career. We define metacognition as the ability to plan, monitor progress toward a goal, reflect on the quality of work and process, and revise the work or plan accordingly. By explicitly addressing certain metacognitive practices in classrooms, researchers have observed improved learning outcomes in both science and mathematical problem solving. Although these efforts were successful, they were also limited in the range of skills that could be addressed at one time and the methods used to address them due to the static nature inherent in traditional pencil-and-paper format. We wished to address these skills in a more dynamic, continuous representation such as that afforded by a computerized learning environment. This paper outlines such an environment and describes pedagogical activities afforded by the system. The ThinkerTools group developed and tested a software scaffold for inquiry projects in a middle-school classroom. By analyzing student use of the software tool, three forms of self-assessment activity were noted: integrated, task and project self-assessment. Each assessment form was related to the degree of interleaving between assessment and work the students engaged in as they developed their inquiry products. I argue that the integrated forms of assessment are more beneficial to student learning, and show that there is a significant relationship between active self-assessment forms and measures of student achievement and product quality. Through the use of case studies including video analysis, I address specific student self-assessment activity that utilized the software as well as self-assessment that took place outside of the software. A model of student self-assessment activity was created, highlighting aspects of activity that afford more productive self-assessment episodes.

Structured learning and self-reflection: strategies to decrease anxiety in the psychiatric mental health clinical nursing experience.

PubMed

Ganzer, Christine Anne; Zauderer, Cheryl

2013-01-01

The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.

Teaching evidence-based practice (EBP) to speech-language therapy students: are students competent and confident EBP users?

PubMed

Spek, B; Wieringa-de Waard, M; Lucas, C; van Dijk, N

2013-01-01

The importance and value of the principles of evidence-based practice (EBP) in the decision-making process is recognized by speech-language therapists (SLTs) worldwide and as a result curricula for speech-language therapy students incorporated EBP principles. However, the willingness actually to use EBP principles in their future profession not only depends on EBP knowledge and skills, but also on self-efficacy and task value students perceive towards EBP. To investigate the relation between EBP knowledge and skills, and EBP self-efficacy and task value in different year groups of Dutch SLT students. Students from three year groups filled in a tool that measured EBP knowledge and skills: the Dutch Modified Fresno (DMF). EBP self-efficacy and task value were assessed by using a 20-item questionnaire. Both tools were validated for this population. Mean scores for the three year groups were calculated and tested for group differences using a one-way analysis of variance (ANOVA) with a post-hoc Games-Howell procedure. With a multiple linear regression technique it was assessed whether EBP self-efficacy and task value predict learning achievement scores on the DMF. Other possible predictors included in the model were: level of prior education, standard of English, having had mathematics in prior education and the SLT study year. A total of 149 students filled in both measurement tools. Mean scores on EBP knowledge and skills were significantly different for the three year groups, with students who were further along their studies scoring higher on the DMF. Mean scores on the EBP self-efficacy and task value questionnaire were the same for the three year groups: all students valued EBP positive but self-efficacy was low in all groups. Of the possible predictors, only the year in which students study and EBP self-efficacy were significant predictors for learning achievements in EBP. Despite a significant increase in EBP knowledge and skills over the years as assessed by the DMF, the integrated EBP curriculum did not raise levels of EBP self-efficacy and task value. This lack of feeling competent might have an impact on students' willingness actually to use EBP. In curricula, therefore, there should be a focus on how to raise EBP self-efficacy in SLT students. This goes even beyond the educational department because a professional culture in which professionals are competent and confident EBP users would have a positive effect on EBP self-efficacy in students. © 2013 Royal College of Speech and Language Therapists.

Supporting student skill development in undergraduate research experiences through the development of a self-reflection guide

NASA Astrophysics Data System (ADS)

Hubenthal, M.; Brudzinski, M.

2016-12-01

There has been an increased emphasis on documenting the benefits of participating in undergraduate research opportunities (URO) and developing an understanding of the factors that influence these benefits. While tools to effectively measure the behavior, attitude, skills, interest, and/or knowledge (BASIK) that result from UROs have matured, little focus has been placed on developing practical tools and strategies to support students and mentors as they work to develop the BASIK being measured. Viewed through the lens of constructivism, a URO can be examined as a cognitive apprenticeship (CA) where learning occurs through several key methods: modeling, coaching, scaffolding, articulation, reflection, and exploration. In a study of UROs as CA, Feldman et al., (2013) found reflection to be one of the least commonly initiated methods employed by interns and mentors, and concluded, "there is need for professors to be more proactive in helping their students gain intellectual proficiency". This work, in its pilot stages, seeks to address this gap through the development of an intern self-reflection guide and implementation plan to further increase students' skill development. The guide is being developed based on IRIS's existing self-reflection tool. However, it has recently been revised to bring its constructs and items into better alignment with those of the Undergraduate Research Student Self-Assessment (URSSA) tool. The URSSA was selected because it is designed to measure skills and has recently undergone a validation study. In addition, it serves as the basis for the development of a new tool, the NSF Biology REU CORE. The revised self-reflection guide and protocol were piloted this summer in IRIS Summer REU program. The alignment between the constructs of the URSSA and the self-reflection guide will be presented along with findings from the 2016 program evaluation. Future development of the intervention will include a validation of the items on the self-reflection guide as well as the development of additional guidance for the mentors about the implementation process. Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups. Science Education, 97(2), 218-243.

Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

ERIC Educational Resources Information Center

Barrus, Angela

2013-01-01

This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and…

Determinants of College Students' Use of Online Collaborative Help-Seeking Tools

ERIC Educational Resources Information Center

Ding, Lu; Er, Erkan

2018-01-01

Research has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online learning tools because some factors (e.g., low Internet self-efficacy) may influence students' intention to use them. This study aims to identify the…

Critical thinking skills in midwifery practice: Development of a self-assessment tool for students.

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-07-01

Develop and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in practice. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool development involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated Strategies for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on practice, facilitates shared decision making, and evaluates practice. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (p<0.001). This study established the reliability and validity of the CACTiM - student version for use by pre-registration midwifery students to self-assess critical thinking in practice. Critical thinking skills are vital for safe and effective midwifery practice. Students' assessment of their critical thinking development throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the development of critical thinking in education and practice. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Culture Studies and Self-Actualization Theory.

ERIC Educational Resources Information Center

Farmer, Rod

1983-01-01

True citizenship education is impossible unless students develop the habit of intelligently evaluating cultures. Abraham Maslow's theory of self-actualization, a theory of innate human needs and of human motivation, is a nonethnocentric tool which can be used by teachers and students to help them understand other cultures. (SR)

Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students.

PubMed

Hosseini, Seyyed Nasrollah; Mirzaei Alavijeh, Mehdi; Karami Matin, Behzad; Hamzeh, Behrooz; Ashtarian, Hossein; Jalilian, Farzad

2016-03-01

Self-esteem and behavioral consequences, which are due to external or internal locus of control, are effective on academic achievement of students. The aim of this study was to determine the prediction of locus of control and self-esteem in academic achievement among the students. This cross-sectional study was conducted on 300 college students in Kermanshah University of Medical Sciences in 2014. Data collection tools were in three sections: demographic, Rotter internal-external locus of control scale and Coopersmith self-esteem inventory. Data were analyzed using the SPSS software version 21. Results showed that 29.8% and 76.2% of the participants had internal locus of control, and high self-esteem, respectively. There was a significant correlation between self-esteem, locus of control and academic achievement of the students. Self-esteem accounted for 39.5% of the variation in academic achievement. It seems that interventions to increase self-esteem among student can help improve academic achievement among them.

An interactive, web-based tool for learning anatomic landmarks.

PubMed

Hallgren, Richard C; Parkhurst, Perrin E; Monson, Carol L; Crewe, Nancy M

2002-03-01

To evaluate the effectiveness of a Web-based interactive teaching tool that uses self-assessment exercises with real-time feedback to aid students' learning in a gross anatomy class. A total of 107 of 124 first-year medical students at one school were enrolled in the study. Students were divided into three groups: Group 1 (n = 63) received introductory material and activated their Web-based accounts; Group 2 (n = 44) received introductory material but did not activate their Web-based accounts; and Group 3 (n = 17) were not enrolled in the study and received no introductory material. Students in Group 1 had access to a graphic showing the locations of anatomic landmarks, a drill exercise, and a self-evaluation exercise. Students' ability to identify the anatomic landmarks on a 30-question midterm and a 30-question final exam were compared among the groups. The mean scores of students in Group 1 (midterm = 28.5, final = 28.1) were significantly higher than were the mean scores of students in Group 2 (midterm = 26.8, p <.001; final = 26.9, p <.017) and Group 3 (midterm = 24.8, p <.001; final = 26.4, p <.007). The Web-based tool was effective in improving students' scores on anatomic landmark exams. Future studies will determine whether the tool aids students in identifying structures located in three-dimensional space within regions such as the cranium and the abdominal cavity.

Estimating learning outcomes from pre- and posttest student self-assessments: a longitudinal study.

PubMed

Schiekirka, Sarah; Reinhardt, Deborah; Beißbarth, Tim; Anders, Sven; Pukrop, Tobias; Raupach, Tobias

2013-03-01

Learning outcome is an important measure for overall teaching quality and should be addressed by comprehensive evaluation tools. The authors evaluated the validity of a novel evaluation tool based on student self-assessments, which may help identify specific strengths and weaknesses of a particular course. In 2011, the authors asked 145 fourth-year students at Göttingen Medical School to self-assess their knowledge on 33 specific learning objectives in a pretest and posttest as part of a cardiorespiratory module. The authors compared performance gain calculated from self-assessments with performance gain derived from formative examinations that were closely matched to these 33 learning objectives. Eighty-three students (57.2%) completed the assessment. There was good agreement between performance gain derived from subjective data and performance gain derived from objective examinations (Pearson r=0.78; P<.0001) on the group level. The association between the two measures was much weaker when data were analyzed on the individual level. Further analysis determined a quality cutoff for performance gain derived from aggregated student self-assessments. When using this cutoff, the evaluation tool was highly sensitive in identifying specific learning objectives with favorable or suboptimal objective performance gains. The tool is easy to implement, takes initial performance levels into account, and does not require extensive pre-post testing. By providing valid estimates of actual performance gain obtained during a teaching module, it may assist medical teachers in identifying strengths and weaknesses of a particular course on the level of specific learning objectives.

Is video review of patient encounters an effective tool for medical student learning? A review of the literature

PubMed Central

Hammoud, Maya M; Morgan, Helen K; Edwards, Mary E; Lyon, Jennifer A; White, Casey

2012-01-01

Purpose To determine if video review of student performance during patient encounters is an effective tool for medical student learning. Methods Multiple bibliographic databases that include medical, general health care, education, psychology, and behavioral science literature were searched for the following terms: medical students, medical education, undergraduate medical education, education, self-assessment, self-evaluation, self-appraisal, feedback, videotape, video recording, televised, and DVD. The authors examined all abstracts resulting from this search and reviewed the full text of the relevant articles as well as additional articles identified in the reference lists of the relevant articles. Studies were classified by year of student (preclinical or clinical) and study design (controlled or non-controlled). Results A total of 67 articles met the final search criteria and were fully reviewed. Most studies were non-controlled and performed in the clinical years. Although the studies were quite variable in quality, design, and outcomes, in general video recording of performance and subsequent review by students with expert feedback had positive outcomes in improving feedback and ultimate performance. Video review with self-assessment alone was not found to be generally effective, but when linked with expert feedback it was superior to traditional feedback alone. Conclusion There are many methods for integrating effective use of video-captured performance into a program of learning. We recommend combining student self-assessment with feedback from faculty or other trained individuals for maximum effectiveness. We also recommend additional research in this area. PMID:23761999

Using Electronic Portfolios to Foster Literacy and Self-Regulated Learning Skills in Elementary Students

ERIC Educational Resources Information Center

Abrami, Philip C.; Venkatesh, Vivek; Meyer, Elizabeth J.; Wade, C. Anne

2013-01-01

The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL, which is a knowledge tool designed to support the key phases of self-regulated learning (SRL)--forethought, performance, and self-reflection--and promote student learning. Participants in this study were…

Development of Self-study and Student Evaluation Support System for HDL Design Education

NASA Astrophysics Data System (ADS)

Chiba, Shinji

In HDL design education, the students should study HDL description and usage of EDA tools to master HDL design technique and the teachers have to check a lot of HDL description files to evaluate students. This paper proposed a HDL design education system composed of WBT and LMS servers. The developed education system has been operated at an actual class. Results of the operation indicated that the proposal system helped effectively teachers to evaluate students. Questionnaire for students showed that a lot of students used the proposal system for self-study.

A Validity and Reliability Study of the Basic Electronics Skills Self-Efficacy Scale (BESS)

ERIC Educational Resources Information Center

Korkmaz, Ö.; Korkmaz, M. K.

2016-01-01

The aim of this study is to improve a measurement tool to evaluate the self-efficacy of Electrical-Electronics Engineering students through their basic electronics skills. The sample group is composed of 124 Electrical-Electronics engineering students. The validity of the scale is analyzed with two different methods through factor analysis and…

A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation

ERIC Educational Resources Information Center

Fulmer, Sara M.; Frijters, Jan C.

2009-01-01

Within psychological and educational research, self-report methodology dominates the study of student motivation. The present review argues that the scope of motivation research can be expanded by incorporating a wider range of methodologies and measurement tools. Several authors have suggested that current study of motivation is overly reliant on…

Constructive Feedback as a Learning Tool to Enhance Students' Self-Regulation and Performance in Higher Education

ERIC Educational Resources Information Center

du Toit, Erna

2012-01-01

If feedback is provided in a way that can develop students' self-regulatory skills, it could enhance learning and, consequently, lead to improved performance. To improve teaching and learning in higher education (HE), this study sought to determine whether the feedback to first-year students affords them an opportunity to learn from it. A…

Social networking as a learning tool: nursing students' perception of efficacy.

PubMed

Tower, Marion; Latimer, Sharon; Hewitt, Jayne

2014-06-01

The pedagogical use of social networking technology in education is of growing interest to academics as a potential teaching and learning tool. However, the educational use of social networking sites such as Facebook is still under explored. Nursing students often perceive bioscience subjects as difficult and lack self-efficacy in their ability to be successful. In this case, as the final assessment for a bioscience related subject approached, students became increasingly anxious about their ability to perform in the assessment item. To better support students, a Facebook group was formed. The aim of the study was to examine students' perceptions of the efficacy of using Facebook as a tool to support study. A convenience sample of BN students (n=533 across 3 campuses), enrolled in the subject Medications and Safe Administration, were invited to join. 373 BN students joined the group (70% of the student cohort). A solution-focussed orientation underpinned the management of the group. A descriptive, online survey was administered following release of students' results for the final assessment item to assess students' perceptions of how effective the group had been in helping them learn. The survey contained both quantitative and qualitative questions. Responses were received from 89 students (24%). Survey data were analysed descriptively and qualitative data were analysed thematically by the academic team. Students perceived the group to be an innovative method of study support that guided learning by enhancing self-efficacy in their learning. Students also described how it was useful in promoting peer learning and engaging with academics. Social media platforms such as Facebook have the potential to enhance students' self-efficacy in learning and can support students to develop their learning to a deeper level. Copyright © 2013 Elsevier Ltd. All rights reserved.

Using an Internally-Developed Tool to Assess Intercultural Competence in Short-Term Study Abroad Programs

ERIC Educational Resources Information Center

Kartoshkina, Yuliya

2013-01-01

An internally-developed tool was developed to assess the intercultural competence of students taking part in short-term study abroad programs. Four scales were built to assess possible change in students' host culture knowledge, cross-cultural awareness, cross-cultural adaptation, and self-assessed foreign language proficiency. Enrollment in a…

Efficacy of Group Based Learning in Learning Moral Value

ERIC Educational Resources Information Center

Singaravelu, G.

2008-01-01

The present study highlights the efficacy of Group Based Learning on cultivating moral value of the students at Standard VIII. Parallel group Experimental method was adopted in the study. Eighty students (control group = 40 students + experimental = 40 students) were selected as sample for the study. Researcher self-made achievement tool was…

Self-Monitoring during Collegiate Studying: An Invaluable Tool for Academic Self-Regulation.

ERIC Educational Resources Information Center

Zimmerman, Barry J.; Paulsen, Andrew S.

1995-01-01

Self-monitoring is an important part of self-regulated learning. While researchers agree on the overt features of self-monitoring, its psychological dimensions are disputed. Faculty can help college students learn formal, systematic techniques by teaching it in four phases: baseline, structured, independent, and self-regulated self-monitoring. A…

Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education

ERIC Educational Resources Information Center

Panadero, Ernesto; Tapia, Jesus Alonso; Huertas, Juan Antonio

2012-01-01

This study compares the effects of two different self-assessment tools--rubrics and scripts--on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes--a usual task when studying Geography--in one of twelve…

Chinese Pre-Service Teachers' Perceptions of Effects of Teacher Self-Disclosure

ERIC Educational Resources Information Center

Zhang, Shaoan; Shi, Qingmin; Luo, Xiao; Ma, Xueyu

2008-01-01

Background: As an instructional tool, teacher self-disclosure is used widely by teachers. While researchers abroad have conducted a number of studies, scarce literature on teacher self-disclosure has been found. Aims: This study aims to explore the Chinese pre-service teachers' perceived effects of teacher self-disclosure on student learning,…

Correlation between Students' Self-Efficacy and Teachers' Educational Leadership Style in Iranian Midwifery Students.

PubMed

Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2015-12-18

Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers' leadership style and students' self-efficacy in midwifery students. This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker's scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers' leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p<0.05). Results showed that transformational style is appropriate for midwifery teachers.

Handbook Preparation as a Tool for Self-Directed Learning Process: A Case Study on Endocrine Topic

ERIC Educational Resources Information Center

Cerrah Ozsevgec, Lale; Ayas, Alipasa; Ozsevgec, Tuncay

2010-01-01

This study examines the effectiveness of handbook preparation as a method in the self-directed learning process of student teachers in teaching endocrine glands, and increasing their levels of knowledge. Thirty student teachers were selected from a biology department. A pencil and paper test and a clinical interview procedure were used to collect…

The Use of Pre-/Posttest and Self-Assessment Tools in a French Pronunciation Course

ERIC Educational Resources Information Center

Lappin-Fortin, Kerry; Rye, B. J.

2014-01-01

This study investigated the relationships between students' self-assessments and experts' assessments in a university French pronunciation course for nonnative speakers using a pre-/posttest design. Results indicated that students were relatively accurate when making a global assessment (Time 1) and when judging some specific aspects of…

Microteaching as a Self-Learning Tool. Students' Perceptions in the Preparation and Exposition of a Microlesson in a Tissue Engineering Course

ERIC Educational Resources Information Center

Campos-Sánchez, Antonio; del Carmen Sánchez-Quevedo, María; Crespo-Ferrer, Pascual Vicente; García-López, José Manuel; Alaminos, Miguel

2013-01-01

Microteaching is a didactic tool of recent application to undergraduate and postgraduate students as a way to promote self-learning. In this work we compared the perceptions of the students who provide instruction in tissue engineering using microteaching and the perceptions of the same students when they receive such instructions. Two similar…

Challenge of Engaging All Students via Self-Paced Interactive Electronic Learning Tutorials for Introductory Physics

ERIC Educational Resources Information Center

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-01-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar…

Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory

ERIC Educational Resources Information Center

Ketpichainarong, Watcharee; Panijpan, Bhinyo; Ruenwongsa, Pintip

2010-01-01

This study explored the effectiveness of an inquiry-based cellulase laboratory unit in promoting inquiry in undergraduate students in biotechnology. The following tools were used to assess the students' achievements and attitude: conceptual understanding test, concept mapping, students' documents, CLES questionnaire, students' self reflection, and…

Anger expression, self-efficacy and interpersonal competency of Korean nursing students.

PubMed

Jun, W-H

2016-12-01

The purpose of this study was to determine whether self-efficacy mediated the relationship between anger expression and interpersonal competency in South Korean nursing students. Interpersonal competency allows nursing students to increase their self-confidence in caring for patients. There is evidence of complex relationships between anger expression, self-efficacy and interpersonal competency. Self-efficacy could be considered a potential mediator in the association between anger expression and interpersonal competency in nursing students. However, few studies have investigated the mediatory role of self-efficacy in this association. A descriptive, cross-sectional study was conducted. In total, 207 Korean nursing students completed a structured questionnaire. Measurement tools included the State-Trait Anger Expression Inventory, Self-efficacy Scale and Interpersonal Competence Questionnaire. Significant correlations were observed between anger expression, self-efficacy and interpersonal competency. Self-efficacy exerted a partial mediatory effect on the relationships between interpersonal competency and anger-in and anger-control within the anger expression subscales. The study demonstrated that appropriate anger expression could result in enhanced interpersonal competency via an increase in self-efficacy. The results concerning the mediatory role of self-efficacy in the association between anger expression and interpersonal competency have provided new knowledge for nursing educators, managers and researchers, allowing them to support nursing students' interpersonal competency. Nursing schools should be required to evaluate students' anger expression patterns and to increase self-efficacy when developing education programmes that provide interpersonal training for nursing students. © 2016 International Council of Nurses.

Developing an Audiovisual Notebook as a Self-Learning Tool in Histology: Perceptions of Teachers and Students

ERIC Educational Resources Information Center

Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás

2014-01-01

Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four…

Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students

PubMed Central

Hosseini, Seyyed Nasrollah; Mirzaei Alavijeh, Mehdi; Karami Matin, Behzad; Hamzeh, Behrooz; Ashtarian, Hossein; Jalilian, Farzad

2016-01-01

Background Self-esteem and behavioral consequences, which are due to external or internal locus of control, are effective on academic achievement of students. Objectives The aim of this study was to determine the prediction of locus of control and self-esteem in academic achievement among the students. Materials and Methods This cross-sectional study was conducted on 300 college students in Kermanshah University of Medical Sciences in 2014. Data collection tools were in three sections: demographic, Rotter internal-external locus of control scale and Coopersmith self-esteem inventory. Data were analyzed using the SPSS software version 21. Results Results showed that 29.8% and 76.2% of the participants had internal locus of control, and high self-esteem, respectively. There was a significant correlation between self-esteem, locus of control and academic achievement of the students. Self-esteem accounted for 39.5% of the variation in academic achievement. Conclusions It seems that interventions to increase self-esteem among student can help improve academic achievement among them. PMID:27284277

Madhubani Art: A Journey of an Education Researcher Seeking Self-Development Answers through Art and Self-Study

ERIC Educational Resources Information Center

Mittapalli, Kavita; Samaras, Anastasia P.

2008-01-01

This study is situated within a self-study research methods course to scaffold doctoral students' explorations of the intersections of their culture, and research interests using arts as a tool. Embracing the arts as a research method, the first author painted a self-portrait using the vibrant colors of Madhubani art which holds cultural…

Breast Self-Examination in Terms of Knowledge, Attitude, and Practice among Nursing Students of Arab American University/Jenin

ERIC Educational Resources Information Center

Ayed, Ahmad; Eqtait, Faeda; Harazneh, Lubna; Fashafsheh, Imad; Nazzal, Sewar; Talahmeh, Bian; Hajar, Deena; Awawdeh, Rrawan

2015-01-01

Background: Breast self-examination is a simple, very low cost, noninvasive with no special material/tool requirements; and it is an effective diagnostic method for breast cancer which only takes five minutes to apply. Aim of the Study: The study aimed to assess the level of BSE knowledge, attitude, and practice among female nursing students in…

The relationship among self-efficacy, perfectionism and academic burnout in medical school students.

PubMed

Yu, Ji Hye; Chae, Su Jin; Chang, Ki Hong

2016-03-01

The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students.

The relationship among self-efficacy, perfectionism and academic burnout in medical school students

PubMed Central

Yu, Ji Hye; Chae, Su Jin; Chang, Ki Hong

2016-01-01

Purpose: The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. Methods: A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Results: Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Conclusion: Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students. PMID:26838568

Improving Chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique.

PubMed

Wang, Weiwen; Liang, Zhan; Blazeck, Alice; Greene, Brian

2015-07-01

Effective communication among healthcare workers is critically important for patient safety and quality care. The purpose of this pilot study was to evaluate outcomes of a workshop designed to teach Chinese nursing students to use the Situation-Background-Assessment-Recommendation (SBAR) communication tool and examine their attitudes toward utilizing SBAR as a communication tool. A convenience sample of 18 master's degree nursing students at a Chinese university was introduced to SBAR through a workshop. The workshop combined the SBAR tool, video-stimulated recall and role-play case scenarios to illustrate potential positive and negative communication-related patient outcomes. Students completed a 12-item questionnaire before and after participating in the workshop. Four of the items examined the four elements of the SBAR tool (situation, background, assessment, recommendation, score range 0-20), and eight of the items evaluated students' self-perceived attitudes towards utilizing the SBAR tool in their clinical practice (score range 0-40). Pre- and post-workshop scores on the four elements of the SBAR tool demonstrate significant improvement in knowledge of SBAR (14.0±2.9 vs. 16.6±2.2, respectively; p=0.009). Pre- and post-workshop scores on the items testing students' self-perceived abilities also demonstrate significant improvement (26.9±3.5 vs. 32.6±4.5, respectively; p<0.01) in using SBAR. Total scores increased significantly from 40.9±5.0 to 49.2±5.9 (p<0.01). Moreover, 93.8% of the students agreed and strongly agreed that they would use SBAR during clinical practice. Participating in the SBAR workshop in combination with video-stimulated recall and role-play case scenarios significantly improved the Chinese nursing students' knowledge of SBAR and their self-perceived attitudes towards using SBAR tool. Future studies using a larger sample size and longer post-workshop follow-up are needed to confirm the long-term benefits of the workshop. Copyright © 2015 Elsevier Ltd. All rights reserved.

Student self-assessment and its impact on learning - a pilot study.

PubMed

Dearnley, Christine A; Meddings, Fiona S

2007-05-01

Student self-assessment is widely reported to offer numerous advantages to the learner. It is a popular practice for empowering students and the advantages are claimed to incorporate increased dialogue between students and teachers and the development of skills that encompass critical awareness and reflectivity. It is, potentially, a process that may enable health care practitioners to be lifelong learners, equipped with the skills for autonomy in learning and professional practice. As such it might be viewed as an essential element of the curriculum. This paper reports on a study designed to evaluate the implementation of self-assessment among student health care practitioners. The pilot study examined the impact of self-assessment on learning and how the process was perceived by students and staff. Findings indicated that a varied approach had been taken to its implementation, which had significant repercussions in the way in which it was perceived by students. Similarly, there was a varied approach taken by students to the process of self-assessment and this had significant repercussions for its overall value as a learning tool. The outcomes of this study provide a sound rational for maintaining and expanding the practice of student self-assessment and important lessons for the process of doing so.

Designing and Executing Instructional Strategies for Improving the Self-Esteem of Secondary At-Risk Students.

ERIC Educational Resources Information Center

Moore, Johnny

Improving at-risk students' low self-esteem, changing the negative feeling that at-risk students have about themselves, and helping at-risk students to become empowered to do something about their poor achievement in school were the major undertaking of this project. A formalized self-esteem assessment tool, the Coopersmith Self Esteem Inventory,…

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Archbold Hufty Alegría, Dylan; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Correlation between Students’ Self-Efficacy and Teachers’ Educational Leadership Style in Iranian Midwifery Students

PubMed Central

Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2016-01-01

Background: Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers’ role. This study aimed to determine relationship between teachers’ leadership style and students’ self-efficacy in midwifery students. Method: This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker’s scale (0-5). Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Result: Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers’ leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p<0.05). Conclusions: Results showed that transformational style is appropriate for midwifery teachers. PMID:26925916

Using social media as a strategy to address 'sophomore slump' in second year nursing students: A qualitative study.

PubMed

Tower, Marion; Blacklock, Eddie; Watson, Bernadette; Heffernan, Catherine; Tronoff, Glenyss

2015-11-01

An important contributing factor to the shortfall in the nursing workforce is the high attrition rate of students from nursing programmes. Recently, researchers have begun to examine the 'sophomore slump' phenomenon, related to students' sense of low self-efficacy associated with learning in their second year of study, that may be related to attrition. Academic success is heavily influenced by self-efficacy, or a student's belief in their ability to be successful. Strategies that enhance self-efficacy include peer learning, which increases students' engagement and reinforces self-regulated learning. Social networking sites such as Facebook provide students the opportunity to take part in peer learning and may promote students' self-efficacy. The aim of the study was to develop a Facebook forum that utilised peer learning, to build self-efficacy related to learning, of students commencing into the second year of a three year nursing programme. Students commencing into year two of a Bachelor of Nursing programme were invited to join a Facebook forum to support their study. One hundred and ninety-eight students accepted the invitation. Data was collected over a twelve-week period. Text from the Facebook forum was downloaded and analysed thematically. Analysis suggests that Facebook forums may be a useful peer learning strategy to build students' self-efficacy related to study in the second year of nursing study. Students shared mastery experiences, provided modelling experiences, and used verbal persuasion to reframe problems which suggested that it helped build students' self-efficacy, and alleviated some of the physiological response associated with stress. The findings suggest that social media platforms are important tools by which students can engage in peer learning to build self-efficacy around their nursing studies. This may in part help address the 'sophomore slump' phenomenon, enhance students' learning experiences more widely, and impact on students' decisions to remain in nursing programmes. Copyright © 2015 Elsevier Ltd. All rights reserved.

Enhancing an introductory Pharmacy Practice Experience at free medical clinics.

PubMed

Morello, Candis M; Singh, Renu F; Chen, Karen J; Best, Brookie M

2010-02-01

The aim of the study was to assess and improve first-year student pharmacists' satisfaction and learning experience in a Student-Run Free Medical Clinic Project (SFMCP) providing medical care to an underserved population. Two consecutive classes of first-year student pharmacists at the University of California San Diego (UCSD) Skaggs School of Pharmacy and Pharmaceutical Sciences participated in an Introductory Pharmacy Practice Experience (IPPE) at the UCSD SFMCP. This IPPE involved two inter-professional evening free clinics which provide medical care to an underserved population and opportunities for healthcare professional training and service. Year 1 students completed a self-assessment survey instrument and year 2 students completed the survey instrument plus a new competency checklist tool. Average scores from the self-assessment survey instrument were compared between years 1 and 2. Initial survey results showed that students felt the SFMCP was worthwhile; however, they did not experience enough involvement in the patient assistance programme or non-pharmacy-related clinic activities. After the competency checklist tool implementation, overall student pharmacist satisfaction of the SFMCP IPPE remained high (88%), participation in identified weak areas improved and students agreed that the tool helped focus their clinic experience. Areas of improvement were identified with the survey instrument and the competency checklist tool increased achievement of learning objectives. Overall, student pharmacists felt the SFMCP IPPE was a good learning experience. Practising pharmacists can employ these or similar tools in specific practice settings, to evaluate and help ensure that student pharmacists or interns are achieving applicable learning objectives.

Students' perspectives on research and assessment of a model template designed to guide beginners in research in a medical school in Cameroon.

PubMed

Tambe, Joshua; Minkande, Jacqueline Ze; Moifo, Boniface; Mbu, Robinson; Ongolo-Zogo, Pierre; Gonsu, Joseph

2014-12-21

Research activities for medical students and residents (trainees) are expected to serve as a foundation for the acquisition of basic research skills. Some medical schools therefore recommend research work as partial requirement for certification. However medical trainees have many difficulties concerning research, for which reason potential remedial strategies need to be constantly developed and tested. The views of medical trainees are assessed followed by their use and appraisal of a novel "self-help" tool designed for the purposes of this study with potential for improvement and a wider application. This study was a cross-sectional survey of volunteering final-year medical students and residents of a medical school in Cameroon. This study surveyed the opinions of a total of 120 volunteers of which 82 (68%) were medical students. Three out of 82 (4%) medical students reported they had participated in research activities with a publication versus 10 out of 38 residents (26%). The reported difficulties in research for these trainees included referencing of material (84%), writing a research proposal (79%), searching for literature (73%) and knowledge of applicable statistical tests (72%) amongst others. All participants declared the "self-help" tool was simple to use, guided them to think and better understand their research focus. Medical trainees require much assistance on research and some "self-help" tools such as the template used in this study might be a useful adjunct to didactic lectures.

The development of interactive online learning tools for the study of anatomy.

PubMed

O'Byrne, Patrick J; Patry, Anne; Carnegie, Jacqueline A

2008-01-01

The study of human anatomy is a core component of health science programs. However large student enrolments and the content-packed curricula associated with these programs have made it difficult for students to have regular access to cadaver laboratories. Adobe Flash MXwas used with cadaver digital photographs and textbook-derived illustrations to develop interactive anatomy images that were made available to undergraduate health science students enrolled in first-year combined anatomy and physiology (ANP) courses at the University of Ottawa. Colour coding was used to direct student attention, facilitate name-structure association, improve visualization of structure contours, assist students in the construction of anatomical pathways, and to reinforce functional or anatomical groupings. The ability of two-dimensional media to support the visualization of three-dimensional structure was extended by developing the fade-through image (students use a sliding bar to move through tissues) as well as the rotating image in which entire organs such as the skull were photographed at eight angles of rotation. Finally, students were provided with interactive exercises that they could repeatedly try to obtain immediate feedback regarding their learning progress. Survey data revealed that the learning and self-testing tools were used widely and that students found them relevant and supportive of their self-learning. Interestingly, student summative examination outcomes did not differ between those students who had access to the online tools and a corresponding student group from the previous academic year who did not. Interactive learning tools can be tailored to meet program-specific learning objectives as a cost-effective means of facilitating the study of human anatomy. Virtual interactive anatomy exercises provide learning opportunities for students outside the lecture room that are of especial value to visual and kinesthetic learners.

The Effect of an Adaptive Online Learning Support in an Undergraduate Computer Course: An Exploration of Self-Regulation in Blended Contexts

ERIC Educational Resources Information Center

Ko, Chia-Yin

2013-01-01

In accordance with Zimmerman's self-regulated learning model, the proposed online learning tool in the current study was designed to support students in learning a challenging subject. The Self-Check List, Formative Self-Assessment, and Structured Online Discussion served goal-setting, self-monitoring, and self-reflective purposes. The…

The Effect of Computer Literacy Course on Students' Attitudes toward Computer Applications

ERIC Educational Resources Information Center

Erlich, Zippy; Gadot, Rivka; Shahak, Daphna

2009-01-01

Studies indicate that the use of technologies as teaching aids and tools for self-study is influenced by students' attitudes toward computers and their applications. The purpose of this study is to determine whether taking a Computer Literacy and Applications (CLA) course has an impact on students' attitudes toward computer applications, across…

Self-Organizing Neural Network Map for the Purpose of Visualizing the Concept Images of Students on Angles

ERIC Educational Resources Information Center

Kaya, Deniz

2017-01-01

The purpose of the study is to perform a less-dimensional thorough visualization process for the purpose of determining the images of the students on the concept of angle. The Ward clustering analysis combined with Self-Organizing Neural Network Map (SOM) has been used for the dimension process. The Conceptual Understanding Tool, which consisted…

Using tablets to support self-regulated learning in a longitudinal integrated clerkship

PubMed Central

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics

NASA Astrophysics Data System (ADS)

Dou, Remy

This collected papers dissertation explores students' academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy and interest. The motivation for this work extends from the national call to increase participation of students in the pursuit of science, technology, engineering, and mathematics (STEM) careers. Self-efficacy and interest are factors that play prominent roles in popular, evidence-based, career theories, including the Social cognitive career theory (SCCT) and the identity framework. Understanding how these constructs develop in light of the most pervasive characteristic of the active learning introductory physics classroom (i.e., peer-to-peer interactions) has implications on how students learn in a variety of introductory STEM classrooms and settings structured after constructivist and sociocultural learning theories. I collected data related to students' in-class interactions using the tools of social network analysis (SNA). Social network analysis has recently been shown to be an effective and useful way to examine the structure of student relationships that develop in and out of STEM classrooms. This set of studies furthers the implementation of SNA as a tool to examine self-efficacy and interest formation in the active learning physics classroom. Here I represent a variety of statistical applications of SNA, including bootstrapped linear regression (Chapter 2), structural equation modeling (Chapter 3), and hierarchical linear modeling for longitudinal analyses (Chapter 4). Self-efficacy data were collected using the Sources of Self-Efficacy for Science Courses - Physics survey (SOSESC-P), and interest data were collected using the physics identity survey. Data for these studies came from the Modeling Instruction sections of Introductory Physics with Calculus offered at Florida International University in the fall of 2014 and 2015. Analyses support the idea that students' perceptions of one another impact the development of their social network centrality, which in turn affects their self-efficacy building experiences and their overall self-efficacy. It was shown that unlike career theories that emphasize causal relationships between the development of self-efficacy and the subsequent growth of student interest, in this context student interest takes precedence before the development of student self-efficacy. This outcome also has various implications for career theories.

Dialogues of Contradiction: Low-Income Students and the Transition to College

ERIC Educational Resources Information Center

Colyar, Julia E.

2012-01-01

In this paper, I explore the experiences of low-income students in their first semester of college. While much of the literature relating to low-income students focuses on attainment measures, this study uses qualitative tools to better understand students' subjective experiences related to relationships with family, academic self-confidence,…

Evaluating best educational practices, student satisfaction, and self-confidence in simulation: A descriptive study.

PubMed

Zapko, Karen A; Ferranto, Mary Lou Gemma; Blasiman, Rachael; Shelestak, Debra

2018-01-01

The National League for Nursing (NLN) has endorsed simulation as a necessary teaching approach to prepare students for the demanding role of professional nursing. Questions arise about the suitability of simulation experiences to educate students. Empirical support for the effect of simulation on patient outcomes is sparse. Most studies on simulation report only anecdotal results rather than data obtained using evaluative tools. The aim of this study was to examine student perception of best educational practices in simulation and to evaluate their satisfaction and self-confidence in simulation. This study was a descriptive study designed to explore students' perceptions of the simulation experience over a two-year period. Using the Jeffries framework, a Simulation Day was designed consisting of serial patient simulations using high and medium fidelity simulators and live patient actors. The setting for the study was a regional campus of a large Midwestern Research 2 university. The convenience sample consisted of 199 participants and included sophomore, junior, and senior nursing students enrolled in the baccalaureate nursing program. The Simulation Days consisted of serial patient simulations using high and medium fidelity simulators and live patient actors. Participants rotated through four scenarios that corresponded to their level in the nursing program. Data was collected in two consecutive years. Participants completed both the Educational Practices Questionnaire (Student Version) and the Student Satisfaction and Self-Confidence in Learning Scale. Results provide strong support for using serial simulation as a learning tool. Students were satisfied with the experience, felt confident in their performance, and felt the simulations were based on sound educational practices and were important for learning. Serial simulations and having students experience simulations more than once in consecutive years is a valuable method of clinical instruction. When conducted well, simulations can lead to increased student satisfaction and self-confidence. Copyright © 2017 Elsevier Ltd. All rights reserved.

The E-Portfolio: A Tool and a Process for Educational Leadership

ERIC Educational Resources Information Center

Hyland, N.; Kranzow, J.

2012-01-01

This mixed-method study focuses on the impact of using electronic portfolios (e-portfolios) in a graduate capstone course as a tool for increasing students' critical thinking and self-directed learning. The primary results indicate that the e-portfolio, as both a tool and a process, shows great potential. This study also reveals the capacity of…

Understanding Student Self-Disclosure Typology through Blogging

ERIC Educational Resources Information Center

Harper, Vernon B., Jr.; Harper, Erika J.

2006-01-01

Significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. Blogging is an increasingly popular web tool that can potentially aid educators by encouraging student self-disclosure. Both content analysis and focus groups were used to assess whether student…

Technology Use as a Support Tool by Secondary Students with Autism

ERIC Educational Resources Information Center

Hedges, Susan H.; Odom, Samuel L.; Hume, Kara; Sam, Ann

2018-01-01

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as…

Intercultural Preparation for Future Mobile Students: A Pedagogical Experience

ERIC Educational Resources Information Center

Beaven, Ana; Golubeva, Irina

2016-01-01

Higher education (HE) student mobility offers the opportunity to acquire, among other things, intercultural experience. Nevertheless, it is crucial to prepare students and give them the tools to reflect on their experiences before, during and after study abroad. In this pedagogical paper, we present and discuss "Perceptions of self and…

Utility of Self-Made Crossword Puzzles as an Active Learning Method to Study Biochemistry in Undergraduate Education

ERIC Educational Resources Information Center

Coticone, Sulekha Rao

2013-01-01

To incorporate an active learning component in a one-semester biochemistry course, students were asked to create crossword puzzles using key concepts. Student observations on the use of self-made crossword puzzles as an active-learning instructional tool were collected using a 5-point Likert survey at the end of the semester. A majority of the…

Engaging Students in Autobiographical Critique as a Social Justice Tool: Narratives of Deconstructing and Reconstructing Meritocracy and Privilege with Preservice Teachers

ERIC Educational Resources Information Center

Boyd, Ashley S.; Noblit, George W.

2015-01-01

This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice…

High prevalence of self-medication practices among medical and pharmacy students: a study from Jordan.

PubMed

Alkhatatbeh, Mohammad J; Alefan, Qais; Alqudah, Mohammad A Y

2016-05-01

To assess self-medication practices and to evaluate the impact of obtaining medical knowledge on self-medication among medical and pharmacy students at Jordan University of Science and Technology. This was a cross-sectional study. A well-validated questionnaire that included 3 sections about self-medication was administered to the subjects after introducing the term "self-medication" verbally. 1,317 students had participated in the study and were subgrouped according to their academic level into seniors and juniors. Compared to the general population rate of 42.5%, self-medication practice was reported by (1,034, 78.5%) of the students and most common amongst pharmacy students (n = 369, 82.9%) compared to Pharm.D. (n = 357, 77.9%) and medical students (n = 308, 74.4%) (p = 0.009). There was no significant difference between juniors and seniors (557, 79.1% vs. 477, 77.8%, p = 0.59, respectively). Headache (71.2%) and common cold (56.5%) were frequent ailments that provoked self-medication. Analgesics (79.9%) and antibiotics (59.8%) were frequently used to self-treat these aliments. Reasons for self-medication included previous disease experience (55.7%); minor aliments (55.3%); and having enough medical knowledge (32.1%). Medicines were used according to instructions obtained mainly from the leaflet (28.8%); pharmacist (20.7%); and university courses (19.7%). Senior students were more aware of the risk of self-medication than junior students. The majority of students frequently advise other people about self-medication (83.6%). Self-medication was common among students irrespective to their level of medical knowledge. Obtaining medical knowledge increased the students' awareness of the risk of self-medication which may result in practicing responsible self-medication. However, medical teaching institutions need to educate students about the proper use of medicines as a therapeutic tool.

The development and psychometric testing of a Disaster Response Self-Efficacy Scale among undergraduate nursing students.

PubMed

Li, Hong-Yan; Bi, Rui-Xue; Zhong, Qing-Ling

2017-12-01

Disaster nurse education has received increasing importance in China. Knowing the abilities of disaster response in undergraduate nursing students is beneficial to promote teaching and learning. However, there are few valid and reliable tools that measure the abilities of disaster response in undergraduate nursing students. To develop a self-report scale of self-efficacy in disaster response for Chinese undergraduate nursing students and test its psychometric properties. Nursing students (N=318) from two medical colleges were chosen by purposive sampling. The Disaster Response Self-Efficacy Scale (DRSES) was developed and psychometrically tested. Reliability and content validity were studied. Construct validity was tested by exploratory and confirmatory factor analysis. Reliability was tested by internal consistency and test-retest reliability. The DRSES consisted of 3 factors and 19 items with a 5-point rating. The content validity was 0.91, Cronbach's alpha coefficient was 0.912, and the intraclass correlation coefficient for test-retest reliability was 0.953. The construct validity was good (χ 2 /df=2.440, RMSEA=0.068, NFI=0.907, CFI=0.942, IFI=0.430, p<0.001). The newly developed DRSES has proven good reliability and validity. It could therefore be used as an assessment tool to evaluate self-efficacy in disaster response for Chinese undergraduate nursing students. Copyright © 2017. Published by Elsevier Ltd.

Student satisfaction and self-assessment after small group discussion in a medical ethics education program.

PubMed

Joh, Hee-Kyung; Shin, Jwa-Seop

2009-09-01

Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.

An international comparison of adolescent non-suicidal self-injury (NSSI) and suicide attempts: Germany and the USA.

PubMed

Plener, P L; Libal, G; Keller, F; Fegert, J M; Muehlenkamp, J J

2009-09-01

This study examined the prevalence of non-suicidal self-injury (NSSI), suicide attempts, suicide threats and suicidal ideation in a German school sample and compared the rates with a similar sample of adolescents from the midwestern USA by using cross-nationally validated assessment tools. Data were provided from 665 adolescents (mean age 14.8 years, S.D.=0.66, range 14-17 years) in a school setting. Students completed the Self-Harm Behavior Questionnaire (SHBQ), the Ottawa Self-Injury Inventory (OSI) and a German version of the Center for Epidemiological Studies-Depression Scale (CES-D). A quarter of the participants (25.6%) endorsed at least one act of NSSI in their life, and 9.5% of those students answered that they had hurt themselves repetitively (more than four times). Forty-three (6.5%) of the students reported a history of a suicide attempt. No statistically significant differences were observed between the German and US samples in terms of self-injury or suicidal behaviors. By using the same validated assessment tools, no differences were found in the prevalence and characteristics of self-injury and suicidal behaviors between adolescents from Germany and the USA. Thus, it seems that NSSI has to be understood as worldwide phenomenon, at least in Western cultures.

Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study.

PubMed

McSwiggan, Linda C; Campbell, Maureen

2017-02-01

Improving assessment guidance and feedback for students has become an international priority within higher education. Podcasts have been proposed as a tool for enhancing teaching, learning and assessment. However, a stronger theory-based rationale for using podcasts, particularly as a means of facilitating assessment guidance and feedback, is required. To explore students' experiences of using podcasts for assessment guidance and feedback. To consider how these podcasts shaped beliefs about their ability to successfully engage with, and act on, assessment guidance and feedback Design Exploratory qualitative study. Setting Higher education institution in North-East Scotland. Participants Eighteen third year undergraduate nursing students who had utilised podcasts for assessment guidance and feedback within their current programme of study. Participants took part in one of four focus groups, conducted between July and September 2013. Purposive sampling was utilised to recruit participants of different ages, gender, levels of self-assessed information technology skills and levels of academic achievement. Data analysis was guided by the framework approach. Thematic analysis highlighted similarities and differences in terms of students' experiences of using podcasts for assessment guidance and feedback. Further analysis revealed that Self-Efficacy Theory provided deeper theoretical insights into how the content, structure and delivery of podcasts can be shaped to promote more successful engagement with assessment guidance and feedback from students. The structured, logical approach of assessment guidance podcasts appeared to strengthen self-efficacy by providing readily accessible support and by helping students convert intentions into action. Students with high self-efficacy in relation to tasks associated with assessment were more likely to engage with feedback, whereas those with low self-efficacy tended to overlook opportunities to access feedback due to feelings of helplessness and futility. Adopting well-structured podcasts as an educational tool, based around the four major sources of information (performance accomplishments, vicarious experience, social persuasion, and physiological and emotional states), has potential to promote self efficacy for individuals, as well as groups of students, in terms of assessment guidance and feedback. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course

ERIC Educational Resources Information Center

Powell, Loreen M.; Wimmer, Hayden

2015-01-01

Computer programming is challenging to teach and difficult for students to learn. Instructors have searched for ways to improve student learning in programming courses. In an attempt to foster hands-on learning and to increase student learning outcomes in a programming course, the authors conducted an exploratory study to examine student created…

Pilot evaluation of a continuing professional development tool for developing leadership skills.

PubMed

Patterson, Brandon J; Chang, Elizabeth H; Witry, Matthew J; Garza, Oscar W; Trewet, CoraLynn B

2013-01-01

Strategies are needed to assure essential nonclinical competencies, such as leadership, can be gained using a continuing professional development (CPD) framework. The objective of this study was to explore student pharmacists' utilization and perceived effectiveness of a CPD tool for leadership development in an elective course. Students completed 2 CPD cycles during a semester-long leadership elective using a CPD tool. A questionnaire was used to measure students' perceptions of utility, self-efficacy, and satisfaction in completing CPD cycles when using a tool to aid in this process. The CPD tool was completed twice by 7 students. On average, students spent nearly 5 hours per CPD cycle. More than half (57.1%) scored themselves as successful or very successful in achieving their learning plans, and most (71.4%) found the tool somewhat useful in developing their leadership skills. Some perceived that the tool provided a systematic way to engage in leadership development, whereas others found it difficult to use. In this pilot study, most student pharmacists successfully achieved a leadership development plan and found the CPD tool useful. Providing students with more guidance may help facilitate use and effectiveness of CPD tools. There is a need to continue to develop and refine tools that assist in the CPD of pharmacy practitioners at all levels. Copyright © 2013 Elsevier Inc. All rights reserved.

The effects of pediatric community simulation experience on the self-confidence and satisfaction of baccalaureate nursing students: A quasi-experimental study.

