Student-Led Conferences: Students Taking Responsibility

ERIC Educational Resources Information Center

Nauss, Sherri A.

2010-01-01

One of the many challenges that face middle grade students, parents, and teachers is the student's lack of ownership of their academic achievements. Student-led conferences are a unique way to engage the student and the parent in the academic progress. Parents and teachers discuss the student's attitude toward the work, the student's work ethic in…

Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)

ERIC Educational Resources Information Center

Dixson, Marcia D.

2015-01-01

Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of…

A Comparative Study of Obsessionality in Medical Students, Law Students, and Controls.

PubMed

Harries, Michael D; Kim, Suck Won; Grant, Jon E

2017-09-01

Understanding obsessive-compulsive behavior in medical students and law students is necessary for administrators and educators to properly work with students struggling with obsessionality. We aim to compare the differences in obsessive symptoms between medical students, law students and a control population. A total of 100 third-year medical students, 102 third-year law students and 103 control subjects drawn from the general population completed the Leyton Obsessional Inventory (LOI). Subjects were examined on all three sections (symptoms/traits, resistance and interference) of the LOI. Obsessional symptom scores for medical students (14.29 ± 7.33) and law students (13.65 ± 6.61) were significantly greater than for the control group (11.58 ± 7.45). Medical and law students were both more likely to report checking, order, routine and attention to detail as obsessive symptoms. Medical students were more likely than law students to possess the obsessive symptoms of cleanliness and conscientiousness, while law students were more likely than medical students to possess obsessive symptoms related to difficulty in making up their mind and doubting themselves. While medical students and law students are more obsessional than the control population, each group is more likely to report different obsessive symptoms.

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

PubMed

Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds.

PubMed

den Brok, Perry; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje

2010-06-01

The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students. This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes. Multi-group structural equation modelling was used to investigate causal paths between variables in four ethnic groups: Dutch (N=387), Turkish first- and second-generation immigrant students (N=267), Moroccan first and second generation (N=364), and Surinamese second-generation students (N=101). Different structural paths were necessary to explain associations between variables in the different (sub) groups. Different amounts of variance in student attitudes could be explained by these variables. The teacher-student interpersonal relationship is more important for students with a non-Dutch background than for students with a Dutch background. Results suggest that the teacher-student relationship is more important for second generation than for first-generation immigrant students. Multi-group causal model analyses can provide a better, more differentiated picture of the associations between student background variables, teacher behaviour, and student outcomes than do more traditional types of analyses.

Student Travel: Policies - Regulations - Exhibits.

ERIC Educational Resources Information Center

Trujillo, Lorenzo A.; And Others

The Jefferson County (Colorado) Public Schools' regulations and policies concerning student travel covers these forms of travel: student activity travel, extended student travel, district sponsored student travel, district authorized student travel, student exchange, and bonus learning trips. Issues and items addressed include: (1) authorization…

National Study of Student-Athletes Regarding Their Experiences as College Students

ERIC Educational Resources Information Center

Potuto, Josephine R.; O'Hanlon; James

2007-01-01

There is a received wisdom that the "student" experiences of student-athletes are deficient and that student-athletes are, and are treated as, athletes first and students second. We surveyed student-athletes at 18 Division IA (major football programs) schools to learn from them what they experience as students and how they assess those…

Bullying in college by students and teachers.

PubMed

Chapell, Mark; Casey, Diane; De la Cruz, Carmen; Ferrell, Jennifer; Forman, Jennifer; Lipkin, Randi; Newsham, Megan; Sterling, Michael; Whittaker, Suzanne

2004-01-01

This study explored bullying in college by students and teachers. The reports of a sample of 1,025 undergraduates indicated that 24.7% had seen students bully other students occasionally and 2.8% very frequently, 5% had been bullied by students occasionally and 1.1% very frequently, 12.8% had seen teachers bully students occasionally and 1.9% very frequently, 4.2% had been bullied by teachers occasionally and .5% very frequently, while 3.2% had bullied other students occasionally and 1.9% very frequently. Male students bullied significantly more than females. Student bullying was predicted by having seen other students bully, and by having been bullied by both students and teachers.

Patients' approaches to students' learning at a clinical education ward--an ethnographic study.

PubMed

Manninen, Katri; Henriksson, Elisabet Welin; Scheja, Max; Silén, Charlotte

2014-07-02

It is well known that patients' involvement in health care students' learning is essential and gives students opportunities to experience clinical reasoning and practice clinical skills when interacting with patients. Students encounter patients in different contexts throughout their education. However, looking across the research providing evidence about learning related to patient-student encounters reveals a lack of knowledge about the actual learning process that occurs in encounters between patients and students. The aim of this study was to explore patient-student encounters in relation to students' learning in a patient-centered health-care setting. An ethnographic approach was used to study the encounters between patients and students. The setting was a clinical education ward for nursing students at a university hospital with eight beds. The study included 10 observations with 11 students and 10 patients. The observer followed one or two students taking care of one patient. During the fieldwork observational and reflective notes were taken. After each observation follow-up interviews were conducted with each patient and student separately. Data were analyzed using an ethnographic approach. The most striking results showed that patients took different approaches in the encounters with students. When the students managed to create a good atmosphere and a mutual relationship, the patients were active participants in the students' learning. If the students did not manage to create a good atmosphere, the relationship became one-way and the patients were passive participants, letting the students practice on their bodies but without engaging in a dialogue with the students. Patient-student encounters, at a clinical education ward with a patient-centred pedagogical framework, can develop into either a learning relationship or an attending relationship. A learning relationship is based on a mutual relationship between patients and students resulting in patients actively participating in students' learning and they both experience it as a joint action. An attending relationship is based on a one-way relationship between patients and students resulting in patients passively participating by letting students to practice on their bodies but without engaging in a learning dialogue with the students.

How to make mathematics relevant to first-year engineering students: perceptions of students on student-produced resources

NASA Astrophysics Data System (ADS)

Loch, Birgit; Lamborn, Julia

2016-01-01

Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to 'make maths relevant' for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources.

Correlations between community size and student perceptions of value.