PubMed

Lubbers, Jaclynn; Rossman, Carol

2016-04-01

Simulation in nursing education is a means to transform student learning and respond to decreasing clinical site availability. This study proposed an innovative simulation experience where students completed community based clinical hours with simulation scenarios. The purpose of this study was to determine the effects of a pediatric community simulation experience on the self-confidence of nursing students. Bandura's (1977) Self-Efficacy Theory and Jeffries' (2005) Nursing Education Simulation Framework were used. This quasi-experimental study collected data using a pre-test and posttest tool. The setting was a private, liberal arts college in the Midwestern United States. Fifty-four baccalaureate nursing students in a convenience sample were the population of interest. The sample was predominantly female with very little exposure to simulation prior to this study. The participants completed a 16-item self-confidence instrument developed for this study which measured students' self-confidence in pediatric community nursing knowledge, skill, communication, and documentation. The overall study showed statistically significant results (t=20.70, p<0.001) and statistically significant results within each of the eight 4-item sub-scales (p<0.001). Students also reported a high level of satisfaction with their simulation experience. The data demonstrate that students who took the Pediatric Community Based Simulation course reported higher self-confidence after the course than before the course. Higher self-confidence scores for simulation participants have been shown to increase quality of care for patients. Copyright © 2016 Elsevier Ltd. All rights reserved.

Does self reflection and insight correlate with academic performance in medical students?

PubMed

Carr, Sandra E; Johnson, Paula H

2013-08-23

Medical students in academic difficulty are often described as lacking insight. The Self Reflection and Insight Scale (SRIS) is a tool for measuring insight which has been validated in medical students. We investigated whether self reflection and insight scores correlate with academic performance in Year 4 medical students from a six year undergraduate medical degree, and whether self reflection and insight changes after one year of clinical training. Self reflection and insight scores were measured in 162 students at the start of Year 4 at the University of Western Australia. Performance in end of year written and clinical exams was monitored and correlated with SRIS. Seventy of the students were surveyed again at the start of Year 5 to see if scores changed or were stable after one year of full time clinical training. We found no correlation between self reflection or insight and academic performance in written and clinical exams. There was a significant increase in recognition of the need for self reflection in Year 5 compared with Year 4. While no correlation was found between this measure of self reflection and insight with academic performance, there was an increase in students' recognition of the need for reflection after one year of clinical studies. This study is a valuable first step towards a potentially exciting research domain and warrants further longitudinal evaluation with larger cohorts of students using additional measures of achievement.

Self-Assessment of Employability Skill Outcomes among Undergraduates and Alignment with Academic Ratings

ERIC Educational Resources Information Center

Jackson, Denise

2014-01-01

Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in…

An in-depth analysis of personality and other participant characteristics in a Web-based course for science teachers

NASA Astrophysics Data System (ADS)

Boyette, Todd Randall

The purpose of this study was to analyze the role students' personality and other characteristics play in their experience and achievement in a web-based course for teachers. Participants in the study were 17 inservice teachers enrolled in Technology Tools for Science Teachers in the 2002 spring semester. "Tech Tools" is a web-based class designed to teach teachers how to use various technology such as digital cameras in the science classroom. As part of the class, students are required to attend four face-to-face sessions during the semester. Personality data was generated by the administering of three instruments: The Simmons Personal Survey, The Sixteen Personality Factor Questionnaire (16PF), and the Rosenberg Self-Esteem Inventory. Students also completed an entrance survey at the beginning of the course. All e-mails and Instant Messages sent to the instructors and all posts to the class listserv were collected for quantitative and qualitative analysis. Additional data was collected through Instant Message interviews with ten of the students conducted at the end of the course. Results indicated that characteristics such as assertiveness, courage, sociability, self-esteem, rule consciousness, and teaching experience, were strongly correlated with students' final grades. Traits such as anxiety, tension, apprehension and Privateness strongly correlated with students' amount of communication. Qualitative results indicated that students who are open and receptive to new ideas were better able to handle the rigor of the course, while students that enjoy change appreciated the content and format of the course. Self-esteem seems to impact the opinions of students regarding their experience in Tech Tools and Social Boldness seems to impact their opinions about the value of the face-to-face sessions. Other findings included how the amount of teaching experience of the students affected their perceptions of the workload involved in Tech Tools, how the requirements of North Carolina's Lateral Entry program forces students to make decisions about courses that they would not normally make, and how the class listserv was not utilized by students until they had no other alternatives for help.

Factors Related to Cigarette Smoking Initiation and Use among College Students

PubMed Central

2005-01-01

The purpose of this cross-sectional study was to examine the impact of personality factors (neuroticism, extraversion, openness, agreeableness, and conscientiousness), cognitive factors (sense of coherence and self-efficacy), coping resources (family and friend social support) and demographic factors (gender and ethnicity) on cigarette smoking behaviors (initiation, frequency, and amount of cigarette smoking) among college students. A total of 161 U.S. college students, aged 18–26, who enrolled in an introductory psychology course completed self-report questionnaires. The majority of the students had tried smoking (55%); among those who had tried, 42% were current smokers. The majority (77%) who had smoked a whole cigarette did so at age 16 years or younger. Students who reported lower levels of conscientiousness and self-efficacy had a greater likelihood to had tried cigarette smoking. Also, students who had lower levels of self-efficacy reported smoking more frequently and greater quantities of cigarettes than students with higher levels of self-efficacy. Self-efficacy was the most significant predictor of smoking behaviors. Health promotion programs focused on self-efficacy may be an effective tool for reducing the initiation, frequency, and amount of cigarette smoking among college students. PMID:19570288

Students' Use of Self-Regulatory Tool and Critical Inquiry in Online Discussions

ERIC Educational Resources Information Center

Bai, Hua

2012-01-01

Facilitating students' critical thinking in asynchronous discussions is important in online learning environments. Since students need to be self-regulated in online learning, the instructors are expected to scaffold students by providing structure and guidance. This paper discusses critical inquiry in two groups of students' online discussions.…

Using Self-Reflection To Increase Science Process Skills in the General Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-03-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video feedback and direct instruction were employed in a general chemistry laboratory course to improve students' mastery and understanding of basic and advanced process skills. Qualitative results and statistical analysis of quantitative data proved that self-reflection significantly helped students develop basic and advanced process skills, yet did not seem to influence the general understanding of the science content.

Self-reported extracurricular activity, academic success, and quality of life in UK medical students.

PubMed

Lumley, Sophie; Ward, Peter; Roberts, Lesley; Mann, Jake P

2015-09-19

To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students' work-life balance. A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p < 0.0001), more hours academic study during term and revision periods (rho=-0.1, p < 0.01), and involvement in teaching or research. Increased hours of study was associated with lower QoL (rho = -0.13, p < 0.01). Study skills may be more important than duration spent studying, for academic achievement and QoL. Graduate-entry students attain higher decile scores despite similar self-reported duration of study.

Literacy Cafe: Making Writing Authentic

ERIC Educational Resources Information Center

Daniels, Erika

2007-01-01

The "Literacy Cafe," a celebration of genre study and student writing, offers students (and visitors!) a positive environment in which to engage in reading and discussion of writing without self-consciousness or fear of criticism. It works because students learn to recognize writing as a learning tool and a relevant, authentic skill in the real…

Stone Soup: Photo-Elicitation as a Learning Tool in the Food Geography Classroom

ERIC Educational Resources Information Center

Kurtz, Hilda E.; Wood, Jason

2014-01-01

This paper showcases self-reflective and inclusive pedagogy using photo-elicitation in a food geography course assignment. The Stone Soup project positions students as both researchers and participant-subjects in a participant-driven photo-elicitation (PDPE) study of students' foodways. Student papers for this assignment demonstrate rich…

Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.

PubMed

Hui, Caroline; Snider, Laurie; Couture, Mélanie

2016-04-01

Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance. © CAOT 2016.

Exploring Student Teachers' Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

ERIC Educational Resources Information Center

van Wyk, Micheal M.

2017-01-01

This paper explores Economics student teachers' views on ePortfolios as an empowering tool to enhance self-directed learning in an online teacher education course. An interpretive phenomenological research approach was employed for data collection and a purposive convenient sampling technique was selected to collect data. Only Postgraduate…

A Phenomenological Study of Middle School Students' Self-Regulated Learning with Mobile Devices

ERIC Educational Resources Information Center

Doud, Janet M.

2016-01-01

An integral part of 21st century learning for middle school students included the daily use of mobile device technology. The problem with mobile devices, full of their interactive interfaces, was how did the student personally discover which features and tools within the device will best benefit the student's style and needs, thus enhancing…

Impact of Virtual Learning Environment (VLE): A Technological Approach to Genetics Teaching on High School Students' Content Knowledge, Self-Efficacy and Career Goal Aspirations

ERIC Educational Resources Information Center

Kandi, Kamala M.

2013-01-01

This study examines the effect of a technology-based instructional tool "Geniverse" on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and…

Refocusing the Lens: Enhancing Elementary Special Education Reading Instruction through Video Self-Reflection

ERIC Educational Resources Information Center

Osipova, Anna; Prichard, Brooke; Boardman, Alison Gould; Kiely, Mary Theresa; Carroll, Patricia E.

2011-01-01

This article presents the findings from a pilot study exploring the use of video as a self-reflection tool combined with high-quality, collaborative professional development (PD). Participants were in-service, upper-elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants…

Investigating students' academic numeracy in 1st level university courses

NASA Astrophysics Data System (ADS)

Galligan, Linda; Hobohm, Carola

2015-06-01

This paper investigates how an online test (`Self-Test' developed at the University of Southern Queensland) can enrich students' understanding of their academic numeracy, through a purpose-built, self-assessment tool aligned with online modules. Since its creation and evaluation, the tool has been developed and tailored to suit other first year courses based around an academic numeracy framework of competence, confidence and critical awareness (Galligan 2013a). This paper will highlight how the new Self-Test is underpinned by this framework and how students' levels of numeracy can be better understood by the lecturer through Self-Test in a first year nursing for numeracy course and a maths for teachers course. It particularly addresses over- and under-confidence, error analysis and students' reflective comments, and how this understanding can better inform course development and teaching.

Information Literacy in Oman's Higher Education: A Descriptive-Inferential Approach

ERIC Educational Resources Information Center

Al-Aufi, Ali; Al-Azri, Hamed

2013-01-01

This study aims to identify the current status of information literacy among the students at Sultan Qaboos University in their final year through using the Big6 model for solving information problems. The study utilizes self-assessment survey approach, with the questionnaire as a tool for data collection. It surveyed undergraduate students of…

Development of a Web-based question database for students' self-assessment.

PubMed

Hammoud, Maya M; Barclay, Mel L

2002-09-01

Computer-based testing (CBT) for the purpose of the national licensure examination has increased interest among medical students in this modality of testing. The advent of Web-based question-delivery systems for self-assessment and learning has made it possible for students to practice this technology and participate in self-directed learning. Test Pilot(TM) is a Web-based program that provides a fast and easy tool for the development and deployment of online testing. Our objectives for introducing the program were to (1) develop a large database of questions for students' practice and self-assessment; (2) include multimedia tools such as illustrations and short videos to enhance learning; (3) provide a feedback tool for clerkship and site directors regarding student performance; and (4) evaluate this tool in terms of students' frequency of use, students' satisfaction, and its potential effectiveness in enhancing learning. The Obstetrics and Gynecology clerkship at the University of Michigan is held at four different sites. In the past, students have been provided with access to floppy disks that contain about 500 self-assessment questions. These questions have been reformatted, updated, and transferred to Test Pilot. Visual illustrations have been added to the questions along with more varied formats, including extended matching, fill-in, and essay questions. The questions are divided into ten-question quizzes. The students get immediate feedback after answering each question and a summary of performance at the end of each quiz. Security, access, and analysis are facilitated because the questions and responses are stored centrally. In addition, Test Pilot captures information regarding individual and collective students' performances. At the end of the rotation, students fill out a form evaluating the Test Pilot program and comparing it with the quiz disks. In addition, we are collecting data regarding the actual use of Test Pilot, which will be compared with the students' surveys and final exam scores. Test Pilot has many benefits, including access control, immediate feedback, automated scoring, interactive learning, and data analysis. The enhancement of material permitted by a Web-based system increases the depth and variety of the learning experience by adding perceptual dimensions. Test Pilot also provides the clerkship director with the capability to obtain improved measurements of student performance and captures the student's self-learning and testing process. It can potentially identify weaknesses or inconsistencies across the different sites and recognize students who may need additional help early in the rotation. Over a one-year period, most students have switched from the quiz disks to Test Pilot. The students reported satisfaction with the Web-based format and found it user friendly. They especially liked the immediate feedback. The students have requested more questions and multimedia options be added. We plan to continue the development and assessment of this learning tool.

Transcultural self-efficacy perceptions of baccalaureate nursing students.

PubMed

Halter, Margaret; Grund, Faye; Fridline, Mark; See, Sharon; Young, Lisa; Reece, Carol

2015-05-01

Addressing the health care needs of a 21st-century nation that is experiencing increased diversity and disparity will require new models of educating future providers. The cultural competence and confidence model was the guiding framework in a study evaluating the influence of cultural educational offerings on the transcultural self-efficacy (TSE) perceptions in baccalaureate nursing students. The Transcultural Self-Efficacy Tool was used to measure perceived TSE in a pretest (N = 260), posttest (N = 236) study over an academic year. Significant changes were demonstrated in overall self-efficacy and on the cognitive, practical, and affective subscales. A classification and regression tree analysis identified social orientation as the demographic variable most predictive of the TSE level. This study supports previous research where positive changes were found in students' TSE based on the inclusion of cultural interventions in the nursing curriculum. © The Author(s) 2014.

Effects and Implications of Self-Management for Students with Autism: A Meta-Analysis

ERIC Educational Resources Information Center

Lee, Suk-Hyang; Simpson, Richard L.; Shogren, Karrie A.

2007-01-01

Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism.…

Development of a questionnaire for assessing factors predicting blood donation among university students: a pilot study.

PubMed

Jalalian, Mehrdad; Latiff, Latiffah; Hassan, Syed Tajuddin Syed; Hanachi, Parichehr; Othman, Mohamed

2010-05-01

University students are a target group for blood donor programs. To develop a blood donation culture among university students, it is important to identify factors used to predict their intent to donate blood. This study attempted to develop a valid and reliable measurement tool to be employed in assessing variables in a blood donation behavior model based on the Theory of Planned Behavior (TPB), a commonly used theoretical foundation for social psychology studies. We employed an elicitation study, in which we determined the commonly held behavioral and normative beliefs about blood donation. We used the results of the elicitation study and a standard format for creating questionnaire items for all constructs of the TPB model to prepare the first draft of the measurement tool. After piloting the questionnaire, we prepared the final draft of the questionnaire to be used in our main study. Examination of internal consistency using Chronbach's alpha coefficient and item-total statistics indicated the constructs "Intention" and "Self efficacy" had the highest reliability. Removing one item from each of the constructs, "Attitude," "Subjective norm," "Self efficacy," or "Behavioral beliefs", can considerably increase the reliability of the measurement tool, however, such action is controversial, especially for the variables "attitude" and "subjective norm." We consider all the items of our first draft questionnaire in our main study to make it a reliable measurement tool.

Researcher Test Manual for the Learner-Centered Battery (Grades 6-12 Version). A Set of Self-Assessment and Reflection Tools for Middle and High School Teachers.

ERIC Educational Resources Information Center

McCombs, Barbara L.; Lauer, Patricia A.; Peralez, Audrey

The Learner-Centered Battery (LCB) is a set of short self-assessment tools for teachers and their students that can help teachers identify profiles of effective beliefs, practices, and discrepancies between teacher and student perspectives. Personalized feedback is available for interpreting individual profiles relative to profiles of the most…

Introducing AC inductive reactance with a power tool

NASA Astrophysics Data System (ADS)

Bryant, Wesley; Baker, Blane

2016-09-01

The concept of reactance in AC electrical circuits is often non-intuitive and difficult for students to grasp. In order to address this lack of conceptual understanding, classroom exercises compare the predicted resistance of a power tool, based on electrical specifications, to measured resistance. Once students discover that measured resistance is smaller than expected, they are asked to explain these observations using previously studied principles of magnetic induction. Exercises also introduce the notion of inductive reactance and impedance in AC circuits and, ultimately, determine self-inductance of the motor windings within the power tool.

Developing Oral Case Presentation Skills: Peer and Self-Evaluations as Instructional Tools.

PubMed

Williams, Dustyn E; Surakanti, Shravani

2016-01-01

Oral case presentation is an essential skill in clinical practice that is decidedly varied and understudied in teaching curricula. We developed a curriculum to improve oral case presentation skills in medical students. As part of an internal medicine clerkship, students receive instruction in the elements of a good oral case presentation and then present a real-world case in front of a video camera. Each student self-evaluates his/her presentation and receives evaluations from his/her peers. We expect peer and self-evaluation to be meaningful tools for developing skills in oral presentation. We hope to not only improve the quality of oral case presentations by students but also to reduce the time burden on faculty.

Impact of self-assessment by students on their learning.

PubMed

Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

2016-01-01

Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P < 0.001). There was a significantly positive correlation between student and teacher marking (r = 0.79). Both students and faculty perceived it to be helpful for developing self-directed learning skills. Self-assessment can increase the interest and motivation level of students for the subjects leading to enhanced learning and better academic performance, helping them in development of critical skills for analysis of their own work.

Collaborative Learning and Positive Experiences: Does Letting Students Choose Their Own Groups Matter?

ERIC Educational Resources Information Center

Ciani, Keith D.; Summers, Jessica J.; Easter, Matthew A.; Sheldon, Kennon M.

2008-01-01

This study used self-determination theory as a framework to examine the relationship between choice regarding group membership and student motivation within classrooms that use collaborative learning as an instructional tool. Data were collected from over 500 students across seven classrooms from a large university in the Midwestern United States.…

Student-Authored Hypermedia in Veterinary Anatomy: Teaching and Learning Outcomes of Group Project Work.

ERIC Educational Resources Information Center

Garvin, Anthony; Carrington, Stephen

1997-01-01

Describes the Directed-Self Education program at the University of Bristol (England) for undergraduate small-group project work in veterinary science that was designed to support students in developing personal study and information technology skills. It also produced student-authored hypermedia tools which could be repurposed by staff as teaching…

The Effect of Online Dictionaries Usage on EFL Undergraduate Students' Autonomy

ERIC Educational Resources Information Center

Tananuraksakul, Noparat

2015-01-01

Due to EFL undergraduate students' ineffective learning strategies, which mirror lack of autonomy, this paper is a pilot study into how use of Cambridge Dictionaries Online can affect undergraduate students' autonomy or self-reliance in a Thai EFL context. The link was selectively integrated in a writing classroom as a tool to improve their…

Student Success Survey: Supporting Academic Success for At-Risk Nursing Students Through Early Intervention.

PubMed

McLain, Rhonda M; Fifolt, Matthew; Dawson, Martha A; Su, Wei; Milligan, Gary; Davis, Sandra; Hites, Lisle

Diversity in the nursing workforce has a positive impact on the quality of care provided to minority patients. Although the number of students from diverse backgrounds entering nursing programs has increased, the attrition rate of these students remains high. This study assessed the construct validity of a self-assessment tool that can be used by faculty advisors to determine individual academic needs of students.

Self-reported extracurricular activity, academic success, and quality of life in UK medical students

PubMed Central

Lumley, Sophie; Ward, Peter; Roberts, Lesley

2015-01-01

Objectives To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students’ work-life balance. Methods A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Results Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p< 0.0001), more hours academic study during term and revision periods (rho=-0.1, p< 0.01), and involvement in teaching or research. Increased hours of study was associated with lower QoL (rho = -0.13, p<0.01). Conclusions Study skills may be more important than duration spent studying, for academic achievement and QoL. Graduate-entry students attain higher decile scores despite similar self-reported duration of study. PMID:26385285

Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculum.

PubMed

Daunic, Ann P; Smith, Stephen W; Garvan, Cynthia W; Barber, Brian R; Becker, Mallory K; Peters, Christine D; Taylor, Gregory G; Van Loan, Christopher L; Li, Wei; Naranjo, Arlene H

2012-04-01

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g=.11) and a more rational problem-solving style (g=.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g=1.54); (b) teacher-rated executive functioning (g=.35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g=.20); and (c) self-reported trait anger (g=.17) and anger expression (g=.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Moving beyond Achievement Data: Development of the Student Orientation to School Questionnaire as a Noncognitive Assessment Tool

ERIC Educational Resources Information Center

Burger, John M.; Nadirova, Anna; Keefer, Kateryna V.

2012-01-01

The Student Orientation to School Questionnaire (SOS-Q) is a multidimensional student-centered assessment tool for measuring psychosocial facilitators of student engagement. The SOS-Q is based in research on the self-system models of motivation and direct student input on perceived supports and barriers for high school completion. The current…

Different Reward Structures to Motivate Student Interaction with Electronic Response Systems in Astronomy

NASA Astrophysics Data System (ADS)

Len, Patrick M.

Electronic response systems ("clickers") are used in introductory astronomy classes as a real-time assessment tool. Different reward structures for student responses to clicker questions are used to motivate individual participation or group collaboration before responding. The impact of two reward structures on student behavior and learning is investigated. This study finds that a success-bonus incentive (in which individual participation points are doubled when the class attains a threshold success rate) strongly motivated students to collaborate, whereas a participation-only credit (no success-bonus) incentive resulted in one-third of the students answering individually without collaboration. With a participation-only incentive, students who answered individually ("self-testers") were found to have more positive attitudes toward astronomy and science, and higher self-confidence in their learning than students who interacted before answering without a success-bonus incentive ("collaborators"). These collaborators experienced downward shifts in attitudes and self-confidence, in contrast to the static attitudes and self-confidence of self-testers. The implication is that students with little or no background in science prefer to answer collaboratively rather than independently and that these students are also negatively impacted by a one-semester introductory astronomy course.

Using Asynchronous AV Communication Tools to Increase Academic Self-Efficacy

ERIC Educational Resources Information Center

Girasoli, Anthony J.; Hannafin, Robert D.

2008-01-01

Technology-enhanced learning environments (TELEs) deliver instructional content and provide an array of scaffolding features designed to support independent student learning. TELEs also support teacher efforts to guide student inquiry within these sometimes complex environments. Self-efficacy, defined by Bandura [Bandura, A. (1994). Self-efficacy.…

[Contract learning: effects of professionalization on the student nurse].

PubMed

Jubin, Patricia

2013-03-01

The reengineering of nurse training implies the implementation of self-development, empowering tools and a reshaping of the function of accompaniment during training which becomes a shared function. This work is part of a psycho-socio-educational approach of the accompaniment to self-directed learning and also in the field of practices of health and social work. This study contributes to the identification of the conditions of efficiency of contracting between student nurses, tutors and instructors. It aims to explore the interest of a triangular steering of the learning contract centered on the student's individual project and also the interest of meetings during training as triggers to a process of self-construction of competences. Moreover, the study aims to identify the effects of contract on professionalization. Our study reverts to the basic question of learning by contract as a pillar for the self-directed learning in an alternating training context. The empirical approach takes into account a qualitative study carried out with 15 people (tutors, managers, student nurses and instructors) in 3 health care structures and a quantitative study based on 78 first year students, 106 second year students, and 47 third year students at the same nursing education institute. The study shows that learning by contract is empowering and professionalizing, if the student is placed in favorable conditions of learning and contractual relationship.

Impact of guided reciprocal peer questioning on nursing students' self-esteem and learning.

PubMed

Lakdizaji, Sima; Abdollahzadeh, Farahnaz; Hassankhanih, Hadi; Kalantari, Manizhe

2013-07-01

Self-esteem is essential for clinical judgments. Nursing students in clinical environments should make a bridge between theoretical education and clinical function. This study was aimed to survey the effect of guided questioning in peer groups on nursing students' self-esteem and clinical learning. In this quasi-experimental study, all nursing students in semester 4 (60) were selected. The autumn semester students (n = 28) were chosen as the control group, and the spring semester students (n = 32) as the experimental group. The experimental group underwent the course of cardiac medical surgical training by the Guided Reciprocal Peer Questioning. The control group was trained by lecture. After confirmation of the validity and reliability of tools including Rosenberg Self-esteem Scale and the researcher-made questionnaire, data were collected and analyzed by SPSS version 17.0. There was no significant difference concerning demographic and educational characteristics between the two groups. Mean score differences of self-esteem and learning were not significant before teaching, while they were significantly promoted after teaching in the experimental (P < 0.001) and control (P < 0.05) groups. Promotion in the experimental group was more considerable than in the control group. As revealed by the results, inquiry method, due to its more positive impact on self-esteem and students' learning, can be applied alone or in combination with the other methods. Conducting this study for other students and for theoretical courses is suggested.

Theorizing the Self: Digital Storytelling, Applying Theory, and Multimodal Learning

ERIC Educational Resources Information Center

Kortegast, Carrie; Davis, Jonathan

2017-01-01

This article discusses the use of digital storytelling, a pedagogical tool, to enhance student learning and meaning-making. During the process of creating and sharing their digital stories, students engaged in self-reflexivity and demonstrated the ability to apply theories of student development to their personal experiences. Findings have…

Comparison of the medical students' perceived self-efficacy and the evaluation of the observers and patients.

PubMed

Ammentorp, Jette; Thomsen, Janus Laust; Jarbøl, Dorte Ejg; Holst, René; Øvrehus, Anne Lindebo Holm; Kofoed, Poul-Erik

2013-04-08

The accuracy of self-assessment has been questioned in studies comparing physicians' self-assessments to observed assessments; however, none of these studies used self-efficacy as a method for self-assessment. The aim of the study was to investigate how medical students' perceived self-efficacy of specific communication skills corresponds to the evaluation of simulated patients and observers. All of the medical students who signed up for an Objective Structured Clinical Examination (OSCE) were included. As a part of the OSCE, the student performance in the "parent-physician interaction" was evaluated by a simulated patient and an observer at one of the stations. After the examination the students were asked to assess their self-efficacy according to the same specific communication skills. The Calgary Cambridge Observation Guide formed the basis for the outcome measures used in the questionnaires. A total of 12 items was rated on a Likert scale from 1-5 (strongly disagree to strongly agree). We used extended Rasch models for comparisons between the groups of responses of the questionnaires. Comparisons of groups were conducted on dichotomized responses. Eighty-four students participated in the examination, 87% (73/84) of whom responded to the questionnaire. The response rate for the simulated patients and the observers was 100%. Significantly more items were scored in the highest categories (4 and 5) by the observers and simulated patients compared to the students (observers versus students: -0.23; SE:0.112; p=0.002 and patients versus students:0.177; SE:0.109; p=0.037). When analysing the items individually, a statistically significant difference only existed for two items. This study showed that students scored their communication skills lower compared to observers or simulated patients. The differences were driven by only 2 of 12 items. The results in this study indicate that self-efficacy based on the Calgary Cambridge Observation guide seems to be a reliable tool.

Assessing Latina/o Undergraduates' Depressive Symptomatology: Comparisons of the Beck Depression Inventory-II, the Center for Epidemiological Studies-Depression Scale, and the Self-Report Depression Scale

ERIC Educational Resources Information Center

Gloria, Alberta M.; Castellanos, Jeanett; Kanagui-Munoz, Marlen; Rico, Melissa A.

2012-01-01

The use of depression scales as screening tools at university and college centers is increasing and thus, the question of whether scales are culturally valid for different student groups is increasingly more relevant with increased severity of depression for students and changing student demographics. As such, this study examined the reliability…

Improving Project Performance through Implementation of Agile Methodologies in the Renewable Energy Construction Industry

NASA Astrophysics Data System (ADS)

Hernandez Mendez, Arturo

Collaborative inquiry within undergraduate research experiences (UREs) is an effective curriculum tool to support student growth. This study seeks to understand how collaborative inquiry within undergraduate biology student experiences are affected within faculty mentored experiences and non-mentored experiences at a large private southeastern university. Undergraduate biology students engaged in UREs (faculty as mentor and non-mentor experiences) were examined for statistically significant differences in student self-efficacy. Self-efficacy was measured in three subcomponents (thinking and working like a scientist, scientific self-efficacy, and scientific identity) from student responses obtained in an online survey. Responses were analyzed using a nonparametric equivalent of a t test (Mann Whitney U test) to make comparisons between faculty mentored and non-mentored student groups. The conclusions of this study highlight the statistically significant effect of faculty mentoring in all three subcomponents. Faculty and university policy makers can apply these findings to develop further support for effective faculty mentoring practices in UREs.

Does self reflection and insight correlate with academic performance in medical students?

PubMed Central

2013-01-01

Background Medical students in academic difficulty are often described as lacking insight. The Self Reflection and Insight Scale (SRIS) is a tool for measuring insight which has been validated in medical students. We investigated whether self reflection and insight scores correlate with academic performance in Year 4 medical students from a six year undergraduate medical degree, and whether self reflection and insight changes after one year of clinical training. Methods Self reflection and insight scores were measured in 162 students at the start of Year 4 at the University of Western Australia. Performance in end of year written and clinical exams was monitored and correlated with SRIS. Seventy of the students were surveyed again at the start of Year 5 to see if scores changed or were stable after one year of full time clinical training. Results We found no correlation between self reflection or insight and academic performance in written and clinical exams. There was a significant increase in recognition of the need for self reflection in Year 5 compared with Year 4. Conclusions While no correlation was found between this measure of self reflection and insight with academic performance, there was an increase in students’ recognition of the need for reflection after one year of clinical studies. This study is a valuable first step towards a potentially exciting research domain and warrants further longitudinal evaluation with larger cohorts of students using additional measures of achievement. PMID:23971859

Effectiveness of an Online Simulation for Teacher Education

ERIC Educational Resources Information Center

Badiee, Farnaz; Kaufman, David

2014-01-01

This study evaluated the effectiveness of the "simSchool" (v.1) simulation as a tool for preparing student teachers for actual classroom teaching. Twenty-two student teachers used the simulation for a practice session and two test sessions; data included objective performance statistics generated by the simulation program, self-rated…

Personal Factors Impacting College Student Success: Constructing College Learning Effectiveness Inventory (CLEI)

ERIC Educational Resources Information Center

Kim, Eunhee; Newton, Fred B.; Downey, Ronald G.; Benton, Stephen L.

2010-01-01

The College Learning Effectiveness Inventory, a new assessment tool identifying personal variables important to college student success, was constructed using empirical approaches grounded in a conceptual model. The exploratory and confirmatory studies revealed the six-underlying factors: Academic Self-Efficacy, Organization and Attention to…

Online and Offline Gaming Social Preferences of Students

ERIC Educational Resources Information Center

Shaffer, Jeannette R.

2012-01-01

The objective of this study was to examine the relationship between the self-reported demographic characteristics of high school students that play games online and their social preferences when playing offline and online. Adolescents are using communication tools while playing games to meet new people, learn new strategies, and maintain…

Best Practice in Developing Critical Analyses: An Empirical Study of Self-Efficacy from an Interdisciplinary Perspective

ERIC Educational Resources Information Center

Sams, Coleen; Sams, Doreen

2011-01-01

Despite substantial usage of case study analyses as learning tools in diverse fields of study, business graduate students often arrive with little to no prior knowledge in how to effectively use this tool. Using the Sams efficacy model (2009) strategic to business education this study identified a dearth in the usage of case study analyses in…

Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment - A cross-sectional correlational study.

PubMed

Engström, Maria; Löfmark, Anna; Vae, Karen Johanne Ugland; Mårtensson, Gunilla

2017-04-01

Clinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail. To examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment. A cross-sectional, correlational design was used. A convenience sample of 110 nursing students from one Norwegian university college with two campuses. Data were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis. There was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment. Our conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement. Copyright © 2017 Elsevier Ltd. All rights reserved.

Cases for the Net Generation: An Empirical Examination of Students' Attitude toward Multimedia Case Studies

ERIC Educational Resources Information Center

Sheppard, Michael; Vibert, Conor

2016-01-01

Case studies have been an important tool in business, legal, and medical education for generations of students. Traditional text-based cases tend to be self-contained and structured in such a way as to teach a particular concept. The multimedia cases introduced in this study feature unscripted web-hosted video interviews with business owners and…

The Use of Rubrics for Assessment of Student Learning in Higher Education

ERIC Educational Resources Information Center

Cheyney, Donald A.

2010-01-01

Rubrics are a means to communicate the standards or criteria of an assignment and to assess student work formatively or summatively by faculty, peer, and/or self. Given that assessment is a necessary and mandated component of education, this study sought to summarize what is known about rubrics as an assessment tool for student learning. In this…

Tapping into Graduate Students' Collaborative Technology Experience in a Research Methods Class: Insights on Teaching Research Methods in a Malaysian and American Setting

ERIC Educational Resources Information Center

Vasquez-Colina, Maria D.; Maslin-Ostrowski, Pat; Baba, Suria

2017-01-01

This case study used qualitative and quantitative methods to investigate challenges of learning and teaching research methods by examining graduate students' use of collaborative technology (i.e., digital tools that enable collaboration and information seeking such as software and social media) and students' computer self-efficacy. We conducted…

Uncovering Student Learning Profiles with a Video Annotation Tool: Reflective Learning with and without Instructional Norms

ERIC Educational Resources Information Center

Mirriahi, Negin; Liaqat, Daniyal; Dawson, Shane; Gaševic, Dragan

2016-01-01

This study explores the types of learning profiles that evolve from student use of video annotation software for reflective learning. The data traces from student use of the software were analysed across four undergraduate courses with differing instructional conditions. That is, the use of graded or non-graded self-reflective annotations. Using…

Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer-group rating

NASA Astrophysics Data System (ADS)

Hafner, John C.; Hafner, Patti M.

2003-12-01

Although the rubric has emerged as one of the most popular assessment tools in progressive educational programs, there is an unfortunate dearth of information in the literature quantifying the actual effectiveness of the rubric as an assessment tool in the hands of the students. This study focuses on the validity and reliability of the rubric as an assessment tool for student peer-group evaluation in an effort to further explore the use and effectiveness of the rubric. A total of 1577 peer-group ratings using a rubric for an oral presentation was used in this 3-year study involving 107 college biology students. A quantitative analysis of the rubric used in this study shows that it is used consistently by both students and the instructor across the study years. Moreover, the rubric appears to be 'gender neutral' and the students' academic strength has no significant bearing on the way that they employ the rubric. A significant, one-to-one relationship (slope = 1.0) between the instructor's assessment and the students' rating is seen across all years using the rubric. A generalizability study yields estimates of inter-rater reliability of moderate values across all years and allows for the estimation of variance components. Taken together, these data indicate that the general form and evaluative criteria of the rubric are clear and that the rubric is a useful assessment tool for peer-group (and self-) assessment by students. To our knowledge, these data provide the first statistical documentation of the validity and reliability of the rubric for student peer-group assessment.

Role of Academic Self-efficacy and Social Support on Nursing Students' Test Anxiety.

PubMed

Warshawski, Sigalit; Bar-Lev, Oshra; Barnoy, Sivia

2018-05-25

Associations between test anxiety, academic self-efficacy (ASE), and social support through social media have not been fully explored. The purposes were to explore associations between test anxiety, ASE, and social support from social media and to examine differences in test anxiety by students' year of studies and cultural background. This study used a cross-sectional, descriptive design. The sample comprised first- and fourth-year nursing students (n = 240) attending a baccalaureate nursing program in Israel. Higher ASE and support through social media were related to lower test anxiety. Fourth-year students and Jewish students had higher ASE than first-year and Arab students, who received more support on social media than Jewish students. Developing learning strategies designed to increase students' ASE and reduce test anxiety is warranted. Social media as an educational tool can be adopted for this purpose.

Integration of Traditional and E-Learning Methods to Improve Learning Outcomes for Dental Students in Histopathology.

PubMed

Ariana, Armin; Amin, Moein; Pakneshan, Sahar; Dolan-Evans, Elliot; Lam, Alfred K

2016-09-01

Dental students require a basic ability to explain and apply general principles of pathology to systemic, dental, and oral pathology. Although there have been recent advances in electronic and online resources, the academic effectiveness of using self-directed e-learning tools in pathology courses for dental students is unclear. The aim of this study was to determine if blended learning combining e-learning with traditional learning methods of lectures and tutorials would improve students' scores and satisfaction over those who experienced traditional learning alone. Two consecutive cohorts of Bachelor of Dentistry and Oral Health students taking the general pathology course at Griffith University in Australia were compared. The control cohort experienced traditional methods only, while members of the study cohort were also offered self-directed learning materials including online resources and online microscopy classes. Final assessments for the course were used to compare the differences in effectiveness of the intervention, and students' satisfaction with the teaching format was evaluated using questionnaires. On the final course assessments, students in the study cohort had significantly higher scores than students in the control cohort (p<0.01). Analysis of questionnaire results showed improved student satisfaction with the course in the study cohort. These findings suggest that the use of e-learning tools such as virtual microscopy and interactive online resources for delivering pathology instruction can be an effective supplement for developing dental students' competence, confidence, and satisfaction.

[Narrative Pedagogy in Nursing Education: The Essence of Clinical Nursing Process Recording].

PubMed

Chao, Yu-Mei Y; Chiang, Hsien-Hsien

2017-02-01

Clinical nursing process recording (CNPR) has been shown to be an effective tool for facilitating student-centered teaching and learning in nursing education. Yet, the essence and process of this tool have yet to be sufficiently explored and clarified. To explore the essence of CNPR in the contexts of clinical teaching and learning. Reflective analysis was used as the phenomenological approach to analyze the qualitative data, which were transcribed from the oral responses of the six participants who were attending the Clinical Nursing Education Forum. A total of five sessions of the Clinical Nursing Education Forums were conducted. The content of the Clinical Nursing Education Forums consisted of a series of 12 narrative writings of CNPR that were written by a senior student and read and commented on by the student's clinical instructor. Three groups of the essence and process of clinical teaching and learning were inductively identified as: (a) mobilizing autonomous, self-directed learning behavior from self-writing and re-storying; (b) establishing the student-instructor dialogical relationship from mutual localization; and (c) co-creating a learning environment in education and in clinical practice. When used as an interactive teaching and learning tool, CNPR promotes mutual understanding by re-locating the self in the coexisting roles of student nurse, instructor, and patient in a series of nursing care situations. This re-location facilitates students' self-directed learning, enhances the abilities of asking question, waiting for and accompany with the instructor; and promotes the self-care capabilities of patients.

Student perceptions and effectiveness of an innovative learning tool: Anatomy Glove Learning System.

PubMed

Lisk, Kristina; McKee, Pat; Baskwill, Amanda; Agur, Anne M R

2015-01-01

A trend in anatomical education is the development of alternative pedagogical approaches to replace or complement experiences in a cadaver laboratory; however, empirical evidence on their effectiveness is often not reported. This study aimed to evaluate the effectiveness of Anatomy Glove Learning System (AGLS), which enables students to learn the relationship between hand structure and function by drawing the structures onto a worn glove with imprinted bones. Massage therapy students (n = 73) were allocated into two groups and drew muscles onto either: (1) the glove using AGLS instructional videos (3D group); or (2) paper with palmar/dorsal views of hand bones during an instructor-guided activity (2D group). A self-confidence measure and knowledge test were completed before, immediately after, and one-week following the learning conditions. Self-confidence of hand anatomy in the 3D group gradually increased (3.2/10, 4.7/10, and 4.8/10), whereas self-confidence in the 2D group began to decline one-week later (3.2/10, 4.4/10, and 3.9/10). Knowledge of hand anatomy improved in both groups immediately after learning, (P < 0.001). Students' perceptions of AGLS were also assessed using a 10-pt Likert scale evaluation questionnaire (10 = high). Students perceived the AGLS videos (mean = 8.3 ± 2.0) and glove (mean = 8.1 ± 1.8) to be helpful in improving their understanding of hand anatomy and the majority of students preferred AGLS as a learning tool (mean = 8.6 ± 2.2). This study provides evidence demonstrating that AGLS and the traditional 2D learning approach are equally effective in promoting students' self-confidence and knowledge of hand anatomy. © 2014 American Association of Anatomists.

Impact of virtual learning environment (VLE): A technological approach to genetics teaching on high school students' content knowledge, self-efficacy and career goal aspirations

NASA Astrophysics Data System (ADS)

Kandi, Kamala M.

This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).

Using an evaluative tool to develop effective mathscasts

NASA Astrophysics Data System (ADS)

Galligan, Linda; Hobohm, Carola; Peake, Katherine

2017-09-01

This study is situated in a course designed for both on-campus and online pre-service and in-service teachers, where student-created mathscasts provide a way for university lecturers to assess students' quality of teaching, and understanding of mathematics. Teachers and pre-service teachers, in a university course with 90% online enrolment, were asked to create mathscasts to explain mathematics concepts at middle school level. This paper describes the process of developing and refining a tool for the creation and evaluation of quality student-produced mathscasts. The study then investigates the usefulness of the tool within the context of pedagogy and mathematical understanding. Despite an abundance of mathscasts already available on the web, there is merit in creating mathscasts, not only as a tool for teaching, but also as a means of learning by doing. The premise for creating student-produced mathscasts was to capture the creators' mathematical understanding and pedagogical approach to teaching a mathematical concept, which were then peer-assessed and graded. The analysis included surveys, practice mathscasts with peer- and self-reviews, and students' final assessed mathscasts. The results indicate that the use of the evaluative tool resulted in an improvement in quality of student-created mathscasts and critiques thereof. The paper concludes with a discussion on future directions of student-produced mathscasts.

Self-Service and E-Education: The Relationship to Self-Directed Learning

NASA Astrophysics Data System (ADS)

Wells, Marilyn A.; Brook, Phillip W. J.

Self-service via the Internet is becoming a common method of selling goods or services as customers have access to retailers’ websites whenever the “need” takes them. Higher education institutions are increasingly offering e-education which means that traditional teaching methods need modifying. Traditional teaching often consists of presenting and expanding upon material found in a prescribed text and delivering this content in lecture, seminar or workshop mode. Studies have confirmed that students learn more effectively when they can discuss the material with others and treat learning as a collaborative process. This chapter reports a case study, where students were required to decide on their level of involvement, discuss and propose the criteria for assessment evaluation, share ideas, concepts and understanding amongst themselves: in effect, self-directed learning. The learning environment used computer-mediated tools, such as discussion forums and chat rooms, and the case study assesses both the expectations of the teaching staff and the experiences of the students, and relates the outcomes to self-directed learning in a self-service environment.

Self-Regulation through Portfolio Assessment in Writing Classrooms

ERIC Educational Resources Information Center

Mak, Pauline; Wong, Kevin M.

2018-01-01

Portfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how students' self-regulation can be effectively fostered in writing classrooms, and how the use of PA can develop students' self-regulated capacities. This…

Self-Regulation of Behavior: Students versus Other Adults

ERIC Educational Resources Information Center

Jakesova, Jitka; Gavora, Peter; Kalenda, Jan

2016-01-01

The objective of this research is to compare self-regulation of behaviour of two Czech samples. The first one was the representative sample of Czech adults that consisted of 1060 respondents. The second sample was university students and consisted of 1244 respondents. The measuring tool was an adapted Self-Regulation Questionnaire of which two…

"GotFlu Channel": An Online Syndromic Surveillance Tool Supporting College Health Practice and Public Health Work

ERIC Educational Resources Information Center

Jaeger, Valerie; Shick-Porter, Melodie; Moore, Deborah; Grant, Darrell; Wolfe, Valerie

2011-01-01

Objective: Develop a tool to ease the burden of H1N1 influenza on a campus clinic by promoting self-care, generating medical notes, and identifying vulnerable students. Participants: Students at Brock University, a mid-sized urban campus; Brock's Student Health Services; and Niagara Public Health. Methods: Students accessed a controlled portal of…

Technology use as a support tool by secondary students with autism.

PubMed

Hedges, Susan H; Odom, Samuel L; Hume, Kara; Sam, Ann

2018-01-01

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

Effects of Online Note Taking Formats and Self-Monitoring Prompts on Learning from Online Text: Using Technology to Enhance Self-Regulated Learning

ERIC Educational Resources Information Center

Kauffman, Douglas F.; Zhao, Ruomeng; Yang, Ya-Shu

2011-01-01

This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning environment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119…

Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration

ERIC Educational Resources Information Center

Liu, Sarah Hsueh-Jui; Lan, Yu-Ju; Ho, Cloudia Ya-Yu

2014-01-01

Collaborative learning has placed an emphasis on co-constructing knowledge by sharing and negotiating meaning for problem-solving activities, and this cannot be accomplished without governing the self-regulatory processes of students. This study employed a Web-based tool, Google Docs, to determine the effects of Web-based collaboration on…

Agricultural Science I. Supplementary Units. Instructor Information.

ERIC Educational Resources Information Center

Martin, Donna; And Others

These supplementary units are designed to help students with special needs learn and apply agricultural skills in the areas of animal breeding, animal nutrition, leadership, and power tools. Specific competencies are listed as study questions at the beginning of each of the 10 self-paced and self-contained units. Skill sheets, activity sheets, and…

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

PubMed Central

2013-01-01

Background Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Methods A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. Results A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Conclusions Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM. PMID:24341502

Survey of Nursing Students' Self-Reported Knowledge of Ebola Virus Disease, Willingness to Treat, and Perceptions of their Duty to Treat.

PubMed

Chilton, Jenifer M; McNeill, Charleen; Alfred, Danita

The purpose of this study was to explore nursing students' self-reported knowledge of Ebola Virus Disease (EVD), willingness to treat patients with EVD, and student perceptions of duty to treat patients with EVD. The researchers developed the Survey of Nursing Student Self-Reported Knowledge of EVD, Willingness to Treat, and Perceptions of Duty to Treat, a quantitative tool with open-ended questions to inform the responses. On-line survey software was used for gathering anonymous data. A mixture of descriptive, nonparametric, and parametric statistics were used to describe, compare, and examine relationships between variables. Results demonstrated that licensed students scored significantly higher on self-reported knowledge of EVD than their prelicensure student counterparts (P=.039). Licensed students and prelicensure students did not differ on self-assessed willingness to treat (P>.05). The students had significantly higher willingness-to-treat scores when self-reported knowledge scores were higher (P=.007) and when they were older (P=.004). Willingness to treat was not influenced by whether one was partnered or single (P>.05) or had children or did not have children (P>.05). In conclusion, basic EVD knowledge and training appears to be critical to ensure willingness to treat. However, it is imperative that students have an indepth understanding of the principles of infectious diseases in general. Copyright © 2016 Elsevier Inc. All rights reserved.

A Cross-Sectional Descriptive Study of Graduate Students' Perceptions of Learning Effectiveness in Face-to-Face and Online Courses

ERIC Educational Resources Information Center

Evans, Nicole Stayton

2013-01-01

The measurement of student perceptions of learning effectiveness is often used as a tool at universities to enhance the quality of course offerings. The recent growth in online course offerings creates new challenges in evaluating learning effectiveness. This study used three principles of adult learning theory, foundation, self-concept, and…

An intelligent computer tutor to guide self-explanation while learning from examples

NASA Astrophysics Data System (ADS)

Conati, Cristina

1999-11-01

Many studies in cognitive science show that self-explanation---the process of clarifying and making more complete to oneself the solution of an example---improves learning, and that guiding self-explanation extends these benefits. This thesis presents an intelligent computer tutor that aims to improve learning from examples by supporting self-explanation. The tutor, known as the SE (self-explanation) Coach, is innovative in two ways. First, it represents the first attempt to develop a computer tutor that supports example studying instead of problem solving. Second, it explicitly guides a domain-general, meta-cognitive skill: self-explanation. The SE-Coach is part of the Andes tutoring system for college physics and is meant to be used in conjunction with the problem solving tasks that Andes supports. In order to maximize the system capability to trigger the same beneficial cognitive processes, every element of the SE-Coach embeds existing hypotheses about the features that make self-explanation effective for learning. Designing the SE-Coach involved finding solutions for three main challenges: (1) To design an interface that effectively monitors and supports self-explanation. (2) To devise a student model that allows the assessment of example understanding from reading and self-examination actions. (3) To effectively elicit further self-explanation that improves student's example understanding. In this work we present our solutions to these challenges: (1) An interface including principled, interactive tools to explore examples and build self-explanations under the SECoach's supervision. (2) A probabilistic student model based on a Bayesian network, which integrates a model of correct self-explanation and information on the student's knowledge and studying actions to generate a probabilistic assessment of the student's example understanding. (3) Tutorial interventions that rely on the student model to detect deficits in the student's example understanding and elicit self-explanations that overcome them. In this thesis we also present the results of a formal study with 56 college students to evaluate the effectiveness of the SE-Coach. We discuss some hypotheses to explain the obtained results, based on the analysis of the data collected during the experiment.

Solution-Focused Self-Help for Improving University Students' Well-Being

ERIC Educational Resources Information Center

Pakrosnis, Rytis; Cepukiene, Viktorija

2015-01-01

Along with positive developments in psychology, the self-help movement is becoming widespread, based on the belief that people are capable of growing and achieving positive change with only minimal help. This article addresses the potential of a solution-focused self-help tool to improve university students' well-being by comparing its outcome to…

Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents with Attention and Behavior Problems

ERIC Educational Resources Information Center

Axelrod, Michael I.; Zhe, Elizabeth J.; Haugen, Kimberly A.; Klein, Jean A.

2009-01-01

Students with attention and behavior problems oftentimes experience difficulty finishing academic work. On-task behavior is frequently cited as a primary reason for students' failure to complete homework assignments. Researchers have identified self-monitoring and self-management of on-task behavior as effective tools for improving homework…

[The Italian instrument evaluating the nursing students clinical learning quality].