PubMed

Anderson, Susan M; Simanton, Edward

2017-01-01

The purpose of this study was to determine if medical students' feeling of being valued was correlated to community size. The study, conducted in several communities in South Dakota, examined students' feeling of value relating to attending physicians, healthcare teams and patients. Student value items were added to student satisfaction surveys sent out to students at the end of their primary clinical year and data collected from two graduating classes of students (n=114). Student responses were grouped by clinical campus and mean responses by community size were calculated. Additionally, student encounter logs were reviewed for study participants to gauge participation levels during clinical encounters. The degree to which students felt valued by their physician attending, the healthcare team and the patients decreased consistently as community size increased. Differences were statistically significant between students in the smallest and largest communities. Additionally, students in the community of 15 000 felt significantly more valued than students in the community of 170 000. Furthermore, there also appears to be a relationship between the percentage of participation in patient care by students and community size. Students in the smaller, rural communities participated at a higher percentage rather than observing. There appears to be a relationship between community size and the extent to which students feel value. The degree to which students felt valued decreased consistently as community size increased. Differences were statistically significant between students in the smallest communities and the two largest communities. Students in the smaller, rural communities participated at a higher percentage. Additional studies are needed to address whether students participate more as a result of feeling valued, or whether participation leads to an enhanced perception of value by students.

Academic self-concept, learning motivation, and test anxiety of the underestimated student.

PubMed

Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

2011-03-01

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.

25 CFR 42.10 - How must the school communicate individual student rights to students, parents or guardians, and...

Code of Federal Regulations, 2010 CFR

2010-04-01

... to students, parents or guardians, and staff? 42.10 Section 42.10 Indians BUREAU OF INDIAN AFFAIRS... student rights to students, parents or guardians, and staff? Each school must: (a) Develop a student...; (c) Provide all students and their parents or guardians a current and updated copy of student rights...

The Perceptions of Elementary School Teachers Regarding Their Efforts to Help Students Utilize Student-to-Student Discourse in Science

ERIC Educational Resources Information Center

Craddock, Jennifer Lovejoy

2017-01-01

The purpose of this phenomenological study was to examine the perceptions of elementary teachers who teach science as opposed to science teacher specialists regarding their efforts to help students use student-to-student discourse for improving science learning. A growing body of research confirms the importance of a) student-to-student discourse…

Communication and Student Unrest: A Report to the President of the University of New Mexico; Part I: Student-Administration Channels, Student Faculty Channels.

ERIC Educational Resources Information Center

Goldhaber, Gerald M.

This initial segment of a three-part study (Communication and Student Unrest) is an examination of the various communication channels--informal and formal, vertical and horizontal--which exist for student-administration and student-faculty interaction. Student-administration and student-faculty communication channels are discussed separately, and…

Student-to-Student Confirmation in the College Classroom: An Initial Investigation of the Dimensions and Outcomes of Students' Confirming Messages

ERIC Educational Resources Information Center

Johnson, Zac D.; LaBelle, Sara

2016-01-01

The current study sought to determine dimensions of student-to-student confirmation. Results of open-ended surveys revealed that students confirm one another in unique ways based on the setting of their relationship (the classroom). Findings revealed three dimensions of student-to-student confirmation (acknowledgment, assistance, and individual…

Student-led tutorials in problem-based learning: educational outcomes and students' perceptions.

PubMed

Kassab, Salah; Abu-Hijleh, Marwan F; Al-Shboul, Qasim; Hamdy, Hossam

2005-09-01

The aim of this study was to examine the effectiveness of using students as tutors in a problem-based learning (PBL) medical curriculum. Ninety-one third-year medical students were divided into ten tutorial groups. The groups were randomly allocated into student-led tutorials (SLT) (five groups, n = 44 students) and faculty-led tutorials (FLT) (five groups, n = 47 students). Outcome measurements included assessment of students' performance in tutorials individually and as a group, end-unit examinations scores, assessment of tutoring skills and identifying students' perceptions about peer tutoring. Student tutors were perceived better in providing feedback and in understanding the difficulties students face in tutorials. Tutorial atmosphere, decision-making and support for the group leader were better in SLT compared with FLT groups. Self-assessment of student performance in SLT was not different from FLT. Student scores in the written and practical examinations were comparable in both groups. However, SLT groups found difficulties in analysis of problems presented in the first tutorial session. We conclude that the impact of peer tutoring on student performance in tutorials, group dynamics, and student achievement in examinations is positive overall. However, student tutors require special training before adopting this approach in PBL programs.

Measuring Achievement Goal Orientations of Pharmacy Students

PubMed Central

Muthart, Thomas; Khan, Ghous M.

2014-01-01

Objectives. To measure the achievement goal orientations of pharmacy students attending a 3-year (accelerated) doctor of pharmacy (PharmD) program. Methods. A 16-item survey based on the Achievement Goal Questionnaire (AGQ) was administered to first-year (P1) and second-year (P2) pharmacy students at the Appalachian College of Pharmacy (ACP). Students were instructed to indicate to what degree each statement was true for them using a 7-point Likert scale (1=not true of me, 7=very true of me). Results. One hundred twenty of the 155 students (77%) completed the survey. Most students had mastery-approach, mastery-avoidance, performance-approach, and/or performance-avoidance goal orientations; few had work-avoidance goal orientations. Second-year students and male students had higher work-avoidance mean scores than did P1 students and female students (p<0.05). Conclusion. Pharmacy students were mastery- and performance-oriented learners, and most did not have work-avoidance goal orientations. Male students and P2 students had higher work-avoidance than did female students and P1 students, respectively. More longitudinal studies are needed to confirm these findings. PMID:24761015

International Student-Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

ERIC Educational Resources Information Center

Newell, Emily M.

2015-01-01

Through an extensive literature review, student--athlete college transition issues as well as concerns of international student-athletes are identified. Research on general student advising, developmental advising, and mentoring literature points to successful tactics for assisting domestic students, international students, and student-athletes…

Assessing Students’ Impressions of the Cultural Awareness of Pharmacy Faculty and Students

PubMed Central

Okorie-Awé, Clara; Crawford, Stephanie Y.; Balcazar, Fabricio E.; Vellurattil, Rosalyn P.; Moore, Terry W.; Schriever, Allison E.