PubMed

Palese, Alvisa; Grassetti, Luca; Mansutti, Irene; Destrebecq, Anne; Terzoni, Stefano; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Benaglio, Carla; Dal Ponte, Adriana; De Biasio, Laura; Dimonte, Valerio; Gambacorti, Benedetta; Fasci, Adriana; Grosso, Silvia; Mantovan, Franco; Marognolli, Oliva; Montalti, Sandra; Nicotera, Raffaela; Randon, Giulia; Stampfl, Brigitte; Tollini, Morena; Canzan, Federica; Saiani, Luisa; Zannini, Lucia

2017-01-01

. The Clinical Learning Quality Evaluation Index for nursing students. The Italian nursing programs, the need to introduce tools evaluating the quality of the clinical learning as perceived by nursing students. Several tools already exist, however, several limitations suggesting the need to develop a new tool. A national project aimed at developing and validating a new instrument capable of measuring the clinical learning quality as experience by nursing students. A validation study design was undertaken from 2015 to 2016. All nursing national programs (n=43) were invited to participate by including all nursing students attending regularly their clinical learning. The tool developed based upon a) literature, b) validated tools already established among other healthcare professionals, and c) consensus expressed by experts and nursing students, was administered to the eligible students. 9606 nursing in 27 universities (62.8%) participated. The psychometric properties of the new instrument ranged from good to excellent. According to the findings, the tool consists in 22 items and five factors: a) quality of the tutorial strategies, b) learning opportunities; c) safety and nursing care quality; d) self-direct learning; e) quality of the learning environment. The tool is already used. Its systematic adoption may support comparison among settings and across different programs; moreover, the tool may also support in accrediting new settings as well as in measuring the effects of strategies aimed at improving the quality of the clinical learning.

Self-diagnosis as a tool for supporting students’ conceptual understanding and achievements in physics: the case of 8th-graders studying force and motion

NASA Astrophysics Data System (ADS)

Safadi, Rafi'

2017-01-01

I examined the impact of a self-diagnosis activity on students’ conceptual understanding and achievements in physics. This activity requires students to self-diagnose their solutions to problems that they have solved on their own—namely, to identify and explain their errors—and self-score them—that is, assign scores to their solutions—aided by a rubric demonstrating how to solve each problem step by step. I also examined a common practice in the physics classroom in which teachers manage a whole class discussion during which they solve, together with their students, problems that students had solved on their own. Three 8th-grade classes studying force and motion with the same teacher participated. Students were first taught the unit in force and motion. Then a first summative exam was administered. Next, two classes (59 students) were assigned to the self-diagnosis activity and the other class to the whole class discussion (27 students). To assess students’ learning with these activities, a repeat exam was administered. Results suggest that at least for teachers who are not competent in managing argumentative class discussions, the self-diagnosis activity is more effective than the whole class discussion in advancing students’ conceptual understanding and achievements. I account for these results and suggest possible directions for future research.

Students' perception of the educational environment in medical college: a study based on DREEM questionnaire.

PubMed

Patil, Asmita Ashok; Chaudhari, Vijaya Laxman

2016-09-01

The educational environment (EE) plays a very important role in effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. This study aimed to collect baseline information about our medical student's perception of the EE, and to identify areas of strengths and weaknesses as well as scope for improvements in the current EE. Medical students and interns were included in this cross-sectional study. The DREEM questionnaire was used to measure students' perceptions about the EE, which has five domains: students' perceptions of learning; students' perceptions of teachers; students' academic self-perceptions; students' perceptions of atmosphere; and students' social self-perceptions. Students were asked to respond using a 5-point Likert-type scale. Data was analyzed using suitable tests and statistical significance was set at p<0.05. The mean global DREEM score was 123/200. All students had more positive than negative academic self-perception (21.24/32), perception of atmosphere (29.21/48), and perception of learning (28.99/48), while their social self-perception (17.48/28) was not too bad and perception of teachers (26.71/44) moved in the right direction. The fifth semester students perceived EE more positively than other semester students. The present study revealed that all students perceived their EE positively. The positive points were that teachers were knowledgeable, that students had good friends, and they were confident about passing their exams. Problem areas observed were authoritarian teachers, overemphasis on factual learning, overly teacher-centered teaching, teachers getting angry, and the need for a support system for stressed students.

Occupational Safety. Hand Tools. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on safety when using hand tools is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to teach students the correct safety techniques for operating common hand- and arm-powered tools, including selection, maintenance, technique, and uses. The module may…

Measuring critical thinking in pre-registration midwifery students: A multi-method approach.

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2018-02-01

Test the concurrent validity of three newly developed tools (student self-rating, preceptor rating, and reflective writing) that aim to measure critical thinking in midwifery practice. A descriptive matched cohort design was used. Australian research intensive university offering a three year Bachelor of Midwifery programme. Fifty-five undergraduate midwifery students. Students assessed their ability to apply critical thinking in midwifery practice using a 25-item tool and a 5-item subscale in Motivated Strategies for Learning Questionnaire. Clinical preceptors completed a 24-item tool assessing the students' application of critical thinking in practice. Reflective writing by students was assessed by midwifery academics using a 15-item tool. Internal reliability, and concurrent validity were assessed. Correlations, t-tests, multiple regression and confidence levels were calculated for the three scales and associations with student characteristics. The three scales achieved good internal reliability with a Cronbach's alpha coefficient between 0.93 and 0.97. Matched total scores for the three critical thinking scales were moderately correlated; student/preceptor (r=0.36, p<0.01); student/reflective writing (r=0.38, p<0.01); preceptor/reflective writing (r=0.30, p<0.05). All critical thinking mean scores were higher for students with a previous degree, but only significant for reflective writing (t (53)=-2.35, p=0.023). Preceptor ratings were predictive of GPA (beta=0.50, p<0.001, CI=0.10 to 0.30). Students' self-rating scores were predictive of year level (beta=0.32, p<0.05, CI=0.00 to 0.03). The student, preceptor, and reflective writing tools were found to be reliable and valid measures of critical thinking. The three tools can be used individually or in combination to provide students with various sources of feedback to improve their practice. The tools allow formative measurement of critical thinking over time. Further testing of the tools with larger, diverse samples is recommended. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Seeding science success: Relations of secondary students' science self-concepts and motivation with aspirations and achievement

NASA Astrophysics Data System (ADS)

Chandrasena, Wanasinghe Durayalage

This research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students' science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students' and teachers' views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students' science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students' science self-concepts were domain specific, while science motivation and science aspirations were not. Students' self-concepts in general science, chemistry, and physics were stronger for males than females. Students' self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students' science motivation did not vary across gender and year levels. Though students' science aspirations did not vary across gender, they became stronger with age. In general, students' science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students' year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students' achievement, and students' general science self-concepts predicted their achievement according to students' ratings. Students' year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students' achievement, according to student ratings. Based upon students' and teachers' perceptions, the identified barriers to promoting science in schools were: the difficulty of the subject matter, lack of student interest, the large amount of subject content, lack of perceived relevance of the subject matter to day-to-day life, ineffective teacher characteristics, lack of aspirations to pursue science as a career, inadequate teaching methods, lack of adequate teacher training, lack of proper policies to reward science teachers, and inadequate support for science from the media. Overall, the results from this study provide a greater understanding of the relations of secondary students' science self-concepts and motivation with aspirations and achievement in different science domains across gender and age levels. Hence, this research makes a valuable contribution to the literature by providing new insight. The findings will be useful for science educators in planning and developing science curriculum and policies with regard to student self-concepts and motivation. Equally, science teachers may find implications for classroom practices, for the planning and conducting of science lessons, for conveying scientific concepts and principles to students more effectively, and in considering the need to generate enthusiasm about the subject in young science students. Thus, the findings may offer the necessary strategies to assist in reducing the decline of students' enrolments in science through efficacious attention to student self-concepts and motivation. The newly developed instrument provides a new opportunity for future research to confidently interrogate the psychosocial issues central to science education and promotion. (Abstract shortened by ProQuest.).

The Nurses Self-Concept Instrument (NSCI): assessment of psychometric properties for Australian domestic and international student nurses.

PubMed

Angel, Elizabeth; Craven, Rhonda; Denson, Nida

2012-07-01

Professional self-concept is a critical driver of job satisfaction. In Australia, as international nursing enrolments rise, nursing is increasingly characterised by a professional body of international nurses who may differ from domestic Australian nurses in their nursing self-concept. At present, no psychometrically sound instrument for assessing nursing self-concept for Australian domestic and international nursing students is available. The purpose of this study was to: (1) develop an instrument (the Nurses' Self-Concept Instrument (NSCI)) to measure the professional self-concept of domestic and international nursing students in Australia, and (2) test the psychometric properties of this newly developed instrument. A literature review was conducted to generate the initial dimension and item pools to measure nurses' professional self-concept (NSCI). Two stakeholders examined the content and face validity of dimensions and items. Analysis was performed on data collected from 253 undergraduate nursing students in a large public university in Sydney, Australia, and consisted of domestic (n=218) and international (n=35) nursing students. Internal reliability was assessed using Cronbach's Alpha. Confirmatory factor analysis (CFA) was used to assess the construct validity of the NSCI. The resulting NSCI consisted of 14 items across four self-concept domains: care, leadership, staff relations, and knowledge. The CFA supported the hypothesised factor structure of the self-concept model. All reliabilities were acceptable for both domestic and international students (ranging from r=.78 to .93). The NSCI was shown to be a valid and reliable tool for assessing Australian domestic and international student nurses' professional self-concept. This instrument may also enable those responsible for recruitment of students into nursing courses to assess students' professional self-concept and implement appropriate strategies to foster the growth of lifelong career development. Copyright © 2012 Elsevier Ltd. All rights reserved.

A Quality Improvement Activity to Promote Interprofessional Collaboration Among Health Professions Students

PubMed Central

Stevenson, Katherine; Busch, Angela; Scott, Darlene J.; Henry, Carol; Wall, Patricia A.

2009-01-01

Objectives To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patient-centered care. Design Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process. Assessment One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience. Conclusion Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students. PMID:19657497

Intentions and actions in molecular self-assembly: perspectives on students' language use

NASA Astrophysics Data System (ADS)

Höst, Gunnar E.; Anward, Jan

2017-04-01

Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three 'stances' (Dennett, 1987) - intentional, design and physical - is presented as a powerful tool for analysing students' language use. The aim was to investigate how the framework can be differentiated and used analytically for interpreting students' talk about a molecular process. Semi-structured group discussions and individual interviews about the molecular self-assembly process were conducted with engineering biology/chemistry (n = 15) and biology/chemistry teacher students (n = 6). Qualitative content analysis of transcripts showed that all three stances were employed by students. The analysis also identified subcategories for each stance, and revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Students' exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting students' metacognitive development as scientific language users.

The Influence of Peer Tutors and Technology-Actuated Reading Instruction Process on Third-Grade Students' Self-Perceptions as Readers: A Multiple Case Study

ERIC Educational Resources Information Center

Daw, Brenda Shill

2011-01-01

Driven by Lev Vygotsky's Sociocultural Theory (1986), my study investigated the self-perceptions and interactions of seven underperforming, third-grade readers while using Technology-Actuated Reading Instruction (TARI). Partnered with same-age peer tutors, readers used digital tools to listen to, read/record, and playback oral reading passages.…

Intentional Implementation: A Self-Study Examining and Evaluating Instructional Implementation of Digital Tools to Foster Academic Writing in the English Secondary Classroom

ERIC Educational Resources Information Center

Alcoser, Michelle Elaine

2017-01-01

This self-study examines the planning, practices, policies, and procedures present in a blended learning classroom environment to develop academic writing with tenth and eleventh grade public high school students. Digital technology is a prevalent and powerful force intertwined with most aspects of the human experience in the twenty-first century.…

Cooperative learning with role play in Chinese pharmacology education.

PubMed

Wang, Jun; Hu, Xiamin; Xi, Jinglei

2012-03-01

Cooperative learning (CL) and role play are both efficient educational tools for enhancing Chinese student active learning and communication skills. This study was designed to obtain student feedback on the format of CL together with role play in the study of pharmacology in Chinese pharmaceutical undergraduates. CL was used in the self-study of new drugs used clinically but neglected in textbook and class teaching, so that groups of students were assigned to become "specialists" in one area of new drugs. Then, these "specialists" taught their new-found knowledge to other groups in role play approach involving an interaction between the pharmacist and a patient. Student perceptions of CL together with role play were examined using an eight-item survey instrument. Students were satisfied with CL together with role play. Majority of the students believed this teaching method enhanced their learning experience, made them gain more pharmacological expertise, increased the awareness of their career in future and self-educational abilities, and fostered their cooperation spirit and confidence. The materials on CL and role play were also believed pertinent. Only 63.4-76.5% and 63.1-37.3% of the students thought "CL and role-play were very funny" and "I felt very relaxed during CL together with role-play", respectively. CL together with role play is an efficient educational tool for enhancing student active-learning and communication skills. But Chinese students will take some time to adapt to this new teaching method.

Toward a Model for the Conceptual Understanding of Personal Learning Environments: A Case Study

ERIC Educational Resources Information Center

Ivanova, Malinka; Chatti, Mohamed Amine

2011-01-01

The development of Personal Learning Environments (PLEs) is in the scope of research groups and educators aiming to propose suitable mechanisms for the organization of self-controlled and self-directed learning, providing students with tools and services for access to content and human intelligence inside and outside the educational institutions.…

[Psychopathology screening in medical school students].

PubMed

Galván-Molina, Jesús Francisco; Jiménez-Capdeville, María E; Hernández-Mata, José María; Arellano-Cano, José Ramón

2017-01-01

Screening of psychopathology and associated factors in medical students employing an electronic self-report survey. A transversal, observational, and comparative study that consisted of the following instruments: Sociodemographic survey; 2. Adult Self-Report Scale-V1 (ASRS); State-Trait Anxiety Inventory (STAI); Zung and Conde Self-Rating Depression Scale, Almonte-Herskovic Sexual Orientation Self-Report; Plutchik Suicide Risk Scale; Alcohol Use Disorders Identification Test Identification (AUDIT); Fagerström Test for Nicotine Dependence; 9. Maslach Burnout Inventory (MBI); Eating Disorder Inventory 2 (EDI). We gathered 323 student surveys from medical students of the first, third and sixth grades. The three more prevalent disorders were depression (24%), attention deficit disorders with hyperactivity (28%) and anxiety (13%); the prevalence of high-level burnout syndrome was 13%. Also, the fifth part of the students had detrimental use of tobacco and alcohol. Sixty percent of medical students had either one or more probable disorder or burnout. An adequate screening and treatment of this population could prevent severe mental disorders and the associated factors could help us to create a risk profile. This model is an efficient research tool for screening and secondary prevention.

Using Self-Reflection to Increase Science Process Skills in the General Chemistry Laboratory

ERIC Educational Resources Information Center

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-01-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video…

Competency-Based Behavioral Anchors as Authentication Tools To Document Distance Education Competencies.

ERIC Educational Resources Information Center

Dooley, Kim E.; Lindner, James R.

2002-01-01

A study of 20 graduate students learning distance education methods found that great variance in idnviudal competence at course begining moved to similar levels at course end. Open-ended verification of competence using behavioral anchors worked well as a self-assessment and benchmarking tool to document growth in learning. (Contains 19…

Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool

ERIC Educational Resources Information Center

Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

2014-01-01

This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure.

PubMed

Pelzer, Jacquelyn M; Hodgson, Jennifer L; Werre, Stephen R

2014-03-24

The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education. The aim of this study was to evaluate the reliability and validity of the DREEM tool in a veterinary medical program and to determine veterinary students' perceptions of their learning environment. The DREEM is a survey tool which quantitatively measures students' perceptions of their learning environment. The survey consists of 50 items, each scored 0-4 on a Likert Scale. The 50 items are subsequently analysed within five subscales related to students' perceptions of learning, faculty (teachers), academic atmosphere, and self-perceptions (academic and social). An overall score is obtained by summing the mean score for each subscale, with an overall possible score of 200. All students in the program were asked to complete the DREEM. Means and standard deviations were calculated for the 50 items, the five subscale scores and the overall score. Cronbach's alpha was determined for the five subscales and overall score to evaluate reliability. Confirmatory factor analysis was used to evaluate construct validity. 224 responses (53%) were received. The Cronbach's alpha for the overall score was 0.93 and for the five subscales were; perceptions of learning 0.85, perceptions of faculty 0.79, perceptions of atmosphere 0.81, academic self-perceptions 0.68, and social self-perceptions 0.72. Construct validity was determined to be acceptable (p < 0.001) and all items contributed to the overall validity of the DREEM. The overall DREEM score was 128.9/200, which is a positive result based on the developers' descriptors and comparable to other health science education programs. Four individual items of concern were identified by students. In this setting the DREEM was a reliable and valid tool to measure veterinary students' perceptions of their learning environment. The four items identified as concerning originated from four of the five subscales, but all related to workload. Negative perceptions regarding workload is a common concern of students in health education programs. If not addressed, this perception may have an unfavourable impact on veterinary students' learning environment.

Study guides: effective tools to improve self-directed learning skills of medical students.

PubMed

Khabaz Mafinejad, Mahboobeh; Aghili, Rokhsareh; Emami, Zahra; Malek, Mojtaba; Baradaran, Hamidreza; Taghavinia, Mansoureh; Khamseh, Mohammad E

2014-01-01

In medicine, there is a rapid development of a knowledge base. Medical professionals need to sustain and advance their competence to practice in response to these varieties. So, there is increased interest in self-directed learning methods. Study guides can make a major contribution to self-directed learning. This study was carried out to evaluate the effect of study guides on improving self-learning skills of medical students in the Iran University of Medical Sciences (IUMS). In this quasi-experimental study, 46 medical students were randomly assigned into two groups; the intervention group and the control group. Both groups participated in a diagnostic test at the beginning of the course (pre-test). The same test was taken at the end of the course (post-test). The intervention group was provided with study guides on thyroid disorders and diabetes. Meanwhile, they continued their routine clinical training. The control group was only involved in the conventional training program. Students in the intervention group were also asked to complete a designed questionnaire in regard to their attitude toward the study guides. At enrollment, there was no statistically significant difference between the two groups. The mean scores of the pre-test for the control group and the intervention group were 6.18 and 6.13 respectively (P=0.9). In the post-test, the mean score of the students in the intervention group was considerably higher: 9.25 vs. 12 (P=0.002). The students in the intervention group found the study guides useful. The study guides were potentially effective in motivating self-learning in this group of medical students and had a remarkable effect on their final score.

A novel collaborative e-learning platform for medical students - ALERT STUDENT

PubMed Central

2014-01-01

Background The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. Results A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. Conclusions The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school. This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes. PMID:25017028

A novel collaborative e-learning platform for medical students - ALERT STUDENT.

PubMed

Taveira-Gomes, Tiago; Saffarzadeh, Areo; Severo, Milton; Guimarães, M Jorge; Ferreira, Maria Amélia

2014-07-14

The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school.This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes.

Challenging Students' Intuitions—the Influence of a Tangible Model of Virus Assembly on Students' Conceptual Reasoning About the Process of Self-Assembly

NASA Astrophysics Data System (ADS)

Larsson, Caroline; Tibell, Lena A. E.

2015-10-01

A well-ordered biological complex can be formed by the random motion of its components, i.e. self-assemble. This is a concept that incorporates issues that may contradict students' everyday experiences and intuitions. In previous studies, we have shown that a tangible model of virus self-assembly, used in a group exercise, helps students to grasp the process of self-assembly and in particular the facet "random molecular collision". The present study investigates how and why the model and the group exercise facilitate students' learning of this particular facet. The data analysed consist of audio recordings of six group exercises ( n = 35 university students) and individual semi-structured interviews ( n = 5 university students). The analysis is based on constructivist perspectives of learning, a combination of conceptual change theory and learning with external representations. Qualitative analysis indicates that perceived counterintuitive aspects of the process created a cognitive conflict within learners. The tangible model used in the group exercises facilitated a conceptual change in their understanding of the process. In particular, the tangible model appeared to provide cues and possible explanations and functioned as an "eye-opener" and a "thinking tool". Lastly, the results show signs of emotions also being important elements for successful accommodation.

The Self-Efficacy of Students with Borderline, Mild and Moderate Intellectual Disabilities and Their Achievements in Mathematics

ERIC Educational Resources Information Center

Enoma, Agbon; Malone, John

2015-01-01

The relationship between the self-efficacy of 23 High School students with intellectual disability (ID) and their achievements in Mathematics was evaluated using a modified version of the self-efficacy instrument developed by Joet, Bressoux and Usher (2011). Four different number sense assessment tools were administered pre- and post-six months of…

A new hybrid model for exploring the adoption of online nursing courses.

PubMed

Tung, Feng-Cheng; Chang, Su-Chao

2008-04-01

With the advancement in educational technology and internet access in recent years, nursing academia is searching for ways to widen nurses' educational opportunities. The online nursing courses are drawing more attention as well. The online nursing courses are very important e-learning tools for nursing students. The research combines the innovation diffusion theory and technology acceptance model, and adds two research variables, perceived financial cost and computer self-efficacy to propose a new hybrid technology acceptance model to study nursing students' behavioral intentions to use the online nursing courses. Based on 267 questionnaires collected from six universities in Taiwan, the research finds that studies strongly support this new hybrid technology acceptance model in predicting nursing students' behavioral intentions to use the online nursing courses. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived financial cost and computer self-efficacy are critical factors for nursing students' behavioral intentions to use the online nursing courses. By explaining nursing students' behavioral intentions from a user's perspective, the findings of this research help to develop more user friendly online nursing courses and also provide insight into the best way to promote new e-learning tools for nursing students. This research finds that compatibility is the most important research variable that affects the behavioral intention to use the online nursing courses.

Development and Implementation of an Electronic Clinical Formative Assessment: Dental Faculty and Student Perspectives.

PubMed

Kirkup, Michele L; Adams, Brooke N; Meadows, Melinda L; Jackson, Richard

2016-06-01

A traditional summative grading structure, used at Indiana University School of Dentistry (IUSD) for more than 30 years, was identified by faculty as outdated for assessing students' clinical performance. In an effort to change the status quo, a feedback-driven assessment was implemented in 2012 to provide a constructive assessment tool acceptable to both faculty and students. Building on the successful non-graded clinical evaluation employed at Baylor College of Dentistry, IUSD implemented a streamlined electronic formative feedback model (FFM) to assess students' daily clinical performance. An important addition to this evaluation tool was the inclusion of routine student self-assessment opportunities. The aim of this study was to determine faculty and student response to the new assessment instrument. Following training sessions, anonymous satisfaction surveys were examined for the three user groups: clinical faculty (60% response rate), third-year (D3) students (72% response rate), and fourth-year (D4) students (57% response rate). In the results, 70% of the responding faculty members preferred the FFM over the summative model; however, 61.8% of the D4 respondents preferred the summative model, reporting insufficient assessment time and low faculty participation. The two groups of students had different responses to the self-assessment component: 70.2% of the D4 respondents appreciated clinical self-assessment compared to 46% of the D3 respondents. Overall, while some components of the FFM assessment were well received, a phased approach to implementation may have facilitated a transition more acceptable to both faculty and students. Improvements are being made in an attempt to increase overall satisfaction.

New Aspect of Technology Adoption: A Case Study of Students' Self-Made English-Learning Video

ERIC Educational Resources Information Center

Tai, Yaming; Ting, Yu-Liang

2016-01-01

Understanding how students perceive and adopt technology in their daily life is particularly relevant to today's Information and Communication Technology (ICT) environment, in which versatile ICT tools are becoming more and more pervasive, almost ubiquitous in our day-to-day activities. In the context of English as a foreign language, this study…

A Case Study of Integrating Interwise: Interaction, Internet Self-Efficacy, and Satisfaction in Synchronous Online Learning Environments

ERIC Educational Resources Information Center

Kuo, Yu-Chun; Walker, Andrew E.; Belland, Brian R.; Schroder, Kerstin E. E.; Kuo, Yu-Tung

2014-01-01

This paper reports research on the implementation of a web-based videoconferencing tool (Interwise) for synchronous learning sessions on an industrial technology course offered through a university in northern Taiwan. The participants included undergraduate students from the same course offered in two different semesters. We investigated students'…

A gender study investigating physics self-efficacy

NASA Astrophysics Data System (ADS)

Sawtelle, Vashti

The underrepresentation of women in physics has been well documented and a source of concern for both policy makers and educators. My dissertation focuses on understanding the role self-efficacy plays in retaining students, particularly women, in introductory physics. I use an explanatory mixed methods approach to first investigate quantitatively the influence of self-efficacy in predicting success and then to qualitatively explore the development of self-efficacy. In the initial quantitative studies, I explore the utility of self-efficacy in predicting the success of introductory physics students, both women and men. Results indicate that self-efficacy is a significant predictor of success for all students. I then disaggregate the data to examine how self-efficacy develops differently for women and men in the introductory physics course. Results show women rely on different sources of self-efficacy than do men, and that a particular instructional environment, Modeling Instruction, has a positive impact on these sources of self-efficacy. In the qualitative phase of the project, this dissertation focuses on the development of self-efficacy. Using the qualitative tool of microanalysis, I introduce a methodology for understanding how self-efficacy develops moment-by-moment using the lens of self-efficacy opportunities. I then use the characterizations of self-efficacy opportunities to focus on a particular course environment and to identify and describe a mechanism by which Modeling Instruction impacts student self-efficacy. Results indicate that the emphasizing the development and deployment of models affords opportunities to impact self-efficacy. The findings of this dissertation indicate that introducing key elements into the classroom, such as cooperative group work, model development and deployment, and interaction with the instructor, create a mechanism by which instructors can impact the self-efficacy of their students. Results from this study indicate that creating a model to impact the retention rates of women in physics should include attending to self-efficacy and designing activities in the classroom that create self-efficacy opportunities.

The Effect of Flipped Classroom Strategy Using Blackboard Mash-Up Tools in Enhancing Achievement and Self-Regulated Learning Skills of University Students

ERIC Educational Resources Information Center

El-Senousy, Hala; Alquda, Jumana

2017-01-01

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students' achievement and self-regulated learning…

A Self-Assessment Checklist for Undergraduate Students' Argumentative Writing

ERIC Educational Resources Information Center

Nimehchisalem, Vahid; Chye, David Yoong Soon; Jaswant Singh, Sheena Kaur A/P; Zainuddin, Siti Zaidah; Norouzi, Sara; Khalid, Sheren

2014-01-01

With a growing emphasis on students' ability to assess their own written works in teaching English as a Second Language (ESL) writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of…

Development and Validation of an Instrument to Measure Students' Motivation and Self-Regulation in Science Learning

NASA Astrophysics Data System (ADS)

Velayutham, Sunitadevi; Aldridge, Jill; Fraser, Barry

2011-10-01

Students' motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self-regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students' motivation and self-regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in-depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.

Eportfolios in Business Communication Courses as Tools for Employment

ERIC Educational Resources Information Center

Okoro, Ephraim A.; Washington, Melvin C.; Cardon, Peter W.

2011-01-01

Eportfolios are a powerful tool for business students to gain self-awareness and take control of their learning experiences. Ideally, they can be used as online profiles in the job application process, allowing more authenticity, personalization, and completeness than traditional resumes. In our colleges, eportfolios help students reflect on their…

Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy.

PubMed

Mathiowetz, Virgil; Yu, Chih-Huang; Quake-Rapp, Cindee

2016-01-01

This study was designed to assess the grades, self-perceived learning, and satisfaction between occupational therapy students who used a gross anatomy laboratory versus online anatomy software (AnatomyTV) as tools to learn anatomy at a large public university and a satellite campus in the mid-western United States. The goal was to determine if equivalent learning outcomes could be achieved regardless of learning tool used. In addition, it was important to determine why students chose the gross anatomy laboratory over online AnatomyTV. A two group, post-test only design was used with data gathered at the end of the course. Primary outcomes were students' grades, self-perceived learning, and satisfaction. In addition, a survey was used to collect descriptive data. One cadaver prosection was available for every four students in the gross anatomy laboratory. AnatomyTV was available online through the university library. At the conclusion of the course, the gross anatomy laboratory group had significantly higher grade percentage, self-perceived learning, and satisfaction than the AnatomyTV group. However, the practical significance of the difference is debatable. The significantly greater time spent in gross anatomy laboratory during the laboratory portion of the course may have affected the study outcomes. In addition, some students may find the difference in (B+) versus (A-) grade as not practically significant. Further research needs to be conducted to identify what specific anatomy teaching resources are most effective beyond prosection for students without access to a gross anatomy laboratory. © 2015 American Association of Anatomists.

The Development and Validation of a Tool to Measure Self-Confidence and Anxiety in Nursing Students While Making Clinical Decisions

ERIC Educational Resources Information Center

White, Krista Alaine

2011-01-01

Clinical decision making (CDM) is a cornerstone skill for nurses. Self-confidence and anxiety are two affective influences that impact the learning and adeptness of CDM. Currently, no instruments exist that measure perceived self-confidence and anxiety level of undergraduate nursing students related to CDM. The purpose of this research was to…

A surgical simulation curriculum for senior medical students based on TeamSTEPPS.

PubMed

Meier, Andreas H; Boehler, Maggie L; McDowell, Chris M; Schwind, Cathy; Markwell, Steve; Roberts, Nicole K; Sanfey, Hilary

2012-08-01

To investigate whether the existing Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) curriculum can effectively teach senior medical students team skills. DESIGN Single-group preintervention and postintervention study. We integrated a TeamSTEPPS module into our existing resident readiness elective. The curriculum included interactive didactic sessions, discussion groups, role-plays, and videotaped immersive simulation scenarios. Improvement of self-assessment scores, multiple-choice examination scores, and performance ratings of videotaped simulation scenarios before and after intervention. The videos were rated by masked reviewers on the basis of a global rating instrument (TeamSTEPPS) and a more detailed nontechnical skills evaluation tool(NOTECHS). Seventeen students participated and completed the study. The self-evaluation scores improved from 12.76 to 16.06 (P < .001). The increase was significant for all of the TeamSTEPPS competencies and highest for leadership skills (from 2.2 to 3.2; P < .001). The multiple-choice score rose from 84.9% to 94.1% (P < .01). The postintervention video ratings were significantly higher for both instruments (TeamSTEPPS, from 2.99 to 3.56; P < .01; and NOTECHS, from 4.07 to 4.59; P < .001). The curriculum led to improved self-evaluation and multiple-choice scores as well as improved team skills during simulated immersive patient encounters. The TeamSTEPPS framework may be suitable for teaching medical students teamwork concepts and improving their competencies. Larger studies using this framework should be considered to further evaluate the generalizability of our results and the effectiveness of TeamSTEPPS for medical students.

Effectiveness of a Case-Based Computer Program on Students' Ethical Decision Making.

PubMed

Park, Eun-Jun; Park, Mihyun

2015-11-01

The aim of this study was to test the effectiveness of a case-based computer program, using an integrative ethical decision-making model, on the ethical decision-making competency of nursing students in South Korea. This study used a pre- and posttest comparison design. Students in the intervention group used a computer program for case analysis assignments, whereas students in the standard group used a traditional paper assignment for case analysis. The findings showed that using the case-based computer program as a complementary tool for the ethics courses offered at the university enhanced students' ethical preparedness and satisfaction with the course. On the basis of the findings, it is recommended that nurse educators use a case-based computer program as a complementary self-study tool in ethics courses to supplement student learning without an increase in course hours, particularly in terms of analyzing ethics cases with dilemma scenarios and exercising ethical decision making. Copyright 2015, SLACK Incorporated.

Oral Proficiency Teaching with WebCERF and Skype: Scenarios for Online Production and Interaction Tasks

ERIC Educational Resources Information Center

Jager, Sake; Meima, Estelle; Oggel, Gerdientje

2013-01-01

This article reports our findings on using WebCEF as a CEFR familiarization and self-assessment tool for oral proficiency. Furthermore, we outline how we have implemented Skype as a tool for telecollaboration in our language programmes. The primary purpose of our study was to explore how students and teachers would perceive the potential benefits…

Investigating Qualities of Teachers' Feedback Conversations for Fostering Reasoning and Feeling of Self-Worth in Learners: A Tool Called Feedback Mapping

ERIC Educational Resources Information Center

Quynn, Jennifer Ann

2013-01-01

Teacher feedback has been identified throughout the educational literature as a powerful classroom intervention. However few tools exist that allow teachers to understand their own feedback practice. This study details a method for evaluating the feedback experiences of students. The feedback conversations of middle school science teachers were…

[Aggression and related factors in elementary school students].

PubMed

Ji, Eun Sun; Jang, Mi Heui

2010-10-01

This study was done to explore the relationship between aggression and internet over-use, depression-anxiety, self-esteem, all of which are known to be behavior and psychological characteristics linked to "at-risk" children for aggression. Korean-Child Behavior Check List (K-CBCL), Korean-Internet Addiction Self-Test Scale, and Self-Esteem Scale by Rosenberg (1965) were used as measurement tools with a sample of 743, 5th-6th grade students from 3 elementary schools in Jecheon city. Chi-square, t-test, ANOVA, Pearson's correlation and stepwise multiple regression with SPSS/Win 13.0 version were used to analyze the collected data. Aggression for the elementary school students was positively correlated with internet over-use and depression-anxiety, whereas self-esteem was negatively correlated with aggression. Stepwise multiple regression analysis showed that 68.4% of the variance for aggression was significantly accounted for by internet over-use, depression-anxiety, and self-esteem. The most significant factor influencing aggression was depression-anxiety. These results suggest that earlier screening and intervention programs for depression-anxiety and internet over-use for elementary student will be helpful in preventing aggression.

Body painting to promote self-active learning of hand anatomy for preclinical medical students.

PubMed

Jariyapong, Pitchanee; Punsawad, Chuchard; Bunratsami, Suchirat; Kongthong, Paranyu

2016-01-01

The purpose of this study was to use the body painting method to teach hand anatomy to a group of preclinical medical students. Students reviewed hand anatomy using the traditional method and body painting exercise. Feedback and retention of the anatomy-related information were examined by a questionnaire and multiple-choice questions, respectively, immediately and 1 month after the painting exercise. Students agreed that the exercise was advantageous and helped facilitate self-active learning after in-class anatomy lessons. While there was no significant difference in knowledge retention between the control and experimental groups, the students appreciated the exercise in which they applied body paint to the human body to learn anatomy. The body painting was an efficient tool for aiding the interactive learning of medical students and increasing the understanding of gross anatomy.

Competence evaluation processes for nursing students abroad: Findings from an international case study.

PubMed

Tommasini, Cristina; Dobrowolska, Beata; Zarzycka, Danuta; Bacatum, Claudia; Bruun, Anne Marie Gran; Korsath, Dag; Roel, Siv; Jansen, Mette Bro; Milling, Tine; Deschamps, Anne; Mantzoukas, Stefanos; Mantzouka, Christine; Palese, Alvisa

2017-04-01

Assessing clinical competence in nursing students abroad is a challenge, and requires both methods and instruments capable of capturing the multidimensional nature of the clinical competences acquired. The aim of the study was to compare the clinical competence assessment processes and instruments adopted for nursing students during their clinical placement abroad. A case study design was adopted in 2015. A purposeful sample of eight nursing programmes located in seven countries (Belgium, Denmark, Greece, Norway, Poland, Portugal and Italy) were approached. Tools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method. All clinical competence evaluation procedures and instruments used in the nursing programmes involved were provided in English. A final evaluation of the competences was expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as 'Technical skills' (=60), 'Self-learning and critical thinking' (=27) and 'Nursing care process' (=25) competences. Little emphasis was given in the tools to competences involving 'Self-adaptation', 'Inter-professional skills', 'Clinical documentation', 'Managing nursing care', 'Patient communication', and 'Theory and practice integration'. Institutions signing Bilateral Agreements should agree upon the competences expected from students during their clinical education abroad. The tools used in the process, as well as the role expected by the student, should also be agreed upon. Intercultural competences should be further addressed in the process of evaluation, in addition to adaptation to different settings. There is also a need to establish those competences achievable or not in the host country, aiming at increasing transparency in learning expectations and evaluation. Copyright © 2017 Elsevier Ltd. All rights reserved.

ChemEd X Data: Exposing Students to Open Scientific Data for Higher-Order Thinking and Self-Regulated Learning

ERIC Educational Resources Information Center

Eklund, Brandon; Prat-Resina, Xavier

2014-01-01

ChemEd X Data is an open web tool that collects and curates physical and chemical data of hundreds of substances. This tool allows students to navigate, select, and graphically represent data such as boiling and melting points, enthalpies of combustion, and heat capacities for hundreds of molecules. By doing so, students can independently identify…

Students' Perceptions of the Effectiveness of the World Wide Web as a Research and Teaching Tool in Science Learning.

ERIC Educational Resources Information Center

Ng, Wan; Gunstone, Richard

2002-01-01

Investigates the use of the World Wide Web (WWW) as a research and teaching tool in promoting self-directed learning groups of 15-year-old students. Discusses the perceptions of students of the effectiveness of the WWW in assisting them with the construction of knowledge on photosynthesis and respiration. (Contains 33 references.) (Author/YDS)

How Students Perceived Social Media as a Learning Tool in Enhancing Their Language Learning Performance

ERIC Educational Resources Information Center

Kitchakarn, Orachorn

2016-01-01

Social media like Facebook has been used for teaching and learning for quite some time. Since it allows for better participation in the learning activities, a fundamental English course at a private university integrated Facebook as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the…

Improving Literacy and Metacognition with Electronic Portfolios: Teaching and Learning with ePEARL

ERIC Educational Resources Information Center

Meyer, Elizabeth; Abrami, Philip C.; Wade, C. Anne; Aslan, Ofra; Deault, Louise

2010-01-01

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007-2008 school year…

Perspectives of Students on Acceptance of Tablets and Self-Directed Learning with Technology

ERIC Educational Resources Information Center

Gokcearslan, Sahin

2017-01-01

Recent mobile learning technologies offer the opportunity for students to take charge of the learning process both inside and outside the classroom. One of these tools is the tablet PC (hereafter "tablet"). In parallel with increased access to e-content, the role of tablets in learning has recently begun to be examined. This study aims…

Design and validation of a three-instrument toolkit for the assessment of competence in electrocardiogram rhythm recognition.

PubMed

Hernández-Padilla, José M; Granero-Molina, José; Márquez-Hernández, Verónica V; Suthers, Fiona; López-Entrambasaguas, Olga M; Fernández-Sola, Cayetano

2017-06-01

Rapid and accurate interpretation of cardiac arrhythmias by nurses has been linked with safe practice and positive patient outcomes. Although training in electrocardiogram rhythm recognition is part of most undergraduate nursing programmes, research continues to suggest that nurses and nursing students lack competence in recognising cardiac rhythms. In order to promote patient safety, nursing educators must develop valid and reliable assessment tools that allow the rigorous assessment of this competence before nursing students are allowed to practise without supervision. The aim of this study was to develop and psychometrically evaluate a toolkit to holistically assess competence in electrocardiogram rhythm recognition. Following a convenience sampling technique, 293 nursing students from a nursing faculty in a Spanish university were recruited for the study. The following three instruments were developed and psychometrically tested: an electrocardiogram knowledge assessment tool (ECG-KAT), an electrocardiogram skills assessment tool (ECG-SAT) and an electrocardiogram self-efficacy assessment tool (ECG-SES). Reliability and validity (content, criterion and construct) of these tools were meticulously examined. A high Cronbach's alpha coefficient demonstrated the excellent reliability of the instruments (ECG-KAT=0.89; ECG-SAT=0.93; ECG-SES=0.98). An excellent context validity index (scales' average content validity index>0.94) and very good criterion validity were evidenced for all the tools. Regarding construct validity, principal component analysis revealed that all items comprising the instruments contributed to measure knowledge, skills or self-efficacy in electrocardiogram rhythm recognition. Moreover, known-groups analysis showed the tools' ability to detect expected differences in competence between groups with different training experiences. The three-instrument toolkit developed showed excellent psychometric properties for measuring competence in electrocardiogram rhythm recognition.

Student perceptions of a healthy university.

PubMed

Holt, M; Monk, R; Powell, S; Dooris, M

2015-06-01

As complex environments within which individuals and populations operate, universities present important contexts for understanding and addressing health issues. The healthy university is an example of the settings approach, which adopts a whole system perspective, aiming to make places within which people, learn, live, work and play supportive to health and well-being. The UK Healthy Universities Network has formulated an online toolkit, which includes a Self-Review Tool, intended to enable universities to assess what actions they need to take to develop as a healthy university. This paper presents findings from consultative research undertaken with students from universities in England, Scotland and Wales, which explored what they believe, represents a healthy university. Student surveys and focus groups were used to collect data across eleven universities in England, Scotland and Wales. A priori themes were used to develop our own model for a healthy university, and for the thematic coding phase of analysis. A healthy university would promote student health and well-being in every aspect of its business from its facilities and environment through to its curriculum. Access to reasonably priced healthy food and exercise facilities were key features of a healthy university for students in this study. The Self-Review Tool has provided a crucial start for universities undertaking the journey towards becoming a healthy university. In looking to the future both universities and the UK Healthy Universities Network will now need to look at what students want from their whole university experience, and consider how the Self-Review Tool can help universities embrace a more explicit conceptual framework. The concept of a healthy university that can tailor its facilities and supportive environments to the needs of its students will go some way to developing students who are active global citizens and who are more likely to value and prioritise health and well-being, in the short and long term through to their adult lives. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge.

PubMed

Cueli, Marisol; Rodríguez, Celestino; Areces, Débora; García, Trinidad; González-Castro, Paloma

2017-12-04

Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10-13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

Technology and Transition in the 21st Century

ERIC Educational Resources Information Center

Kellems, Ryan O.; Grigal, Meg; Unger, Darlene D.; Simmons, Thomas J.; Bauder, Debra; Williams, Caroline

2015-01-01

Devices like smartphones, tablets, and MP3 players are becoming everyday tools for the majority of the population. Technology can assist students with disabilities in many self-determination activities, such as choice making, decision making, and self-management. In addition, technology tools can support them in a wide range of transition-related…

Assessment of a Pharmaceutical Advertisement Analysis Module in a Drug Literature Evaluation Course.

PubMed

Amin, Mohamed Ezzat Khamis; Fattouh, Youssef

2017-08-01

Objective. To evaluate the impact of an educational module on students' self-efficacy when analyzing the content of promotional drug brochures (PDBs) and to assess the students' value of PDBs' as an educational tool. Methods. Third-year bachelor of pharmacy students participated in a one-hour lecture and a two-hour laboratory. Students completed a survey before and after participating in the module. Results. The module elicited a statistically significant change in students' self-efficacy beliefs regarding evaluating promotional drug brochures, while the average perceived value of promotional drug brochures did not change significantly after the module. Conclusion. A brief educational module can increase students' self-efficacy in evaluating the content of PDBs.

The effect of emotion regulation training in decreasing emotion failures and self-injurious behaviors among students suffering from specific learning disorder (SLD).

PubMed

Habibzadeh, Abbas; Pourabdol, Saeed; Saravani, Shahzad

2015-01-01

A great deal of attention has been given to the study of learning disorders. Hence, the aim of this research was to study the effect of emotion regulation training in decreasing emotion failures and self-injurious behaviors among students suffering from specific learning disorder. This was an experimental study with the pre-test, post-test and a control group. Research population included all 5th grade male students suffering from specific learning disorder (case study: 5th grade students in Ardabil in 2015). Research sample included 40 male students suffering from specific learning disorder (SLD) who were selected through multi-step cluster sampling and classified into two groups: Experimental group (n= 20) and control group (n= 20). The following tools were used for data collection: Kay Math mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, Emotion Failures Scale, Self-Injurious Behavior Questionnaire and Diagnostic Interview based on DSM-5. Data were analyzed by multivariate of variance analysis (MANOVA) model in the SPSS software version 22. The results of MANOVA revealed that emotion regulation training was effective in decreasing emotion failures in all parameters (difficulty in describing feelings, difficulty in identifying feelings, and externally oriented thinking style) and self-injurious behaviors in students suffering from specific learning disorder (p< 0.001). In this study, it was found that since emotion regulation training can have a remarkable effect on reducing negative emotions and increasing the positive ones; this treatment can play an eminent role in decreasing emotion failures and self-injurious behaviors in such students.

Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers

ERIC Educational Resources Information Center

Yoder, Nicholas

2014-01-01

Social and emotional learning (SEL) is crucial for improved educational attainment. As teachers help students achieve new college and career readiness standards, they need to use teaching practices that promote student social and emotional learning in the classroom. Our new resource, "Self-Assessing Social and Emotional Instruction and…

Faculty Processes Used to Evaluate Self-Reflective Journals in an Online RN-BSN Program

ERIC Educational Resources Information Center

Polley-Payne, Kathleen E.

2017-01-01

Evaluation of student learning activities is part of the fabric of higher education. Expected by accrediting agencies within the health professions disciplines in curricula aimed at the development of reflective practitioners. Student self-reflecting journaling is a strategy frequently employed as a tool to develop reflective practitioners and…

The Synergistic Effects of Self-Regulation Tools and the Flipped Classroom

ERIC Educational Resources Information Center

Butzler, Kelly B.

2016-01-01

Students at open-enrollment institutions enter college with a wide range of academic preparedness and are often required to take developmental classes to increase their academic skills to be successful in higher education. Further, few students possess self-regulated learning skills to aid in their learning. Researchers posited that academically…

Development and validation of the Acculturative Stress Scale for Chinese College Students in the United States (ASSCS).

PubMed

Bai, Jieru

2016-04-01

Chinese students are the biggest ethnic group of international students in the United States. This study aims to develop a reliable and valid scale to accurately measure their acculturative stress. A 72-item pool was sent online to Chinese students and a five-factor scale of 32 items was generated by exploratory factor analysis. The five factors included language insufficiency, social isolation, perceived discrimination, academic pressure, and guilt toward family. The Acculturative Stress Scale for Chinese Students demonstrated high reliability and initial validity by predicting depression and life satisfaction. It was the first Chinese scale of acculturative stress developed and validated among a Chinese student sample in the United States. In the future, the scale can be used as a diagnostic tool by mental health professionals and a self-assessment tool by Chinese students. (c) 2016 APA, all rights reserved.

Language at a Distance: Sharpening a Communication Tool in the Online Classroom

ERIC Educational Resources Information Center

Hannan, Annika

2009-01-01

Both immensely powerful and entirely fickle, language in online instruction is a double-edged sword. A potent intermediary between instructor and students, and among students themselves, language is a key tool in online learning. It carries and cultivates information. It builds knowledge and self-awareness. It brings learners together in a…

Using contrasting cases to improve self-assessment in physics learning

NASA Astrophysics Data System (ADS)

Jax, Jared Michael

Accurate self-assessment (SA) is widely regarded as a valuable tool for conducting scientific work, although there is growing concern that students present difficulties in accurately assessing their own learning. For students, the challenge of accurately self-assessing their work prevents them from effectively critiquing their own knowledge and skills, and making corrections when necessary to improve their performance. An overwhelming majority of researchers have acknowledged the importance of developing and practicing the necessary reflective skills SA in science, yet it is rarely a focus of daily instruction leading to students typically overestimate their abilities. In an effort to provide a pragmatic approach to overcoming these deficiencies, this study will demonstrate the effect of using positive and negative examples of solutions (contrasting cases) on performance and accuracy of SA when compared to student who are only shown positive examples of solutions. The work described here sought, first, to establish the areas of flawed SA that introductory high school physics students experience when studying circuitry, and, second, to examine how giving students Content Knowledge in addition to Positive and Negative Examples focused on helping them self-assess might help overcome these deficiencies. In doing so, this work highlights the positive impact that these types of support have in significantly increasing student performance, SA accuracy, and the ability to evaluate solutions in physics education.

Improving educational environment in medical colleges through transactional analysis practice of teachers.

PubMed

Rajan, Marina; Chacko, Thomas

2012-01-01

 A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of 'awareness' about intrapersonal and interpersonal processes. To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same.  An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training.  The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students.  These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes.

Improving educational environment in medical colleges through transactional analysis practice of teachers

PubMed Central

Rajan, Marina

2012-01-01

Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes. Objectives: To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same. Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training. Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students. Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes. PMID:24358808

The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire.

PubMed

Unver, Vesile; Basak, Tulay; Watts, Penni; Gaioso, Vanessa; Moss, Jacqueline; Tastan, Sevinc; Iyigun, Emine; Tosun, Nuran

2017-02-01

The purpose of this study was to adapt the "Student Satisfaction and Self-Confidence in Learning Scale" (SCLS), "Simulation Design Scale" (SDS), and "Educational Practices Questionnaire" (EPQ) developed by Jeffries and Rizzolo into Turkish and establish the reliability and the validity of these translated scales. A sample of 87 nursing students participated in this study. These scales were cross-culturally adapted through a process including translation, comparison with original version, back translation, and pretesting. Construct validity was evaluated by factor analysis, and criterion validity was evaluated using the Perceived Learning Scale, Patient Intervention Self-confidence/Competency Scale, and Educational Belief Scale. Cronbach's alpha values were found as 0.77-0.85 for SCLS, 0.73-0.86 for SDS, and 0.61-0.86 for EPQ. The results of this study show that the Turkish versions of all scales are validated and reliable measurement tools.

Library Survival. Workbook in Library Skills: A Self-Directed Course in the Use of the Marriott Library. General Studies 101.

ERIC Educational Resources Information Center

Gittins, Gwen; Dusenbury, Carolyn

Designed to acquaint undergraduate students at the University of Utah with basic library resources and materials, the program of instruction presented can be used as a self-paced tool either in course related instruction or as an independent offering. A section containing floor plans of the University's Marriott Library illustrates the location of…

[A better self-perception of physical fitness is associated with lower prevalence of metabolic syndrome and its components among university students].