2018-01-01

Objective. To determine pharmacy students’ impressions of their faculty’s interactions with diverse student and patient populations. Methods. Three student focus groups were convened. Eighty-four page transcripts were coded, and emergent themes were identified by qualitative analysis. Results. Students defined diversity as multidimensional beyond traditional categories. Emergent themes were faculty awareness or lack of awareness of cultural diversity, disparate cultural perspectives and preferences within student groups, teaching/learning approaches to prepare students to be more culturally competent, and student group dynamics. First- and second-year students emphasized student-to-student interactions, while third- and fourth-year students emphasized a lack of preparation for the realities of contemporary practice based on instructional methods. Conclusion. Students perceived the majority of their pharmacy faculty to be culturally sensitive and aware, but microaggression and discrimination from faculty and student peers were experienced. Study implications can potentially improve curricular offerings, cultural awareness of faculty and students, and care to diverse patient populations. PMID:29491497

Surgery clerkship orientation: evaluating temporal changes in student orientation needs.

PubMed

O'Neill, Conor; Moore, Jesse; Callas, Peter

2016-08-01

Surgery clerkship students at our institution receive a standardized orientation covering objectives, requirements, grading, and expectations. Limited data exist regarding the student perceptions of this approach. Surveys were provided to students to rate the importance of orientation topics and their satisfaction with topic conclusion. Scores between student groupings over the clerkship year were analyzed with Student t tests and analysis of variance with Scheffe adjustments. Significant differences in the mean importance rating between topics exists (P < .0001) as well as among satisfaction scores for topics (P < .0005). Early clerkship students value course expectations higher than later students (P = .03). Early clerkship students want more time devoted to hospital tours and expectations compared with later students (31% vs 8%). Orientation needs for students change over the clerkship year. Beginning students prefer basic direction for time spent on the ward. Later students prefer information regarding shelf preparation. Surgery course directors can adapt the orientation based on the experience of clerkship students. Copyright © 2016 Elsevier Inc. All rights reserved.

Teaching quality: High school students' autonomy and competence.

PubMed

León, Jaime; Medina-Garrido, Elena; Ortega, Miriam

2018-05-01

How teachers manage class learning and interact with students affects students’ motivation and engagement. However, it could be that the effect of students’ representation of teaching quality on the students’ motivation varies between classes. Students from 90 classes participated in the study. We used multilevel random structural equation modeling to analyze whether the relationship of the students’ perception of teaching quality (as an indicator of the students’ mental representation) and students’ motivation varies between classes, and if this variability depends on the class assessment of teaching quality (as an indicator of teaching quality). The effect of teachers’ structure on the regression slope of student perception of student competence was .127. The effect of teachers’ autonomy support on the regression slope of student perception of student autonomy was .066. With this study we contribute a more detailed description of the relationship between teaching quality, competence and autonomy.

Student Employment: Linking College and the Workplace. The Freshman Year Experience. Monograph Series Number 23.

ERIC Educational Resources Information Center

Kincaid, Rick, Ed.

Thirteen chapters address issues concerning college student employment including the impact of student employment, research on student employment, and making student employment more productive. Chapters include: (1) "Encouraging Student Development Through Student Employment" (Arthur W. Chickering and others); (2) "Career…

Planning Developmental Interventions for Adult Students.

ERIC Educational Resources Information Center

Champagne, Delight E.

Student affairs professionals have come to realize that the student body on college campuses is changing. Adult students are filling the spaces left vacant by a diminishing traditional-aged student population. Interventions in student affairs, however, are often targeted for the specific developmental tasks of the traditional student. Student…

Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning

ERIC Educational Resources Information Center

Odom, Arthur Louis; Bell, Clare Valerie

2015-01-01

The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple…

Student Trust in Teachers and Student Perceptions of Safety: Positive Predictors of Student Identification with School

ERIC Educational Resources Information Center

Mitchell, Roxanne M.; Kensler, Lisa; Tschannen-Moran, Megan

2018-01-01

This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers,…

Best Practices at the Lamont-Doherty Earth Observatory (LDEO) REU Site

NASA Astrophysics Data System (ADS)

Abbott, D. H.

2014-12-01

At the LDEO REU site, we take student health and safety very seriously. In 2014, we gave the students training on laboratory safety, fire safety, and a Title IX orientation covering discrimination and sexual harassment. We also compile emergency contact information for all the students and distribute it to students, mentors and the administration. Students choose a research project and mentors then pick the best student for their project. Because the mentors choose the student, they are more invested in the student. Students and mentors are encouraged to interact before the program starts, both through discussions and assigned background reading. During these discussions, research projects are often modified to better-fit students interests and skill levels. During the program, we facilitate student-mentor interaction by conducting three research-focusing sessions with small groups of students. Students give 20-minute long oral presentations on the progress of their research and answer questions about their project. Mentors prepare the students for these sessions, thereby increasing student knowledge about their research project. Mid-way through the summer, students write a 3-page proposal about their research as part of a special seminar on scientific writing. The students also participate in a final poster session that is attended by the LDEO community. We maximize student engagement by giving students a choice of research projects that are specifically selected for their suitability for and interest among undergraduates. The track record of mentors is also considered. Mentors must be in residence at LDEO during most of the intern program and arrange a suitable co-mentor during any absences. Mentors must be individuals who are able to encourage the students while giving them constructive input on the progress of their research project. We also encourage students to present their research results at a national scientific meeting. Students and mentors are given a schedule at the start of the summer that includes the abstract deadlines for major national meetings. When it is possible, we fund each student's attendance of a national meeting. Enthusiastic students who wish to attend a second meeting are given information on how to apply for funding to support attendance.

Quiet or Questioning? Students' Discussion Behaviors in Student-Centered Education across Cultures

ERIC Educational Resources Information Center

Frambach, Janneke M.; Driessen, Erik W.; Beh, Philip; van der Vleuten, Cees P. M.

2014-01-01

A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural…

Comparing Community College Student and Faculty Perceptions of Student Engagement

ERIC Educational Resources Information Center

Senn-Carter, Darian

2017-01-01

The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction,…

A CIT Investigation of Disruptive Student Behaviors: The Students' Perspective

ERIC Educational Resources Information Center

Hoffman, K. Douglas; Lee, Seung Hwan

2014-01-01

This research focuses on gaining a better understanding of how students negatively impact other students' classroom experience. More specifically, this research develops a typology of disruptive student behavior, including frequency of occurrence and the perceived magnitude of the disruption from a student perspective. Students also provide…

Faculty and College Student Beliefs about the Frequency of Student Academic Misconduct

ERIC Educational Resources Information Center

Hard, Stephen F.; Conway, James M.; Moran, Antonia C.

2006-01-01

This study investigated faculty and college student beliefs concerning student academic misconduct. Faculty beliefs predicted efforts to prevent misconduct and efforts to challenge it. Student beliefs predicted frequency of misconduct. Faculty and students overestimated the extent of misconduct, students to a greater degree. Faculty who…

The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

ERIC Educational Resources Information Center

Zhou, Jiangyuan

2012-01-01

Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

Postsecondary Student Mobility. Snapshot™ Report, Spring 2016

ERIC Educational Resources Information Center

National Student Clearinghouse, 2016

2016-01-01

Nearly 10 percent of all students attend multiple institutions in a single year. This brief report presents statistics on postsecondary student mobility: (1) Postsecondary Student One-Year Mobility Rates; (2) Distribution of Postsecondary Student One-Year Mobility; (3) Characteristics of 2014-15 Mobile Students; (4) Postsecondary Student One-Year…

Examining Student Immobility: A Study of Irish Undergraduate Students

ERIC Educational Resources Information Center

Finn, Mairéad; Darmody, Merike

2017-01-01

This paper explores student mobility among Irish higher education students. It specifically focuses on the profile of "stayers", that is, students who have no plans to study abroad, thus addressing an underexplored topic in existing literature on student mobility. The article aims to identify factors that impact on students' decisions…

Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.

Visualising the invisible: a network approach to reveal the informal social side of student learning.

PubMed

Hommes, J; Rienties, B; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2012-12-01

World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not stop outside the classroom. Therefore we studied how informal social interaction influences student learning. Moreover, to explore what really matters in the students learning process, a model was tested how the generally known important constructs-prior performance, motivation and social integration-relate to informal social interaction and student learning. 301 undergraduate medical students participated in this cross-sectional quantitative study. Informal social interaction was assessed using self-reported surveys following the network approach. Students' individual motivation, social integration and prior performance were assessed by the Academic Motivation Scale, the College Adaption Questionnaire and students' GPA respectively. A factual knowledge test represented student' learning. All social networks were positively associated with student learning significantly: friendships (β = 0.11), providing information to other students (β = 0.16), receiving information from other students (β = 0.25). Structural equation modelling revealed a model in which social networks increased student learning (r = 0.43), followed by prior performance (r = 0.31). In contrast to prior literature, students' academic motivation and social integration were not associated with students' learning. Students' informal social interaction is strongly associated with students' learning. These findings underline the need to change our focus from the formal context (classroom) to the informal context to optimize student learning and deliver modern medics.

Student academic achievement in college chemistry

NASA Astrophysics Data System (ADS)

Tabibzadeh, Kiana S.

General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.

Exploring ESL students' understanding of mathematics in the early years: factors that make a difference

NASA Astrophysics Data System (ADS)

Miller, Jodie; Warren, Elizabeth

2014-12-01

Students living in disadvantaged contexts and whose second language is English (ESL) are at risk of not succeeding in school mathematics. It has been internationally recognised that students' socioeconomic background and their achievements in mathematics is more pronounced for Australian students (Thomson et al. 2011). This gap is even more prominent for students who also have English as their second language (ESL). This paper explores the impact of the representations, oral language and engagement in mathematics (RoleM) learning experiences on ESL students' performance in mathematics in the early years (foundation-year 2). All students participating in the study are from disadvantaged contexts ( n = 461). The sample comprised 328 students who identified themselves as having English as a second language (ESL) and 133 mainstream students. Pre- and post-tests were conducted at the commencement and completion of each school year. All students demonstrated a significant improvement on their post-test scores, with ESL students displaying greater gains than the mainstream students. Additionally, students' results were meeting norm-referenced expectations for students of the same age. A hypothesised taxonomy was developed to further investigate which types of test items foundation ESL students displayed greatest gains. ESL students again outperformed the mainstream cohort on all levels of test categorisation, including questions that were linguistically and conceptually challenging for foundation students.

Parents' and Students' Reports of Parenting: Which are more Reliably Associated with College Student Drinking?

PubMed Central

Varvil-Weld, Lindsey; Turrisi, Rob; Scaglione, Nichole; Mallett, Kimberly A.; Ray, Anne E.

2012-01-01

Recent efforts to reduce college student heavy episodic drinking have examined parental influences, with the goal of continually refining parent-based interventions (PBIs). This research has primarily relied on student-reported data, which is often cited as a methodological limitation although the degree to which parent- and student-reported data on parenting behaviors correspond is unknown. The goals of the present study were to assess the level of consistency between parent- and student-reported data for commonly examined parenting constructs and compare their associations with college student drinking. Data were collected from a sample of 145 parent-student dyads using a longitudinal design. At baseline, parents and students reported on parental monitoring, approval of light and moderate/heavy drinking, and permissiveness. At a 10-month follow up, students reported on their typical weekly drinking and consequences. Parents' and students' reports of parenting behavior at baseline were compared and their associations with student drinking and consequences at follow up were assessed. Agreement between parents' and students' reports of parenting was fair to moderate, with intraclass correlation coefficients ranging from .34 to .61. Student-reported data were more reliably associated with student drinking at follow up. Studies examining parent influences on college student drinking, including research on PBIs, do not appear to be limited by using student-reported data. Implications for future research are discussed. PMID:23254221

Parents' and students' reports of parenting: which are more reliably associated with college student drinking?

PubMed

Varvil-Weld, Lindsey; Turrisi, Rob; Scaglione, Nichole; Mallett, Kimberly A; Ray, Anne E

2013-03-01

Recent efforts to reduce college student heavy episodic drinking have examined parental influences, with the goal of continually refining parent-based interventions (PBIs). This research has primarily relied on student-reported data, which is often cited as a methodological limitation although the degree to which parent- and student-reported data on parenting behaviors correspond is unknown. The goals of the present study were to assess the level of consistency between parent- and student-reported data for commonly examined parenting constructs and compare their associations with college student drinking. Data were collected from a sample of 145 parent-student dyads using a longitudinal design. At baseline, parents and students reported on parental monitoring, approval of light and moderate/heavy drinking, and permissiveness. At a 10-month follow up, students reported on their typical weekly drinking and consequences. Parents' and students' reports of parenting behavior at baseline were compared and their associations with student drinking and consequences at follow up were assessed. Agreement between parents' and students' reports of parenting was fair to moderate, with intraclass correlation coefficients ranging from .34 to .61. Student-reported data were more reliably associated with student drinking at follow up. Studies examining parent influences on college student drinking, including research on PBIs, do not appear to be limited by using student-reported data. Implications for future research are discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

Cultivating Interest in Oncology Through a Medical Student Oncology Society.