PubMed

Fonseca-Camacho, Deivy Fredery; Hernández-Fonseca, John Manuel; González-Ruíz, Katherine; Tordecilla-Sanders, Alejandra; Ramírez-Vélez, Robinson

2014-12-17

To evaluate whether more positive self-perception of physical fitness is associated with lower prevalence of metabolic syndrome (MetS) and its components in university students in Bogotá, Colombia Method: A total of 493 men (mean age 28.5±11.5 years old) without cardiovascular disease university students completed the self-report fitness tool, namely "The International FItness Scale" (IFIS). The overall prevalence of MetS and its components according to "International Diabetes Federation" (IDF) criteria and the "National Cholesterol Education Program Expert Panel on Detection, Evaluation, and Treatment of High Blood, Cholesterol in Adults" (NCEP: ATP-III) were measured. Body Fat Mass (BFM), Body Fat Percentage (BF %), Fat-Free Mass (FFM) and Fat-Free Mass Index (FFMI), were estimated using segmental bioelectrical impedance equipment. Twenty three percent of participants had met the criteria of MetS. Central obesity (33%) was the most prevalent factor, followed by low HDL cholesterol level (31%). The other factors associated with the presence of MetS were hypercholesterolemia (60%), high LDL cholesterol level (32%) and hypertriglyceridemia (19%). Participants reporting to have a "good/very good" in the self-reported (cardiorespiratory and muscle fitness specific components), shown a healthy range in blood pressure, FFM, FFMI and triglycerides level (p <0.05). After adjustment for age and BMI, participants reporting to have a "good/very good" had lower prevalence in the components central obesity, blood pressure, triglycerides and HDL cholesterol level than those grouped in "acceptable" and/or "very poor/poor" (p <0.05). Participants with a lower self-perception of physical fitness have an increased prevalence of MetS and its components. This study suggests that the self-report tool used in this study, the IFIS tool, is a useful method to be used in large scale surveys and epidemiological studies in which, because of time, equipment, or qualified personnel limitations, fitness cannot be directly measured. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students

NASA Astrophysics Data System (ADS)

Burt, Stacey M.

The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.

Marine Electrician--Fundamentals.

ERIC Educational Resources Information Center

Sutliff, Ronald D.; And Others

This self-study course is designed to familiarize Marine Corps enlisted personnel with the principles of electricity, safety, and tools. The course contains three study units. Each study unit begins with a general objective, which is a statement of what the student should learn from the unit. The study units are divided into numbered work units,…

Body painting to promote self-active learning of hand anatomy for preclinical medical students.

PubMed

Jariyapong, Pitchanee; Punsawad, Chuchard; Bunratsami, Suchirat; Kongthong, Paranyu

2016-01-01

Background The purpose of this study was to use the body painting method to teach hand anatomy to a group of preclinical medical students. Methods Students reviewed hand anatomy using the traditional method and body painting exercise. Feedback and retention of the anatomy-related information were examined by a questionnaire and multiple-choice questions, respectively, immediately and 1 month after the painting exercise. Results Students agreed that the exercise was advantageous and helped facilitate self-active learning after in-class anatomy lessons. While there was no significant difference in knowledge retention between the control and experimental groups, the students appreciated the exercise in which they applied body paint to the human body to learn anatomy. Conclusion The body painting was an efficient tool for aiding the interactive learning of medical students and increasing the understanding of gross anatomy.

[Effects of a group counseling integration program on self-determination and Internet addiction in high school students with tendency to Internet addiction].

PubMed

Park, Gyeong Ran; Kim, Hee Sook

2011-10-01

In this study the effects of a Group Counseling Integration Program for students with a tendency to Internet addiction were examined. Thirty-seven students who were in a vocational high school in G city participated in a survey, which was carried out from October 12 to November 12, 2009. To test the effects of the Group Counseling Integration Program, the participants were divided into two groups, an experimental group (18) and a control group (19). The research design used in this study was a nonequivalent control group non-synchronized pre-posttest quasi-experimental research design. The research tools included a self-determination scale and an internet addiction scale. Data were analyzed using Chi-square test, t-test, and ANCOVA with the SPSS/WIN 14.0 program. Significant differences were found in self-determination scores and internet addiction scores between the experimental group and the control group (F=5.99, p=.020) (t=-2.53, p=.016). The results indicate that Group Counseling Integration Programs are an effective nursing intervention for improving self-determination and decreasing Internet addiction in students with a tendency to Internet addiction.

Validation to Portuguese of the Scale of Student Satisfaction and Self-Confidence in Learning.

PubMed

Almeida, Rodrigo Guimarães dos Santos; Mazzo, Alessandra; Martins, José Carlos Amado; Baptista, Rui Carlos Negrão; Girão, Fernanda Berchelli; Mendes, Isabel Amélia Costa

2015-01-01

Translate and validate to Portuguese the Scale of Student Satisfaction and Self-Confidence in Learning. Methodological translation and validation study of a research tool. After following all steps of the translation process, for the validation process, the event III Workshop Brazil - Portugal: Care Delivery to Critical Patients was created, promoted by one Brazilian and another Portuguese teaching institution. 103 nurses participated. As to the validity and reliability of the scale, the correlation pattern between the variables, the sampling adequacy test (Kaiser-Meyer-Olkin) and the sphericity test (Bartlett) showed good results. In the exploratory factorial analysis (Varimax), item 9 behaved better in factor 1 (Satisfaction) than in factor 2 (Self-confidence in learning). The internal consistency (Cronbach's alpha) showed coefficients of 0.86 in factor 1 with six items and 0.77 for factor 2 with 07 items. In Portuguese this tool was called: Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem. The results found good psychometric properties and a good potential use. The sampling size and specificity are limitations of this study, but future studies will contribute to consolidate the validity of the scale and strengthen its potential use.

Enhancing Learning Outcomes through Evaluation of Serious Gaming: A Mixed Methods Study

ERIC Educational Resources Information Center

Douglas, Kerrie Anna

2012-01-01

This study compared the change in counseling student's self-efficacy and skill related to suicide assessment and intervention through the use of a novel intervention-oriented evaluation method, evaluation focused discussion groups, in an experimental embedded mixed methods design. An innovation counselor pedagogical tool, Suicide Risk Assessment…

Using Critical Incident Reporting to Promote Objectivity and Self-Knowledge in Pre-Service School Psychologists

ERIC Educational Resources Information Center

Griffin, Maureen L.; Scherr, Tracey G.

2010-01-01

This longitudinal project consisted of exploring the usefulness of Critical Incident Reporting (CIR) as an instructional tool (Griffin, 2003) to first increase objectivity and self-knowledge among practicum students and then to guide practices when those students became interns the following academic year. Analysis included 120 CIRs written by 15…

Twenty Years of Growth and Innovation: A Reflection on PACKRAT's Impact on Physician Assistant Education.

PubMed

Cavanagh, Kim; Lessard, Donovan; Britt, Zach

2015-12-01

In its 20th year, the Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT) is a student self-assessment that can assist physician assistant (PA) students and PA program faculty in identifying strengths and areas in need of improvement in the didactic and clinical phases of PA education. In this reflection, we provide an overview of the history of PACKRAT and outline some of its benefits for students and PA programs, as well as its generative role in assessment within PA studies. Taking a broader view of PACKRAT's impact on assessment for the PA profession, we outline the research on its benefits and its use to maximize student performance, as well as how it has promoted the development of additional assessment tools.

Student Portfolios 101

ERIC Educational Resources Information Center

Lippert, Robert

2004-01-01

Student portfolios can offer great benefits to both high school and postsecondary education programs. They assist instructors in determining the progress of a student's performance and provide students with a vital self-promotion tool for job searches or the higher education application process. This brief article describes a few considerations to…

Interactivity Technologies to Improve the Learning in Classrooms through the Cloud

ERIC Educational Resources Information Center

Fardoun, Habib M.; Alghazzawi, Daniyal M.; Paules, Antonio

2018-01-01

In this paper, the authors present a cloud system that incorporate tools developed in HTML5 and JQuery technologies, which are offered to professors and students in the development of a teaching methodology called flipped classroom, where the theoretical content is usually delivered by video files and self-assessment tools that students can…

Trowel Trades Tools. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on trowel trades tools is part of the course, Trowel Trades, which was developed for Preapprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 868.) The course is designed to provide students with an orientation to the trade and an opportunity to explore it. The…

The role of self-efficacy in explaining gender differences in physical activity among adolescents: a multilevel analysis.

PubMed

Spence, John C; Blanchard, Chris M; Clark, Marianne; Plotnikoff, Ronald C; Storey, Kate E; McCargar, Linda

2010-03-01

The purposes of this study were to determine if a) gender moderated the relationship between self-efficacy and physical activity (PA) among youth in Alberta, Canada, and, alternatively b) if self-efficacy mediated the relationship between gender and PA. A novel web-based tool was used to survey a regionally diverse sample of 4779 students (boys = 2222, girls = 2557) from 117 schools in grades 7 to 10 (mean age = 13.64 yrs.). Among other variables, students were asked about their PA and self-efficacy for participating in PA. Based upon a series of multilevel analyses, self-efficacy was found to be a significantly stronger correlate of PA for girls. But, boys had significantly higher self-efficacy compared with girls, which resulted in significantly more PA. Findings suggest self-efficacy is an important correlate of PA among adolescent girls but that boys are more physically active because they have more self-efficacy for PA.

Effects of a skill demonstration video delivered by smartphone on facilitating nursing students' skill competencies and self-confidence: A randomized controlled trial study.

PubMed

Chuang, Yeu-Hui; Lai, Fu-Chih; Chang, Chia-Chi; Wan, Hsu-Tien

2018-07-01

The correct and appropriate performance of nursing skills by students can ensure patient safety and care quality. However, developing appropriate teaching and learning strategies to enhance nursing students' nursing skills and knowledge are challenging tasks for nursing faculty members. Nowadays, smartphones are popular mobile devices that are used on campuses by students and could be considered a potential tool to deliver learning materials to nursing students. This study aimed to examine the effects of a skill demonstration video delivered by smartphone on facilitating nursing students' nursing skill competency and confidence. A randomized controlled trial study design was used. A convenience sample of nursing students at a university was recruited. After receiving a regular nursing skills lab demonstration, pre-test data were collected from nursing students in an intervention group (n = 44) and a comparison group (n = 43). Then, students in the intervention group downloaded the skill demonstration video onto their smartphones, while the comparison group did not. Post-test data were collected at 2 weeks after the intervention. There were significant differences in students' urinary catheterization knowledge (F = 4.219, p = 0.04) and skills (F = 6.739, p = 0.013), but there was no difference in students' confidence level (F = 2.201, p = 0.142) between the two groups after the intervention. Furthermore, the average score of the satisfaction level regarding the intervention was 4.46 (SD = 0.43) on a scale of 1-5. This study found that delivering learning materials through smartphones to nursing students is suitable. Although there was no significant difference in students' self-confidence level, students' knowledge and skills were improved by the intervention. Smartphones can serve as a supplemental tool for learning nursing skills. Copyright © 2018 Elsevier Ltd. All rights reserved.

Measuring the style of innovative thinking among engineering students

NASA Astrophysics Data System (ADS)

Passig, David; Cohen, Lizi

2014-01-01

Background: Many tools have been developed to measure the ability of workers to innovate. However, all of them are based on self-reporting questionnaires, which raises questions about their validity Purpose: The aim was to develop and validate a tool, called Ideas Generation Implementation (IGI), to objectively measure the style and potential of engineering students in generating innovative technological ideas. The cognitive framework of IGI is based on the Architectural Innovation Model (AIM). Tool description: The IGI tool was designed to measure the level of innovation in generating technological ideas and their potential to be implemented. These variables rely on the definition of innovation as 'creativity, implemented in a high degree of success'. The levels of innovative thinking are based on the AIM and consist of four levels: incremental innovation, modular innovation, architectural innovation and radical innovation. Sample: Sixty experts in technological innovation developed the tool. We checked its face validity and calculated its reliability in a pilot study (kappa = 0.73). Then, 145 undergraduate students were sampled at random from the seven Israeli universities offering engineering programs and asked to complete the questionnaire. Design and methods: We examined the construct validity of the tool by conducting a variance analysis and measuring the correlations between the innovator's style of each student, as suggested by the AIM, and the three subscale factors of creative styles (efficient, conformist and original), as suggested by the Kirton Adaptors and Innovators (KAI) questionnaire. Results: Students with a radical innovator's style inclined more than those with an incremental innovator's style towards the three creative cognitive styles. Students with an architectural innovator's style inclined moderately, but not significantly, towards the three creative styles. Conclusions: The IGI tool objectively measures innovative thinking among students, thus allowing screening of potential employees at an early stage, during their undergraduate studies. The tool was found to be reliable and valid in measuring the style and potential of technological innovation among engineering students.

Online or not? A comparison of students' experiences of an online and an on-campus class.

PubMed

Mgutshini, Tennyson

2013-03-18

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students' satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students' experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an 'achievement of learning outcomes' measurement tool. Students on the online cohort performed better in areas where 'self-direction' in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

Developing self-aware mindfulness to manage countertransference in the nurse-client relationship: an evaluation and developmental study.

PubMed

Scheick, Dawn M

2011-01-01

Nursing students, and even the nurses they become, bring not only caring to their wounded clients but also at times their own unresolved personal stress. Especially without mindful awareness, projection of the nurse's unacknowledged emotional encumbrances (countertransference) threatens the effectiveness of the nurse-client relationship. The purpose of this study was to evaluate whether Scheick's (2004) earlier instruction and use of a self-awareness development guide affected the self-control and sense of vibrant aliveness of students in a psychiatric nursing course, then use the information gained to develop a self-aware mindfulness template for managing countertransference in the nurse-client relationship. As gleaned from the literature, self-concept behaviors such as being fully vibrantly alive in the present moment, exercising self-control, and enacting self-awareness dovetail with qualities of mindfulness. Building on earlier findings pertinent to increasing self-awareness, this research used developmental mixed methodology to evaluate ex post facto data on the sense of vibrant full aliveness and self-control of 15 psychiatric nursing students who used a self-awareness development guide compared with seven final semester nursing students who lacked focused self-awareness instructional experiences. Both groups took Schutz's (1992) Element S: Self concept assessment. The quantitative research portion used inferential statistical analysis via the t test to evaluate student scores yielding information pertinent to the qualitative developmental part of the study. Formative and summative committees comprised of expert nursing and other psychologically oriented faculty then developed self-awareness and mindfully oriented teaching-learning tools that together formed a template highlighted by a mnemonic model termed STEDFAST. Although mitigated by the small sample and the use of intact groups, the experimental group, when exposed to self-awareness focused learning experiences, showed not only statistically significant changes in self-awareness, which had been determined in Scheick's (2004) earlier study, but also statistically significant changes in vibrant aliveness and self-control. The outcome that deliberate learning experiences using a self-awareness development model likely affected all three mindful behaviors prompted the expert formative and summative committees to specifically target self-awareness and mindfulness for the template. Students implementing the template anecdotally report increased self-aware mindfulness especially as they readily use the STEDFAST Self-Aware Mindfulness mnemonic portion in clinical encounters. The limitations of the study mandate that statistical assumptions be downplayed in favor of simply exploring data trends. Nevertheless, students using the template components describe growing in their ability to mindfully self-monitor toward better managing of not only countertransference in psychiatric nursing but also their own learning in other areas of nursing practice. Copyright © 2011 Elsevier Inc. All rights reserved.

Teaching Elementary School Students to Be Effective Writers. Practice Guide Summary

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

An early foundation in writing offers students a valuable tool for learning, communication, and self-expression. Authored by a panel of experts, the "Teaching Elementary School Students to Be Effective Writers" practice guide presents four recommendations educators can use to help elementary students strengthen their writing skills. The…

Factors influencing exemplary science teachers' levels of computer use

NASA Astrophysics Data System (ADS)

Hakverdi, Meral

This study examines exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their students' use of computer applications/tools in or for their science class. After a relevant review of the literature certain variables were selected for analysis. These variables included personal self-efficacy in teaching with computers, outcome expectancy, pupil-control ideology, level of computer use, age, gender, teaching experience, personal computer use, professional computer use and science teachers' level of knowledge/skills in using specific computer applications for science instruction. The sample for this study includes middle and high school science teachers who received the Presidential Award for Excellence in Science Teaching Award (sponsored by the White House and the National Science Foundation) between the years 1997 and 2003 from all 50 states and U.S. territories. Award-winning science teachers were contacted about the survey via e-mail or letter with an enclosed return envelope. Of the 334 award-winning science teachers, usable responses were received from 92 science teachers, which made a response rate of 27.5%. Analysis of the survey responses indicated that exemplary science teachers have a variety of knowledge/skills in using computer related applications/tools. The most commonly used computer applications/tools are information retrieval via the Internet, presentation tools, online communication, digital cameras, and data collection probes. Results of the study revealed that students' use of technology in their science classroom is highly correlated with the frequency of their science teachers' use of computer applications/tools. The results of the multiple regression analysis revealed that personal self-efficacy related to the exemplary science teachers' level of computer use suggesting that computer use is dependent on perceived abilities at using computers. The teachers' use of computer-related applications/tools during class, and their personal self-efficacy, age, and gender are highly related with their level of knowledge/skills in using specific computer applications for science instruction. The teachers' level of knowledge/skills in using specific computer applications for science instruction and gender related to their use of computer-related applications/tools during class and the students' use of computer-related applications/tools in or for their science class. In conclusion, exemplary science teachers need assistance in learning and using computer-related applications/tool in their science class.

The relationship between family functioning and self-esteem in female high school students of Isfahan, Iran, in 2013–2014

PubMed Central

Rezaei-Dehaghani, Abdollah; Paki, Somayeh; Keshvari, Mahrokh

2015-01-01

Background: One of the most critical periods of the life of a person is adolescence. During this period, individuals face many problems such as low self-esteem. Self-esteem can be influenced by many factors such as school, friends, and inner personality, but it seems that the family has a crucial role in shaping self-esteem. Therefore, the present study aimed to determine the relationship between family functioning and self-esteem in female high school students in Isfahan, Iran. Materials and Methods: This descriptive correlational study was performed with multi-stage random sampling method on 237 female high school students who met the inclusion criteria of the study. The data collection tools included Bloom's Family Functioning Scale and Pop's self-esteem questionnaire. The data obtained from the questionnaires were analyzed through SPSS software. Results: The results showed that the majority of the samples examined had moderate level self-esteem (48.5%) and family function (56.5%). There was a significant correlation between the dimensions of family functioning and areas of self-esteem (except for lack of independence, and public, academic, and physical self-esteem). In addition, the correlation between family aspirations and self-esteem (r = 0.636, P < 0.01) was higher than other variables. Moreover, across the dimensions of family functioning, a significant negative correlation was found between the lack of independence and the family self-esteem subscale. Conclusions: The results of the study showed that adolescents’ self-esteem is highly correlated with their family's performance. Therefore, to enhance the self-esteem of adolescents, family-centered empowerment programs should be planned and implemented by health service providers, especially nurses, in order to improve and enhance family functioning. PMID:26120339

The relationship between family functioning and self-esteem in female high school students of Isfahan, Iran, in 2013-2014.

PubMed

Rezaei-Dehaghani, Abdollah; Paki, Somayeh; Keshvari, Mahrokh

2015-01-01

One of the most critical periods of the life of a person is adolescence. During this period, individuals face many problems such as low self-esteem. Self-esteem can be influenced by many factors such as school, friends, and inner personality, but it seems that the family has a crucial role in shaping self-esteem. Therefore, the present study aimed to determine the relationship between family functioning and self-esteem in female high school students in Isfahan, Iran. This descriptive correlational study was performed with multi-stage random sampling method on 237 female high school students who met the inclusion criteria of the study. The data collection tools included Bloom's Family Functioning Scale and Pop's self-esteem questionnaire. The data obtained from the questionnaires were analyzed through SPSS software. The results showed that the majority of the samples examined had moderate level self-esteem (48.5%) and family function (56.5%). There was a significant correlation between the dimensions of family functioning and areas of self-esteem (except for lack of independence, and public, academic, and physical self-esteem). In addition, the correlation between family aspirations and self-esteem (r = 0.636, P < 0.01) was higher than other variables. Moreover, across the dimensions of family functioning, a significant negative correlation was found between the lack of independence and the family self-esteem subscale. The results of the study showed that adolescents' self-esteem is highly correlated with their family's performance. Therefore, to enhance the self-esteem of adolescents, family-centered empowerment programs should be planned and implemented by health service providers, especially nurses, in order to improve and enhance family functioning.

Students' Reactions to the Use of Animals as Instructional Tools for Science

NASA Astrophysics Data System (ADS)

Gurzau, Vickie Anne

Teaching science to students with special needs requires different approaches. A program at the study site supplemented packaged science kits with animal-assisted instruction, but such an approach was never evaluated. The purpose of this study was to provide a formative program evaluation documenting students' reactions to the use of animals as instructional tools for science. Conceptually this research project was framed in the constructivist paradigm based on the work of Dewey and Darling-Hammond. This evaluation involved a qualitative case-study approach to explore how 5th grade students with learning disabilities reacted toward science when animals were used to facilitate instruction. The research question was addressed based on the collection of data through focus group interviews, observations, and student journals. Data were analyzed as they emerged using inductive analysis in combination with typological analysis, to deconstruct the data into themes and patterns. Findings revealed students' reactions to the use of animals were positive, resulting from the engagement of students in the lesson activities and connections to the animals. Students' verbal and nonverbal engagements were noted, as well as feelings of curiosity, anxiety, and self-efficacy. The project for this study was an evaluation report for stakeholders that contained recommendations for enhancing science instruction with animals as instructional tools, acknowledging students' interests, and providing students with authentic, hands-on experiences. Implications for positive social change were that students with disabilities may be provided affirmation of their abilities to actively learn, experience, and understand science through the use of animals in such a way as to recognize their interests and develop their strengths.

The Relationship between Religious Coping and Self-Care Behaviors in Iranian Medical Students.

PubMed

Sharif Nia, Hamid; Pahlevan Sharif, Saeed; Goudarzian, Amir Hossein; Allen, Kelly A; Jamali, Saman; Heydari Gorji, Mohammad Ali

2017-12-01

In recent years, researchers have identified that coping strategies are an important contributor to an individual's life satisfaction and ability to manage stress. The positive relationship between religious copings, specifically, with physical and mental health has also been identified in some studies. Spirituality and religion have been discussed rigorously in research, but very few studies exist on religious coping. The aim of this study was to determine the relationship between religious coping methods (i.e., positive and negative religious coping) and self-care behaviors in Iranian medical students. This study used a cross-sectional design of 335 randomly selected students from Mazandaran University of Medical Sciences, Iran. A data collection tool comprised of the standard questionnaire of religious coping methods and questionnaire of self-care behaviors assessment was utilized. Data were analyzed using a two-sample t test assuming equal variances. Adjusted linear regression was used to evaluate the independent association of religious copings with self-care. Adjusted linear regression model indicated an independent significant association between positive (b = 4.616, 95% CI 4.234-4.999) and negative (b = -3.726, 95% CI -4.311 to -3.141) religious coping with self-care behaviors. Findings showed a linear relationship between religious coping and self-care behaviors. Further research with larger sample sizes in diverse populations is recommended.

Assessing institutional support for Hispanic nursing student retention: a study to evaluate the psychometric properties of two self-assessment inventories.

PubMed

Bond, Mary Lou; Cason, Carolyn L

2014-01-01

To assess the content validity and internal consistency reliability of the Healthcare Professions Education Program Self-Assessment (PSA) and the Institutional Self-Assessment for Factors Supporting Hispanic Student Retention (ISA). Health disparities among vulnerable populations are among the top priorities demanding attention in the United States. Efforts to recruit and retain Hispanic nursing students are essential. Based on a sample of provosts, deans/directors, and an author of the Model of Institutional Support, participants commented on the perceived validity and usefulness of each item of the PSA and ISA. Internal consistency reliability was calculated by Cronbach's alpha using responses from nursing schools in states with large Hispanic populations. The ISA and PSA were found to be reliable and valid tools for assessing institutional friendliness. The instruments highlight strengths and identify potential areas of improvement at institutional and program levels.

Parent-child relationships and self‑control in male university students' desire to play video games.

PubMed

Karbasizadeh, Sina; Jani, Masih; Keshvari, Mahtab

2018-06-12

To determine the relationship between the parent-child relationship, self-control and demographic characteristics and the desire to play video games among male university students at one university in Iran. This was a correlational, descriptive, applied study. A total of 103 male students were selected randomly as a study sample from the population of male students at Isfahan University in Iran. Data collection tools used were the Video Games Questionnaire, Tanji's Self-Control Scale, Parent-Child Relationship Questionnaire, and Demographic Questionnaire. Data were analysed using stepwise regression analysis. This study found several factors increased male students' desire to play video games. Demographic characteristics associated with increased tendency to play video games among male students in Iran are older age, larger number of family members, lower parental level of education and higher socio-economic class, while other significant factors are a lower level of self‑control and a poorer parent-child relationship. PARTICIPANTS': higher socio-economic class, lower level of self-control and older age explained 8.2%, 5.2% and 5.9% of their desire to play video games, respectively. These three variables together accounted for significantly 16.9% of a male student's desire to play video games in this study ( P <0.05). These results suggest that the family's socio-economic status plays a significant role in young men's desire to play video games in Iran. Moreover, lower levels of self-control and a poorer parent-child relationship were found to be accompanied by a greater desire to play video games among male university students. © 2018 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.

Comparing the Self-Report and Measured Smartphone Usage of College Students: A Pilot Study.

PubMed

Lee, Heyoung; Ahn, Heejune; Nguyen, Trung Giang; Choi, Sam-Wook; Kim, Dae Jin

2017-03-01

Nowadays smartphone overuse has become a social and medical concern. For the diagnosis and treatment, clinicians use the self-report information, but the report data often does not match actual usage pattern. The paper examines the similarity and variance in smartphone usage patterns between the measured data and self-reported data. Together with the self-reported data, the real usage log data is collected from 35 college students in a metropolitan region of Northeast Asia, using Android smartphone monitoring application developed by the authors. The unconscious users underestimate their usage time by 40%, in spite of 15% more use in the actual usage. Messengers are most-used application regardless of their self-report, and significant preference to SNS applications was observed in addict group. The actual hourly pattern is consistent with the reported one. College students use more in the afternoon, when they have more free time and cannot use PCs. No significant difference in hourly pattern is observed between the measured and self-report. The result shows there are significant cognitive bias in actual usage patterns exists in self report of smartphone addictions. Clinicians are recommended to utilize measurement tools in diagnosis and treatment of smartphone overusing subjects.

A Motivational Account of the Undergraduate Experience in Science: Brief Measures of Students' Self-System Appraisals, Engagement in Coursework, and Identity as a Scientist

ERIC Educational Resources Information Center

Skinner, Ellen; Saxton, Emily; Currie, Cailin; Shusterman, Gwen

2017-01-01

As part of long-standing efforts to promote undergraduates' success in science, researchers have investigated the instructional strategies and motivational factors that promote student learning and persistence in science coursework and majors. This study aimed to create a set of brief measures that educators and researchers can use as tools to…

Using the RPE-Talk Scale to Individualize Physical Activity for Students

ERIC Educational Resources Information Center

Nye, Susan B.; Todd, M. Kent

2013-01-01

For some students, self-selecting a pace during exercise may not provide enough of a physical challenge. Others push themselves so hard that they tire out before they can experience the benefits of exercise. In order to improve self-monitoring of exercise intensity, a variety of tools using the perception of effort and the ability to talk while…

A Latin Functionalist Dictionary as a Self-Learning Language Device: Previous Experiences to Digitalization

ERIC Educational Resources Information Center

Márquez, Manuel; Chaves, Beatriz

2016-01-01

The application of a methodology based on S.C. Dik's Functionalist Grammar linguistic principles, which is addressed to the teaching of Latin to secondary students, has resulted in a quantitative improvement in students' acquisition process of knowledge. To do so, we have used a self-learning tool, an ad hoc dictionary, of which the use in…

Developing and testing a measurement tool for assessing predictors of breakfast consumption based on a health promotion model.

PubMed

Dehdari, Tahereh; Rahimi, Tahereh; Aryaeian, Naheed; Gohari, Mahmood Reza; Esfeh, Jabiz Modaresi

2014-01-01

To develop an instrument for measuring Health Promotion Model constructs in terms of breakfast consumption, and to identify the constructs that were predictors of breakfast consumption among Iranian female students. A questionnaire on Health Promotion Model variables was developed and potential predictors of breakfast consumption were assessed using this tool. One hundred female students, mean age 13 years (SD ± 1.2 years). Two middle schools from moderate-income areas in Qom, Iran. Health Promotion Model variables were assessed using a 58-item questionnaire. Breakfast consumption was also measured. Internal consistency (Cronbach alpha), content validity index, content validity ratio, multiple linear regression using stepwise method, and Pearson correlation. Content validity index and content validity ratio scores of the developed scale items were 0.89 and 0.93, respectively. Internal consistencies (range, .74-.91) of subscales were acceptable. Prior related behaviors, perceived barriers, self-efficacy, and competing demand and preferences were 4 constructs that could predict 63% variance of breakfast frequency per week among subjects. The instrument developed in this study may be a useful tool for researchers to explore factors affecting breakfast consumption among students. Students with a high level of self-efficacy, more prior related behavior, fewer perceived barriers, and fewer competing demands were most likely to regularly consume breakfast. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

PubMed

Topale, Luminica

2016-08-12

New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.

Nurses' training and confidence on deep venous catheterization.

PubMed

Liachopoulou, A P; Synodinou-Kamilou, E E; Deligiannidi, P G; Giannakopoulou, M; Birbas, K N

2008-01-01

The rough estimation of the education and the self-confidence of nurses, both students and professionals, regarding deep venous catheterization in adult patients, the evaluation of the change in self-confidence of one team of students who were trained with a simulator on deep venous catheterization and the correlation of their self-confidence with their performance recorded by the simulator. Seventy-six nurses and one hundred twenty-four undergraduate students participated in the study. Fourty-four University students took part in a two-day educational seminar and were trained on subclavian and femoral vein paracentesis with a simulator and an anatomical model. Three questionnaires were filled in by the participants: one from nurses, one from students of Technological institutions, while the University students filled in the previous questionnaire before their attendance of the seminar, and another questionnaire after having attended it. Impressive results in improving the participants' self-confidence were recorded. However, the weak correlation of their self-confidence with the score automatically provided by the simulator after each user's training obligates us to be particularly cautious about the ability of the users to repeat the action successfully in a clinical environment. Educational courses and simulators are useful educational tools that are likely to shorten but in no case can efface the early phase of the learning curve in clinical setting, substituting the clinical training of inexperienced users.

Standardized patient assessment of medical student empathy: ethnicity and gender effects in a multi-institutional study.

PubMed

Berg, Katherine; Blatt, Benjamin; Lopreiato, Joseph; Jung, Julianna; Schaeffer, Arielle; Heil, Daniel; Owens, Tamara; Carter-Nolan, Pamela L; Berg, Dale; Veloski, Jon; Darby, Elizabeth; Hojat, Mohammadreza

2015-01-01

To examine, primarily, the effects of ethnicity and gender, which could introduce bias into scoring, on standardized patient (SP) assessments of medical students and, secondarily, to examine medical students' self-reported empathy for ethnicity and gender effects so as to compare self-perception with the perceptions of SPs. Participants were 577 students from four medical schools in 2012: 373 (65%) were white, 79 (14%) black/African American, and 125 (22%) Asian/Pacific Islander. These students were assessed by 84 SPs: 62 (74%) were white and 22 (26%) were black/African American. SPs completed the Jefferson Scale of Patient Perceptions of Physician Empathy (JSPPPE) and the Global Ratings of Empathy tool. Students completed the Jefferson Scale of Empathy and two Interpersonal Reactivity Index subscales. The investigators used 2,882 student-SP encounters in their analyses. Analyses of SPs' assessments of students' empathy indicated significant interaction effects of gender and ethnicity. Female students, regardless of ethnicity, obtained significantly higher mean JSPPPE scores than men. Female black/African American, female white, and female Asian/Pacific Islander students scored significantly higher on the JSPPPE than their respective male counterparts. Male black/African American students obtained the lowest SP assessment scores of empathy regardless of SP ethnicity. Black/African American students obtained the highest mean scores on self-reported empathy. The significant interaction effects of ethnicity and gender in clinical encounters, plus the inconsistencies observed between SPs' assessments of students' empathy and students' self-reported empathy, raise questions about possible ethnicity and gender biases in the SPs' assessments of medical students' clinical skills.

An Analysis of the Relationship Between High School Students' Tendency Toward Violence, Self-Esteem, and Competitive Attitude.

PubMed

Karayagiz Muslu, Gonca; Coşkun Cenk, Sibel; Sarlak, Deniz

2017-08-01

This study analyzes the relationship among high school students' tendencies toward violence, self-esteem, and competitive attitudes. It was conducted in Fethiye, Muğla, between September 2013 and January 2014. The population of the study consisted of 6,531 students from 11 high schools. The participants were determined using stratified random sampling, and the study data were collected from 1,600 students. A personal information form, the Violence Tendency Scale, the Competitive Attitude Scale, and the Coopersmith Self-Esteem Scale were used as data collection tools. In this study, the rate of the participants who were exposed to violence was 15.4%. Of them, 46.2% said that one of their family members was violent toward them, while 27.3% said that their teachers had been violent toward them. Of the participants that were exposed to violence, 55.8% reported psychological violence, 27.3% reported physical violence, and 10.8% reported sexual violence. In the study, tendency toward violence is a dependent variable, while competitive attitude and self-esteem are independent variables. Family type, exposure to violence, and demographics are control variables. Age, class, school, family attitude, and exposure to violence are the variables that created significant differences in the tendency for violence. The present study showed that there was an inverse and weak yet significant relationship between the students' tendencies toward violence and competitiveness ( r = -.169), and a positive and weak relationship between tendency toward violence and self-esteem ( r = .238). Also, there was an inverse and low-level significant relationship between competitiveness and self-esteem ( r = -.121). The variables which affect the tendency toward violence are gender, exposure to violence, competitiveness, age, self-esteem, and extended family type in a descending order regarding their importance. The predictive power of the variables on the tendency toward violence was 16.8%, which is not statistically significant.

Integrating Computational Science Tools into a Thermodynamics Course

NASA Astrophysics Data System (ADS)

Vieira, Camilo; Magana, Alejandra J.; García, R. Edwin; Jana, Aniruddha; Krafcik, Matthew

2018-01-01

Computational tools and methods have permeated multiple science and engineering disciplines, because they enable scientists and engineers to process large amounts of data, represent abstract phenomena, and to model and simulate complex concepts. In order to prepare future engineers with the ability to use computational tools in the context of their disciplines, some universities have started to integrate these tools within core courses. This paper evaluates the effect of introducing three computational modules within a thermodynamics course on student disciplinary learning and self-beliefs about computation. The results suggest that using worked examples paired to computer simulations to implement these modules have a positive effect on (1) student disciplinary learning, (2) student perceived ability to do scientific computing, and (3) student perceived ability to do computer programming. These effects were identified regardless of the students' prior experiences with computer programming.

Comparison of a prepCheck-supported self-assessment concept with conventional faculty supervision in a pre-clinical simulation environment.

PubMed

Wolgin, M; Grabowski, S; Elhadad, S; Frank, W; Kielbassa, A M

2018-03-25

This study aimed to evaluate the educational outcome of a digitally based self-assessment concept (prepCheck; DentsplySirona, Wals, Austria) for pre-clinical undergraduates in the context of a regular phantom-laboratory course. A sample of 47 third-year dental students participated in the course. Students were randomly divided into a prepCheck-supervised (self-assessment) intervention group (IG; n = 24); conventionally supervised students constituted the control group (CG; n = 23). During the preparation of three-surface (MOD) class II amalgam cavities, each IG participant could analyse a superimposed 3D image of his/her preparation against the "master preparation" using the prepCheck software. In the CG, several course instructors performed the evaluations according to pre-defined assessment criteria. After completing the course, a mandatory (blinded) practical examination was taken by all course participants (both IG and CG students), and this assessment involved the preparation of a MOD amalgam cavity. Then, optical impressions by means of a CEREC-Omnicam were taken to digitalize all examination preparations, followed by surveying and assessing the latter using prepCheck. The statistical analysis of the digitalized samples (Mann-Whitney U test) revealed no significant differences between the cavity dimensions achieved in the IG and CG (P = .406). Additionally, the sum score of the degree of conformity with the "master preparation" (maximum permissible 10% of plus or minus deviation) was comparable in both groups (P = .259). The implemented interactive digitally based, self-assessment learning tool for undergraduates appears to be equivalent to the conventional form of supervision. Therefore, such digital learning tools could significantly address the ever-increasing student to faculty ratio. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Please Write: Using Critical Friend Letter Writing in Teacher Research

ERIC Educational Resources Information Center

Samaras, Anastasia P.; Sell, Corey

2013-01-01

This study examines students' experiences using letter writing designed as a socio-cultural-based tool for critical friend work to promote dialogue and critique of their self-study teacher research projects. It seeks to understand their diverse experiences to inform future practice and contribute to the knowledge base of critical friend work in…

Development of a novel empathy-related video-feedback intervention to improve empathic accuracy of nursing students: A pilot study.

PubMed

Lobchuk, Michelle; Halas, Gayle; West, Christina; Harder, Nicole; Tursunova, Zulfiya; Ramraj, Chantal

2016-11-01

Stressed family carers engage in health-risk behaviours that can lead to chronic illness. Innovative strategies are required to bolster empathic dialogue skills that impact nursing student confidence and sensitivity in meeting carers' wellness needs. To report on the development and evaluation of a promising empathy-related video-feedback intervention and its impact on student empathic accuracy on carer health risk behaviours. A pilot quasi-experimental design study with eight pairs of 3rd year undergraduate nursing students and carers. Students participated in perspective-taking instructional and practice sessions, and a 10-minute video-recorded dialogue with carers followed by a video-tagging task. Quantitative and qualitative approaches helped us to evaluate the recruitment protocol, capture participant responses to the intervention and study tools, and develop a tool to assess student empathic accuracy. The instructional and practice sessions increased student self-awareness of biases and interest in learning empathy by video-tagging feedback. Carers felt that students were 'non-judgmental', inquisitive, and helped them to 'gain new insights' that fostered ownership to change their health-risk behaviour. There was substantial Fleiss Kappa agreement among four raters across five dyads and 67 tagged instances. In general, students and carers evaluated the intervention favourably. The results suggest areas of improvement to the recruitment protocol, perspective-taking instructions, video-tagging task, and empathic accuracy tool. Copyright © 2016 Elsevier Ltd. All rights reserved.

Use of a Web-based game to teach pediatric content to medical students.

PubMed

Sward, Katherine A; Richardson, Stephanie; Kendrick, Jeremy; Maloney, Chris

2008-01-01

The aim of this study was to assess, using a Web-based format, third-year medical students' pediatric knowledge and perceptions of game playing with faculty facilitation compared with self-study computerized flash cards. This study used a repeated-measures experimental design with random assignment to a game group or self-study group. Pediatric knowledge was tested using multiple choice exams at baseline, week 6 of the clerkship following a 4-week intervention, and 6 weeks later. Perceptions about game playing and self-study were evaluated using a questionnaire at week 6. The groups did not differ on content mastery, perceptions about content, or time involved in game playing or self-study. Perceptions about game playing versus self-study as a pedagogical method appeared to favor game playing in understanding content (P<.001), perceived help with learning (P<.05), and enjoyment of learning (P<.008). An important difference was increased game group willingness to continue participating in the intervention. Games can be an enjoyable and motivating method for learning pediatric content, enhanced by group interactions, competition, and fun. Computerized, Web-based tools can facilitate access to educational resources and are feasible to apply as an adjunct to teaching clinical medicine.

Using ePortfolio's to Assess Undergraduate Paramedic Students: A Proof of Concept Evaluation

ERIC Educational Resources Information Center

Mason, Rod; Williams, Brett

2016-01-01

The ePortfolio presents itself as potentially a highly useful assessment tool for students, encouraging self-reflection and the development of both clinical skills and theoretical knowledge by students identifying strengths and gaps in knowledge. A survey of students after the completion the inaugural Emergency Health ePortfolio program revealed…

Metal Fabricating Specialist (AFSC 55252).

ERIC Educational Resources Information Center

Air Univ., Gunter AFS, Ala. Extension Course Inst.

This seven-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for metal fabricating specialists. Covered in the individual volumes are general subjects (career progression, management of activities and resources, shop mathematics, and characteristics of metals); sheet metal tools and equipment…

Dental Students' Perceptions of Digital Assessment Software for Preclinical Tooth Preparation Exercises.

PubMed

Park, Carly F; Sheinbaum, Justin M; Tamada, Yasushi; Chandiramani, Raina; Lian, Lisa; Lee, Cliff; Da Silva, John; Ishikawa-Nagai, Shigemi

2017-05-01

Objective self-assessment is essential to learning and continued competence in dentistry. A computer-assisted design/computer-assisted manufacturing (CAD/CAM) learning software (prepCheck, Sirona) allows students to objectively assess their performance in preclinical prosthodontics. The aim of this study was to evaluate students' perceptions of CAD/CAM learning software for preclinical prosthodontics exercises. In 2014, all third-year dental students at Harvard School of Dental Medicine (n=36) were individually instructed by a trained faculty member in using prepCheck. Each student completed a preclinical formative exercise (#18) and summative examination (#30) for ceramometal crown preparation and evaluated the preparation using five assessment tools (reduction, margin width, surface finish, taper, and undercut) in prepCheck. The students then rated each of the five tools for usefulness, user-friendliness, and frequency of use on a scale from 1=lowest to 5=highest. Faculty members graded the tooth preparations as pass (P), marginal-pass (MP), or fail (F). The survey response rate was 100%. The tools for undercut and taper had the highest scores for usefulness, user-friendliness, and frequency of use. The reduction tool score was significantly lower in all categories (p<0.01). There were significant differences in usefulness (p<0.05) and user-friendliness (p<0.05) scores among the P, MP, and F groups. These results suggest that the prepCheck taper and undercut tools were useful for the students' learning process in a preclinical exercise. The students' perceptions of prepCheck and their preclinical performance were related, and those students who performed poorest rated the software as significantly more useful.

Deoxyribonucleic Acid and Other Words Students Avoid Speaking Aloud: Evaluating the Role of Pronunciation on Participation in Secondary School Science Classroom Conversations

NASA Astrophysics Data System (ADS)

Beck, Stacie Elizabeth

Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts. This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.

Photovoice as a Pedagogical Tool: Exploring Personal and Professional Values with Female Muslim Social Work Students in an Intercultural Classroom Setting

ERIC Educational Resources Information Center

Bromfield, Nicole F.; Capous-Desyllas, Moshoula

2017-01-01

This article explores a classroom project in which we used photovoice as a pedagogical tool to enhance personal and professional self-awareness among female, Muslim, social work students in an intercultural classroom setting located in the Arabian Gulf. We begin with an overview and discussion of arts-based approaches to education and then provide…

Digital and traditional slides for teaching cellular morphology: a comparative analysis of learning outcomes.

PubMed

Solberg, Brooke L

2012-01-01

Recent advances in technology have brought forth an intriguing new tool for teaching hematopoietic cellular identification skills: the digital slide. Although digitized slides offer a number of appealing options for educators, little research has been done to examine how their utilization would impact learning outcomes. To fill that void, this study was designed to examine student performance, skill retention and transferability, and self-efficacy beliefs amongst undergraduate MLS students learning cellular morphology with digital versus traditional slides. Results showed that students learning with digital slides performed better on assessments containing only traditional slide specimens than students learning with traditional slides, both immediately following the learning activity and after a considerable duration of time. Students learning with digital slides also reported slightly higher levels of self-efficacy related to cellular identification. The findings of this study suggest that students learning cellular identification skills with digital slides are able to transfer that skill directly to traditional slides, and that their ability to identify cells is not negatively affected in present or future settings.

Evaluation of a Cultural Competence Intervention with Implications for the Nurse-Patient Encounter

NASA Astrophysics Data System (ADS)

Bradford, Althea Betty

A short-term intervention on participants' knowledge of cultural competence was provided to 38 students in a baccalaureate nursing program at Winston-Salem State University (WSSU). The study examined the effectiveness of this intervention. Although WSSU is a Historically Black University, the majority of students in this program were White. Six tools were used for data collection. The Cultural Competence Survey consisted of 19 Likert Scale items that also gave participants an opportunity to elaborate on each response. Four tools allowed participants to provide written answers to prompts related to cultural competence. The final tool made it possible for the investigator to record impressions and reflections regarding various aspects of the study. Results showed that the students are familiar with cultural competence and want to avoid stereotypical behavior in their nurse-patient encounters. The study suggests a need for education in cultural competence in three areas: 1) accepting that cultural competence is a lifelong endeavor, 2) understanding patients from a holistic perspective, and 3) recognizing that all people have biases; however, the competent nurse is self-aware and has been educated to recognize biased behavior.

Validation to Portuguese of the Scale of Student Satisfaction and Self-Confidence in Learning1

PubMed Central

Almeida, Rodrigo Guimarães dos Santos; Mazzo, Alessandra; Martins, José Carlos Amado; Baptista, Rui Carlos Negrão; Girão, Fernanda Berchelli; Mendes, Isabel Amélia Costa

2015-01-01

Objective: translate and validate to Portuguese the Scale of Student Satisfaction and Self-Confidence in Learning. Material and Methods: methodological translation and validation study of a research tool. After following all steps of the translation process, for the validation process, the event III Workshop Brazil - Portugal: Care Delivery to Critical Patients was created, promoted by one Brazilian and another Portuguese teaching institution. Results: 103 nurses participated. As to the validity and reliability of the scale, the correlation pattern between the variables, the sampling adequacy test (Kaiser-Meyer-Olkin) and the sphericity test (Bartlett) showed good results. In the exploratory factorial analysis (Varimax), item 9 behaved better in factor 1 (Satisfaction) than in factor 2 (Self-confidence in learning). The internal consistency (Cronbach's alpha) showed coefficients of 0.86 in factor 1 with six items and 0.77 for factor 2 with 07 items. Conclusion: in Portuguese this tool was called: Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem. The results found good psychometric properties and a good potential use. The sampling size and specificity are limitations of this study, but future studies will contribute to consolidate the validity of the scale and strengthen its potential use. PMID:26625990

Applying an Evidence-Based Assessment Model to Identify Students at Risk for Perceived Academic Problems following Concussion.

PubMed

Ransom, Danielle M; Burns, Alison R; Youngstrom, Eric A; Vaughan, Christopher G; Sady, Maegan D; Gioia, Gerard A

2016-11-01

The aim of this study was to demonstrate the utility of an evidence-based assessment (EBA) model to establish a multimodal set of tools for identifying students at risk for perceived post-injury academic problems. Participants included 142 students diagnosed with concussion (age: M=14.95; SD=1.80; 59% male), evaluated within 4 weeks of injury (median=16 days). Demographics, pre-injury history, self- and parent-report measures assessing symptom severity and executive functions, and cognitive test performance were examined as predictors of self-reported post-injury academic problems. Latent class analysis categorized participants into "high" (44%) and "low" (56%) levels of self-reported academic problems. Receiver operating characteristic analyses revealed significant discriminative validity for self- and parent-reported symptom severity and executive dysfunction and self-reported exertional response for identifying students reporting low versus high academic problems. Parent-reported symptom ratings [area under the receiver operating characteristic curve (AUC)=.79] and executive dysfunction (AUC=.74), and self-reported ratings of executive dysfunction (AUC=.84), symptoms (AUC=.80), and exertional response (AUC=.70) each classified students significantly better than chance (ps<.001). Hierarchical logistic regression indicated that, of the above, self-reported symptoms and executive dysfunction accounted for the most variance in the prediction of self-reported academic problems. Post-concussion symptom severity and executive dysfunction significantly predict perceived post-injury academic problems. EBA modeling identified the strongest set of predictors of academic challenges, offering an important perspective in the management of concussion by applying traditional strengths of neuropsychological assessment to clinical decision making. (JINS, 2016, 22, 1038-1049).

Outcomes of a Suicide Prevention Gatekeeper Training on a University Campus

ERIC Educational Resources Information Center

Indelicato, Natalie Arce; Mirsu-Paun, Anca; Griffin, Wayne D.

2011-01-01

A university-wide suicide prevention program was implemented to provide students, faculty, and staff tools to identify, assist, and refer distressed and suicidal individuals. The study examined participant self-reports of suicide-related knowledge and prevention skills, group differences in suicide prevention knowledge and skills, group…

Machinist (AFSC 42750).

ERIC Educational Resources Information Center

Air Univ., Gunter AFS, Ala. Extension Course Inst.

This four-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for machinists. Covered in the individual volumes are machine shop fundamentals, metallurgy and advanced machine work, advanced machine work, and tool design and shop management. Each volume in the set contains a series of lessons,…

Validation of the first peoples cultural capability measurement tool with undergraduate health students: A descriptive cohort study.