PubMed

Agarwal, Ankit; Shah, Aishwarya; Byler, Shannon; Hirsch, Ariel E

2017-03-01

The purpose of this descriptive analysis is to describe a formal method to foster interest in oncology among medical students through a Student Oncology Society (SOS). The SOS is a student-run multidisciplinary interest group that offers oncology-related events to interested medical students at the Boston University School of Medicine (BUSM). We employed a student survey to document the impact of the SOS on student interest in careers in oncology and students' perceived accessibility of mentors in oncology at our institution. All 35 students who attended the event reported that they found the discussion panels "valuable" or "somewhat valuable." A minority of students reported that student and faculty were "somewhat accessible" or "very accessible." At the end of the survey, 37 % of the students reported that a discussion of career paths of various physicians or a student/resident panel on oncology would be beneficial. By giving students an opportunity to learn about the different medical and surgical specialties within oncology, the SOS is able to cultivate early interest and understanding of the field of oncology among pre-clinical medical students. Further work must be done to connect medical students to faculty mentors in oncology. Although this short report provides a model for other medical schools to begin their own student oncology interest groups, further rigorous evaluation of pre-clinical oncology education initiatives are necessary in order to document their long-term impact on medical education.

Proof of Learning Outcome by the Advanced Clinical Competency Examination Trial after the Long-term Student's Practice in Pharmaceutical Education.

PubMed

Komori, Koji; Kataoka, Makoto; Kuramoto, Nobuyuki; Tsuji, Takumi; Nakatani, Takafumi; Yasuhara, Tomohisa; Mitamura, Shinobu; Hane, Yumiko; Ogita, Kiyokazu

2016-01-01

At Setsunan University, a debrief session (a poster session) is commonly performed by the students who have completed the long-term students' practice. Since the valuable changes in practical competency of the students cannot be evaluated through this session, we specified items that can help evaluate and methods that can help estimate the students' competency as clinical pharmacists. We subsequently carried out a trial called the "Advanced Clinical Competency Examination". We evaluated 103 students who had concluded the students' practice for the second period (Sep 1, 2014, to Nov 16, 2014): 70 students (called "All finish students") who had completed the practice in a hospital and pharmacy, and 33 students (called "Hospital finish students") who had finished the practice at a hospital only. The trial was executed in four stages. In the first stage, students drew pictures of something impressive they had learned during the practice. In the second stage, students were given patient cases and were asked, "What is this patient's problem?" and "How would you solve this problem?". In the third stage, the students discussed their answers in a group. In the fourth stage, each group made a poster presentation in separate rooms. By using a rubric, the teachers evaluated each student individually, the results of which showed that the "All finish students" could identify more problems than the "Hospital finish students".

The learning environment in the obstetrics and gynecology clerkship: an exploratory study of students' perceptions before and after the clerkship.

PubMed

Baecher-Lind, Laura E; Chang, Katherine; Blanco, Maria A

2015-01-01

For reasons that remain not entirely clear, Obstetrics and Gynecology (Ob/Gyn) clerkships often exhibit comparatively higher rates of medical student mistreatment. To explore perceptions of our local learning environment, focus groups were held with students yet to start (pre-students) and students having completed (post-students) their Ob/Gyn clerkship. Topics of discussion included learning expectations and experiences, perceptions of mistreatment, and suggestions for improving the learning environment and student treatment. Using a naturalistic approach, we conducted a conventional content analysis to identify emergent themes. Nine pre-students and nine post-students participated. While pre-students anticipated being actively engaged, they also expected - based on peer accounts - to be subject to an unwelcoming learning environment on the Ob/Gyn clerkship, despite working hard to become team members. Due to patient advocacy and protection concerns, post-students reported low levels of student involvement and, subsequently, an overall passive learning experience. Students from both groups offered valuable suggestions for improving the learning environment and student treatment. The sensitive nature of Ob/Gyn clinical encounters may lead to overprotective behaviors that contribute to students feeling mistreated and excluded from patient care and team membership. Students' experiences during Ob/Gyn clerkships could be improved by better balancing patient advocacy and student involvement. Practical implications to address these issues are offered.

Comparative study of goal contents and goal characteristics between medical and business students.

PubMed

Park, Soowon; Kim, Ji Eun; Lee, Jun-Young; Shin, Jongho

2016-03-01

Medical and business are one of the most popular majors among students, and both fields require intensive training to reach certain level of expertise. During the development of professionalism, goal can become a crucial role in psychological impetus. The purpose of this study is to compare goal contents, goal characteristics, and effect of goal characteristics on student's major satisfaction between medical and business. A total of 193 undergraduate students (97 medical students, 96 business students) answered survey questions including goal contents, goal characteristics (goal autonomy, goal attainability, social value of goal) and satisfaction on their majors. Qualitative analysis of goal contents and quantitative analysis of goal characteristics, and their effects on student major satisfaction were performed. Goal content analysis showed percentage of social concern goal was higher in medical students (25.8%) than business students (6.3%), whereas percentage of wealth goal was higher business students (24.0%) than medical students (3.1%). Among goal characteristics, goal attainability and social value of goal were higher in medical students than business students. In both groups, social value of goal was significantly predict major satisfaction. Goal contents and goal characteristics are different between medical and business students. Curriculum and educational interventions that concerning students' goal and developing programs to enhance students' social value of goal is necessary.

Evaluation of the Use of a Virtual Patient on Student Competence and Confidence in Performing Simulated Clinic Visits.