PubMed

West, Roianne; Mills, Kyly; Rowland, Dale; Creedy, Debra K

2018-05-01

Health professional graduates require the capacity to work safely, both clinically and culturally, when delivering care to Indigenous peoples worldwide. In the Australian context, the Aboriginal and Torres Strait Islander Health Curriculum Framework (The Framework) provides guidance for health professional programs to integrate, teach and assess Aboriginal and Torres Strait Islander peoples' (First Peoples) health content. There is, however, a lack of validated tools that measure the development of students' cultural capabilities. To validate the Cultural Capability Measurement Tool with a cohort of health professional students. A descriptive cohort design was used. All students (N = 753) enrolled in a discrete First Peoples Health course at an Australian university were invited to complete the Cultural Capability Measurement Tool. The tool was tested for reliability, content and construct validity using confirmatory factor analysis; and concurrent validity using and the Cultural Understanding Self-Assessment Tool. A sample of 418 (73% response rate) was recruited. Most participants were enrolled in the Bachelor of Nursing program (n = 369, 82%). The Cultural Capability Measurement Tool had a Cronbach's alpha coefficient of 0.86. A five-factor solution was confirmed which reflected the cultural capability domains and accounted for 51% of the variance. Scores correlated with students' cultural understanding (r = 0.28, p < 0.001). Successful implementation of The Framework requires instruments to measure changes in students' cultural capabilities. Measuring nursing students' cultural capabilities can inform their development, identify areas of strengths and deficits for educators, and will ultimately contribute to the development of a culturally safe nursing workforce. Copyright © 2018 Elsevier Ltd. All rights reserved.

Student perceptions of the education environment in a Spanish medical podiatry school.

PubMed

Palomo-López, Patricia; Becerro-de-Bengoa-Vallejo, Ricardo; Calvo-Lobo, César; Tovaruela-Carrión, Natalia; Rodríguez-Sanz, David; Elena Losa-Iglesias, Marta; López-López, Daniel

2018-01-01

The aim of this study was to explore students' perceptions of the educational environment (EE) in a Spanish school of podiatry. Various aspects of EE were compared by academic year in the program. This was a cross-sectional study using a questionnaire to collect perceptions using data from a 2015 survey. Podiatric medical students from Extremadura University participated in this study. EE was assessed with the Dundee Ready Education Environment Measure (DREEM) tool.The DREEM questionnaire covers five domains of student perceptions, including learning, teachers, academic self-perceptions, atmosphere, and social self-perceptions. Two hundred thirty-five students participated, resulting in a 90.73% response rate. Participants included similar numbers of students from different years in the program, and most were women. The global EE score was 2.58 out of 4, indicating that students' perceptions were more positive than negative. Although some weaknesses were detected in this school, students viewed the EE positively in all five DREEM domains. Academic year in the program were generally not related to perceptions of EE. Podiatric medical students declared, in general, that the EE was more positive than negative in our school, according to the DREEM questionnaire. However, although the results are on the whole good, some areas need to be revised to make improvements.

Cognitive abilities of health and art college students a pilot study.

PubMed

AlAbdulwahab, Sami S; Kachanathu, Shaji John; AlKhamees, Abdullah K

2016-05-01

[Purpose] The selection of a college major is a struggle that high school students undergo every year; however, there is a dearth of studies examining the role of cognitive ability tests as a tool for determining the aptitude of prospective students. Hence, the purpose of this study was to assess cognitive ability differences among students. [Subjects and Methods] A convenience sample of 60 college students (30 health science and 30 art students) with a mean age of 19 ± 1.6 years, voluntarily participated in this study. Cognitive ability was assessed using the self-administered Cognitive Assessment of Minnesota (CAM) scale under the supervision of a researcher. [Results] The findings indicated that there was a significant cognitive ability difference between health science and art students, especially in the cognitive components of knowledge, calculation, and thinking. However, the difference in the social cognitive component of both the health science and art students was not significant. [Conclusion] The results indicate that the health science students' cognitive abilities were better than those of the art students. This finding implies that it is important for high school graduates to undertake a cognitive ability assessment prior to choosing a subject major. Hence, it is recommended that cognitive scales should be included as an aptitude assessment tool for the decision-makers and prospective students to determine an appropriate career, since it might reduce the percentage of university drop-out ratio.

Validation of the German revised version of the program in palliative care education and practice questionnaire (PCEP-GR).

PubMed

Fetz, Katharina; Wenzel-Meyburg, Ursula; Schulz-Quach, Christian

2017-12-28

The evaluation of the effectiveness of undergraduate palliative care education (UPCE) programs is an essential foundation to providing high-quality UPCE programs. Therefore, the implementation of valid evaluation tools is indispensable. Until today, there has been no general consensus regarding concrete outcome parameters and their accurate measurement. The Program in Palliative Care Education and Practice Questionnaire (German Revised Version; PCEP-GR) is a promising assessment tool for UPCE. The aim of the current study was to evaluate the psychometric properties of PCEP-GR and to demonstrate its feasibility for the evaluation of UPCE programs. The practical feasibility of the PCEP-GR and its acceptance in medical students were investigated in a pilot study with 24 undergraduate medical students at Heinrich Heine University Dusseldorf, Germany. Subsequently, the PCEP-GR was surveyed in a representative sample (N = 680) of medical students in order to investigate its psychometric properties. Factorial validity was investigated by means of principal component analysis (PCA). Reliability was examined by means of split-half-reliability analysis and analysis of internal consistency. After taking into consideration the PCA and distribution analysis results, an evaluation instruction for the PCEP-GR was developed. The PCEP-GR proved to be feasible and well-accepted in medical students. PCA revealed a four-factorial solution indicating four PCEP-GR subscales: preparation to provide palliative care, attitudes towards palliative care, self-estimation of competence in communication with dying patients and their relatives and self-estimation of knowledge and skills in palliative care. The PCEP-GR showed good split-half-reliability and acceptable to good internal consistency of subscales. Attitudes towards palliative care slightly missed the criterion of acceptable internal consistency. The evaluation instruction suggests a global PCEP-GR index and four subscales. The PCEP-GR has proven to be a feasible, economic, valid and reliable tool for the assessment of UPCE that comprises self-efficacy expectation and relevant attitudes towards palliative care.

Documentaries: Motivating the Tech Generation to Research and Write

ERIC Educational Resources Information Center

Price, Dallas

2012-01-01

This article describes the process, tools, and benefits of engaging highly gifted middle-school age students in producing historical documentaries. Dallas Price, a sixth-grade teacher in a self-contained public school program for highly gifted students, highlights the project components that help students develop twenty-first-century skills within…

Digital recording as a teaching and learning method in the skills laboratory.

PubMed

Strand, Ingebjørg; Gulbrandsen, Lise; Slettebø, Åshild; Nåden, Dagfinn

2017-09-01

To obtain information on how nursing students react to, think about and learn from digital recording as a learning and teaching method over time. Based on the teaching and learning philosophy of the university college, we used digital recording as a tool in our daily sessions in skills laboratory. However, most of the studies referred to in the background review had a duration of from only a few hours to a number of days. We found it valuable to design a study with a duration of two academic semesters. A descriptive and interpretative design was used. First-year bachelor-level students at the department of nursing participated in the study. Data collection was carried out by employing an 'online questionnaire'. The students answered five written, open-ended questions after each of three practical skill sessions. Kvale and Brinkmann's three levels of understanding were employed in the analysis. The students reported that digital recording affected factors such as feeling safe, secure and confident and that video recording was essential in learning and training practical skills. The use of cameras proved to be useful, as an expressive tool for peer learning because video recording enhances self-assessment, reflection, sensing, psychomotor performance and discovery learning. Digital recording enhances the student's awareness when acquiring new knowledge because it activates cognitive and emotional learning. The connection between tutoring, feedback and technology was clear. The digital recorder gives students direct and immediate feedback on their performance from the various practical procedures, and may aid in the transition from theory to practice. Students experienced more self-confidence and a feeling of safety in their performances. © 2016 John Wiley & Sons Ltd.

The impact of a sense of self-efficacy on the level of stress and the ways of coping with difficult situations in Polish nursing students.

PubMed

Bodys-Cupak, Iwona; Majda, Anna; Zalewska-Puchała, Joanna; Kamińska, Alicja

2016-10-01

During their first practical classes at a clinical ward nursing students face a new environment; they take on new roles which is associated with stress and a need to handle it. The aim of this study was to evaluate the effect of a sense of self-efficacy on the level of stress and the ways of coping by Polish nursing students during the first practical classes at a clinical ward. The study included 394 undergraduate subjects studying nursing at two universities in Southern Poland. The study used the method of diagnostic questionnaire and estimation. The research tools included: an original questionnaire, Stress Scale (PSS10), Inventory to measure coping with stress (Mini Cope) and Generalized Self-efficacy Scale (GSES). Data analysis was performed using the IBM Statistical Package for Social Sciences, version 21 for Windows. The verification of differences between variables was performed using χ(2) independence test, Kruskal-Wallis test, and Spearman rank correlation coefficient. The level of significance was accepted at α=0.005. The level of stress and a sense of self-efficacy in majority of tested nursing students were high. The people with low levels of perceived stress had a significantly higher sense of self-efficacy (rhoSpearman=-0.196; p=0.0001). The people with a higher sense of self-efficacy significantly more often used active strategies in stressful situations, such as Active coping (rhoSpearman=0.284; p<0.0001), Planning (rhoSpearman=0.318, p≤0.0001), Positive revaluation (rhoSpearman=0.228, p<0.0001), Acceptance (rhoSpearman=0.188; p=0.0002), Seeking Emotional Support (rhoSpearman=0.123; p=0.0143). A sense of self-efficacy had a significant impact on the level of stress and the ways of coping with difficult situations in nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

The impact of complete denture making instructional videos on self-directed learning of clinical skills.

PubMed

Kon, Haruka; Botelho, Michael George; Bridges, Susan; Leung, Katherine Chiu Man

2015-04-01

The aim of this research was to evaluate the effectiveness of a clinical instructional video with a structured worksheet for independent self-study in a complete denture program. 47 multilingual dental students completed a task by watching an instructional video with subtitles regarding clinical complete denture procedures. After completion, students evaluated their learning experience, and 11 students participated in focus group interviews to gain further insight. A mixed-methods approach to data collection and analysis provided descriptive statistical results and a grounded theory approach to coding identified key concepts and categories from the qualitative data. Over 70% of students had favorable opinions of the learning experience and indicated that the speed and length of the video were appropriate. Highly positive and conflicting negative comments regarding the use of subtitles showed both preferences for subtitles over audio and vice versa. The use of a video resource was considered valuable as the replay and review functions allowed better visualization of the procedures, which was considered a good recap tool for the clinical demonstration. It was also a better revision aid than textbooks. So, if the students were able to view these videos at will, they believed that videos supplemented their self-study. Despite the positive response, videos were not considered to replace live clinical demonstrations. While students preferred live demonstrations over the clinical videos they did express a realization of these as a supplemental learning material for self-study based on their ease of access, use for revision, and prior to clinical preparation. Copyright © 2015 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

Tools for structured team communication in pre-registration health professions education: a Best Evidence Medical Education (BEME) review: BEME Guide No. 41.

PubMed

Buckley, Sharon; Ambrose, Lucy; Anderson, Elizabeth; Coleman, Jamie J; Hensman, Marianne; Hirsch, Christine; Hodson, James; Morley, David; Pittaway, Sarah; Stewart, Jonathan

2016-10-01

Calls for the inclusion of standardized protocols for information exchange into pre-registration health professions curricula have accompanied their introduction into clinical practice. In order to help clinical educators respond to these calls, we have reviewed educational interventions for pre-registration students that incorporate one or more of these ?tools for structured communication?. Searches of 10 databases (1990?2014) were supplemented by hand searches and by citation searches (to January 2015). Studies evaluating an intervention for pre-registration students of any clinical profession and incorporating at least one tool were included. Quality of included studies was assessed using a checklist of 11 indicators and a narrative synthesis of findings undertaken. Fifty studies met our inclusion criteria. Of these, 21 evaluated the specific effect of a tool on educational outcomes, and 27 met seven or more quality indicators. Pre-registration students, particularly those in the US, are learning to use tools for structured communication either in specific sessions or integrated into more extensive courses or programmes; mostly 'Situation Background Assessment Recommendation' and its variants. There is some evidence that learning to use a tool can improve the clarity and comprehensiveness of student communication, their perceived self-confidence and their sense of preparedness for clinical practice. There is, as yet, little evidence for the transfer of these skills to the clinical setting or for any influence of teaching approach on learning outcomes. Educators will need to consider the positioning of such learning with other skills such as clinical reasoning and decision-making.

Piloting an outcome-based programme evaluation tool in undergraduate medical education.

PubMed

Raupach, Tobias; Schiekirka, Sarah; Münscher, Christian; Beißbarth, Tim; Himmel, Wolfgang; Burckhardt, Gerhard; Pukrop, Tobias

2012-01-01

Different approaches to performance-oriented allocation of resources according to teaching quality are currently being discussed within German medical schools. The implementation of these programmes is impeded by a lack of valid criteria to measure teaching quality. An assessment of teaching quality should include structural and procedural aspects but focus on learning outcome itself. The aim of this study was to implement a novel, outcome-based evaluation tool within the clinical phase of a medical curriculum and address differences between the novel tool and traditional evaluation methods. Student self-assessments before and after completion of a teaching module were used to compute performance gains for specific learning objectives. Mean performance gains in each module were compared to student expectations before the module and data derived from a traditional evaluation tool using overall course ratings at the end of the module. A ranking of the 21 modules according to computed performance gains yielded entirely different results than module rankings based on overall course ratings. There was no significant correlation between performance gain and overall ratings. However, the latter were significantly correlated to student expectations before entering the module as well as structural and procedural parameters (Pearson's r 0.7-0.9). Performance gain computed from comparative self-assessments adds an important new dimension to course evaluation in medical education. In contrast to overall course ratings, the novel tool is less heavily confounded by construct-irrelevant factors. Thus, it appears to be more appropriate than overall course ratings in determining teaching quality and developing algorithms to guide performance-oriented resource allocation in medical education.

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

PubMed Central

Sebesta, Amanda J.; Bray Speth, Elena

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills. PMID:28495934

Comparing the Self-Report and Measured Smartphone Usage of College Students: A Pilot Study

PubMed Central

Lee, Heyoung; Nguyen, Trung Giang; Choi, Sam-Wook; Kim, Dae Jin

2017-01-01

Objective Nowadays smartphone overuse has become a social and medical concern. For the diagnosis and treatment, clinicians use the self-report information, but the report data often does not match actual usage pattern. The paper examines the similarity and variance in smartphone usage patterns between the measured data and self-reported data. Methods Together with the self-reported data, the real usage log data is collected from 35 college students in a metropolitan region of Northeast Asia, using Android smartphone monitoring application developed by the authors. Results The unconscious users underestimate their usage time by 40%, in spite of 15% more use in the actual usage. Messengers are most-used application regardless of their self-report, and significant preference to SNS applications was observed in addict group. The actual hourly pattern is consistent with the reported one. College students use more in the afternoon, when they have more free time and cannot use PCs. No significant difference in hourly pattern is observed between the measured and self-report. Conclusion The result shows there are significant cognitive bias in actual usage patterns exists in self report of smartphone addictions. Clinicians are recommended to utilize measurement tools in diagnosis and treatment of smartphone overusing subjects. PMID:28326119

Self-Assessment in Professional Programmes within Tertiary Institutions

ERIC Educational Resources Information Center

Bourke, Roseanna

2014-01-01

Self-assessment at tertiary level is a critical pedagogical and assessment tool to support students in their transition to professional careers where on-going learning and assessment is required. Beyond the safety-net of course content, external assessment and pre-determined criteria, novice professionals need to find ways to self-assess their…

A Heuristic Tool for Teaching Business Writing: Self-Assessment, Knowledge Transfer, and Writing Exercises

ERIC Educational Resources Information Center

Ortiz, Lorelei A.

2013-01-01

To teach effective business communication, instructors must target students’ current weaknesses in writing. One method for doing so is by assigning writing exercises. When used heuristically, writing exercises encourage students to practice self-assessment, self-evaluation, active learning, and knowledge transfer, all while reinforcing the basics…

The Challenge of Self-Discovery in Early Adolescence.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, MI.

This first chapter in "The Challenge of Counseling in Middle Schools" contains four articles that describe strategies for counselors to use in helping middle school students move toward self-understanding. "A Dialogue with Self: The Journal as an Educational Tool," by Dalva Hedlund, Tanis Furst, and Kathryn Foley, describes journal writing as a…

Learning to Play a Musical Instrument with a Digital Portfolio Tool

ERIC Educational Resources Information Center

Upitis, Rena; Abrami, Philip C.; Brook, Julia; Troop, Meagan; Varela, Wynnpaul

2012-01-01

The body of research examining deliberate practice and self-regulation in musical instruction has grown extensively over the past decade. Compelling evidence indicates that students with higher levels of self-regulation develop superior performance skills and experience more fulfillment as musicians. But in order to develop the self-regulatory…

Self-Reflective Journaling: A Tool for Assessment

ERIC Educational Resources Information Center

Giguere, Miriam

2012-01-01

This article outlines suggestions for the use of self-reflective journaling as an assessment method in dance technique classes. The use of self-reflection makes assessment a part of the learning process, not an imposed evaluation of a student's final product, particularly when it is related to personal goal setting. The article provides practical…

A Contemplative Tool: An Expose of the Performance of Self

ERIC Educational Resources Information Center

Klatt, Maryanna D.

2017-01-01

Contemplative education courses and academic programs emerging in universities across the United States and internationally have a unique opportunity to help students gain both self-awareness and an awareness of how the self is situated in a larger context. Research utilizing meditation in higher education shows promise in strengthening stress…

Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students.

PubMed

Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás

2014-01-01

Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes. © 2013 American Association of Anatomists.

A Program Evaluation Tool for Dual Enrollment Transition Programs

ERIC Educational Resources Information Center

Grigal, Meg; Dwyre, Amy; Emmett, Joyce; Emmett, Richard

2012-01-01

This article describes the development and use of a program evaluation tool designed to support self-assessment of college-based dual enrollment transition programs serving students with intellectual disabilities between the ages of 18-21 in college settings. The authors describe the need for such an evaluation tool, outline the areas addressed by…

Assessment of self-perception of physical fitness and proposal for standards among Chilean adolescent students: the EAPAF study.

PubMed

Cossio-Bolaños, Marco; Vasquez, Pablo; Luarte-Rocha, Cristian; Sulla-Torres, José; Gómez Campos, Rossana

2016-08-01

Physical fitness may be assessed among children and adolescents in a quantitative and qualitative manner. At present, in Chile, there are no tools available to assess self-perception of physical fitness. Therefore, the purpose of this study was to develop a valid and reliable instrument that would allow to assess selfperception of physical fitness among adolescents and propose standards for age and sex. A survey was administered among adolescent students from six public schools in the Maule Region, Chile, selected in a probabilistic (stratified) fashion. To measure self-perception of physical fitness, a qualitative instrument was developed: the Self-Perception of Physical Fitness Scale (EAPAF, escala de autopercepcion de la aptitud fisica), which is made up of four dimensions and 18 questions. The LMS method (L: Box-Cox coefficient, M: median curve, and S: variation coefficient) was used to establish percentiles and propose references by dimension, age and sex. A total of 3060 adolescents (1702 boys and 1358 girls) aged 11.0 to 18.9 years old were included. The factor analysis evidenced four factors. Saturation values were above 0.40. The percentage of instrument explanation reached 54.24%. In terms of reliability, the 18 questions reflected that Cronbach's alpha was between 0.82 and 0.85. Percentiles (p15, p50 and p85) were developed to classify self-perception of physical fitness by dimension, age and sex. Boys showed higher scores in the self-perception of physical fitness scale when compared to girls (p 〈 0.001). The instrument developed in this study was valid and reliable. In addition, the standards proposed may become a useful tool to classify adolescents in relation to their selfperception of physical fitness. Sociedad Argentina de Pediatría.

An educational tool for teaching medication history taking to pharmacy students.

PubMed

Sando, Karen R; Elliott, Jennifer; Stanton, Melonie L; Doty, Randell

2013-06-12

To implement and evaluate the use of a situated-learning experience to prepare second-year pharmacy students to conduct medication history interviews in preparation for introductory pharmacy practice experiences (IPPE) at ambulatory clinic sites. Second-year doctor of pharmacy (PharmD) students (n=200) used the Medication Mysteries Infinite Case Tool, a game-like educational tool in which groups of 3 students assumed the roles of pharmacist, patient, and observer and rolled a die and drew cards to determine the drugs, patient personality, medication problems, and other variables that guided a medication history taking session. After the laboratory session, faculty members assessed students' medication history-taking skills. One hundred sixteen (58%) and 78 (39%) of 200 students achieved excellence or competence, respectively, on the final assessment. Two weeks after the assessment, 53 of 200 (26.5%) students completed a survey instrument. The respondents indicated that their self-confidence in conducting medical history taking significantly improved following completion of the learning experience. Using the Medication Mysteries Infinite Case Tool increased students' confidence and skills in conducting medication history taking prior to their clinical IPPE experience.

Postgraduate Orthodontics Students' and Mentors' Perceptions of Portfolios and Discussion as Tools for Development of Reflection.

PubMed

Tonni, Ingrid; Mora, Luca; Oliver, Richard G

2016-09-01

The aim of this study was to analyze the effects of a portfolio learning strategy designed to develop students' reflection abilities in a postgraduate orthodontic program in the UK. Nine first-year postgraduate orthodontic students and seven mentors participated in the one-year program, which included a reflective portfolio, mentorship, and discussion. After the program, the students' and mentors' perceptions were collected using focus groups and individual interviews, respectively. The data were analyzed using thematic analysis. Four categories emerged. The first, reflection, was considered a skill to learn, and time was needed for students to fully understand its meaning and achieve its outcomes. The second theme, characteristics of reflection, was descriptive at the beginning and more critical at the end of the experience. The third theme, outcomes of reflection, involved students' improved problem-solving and action-planning abilities and increased self-awareness, motivation, confidence, and communication skills. In the fourth theme, stimulation of reflection, students did not agree with mentors regarding the importance of reflective writing, but they recognized the value of the portfolio's reflective log in facilitating the reflective process. There was greater agreement between students and mentors regarding discussions with mentors and among peers as tools to achieve higher levels of reflection. Overall, these students and mentors considered the strategy an effective tool for improving students' reflection.

(Self-) Discovery Service: Helping Students Help Themselves

ERIC Educational Resources Information Center

Debonis, Rocco; O'Donnell, Edward; Thomes, Cynthia

2012-01-01

EBSCO Discovery Service (EDS) has been heavily used by UMUC students since its implementation in fall 2011, but experience has shown that it is not always the most appropriate source for satisfying students' information needs and that they often need assistance in understanding how the tool works and how to use it effectively. UMUC librarians have…

Online formative assessments: exploring their educational value

PubMed Central

NAGANDLA, KAVITHA; SULAIHA, SHARIFAH; NALLIAH, SIVALINGAM

2018-01-01

Introduction: Online formative assessments (OFA’s) have been increasingly recognised in medical education as resources that promote self-directed learning. Formative assessments are used to support the self-directed learning of students. Online formative assessments have been identified to be less time consuming with automated feedback. This pilot study aimed to determine whether participation and performance in online formative assessments (OFA’s) had measurable effects on learning and evaluate the students’ experience of using the OFA’s in the department of Obstetrics and Gynaecology. Methods: This is a cross-sectional study conducted among fourth year medical students (n=92) during their seven week postings in Obstetrics and Gynaecology. Five sets of online formative assessments in the format of one best answers (OBA), Objective structured practical examination (OSPE) and Short answer question (SAQ) with feedback were delivered over five weeks through the online portal. The mean scores of the end of posting summative exam (EOP) of those who participated in the assessments (OFA users) and of those who did not (non-OFA users) were compared, using Students t test. The frequency of tool usage was analysed and satisfaction surveys were utilized at the end of the course by survey questionnaire using the five point Likert scale. Results: The mean scores of the students in end of posting summative examination marks for students who had participated in the online formative assessment (OFA users) and for those who had not (non OFA users) showed no significant difference in all the three components OBA, SAQ and OSPE (p=0.902, 0.633, 0.248). Majority of the students perceived that OFAs fulfilled the stated aims and objectives and so they would persuade their peers to participate in the OFAs. Conclusions: Online formative assessments are perceived as tools that promote self-directed learning, improved knowledge and tailor learning for individual learning needs and style. PMID:29607332

Transforming beliefs and practices: Elementary teacher candidates' development through shared authentic teaching and reflection experiences within an innovative science methods course

NASA Astrophysics Data System (ADS)

Naidoo, Kara

Elementary teachers are criticized for failing to incorporate meaningful science instruction in their classrooms or avoiding science instruction altogether. The lack of adequate science instruction in elementary schools is partially attributed to teacher candidates' anxiety, poor content and pedagogical preparation, and low science teaching self-efficacy. The central premise of this study was that many of these issues could be alleviated through course modifications designed to address these issues. The design tested and presented here provided prospective elementary educators' authentic science teaching experiences with elementary students in a low-stakes environment with the collaboration of peers and science teacher educators. The process of comprehensive reflection was developed for and tested in this study. Comprehensive reflection is individual and collective, written and set in dialogic discourse, focused on past and future behavior, and utilizes video recordings from shared teaching experiences. To test the central premise, an innovative science methods course was designed, implemented and evaluated using a one-group mixed-method design. The focus of the analysis was on changes in self-efficacy, identity and teaching practices as a function of authentic science teaching experiences and comprehensive reflection. The quantitative tools for analysis were t-tests and repeated-measures ANOVA on the Science Teaching Efficacy Belief Instrument-B (STEBI-B) and weekly self-rating on confidence as a learner and a teacher of science, respectively. The tools used to analyze qualitative data included thematic analysis and interpretative phenomenological analysis. In addition, theoretically grounded tools were developed and used in a case study to determine the ways one prospective educator's science teaching identity was influenced by experiences in the course. The innovative course structure led the development of teacher candidates' science teaching identity, supported science teaching self-efficacy development, positioned teachers as agents in their learning and development, provided the opportunity for teacher candidates to problematize teaching experiences to improve practice, developed teacher candidates who were able to critically question and create science curricula with the primary purpose of mediating student learning, and improved teacher candidates questioning skills and assistance with student performance in order to better mediate student learning. Implications for teacher education and future directions for research are discussed.

Impact of Automated Software Testing Tools on Reflective Thinking and Student Performance in Introductory Computer Science Programming Classes

ERIC Educational Resources Information Center

Fridge, Evorell; Bagui, Sikha

2016-01-01

The goal of this research was to investigate the effects of automated testing software on levels of student reflection and student performance. This was a self-selecting, between subjects design that examined the performance of students in introductory computer programming classes. Participants were given the option of using the Web-CAT…

Effects of Creating Awareness Through Photographs and Posters on Skin Self-Examination in Nursing Students.

PubMed

Erkin, Özüm; Ardahan, Melek; Temel, Ayla Bayık

2018-02-01

Nurses can have an influence on primary and secondary prevention of skin cancer. Therefore, it is important to help them acquire knowledge and skills necessary to modify behavior in relation to skin cancers. The aim of this study was to examine effects of creating awareness through photographs and posters on knowledge and skills of skin self-examination in nursing students. The study had a quasi-experimental design with a pretest and a posttest in a single group. The study population included 249 last-year nursing students in Turkey. Non-probability sampling was used to reach the population. The study sample was composed of 201 students volunteering to participate in the study, and the response rate was 81 %. Of the students, 85.1 % (n = 171) were female and the mean age of the students was 22.18 ± 0.78 years. Of the students, 94.5 % did not know the asymmetry, border, color, diameter, evolution (ABCDE) criteria on the pretest, but this rate decreased to 20.9 % on the posttest. The mean score for knowledge of symptoms of skin cancer was 10.95 ± 1.37 on the pretest and 11.48 ± 0.90 on the posttest. There was a significant linear increase in the scores for knowledge of the symptoms (F = 7.874, p < 0.001) after the intervention with photographs and posters. The students were observed to learn the ABCDE criteria and had increased knowledge of skin cancer symptoms after the intervention using photographs and posters. Photographs and posters are effective tools which can be used to increase awareness of skin self-examination.

The Portfolio Process: Questions for Implementation and Practice

ERIC Educational Resources Information Center

Bowers, Susan P.

2005-01-01

The portfolio, a collection of a student's work over their course of study, has become a popular tool for college teaching. Portfolios have the distinct advantage of engaging the learner in reflection (Reis & Villaume, 2002; Willis & Davies, 2002) and self-assessment (Hill, 2002), while at the same time creating documentation useful for…

Institutional Advancement: Using the Malcolm Baldrige National Quality Award Criteria for Self-Study and Accreditation.

ERIC Educational Resources Information Center

Cooke, Brian

The criteria used for the Malcolm Baldrige National Quality Award can provide community colleges with a strategic tool for college planning, management, assessment, and accreditation. The Criteria focus on two measurable objectives for institutional effectiveness: the delivery of educational value to current and future students through instruction…

Nursing Students' Perceptions of Satisfaction and Self-Confidence with Clinical Simulation Experience

ERIC Educational Resources Information Center

Omer, Tagwa

2016-01-01

Nursing and other health professionals are increasingly using simulation as a strategy and a tool for teaching and learning at all levels that need clinical training. Nursing education for decades used simulation as an integral part of nursing education. Recent studies indicated that simulation improves nursing knowledge, clinical practice,…

Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design

ERIC Educational Resources Information Center

Doering, Aaron; Henrickson, Jeni

2015-01-01

Self-directed, inquiry-based learning opportunities focused on transdisciplinary real-world problem solving have been shown to foster creativity in learners. What tools might we provide classroom teachers to scaffold them and their students through this creative process? This study examines an online informal learning environment and the role the…

Development of an Instrument Measuring Student Teachers' Perceived Stressors about the Practicum

ERIC Educational Resources Information Center

Kokkinos, Constantinos M.; Stavropoulos, George; Davazoglou, Aggeliki

2016-01-01

The Stressors about Practicum Inventory, a self-report measure of perceived stressors about the practicum, was designed to provide those responsible for the training of primary school teachers with an informative, inexpensive and psychometrically sound tool. The present study describes the development and validation of the 94-item inventory in a…

TeenACE for Science: Using Multimedia Tools and Scaffolds to Support Writing

ERIC Educational Resources Information Center

Hitchcock, Caryl H.; Rao, Kavita; Chang, Chuan Chinn; Yuen, Joann W. L.

2016-01-01

TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally…

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

PubMed

Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

2015-08-26

Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

eDrugCalc: an online self-assessment package to enhance medical students' drug dose calculation skills.

PubMed

McQueen, Daniel S; Begg, Michael J; Maxwell, Simon R J

2010-10-01

Dose calculation errors can cause serious life-threatening clinical incidents. We designed eDrugCalc as an online self-assessment tool to develop and evaluate calculation skills among medical students. We undertook a prospective uncontrolled study involving 1727 medical students in years 1-5 at the University of Edinburgh. Students had continuous access to eDrugCalc and were encouraged to practise. Voluntary self-assessment was undertaken by answering the 20 questions on six occasions over 30 months. Questions remained fixed but numerical variables changed so each visit required a fresh calculation. Feedback was provided following each answer. Final-year students had a significantly higher mean score in test 6 compared with test 1 [16.6, 95% confidence interval (CI) 16.2, 17.0 vs. 12.6, 95% CI 11.9, 13.4; n= 173, P < 0.0001 Wilcoxon matched pairs test] and made a median of three vs. seven errors. Performance was highly variable in all tests with 2.7% of final-year students scoring < 10/20 in test 6. Graduating students in 2009 (30 months' exposure) achieved significantly better scores than those in 2007 (only 6 months): mean 16.5, 95% CI 16.0, 17.0, n= 184 vs. 15.1, 95% CI 14.5, 15.6, n= 187; P < 0.0001, Mann-Whitney test. Calculations based on percentage concentrations and infusion rates were poorly performed. Feedback showed that eDrugCalc increased confidence in calculating doses and was highly rated as a learning tool. Medical student performance of dose calculations improved significantly after repeated exposure to an online formative dose-calculation package and encouragement to develop their numeracy. Further research is required to establish whether eDrugCalc reduces calculation errors made in clinical practice. © 2010 The Authors. British Journal of Clinical Pharmacology © 2010 The British Pharmacological Society.

Using Self-Organizing Neural Network Map Combined with Ward's Clustering Algorithm for Visualization of Students' Cognitive Structural Models about Aliveness Concept

PubMed Central

Ugulu, Ilker; Aydin, Halil

2016-01-01

We propose an approach to clustering and visualization of students' cognitive structural models. We use the self-organizing map (SOM) combined with Ward's clustering to conduct cluster analysis. In the study carried out on 100 subjects, a conceptual understanding test consisting of open-ended questions was used as a data collection tool. The results of analyses indicated that students constructed the aliveness concept by associating it predominantly with human. Motion appeared as the most frequently associated term with the aliveness concept. The results suggest that the aliveness concept has been constructed using anthropocentric and animistic cognitive structures. In the next step, we used the data obtained from the conceptual understanding test for training the SOM. Consequently, we propose a visualization method about cognitive structure of the aliveness concept. PMID:26819579

e-Portfolios Enhancing Students' Self-Directed Learning: A Systematic Review of Influencing Factors

ERIC Educational Resources Information Center

Beckers, Jorrick; Dolmans, Diana; Van Merriënboer, Jeroen

2016-01-01

e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet…

Role and challenges of simulation in undergraduate curriculum.

PubMed

Nuzhat, Ayesha; Salem, Raneem Osama; Al Shehri, Fatimah Nasser; Al Hamdan, Nasser

2014-04-01

Medical simulation is relatively a novel technology widely utilized for teaching and assessing students clinical skills. Students and faculty face many challenges when simulation sessions are introduced into undergraduate curriculum. The aim of this study is to obtain the opinion of undergraduate medical students and our faculty regarding the role of simulation in undergraduate curriculum, the simulation modalities used, and the perceived barriers in implementing simulation sessions. A self-administered pilot tested questionnaire with 18 items using a 5-point Likert scale was distributed to undergraduate male (n = 125) and female students (n = 70) as well as to the faculty members (n = 14) at King Fahad Medical City, King Saud Bin Abdul Aziz University of Health Sciences, Saudi Arabia, to respond. Survey elements addressed the role of simulation, simulation modalities used, and perceived challenges to implementation of simulation sessions. Various learning outcomes are achieved and improved through the technology enhanced simulation sessions such as communication skills, diagnostic skills, procedural skills, self-confidence, and integration of basic and clinical sciences. The use of high fidelity simulators, simulated patients and task trainers was more desirable by our students and faculty for teaching and learning as well as an evaluation tool. According to most of the students', institutional support in terms of resources, staff and duration of sessions was adequate. However, motivation to participate in the sessions and provision of adequate feedback by the staff was a constraint. The use of simulation laboratory is of great benefit to the students and a great teaching tool for the staff to ensure students learn various skills.

SocialMood: an information visualization tool to measure the mood of the people in social networks

NASA Astrophysics Data System (ADS)

Amorim, Guilherme; Franco, Roberto; Moraes, Rodolfo; Figueiredo, Bruno; Miranda, João.; Dobrões, José; Afonso, Ricardo; Meiguins, Bianchi

2013-12-01

Based on the arena of social networks, the tool developed in this study aims to identify trends mood among undergraduate students. Combining the methodology Self-Assessment Manikin (SAM), which originated in the field of Psychology, the system filters the content provided on the Web and isolates certain words, establishing a range of values as perceived positive, negative or neutral. A Big Data summarizing the results, assisting in the construction and visualization of behavioral profiles generic, so we have a guideline for the development of information visualization tools for social networks.

Integrated method of teaching in Web Quest activity and its impact on undergraduate students' cognition and learning behaviors: a future trend in medical education.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili

2015-01-14

Web Quest is one of the new ways of teaching and learning that is based on research, and includes the principles of learning and cognitive activities, such as collaborative learning, social and cognitive learning, and active learning, and increases motivation. The aim of this study is to evaluate the Web Quest influence on students' learning behaviors. In this quasi-experimental study, which was performed on undergraduates taking a psychiatric course at Jahrom University of Medical Sciences, simple sampling was used to select the cases to be studied; the students entered the study through census and were trained according to Web Quest methodology. The procedure was to present the course as a case study and team work. Each topic included discussing concepts and then patient's treatment and the communicative principles for two weeks. Active participation of the students in response to the scenario and introduced problem was equal to preparing scientific videos about the disease and collecting the latest medical treatment for the disease from the Internet.Three questionnaires, including the self-directed learning Questionnaire, teamwork evaluation Questionnaire (value of team), and Buffard self-regulated Questionnaire, were the data gathering tools. The results showed that the average of self-regulated learning and self-directed learning (SDL) increased after the educational intervention. However, the increase was not significant. On the other hand, problem solving (P=0.001) and the value of teamwork (P=0.002), apart from increasing the average, had significant statistical values. In view of Web Quest's positive impacts on students' learning behaviors, problem solving and teamwork, the effective use of active learning and teaching practices and use of technology in medical education are recommended.

Medical students' clinical performance in general practice - Triangulating assessments from patients, teachers and students.

PubMed

Braend, Anja Maria; Gran, Sarah Frandsen; Frich, Jan C; Lindbaek, Morten

2010-01-01

Formative assessment of medical students' clinical performance during general practice clerkship is necessary to learn consultation skills. Our aim was to triangulate feedback using patient questionnaires, written self-assessment and teachers' observation-based assessment, and to describe the content of this feedback. We developed StudentPEP, a 15-item version of EUROPEP, a tool for measuring patients' evaluation of quality in general practice. The teacher and student forms consisted of five StudentPEP-items and open-ended questions asking for approval and improvement needed on four aspects. Quantitative scores were analyzed statistically. Free-text comments were analyzed and categorized into 'specific and concrete' versus 'general and unspecific'. One hundred seventy-three students returned data from 2643 consultations. Mean patients' scores for 15 items were 4.3-4.8 on a five-point Likert scale. Mean teacher scores were 4.4 on five items, while students' mean self-assessments were 3.6-3.8. In an analysis of 380 consultations, students were more specific and concrete in their self-evaluation compared with teachers (p < 0.01). Patients scored students' performance high compared with students' self-assessments. Teachers' scores were in accordance with patients' scores. Teachers' written evaluations of students were often general. There is a potential for improving teachers' feedback in terms of more specific and concrete comments.

Design and utility of a web-based computer-assisted instructional tool for neuroanatomy self-study and review for physical and occupational therapy graduate students.

PubMed

Foreman, K Bo; Morton, David A; Musolino, Gina Maria; Albertine, Kurt H

2005-07-01

The cadaver continues to be the primary tool to teach human gross anatomy. However, cadavers are not available to students outside of the teaching laboratory. A solution is to make course content available through computer-assisted instruction (CAI). While CAI is commonly used as an ancillary teaching tool for anatomy, use of screen space, annotations that obscure the image, and restricted interactivity have limited the utility of such teaching tools. To address these limitations, we designed a Web-based CAI tool that optimizes use of screen space, uses annotations that do not decrease the clarity of the images, and incorporates interactivity across different operating systems and browsers. To assess the design and utility of our CAI tool, we conducted a prospective evaluation of 43 graduate students enrolled in neuroanatomy taught by the Divisions of Physical and Occupational Therapy at the University of Utah, College of Health. A questionnaire addressed navigation, clarity of the images, benefit of the CAI tool, and rating of the CAI tool compared to traditional learning tools. Results showed that 88% of the respondents strongly agreed that the CAI tool was easy to navigate and overall beneficial. Eighty-four percent strongly agreed that the CAI tool was educational in structure identification and had clear images. Furthermore, 95% of the respondents thought that the CAI tool was much to somewhat better than traditional learning tools. We conclude that the design of a CAI tool, with minimal limitations, provides a useful ancillary tool for human neuroanatomy instruction. Copyright 2005 Wiley-Liss, Inc.

Using m-learning on nursing courses to improve learning.

PubMed

de Marcos Ortega, Luis; Barchino Plata, Roberto; Jiménez Rodríguez, María Lourdes; Hilera González, José Ramón; Martínez Herráiz, José Javier; Gutiérrez de Mesa, José Antonio; Gutiérrez Martínez, José María; Otón Tortosa, Salvador

2011-05-01

Modern handheld devices and wireless communications foster new kinds of communication and interaction that can define new approaches to teaching and learning. Mobile learning (m-learning) seeks to use them extensively, exactly in the same way in which e-learning uses personal computers and wired communication technologies. In this new mobile environment, new applications and educational models need to be created and tested to confirm (or reject) their validity and usefulness. In this article, we present a mobile tool aimed at self-assessment, which allows students to test their knowledge at any place and at any time. The degree to which the students' achievement improved is also evaluated, and a survey on the students' opinion of the new tool was also conducted. An experimental group of 20- to 21-year-old nursing students was chosen to test the tool. Results show that this kind of tool improves students' achievement and does not make necessary to introduce substantial changes in current teaching activities and methodology.

Engaging racial autoethnography as a teaching tool for womanist inquiry.

PubMed

Taylor, Janette Y; Mackin, Melissa A Lehan; Oldenburg, Angela M

2008-01-01

Racial autobiography, self-narratives on how one learned about the idea of race, has been underutilized as a tool to familiarize and orient students in the process of critical inquiry for nursing research. The aims of this article are to explore how racial autoethnography: (1) repositions students to effect an epistemological change, (2) challenges dominant ideology, and (3) functions as a link between the student and critical theories for use in nursing research. Students engage in and share reflective narrative about a variety of instructional materials used in the course. Reflective narratives are presented in a framework that addresses white racial identity development.

Singers' phonation threshold pressure and ratings of self-perceived effort on vocal tasks.

PubMed

McHenry, Monica; Evans, Joseph; Powitzky, Eric

2013-05-01

This study was designed to determine if singers' self-ratings of vocal effort could predict phonation threshold pressure (PTP). It was hypothesized that effort ratings on the more complex task of singing "Happy Birthday" would best predict PTP. A multiple regression analysis was performed with PTP as the predicted variable and self-ratings on four phonatory tasks as the predictor variables. Participants were 48 undergraduate and graduate students majoring in vocal performance. They produced /pi/ syllable trains as softly as possible for the measurement of PTP. They then rated their self-perceived vocal effort while softly producing the following: (1) sustained "ah" (comfortable, midrange pitch); (2) "ah" glide (chest to head voice); (3) Staccato "ah" in head voice (not falsetto); and (4) Happy Birthday in head voice (not falsetto). No ratings of vocal effort predicted PTP. The lack of correlation between PTP and ratings of Happy Birthday remained when separately evaluating graduate versus undergraduate students or males versus females. Informal evaluation of repeated ratings over time suggested the potential for effective self-monitoring. Students' ratings of self-perceived vocal effort were poor predictors of PTP. This may be because of the use of "effortless" imagery during singing instruction or consistent positive feedback regarding vocal performance. It is possible that self-rating could become an effective tool to predict vocal health if task elicitation instructions were more precise, and the student and voice teacher worked collaboratively to improve self-evaluation. Copyright © 2013 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

The Self Concept Change as a Tool for Developmental Academic Advising

ERIC Educational Resources Information Center

Ugur, Hasan

2015-01-01

The main goals of academic advising are not only to improving social and academic success of students during academic year, but to improve the retention of the students with the successful interventions inside the educational system. Many areas of practice and research are mentioned in the scientific literature. One of them is improving students'…

Audacity in Vocal Improvisation: Motivating Elementary School Students through Technology

ERIC Educational Resources Information Center

Sichivitsa, Veronica

2007-01-01

Every day, music teachers face the challenge of motivating less-confident student singers in general music classes. Teaching vocal improvisation can be a difficult task, because students are often self-conscious about their voices and too intimidated to sing in front of their peers. Technology can be an excellent motivational tool in the classroom…

Breakfast consumption determinants among female high school students of Yazd Province based on Pender's Health Promotion Model.

PubMed

Mehrabbeik, Akram; Mahmoodabad, Seyed Saeed Mazloomy; Khosravi, Hassan Mozaffari; Fallahzadeh, Hossein

2017-08-01

Despite the importance of breakfast, especially for students, unfortunately, this meal is usually ignored in daily routine. The aim of this study was to identify determinants among female high school students of Yazd province based on the Pender Health Promotion Model. This was a cross-sectional study conducted to examine 200 female high school students of Yazd, selected by cluster sampling method in 2016. A researcher-made questionnaire, based on Pender's Health Promotion Model, was used as a data collection tool. A panel of experts and Cronbach's alpha coefficient were used to confirm the questionnaire validity and reliability. In order to analyze descriptive data, SPSS version 22 was used. AMOS software (v.23) was employed for path analysis. Direct impact of activity -related affect (0.300), interpersonal influences (0.276), and perceived barriers to eating breakfast (-0.223) were approved at significance level p<0.000. By influencing perceived barriers, perceived self-efficacy and previous related behavior indirectly affected breakfast consumption. These components determined 33% of breakfast consumption. By planning to create a positive feeling in students to have breakfast, to involve family and friends to encourage students to eat breakfast, to reduce barriers to have breakfast by increasing students' self-efficacy, the behavior of having breakfast among students can be improved.

Making more of it! Medical students' motives for voluntarily keeping an extended portfolio.

PubMed

Deketelaere, Ann; Kelchtermans, Geert; Druine, Nathalie; Vandermeersch, Evelyn; Struyf, Elke; De Leyn, Paul

2007-10-01

Although medical students' use of portfolios has been studied from many angles, little is known about their motivations. This article explores medical students' motives for voluntarily compiling a learning portfolio that widely exceeded the assignments. Content analysis was performed on 22 (8%; n = 22/269) extensive portfolios, followed by a semi-structured interview with 11 medical students. Building on the theoretical work of Simons et al. (2004), interpretative analysis was used to reconstruct and understand the medical students' motives for the effort they put into the portfolios. Compiling an elaborate portfolio is mainly instigated by a personal instrumentality (internally regulated instrumental motivation). These medical students reflected on what they considered important and useful. The portfolio was a tool to achieve self-set goals, yet the specific goals turned out to be very different among the students, reflecting their particular needs and experiences during clerkship. Motivation theory shows that students who are internally regulated use more deep-level learning strategies and perform better. Internally regulated motivation mainly occurs when students use the portfolio to achieve their self-set goals. The formal portfolio assignments, enforced by the medical school, were more related with externally regulated motivation.

Development and utilization of a web-based application as a robust radiology teaching tool (radstax) for medical student anatomy teaching.

PubMed

Colucci, Philip G; Kostandy, Petro; Shrauner, William R; Arleo, Elizabeth; Fuortes, Michele; Griffin, Andrew S; Huang, Yun-Han; Juluru, Krishna; Tsiouris, Apostolos John

2015-02-01

Rationale and Objectives: The primary role of radiology in the preclinical setting is the use of imaging to improve students' understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students.Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets.Materials and Methods: RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience.Results: RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program.Conclusions: RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists.This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student.

The use of computer assisted technology to enhance student psychiatric nurses learning during a practice placement.

PubMed

Denny, Margaret; Higgins, Agnes

2003-06-01

Despite the available literature that identifies the value of integrating computer-assisted learning into the curriculum, psychiatric nurse education lags behind in this area of curriculum development. The purpose of this paper is to report on a pilot project involving the use of a computer assisted learning (CAL) interactive multimedia (IMM) package called 'Admissions,' as a self-directed learning tool with two-second year psychiatric nursing students. The students were on a practice placement in an Irish mental health service. The aim of using the multimedia resource was to augment the students' learning during their practice placement and enable them to re-examine the issue of psychosis from a multiplicity of perspectives. This paper provides a brief description of the interactive multimedia package, together with a discussion on the support offered to the students during its use. experiential taxonomy is used as a framework to guide the discussion on the learning and evaluation process used. Feedback from the students suggests that the CAL package is easy to use, informative and promoted independence and self-directed study.

Teacher Questioning Strategies in Mathematical Classroom Discourse: A Case Study of Two Grade Eight Teachers in Tennessee, USA

ERIC Educational Resources Information Center

McCarthy, Peter; Sithole, Alec; McCarthy, Paul; Cho, Jea-pil; Gyan, Emmanuel

2016-01-01

Teacher questioning in mathematics is an important diagnostic tool for teaching as well as measuring the academic progression and comprehension of the learner. While teacher questioning enhances student learning and self-assessment of the teacher's lesson delivery effectiveness, if not presented properly can have negative impacts on the student…

The Measurement of Technology Anxiety

PubMed Central

Pillar, Barbara

1985-01-01

The growing amount of medical technology on nursing units prompted a study of the anxiety experienced by nurses toward medical equipment. A Likert-type instrument was developed as a self-report questionnaire to assess this emotional response. Testing was conducted on two groups of student nurses, and evaluation of the tool determined that it was both reliable and valid.

Do Modes of Thinking Predict Career Interest Types among Chinese University Students?

ERIC Educational Resources Information Center

Zhang, Li-fang; Fan, Weiqiao

2007-01-01

This study had two objectives. The preliminary objective was to further test the psychometric properties of the short-version self-directed search that was intended to be a brief research tool for measuring Holland [Holland, J. L. (1973). "Making vocational choices: A theory of careers." Englewood Cliffs, NJ: Prentice-Hall; Holland, J.…

The Sites Teachers Choose: A Gauge of Classroom Web Use

ERIC Educational Resources Information Center

Archambault, Leanna; Crippen, Kent

2007-01-01

The pervasive nature of the Internet, both in society and in America's schools, leads teacher educators to wonder how this dynamic tool is being utilized in the classroom and, especially, if it is benefiting students' understanding. This study analyzed 127 Web sites self-reported by in-service teachers as excellent for teaching. From these data, a…

Experimental classroom games: a didactic tool in palliative care.

PubMed

Alonso, Ana Isabel López; Martínez, Maria Elena Fernández; Presa, Cristina Liébana; Casares, Ana Maria Vázquez; González, Maria Paz Castro

2018-01-01

Objective To evaluate the effect of a games-based intervention on palliative care nursing students' scores on the Collett-Lester Fear of Death Scale. The challenge was to innovate and integrate grief-related theory and experiences into the classroom. Method Quasi-experimental study. Before and after the games-based intervention, 101 and 111 students completed the questionnaires, respectively. The intervention was performed in the context of a palliative care class taught during the first semester of the third year of the nursing programme. Results The students obtained moderate mean scores on the variable fear of death (between 14 and 19) at both time points (pre- and post-intervention). Both men and women indicated a heightened sense of fear post-intervention and a decrease in self-perceived emotional preparedness, which support the value of the games for exposing the student to situations that closely approximated reality. Conclusion The use of games as a didactic tool in the classroom context helped the students recognize the fear generated by proximity to death in the patient and family and in the student him- or herself.

Measuring the Reader Self-Perceptions of Adolescents: Introducing the RSPS2

ERIC Educational Resources Information Center

Henk, William A.; Marinak, Barbara A.; Melnick, Steven A.

2013-01-01

This paper introduces a new affective instrument for assessing the reader self-perceptions of students in grades seven through ten. The Reader Self-Perception Scale 2 (RSPS2) builds upon its predecessor, the RSPS, a tool that measures the reading efficacy beliefs of children in grades four through six. New items were created for the RSPS2 to…

Good Teaching: What Matters to University Students

ERIC Educational Resources Information Center

Lee, Hwee Hoon; Kim, Grace May Lin; Chan, Ling Ling

2015-01-01

Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the institutions deem important and may not adequately…

A Predictive Study of Learner Attitudes Toward Open Learning in a Robotics Class

NASA Astrophysics Data System (ADS)

Avsec, Stanislav; Rihtarsic, David; Kocijancic, Slavko

2014-10-01

Open learning (OL) strives to transform teaching and learning by applying learning science and emerging technologies to increase student success, improve learning productivity, and lower barriers to access. OL of robotics has a significant growth rate in secondary and/or high schools, but failures exist. Little is known about why many users stop their OL after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with different types of OL. In this study, we tested a regression model for student satisfaction involving students' attitudes toward OL usage. A survey was conducted to investigate the critical factors affecting students' achievements and satisfaction in OL of robotics with use of own developed direct manipulation learning environment as learning context. A multiple regression analyses were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction. Descriptive statistics and analysis of variance was performed to determine the effect of predictor variables to student satisfaction. The results demonstrate that students have significantly positive perceptions toward using OL of robotics as a learning-assisted tool. Furthermore, behavioral intention to use OL is influenced by perceived usefulness and self-efficacy. The following five major categories of satisfaction factors with OL course were revealed during analysis of the studies (effect sizes in parentheses): organization (0.69); implementation (0.61); professional content (0.53); interaction (0.43); self-efficacy (0.14). All these effect sizes were judged to be significant and large. The results also showed that learner-mentor/instructor interaction, learner-professional content interaction, and online and offline self-efficacy were good predictors of student satisfaction and course quality. Peer interactions and self-regulated learning have to be considered carefully. A learner-mentor/instructor and learner-professional content interaction are indicated as most significant interactions.

Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

PubMed

Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

2018-02-01

To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.

PubMed

Ilic, Dragan; Nordin, Rusli Bin; Glasziou, Paul; Tilson, Julie K; Villanueva, Elmer

2015-03-10

Few studies have been performed to inform how best to teach evidence-based medicine (EBM) to medical trainees. Current evidence can only conclude that any form of teaching increases EBM competency, but cannot distinguish which form of teaching is most effective at increasing student competency in EBM. This study compared the effectiveness of a blended learning (BL) versus didactic learning (DL) approach of teaching EBM to medical students with respect to competency, self-efficacy, attitudes and behaviour toward EBM. A mixed methods study consisting of a randomised controlled trial (RCT) and qualitative case study was performed with medical students undertaking their first clinical year of training in EBM. Students were randomly assigned to receive EBM teaching via either a BL approach or the incumbent DL approach. Competency in EBM was assessed using the Berlin questionnaire and the 'Assessing Competency in EBM' (ACE) tool. Students' self-efficacy, attitudes and behaviour was also assessed. A series of focus groups was also performed to contextualise the quantitative results. A total of 147 students completed the RCT, and a further 29 students participated in six focus group discussions. Students who received the BL approach to teaching EBM had significantly higher scores in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out of 14 self-efficacy domains. Competency in EBM did not differ significantly between students receiving the BL approach versus those receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71, 0.34), p=0.19]. No significant difference was observed between sites (p=0.89) or by student type (p=0.58). Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities. BL is no more effective than DL at increasing medical students' knowledge and skills in EBM, but was significantly more effective at increasing student attitudes toward EBM and self-reported use of EBM in clinical practice. Given the various learning styles preferred by students, a multifaceted approach (incorporating BL) may be best suited when teaching EBM to medical students. Further research on the cost-effectiveness of EBM teaching modalities is required.

Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.

PubMed

Hulsman, Robert L; van der Vloodt, Jane

2015-03-01

Self-evaluation and peer-feedback are important strategies within the reflective practice paradigm for the development and maintenance of professional competencies like medical communication. Characteristics of the self-evaluation and peer-feedback annotations of medical students' video recorded communication skills were analyzed. Twenty-five year 4 medical students recorded history-taking consultations with a simulated patient, uploaded the video to a web-based platform, marked and annotated positive and negative events. Peers reviewed the video and self-evaluations and provided feedback. Analyzed were the number of marked positive and negative annotations and the amount of text entered. Topics and specificity of the annotations were coded and analyzed qualitatively. Students annotated on average more negative than positive events. Additional peer-feedback was more often positive. Topics most often related to structuring the consultation. Students were most critical about their biomedical topics. Negative annotations were more specific than positive annotations. Self-evaluations were more specific than peer-feedback and both show a significant correlation. Four response patterns were detected that negatively bias specificity assessment ratings. Teaching students to be more specific in their self-evaluations may be effective for receiving more specific peer-feedback. Videofragmentrating is a convenient tool to implement reflective practice activities like self-evaluation and peer-feedback to the classroom in the teaching of clinical skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Measurement of perceived functions of non-suicidal self-injury for Chinese adolescents.

PubMed

Leong, Choi Hong; Wu, Anise M S; Poon, Mary Man-Yee

2014-01-01

Due to the lack of validated assessment tools for motives of non-suicidal self-injury behaviors in the Chinese contexts, this study aims to evaluate the psychometric properties of the Chinese version of the Functional Assessment of Self-Mutilation (C-FASM). A total of 345 secondary school students (mean age = 11.41 years), who reported non-suicidal self-injury in the past year, voluntarily participated in the questionnaire survey. Confirmatory factor analysis results supported a second-order model of 4 motivational factors. The overall scale scores had significant correlations with depression, anxiety, impulsiveness, self-esteem, social support, and suicidal ideation. The internal consistency of the scale was also satisfactory. The C-FASM is a valid and reliable instrument for assessing non-suicidal self-injury among nonclinical Chinese adolescents.

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

PubMed

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

2017-04-01

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

Comparison of Munsell(®) color chart assessments with primary schoolchildren's self-reported skin color.

PubMed

Wright, C Y; Reeder, A I; Gray, A R; Hammond, V A

2015-11-01

Skin color is related to human health outcomes, including the risks of skin cancer and vitamin D insufficiency. Self-perceptions of skin color may influence health behaviours, including the adoption of practices protective against harmful solar ultraviolet radiation levels. Misperception of personal risk may have negative health implications. The aim of this study is to determine whether Munsell(®) color chart assessments align with child self-reported skin color. Two-trained investigators, with assessed color acuity, visually classified student inner upper arm constitutive skin color. The Munsell(®) classifications obtained were converted to Individual Typology Angle (ITA) values and respective Del Bino skin color categories after spectrocolorimeter measurements based on published values/data. As part of a written questionnaire on sun protection knowledge, attitudes, and behaviours, self-completed in class time, students classified their end of winter skin color. Student self-reports were compared with the ITA-based Del Bino classifications. A total of 477 New Zealand primary students attending 27 randomly selected schools from five geographic regions. The main measures were self-reported skin color and visually observed skin color. A monotonic association was observed between the distribution of spectrophotometer ITA scores obtained for Munsell(®) tiles and child self-reports of skin color, providing some evidence for the validity of self-report among New Zealand primary school children, although the lighter colored ITA defined groups were most numerous in this study sample. Statistically significant differences in ITA scores were found by ethnicity, self-reported skin color, and geographic residence (P < 0.001). Certain Munsell(®) color tiles were frequently selected as providing a best match to skin color. Assessment using Munsell(®) color charts was simple, inexpensive, and practical for field use and acceptable to children. The results suggest that this method may prove useful for making comparisons with other studies using visual tools to assess skin color. Alignment between the ITA distribution derived from the Munsell(®) assessment and child skin color self-reports could probably be improved, particularly with the addition of another 'light'/'white' color category in the self-report instrument. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Smartphone, the New Learning Aid amongst Medical Students

PubMed Central

Khismatrao, Deepak S.; Gavali, Yogesh V; Patil, K.B.

2017-01-01

Introduction The use of smartphone is increasing day by day for personal as well as professional purpose. They are becoming a more suitable tool for advancing education in developing countries. Mobile access to information and many applications are successfully harnessed in health care. Smartphones are also becoming popular as an effective educational tool. Aim The present study was conducted to evaluate the use of smartphones as an educational tool amongst the medical students. The study also aimed at identifying the common medical application used by the students. Materials and Methods It was an observational cross-sectional study carried out amongst medical students of private medical institute in India. A validated 16 point, structured, open-ended, questionnaire regarding ownership and use of smart phones was self-administered to 446 medical students. Data were analysed using SPSS and open ended questions were analysed by summative content analysis. Results Among the study population, 96% owned a smartphone -Android based 72.4%, i phone 13.0%, Windows based Nokia phones 7% and Blackberry 3.6%. Common medical applications used by the students were Anatomy and Medical Dictionary in First MBBS; Medical Dictionary, Medscape and Google/Wikipedia in Second MBBS; and Medscape, Google/Wikipedia and Prognosis/Diagnosis in Third MBBS. More than 90% students, reported to have technological skills to use smartphones, for medical education, communication and instant access during bedside teaching. Advertently, 37.2% students felt if smartphones are used for clinical purposes, they will need to spend less time with patients. Almost 79.4% felt that smartphones should be introduced in MBBS course. Conclusion Smartphone use amongst medical students as learning aid for various medical applications is rapidly advancing. But it will be worthwhile to study whether use of smartphones has any impact on the grades of the students before introducing them in medical schools. PMID:28658804

Factors Associated with Hookah Use among Male High School Students: The Role of Demographic Characteristics and Hookah User and Non-User Prototypes.

PubMed

Bashirian, Saeed; Barati, Majid; Mohammadi, Younes; Mostafaei, Hossein

2016-01-01

As students' hookah use has become a widespread problem in the developing countries, it is time to understand the cognitive determinants of students' decisions to do so. This study aimed to investigate the roles of psychological and demographic factors associated with hookah use among male high school students. This descriptive-analytical study was performed among 601 high school male students, recruited through multistage sampling method in the Kermanshah City, west of Iran in 2016. The data-gathering tool consisted of a self-administered questionnaire with questions about hookah use behavior and demographic, behavioral and psychological variables. Data were analyzed using SPSS-18 software using chi-square and logistic regression. 36.1% of the participants reported ever hookah use and 17.1% mentioned using hookah in the past month. Pleasure (28.1%) and sensation seeking (22.5%) were common reasons of hookah use. In comparison to non-users, hookah users evaluated a typical hookah user as more clever, less immature, more popular, more attractive, more self-confident, more independent, and less selfish (P<0.001). The results revealed the importance of psychological factors when examining students' hookah use status. Thus, design and implementation of interventions might be effective in prevention of hookah use among students.

Development of Training/Self-Recognizing Tools for Disability Students Using a Face Expression Recognition Sensor and a Smart-Watch

ERIC Educational Resources Information Center

Kawada, Taku; Ando, Akinobu; Saito, Hirotaka; Uekida, Jun; Nagai, Nobuyuki; Takeshima, Hisashi; Davis, Darold

2016-01-01

In this paper, we developed two kinds of application software run on a mobile/wearable device for autistic spectrum disorder students, intellectual disability students, or physically challenged. One of the applications is expression detector/evaluator using a smartphone and a small expression sensor for social skill training. This sensor can…

Welding Fundamentals. U.S.O.E. 17.23 16. Student's Manual [and] Instructor's Guide.

ERIC Educational Resources Information Center

Fulgham, Wayne

This two-part publication covers the fundamentals for the beginning welder. The student's manual includes many illustrations to acquaint the student with tools and materials used in the welding trade. The manual is self-contained and is written for use in all types of trade and industrial classes. The manual contains 10 lessons, each of which…

Dual Rubrics and the Process of Writing: Assessment and Best Practices in a Developmental English Course

ERIC Educational Resources Information Center

Pireh, Diane Flanegan

2014-01-01

This article presents strategies for using two types of essay-writing rubrics in a developmental English class of students transitioning into college-level writing. One checklist rubric is student-facing, designed to serve as a guide for students throughout the writing process and as a self-assessment tool. The other checklist rubric is…

Development and Utilization of a Web-Based Application as a Robust Radiology Teaching Tool (RadStax) for Medical Student Anatomy Teaching

PubMed Central

Colucci, Philip G.; Kostandy, Petro; Shrauner, William R.; Arleo, Elizabeth; Fuortes, Michele; Griffin, Andrew S.; Huang, Yun-Han; Juluru, Krishna; Tsiouris, Apostolos John

2016-01-01

Rationale and Objectives The primary role of radiology in the preclinical setting is the use of imaging to improve students’ understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students. Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets. Materials and Methods RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience. Results RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program. Conclusions RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists. This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student. PMID:25964956

Web-Based, Active Learning Experiences for Biology Students.

ERIC Educational Resources Information Center

Skinner, Kerri M.; Hoback, W. Wyatt

2003-01-01

Presents a website that addresses concepts that form a foundation for understanding ecology, pest management, and environmental ethics. Key features of the website include its self-contained, non-linear design; a learning environment that allows students to test ideas without penalty; real-world examples; and built-in assessment tools that…

Sequenced Peer Revision: Creating Competence and Community

ERIC Educational Resources Information Center

Bowman, Ingrid K.; Robertson, John

2013-01-01

Mastering techniques of self- and peer revision is a valuable tool for all writers, especially US-educated Generation 1.5 students, whose near fluency enables them to dialogue successfully about their writing. Using action research, 2 academic writing instructors systematically trained students to more responsibly and effectively revise their…

Critical Thinking Skills Evidenced in Graduate Students Blogs

ERIC Educational Resources Information Center

Cain, Holly Reed; Giraud, Vivana; Stedman, Nicole L. P.; Adams, Brittany L.

2012-01-01

The objective of this research was to identify Facione's six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference, (e) Explanation, and (f) Self-Regulation (Facione,…

Explorers of the Universe

NASA Technical Reports Server (NTRS)

Alvarez, Marino C.; Busby, Michael R.; Sotoohi, Goli; Rodriguez, William J.; Hennig, Lee Ann; Berenty, Jerry; King, Terry; Grener, Doreen; Kruzan, John

1998-01-01

The Explorers of the Universe is a multifaceted scientific/literacy project that involves teachers and their students with problem oriented situations using authentic materials. This paper presents examples of self-directed cases researched by high school students and the met acognitive tools they use in the planning, carrying out, and finalizing their reports.

Using Personal Narratives as a Pedagogical Tool: Empowering Students through Stories.

ERIC Educational Resources Information Center

Burk, Nanci M.

Creating an empowering and positive classroom environment requires focusing on the processes of developing trust in self and others, participation and communication in the classroom. Establishing a classroom that accommodates diverse students who have varied backgrounds, interests, and preferences poses a challenging situation for university…

Collaborative Tools in Upper Secondary School--Why?

ERIC Educational Resources Information Center

Mathiasen, Helle; Degn, Hans-Peter; Dalsgaard, Christian; Bech, Christian W.; Gregersen, Claus

2013-01-01

The paper will discuss potentials of digital media to support student engagement and student production in Danish upper secondary education with a specific focus on group work and collaboration. With the latest school reform, upper secondary education in Denmark has experienced an increased focus on problem-based and self-governed work of…

[Learning pathologic anatomy during medical formation: Understanding the contribution of the motivation].

PubMed

Toquet, Claire; Normand, Adeline; Guihard, Gilles

2018-05-26

The motivations of medical students for Pathologic Anatomy are little known although they can strongly influence their academic performance. Our work focused on the analysis of the relationship between performance and motivation for Pathologic Anatomy. Second-year students (n=268) from the University of Nantes were contacted to complete a motivation questionnaire and to provide indicators of performance and attendance. The responses were analyzed in order to establish the psychometric reliability and the factorial structure of the questionnaire. The relationship between motivation and performance was explored by correlation and by linear regression studies. A cluster analysis was performed to specify the distribution of the two variables in our sample. The sample corresponded to 168 respondents with a F/M ratio similar to that of our population. Our data demonstrated the reliability of the questionnaire and a structure described by 5 motivation factors (self-determination, self-efficacy, career, grade and intrinsic motivation). The academic performance was not significantly correlated with the overall motivation or with student attendance. However, it was predicted by self-determination and self-efficacy. Our work revealed gender differences as well as the existence of two distinct clusters defined by the motivation and performance of the students. This work constitutes the first study of the motivations of French medical students for cyto-pathology. It validates a quantitative assessment tool for motivation. Finally, it explores the heterogeneity of the distribution of motivation and academic performance within a population of learners. Copyright © 2018 Elsevier Masson SAS. All rights reserved.

The Topology Prediction of Membrane Proteins: A Web-Based Tutorial.

PubMed

Kandemir-Cavas, Cagin; Cavas, Levent; Alyuruk, Hakan

2018-06-01

There is a great need for development of educational materials on the transfer of current bioinformatics knowledge to undergraduate students in bioscience departments. In this study, it is aimed to prepare an example in silico laboratory tutorial on the topology prediction of membrane proteins by bioinformatics tools. This laboratory tutorial is prepared for biochemistry lessons at bioscience departments (biology, chemistry, biochemistry, molecular biology and genetics, and faculty of medicine). The tutorial is intended for students who have not taken a bioinformatics course yet or already have taken a course as an introduction to bioinformatics. The tutorial is based on step-by-step explanations with illustrations. It can be applied under supervision of an instructor in the lessons, or it can be used as a self-study guide by students. In the tutorial, membrane-spanning regions and α-helices of membrane proteins were predicted by internet-based bioinformatics tools. According to the results achieved from internet-based bioinformatics tools, the algorithms and parameters used were effective on the accuracy of prediction. The importance of this laboratory tutorial lies on the facts that it provides an introduction to the bioinformatics and that it also demonstrates an in silico laboratory application to the students at natural sciences. The presented example education material is applicable easily at all departments that have internet connection. This study presents an alternative education material to the students in biochemistry laboratories in addition to classical laboratory experiments.

A sense of belonging and perceived stress among baccalaureate nursing students in clinical placements.

PubMed

Grobecker, Patricia A

2016-01-01

The rigorous efforts students put into baccalaureate nursing programs to become a professional nurse is compounded by their need to have a sense of belonging in their clinical placements. In addition, the students' perceived stress may contribute to their physiological and psychological wellbeing undermining academic achievements and confidence. A sense of belonging and perceived stress have research history in psychological and sociological realms; but not used together in the nursing profession as applied in clinical placements. The Perceived Stress Scale is a psychological instrument used globally; however, the Belongingness Scale-Clinical Placement Experience (BES-CPE) measurement tool has not been used in published research in the United States. A descriptive correlational research design examining the relationship between a sense of belonging and perceived stress among baccalaureate nursing students in clinical placements. Three measurement tools were used for data collection: BES-CPE, Perceived Stress Scale (PSS-10) and demographic questionnaire. Students were able to access the online survey through SurveyMonkey®. A national study was conducted using 1296 volunteer nursing students from the National Student Nurses Association (NSNA) database. These nursing students were currently enrolled in a baccalaureate nursing program, 18years of age and completed at least one clinical experience. The findings from this study revealed a statistically significant low inverse relationship (r=-.277) between a sense of belonging and perceived stress among baccalaureate nursing students in their clinical placements. The findings also supported the use of BES-CPE as a reliable and valid measurement tool for nursing students in clinical placements. The results of this study supported the concept of a sense of belonging as a fundamental human need, having a positive influence and impact on students' learning, motivation and confidence. In contrast, perceived stress has negative consequences on the students' self-concept, learning skills and competence. Copyright © 2015 Elsevier Ltd. All rights reserved.

Identifying Objective Physiological Markers and Modifiable Behaviors for Self-Reported Stress and Mental Health Status Using Wearable Sensors and Mobile Phones: Observational Study.

PubMed

Sano, Akane; Taylor, Sara; McHill, Andrew W; Phillips, Andrew Jk; Barger, Laura K; Klerman, Elizabeth; Picard, Rosalind

2018-06-08

Wearable and mobile devices that capture multimodal data have the potential to identify risk factors for high stress and poor mental health and to provide information to improve health and well-being. We developed new tools that provide objective physiological and behavioral measures using wearable sensors and mobile phones, together with methods that improve their data integrity. The aim of this study was to examine, using machine learning, how accurately these measures could identify conditions of self-reported high stress and poor mental health and which of the underlying modalities and measures were most accurate in identifying those conditions. We designed and conducted the 1-month SNAPSHOT study that investigated how daily behaviors and social networks influence self-reported stress, mood, and other health or well-being-related factors. We collected over 145,000 hours of data from 201 college students (age: 18-25 years, male:female=1.8:1) at one university, all recruited within self-identified social groups. Each student filled out standardized pre- and postquestionnaires on stress and mental health; during the month, each student completed twice-daily electronic diaries (e-diaries), wore two wrist-based sensors that recorded continuous physical activity and autonomic physiology, and installed an app on their mobile phone that recorded phone usage and geolocation patterns. We developed tools to make data collection more efficient, including data-check systems for sensor and mobile phone data and an e-diary administrative module for study investigators to locate possible errors in the e-diaries and communicate with participants to correct their entries promptly, which reduced the time taken to clean e-diary data by 69%. We constructed features and applied machine learning to the multimodal data to identify factors associated with self-reported poststudy stress and mental health, including behaviors that can be possibly modified by the individual to improve these measures. We identified the physiological sensor, phone, mobility, and modifiable behavior features that were best predictors for stress and mental health classification. In general, wearable sensor features showed better classification performance than mobile phone or modifiable behavior features. Wearable sensor features, including skin conductance and temperature, reached 78.3% (148/189) accuracy for classifying students into high or low stress groups and 87% (41/47) accuracy for classifying high or low mental health groups. Modifiable behavior features, including number of naps, studying duration, calls, mobility patterns, and phone-screen-on time, reached 73.5% (139/189) accuracy for stress classification and 79% (37/47) accuracy for mental health classification. New semiautomated tools improved the efficiency of long-term ambulatory data collection from wearable and mobile devices. Applying machine learning to the resulting data revealed a set of both objective features and modifiable behavioral features that could classify self-reported high or low stress and mental health groups in a college student population better than previous studies and showed new insights into digital phenotyping. ©Akane Sano, Sara Taylor, Andrew W McHill, Andrew JK Phillips, Laura K Barger, Elizabeth Klerman, Rosalind Picard. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 08.06.2018.

Effectiveness and Adoption of a Drawing-to-Learn Study Tool for Recall and Problem Solving: Minute Sketches with Folded Lists

PubMed Central

Heideman, Paul D.; Flores, K. Adryan; Sevier, Lu M.; Trouton, Kelsey E.

2017-01-01

Drawing by learners can be an effective way to develop memory and generate visual models for higher-order skills in biology, but students are often reluctant to adopt drawing as a study method. We designed a nonclassroom intervention that instructed introductory biology college students in a drawing method, minute sketches in folded lists (MSFL), and allowed them to self-assess their recall and problem solving, first in a simple recall task involving non-European alphabets and later using unfamiliar biology content. In two preliminary ex situ experiments, students had greater recall on the simple learning task, non-European alphabets with associated phonetic sounds, using MSFL in comparison with a preferred method, visual review (VR). In the intervention, students studying using MSFL and VR had ∼50–80% greater recall of content studied with MSFL and, in a subset of trials, better performance on problem-solving tasks on biology content. Eight months after beginning the intervention, participants had shifted self-reported use of drawing from 2% to 20% of study time. For a small subset of participants, MSFL had become a preferred study method, and 70% of participants reported continued use of MSFL. This brief, low-cost intervention resulted in enduring changes in study behavior. PMID:28495932

Using Debate to Teach Pharmacy Students About Ethical Issues

PubMed Central

Hanna, Lezley-Anne; Barry, Johanne; Donnelly, Ryan; Hughes, Fiona; Jones, David; Laverty, Garry; Parsons, Carole; Ryan, Cristin

2014-01-01

Objective. To create, implement, and evaluate debate as a method of teaching pharmacy undergraduate students about ethical issues. Design. Debate workshops with 5 hours of contact with student peers and facilitators and 5 hours of self-study were developed for second-year pharmacy students. Student development of various skills and understanding of the topic were assessed by staff members and student peers. Assessment. One hundred fifty students completed the workshops. The mean score for debating was 25.9 out of 30, with scores ranging from 23.2 to 28.7. Seventy percent of students agreed that the debates were a useful teaching method in the degree program. Conclusion. A series of workshops using debates effectively delivered course content on ethical issues and resulted in pharmacy students developing skills such as teamwork, peer assessment, communication, and critical evaluation. These findings suggest that pharmacy students respond favorably to a program using debates as a teaching tool. PMID:24761018

Using debate to teach pharmacy students about ethical issues.

PubMed

Hanna, Lezley-Anne; Barry, Johanne; Donnelly, Ryan; Hughes, Fiona; Jones, David; Laverty, Garry; Parsons, Carole; Ryan, Cristin

2014-04-17

To create, implement, and evaluate debate as a method of teaching pharmacy undergraduate students about ethical issues. Debate workshops with 5 hours of contact with student peers and facilitators and 5 hours of self-study were developed for second-year pharmacy students. Student development of various skills and understanding of the topic were assessed by staff members and student peers. One hundred fifty students completed the workshops. The mean score for debating was 25.9 out of 30, with scores ranging from 23.2 to 28.7. Seventy percent of students agreed that the debates were a useful teaching method in the degree program. A series of workshops using debates effectively delivered course content on ethical issues and resulted in pharmacy students developing skills such as teamwork, peer assessment, communication, and critical evaluation. These findings suggest that pharmacy students respond favorably to a program using debates as a teaching tool.

Physics Matters, 1st Edition, with Student Access Card eGrade Plus 1 Term Set

NASA Astrophysics Data System (ADS)

Trefil, James

2004-04-01

Written by authors who have vast experience in communicating science to general audiences, Physics Matters conveys the principles of physics in a manner that is understandable to non-majors. In a prose style that is clear, engaging, and contemporary, it pays particular attention to the relevance of physics in comprehending our modern technological society and the issues created by those technologies. It offers a broad, relatively non-mathematical, and highly readable survey of all the standard topics in physics. Before you buy, make sure you are getting the best value and all the learning tools you'll need to succeed in your course. If your professor requires eGrade Plus, you can purchase it now at no additional cost! With this special eGrade Plus package you get the new text--no highlighting, no missing pages, no food stains--an activity book with class activities, self study and homework assignments, as well as a registration code to eGrade Plus, a suite of effective learning tools to help you get a better grade. eGrade Plus gives you: A complete online version of the textbook Video experiments Student web projects Self assessment tests Homework questions with links to the relevant section of the online book eGrade Plus is a powerful online tool that provides students with an integrated suite of teaching and learning resources and an online version of the text in one easy-to-use website.

Beyond Tokenism in the Field? On the Learning of a Mathematics Teacher Educator and Faculty Supervisor

ERIC Educational Resources Information Center

Nolan, Kathleen

2015-01-01

Supervision of student teachers in their field experience is one of the practices that characterizes the work of many teacher educators. This paper takes up the issue of mathematics teacher education field experience, drawing on the conceptual tools of Bourdieu's social field theory to interpret data from a self-study on the role of supervision…

Comparison of a Gross Anatomy Laboratory to Online Anatomy Software for Teaching Anatomy

ERIC Educational Resources Information Center

Mathiowetz, Virgil; Yu, Chih-Huang; Quake-Rapp, Cindee

2016-01-01

This study was designed to assess the grades, self-perceived learning, and satisfaction between occupational therapy students who used a gross anatomy laboratory versus online anatomy software (AnatomyTV) as tools to learn anatomy at a large public university and a satellite campus in the mid-western United States. The goal was to determine if…

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

PubMed Central

Tayem, Yasin I.; James, Henry; Al-Khaja, Khalid A. J.; Razzak, Rima L. A.; Potu, Bhagath K.; Sequeira, Reginald P.

2015-01-01

Objectives: Peer assessment (PA) is believed to support learning and help students develop both professionally and personally. The aim of this study was to examine medical students’ perceptions of intragroup PA in a problem-based learning (PBL) setting. Methods: This study was carried out between September and November 2014 and involved six random groups of fourth-year undergraduate medical students (n = 60) enrolled at the Arabian Gulf University in Manama, Bahrain. While working on set tasks within a curriculum unit, each student evaluated a randomly selected peer using an English language adapted assessment tool to measure responsibility and respect, information processing, critical analysis, interaction and collaborative skills. At the end of the unit, students’ perceptions of PA were identified using a specifically-designed voluntary and anonymous self-administered questionnaire in English. Results: A total of 55 students participated in the study (response rate: 92%). The majority of students reported that their learning (60%), attendance (67%), respect towards group members (70%) and participation in group discussions (71%) improved as a result of PA. Regarding problem analysis skills, most participants believed that PA improved their ability to analyse problems (65%), identify learning needs (64%), fulfil tasks related to the analysis of learning needs (72%) and share knowledge within their group (74%). Lastly, a large proportion of students reported that this form of assessment helped them develop their communication (71%) and self-assessment skills (73%), as well as collaborative abilities (75%). Conclusion: PA was well accepted by the students in this cohort and led to self-reported improvements in learning, skills, attitudes, engagement and other indicators of personal and professional development. PA was also perceived to have a positive impact on intragroup attitudes. PMID:26355668

Development and psychometric testing of Holistic Clinical Assessment Tool (HCAT) for undergraduate nursing students.

PubMed

Wu, Xi Vivien; Enskär, Karin; Pua, Lay Hoon; Heng, Doreen Gek Noi; Wang, Wenru

2016-09-22

A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. A holistic approach in assessment of competency is advocated. Difficulties in the development of valid and reliable assessment measures in nursing competency have resulted in the development of assessment instruments with an increase in face and content validity, but few studies have tested these instruments psychometrically. It is essential to develop a holistic assessment tool to meet the needs of the clinical education. The study aims to develop a Holistic Clinical Assessment Tool (HCAT) and test its psychometric properties. The HCAT was developed based on the systematic literature review and the findings of qualitative studies. An expert panel was invited to evaluate the content validity of the tool. A total of 130 final-year nursing undergraduate students were recruited to evaluate the psychometric properties (i.e. factor structure, internal consistency and test-retest reliability) of the tool. The HCAT has good content validity with content validity index of .979. The exploratory factor analysis reveals a four-factor structure of the tool. The internal consistency and test-retest reliability of the HCAT are satisfactory with Cronbach alpha ranging from .789 to .965 and Intraclass Correlation Coefficient ranging from .881 to .979 for the four subscales and total scale. HCAT has the potential to be used as a valid measure to evaluate clinical competence in nursing students, and provide specific and ongoing feedback to enhance the holistic clinical learning experience. In addition, HCAT functions as a tool for self-reflection, peer-assessment and guides preceptors in clinical teaching and assessment.

Aspects of Guilt and Self-Reported Substance Use in Adolescence.

ERIC Educational Resources Information Center

Quiles, Zandra N.; Kinnunen, Taru; Bybee, Jane

2002-01-01

Explores the relationship between college students' self-reports of adolescent substance use and scores on indices tapping different aspects of guilt. Results suggest that a stronger internalization of societal standards, as reflected by higher scores on Standards and Situational Guilt, may prove a useful tool in the prevention of substance use.…

Can an Online Tool Support Contemporary Independent Music Teaching and Learning?

ERIC Educational Resources Information Center

Brook, Julia; Upitis, Rena

2015-01-01

The body of research examining deliberate practice and self-regulation in musical instruction has grown extensively over the past several decades, while at the same time many practices in the independent music studio remain unchanged and/or under-researched. Compelling evidence indicates that students with high levels of self-regulation experience…

Impacts of mothers' occupation status and parenting styles on levels of self-control, addiction to computer games, and educational progress of adolescents.

PubMed

Abedini, Yasamin; Zamani, Bibi Eshrat; Kheradmand, Ali; Rajabizadeh, Ghodratollah

2012-01-01

Addiction to computer (video) games in adolescents and its relationship with educational progress has recently attracted the attention of rearing and education experts as well as organizations and institutes involved in physical and mental health. The current research attempted to propose a structural model of the relationships between parenting styles, mothers' occupation status, and addiction to computer games, self-control, and educational progress of secondary school students. Using multistage cluster random sampling, 500 female and male secondary school students in Kerman (Iran) were selected and studied. The research tools included self-control, parenting styles, and addiction to computer games questionnaires and a self-made questionnaire containing demographic details. The data was analyzed using exploratory factor analysis, Cronbach's alpha coefficient and route analysis (in LISREL). We found self-control to have a linking role in the relationship between four parenting styles and educational progress. Mothers' occupation status was directly and significantly correlated with addiction to computer games. Although four parenting styles directly and significantly affected addiction to computer games, the findings did not support the linking role of addiction to computer games in the relationship between four parenting styles and educational progress. In agreement with previous studies, the current research reflected the impact of four parenting styles on self-control, addiction to computer games, and educational progress of students. Among the parenting styles, authoritative style can affect the severity of addiction to computer games through self-control development. It can thus indirectly influence the educational progress of students. Parents are recommended to use authoritative parenting style to help both self-management and psychological health of their children. The employed mothers are also recommended to have more supervision and control on the degree and type of computer games selected by their children.

Impacts of Mothers’ Occupation Status and Parenting Styles on Levels of Self-Control, Addiction to Computer Games, and Educational Progress of Adolescents

PubMed Central

Abedini, Yasamin; Zamani, Bibi Eshrat; Kheradmand, Ali; Rajabizadeh, Ghodratollah

2012-01-01

Background Addiction to computer (video) games in adolescents and its relationship with educational progress has recently attracted the attention of rearing and education experts as well as organizations and institutes involved in physical and mental health. The current research attempted to propose a structural model of the relationships between parenting styles, mothers’ occupation status, and addiction to computer games, self-control, and educational progress of secondary school students. Methods Using multistage cluster random sampling, 500 female and male secondary school students in Kerman (Iran) were selected and studied. The research tools included self-control, parenting styles, and addiction to computer games questionnaires and a self-made questionnaire containing demographic details. The data was analyzed using exploratory factor analysis, Cronbach’s alpha coefficient and route analysis (in LISREL). Findings We found self-control to have a linking role in the relationship between four parenting styles and educational progress. Mothers’ occupation status was directly and significantly correlated with addiction to computer games. Although four parenting styles directly and significantly affected addiction to computer games, the findings did not support the linking role of addiction to computer games in the relationship between four parenting styles and educational progress. Conclusion In agreement with previous studies, the current research reflected the impact of four parenting styles on self-control, addiction to computer games, and educational progress of students. Among the parenting styles, authoritative style can affect the severity of addiction to computer games through self-control development. It can thus indirectly influence the educational progress of students. Parents are recommended to use authoritative parenting style to help both self-management and psychological health of their children. The employed mothers are also recommended to have more supervision and control on the degree and type of computer games selected by their children. PMID:24494143

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

PubMed Central

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

2017-01-01

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

An Exploration on the Differences in Emotional Intelligence of First Year Students Examined across Disciplines within the School of Business in a Liberal Arts College

ERIC Educational Resources Information Center

Yarrish, Karen K.; Law, Mark D.

2009-01-01

In preparing the next generation of business professionals, educators need to take seriously the responsibility of empowering students with tools to assist them in their pursuits. One area of interest is Emotional Intelligence. Emotional Intelligence determines how students exercise self-control, zeal and persistence, and the ability to motivate…

Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment

ERIC Educational Resources Information Center

Freihofner, Ulla; Smala, Simone; Campbell, Chris

2016-01-01

The increase in the use of educational technologies in Australian high schools has sparked this investigation into how Year 9 (13 to 14 years of age) students experience and negotiate a new technology enhanced learning environment in a bilingual classroom setting. The paper is about examining the students' language practices in German and English…

Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET).

PubMed

Ruble, Lisa A; Toland, Michael D; Birdwhistell, Jessica L; McGrew, John H; Usher, Ellen L

2013-09-01

The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers ( N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers' responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples.

Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

PubMed

Anwar, Khurshid; Sajid, Muhammad Raihan; Cahusac, Peter; Shaikh, Abdul Ahad; Elgammal, Ahmad; Alshedoukhy, Ahlam; Kashir, Junaid

2017-09-01

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance. Copyright © 2017 the American Physiological Society.

Measuring the Style of Innovative Thinking among Engineering Students

ERIC Educational Resources Information Center

Passig, David; Cohen, Lizi

2014-01-01

Background: Many tools have been developed to measure the ability of workers to innovate. However, all of them are based on self-reporting questionnaires, which raises questions about their validity Purpose: The aim was to develop and validate a tool, called Ideas Generation Implementation (IGI), to objectively measure the style and potential of…

School Bullying: Tools for Avoiding Harm and Liability

ERIC Educational Resources Information Center

McGrath, Mary Jo

2006-01-01

Every hour of every day, students experience bullying and harassment at school by their peers. The immediate and long-term impact on the victims' learning capabilities, emotional health, and self-esteem is staggering. " School Bullying: Tools for Avoiding Harm and Liability" tackles this critical problem with an easy-to-use framework that guides…

The Use of Digital Tools by Independent Music Teachers

ERIC Educational Resources Information Center

Upitis, Rena; Abrami, Philip C.; Boese, Karen

2016-01-01

The present paper explores two aspects of independent music teachers' views and practices: (a) their views on the importance of self-regulation and (b) how they use tools available on mobile devices to enhance their students' learning. A survey involving 1,468 Canadian teachers revealed that most teachers are comfortable using digital technology.…

Preliminary validation of the Perceived Locus of Causality scale for academic motivation in the context of university studies (PLOC-U).

PubMed

Sánchez de Miguel, Manuel; Lizaso, Izarne; Hermosilla, Daniel; Alcover, Carlos-Maria; Goudas, Marios; Arranz-Freijó, Enrique

2017-12-01

Research has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both. The current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. We tested levels of self-determination before and after academic examinations. Also, we analysed degree of internalization of extrinsic motivation in students' practical activities. Two hundred and eighty-seven Spanish university students participated in the study. Data were collected at two time points to check the reliability and stability of PLOC-U by a test-retest procedure. Confirmatory factor analysis was performed on the PLOC-U. Also convergent validity was tested against the Academic Motivation Scale (EME-E). Confirmatory factor analysis showed optimum fit and good reliability of PLOC-U. It also presented excellent convergent validity with the EME-E and good stability over time. Our findings did not show any significant correlation between self-determination and expected results before academic examinations, but it did so afterwards, revealing greater regulation by and integration of extrinsic motivation. The high score obtained for extrinsic motivation points to a greater regulation associated with an external contingency (rewards in the practical coursework). PLOC-U is a good instrument for the measurement of academic motivation and provides a new tool to analyse self-determination among university students. © 2017 The British Psychological Society.

[Emotional Intelligence Index: a tool for the routine assessment of mental health promotion programs in schools].

PubMed

Veltro, Franco; Ialenti, Valentina; Morales García, Manuel Alejandro; Gigantesco, Antonella

2016-01-01

After critical examination of several aspects relating to the evaluation of some dimensions of emotional intelligence through self-assessment tools, is described the procedure of construction and validation of an Index for its measurement, conceived only for the routine assessment of health promotion programs mental in schools that include among their objectives the improvement of emotional intelligence specifically "outcome-oriented". On the basis of the two most common international tools, are listed 27 items plus 6 of control, illustrated two Focus Group (FG) of students (face validity). The scale obtained by FG was administered to 300 students, and the results were submitted to factorial analysis (construct validity). It was also evaluated the internal consistency with Cronbach's Alpha and studied concurrent validity with the emotional quotient inventory, a scale of perceived self-efficacy and a stress test rating. From the analysis of FG all the original items were modified, deleted 4, and reduced the encoding system from 6 to 4 levels of Likert scale. Of the 23 items included in the analysis have emerged five factors (intra-psychic dimension, interpersonal, impulsivity, adaptive coping, sense of self-efficacy) for a total of 15 items. Very satisfactory were the results of the validation process of internal consistency (0.72) and the concurrent validity. The results are positive. It is obtained in fact the shortest routine assessment tool currently available in Italy which constitutes a real Index, for which compilation are required on average 3 minutes. Is emphasized the characteristic of an Index, and not of questionnaire or interview for clinical use, highlighting the only specific use for mental health promotion programs in schools.

Perceptions of student nurses regarding the use of a popular autobiography as a teaching tool.

PubMed

Mathibe, Lehlohonolo J

2007-04-01

Recent studies encourage educators in nursing to use innovative and non-traditional teaching methods, such as using popular movies, posters, portfolios and surfing the internet, to stimulate students' interest, participation and interaction to enhance academic performance as well as knowledge retention. In this, descriptive cross-sectional study, we used self-administered questionnaires with statements graded on 5-points Likert scale (quantitative measures) and open-ended questions (qualitative measures), to assess the feasibility and students' perceptions regarding the use of Lance Armstrong's autobiography of surviving against cancer as a teaching tool. At the beginning of the lecture copies of selected chapters from: "It's Not About the Bike; My Journey Back to Life" [Armstrong, L., Jenkins, S. 2001. It's Not About The Bike: My Journey Back To Life. Yellow Jersey Press, Random House (Pty) Limited, Great Britain], were given to students. Willing students were requested to read for the whole class while the lecturer interjected periodically to explain and expound on certain pharmacological concepts. Eighty percent (80%) of participants felt that the use of an autobiography stimulated their interesting in cancer drugs and 84% agreed/strongly agreed that it contributed to their knowledge of pharmacology. Using Lance Armstrong's autobiography of survival to teach cytotoxic drugs is a worthwhile and rewarding exercise from the student nurses' perspective.

The PBL-Evaluator: A Web-Based Tool for Assessment in Tutorials.

ERIC Educational Resources Information Center

Chaves, John F.; Chaves, John A.; Lantz, Marilyn S.

1998-01-01

Describes design and use of the PBL Evaluator, a computer-based method of evaluating dental students' clinical problem-solving skills. Analysis of Indiana University students' self-, peer, and tutor ratings for one iteration of a course in critical thinking and professional behavior shows differences in these ratings. The method is found useful…

The International Law Program at Saint Louis University.

ERIC Educational Resources Information Center

Dore, Isaak

1996-01-01

Saint Louis University (Missouri) has designed an international law curriculum to inculcate in students the idea that the Kantian notion of nations naturally united by mutual self-interest is truer today than ever, to expose students to the challenges of globalization in preparation for decision-making, and to equip them with intellectual tools to…

Vocabulary Learning on the Internet: Using a Structured Think-Aloud Procedure

ERIC Educational Resources Information Center

Ebner, Rachel J.; Ehri, Linnea C.

2013-01-01

Using the Internet as a learning tool has great promise, but also poses significant challenges. Theories and research confirm the importance of students' engagement in self-regulated learning processes for effective Internet learning. In this article the Authors describe a structured think-aloud procedure intended to support students'…

The Architecture of Peer Assessment: Do Academically Successful Students Make Good Teammates in Design Assignments?

ERIC Educational Resources Information Center

Tucker, Richard

2013-01-01

This paper considers the relationship between architecture and construction management students' overall academic abilities (as measured by Weighted Average Marks [WAMs]), their peer ratings for contributions to team design assignments (as measured by an online Self-and-Peer-Assessment [SAPA] tool), and their specific abilities as building…

Formative Assessment at Work in the Classroom

ERIC Educational Resources Information Center

Baron, Lorraine M.

2016-01-01

Twenty-five years of teaching grades 8-12 mathematics has shown the author that students learn best when they can construct their own knowledge (constructivism) and that students, given appropriate guidance, can and will take on responsibility for their own learning (self-regulation theory). This article describes some classroom tools that she has…

Using PeerWise to Develop a Contributing Student Pedagogy for Postgraduate Psychology

ERIC Educational Resources Information Center

McKenzie, Wendy; Roodenburg, John

2017-01-01

The importance of the role of peer and self-assessment in developing formative and sustainable assessment practice in higher education is increasingly becoming evident. PeerWise is an online software tool that engages students in contributing to their own and others' learning by authoring, answering and providing feedback on multiple choice…

Growing through Data

ERIC Educational Resources Information Center

Lansford, Teresa

2017-01-01

Data can be a powerful tool for self-evaluation, goal setting, and advocacy in the school library. Regardless of the grade level or the size of the student body, any school library has meaningful data to mine and learn from. Basic data such as circulation numbers can impact a myriad of areas relevant to student learning such as collection…

Developing Classroom Web Sites for 21st Century Learning

ERIC Educational Resources Information Center

Tingen, Jennifer; Philbeck, Lauren; Holcomb, Lori B.

2011-01-01

Classroom Web sites have the potential to support and enhance student learning by targeting 21st century skills, such as collaboration among teachers, students, parents, and other teachers, media literacy, and interpersonal and self-directional skills, as well as thinking and problem-solving skills. Web 2.0 tools such as blogs, vokis, and podcasts…

Patient Safety Competence of Nursing Students in Saudi Arabia: A Self-Reported Survey

PubMed Central

Colet, Paolo C.; Cruz, Jonas P.; Cruz, Charlie P.; Al-otaibi, Jazi; Qubeilat, Hikmet; Alquwez, Nahed

2015-01-01

Objective With the growing recognition of the significance of patient safety (PS) in educational institutions and health organizations, it is essential to understand the perspective of nursing students on their own PS competence. This study analyzed the self-reported PS competence of nursing students at a government university in Saudi Arabia. Methodology A cross-sectional self-reported survey of 191 respondents, using the Health Professional Education in Patient Safety Survey (H-PEPSS) was conducted. The survey tool reflected 6 key socio-cultural dimensions assessing competence in classroom and clinical setting. Results Female nursing students reported higher PS competence in both the classroom and clinical settings along the dimensions ‘working in teams’ and ‘communicating effectively’ while males reported higher competence in both settings as to the ‘managing safety risks’ and ‘understanding human and environmental factors’ dimensions. The respondents’ academic level and self–reported PS competence have weak negative correlation in the classroom while a strong negative correlation between the 2 variables existed in the clinical setting. Self-reported PS competence for the dimensions ‘working in teams’, ‘recognize and respond to remove immediate risks of harm’, and ‘culture of safety’ is significantly higher in classroom than in the clinical setting. Conclusion Generally, the Saudi nursing students reported varying levels of competence in the six dimensions of patient safety. Significant gap between the perceived PS competence was observed between learning settings. Educational and training interventions are suggested for implementation to bridge this gap. PMID:26715921

Do medical students watch video clips in eLearning and do these facilitate learning?

PubMed

Romanov, Kalle; Nevgi, Anne

2007-06-01

There is controversial evidence of the impact of individual learning style on students' performance in computer-aided learning. We assessed the association between the use of multimedia materials, such as video clips, and collaborative communication tools with learning outcome among medical students. One hundred and twenty-one third-year medical students attended a course in medical informatics (0.7 credits) consisting of lectures, small group sessions and eLearning material. The eLearning material contained six learning modules with integrated video clips and collaborative learning tools in WebCT. Learning outcome was measured with a course exam. Approximately two-thirds of students (68.6%) viewed two or more videos. Female students were significantly more active video-watchers. No significant associations were found between video-watching and self-test scores or the time used in eLearning. Video-watchers were more active in WebCT; they loaded more pages and more actively participated in discussion forums. Video-watching was associated with a better course grade. Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.

An Educational Tool for Teaching Medication History Taking to Pharmacy Students

PubMed Central

Elliott, Jennifer; Stanton, Melonie L.; Doty, Randell

2013-01-01

Objective. To implement and evaluate the use of a situated-learning experience to prepare second-year pharmacy students to conduct medication history interviews in preparation for introductory pharmacy practice experiences (IPPE) at ambulatory clinic sites. Design. Second-year doctor of pharmacy (PharmD) students (n=200) used the Medication Mysteries Infinite Case Tool, a game-like educational tool in which groups of 3 students assumed the roles of pharmacist, patient, and observer and rolled a die and drew cards to determine the drugs, patient personality, medication problems, and other variables that guided a medication history taking session. Assessment. After the laboratory session, faculty members assessed students’ medication history-taking skills. One hundred sixteen (58%) and 78 (39%) of 200 students achieved excellence or competence, respectively, on the final assessment. Two weeks after the assessment, 53 of 200 (26.5%) students completed a survey instrument. The respondents indicated that their self-confidence in conducting medical history taking significantly improved following completion of the learning experience. Conclusion. Using the Medication Mysteries Infinite Case Tool increased students’ confidence and skills in conducting medication history taking prior to their clinical IPPE experience. PMID:23788816

Effects of digital game-based learning on student engagement and academic achievement

NASA Astrophysics Data System (ADS)

Little, Timothy W.