PubMed

Taglieri, Catherine A; Crosby, Steven J; Zimmerman, Kristin; Schneider, Tulip; Patel, Dhiren K

2017-06-01

Objective. To assess the effect of incorporating virtual patient activities in a pharmacy skills lab on student competence and confidence when conducting real-time comprehensive clinic visits with mock patients. Methods. Students were randomly assigned to a control or intervention group. The control group completed the clinic visit prior to completing virtual patient activities. The intervention group completed the virtual patient activities prior to the clinic visit. Student proficiency was evaluated in the mock lab. All students completed additional exercises with the virtual patient and were subsequently assessed. Student impressions were assessed via a pre- and post-experience survey. Results. Student performance conducting clinic visits was higher in the intervention group compared to the control group. Overall student performance continued to improve in the subsequent module. There was no change in student confidence from pre- to post-experience. Student rating of the ease of use and realistic simulation of the virtual patient increased; however, student rating of the helpfulness of the virtual patient decreased. Despite student rating of the helpfulness of the virtual patient program, student performance improved. Conclusion. Virtual patient activities enhanced student performance during mock clinic visits. Students felt the virtual patient realistically simulated a real patient. Virtual patients may provide additional learning opportunities for students.

Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses.

PubMed

Preszler, Ralph W; Dawe, Angus; Shuster, Charles B; Shuster, Michèle

2007-01-01

With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.

Medical student debt at the Christchurch School of Medicine. The New Zealand Wellbeing, Intentions, Debt and Experiences (WIDE) survey of medical students pilot study. Results part I.

PubMed

Gill, D; Palmer, C; Mulder, R; Wilkinson, T

2001-10-26

To determine the level and sources of medical student debt at the Christchurch School of Medicine. A questionnaire, The New Zealand Wellbeing, Intentions, Debt, and Experiences (WIDE) Survey of Medical Students, was developed and administered to all 204 medical students at the Christchurch School of Medicine and Health Sciences. Included were questions on student demographics, sources and levels of debt, parental financial support, and student perceptions of their debt. The response rate was 88%. International students, whose debt was with an overseas government, and students with mortgages were excluded from the data analysis. The combined total debt for the remaining 165 students was $7775000 with $6290000 (81%) owed to the Government Students Loans scheme. One quarter of 6th year medical students had a debt over $83250, 50% had a debt over $70000, and 75% had a debt over $50000. Student allowances were inaccessible to 64% of 4th and 5th year students and part-time employment during term-time was common. Lack of funds was reported to impair full participation in the medical course. The majority of medical students at the Christchurch School of Medicine accumulate high levels of debt, mainly dtrough the Government Student Loans scheme, during their medical training.

Isolation of medical students: communication barrier and its effect on career.

PubMed

Gul, Mahwish; Rasool, Ahsan; Khalid, Laiba Binte; Rasool, Maleeha; Khan, Farmanullah; Ayub, Muhammad; Marwat, Salim

2012-01-01

Communication barriers affect student-student interaction and student-patient interaction. This study is aimed at exploring the social, cultural and academic spheres where medical students feel getting isolated. Questionnaire based cross-sectional survey was undertaken at Ayub Medical College, Abbottabad in the month of July, 2013. Cluster sampling technique was employed. Linguistic problems in the college greatly affected medical students. Female medical student are comparatively more affected. These problems were less common in 1st year and most common in 3rd year where clinical classes are started. There are distinct gender based problems in communicating among male and female student with as many as 37.2% reported feeling difficulty in communicating with students of opposite gender. However this difficulty in communication gradually faded on proceeding from 1st year towards final year. About frank interaction with opposite gender, 65.9% students felt that society had negative impact upon it. While communicating with patients of opposite gender, almost a quarter of students (27.3%) reported facing difficulties, 56.9% students reported to have abject apathy towards the colleagues of opposite gender. Linguistic issues, gender discrimination, negative impact of society and lack of concern for fellow colleagues is affecting student-student interaction and student-patient interaction. There is need to create student friendly environment.

The identification of van Hiele level students on the topic of space analytic geometry

NASA Astrophysics Data System (ADS)

Yudianto, E.; Sunardi; Sugiarti, T.; Susanto; Suharto; Trapsilasiwi, D.

2018-03-01

Geometry topics are still considered difficult by most students. Therefore, this study focused on the identification of students related to van Hiele levels. The task used from result of the development of questions related to analytical geometry of space. The results of the work involving 78 students who worked on these questions covered 11.54% (nine students) classified on a visual level; 5.13% (four students) on analysis level; 1.28% (one student) on informal deduction level; 2.56% (two students) on deduction and 2.56% (two students) on rigor level, and 76.93% (sixty students) classified on the pre-visualization level.

Are Fourth-Year Medical Students Effective Teachers of the Physical Examination to First-Year Medical Students?

PubMed Central

Haist, Steven A; Wilson, John F; Fosson, Sue E; Brigham, Nancy L

1997-01-01

OBJECTIVE To determine if fourth-year medical students are as effective as faculty in teaching the physical examination to first-year medical students. DESIGN Stratified randomization of the first-year students. SETTING A public medical school. PARTICIPANTS All 100 first-year medical students in one medical school class were randomly assigned (controlling for gender) to either a faculty or a fourth-year student preceptor for the Physical Examination Module. MAIN RESULTS The first-year students of faculty preceptors scored no differently on the written examination than the students of the fourth-year medical student preceptors (82.8% vs 80.3%, p = .09) and no differently on a standardized patient practical examination (95.5% vs 95.4%, p = .92). Also, the first-year students rated the two groups of preceptors similarly on an evaluation form, with faculty rated higher on six items and the student preceptors rated higher on six items (all p > .10). The fourth-year student preceptors rated the experience favorably. CONCLUSIONS Fourth-year medical students were as successful as faculty in teaching first-year medical students the physical examination as measured by first-year student’s performances on objective measures and ratings of teaching effectiveness.

Health and Well-Being of International University Students, and Comparison with Domestic Students, in Tasmania, Australia.