This experimental study was designed to determine the effect of digital game-based learning on student engagement and academic achievement. The sample was comprised of 34 students enrolled in a secondary Biology class in a rural public school. The study utilized an experimental pretest-posttest design with switching replications. After random assignment, students participated in one of two supplemental learning activities: playing a digital game designed to review science concepts or participating in a lab to review the same concepts. Students subsequently switched activities. Student achievement data were collected on mastery of science concepts, and student engagement data were collected utilizing self- and teacher-reported measures. Data were analyzed using analysis of variance (ANOVA) with repeated measures. Results demonstrated that the digital game was as effective as the lab activity at increasing teacher-reported student engagement and academic achievement. These findings may be of interest to school administrators or directors of teacher preparation programs on the potential effectiveness of digital games as a learning tool.

Developmental changes and gender effects on motivational constructs based on the expectancy-value model in Czech and United States students regarding learning of science, mathematics, and other subjects

NASA Astrophysics Data System (ADS)

Yang, Eun-Mi

This study employed American and Czech student samples to investigate the motivational constructs used in Eccles and Wigfield's (1983) expectancy-value model. To predict achievement behavior, the model specifies relationships among expectancy for-success and task value, task-specific self-concept, perception of task-difficulty, perceptions of social environment, and interpretations and attributions for past events in relation to the social world. Czech and American students (n = 1,145) in grades 4--12 were the participants in this study. The causal relationships among the constructs were tested to investigate structural similarities and differences in the models for both countries. This study also explored developmental changes, gender, and national differences in the students' motivational beliefs for these motivational constructs: Expectancy for Success, Intrinsic Interest Value, Task-specific Self-concept, Perception of Task-difficulty, and Perceived Vocational Gender Dominance for science, mathematics, and other school subjects. The findings indicated that, for both countries, with respect to changes over grade level, compared to the younger students, the older students showed lower motivational beliefs for most subject areas except reading. However, the Czech students in grades 6--8 showed more positive motivational beliefs in life science and social studies than did the Czech students in other grade levels. In comparing genders, the male students exhibited more positive motivational beliefs in physical science than did the female students, and female students showed more positive motivational beliefs in reading than did the male students. For life science, the Czech female students rated Intrinsic Interest Value and Task-specific Self-concept higher than did their peer male students. The American students' motivational beliefs in reading were more positive than were Czech students', and the Czech students held more positive motivational beliefs in life science than did the American students. With minor variations for each country, the expectancy-value model provided a reasonable tool for understanding the causal relationships among the motivational beliefs. For the Czech sample, Perception of Task-difficulty was a strong negative predictor for Expectancy for Success for most school subjects except life science whereas, for the American sample, it was a weak but significant negative predictor for Intrinsic Interest Value for most school subjects except social studies. Implications for science education are discussed.

An investigative study into the effectiveness of using computer-aided instruction (CAI) as a laboratory component of college-level biology: A case study

NASA Astrophysics Data System (ADS)

Barrett, Joan Beverly

Community colleges serve the most diverse student populations in higher education. They consist of non-traditional, part-time, older, intermittent, and mobile students of different races, ethnic backgrounds, language preferences, physical and mental abilities, and learning style preferences. Students who are academically challenged may have diverse learning characteristics that are not compatible with the more traditional approaches to the delivery of instruction. With this need come new ways of solving the dilemma, such as Computer-aided Instruction (CAI). This case study investigated the use of CAI as a laboratory component of college-level biology in a small, rural community college setting. The intent was to begin to fill a void that seems to exist in the literature regarding the role of the faculty in the development and use of CAI. In particular, the investigator was seeking to understand the practice and its effectiveness, especially in helping the under prepared student. The case study approach was chosen to examine a specific phenomenon within a single institution. Ethnographic techniques, such as interviewing, documentary analysis, life's experiences, and participant observations were used to collect data about the phenomena being studied. Results showed that the faculty was primarily self-motivated and self-taught in their use of CAI as a teaching and learning tool. The importance of faculty leadership and collegiality was evident. Findings showed the faculty confident that expectations of helping students who have difficulties with mathematical concepts have been met and that CAI is becoming the most valuable of learning tools. In a traditional college classroom, or practice, time is the constant (semesters) and competence is the variable. In the CAI laboratory time became the variable and competence the constant. The use of CAI also eliminated hazardous chemicals that were routinely used in the more traditional lab. Outcomes showed that annual savings from operations were realized after the initial capital investment for computer hardware and software were made.

Nursing curriculum and bullying: An integrative literature review.

PubMed

Sidhu, Sharan; Park, Tanya

2018-06-01

The purpose of this integrative review was to identify and synthesize key concepts that inform curriculum which increase nursing students' competence, skills and strategies when addressing bullying. Specifically, the authors sought to examine the concepts informing educational interventions, skills, and strategies, which addressed the bullying of nursing students. Integrative literature review. A search of the electronic databases CINAHL, MEDLINE, ERIC, PsycINFO, Proquest, and PubMed was conducted in January 2016 using search terms such as 'bully' 'nursing student' 'education' and 'curriculum'. Articles were screened for relevance and eligibility and extracted onto a table. Critical appraisal was conducted using multiple tools. Papers were analysed using constant comparison and concept mapping. 61 articles were included in the synthesis. Concepts identified included: empowerment, socialization, support, self-awareness, awareness about bullying, collaboration, communication, and self-efficacy. All concepts linked to empowerment. Social Cognitive Theory was used by many studies. Active teaching methods which gave students opportunities to practice skills were the most effective. Empowered nursing students have the potential to address bullying more effectively and competently. Empowerment of nursing students is a powerful concept that educators must consider when developing curriculum and educational interventions to address bullying. Copyright © 2018 Elsevier Ltd. All rights reserved.

An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education.

PubMed

Kanthan, Rani; Senger, Jenna-Lynn B

2011-09-23

Self-reflection and reflective practice are increasingly considered as essential attributes of competent professionals functioning in complex and ever-changing healthcare systems of the 21st century. The aim of this study was to determine the extent of students' awareness and understanding of the reflective process and the meaning of 'self-reflection' within the contextual framework of their learning environment in the first-year of their medical/dental education. We endorse that the introduction of such explicit educational tasks at this early stage enhances and promotes students' awareness, understanding, and proficiency of this skill in their continuing life-long health professional learning. Over two years, students registered in first-year pathology at the University of Saskatchewan were introduced to a self-reflection assignment which comprised in the submission of a one-page reflective document to a template of reflective questions provided in the given context of their learning environment. This was a mandatory but ungraded component at the midterm and final examinations. These documents were individually analyzed and thematically categorized to a "5 levels-of-reflection-awareness" scale using a specially-designed rubric based on the accepted major theories of reflection that included students' identification of: 1) personal abilities, 2) personal learning styles 3) relationships between course material and student history 4) emotional responses and 5) future applications. 410 self-reflection documents were analyzed. The student self-awareness on personal learning style (72.7% level 3+) and course content (55.2% level 3+) were well-reflected. Reflections at a level 1 awareness included identification of a) specific teaching strategies utilized to enhance learning (58.4%), b) personal strengths/weaknesses (53%), and c) emotional responses, values, and beliefs (71.5%). Students' abilities to connect information to life experiences and to future events with understanding were more evenly distributed across all 5 levels of reflection-awareness. Exposure to self-reflection assignments in the early years of undergraduate medical education increases student awareness and promotes the creation of personal meaning of one's reactions, values, and premises in the context of student learning environments. Early introduction with repetition to such cognitive processes as practice tools increases engagement in reflection that may facilitate proficiency in mastering this competency leading to the creation of future reflective health professionals.

An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education

PubMed Central

2011-01-01

Background Self-reflection and reflective practice are increasingly considered as essential attributes of competent professionals functioning in complex and ever-changing healthcare systems of the 21st century. The aim of this study was to determine the extent of students' awareness and understanding of the reflective process and the meaning of 'self-reflection' within the contextual framework of their learning environment in the first-year of their medical/dental education. We endorse that the introduction of such explicit educational tasks at this early stage enhances and promotes students' awareness, understanding, and proficiency of this skill in their continuing life-long health professional learning. Methods Over two years, students registered in first-year pathology at the University of Saskatchewan were introduced to a self-reflection assignment which comprised in the submission of a one-page reflective document to a template of reflective questions provided in the given context of their learning environment. This was a mandatory but ungraded component at the midterm and final examinations. These documents were individually analyzed and thematically categorized to a "5 levels-of-reflection-awareness" scale using a specially-designed rubric based on the accepted major theories of reflection that included students' identification of: 1) personal abilities, 2) personal learning styles 3) relationships between course material and student history 4) emotional responses and 5) future applications. Results 410 self-reflection documents were analyzed. The student self-awareness on personal learning style (72.7% level 3+) and course content (55.2% level 3+) were well-reflected. Reflections at a level 1 awareness included identification of a) specific teaching strategies utilized to enhance learning (58.4%), b) personal strengths/weaknesses (53%), and c) emotional responses, values, and beliefs (71.5%). Students' abilities to connect information to life experiences and to future events with understanding were more evenly distributed across all 5 levels of reflection-awareness. Conclusions Exposure to self-reflection assignments in the early years of undergraduate medical education increases student awareness and promotes the creation of personal meaning of one's reactions, values, and premises in the context of student learning environments. Early introduction with repetition to such cognitive processes as practice tools increases engagement in reflection that may facilitate proficiency in mastering this competency leading to the creation of future reflective health professionals. PMID:21943239

Nursing Students in a Global Learning Environment: Creative Teaching Methods on Culture, Emotion, and Communication.

PubMed

Wilhelm, Dalit; Zlotnick, Cheryl

2014-07-01

Two tools were created to help international students to better understand culture by becoming more astute observers of nonverbal behaviors, particularly behaviors depicting emotions among Norwegian students. The two tools were a trilingual list of words illustrating emotions and an exercise with images to practice verbalizing their observations of emotional expression. Students compared the subdued behaviors of Norwegians to the Israelis' very vivid behaviors. The intense emotional expression of Israelis influenced their interpretations. By making comparisons and through the experiences with Israelis, they learned more about culture and their own emotional expression. Creative strategies can contribute to students understanding and reflection of patients in a different culture. Encouraging students to grasp the nuances of emotional expression is part of understanding a different culture. Students, like faculty, learn that self-exploration is an evolving process that requires checking out one's assumptions and interpretations. © The Author(s) 2013.

Biology Reflective Assessment Curriculum

NASA Astrophysics Data System (ADS)

Bayley, Cheryl Ann

Often students and educators view assessments as an obligation and finality for a unit. In the current climate of high-stakes testing and accountability, the balance of time, resources and emphasis on students' scores related to assessment have been slanted considerably toward the summative side. This tension between assessment for accountability and assessment to inform teaching strains instruction and educators' ability to use that information to design learning opportunities that help students develop deeper conceptual understanding. A substantive body of research indicates that formative and reflective assessment can significantly improve student learning. Biology Reflective Assessment Curriculum (BRAC) examines support provided for high school science students through assessment practices. This investigation incorporates the usage of reflective assessments as a guiding practice for differentiated instruction and student choice. Reflective assessment is a metacognitive strategy that promotes self-monitoring and evaluation. The goals of the curriculum are to promote self-efficacy and conceptual understanding in students learning biology through developing their metacognitive awareness. BRAC was implemented in a high school biology classroom. Data from assessments, metacognitive surveys, self-efficacy surveys, reflective journals, student work, a culminating task and field notes were used to evaluate the effectiveness of the curriculum. The results suggest that students who develop their metacognitive skills developed a deeper conceptual understanding and improved feelings of self-efficacy when they were engaged in a reflective assessment unit embedded with student choice. BRAC is a tool for teachers to use assessments to assist students in becoming metacognitive and to guide student choice in learning opportunities.

iMidwife: midwifery students' use of smartphone technology as a mediated educational tool in clinical environments.

PubMed

DeLeo, Annemarie; Geraghty, Sadie

2017-12-18

The increasing use of smartphone technology in health care provides midwifery students with unprecedented access to online resources that facilitates the optimal care of women and supports ongoing learning. A small pilot study was conducted in Western Australia, with 29 undergraduate and postgraduate midwifery students to explore the use of smartphone technology whilst in clinical practice. This study aimed to define the impact of smartphones in clinical decision-making and learning whilst in clinical areas, by midwifery students at the point of care. An online survey was used to collect data. Five consistent themes were identified from the results. Smartphone technology encourages self-directed learning, consolidation of theory, engagement through blended learning, complements online education in clinical practice and is a trend in the future of midwifery curriculum. Smartphones enhance the learning and mobility of supportive resources that consolidate midwifery students' clinical experience in workplace environments.

Media as a teaching tool in psychiatric nursing education.

PubMed

Wall, Barbra Mann; Rossen, Eileen K

2004-01-01

The authors describe a course in psychiatric nursing where media in the form of literature, film, and music were used as teaching strategies. The purpose was to enhance students' sensitivity to the personal experiences of psychiatric patients while also broadening students' understanding of mental illness and the institutions developed to treat it. Students' critical reading, thinking, and analytic skills were cultivated, along with introspection and self-reflection.

Re-inventing the fiber-optic textbook: a proposal

NASA Astrophysics Data System (ADS)

Hecht, Jeff; Hecht, Deborah; Chowdary, Ahsan; Massa, Nicholas

2016-09-01

It's time to reinvent the textbook to meet the needs of today's students, educators, and self-study readers. Students aren't buying them, and authors and publishers have slowed or stopped revising them keep up with new technology and new pedagogy. We want to demonstrate new possibilities by completely overhauling Understanding Fiber Optics, an introduction to fiber optics originally written by J.H. for self-study and later republished as a textbook for technician training. After five editions that sold over 100,000 copies, its page count nearly doubled and its price soared more than tenfold from its original $16.95. We envision a modular structure to meet the needs of students and instructors. Basic concepts will be covered at an introductory level in a "core book" of some 200-250 pages, suitable for self-study, STEM programs at the high school level, and technician training. Additional separate modules primarily intended for instructors will cover details, such as how to install connectors. All materials will be distributed electronically at low cost, and will include interactive demonstrations, animations, simulations, and audio and video supplements explaining key concepts. Our goal is to keep the best aspects of a well-written and well-illustrated textbook, take advantage of new tools for presenting material to students, and make the whole package readily accessible and affordable to students, instructors, and anyone else wanting a working knowledge of fiber optics. We are developing a proposal to achieve these goals, and looking for partners to help us develop, test and evaluate instructional materials.

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

PubMed

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

Actualization of the Onion Model of Reflection in Turkish English Language Instructors' Practices: A Case Study

ERIC Educational Resources Information Center

Ekizer, Feyza Nur; Cephe, Pasa Tevfik

2017-01-01

Teachers spend so much time and energy focused on their students' progress that they often forget to consider their own performances. Self-reflection here is a very valuable tool that helps make the teacher aware of how he/she is teaching, which in turn makes him/her a better teacher. Teaching without reflection is teaching blind-without any…

The impact of students and curriculum on self-study during clinical training in medical school: a multilevel approach.

PubMed

Barbosa, J; Silva, A; Ferreira, M A; Severo, M

2017-01-13

In higher education, the focus has shifted from the acquisition of knowledge to learning objectives and skills. This means that, the majority of student learning time is spent independently working outside the classroom. Students take an active role in setting goals, deciding how to achieve them, and planning individual study time. Although extensive research has recognized the importance of curriculum and students' characteristics in time devoted to self-study, it is still unclear to what extent these variables affect time to study. Due to the growing reliance on self-directed learning in medical education, and in an attempt to elucidate this issue, this research aims to evaluate self-study time during clinical training and assess whether this is more influenced by the student or the curriculum. A questionnaire was given to 1220 medical students (43.3% of the enrolled students). The students were asked to indicate the average number of study hours per week beyond the time allocated to classes for each clerkship (rotation) attended. Variation and generalizability of students' self-study were estimated using linear mixed models. Findings showed that the intrinsic differences within students were a greater source of variation in self-study time than differences within clerkships (56.0% vs. 6.9%). If the amount of self-study dedicated to an individual clerkship is to be determined, at least 32 students are needed to achieve acceptable reliability. However, this data with two clerkships per student can used to retrospectively measure the self-study reported by students in clinical training. The findings suggest that, both, curriculum and student characteristics influence self-study in undergraduate clinical training. Indeed, students' characteristics play a significant role in time devoted to study. Further research should be undertaken to investigate students' characteristics that may predict self-study during undergraduate medical training.

An Overview of CAS Standards: The Role in Self-Assessment and Evaluation

ERIC Educational Resources Information Center

Hornak, Anne M.

2014-01-01

This chapter explores CAS as a tool for collecting assessment and evaluation data in community college student affairs offices. Details are provided about accessing the self-assessment modules, as well as the resources available to assist colleges with data collection. Finally, the chapter will explore how to use the data to advocate for…

Self-Regulated Learning in Technology Enhanced Learning Environments: An Investigation with University Students

ERIC Educational Resources Information Center

Lenne, Dominique; Abel, Marie-Helene; Trigano, Philippe; Leblanc, Adeline

2008-01-01

In Technology Enhanced Learning Environments, self-regulated learning (SRL) partly relies on the features of the technological tools. The authors present two environments they designed in order to facilitate SRL: the first one (e-Dalgo) is a website dedicated to the learning of algorithms and computer programming. It is structured as a classical…

Creating Excitement and Involvement in the Foreign Language Classroom by Getting Away from the Textbook.

ERIC Educational Resources Information Center

Wattenmaker, Beverly; Lock, Joanne

This paper presents a method for making foreign language learning meaningful and interesting through using language as a tool for communicating about the self and others. Drawing from techniques developed by behavioral scientists, the foreign language was used to develop students' self-awareness and confidence. Learning activities were created,…

Self-Disclosure as a Strategic Teaching Tool: What I Do--And Don't--Tell My Students

ERIC Educational Resources Information Center

Tobin, Lad

2010-01-01

Self-disclosures about religious belief, race-related discomfort, sexual history, or personal trauma are risky strategies for classroom teachers. But the relevant question is not whether those topics are inherently inappropriate; instead, the question is whether any particular disclosure on one of those topics helps rather than hinders that…

The development of a screening tool for the early identification of risk for suicidal behaviour among students in a developing country

PubMed Central

Vawda, Naseema B. M.; Milburn, Norweeta G.; Steyn, Renier; Zhang, Muyu

2016-01-01

Objective Adolescent suicidal behaviour is a public health concern in South Africa. The purpose of this manuscript is to report on the development of a screening tool for teachers to identify South African students who are most at risk for suicidal behaviour. This need is addressed within the context of the limited number of mental health professionals available to provide screening and care services in South Africa. Method Grade 8 students participated by completing sociodemographic questionnaires and self-report psychometric instruments. A screening tool for suicidal behaviour was developed using a four phase approach. Results Twelve factors for high risk suicidal behaviour were identified and included in the screening tool. While further research is needed to validate the screening tool, the findings provide a useful preliminary starting point for teachers to refer students at high risk for suicidal behaviour to mental health services for treatment. Conclusion This screening tool is based on factors that were identified as being associated with suicidal behaviour from local research on South African adolescents. The tool contributes to research on adolescent mental health, particularly suicidal behaviour, in developing low and middle income countries like South Africa, with the aim of creating African prevention and intervention programmes. PMID:28459269

The development of a screening tool for the early identification of risk for suicidal behavior among students in a developing country.

PubMed

Vawda, Naseema B M; Milburn, Norweeta G; Steyn, Renier; Zhang, Muyu

2017-05-01

Adolescent suicidal behavior is a public health concern in South Africa. The purpose of this article is to report on the development of a screening tool for teachers to identify South African students who are most at risk for suicidal behavior. This need is addressed within the context of the limited number of mental health professionals available to provide screening and care services in South Africa. Grade 8 students participated by completing sociodemographic questionnaires and self-report psychometric instruments. A screening tool for suicidal behavior was developed using a 4-phase approach. Twelve factors for high-risk suicidal behavior were identified and included in the screening tool. While further research is needed to validate the screening tool, the findings provide a useful preliminary starting point for teachers to refer students at high risk for suicidal behavior to mental health services for treatment. This screening tool is based on factors that were identified as being associated with suicidal behavior from local research on South African adolescents. The tool contributes to research on adolescent mental health, particularly suicidal behavior, in developing low and middle income countries like South Africa, with the aim of creating African prevention and intervention programs. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Family Myths, Beliefs, and Customs as a Research/Educational Tool to Explore Identity Formation

ERIC Educational Resources Information Center

Herman, William E.

2008-01-01

This paper outlines a qualitative research tool designed to explore personal identity formation as described by Erik Erikson and offers self-reflective and anonymous evaluative comments made by college students after completing this task. Subjects compiled a list of 200 myths, customs, fables, rituals, and beliefs from their family of origin and…

The Shortened Visuospatial Questionnaire for Children: A Useful Tool to Identify Students with Low Visuospatial Abilities

ERIC Educational Resources Information Center

Fastame, Maria Chiara; Cherchi, Rossella; Penna, Maria Pietronilla

2015-01-01

The current research was aimed mainly at exploring the reliability of a short-screening tool developed to self-evaluate visuospatial abilities in children. We presented 290 Italian third, fourth, and fifth graders with the 16-item Shortened Visuospatial questionnaire and several objective measures of intellectual efficiency, such as Raven's…

Assessing university students' self-efficacy to employ alcohol-related harm reduction strategies.

PubMed

Rosenberg, Harold; Bonar, Erin E; Hoffmann, Erica; Kryszak, Elizabeth; Young, Kathleen M; Kraus, Shane W; Ashrafioun, Lisham; Bannon, Erin E; Pavlick, Michelle

2011-01-01

Develop and evaluate key psychometric properties of a self-report questionnaire specifically designed to assess student drinkers' self-confidence to employ a variety of strategies intended to reduce unhealthy consequences of high-risk drinking. Four hundred ninety-eight participants rated their confidence (from "not at all confident" to "completely confident") to employ 17 harm reduction strategies when drinking. Factor analysis and internal consistency reliability analyses indicated that the 17 items constitute a single scale with good test-retest reliability. Consistent with other research examining previous use of such strategies, women in our sample reported significantly higher harm reduction self-efficacy than did men. Harm reduction self-efficacy was also associated with reported number of high-risk drinking episodes in the previous 2 weeks. This brief and easily administered questionnaire holds promise as a clinical tool to identify individuals with low harm reduction self-efficacy and as an outcome measure for health promotion and educational interventions.

[Design and validation of a scale to assess self-regulation of eating habits in Mexican university students].

PubMed

Campos-Uscanga, Yolanda; Lagunes Córdoba, Roberto; Morales-Romero, Jaime; Romo-González, Tania

2015-03-01

Healthy eating habits promote wellness and prevent disease, however, despite the intention to change a bad habit, people often fail in theirattempts. This is due, since the performance of a change requires self-regulation skills that allow to observe, to evaluate and to take an action, in a constant motivation during the all the process; not only theknowledge about proper nutrition. The objective of this study was to design and validate an instrument to evaluate the level of self-regulation for eating habits in college students.62 items were written and evaluated by four expert judges. Two applications of the instrument were performed to 487 subjects. An unweighted least squares factor analysis whit direct Oblimin rotation was performed. The items saturated in more than one factor were discarded, as well as those who had a loading factor less than 0.40 or commonality less than 0.30. It was obtained an instrument integrated by 14 items grouped into three factors, which explained the 46.9% of the variance: self-reaction, self-observation and self-evaluation. Cronbach's alpha yielded a high reliability coefficient (α = 0.874).The results show that the scale is a valid and reliable tool to measure of self-regulation of eating habits in college students. Its applications include the diagnostic of a population and the evaluation of interventions aimed to improving nutrition based on the assumption that the processes of change require sustained self-regulation skills in people protective effect against increases in both systolic and diastolic blood pressure.

World Wide Web as a Research Tool for Self Motivated Learning of Ozone

ERIC Educational Resources Information Center

Hanna, Kim

2009-01-01

Student use of computers and the internet has increased rapidly in recent years. Teachers ask what types of learning experiences can be facilitated by using the internet in their classrooms (NSBF, 2007). Various surveys of U.S. teachers on internet usage report that having students use the internet for research and information gathering purposes…

Clinical Evaluation of Baccalaureate Nursing Students Using SBAR Format: Faculty versus Self Evaluation

ERIC Educational Resources Information Center

Saied, Hala; James, Joemol; Singh, Evangelin Jeya; Al Humaied, Lulawah

2016-01-01

Clinical training is of paramount importance in nursing education and clinical evaluation is one of the most challenging responsibilities of nursing faculty. The use of objective tools and criteria and involvement of the students in the evaluation process are some techniques to facilitate quality learning in the clinical setting. Aim: The aim of…

Mathematical Micro-Identities: Moment-to-Moment Positioning and Learning in a Fourth-Grade Classroom

ERIC Educational Resources Information Center

Wood, Marcy B.

2013-01-01

Identity is an important tool for understanding students' participation in mathematics lessons. Researchers usually examine identity at a macro-scale: across typical classroom activity and in students' self-reports. However, learning occurs on a micro-scale: in moments during a lesson. To capture identity in these moments, I used positioning…

Utilizing Technology Effectively to Improve Millennials' Educational Performance: An Exploratory Look at Business Students' Perceptions

ERIC Educational Resources Information Center

Aviles, Maria; Eastman, Jacqueline K.

2012-01-01

Purpose: The purpose of this paper is to discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance. Design/methodology/approach: An exploratory survey of Millennial business students was conducted to measure their self-reported use and perceived…

Proposing an Evaluation Framework for Interventions: Focusing on Students' Behaviours in Interactive Science Exhibitions

ERIC Educational Resources Information Center

Hauan, Nils Petter; DeWitt, Jennifer; Kolstø, Stein Dankert

2017-01-01

Materials designed for self-guided experiences such as worksheets and digital applications are widely used as tools to enable interactive science exhibitions to support students' progress towards conceptual understanding. However, there is a need to find expedient ways to evaluate the quality of educational experiences resulting from the use of…

Another Tool in the Belt: Self-Directed Professional Learning for Teachers of Students with Moderate and Severe Disabiliites

ERIC Educational Resources Information Center

Shurr, Jordan; Hirth, Marilyn; Jasper, Andrea; McCollow, Meaghan; Heroux, JoDell

2014-01-01

Chronic shortages, high attrition rates, the unique demands of the job, and geographic isolation from colleagues have been identified as unique challenges within the profession for teachers of students with moderate and severe disabilities. Many different forms of professional development exist for educators; however, these experiences do not…

Implementing Visual Culture Curriculum for Underserved Populations in an Afterschool Ceramics Program

ERIC Educational Resources Information Center

Sanderson, Christen Noel

2017-01-01

Economically disadvantaged students face an array of adversities during their childhood. With the media having an outstanding influence on the self-esteem of children, it is important that they have the tools necessary to question images they encounter. A Visual Culture curriculum in combination with a ceramics course can provide students with the…

The ZAP Project: Designing Interactive Computer Tools for Learning Psychology

ERIC Educational Resources Information Center

Hulshof, Casper; Eysink, Tessa; de Jong, Ton

2006-01-01

In the ZAP project, a set of interactive computer programs called "ZAPs" was developed. The programs were designed in such a way that first-year students experience psychological phenomena in a vivid and self-explanatory way. Students can either take the role of participant in a psychological experiment, they can experience phenomena themselves,…

Do Not Try to Change Yourself or Others; You Are Unlikely to Succeed

ERIC Educational Resources Information Center

Bowman, Richard F.

2006-01-01

The ancient Greeks proclaimed, "Know thyself." This prescript is particularly critical in the educational arena because no pedagogical tool can serve a teacher or a student who lacks self-knowledge. Effective educators understand that only by knowing and capitalizing on their own and students' strengths can they achieve true excellence.…

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

NASA Astrophysics Data System (ADS)

Lakin, Joni M.; Wallace, Carolyn S.

2015-03-01

Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry. Teachers, therefore, may believe they are providing more inquiry experiences than they are, reducing the positive impact of inquiry on science interest and skills. Given the prominence of inquiry in professional development experiences, educational evaluators need strong tools to detect intended use in the classroom. The current study focuses on the validity of assessments developed for evaluating teachers' use of inquiry strategies and classroom orientations. We explored the relationships between self-reported inquiry strategy use, preferences for inquiry, knowledge of inquiry practices, and related pedagogical content knowledge. Finally, we contrasted students' and teachers' reports of the levels of inquiry-based teaching in the classroom. Self-reports of inquiry use, especially one specific to the 5E instructional model, were useful, but should be interpreted with caution. Teachers tended to self-report higher levels of inquiry strategy use than their students perceived. Further, there were no significant correlations between either knowledge of inquiry practices or PCK and self-reported inquiry strategy use.

Analysis of mathematical literacy ability based on self-efficacy in model eliciting activities using metaphorical thinking approach

NASA Astrophysics Data System (ADS)

Setiani, C.; Waluya, S. B.; Wardono

2018-03-01

The purposes of this research are: (1) to identify learning quality in Model Eliciting Activities (MEAs) using a Metaphorical Thinking (MT) approach regarding qualitative and quantitative; (2) to analyze mathematical literacy of students based on Self-Efficacy (SE). This research is mixed method concurrent embedded design with qualitative research as the primary method. The quantitative research used quasi-experimental with non-equivalent control group design. The population is VIII grade students of SMP Negeri 3 Semarang Indonesia. Quantitative data is examined by conducting completeness mean test, standard completeness test, mean differentiation test and proportional differentiation test. Qualitative data is analyzed descriptively. The result of this research shows that MEAs learning using MT approach accomplishes good criteria both quantitatively and qualitatively. Students with low self-efficacy can identify problems, but they are lack ability to arrange problem-solving strategy on mathematical literacy questions. Students with medium self-efficacy can identify information provided in issues, but they find difficulties to use math symbols in making a representation. Students with high self-efficacy are excellent to represent problems into mathematical models as well as figures by using appropriate symbols and tools, so they can arrange strategy easily to solve mathematical literacy questions.

Improving Bioengineering Student Leadership Identity Via Training and Practice within the Core-Course.

PubMed

Rosch, David M; Imoukhuede, P I

2016-12-01

The development of a leadership identity has become significant in bioengineering education as a result of an increasing emphasis on teamwork within the profession and corresponding shifts in accreditation criteria. Unsurprisingly, placing bioengineering students in teams to complete classroom-based projects has become a dominant pedagogical tool. However, recent research indicates that engineering students may not develop a leadership identity, much less increased leadership capacity, as a result of such efforts. Within this study, we assessed two similar sections of an introductory course in bioengineering; each placed students in teams, while one also included leadership training and leadership practice. Results suggest that students in the leadership intervention section developed a strong self-image of themselves as leaders compared to students in the control section. These data suggest that creating mechanisms for bioengineering students to be trained in leadership and to practice leadership behaviors within a classroom team may be keys for unlocking leadership development.

The Understanding Bereavement Evaluation Tool (UBET) for midwives: factor structure and clinical research applications.

PubMed

Hollins Martin, Caroline J; Forrest, Eleanor; Wylie, Linda; Martin, Colin R

2013-10-01

The NMSF (2009) survey reported that bereavement midwife care was inadequate in a number of UK NHS Trusts. Using a small grant from the Scottish government, 3 experienced midwifery lecturers designed an interactive workbook called "Shaping bereavement care for midwives in clinical practice" for the purpose of improving delivery of bereavement education to student midwives. An instrument called the Understanding Bereavement Evaluation Tool (UBET) was designed to measure effectiveness of the workbook at equipping students with essential knowledge. To assess validity and reliability of the UBET at measuring midwives' self-perceptions of knowledge surrounding delivery of bereavement care to childbearing women, partners and families who have experienced childbirth related bereavement. An evaluative audit using the UBET was undertaken to explore student midwives' (n=179) self perceived knowledge levels before and after the workbook intervention. Validity tests have shown that the UBET, (6-item version), could be considered a psychometrically robust instrument for assessing students' knowledge gain. PCA identified that the UBET comprised two sub-scales (theoretical knowledge base - Q 1, 2 & 3 and psychosocial elements of care delivery - Q 4, 5 & 6). Data has shown that the easy to administer and short 6-item UBET is a valid and reliable tool for educators to measure success at delivering education using the "Shaping bereavement care for midwives in clinical practice" work book. Copyright © 2012 Elsevier Ltd. All rights reserved.

Self-report surveys of student sleep and well-being: a review of use in the context of school start times.

PubMed

Ziporyn, Terra D; Malow, Beth A; Oakes, Kari; Wahlstrom, Kyla L

2017-12-01

A large body of literature supports the need to delay high school starting times to improve student health and well-being by allowing students an opportunity to get sufficient and appropriately timed sleep. However, a dearth of uniform and standardized tools has hampered efforts to collect data on adolescent sleep and related health behaviors that might be used to establish a need for, or to evaluate outcomes of, bell time delays. To assess validated tools available to schools and contrast them with tools that schools have actually used, we identified and reviewed published, validated self-report surveys of adolescent sleep and well-being, as well as unpublished surveys, used to assess student sleep and related health measures in US high schools considering later high school start times. Only three of the surveys reviewed had adequate psychometric properties and covered an appropriately wide range of health and academic questions to allow for discernment of outcomes in pre-post educational settings. The surveys exhibited marked variability in numerous areas, including focus, terminology, calculation of sleep duration, mode of administration, context of administration, and follow-up procedures. Our findings provide sleep researchers and school administrators with an overview of surveys that school districts have used, along with a deeper understanding of the challenges of choosing, designing, and administering self-report surveys in the context of changing school schedules. They also highlight the opportunities presented by these instruments to assess outcomes of delaying bell times, compare communities meaningfully, and establish the need for later school start times in individual school districts. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET)

PubMed Central

Ruble, Lisa A.; Toland, Michael D.; Birdwhistell, Jessica L.; McGrew, John H.; Usher, Ellen L.

2013-01-01

The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples. PMID:23976899

Content-Free Computer Supports for Self-Explaining: Modifiable Typing Interface and Prompting

ERIC Educational Resources Information Center

Chou, Chih-Yueh; Liang, Hung-Ta

2009-01-01

Self-explaining, which asks students to generate explanations while reading a text, is a self-constructive activity and is helpful for students' learning. Studies have revealed that prompts by a human tutor promote students' self-explanations. However, most studies on self-explaining focus on spoken self-explanations. This study investigates the…

Do we develop public health leaders?- association between public health competencies and emotional intelligence: a cross-sectional study

PubMed Central

2014-01-01

Background Professional development of public health leaders requires a form of instruction which is competency-based to help them develop the abilities to address complex and evolving demands of health care systems. Concurrently, emotional intelligence (EI) is a key to organisational success. Our aim was twofold: i) to assess the relationship between the level of self-assessed public health and EI competencies among Master of European Public Health (MEPH) students and graduates at Maastricht University, and; ii) to determine the relationship between different groups of public health competencies and specific EI skills. Methods A cross-sectional study was conducted including all recent MEPH graduates and students from 2009–2012, out of 67 eligible candidates N = 51 were contacted and N = 33 responded (11 males and 22 females; overall response: 64.7%).Two validated tools were employed: i) public health competencies self-assessment questionnaire, and; ii) Assessing Emotions Scale. Results Females scored higher than males in all seven domains of the self-assessed key public health competencies (NS) and emotional intelligence competences (P = 0.022). Overall, the mean value of public health competencies was the lowest in students with “staff” preferences and the highest among students with mixed job preferences (P < 0.001). There was evidence of a correlation between the overall public health competencies and the overall emotional intelligence competencies (r = 0.61, P < 0.001). Conclusions The study shows a positive correlation between public health specific competencies and EI attributes. It can contribute to the improvement of the educational content of PH curricula by rising awareness through self-assessment and supporting the identification of further educational needs related to leadership. PMID:24742091

Do we develop public health leaders?- association between public health competencies and emotional intelligence: a cross-sectional study.

PubMed

Czabanowska, Katarzyna; Malho, André; Schröder-Bäck, Peter; Popa, Daniela; Burazeri, Genc

2014-04-17

Professional development of public health leaders requires a form of instruction which is competency-based to help them develop the abilities to address complex and evolving demands of health care systems. Concurrently, emotional intelligence (EI) is a key to organisational success. Our aim was twofold: i) to assess the relationship between the level of self-assessed public health and EI competencies among Master of European Public Health (MEPH) students and graduates at Maastricht University, and; ii) to determine the relationship between different groups of public health competencies and specific EI skills. A cross-sectional study was conducted including all recent MEPH graduates and students from 2009-2012, out of 67 eligible candidates N = 51 were contacted and N = 33 responded (11 males and 22 females; overall response: 64.7%).Two validated tools were employed: i) public health competencies self-assessment questionnaire, and; ii) Assessing Emotions Scale. Females scored higher than males in all seven domains of the self-assessed key public health competencies (NS) and emotional intelligence competences (P = 0.022). Overall, the mean value of public health competencies was the lowest in students with "staff" preferences and the highest among students with mixed job preferences (P < 0.001). There was evidence of a correlation between the overall public health competencies and the overall emotional intelligence competencies (r = 0.61, P < 0.001). The study shows a positive correlation between public health specific competencies and EI attributes. It can contribute to the improvement of the educational content of PH curricula by rising awareness through self-assessment and supporting the identification of further educational needs related to leadership.

ECG Wave-Maven: An Internet-based Electrocardiography Self-Assessment Program for Students and Clinicians.

PubMed

McClennen, Seth; Nathanson, Larry A; Safran, Charles; Goldberger, Ary L

2003-12-01

To create a multimedia internet-based ECG teaching tool, with the ability to rapidly incorporate new clinical cases. We created ECG Wave-Maven ( http://ecg.bidmc.harvard.edu ), a novel teaching tool with a direct link to an institution-wide clinical repository. We analyzed usage data from the web between December, 2000 and May 2002. In 17 months, there have been 4105 distinct uses of the program. A majority of users are physicians or medical students (2605, 63%), and almost half report use as an educational tool. The internet offers an opportunity to provide easily-expandable, open access resources for ECG pedagogy which may be used to complement traditional methods of instruction.

Introducing sensitive issues and self-care strategies to first year midwifery students.

PubMed

Cummins, Allison M; Wight, Raechel; Watts, Nicole; Catling, Christine

2018-06-01

first year midwifery students learn early in semester about situations in midwifery where a high level of emotion is expressed, such as taking a sexual history, being faced with the body image changes of pregnancy and working with women in the extreme pain of labour. Commencing students usually have not had exposure to the realities of studying and working in midwifery, and often have an idealised view of midwifery that may lead to attrition from the course. We aimed to equip students with personal and professional tools to discuss sensitive issues in midwifery and promote self-care through the development of two workshops. The first workshop focussed on sensitive issues in midwifery and the second on self-care strategies. quantitative and qualitative data were collected pre and post workshops using a survey. the workshops were developed at one university in New South Wales, Australia. Beginning first year midwifery students MEASUREMENTS: feeling more comfortable, confident and knowledgeable was measured using a paired t-test from the responses on a pre and post workshop survey. Content analysis was performed on the qualitative survey responses. there were significant increases in the students feeling more comfortable to discuss sensitive issues in midwifery following the first workshop. They found meeting new people, respecting opinions, normalizing confronting topics to be valuable and useful. The second workshop found significant differences in being more confident and knowledgeable to access and try new self-care strategies in both their personal and professional life. Students discussed learning to be more mindful in order to prepare for stressful situations. They became aware of their feeling and thoughts when under stress and said they would practice techniques including meditation. the workshops assisted the students to develop peer support, self-care strategies and coping mechanisms when faced with the intimate and sometimes confronting nature of midwifery practice. Through embedding these first year workshops early in the degree we hope to address attrition rates and facilitate the students' to become the compassionate, caring, woman-centred midwives that they envisioned. the workshops have the potential for replication in other universities to support and nurture beginning midwifery students. Copyright © 2018 Elsevier Ltd. All rights reserved.

An online learning course in Ergonomics.

PubMed

Weiss, Patrice L Tamar; Schreuer, Naomi; Jermias-Cohen, Tali; Josman, Naomi

2004-01-01

For the past two years, the Department of Occupational Therapy at the University of Haifa has offered an online course to third year occupational therapists on the topic of Ergonomics for Health Care Professionals. The development and implementation of this course was funded by the Israeli Ministry of Education. Unique teaching materials, developed and uploaded to the University's server via "High Learn", included interactive and self-directed documents containing graphics, animations, and video clips. Extensive use was made of the discussion forum and survey tools, and students submitted all assignments online. For the final topic, an expert in ergonomics from Boston University delivered a lecture via two-way videoconferencing. The course site included comprehensive library listings in which all bibliographic materials were made available online. Students accessed course materials at the University in a computer classroom and at home via modem. In an accompanying research study, the frequency of student usage of the various online tools was tracked and extensive data were collected via questionnaires documenting students' demographic background, preferred learning style, prior usage of technology, satisfaction with the course and academic achievement. This paper focuses on the results of the research study that examined how the students responded to and coped with teaching material presented and accessed in this format.

Assessing the integration of audience response system technology in teaching of anatomical sciences.

PubMed

Alexander, Cara J; Crescini, Weronika M; Juskewitch, Justin E; Lachman, Nirusha; Pawlina, Wojciech

2009-01-01

The goals of our study were to determine the predictive value and usability of an audience response system (ARS) as a knowledge assessment tool in an undergraduate medical curriculum. Over a three year period (2006-2008), data were collected from first year didactic blocks in Genetics/Histology and Anatomy/Radiology (n = 42-50 per class). During each block, students answered clinically oriented multiple choice questions using the ARS. Students' performances were recorded and cumulative ARS scores were compared with final examination performances. Correlation coefficients between these variables were calculated to assess the existence and direction of an association between ARS and final examination score. If associations existed, univariate models were then constructed using ARS as a predictor of final examination score. Student and faculty perception of ARS difficulty, usefulness, effect on performance, and preferred use were evaluated using a questionnaire. There was a statistically significant positive correlation between ARS and final examination scores in all didactic blocks and predictive univariate models were constructed for each relationship (all P < 0.0001). Students and faculty agreed that ARS was easy to use and a reliable tool for providing real-time feedback that improved their performance and participation. In conclusion, we found ARS to be an effective assessment tool benefiting the faculty and the students in a curriculum focused on interaction and self-directed learning. 2009 American Association of Anatomists

Leadership training for postdoctoral dental students.

PubMed

Skoulas, Angelique; Kalenderian, Elsbeth

2012-09-01

Harvard School of Dental Medicine launched a course on leadership for its postdoctoral dental students in 2010 in order to introduce them to the art of leadership and the latest theories and principles regarding becoming a leader. Nine four-hour modules over a period of six months took the students on a journey of leadership self-exploration by building awareness of their capacity in core leadership skills; providing them with tools and frameworks for developing effective leadership skills; encouraging the immediate practice of core skills; creating space for honest reflection; and providing inspiration with guest lectures. A constant toggle between the present and their future as leaders was built into the course. In the student evaluations, the course received an overall rating of 4.71 (5=excellent), and the students reported an enhanced interest in all topic areas. They reported that the ability to build trust with others was the most beneficial skill for a dentist, while viewing advocacy skills as the least beneficial. All the students indicated an intention to continue developing their leadership skills. Through the course, the students developed an understanding of their leadership strengths and limitations through case studies, role-play, and self-reflection, as well as gaining an understanding of team dynamics and cultural perceptions in the context of dentistry.

At-risk symptoms of bipolar disorder in a university student cohort.

PubMed

Haussleiter, Ida S; Lorek, Sandra; Zeschel, Eike; Mattausch, Svenja; Meyers, Milena; Juckel, Georg

2018-05-06

To assess the occurrence and frequency of bipolar at-risk symptoms in a large sample of previously undiagnosed students using the new screening tool Bochumer Screeningbogen Bipolar (BSB). 2329 students of the Ruhr-University Bochum, Germany completed online demographic data as well as various self-rating questionnaires (BSB; Hypomania Checklist 32; Altman Self-Rating Mania Scale; Beck Depression Inventory). Within the student cohort (64.4% female, mean age 24.3 years) every fifth student currently suffered from moderate to severe depressive symptoms; every sixth student had already thought about suicide and every other student reported a history of mood swings. The most frequently reported depressive symptoms included physical exhaustion, depressed mood, and tiredness. The most frequently reported (hypo)manic symptoms included physical agitation, feeling extremely energetic, and lack of concentration. The BSB showed good convergent validity with other established questionnaires capturing depressive or (hypo)manic symptoms, as well as a stable administration of underlying constructs. The BSB correlated significantly with the already established applied questionnaires. The predictive power of the BSB regarding the development of bipolar disorder cannot be correctly quantified at present. The further purpose of this exploratory web-based study should be to examine the validity of the presented measures in a longitudinal design. Copyright © 2018 Elsevier B.V. All rights reserved.

Debate: A Neglected Teaching Tool

ERIC Educational Resources Information Center

Jackson, Michael

1973-01-01

The classroom teacher, regardless of the teaching area, can utilize debate as a device to help the student achieve objectives such as critical thinking, problem solving, the enhancing of self-concept and the art of communicating. (Author/CB)

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

PubMed

Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

2016-12-03

To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

Determination of acid ionization constants for weak acids by osmometry and the instrumental analysis self-evaluation feedback approach to student preparation of solutions

NASA Astrophysics Data System (ADS)

Kakolesha, Nyanguila

One focus of this work was to develop of an alternative method to conductivity for determining the acid ionization constants. Computer-controlled osmometry is one of the emerging analytical tools in industrial research and clinical laboratories. It is slowly finding its way into chemistry laboratories. The instrument's microprocessor control ensures shortened data collection time, repeatability, accuracy, and automatic calibration. The equilibrium constants of acetic acid, chloroacetic acid, bromoacetic acid, cyanoacetic acid, and iodoacetic acid have been measured using osmometry and their values compared with the existing literature values obtained, usually, from conductometric measurements. Ionization constant determined by osmometry for the moderately strong weak acids were in reasonably good agreement with literature values. The results showed that two factors, the ionic strength and the osmotic coefficient, exert opposite effects in solutions of such weak acids. Another focus of the work was analytical chemistry students solution preparation skills. The prevailing teacher-structured experiments leave little room for students' ingenuity in quantitative volumetric analysis. The purpose of this part of the study was to improve students' skills in making solutions using instrument feedback in a constructivist-learning model. After making some solutions by weighing and dissolving solutes or by serial dilution, students used the spectrophotometer and the osmometer to compare their solutions with standard solutions. Students perceived the instrument feedback as a nonthreatening approach to monitoring the development of their skill levels and liked to clarify their understanding through interacting with an instructor-observer. An assessment of the instrument feedback and the constructivist model indicated that students would assume responsibility for their own learning if given the opportunity. This study involved 167 students enrolled in Quantitative Chemical Analysis from fall 1998 through spring 2001. Surveys eliciting students' reactions to the instrument feedback approach showed an overwhelmingly positive response. The results of this research demonstrated that self-evaluation with instrumental feedback was a useful tool in helping students apply the knowledge they have acquired in lectures to the practice of chemistry. A demographic survey to determine whether part-time or full-time jobs had a negative impact on their experiment grades showed a small but significant correlation between hours worked and grade earned. However, the study showed that grades students earned on this experiment were predictive of overall semester lab grades.

Transcultural Analysis of the Effectiveness of a Program to Promote Self-Regulated Learning in Mozambique, Chile, Portugal, and Spain

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Trigo, Luisa; Guimarães, Carina; Fernández, Estrella; Cerezo, Rebeca; Fuentes, Sonia; Orellana, Marcela; Santibáñez, América; Fulano, Celso; Ferreira, Ângelo; Figueiredo, Mirela

2015-01-01

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student…

Active participation instead of passive behaviour opens up new vistas in education of veterinary anatomy and histology.

PubMed

Plendl, J; Bahramsoltani, M; Gemeinhardt, O; Hünigen, H; Kässmeyer, S; Janczyk, P

2009-10-01

Teaching morphology, a fundamental part of medicine curricula is traditionally based on lectures and practical trainings. We introduced peer-assisted learning (PAL) and student expert teams to the courses to give the students the possibility to improve their free speech and self-confidence. We involved students in active preparation of online materials such as labelled e-slides and e-pics. We offered online digital microscopy (Zoomify) and dissection (CyberPrep) allowing repeating the learned material and studying veterinary morphology outside the dissection theatre. Over 60% of first and third semester students profited from being a peer or being taught by a peer and 50% said the expert teams were an excellent method to learn the topographic anatomy. Almost all students applied Zoomify and CyberPrep and 75% of them found the digital microscopy and dissection to be a helpful or very helpful learning tool. In face of reduced contact hours, these forms of education compensated in part the lost teaching time. We observed improvement of rhetoric and presentation skills and self-confidence. The approaches should therefore find their constant place in the veterinary medicine curricula.

Implementing Self-Assessment in Singapore Primary Schools: Effects on Students' Perceptions of Self-Assessment

ERIC Educational Resources Information Center

Wong, Hwei Ming

2017-01-01

Student academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students' perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-posttest design,…

Evaluating voice characteristics of first-year acting students in Israel: factor analysis.

PubMed

Amir, Ofer; Primov-Fever, Adi; Kushnir, Tami; Kandelshine-Waldman, Osnat; Wolf, Michael

2013-01-01

Acting students require diverse, high-quality, and high-intensity vocal performance from early stages of their training. Demanding vocal activities, before developing the appropriate vocal skills, put them in high risk for developing vocal problems. A retrospective analysis of voice characteristics of first-year acting students using several voice evaluation tools. A total of 79 first-year acting students (55 women and 24 men) were assigned into two study groups: laryngeal findings (LFs) and no laryngeal findings, based on stroboscopic findings. Their voice characteristics were evaluated using acoustic analysis, aerodynamic examination, perceptual scales, and self-report questionnaires. Results obtained from each set of measures were examined using a factor analysis approach. Significant differences between the two groups were found for a single fundamental frequency (F(0))-Regularity factor; a single Grade, Roughness, Breathiness, Asthenia, Strain perceptual factor; and the three self-evaluation factors. Gender differences were found for two acoustic analysis factors, which were based on F(0) and its derivatives, namely an aerodynamic factor that represents expiratory volume measurements and a single self-evaluation factor that represents the tendency to seek therapy. Approximately 50% of the first-year acting students had LFs. These students differed from their peers in the control group in a single acoustic analysis factor, as well as perceptual and self-report factors. No group differences, however, were found for the aerodynamic factors. Early laryngeal examination and voice evaluation of future professional voice users could provide a valuable individual baseline, to which later examinations could be compared, and assist in providing personally tailored treatment. Copyright © 2013 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Competency Assessment Tool (CAT). The Evaluation of an Innovative Competency-Based Assessment Experience in Higher Education

ERIC Educational Resources Information Center

Ion, Georgeta; Cano, Elena; Cabrera, Nati

2016-01-01

This article examines an innovation in teaching-learning and assessment processes through the use of a platform called the Competency Assessment Tool (CAT). It allows for the tracking of student blogs with the objective of improving self-reflective processes and providing feedback. The experiment was carried out in six universities in Catalonia,…

Development of a Self-Assessment Tool to Facilitate Decision-Making in Choosing a Long Term Care Administration Major

ERIC Educational Resources Information Center

Johs-Artisensi, Jennifer L.; Olson, Douglas M.; Nahm, Abraham Y.

2016-01-01

Long term care administrators need a broad base of knowledge, skills, and interests to provide leadership and be successful in managing a fiscally responsible, quality long term care organization. Researchers developed a tool to help students assess whether a long term care administration major is a compatible fit. With input from professionals in…

Self-Concept of Students in Higher Education: Are There Differences by Faculty and Gender?

ERIC Educational Resources Information Center

Rubie-Davies, C. M.; Lee, K.

2013-01-01

Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The…

Visualizing Science Dissections in 3D: Contextualizing Student Responses to Multidimensional Learning Materials in Science Dissections

NASA Astrophysics Data System (ADS)

Walker, Robin Annette

A series of dissection tasks was developed in this mixed-methods study of student self-explanations of their learning using actual and virtual multidimensional science dissections and visuo-spatial instruction. Thirty-five seventh-grade students from a science classroom (N = 20 Female/15 Male, Age =13 years) were assigned to three dissection environments instructing them to: (a) construct static paper designs of frogs, (b) perform active dissections with formaldehyde specimens, and (c) engage with interactive 3D frog visualizations and virtual simulations. This multi-methods analysis of student engagement with anchored dissection materials found learning gains on labeling exercises and lab assessments among most students. Data revealed that students who correctly utilized multimedia text and diagrams, individually and collaboratively, manipulated 3D tools more effectively and were better able to self-explain and complete their dissection work. Student questionnaire responses corroborated that they preferred learning how to dissect a frog using 3D multimedia instruction. The data were used to discuss the impact of 3D technologies, programs, and activities on student learning, spatial reasoning, and their interest in science. Implications were drawn regarding how to best integrate 3D visualizations into science curricula as innovative learning options for students, as instructional alternatives for teachers, and as mandated dissection choices for those who object to physical dissections in schools.

Academic self-handicapping: the role of self-concept clarity and students' learning strategies.

PubMed

Thomas, Cathy R; Gadbois, Shannon A

2007-03-01

Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. This study examined students' self-esteem and self-concept clarity as well as their tendencies to employ deep- or surface-learning approaches and self-regulate while learning in relation to their self-handicapping tendencies and exam performance. Participants were 161 male and female Canadian, first-year university students. Participants completed a series of questionnaires that measured their self-esteem, self-concept clarity, approaches to learning, self-regulation and reflections on performance prior to and following their exam. Self-handicapping was negatively correlated with self-concept clarity, deep learning, self-regulated learning and exam grades, and positively correlated with surface learning and test anxiety. Regression analyses showed that self-concept clarity, self-regulation, surface-learning and test anxiety scores predicted self-handicapping scores. Self-concept clarity, test anxiety scores, academic self-efficacy and self-regulation were predictors of mid-term exam grades. This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored.

A Consensus Approach to Investigate Undergraduate Pharmacy Students’ Experience of Interprofessional Education

PubMed Central

Obara, Ilona; Paterson, Alastair; Nazar, Zachariah; Portlock, Jane; Husband, Andrew

2017-01-01

Objective. To assess the development of knowledge, attitudes, and behaviors for collaborative practice among first-year pharmacy students following completion of interprofessional education. Methods. A mixed-methods strategy was employed to detect student self-reported change in knowledge, attitudes, and behaviors. Validated survey tools were used to assess student perception and attitudes. The Nominal Group Technique (NGT) was used to capture student reflections and provide peer discussion on the individual IPE sessions. Results. The validated survey tools did not detect any change in students’ attitudes and perceptions. The NGT succeeded in providing a milieu for participating students to reflect on their IPE experiences. The peer review process allowed students to compare their initial perceptions and reactions and renew their reflections on the learning experience. Conclusion. The NGT process has provided the opportunity to assess the student experience through the reflective process that was enriched via peer discussion. Students have demonstrated more positive attitudes and behaviors toward interprofessional working through IPE. PMID:28381886

Medical student web-based formative assessment tool for renal pathology.

PubMed

Bijol, Vanesa; Byrne-Dugan, Cathryn J; Hoenig, Melanie P

2015-01-01

Background Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used ('quizzers') and did not use the tool ('non-quizzers') was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for 'quizzers' and 'non-quizzers', but 'quizzers' performed statistically better than 'non-quizzers' on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions Our new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students' learning experience overall.

Sexual and gender minority health in medical curricula in new England: a pilot study of medical student comfort, competence and perception of curricula.

PubMed

Zelin, Nicole Sitkin; Hastings, Charlotte; Beaulieu-Jones, Brendin R; Scott, Caroline; Rodriguez-Villa, Ana; Duarte, Cassandra; Calahan, Christopher; Adami, Alexander J

2018-12-01

Sexual and gender minority (SGM) individuals experience high rates of harassment and discrimination when seeking healthcare, which contributes to substantial healthcare disparities. Improving physician training about gender identity, sexual orientation, and the healthcare needs of SGM patients has been identified as a critical strategy for mitigating these disparities. In 2014, the Association of American Medical Colleges (AAMC) published medical education competencies to guide undergraduate medical education on SGM topics. Conduct pilot study to investigate medical student comfort and competence about SGM health competencies outlined by the AAMC and evaluate curricular coverage of SGM topics. Six-hundred and fifty-eight students at New England allopathic medical schools (response rate 21.2%) completed an anonymous, online survey evaluating self-reported comfort and competence regarding SGM health competencies, and coverage of SGM health in the medical curriculum. 92.7% of students felt somewhat or very comfortable treating sexual minorities; 68.4% felt comfortable treating gender minorities. Most respondents felt not competent or somewhat not competent with medical treatment of gender minority patients (76.7%) and patients with a difference of sex development (81%). At seven schools, more than 50% of students indicated that the curriculum neither adequately covers SGM-specific topics nor adequately prepares students to serve SGM patients. The prevalence of self-reported comfort is greater than that of self-reported competence serving SGM patients in a convenience sample of New England allopathic medical students. The majority of participants reported insufficient curricular preparation to achieve the competencies necessary to care for SGM patients. This multi-institution pilot study provides preliminary evidence that further curriculum development may be needed to enable medical students to achieve core competencies in SGM health, as defined by AAMC. Further mixed methods research is necessary to substantiate and expand upon the findings of this pilot study. This pilot study also demonstrates the importance of creating specific evaluation tools to assess medical student achievement of competencies established by the AAMC.

Sexual and gender minority health in medical curricula in new England: a pilot study of medical student comfort, competence and perception of curricula

PubMed Central

Zelin, Nicole Sitkin; Hastings, Charlotte; Beaulieu-Jones, Brendin R.; Scott, Caroline; Rodriguez-Villa, Ana; Duarte, Cassandra

2018-01-01

ABSTRACT Background: Sexual and gender minority (SGM) individuals experience high rates of harassment and discrimination when seeking healthcare, which contributes to substantial healthcare disparities. Improving physician training about gender identity, sexual orientation, and the healthcare needs of SGM patients has been identified as a critical strategy for mitigating these disparities. In 2014, the Association of American Medical Colleges (AAMC) published medical education competencies to guide undergraduate medical education on SGM topics. Objective: Conduct pilot study to investigate medical student comfort and competence about SGM health competencies outlined by the AAMC and evaluate curricular coverage of SGM topics. Design: Six-hundred and fifty-eight students at New England allopathic medical schools (response rate 21.2%) completed an anonymous, online survey evaluating self-reported comfort and competence regarding SGM health competencies, and coverage of SGM health in the medical curriculum. Results: 92.7% of students felt somewhat or very comfortable treating sexual minorities; 68.4% felt comfortable treating gender minorities. Most respondents felt not competent or somewhat not competent with medical treatment of gender minority patients (76.7%) and patients with a difference of sex development (81%). At seven schools, more than 50% of students indicated that the curriculum neither adequately covers SGM-specific topics nor adequately prepares students to serve SGM patients. Conclusions: The prevalence of self-reported comfort is greater than that of self-reported competence serving SGM patients in a convenience sample of New England allopathic medical students. The majority of participants reported insufficient curricular preparation to achieve the competencies necessary to care for SGM patients. This multi-institution pilot study provides preliminary evidence that further curriculum development may be needed to enable medical students to achieve core competencies in SGM health, as defined by AAMC. Further mixed methods research is necessary to substantiate and expand upon the findings of this pilot study. This pilot study also demonstrates the importance of creating specific evaluation tools to assess medical student achievement of competencies established by the AAMC. PMID:29717635

Hierarchical and Multidimensional Academic Self-Concept of Commercial Students.

PubMed

Yeung; Chui; Lau

1999-10-01

Adapting the Marsh (1990) Academic Self-Description Questionnaire (ASDQ), this study examined the academic self-concept of students in a school of commerce in Hong Kong (N = 212). Confirmatory factor analysis found that students clearly distinguished among self-concept constructs in English, Chinese, Math and Statistics, Economics, and Principles of Accounting, and each of these constructs was highly associated with a global Academic self-concept construct, reflecting the validity of each construct in measuring an academic component of self-concept. Domain-specific self-concepts were more highly related with students' intention of course selection in corresponding areas than in nonmatching areas, further supporting the multidimensionality of the students' academic self-concept. Students' self-concepts in the five curriculum domains can be represented by the global Academic self-concept, supporting the hierarchical structure of students' academic self-concept in an educational institution with a specific focus, such as commercial studies. The academic self-concepts of the commercial students are both multidimensional and hierarchical. Copyright 1999 Academic Press.

Relationships Between Health Behaviors, Self-Efficacy, and Health Locus of Control of Students at the Universities of the Third Age.

PubMed

Zielińska-Więczkowska, Halina

2016-02-16

BACKGROUND This study aimed to determine the relationship of health behaviors with the health locus of control and the sense of self-efficacy against the background of socio-economic factors and self-rated health among students of the Universities of the Third Age (U3As). MATERIAL AND METHODS The study included 320 U3A students, with mean age of 67.5 years. The following research tools were used: Health Behavior Inventory (HBI), Multidimensional Health Locus of Control Scale (MHLC), Generalized Self-Efficacy Scale (GSES), and an original survey of the author's own design. RESULTS Mean total HBI and GSES scores were 90.63 and 30.12, respectively. These results are satisfactory. A slight predominance of internal health locus of control was documented. A number of significant correlations were found between the HBI, GSES, and MHLC scores, except for the MHLC subscale expressing the influence of chance. Educational attainment was shown to have a significant impact on the scores for the positive attitude and proper dietary habits subscales of HBI, as well as on the GSES scores. Economic status of the participants influenced the levels of positive attitude, internal health locus of control, and self-efficacy. Furthermore, internal health locus of control was found to be modulated by subjective health of the respondents. The scores for external health locus of control and the influence of chance increased significantly with age. CONCLUSIONS The currently noticeable emphasis placed on lifelong education should serve as a good prognostic factor for health behaviors and personal health resources for years to come.

Service-learning in nursing education: its impact on leadership and social justice.

PubMed

Groh, Carla J; Stallwood, Lynda G; Daniels, John J

2011-01-01

Although studies suggest that service-learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated. Statistically significant differences were noted between pre- and post-service-learning experience, with students rating themselves higher on leadership and social justice items after the experience. Cronbach's alpha for leadership and social justice were greater than 0.80. Service-learning as an educational methodology that combines community service with academic learning objectives is a viable strategy for facilitating leadership skills and increased awareness of social justice issues in nursing students.

Advances in medical education and practice: student perceptions of the flipped classroom

PubMed Central

Ramnanan, Christopher J; Pound, Lynley D

2017-01-01

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction. PMID:28144171

Advances in medical education and practice: student perceptions of the flipped classroom.

PubMed

Ramnanan, Christopher J; Pound, Lynley D

2017-01-01

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.

Designing Performance-Based Measures to Assess the Scientific Thinking Skills of Chemistry Undergraduate Researchers

ERIC Educational Resources Information Center

Harsh, Joseph A.

2016-01-01

Undergraduate research (UR) is a vetted educational tool that is commonly perceived to prepare students for entering graduate school and careers in STEM fields; however, scholarly attention to date has largely relied on self-report data, which may limit inferences about the causal effects on student outcomes. In light of this, recent calls have…

A Corpus-Based EAP Course for NNS Doctoral Students: Moving from Available Specialized Corpora to Self-Compiled Corpora

ERIC Educational Resources Information Center

Lee, David; Swales, John

2006-01-01

This paper presents a discussion of an experimental, innovative course in corpus-informed EAP for doctoral students. Participants were given access to specialized corpora of academic writing and speaking, instructed in the tools of the trade (web- and PC-based concordancers) and gradually inducted into the skills needed to best exploit the data…

Factor Analysis of a Modified Version of the California Brief Multicultural Competence Scale with Minority Pharmacy Students

ERIC Educational Resources Information Center

Echeverri, Margarita; Brookover, Cecile; Kennedy, Kathleen

2011-01-01

While most of the more frequently used self-report measures of cultural competence in health professionals are targeted to practicing physicians and mental health providers from the majority-white population, no measures have been specifically developed for minority pharmacy students. With the objective to find a suitable tool to be used for…

Mary Pipher's "I Am From" in Art Application & Poetic Expression for Identity Exploration

ERIC Educational Resources Information Center

Hernandez Juarez, Ilian

2017-01-01

Students from all over the world, from various ethnic and racial communities, make up the student population of the schools in the United States. Each one of them brings to the classroom several unique characteristics. Creative writing and art are both empowering tools that meet the commonality of self-expression. Both are processes "in which…

School safe driving climate: Theoretical and practical considerations for promoting teen driver safety in school settings.

PubMed

Mirman, Jessica H; Roche, Brianne; Higgins-D'Alessandro, Ann

2018-06-21

The aims of this study were to extend the current literature on school climate that is focused on understanding how teacher, administrator, and student perceptions about driving-focused aspects of the social, educational, and institutional climate of schools can affect students' achievement, behavior, and adjustment towards the development of the concept of school safe driving climate (SSDC) and initiate the development of tools and processes for assessing SSDC. A mixed-methods approach was used to develop an initial version of a survey-based measure of SSDC that involved self-report surveys (students) and in-depth interviews (teachers). Exploratory factor analytic procedures identified SSDC constructs and a regression framework was used to examine associations among SSDC constructs and self-reported driver behaviors. Qualitative data were subjected to inductive analysis, with a goal of elucidating teachers' perspectives on SSDC and an SSDC intervention. The study sample consisted of 947 adolescents (48% male) from one large high school and 44 teacher advisors. Participants were recruited from a school participating in a state-wide effort to promote transportation safety through peer-led programming. Two SSDC factors were identified: Administrative Contributions to School Safety and Value of School Safety, which were associated with adolescents' perceptions of their driving behaviors. Adolescents' perceived that the intervention affected administrative safety. Teacher interviews contextualized these results and provided guidance on program revisions. Safe driving climate may be an important, modifiable, and measurable aspect of school climate. Additional research is needed to refine the assessment tool and to use it in longitudinal and experimental studies.

Training students in serologic reaction grading increased perceptions of self-efficacy and ability to recognize serologic reactions but decreased grading accuracy.

PubMed

Perry, Holly; Henry, Stephen

2015-06-01

The ability to recognize and grade serologic reactions in manual techniques remains an important skill both for reference laboratories and in disaster-relocated laboratory services. Developing skills in recognizing and grading serologic reactions is limited to some extent by the range of samples available. Twenty-six students studying transfusion science were presented with blinded grading panels consisting of mixes of natural cells and kodecytes (natural cells modified with synthetic blood group antigens) representing a range of serologic grades. Results from 15-minute exercises over 17 contact weeks were assessed to determine if training with grading panels would have an impact on the ability of students to recognize and correctly grade serologic reactions. Twenty-one clinically active practitioners also took part in a single analysis. Grading exercises found that the use of kodecytes and natural negative cells were able to identify deficiencies in both students' and practitioners' ability to recognize negative and grade serologic reactions. The seventeen 15-minute exercises undertaken with students revealed that although there was some improvement in performance in recognizing positive and negative serologic reactions there was also a degradation in ability to accurately grade. Self-assessment showed a major improvement in students' self-efficacy. The use of serologic grading panels created with kodecytes was suitable as a tool to recognize and monitor serologic grading abilities. Evidence suggests that for both students and practitioners to gain and sustain competency in serologic reaction recognition and grading, they will require ongoing training and monitoring of competence. © 2015 AABB.

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

PubMed

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

2014-09-01

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

The pedagogical ebb and flow of human patient simulation: empowering through a process of fading support.

PubMed

Parker, Brian Corey; Myrick, Florence

2012-07-01

The use of the high-fidelity human patient simulator (HPS)-based clinical scenario in undergraduate nursing education is a powerful learning tool, well suited to modern nursing students' preference for immersive construction of knowledge through the provision of contextually rich reality-based practice and social discourse. The purpose of this study was to explore the social-psychological processes that occur within HPS-based clinical scenarios. Grounded theory method was used to study students and faculty sampled from a Western Canadian baccalaureate nursing program. The process of leveled coding generated a substantive theory that has the potential to enable educators to empower students through the use of fading support, a twofold process composed of adaptive scaffolding and dynamic assessment that challenges students to realistically self-regulate and transform their frame of reference for nursing practice, while limiting the threats that traditional HPS-based curriculum can impose. Copyright 2012, SLACK Incorporated.

Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

PubMed Central

GHARETEPEH, AMENEH; SAFARI, YAHYA; PASHAEI, TAHEREH; RAZAEI, MANSOUR; BAGHER KAJBAF, MOHAMMAD

2015-01-01

Introduction studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82) and emotional intelligence (117.07±10.33) variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23). The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001). Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571). In students with high academic achievement, self-awareness, self-motivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001). Conclusion Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops. PMID:25927067

Mindfulness predicts student nurses' communication self-efficacy: A cross-national comparative study.

PubMed

Sundling, Vibeke; Sundler, Annelie J; Holmström, Inger K; Kristensen, Dorte Vesterager; Eide, Hilde

2017-08-01

The aim of this study was to compare student nurses' communication self-efficacy, empathy, and mindfulness across two countries, and to analyse the relationship between these qualities. The study had a cross-sectional design. Data was collected from final year student nurses in Norway and Sweden. Communication self-efficacy, empathy, and mindfulness were reported by questionnaires; Clear-cut communication with patients, Jefferson Scale of Empathy, and Langer 14 items mindfulness scale. The study included 156 student nurses, 94 (60%) were Swedish. The mean communication self-efficacy score was 119 (95% CI 116-122), empathy score 115 (95% CI 113-117) and mindfulness score 79 (95% CI 78-81). A Mann-Whitney test showed that Swedish students scored significantly higher on communication self-efficacy, empathy, and mindfulness than Norwegian students did. When adjusted for age, gender, and country in a multiple linear regression, mindfulness was the only independent predictor of communication self-efficacy. The Swedish student nurses in this study scored higher on communication self-efficacy, empathy, and mindfulness than Norwegian students did. Student nurses scoring high on mindfulness rated their communication self-efficacy higher. A mindful learning approach may improve communication self-efficacy and possibly the effect of communication skills training. Copyright © 2017 Elsevier B.V. All rights reserved.

Personal digital assistants herald new approaches to teaching and evaluation in medical education.

PubMed

Bertling, Chad J; Simpson, Deborah E; Hayes, Avery M; Torre, Dario; Brown, Diane L; Schubot, David B

2003-01-01

Since its arrival in 1994, the personal digital assistant (PDA) has made significant inroads in the handheld industry, with 50% of physicians anticipated as users by 2005 due to its functionality as a point-of-care medical informatics tool. However, its use in medical education is less well documented. Since 1998, PDAs have been used at Medical College of Wisconsin (MCW) as both a teaching and an evaluation tool for medical student and resident education. This article highlights the use of the PDA in medical education and describes current applications for monitoring clinical experiences of students/residents, and teaching resources for hypertension, cardiac auscultation, and community health. MCW's experiences with the PDA as a real time teaching and data collection tool serves as a model for other medical schools and for our students who are educated in the importance of self-monitoring one's clinical experiences and the need for continuous improvement as future physicians.

Study Skills Course Impact on Academic Self-Efficacy

ERIC Educational Resources Information Center

Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

2014-01-01

Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

Friendship Predictors of Global Self-Worth and Domain-Specific Self-Concepts in University Students with and without Learning Disability

ERIC Educational Resources Information Center

Shany, Michal; Wiener, Judith; Assido, Michal

2013-01-01

This study investigated the association among friendship, global self-worth, and domain-specific self-concepts in 102 university students with and without learning disabilities (LD). Students with LD reported lower global self-worth and academic self-concept than students without LD, and this difference was greater for women. Students with LD also…

Exploring medical undergraduates' perceptions of the educational value of a novel ENT iBook: a qualitative study.

PubMed

Al-Hussaini, Ali; Tomkinson, Alun

2016-01-01

Undergraduate otolaryngology exposure is limited. It may be consolidated by the use of an iBook as a self-study tool. Following invitation to participate by email, five focus groups were formed, each consisting of six medical students (18 female, 12 male, median age 23 years). The focus group transcripts were imported to the qualitative data analysis software NVivo (QSR International, UK). The iBook was found to have a clear and consistent presentation, and a focused and user-friendly style, with reasonable interactivity and a good range of well-integrated media elements. It was, overall, perceived to be a valuable educational resource by the medical students.

The Self-Stigma of Depression Scale (SSDS): development and psychometric evaluation of a new instrument.

PubMed

Barney, Lisa J; Griffiths, Kathleen M; Christensen, Helen; Jorm, Anthony F

2010-12-01

Self-stigma may feature strongly and be detrimental for people with depression, but the understanding of its nature and prevalence is limited by the lack of psychometrically-validated measures. This study aimed to develop and validate a measure of self-stigma about depression. Items assessing self-stigma were developed from focus group discussions, and were tested and refined over three studies using surveys of 408 university students, 330 members of a depression Internet network, and 1312 members of the general Australian public. Evaluation involved item-level and bivariate analyses, and factor analytic procedures. Items performed consistently across the three surveys. The resulting Self-Stigma of Depression Scale (SSDS) comprised 16 items representing subscales of Shame, Self-Blame, Social Inadequacy, and Help-Seeking Inhibition. Construct validity, internal consistency and test-retest reliability were satisfactory. The SSDS distinguishes self-stigma from perceptions of stigma by others, yields in-depth information about self-stigma of depression, and possesses good psychometric properties. It is a promising tool for the measurement of self-stigma and is likely to be useful in further understanding self-stigma and evaluating stigma interventions. Copyright © 2010 John Wiley & Sons, Ltd.

The interplay between motivation, self-efficacy, and approaches to studying.

PubMed

Prat-Sala, Mercè; Redford, Paul

2010-06-01

The strategies students adopt in their study are influenced by a number of social-cognitive factors and impact upon their academic performance. The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self-efficacy (in reading academic texts and essay writing), and approaches to studying (deep, strategic, and surface). The study also examined changes in approaches to studying over time. A total of 163 first-year undergraduate students in psychology at a UK university took part in the study. Participants completed the Work Preference Inventory motivation questionnaire, self-efficacy in reading and writing questionnaires and the short version of the Revised Approaches to Study Inventory. The results showed that both intrinsic and extrinsic motivation orientations were correlated with approaches to studying. The results also showed that students classified as high in self-efficacy (reading and writing) were more likely to adopt a deep or strategic approach to studying, while students classified as low in self-efficacy (reading and writing) were more likely to adopt a surface approach. More importantly, changes in students' approaches to studying over time were related to their self-efficacy beliefs, where students with low levels of self-efficacy decreased in their deep approach and increased their surface approach across time. Students with high levels of self-efficacy (both reading and writing) demonstrated no such change in approaches to studying. Our results demonstrate the important role of self-efficacy in understanding both motivation and learning approaches in undergraduate students. Furthermore, given that reading academic text and writing essays are essential aspects of many undergraduate degrees, our results provide some indication that focusing on self-efficacy beliefs amongst students may be beneficial to improving their approaches to study.

Knowledge and attitude about computer and internet usage among dental students in Western Rajasthan, India.

PubMed

Jali, Pramod K; Singh, Shamsher; Babaji, Prashant; Chaurasia, Vishwajit Rampratap; Somasundaram, P; Lau, Himani

2014-01-01

Internet is a useful tool to update the knowledge. The aim of the present study was to assess the current level of knowledge on the computer and internet among under graduate dental students. The study consists of self-administered close ended questionnaire survey. Questionnaires were distributed to undergraduate dental students. The study was conducted during July to September 2012. In the selected samples, response rate was 100%. Most (94.4%) of the students had computer knowledge and 77.4% had their own computer and access at home. Nearly 40.8% of students use computer for general purpose, 28.5% for entertainment and 22.8% used for research purpose. Most of the students had internet knowledge (92.9%) and they used it independently (79.1%). Nearly 42.1% used internet occasionally whereas, 34.4% used regularly, 21.7% rarely and 1.8% don't use respectively. Internet was preferred for getting information (48.8%) due to easy accessibility and recent updates. For dental purpose students used internet 2-3 times/week (45.3%). Most (95.3%) of the students responded to have computer based learning program in the curriculum. Computer knowledge was observed to be good among dental students.

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology.

PubMed

Sebesta, Amanda J; Bray Speth, Elena

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, "expert" learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students' lifelong learning skills. © 2017 A. J. Sebesta and E. Bray Speth. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Integrating Medical Simulation Into the Physician Assistant Physiology Curriculum.

PubMed

Li, Lixin; Lopes, John; Zhou, Joseph Yi; Xu, Biao

2016-12-01

Medical simulation has recently been used in medical education, and evidence indicates that it is a valuable tool for teaching and evaluation. Very few studies have evaluated the integration of medical simulation in medical physiology education, particularly in PA programs. This study was designed to assess the value of integrating medical simulation into the PA physiology curriculum. Seventy-five students from the PA program at Central Michigan University participated in this study. Mannequin-based simulation was used to simulate a patient with hemorrhagic shock and congestive heart failure to demonstrate the Frank-Starling force and cardiac function curve. Before and after the medical simulation, students completed a questionnaire as a self-assessment. A knowledge test was also delivered after the simulation. Our study demonstrated a significant improvement in student confidence in understanding congestive heart failure, hemorrhagic shock, and the Frank-Starling curve after the simulation. Medical simulation may be an effective way to enhance basic science learning experiences for students and an ideal supplement to traditional, lecture-based teaching in PA education.

Self-rated and observer-rated measures of well-being and distress in adolescence: an exploratory study.

PubMed

Vescovelli, Francesca; Albieri, Elisa; Ruini, Chiara

2014-01-01

The evaluation of eudaimonic well-being in adolescence is hampered by the lack of specific assessment tools. Moreover, with younger populations, the assessment of positive functioning may be biased by self-report data only, and may be more accurate by adding significant adults' evaluations. The objective of this research was to measure adolescents' well-being and prosocial behaviours using self-rated and observer-rated instruments, and their pattern of associations. The sample included 150 Italian high school adolescents. Observed-evaluation was performed by their school teachers using the Strengths and Difficulties Questionnaire. Adolescents completed Ryff's Psychological Well-being Scales and Symptom Questionnaire. Pearson' r correlations and Linear regression were performed. Self-rated dimensions of psychological well-being significantly correlated with all observer-rated dimensions, but Strengths and Difficulties Emotional symptom scale. Multiple linear regression showed that the self-rated dimensions Environmental Mastery and Personal Growth, and surprisingly not Positive Relations, are related to the observer-rated dimension Prosocial Behaviour. Adolescents with higher levels of well-being in specific dimensions tend to be perceived as less problematic by their teachers. However, some dimensions of positive functioning present discrepancies between self and observer-rated instruments. Thus, the conjunct use of self-reports and observer-rated tools for a more comprehensive assessment of students' eudaimonic well-being is recommended.

Adaptive Origami for Efficiently Folded Structures

DTIC Science & Technology

2016-02-01

design optimization to find optimal origami patterns for in-plane compression. 3. Self-folding and programmable material systems were developed for...2014, 1st place in the Midwest and 2nd place in the National 2014 SAMPE student research symposium). • Design of self-folding and programmable ... material systems: Nafion SMP Programming: To integrate active materials into origami, mechanical analysis and optimization tools where applied to the

A New Tool for Managing Students' Self-Evaluations in Traditional and Distance Education Courses.

ERIC Educational Resources Information Center

Contreras-Castillo, Juan; Block, Arthur Edwards

This paper describes a Web-based question-answering system called E-teacher that can be used in both traditional and distance learning courses to review academic contents. E-teacher is a self-editing template-based system that consists of a set of PHP scripts that generate the HTML code dynamically, or "on the fly." The entire E-teacher…

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.

Perceptions of students in different phases of medical education of the educational environment: Universiti Sultan Zainal Abidin

PubMed Central

Rahman, Nor Iza A; Aziz, Aniza Abd; Zulkifli, Zainal; Haj, Muhammad Arshad; Mohd Nasir, Farah Hanani Binti; Pergalathan, Sharvina; Hamidi, Muhammad Ismail; Ismail, Salwani; Simbak, Nordin Bin; Haque, Mainul

2015-01-01

Background The Dundee Ready Education Environment Measure (DREEM) was planned and designed to quantify the educational environment precisely for medical schools and health-related professional schools. DREEM is now considered a valid and reliable tool, which is globally accepted for measuring the medical educational environment. The educational environment encountered by students has an impact on satisfaction with the course of study, perceived sense of well-being, aspirations, and academic achievement. In addition to being measurable, the educational environment can also be changed, thus enhancing the quality of medical education and the environment, and the medical education process. The objective of this study was to assess the educational environment of the Universiti Sultan Zainal Abidin (UniSZA) undergraduate medical program from the students’ perspective. The study expected to explore UniSZA medical students’ overall perceptions, perceptions of learning, teachers, atmosphere, academic self-perception, and social self-perception using the DREEM questionnaire. Methods A cross-sectional survey was conducted to study the perceptions of the students toward the educational environment of UniSZA as a new medical school, using the DREEM questionnaire. All medical students of UniSZA from Years I–V enrolled in the Bachelor of Medicine and Bachelor of Surgery programs were the target population (n=270). Therefore, the universal sampling technique was used. The data were analyzed using the SPSS 20 software. This study obtained ethical clearance from the Faculty of Medicine and Health Sciences, UniSZA. Results A total of 195 out of 270 students responded. Respondents included 31% males and 69% females. The overall DREEM scores were significantly higher (P<0.001) for females than males. Conclusion The medical students at UniSZA showed a positive perception of their educational environment. The new medical faculty, established for only a few years, has achieved an above-average, conducive educational environment for students. Most of the students showed a positive perception for the entire five domains tested in the DREEM survey. Females were consistently satisfied with UniSZA’s educational environment, and self-perception was high, as compared to male undergraduates. PMID:25848333

Early Acceleration of Mathematics Students and its Effect on Growth in Self-esteem: A Longitudinal Study

NASA Astrophysics Data System (ADS)

Ma, Xin

2002-11-01

The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students.

A longitudinal study of students' academic self-concept in a streamed setting: the Singapore context.

PubMed

Liu, W C; Wang, C K J; Parkins, E J

2005-12-01

Although several studies support the existence of a negative stream effect on lower-ability stream students' academic self-concept, there is not enough longitudinal research evidence to preclude the possibility that the stream effect may only be temporary. In addition, not much is known about the effect of streaming on changes in students' academic self-concept over time. The main aims of the study were to examine the effect of streaming on (a) the students' academic self-concept immediately after the streaming process, and at yearly intervals for 3 consecutive years, and (b) the changes in students' academic self-concept over a 3 year period. The sample comprised 495 Secondary 1 students (approximate age 13) from three government coeducational schools in Singapore. A longitudinal survey using a self-reported questionnaire. Results showed that the lower-ability stream students had a more negative academic self-concept than the higher-ability stream students immediately after streaming, but they had a more positive academic self-concept 3 years after being streamed. In addition, it was established that the students' academic self-concept declined from Secondary 1 to Secondary 3. Nonetheless, the decline was more pronounced for the higher-ability stream students than the lower-ability stream students. Streaming may have a short-term negative impact on lower-ability stream students' academic self-concept. However, in the long run, being in the lower-ability stream may not be detrimental to their academic self-concept.

Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning.

PubMed

Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students' motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL. A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students' views on benefiting from PBL. The female students' mean score was higher for the 'planning and goal setting' subscale of SRLP (p=0.017), and the second-year students' mean score was higher than that of the third-year students for the 'lack of self-directedness' subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the 'responsibility' subscale of SPBL (p=0.003; Cohen's d=0.26). The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students' development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the SRL process.

Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning.

PubMed

Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Background Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students' motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL. Methods A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. Results The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students' views on benefiting from PBL. The female students' mean score was higher for the 'planning and goal setting' subscale of SRLP (p=0.017), and the second-year students' mean score was higher than that of the third-year students for the 'lack of self-directedness' subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the 'responsibility' subscale of SPBL (p=0.003; Cohen's d=0.26). Conclusions The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students' development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the SRL process.

Exploring the use of a Facebook page in anatomy education.

PubMed

Jaffar, Akram Abood

2014-01-01

Facebook is the most popular social media site visited by university students on a daily basis. Consequently, Facebook is the logical place to start with for integrating social media technologies into education. This study explores how a faculty-administered Facebook Page can be used to supplement anatomy education beyond the traditional classroom. Observations were made on students' perceptions and effectiveness of using the Page, potential benefits and challenges of such use, and which Insights metrics best reflect user's engagement. The Human Anatomy Education Page was launched on Facebook and incorporated into anatomy resources for 157 medical students during two academic years. Students' use of Facebook and their perceptions of the Page were surveyed. Facebook's "Insights" tool was also used to evaluate Page performance during a period of 600 days. The majority of in-class students had a Facebook account which they adopted in education. Most students perceived Human Anatomy Education Page as effective in contributing to learning and favored "self-assessment" posts. The majority of students agreed that Facebook could be a suitable learning environment. The "Insights" tool revealed globally distributed fans with considerable Page interactions. The use of a faculty-administered Facebook Page provided a venue to enhance classroom teaching without intruding into students' social life. A wider educational use of Facebook should be adopted not only because students are embracing its use, but for its inherent potentials in boosting learning. The "Insights" metrics analyzed in this study might be helpful when establishing and evaluating the performance of education-oriented Facebook Pages. © 2013 American Association of Anatomists.

The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

NASA Astrophysics Data System (ADS)

Hernandez, Jennifer F.

Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

The impact of mind-body medicine facilitation on affirming and enhancing professional identity in health care professions faculty.

PubMed

Talisman, Nicholas; Harazduk, Nancy; Rush, Christina; Graves, Kristi; Haramati, Aviad

2015-06-01

Georgetown University School of Medicine (GUSOM) offers medical students a course in mind-body medicine (MBM) that introduces them to tools that reduce stress and foster self-awareness. Previous studies reported decreases in students' perceived stress and increases in mindfulness-changes that were associated with increased empathic concern and other elements of professional identity formation. However, no reports have described the impact of an MBM course on the facilitators themselves. To explore whether MBM facilitation is associated with changes in professional identity, self-awareness, and/or perceived stress, 62 facilitators, trained by the GUSOM MBM program, were invited to complete two validated surveys: the Freiburg Mindfulness Inventory (FMI) and the Perceived Stress Scale (PSS). Forty-two participants also completed a six-item open-ended questionnaire addressing their experience in the context of their professional identity. Facilitators' scores were significantly lower on PSS and higher on FMI compared with normative controls (P < .05), and the two parameters were inversely correlated (-0.46, P < .01). Qualitative analysis revealed three main themes: (1) aspects of professional identity (with subthemes of communication; connections and community; empathy and active listening; and self-confidence); (2) self-care; and (3) mindful awareness. Preliminary findings will be extended with larger studies that examine longitudinal quantitative assessment of communication, connection, and self-confidence outcomes in MBM facilitators, and the impact of MBM facilitation on burnout and resilience.

Nursing students' clinical competencies: a survey on clinical education objectives.

PubMed

Arrigoni, C; Grugnetti, A M; Caruso, R; Gallotti, M L; Borrelli, P; Puci, M

2017-01-01

Developing clearly defined competencies and identifying strategies for their measurement remain unfortunately a critical aspect of nursing training. In the current international context, which continues to be characterised by deep economic crisis, universities have a fundamental role to play in redefining the educational goals to respond to the expectations of certain geographical areas of interest, as underscored in the Bologna Process (Joint Declaration of the European Ministers of Education Convened in Bologna 19 June 1999). The aim of this observational study was to examine the clinical learning context of nursing students using a tool developed by a team of teachers for the analysis of clinical learning. Redefinition of the clinical learning objectives with reference to the competencies set out in the questionnaire validated by Venturini et al. (2012) and the subsequent use of the tool created by the team of teachers for students in the first, second and third-year courses of the 2013/14 academic year, covering all the internships called for in those years. All nursing students enrolled in the first, second and third year of the nursing undergraduate degree program at the University of Pavia (no. 471) participated in this survey. A total of 1,758 clinical internships were carried out: 461 for the first year, 471 for the second year and 826 for the third year. Setting objectives, beginning with the educational offerings in the several clinical contexts, represents a strong point for this process. The results highlight a level of heterogeneity and complexity intrinsic to the University of Pavia educational system, characterized by clinical settings with different clinical levels (Research hospital and other traditional hospitals) that offering different levels of training. The use of the self-evaluation form for clinical learning made it possible to perform real-time observations of the training activities of the entire student body. An educational model structured in this way allows the student to develop their capacity for critical thinking. For educational activities, such a self-evaluation form represents an ideal instrument for identifying areas in need of improvement. This explorative study, carried out by means of a self-evaluation form, is the first-step toward the development of an educational programme that is more uniform and easily traceable within the academic system.

Leadership and Students' Academic Success: Mediating Effects of Self-Efficacy and Self-Determination

ERIC Educational Resources Information Center

Gannouni, Kais; Ramboarison-Lalao, Lovanirina

2018-01-01

When exploring the effects of leadership on students, most studies have focused on either how leadership affects the students' academic outcomes or how it contributes to their personal development. This study merged both approaches and aimed to measure the mediating effects of self-efficacy and self-determination among leadership, students'…

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…

Big fish in a big pond: a study of academic self concept in first year medical students.

PubMed

Jackman, Kirsty; Wilson, Ian G; Seaton, Marjorie; Craven, Rhonda G

2011-07-27

Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Research has shown low academic self-concepts to be associated with negative educational outcomes. Social comparison processes have been implicated as fundamental to the BFLPE. Twenty first-year students in an Australian medical school completed a survey that included academic self-concept and social comparison measures, before and after their first written assessments. Focus groups were also conducted with a separate group of students to explore students' perceptions of competence, the medical school environment, and social comparison processes. The quantitative study did not reveal any changes in academic self-concept or self-evaluation. The qualitative study suggested that the attributions that students used when discussing performance were those that have been demonstrated to negatively affect self-concept. Students reported that the environment was slightly competitive and they used social comparison to evaluate their performance. Although the BFLPE was not evident in the quantitative study, results from the qualitative study suggest that the BFLPE might be operating In that students were using attributions that are associated with lower self-concepts, the environment was slightly competitive, and social comparisons were used for evaluation.

Self-medication among healthcare and non-healthcare students at University of Ljubljana, Slovenia.

PubMed

Klemenc-Ketis, Zalika; Hladnik, Ziga; Kersnik, Janko

2010-01-01

To determine the incidence of self-medication among University of Ljubljana students and the effect of the type of curriculum on the pattern of self-medication. The study included a sample of 1,294 students who freely accessed a self-administered web-based questionnaire in the Slovene language that consisted of a preliminary letter introducing the term 'self-treatment' and 2 sections about self-medication. The preliminary letter asked participants to report the practice of self-treatment during the past year. The main outcome measures were percentages of those reporting self-medication during the past year, which were then used to compare healthcare and non-healthcare students. A majority of students (1,195, 92.3%), both healthcare and non-healthcare, reported the use of some sort of self-medication during the study period. More healthcare students in their senior year (353, 94.1%) than those in their junior year (245, 89.4%) used self-medication (p = 0.04). Healthcare students (p = 0.05) thought that self-medication without improvement of the symptoms should last for 1 week or less. They acquired the drugs for self-medication from pharmacies; thought that previous doctors' advice in a similar situation was a more important reason for self-medication; would seek the advice of a physician or pharmacist for different ways of self-treatment, and quite interestingly thought that self-medication was not very safe. On the other hand, non-healthcare students acquired the drugs from healers and friends. The study showed that self-medication was common among all University of Ljubljana students, but that healthcare-related education in students and young adults led to more responsible use of self-medication. Copyright 2010 S. Karger AG, Basel.

Test anxiety and self-esteem in senior high school students: a cross-sectional study.

PubMed

Sarı, Seda Aybüke; Bilek, Günal; Çelik, Ekrem

2018-02-01

In this study, it is aimed to determine the level of test anxiety and self-esteem in the high school students preparing for the university exam in Bitlis, Turkey, and to investigate the effect of test anxiety on self-esteem. Seven-hundred and twenty-four high school students who were preparing for the university entrance examination in Bitlis participated in the study. A questionnaire which includes socio-demographic data form, Rosenberg Self-Esteem Scale and Revised Test Anxiety Scale was prepared as an e-questionnaire for the students to fill easily and uploaded to the Bitlis State Hospital's website. Schools were called and informed for the students to fill out the e-questionnaire on the Internet. The most important findings from our study are that gender is influential on test anxiety and self-esteem score and test anxiety level are negatively correlated. It was observed that female students had more test anxiety than male students and those who had higher self-esteem had less test anxiety. Consequently, our study shows that university entrance examination creates anxiety on students and reduces self-esteem, especially in female students.

Osteoporosis knowledge and attitudes: a cross-sectional study among female nursing school students in Damascus.

PubMed

Sayed-Hassan, Rima; Bashour, Hyam; Koudsi, Abir

2013-01-01

This study was conducted to determine the level of osteoporosis knowledge and beliefs among nursing college students in Damascus. A worrying deficit of knowledge was found. They believed osteoporosis to be a serious disease but did not feel susceptible to or concerned about it. Innovative educational interventions should be considered. Increasing awareness, knowledge, and promoting healthy behaviors about osteoporosis and related risk factors are effective prevention measures for building and maintaining strong bone throughout the life-span. We hypothesized a lack of knowledge and unhealthy beliefs about osteoporosis among young women in our setting. The level of osteoporosis knowledge, beliefs, and behavior among nursing college students in Damascus was evaluated in this study. A cross-sectional study was conducted on a convenience sample of female young students seen at the nursing school. All students registered for the year 2011-2012 were included in the study. A self-administered questionnaire was implemented. The questionnaire included background information and both osteoporosis-related tools (Arabic version), namely the Osteoporosis Knowledge Assessment Tool (OKAT) and the Osteoporosis Health Belief Scale. A total of 353 female students answered the questionnaire with a response rate of 98.3%. A worrying deficit of knowledge was found among surveyed Syrian young adult females with a total mean score of 7.9 (2.7) out of possible 20 points, being 39.6% of possible maximum score on the OKAT. Those young women believed osteoporosis to be a serious disease but did not feel susceptible to or concerned about the illness. Perceived moderate to high barriers to exercises and calcium intake indicated negative health beliefs. The findings generally reveal poor knowledge about osteoporosis among nursing school female students at Damascus. Integration of osteoporosis in school curricula and public education efforts is urgently needed.

Obesity bias among health and non-health students attending an Australian university and their perceived obesity education.

PubMed

Robinson, Emma L; Ball, Lauren E; Leveritt, Michael D

2014-01-01

This study compared the level of prejudice against obese individuals (obesity bias) among final-year health and non-health students, and associated obesity education. Cross-sectional online survey of 479 final-year students (292 health and 187 non-health) from Griffith University, Australia. Implicit and explicit obesity bias was measured using validated tools, and perceived obesity education ranked from "none" to "excellent." Data were analyzed quantitatively using analysis of variance and independent sample t tests. Statistical significance was set at P < .05. Students' mean age was 26.2 ± 7.6 years and body mass index was 23.2 ± 4.7 kg/m(2). Health and non-health students exhibited significant levels of obesity bias. Non-health students were more likely to suggest that obese individuals lacked willpower (P = .03). Students' self-reported obesity education varied considerably. Those who reported a higher level of genetics-related obesity education were less likely to believe that obese individuals were "bad" (P = .002) or to show concern about putting on weight (P = .01). Obesity bias exists in health students in Australia and is similar to non-health students' obesity bias levels. Students' self-reported genetics-related obesity education may be associated with obesity bias. Modifications to existing health curricula should be considered to reduce obesity bias among future health professionals. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Integrating technology, curriculum, and online resources: A multilevel model study of impacts on science teachers and students

NASA Astrophysics Data System (ADS)

Ye, Lei

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers' awareness of other earth science teachers' practices and teachers' frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to "District," "Training condition" (whether or not teachers received CCS training) appeared to predict teachers' attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students' engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth's Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own curiosity. Students did not appear to change their self-reported engagement level after the intervention. Additionally, three multiple regression models were developed. Factors from the district, teacher, and student levels were identified to predict student post-knowledge assessments and their engagement with science learning. The results provide information to both the research community and practitioners.

Preliminary assessment of faculty and student perception of a haptic virtual reality simulator for training dental manual dexterity.

PubMed

Gal, Gilad Ben; Weiss, Ervin I; Gafni, Naomi; Ziv, Amitai

2011-04-01

Virtual reality force feedback simulators provide a haptic (sense of touch) feedback through the device being held by the user. The simulator's goal is to provide a learning experience resembling reality. A newly developed haptic simulator (IDEA Dental, Las Vegas, NV, USA) was assessed in this study. Our objectives were to assess the simulator's ability to serve as a tool for dental instruction, self-practice, and student evaluation, as well as to evaluate the sensation it provides. A total of thirty-three evaluators were divided into two groups. The first group consisted of twenty-one experienced dental educators; the second consisted of twelve fifth-year dental students. Each participant performed drilling tasks using the simulator and filled out a questionnaire regarding the simulator and potential ways of using it in dental education. The results show that experienced dental faculty members as well as advanced dental students found that the simulator could provide significant potential benefits in the teaching and self-learning of manual dental skills. Development of the simulator's tactile sensation is needed to attune it to genuine sensation. Further studies relating to aspects of the simulator's structure and its predictive validity, its scoring system, and the nature of the performed tasks should be conducted.

Histology in 3D: development of an online interactive student resource on epithelium.

PubMed

Sieben, Anna; Oparka, Richard; Erolin, Caroline

2017-04-01

Epithelium is an important and highly specialised tissue type that makes up the lining of inner and outer surfaces of the human body. It is proposed that a self-study tool adds to efficient learning and lecturing on this complicated topic in medical curricula. This paper describes the development and evaluation of an online interactive 3D resource on epithelium for undergraduate medical students. A first evaluation was carried out by means of an online survey (n = 37). The resource was evaluated positively on the website in general, its visual contents and its value and potential for the medical curriculum.

Progressor: social navigation support through open social student modeling

NASA Astrophysics Data System (ADS)

Hsiao, I.-Han; Bakalov, Fedor; Brusilovsky, Peter; König-Ries, Birgitta

2013-06-01

The increased volumes of online learning content have produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students.

The Effects of Design Strategies for Promoting Students' Self-Regulated Learning Skills on Students' Self-Regulation and Achievements in Online Learning Environments

ERIC Educational Resources Information Center

Cho, Moon-Heum

2004-01-01

The purpose of this study was to investigate the effects of design strategies for promoting students' self-regulated learning skills on students' self-regulation and achievements. Seven strategies for promoting students' SRL are identified through the literature review and applied into the experimental group: goal setting, self-evaluation,…