PubMed

Skromanis, Sarah; Cooling, Nick; Rodgers, Bryan; Purton, Terry; Fan, Frances; Bridgman, Heather; Harris, Keith; Presser, Jennifer; Mond, Jonathan

2018-06-01

International students comprise an increasingly larger proportion of higher education students globally. Empirical evidence about the health and well-being of these students is, however, limited. We sought to examine the health and well-being of international students, primarily from Asian countries, attending the University of Tasmania, Australia, using domestic students as a comparison group. Ethics approval was given to invite (via email) all currently enrolled students to participate in the study by completing a pilot-tested, online survey. The survey was completed by 382 international students (response rate = 8.9%) and 1013 domestic students (9.2%). Independent samples t -tests, analysis of variance (ANOVA) and chi-square tests were used for bivariate comparisons between international and domestic students, and between subgroups of international students. Regression models were used to examine the associations between student status (international vs. domestic) and health outcomes, controlling for demographic and enrolment variables. International students, particularly male students, were found to be at increased risk of several adverse health outcomes while also being less likely to seek help for mental health and related problems. The findings indicate the need for accessible, targeted, culturally-sensitive health promotion and early intervention programs.

A phenomenographic case study: Concept maps from the perspectives of middle school students

NASA Astrophysics Data System (ADS)

Saglam, Yilmaz

The objective of this study was to investigate the experiences of middle school students when concept maps were used as a learning tool. Twenty-nine students' written responses, concept maps and videotapes were analyzed. Out of 29 students, thirteen students were interviewed using a semi-structured and open-ended interview protocol. The students' initial written responses provided us with the students' initial reactions to concept maps. The videotapes captured the students' behavior, and interpersonal interactions. The interviews probed students': (1) knowledge about drawing concept maps, (2) perception of the meaning and usefulness of concept maps, and (3) attitudes towards concept maps. The results indicated that the students viewed concept maps as useful tools in learning science. They believed that concept maps organized and summarized the information, which thereby helped them understand the topic easily. They also believed that concept maps had some cognitive benefits. However, the students viewed concept maps as hard to construct because it was difficult for the students to think of related concepts. The students' initial written responses, interviews and videotapes indicated that the students seemed to see both positive and negative aspects of concept maps. Some students' had more positive and some had more negative attitudes.

An exploratory survey of Spanish and English nursing students' views on studying or working abroad.

PubMed

Goodman, Benny; Jones, Ray; Sanchón Macias, Marivi

2008-04-01

Student mobility within Europe is encouraged by the EU's 'Bologna process' and financially supported by the Socrates programme. However, relatively few UK nursing students travel to Europe for study. To compare the willingness to study or work abroad and the perceived barriers and benefits of doing so, amongst students in England and Spain. Third year nursing students completed a 15 item questionnaire on work and study abroad. Spanish students were younger than UK students, had fewer family commitments, and better language skills. There was little difference between Spanish and UK students in wanting to study abroad, UK students named English speaking countries as likely destinations. Spanish students named Italy; the UK and USA were also popular. Perceived barriers for UK students were funding, family, and language. Family commitments were not a major problem for Spanish students. Spanish were more likely than English students to see language as a problem. UK and Spanish Nursing students are equally enthusiastic about studying or working abroad but UK students have limited language skills, are less able to access Socrates funding for European destinations, and given their age and family commitments, funding is a barrier for 'non-Socrates' destinations.

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

NASA Astrophysics Data System (ADS)

Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1) Microbiology students averaged lower in achievement than A&P students; (2) Illustration students averaged higher in achievement than Control students; and (3) Written Narrative students averaged higher in achievement than Illustration students. Findings suggest that science achievement can be enhanced via student-generated illustrations and written narratives, these interventions had no effect on attitudes toward science, and the interventions benefited A&P students more than Microbiology and Biology students.

Realizing Internationalization at Home in Korean Higher Education: Promoting Domestic Students' Interaction with International Students and Intercultural Competence

ERIC Educational Resources Information Center

Jon, Jae-Eun

2013-01-01

Increased international student mobility worldwide necessitates studying its impact on students, particularly for domestic students who have been neglected in research but who are greater in number than mobile students. It is also important that higher education institutions facilitate domestic students' relationships with international students…

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

ERIC Educational Resources Information Center

Moore, Gary E.; Warner, Wendy J.; Jones, David W. W.

2016-01-01

This research sought to determine if graduate students taking distance education classes desire student-to-student interaction. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some…

Exploring Prospective Secondary Mathematics Teachers' Interpretation of Student Thinking through Analysing Students' Work in Modelling

ERIC Educational Resources Information Center

Didis, Makbule Gozde; Erbas, Ayhan Kursat; Cetinkaya, Bulent; Cakiroglu, Erdinc; Alacaci, Cengiz

2016-01-01

Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that…

Students Serving Christ: Understanding the Role of Student Subcultures on a College Campus

ERIC Educational Resources Information Center

Magolda, Peter; Ebben, Kelsey

2007-01-01

This article uses the Students Serving Christ student organization to examine the role of student subcultures in higher education. Using subculture theories, this article examines the origins of student subcultures, explores how subcultures are formed and sustained, reveals what counts as normal within and among student subcultures, investigates…

Differing Perceptions: How Students of Color and White Students Perceive Campus Climate for Underrepresented Groups

ERIC Educational Resources Information Center

Rankin, Susan R.; Reason, Robert D.

2005-01-01

Using a campus climate assessment instrument developed by Rankin (1998), we surveyed students (n = 7,347) from 10 campuses to explore whether students from different racial groups experienced their campus climates differently. Students of color experienced harassment at higher rates than Caucasian students, although female White students reported…

Academic Dishonesty: Are Business Students Different from Other College Students?

ERIC Educational Resources Information Center

Iyer, Rajesh; Eastman, Jacqueline K.

2006-01-01

In this article, the authors investigated academic dishonesty and how business students stand on the issue as compared with other college students. They found in their study that nonbusiness students are more likely to cheat than are business students. In general, students who are members of Greek social organizations, undergraduates, male, and…

Student Perceptions of Selected Technology Student Association Activities

ERIC Educational Resources Information Center

Taylor, Jerianne S.

2006-01-01

The Technology Student Association (TSA) is the only student organization dedicated exclusively to students enrolled in technology education classes in grades K-12. The effect that TSA has on a student member is often difficult to document. It is only through direct interaction with the student that these effects can be recorded; this in turn…

Student Life in Canadian Universities: The Lessons of History.

ERIC Educational Resources Information Center

Axelrod, Paul

1990-01-01

The relationship between the history of the student and contemporary student life is explored, and enduring patterns are identified in three areas: the social origins of students; student culture and activism; and the perceived academic quality of students. It is concluded that students should be heard and taken more seriously. (MSE)

Understanding Social Learning Relations of International Students in a Large Classroom Using Social Network Analysis

ERIC Educational Resources Information Center

Rienties, Bart; Héliot, YingFei; Jindal-Snape, Divya

2013-01-01

A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from different cultural backgrounds are "forced" to work together with other students, which allows…

College Student Success Course Takers' Perceptions of College Student Effectiveness

ERIC Educational Resources Information Center

Hoops, Leah D.; Artrip, Ashley

2016-01-01

College student success courses are designed to help students develop effective self-regulating learning (SRL) skills. Little research has examined students' perceptions of SRL at course end. The purpose of this study was to examine student perceptions of "what makes an effective college student" in regards to SRL after course…

Nursing Students' Readiness for the Numeracy Needs of Their Program: Students' Perspective

ERIC Educational Resources Information Center

Galligan, Linda; Frederiks, Anita; Wandel, Andrew P.; Robinson, Clare; Abdulla, Shahab; Hussain, Zanubia

2017-01-01

Numeracy needs of nursing students are often underestimated by students when they enter university. Even when students are aware of the mathematics required, students underestimate or overestimate the skills they have. Research has highlighted the mathematics and numeracy skills required of nurses and nursing students and numerous studies have…

Student Participation in Elementary Mathematics Classrooms: The Missing Link between Teacher Practices and Student Achievement?

ERIC Educational Resources Information Center

Ing, Marsha; Webb, Noreen M.; Franke, Megan L.; Turrou, Angela C.; Wong, Jacqueline; Shin, Nami; Fernandez, Cecilia H.

2015-01-01

Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement. This study examined how the kinds of teacher practices that may…

Make Students Part of the Solution, Not the Problem

ERIC Educational Resources Information Center

Gardner, Trevor

2014-01-01

A California high school develops a Student Justice Panel to hear student concerns about violations of the student code, providing students with a way to not just have a voice but to effect change in how students are disciplined. Restorative justice gives students a feeling of fairness and responsibility for appropriate behavior. Restorative…

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.

PubMed

Widder-Prewett, Rebecca; Draime, Juanita A; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M H

2017-08-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice.

Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students.

PubMed

Thurston, Maria Miller; Chesson, Melissa M; Harris, Elaine C; Ryan, Gina J

2017-06-01

Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive.

Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students

PubMed Central

Thurston, Maria Miller; Harris, Elaine C.; Ryan, Gina J.

2017-01-01

Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive. PMID:28720912

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.

An elective course to engage student pharmacists in elementary school science education.

PubMed

Woodard, Lisa J; Wilson, Judith S; Blankenship, James; Quock, Raymond M; Lindsey, Marti; Kinsler, Janni J

2011-12-15

To develop and assess the impact of an elective course (HealthWISE) on student pharmacists' skills in communication and health promotion and elementary school students' knowledge of and attitudes toward science. Three colleges and schools of pharmacy collaborated to develop a 1-credit elective course that used online and classroom teaching and learning techniques to prepare student pharmacists to teach science in elementary school classrooms. Student pharmacists delivered 6 science lessons to elementary students over the course of 2 months. In weekly journal reflections and a final paper, student pharmacists reported improved communication and health promotion skills. Elementary teachers reported they were satisfied with student pharmacists' performance in the classroom. On pretest and posttest evaluations, elementary students demonstrated increased science knowledge and enhanced enthusiasm for science following the lessons taught by student pharmacists. The HealthWISE elective course provided positive benefit for student pharmacists, elementary school teachers, and elementary students.

Conjecturing via analogical reasoning constructs ordinary students into like gifted student

NASA Astrophysics Data System (ADS)

Supratman; Ratnaningsih, N.; Ryane, S.

2017-12-01

The purpose of this study is to reveal the development of knowledge of ordinary students to be like gifted students in the classroom based on Piaget's theory. In exposing it, students are given an open problem of classical analogy. Researchers explore students who conjecture via analogical reasoning in problem solving. Of the 32 students, through the method of think out loud and the interview was completed: 25 students conjecture via analogical reasoning. Of the 25 students, all of them have almost the same character in problem solving/knowledge construction. For that, a student is taken to analyze the thinking process while solving the problem/construction of knowledge based on Piaget's theory. Based on Piaget's theory in the development of the same knowledge, gifted students and ordinary students have similar structures in final equilibrium. They begin processing: assimilation and accommodation of problem, strategies, and relationships.

The effects of sex and gender role identity on perceived stress and coping among traditional and nontraditional students.

PubMed

Jones, Kayla; Mendenhall, Sarah; Myers, Charlsie A

2016-01-01

This study examined differences in perceived stress and coping strategies based on gender role identity (GRI) and sex among traditional and nontraditional college students. Online surveys that assessed demographic information, GRI, and perceived stress were completed between October 2013 and March 2014 by 197 students. Nontraditional masculine male students reported higher levels of perceived stress compared with nontraditional androgynous male students. Traditional androgynous female students showed significantly lower levels of perceived stress compared with their masculine counterparts. Nontraditional female students reported using more approach coping strategies than their traditional male students, but there were no differences in coping strategies among traditional students. These results suggest traditional and nontraditional students have different levels of perceived stress based on sex and GRI. Thus, colleges and universities should consider designing workshops, programs, and seminars to address the needs of students based on their sex, GRI, and student type.

Factors affecting assertiveness among student nurses.

PubMed

Ibrahim, Sanaa Abd El Azim

2011-05-01

This study aimed to investigate the factors affecting assertiveness among student nurses. The study was carried out at Faculty of Nursing, Port-Said University, on 207 student nurses from four different grades. Rathus Assertiveness Schedule, consisted of 30 items, was used to measure the students' assertiveness level and a 12-item scale developed by Spreitzer was used to measure students' psychological empowerment. The study results showed that 60.4% of the students were assertive, while about half of the students were empowered. A positive relation between student assertiveness and psychological empowerment was detected. Moreover, positive relations regarding family income and students' assertiveness and psychological empowerment were determined. The study recommended introduction of specific courses aiming at enhancing the acquisition of assertiveness skills, in addition, nurse educators must motivate their students to express their opinion and personal rights and also they must pay attention for students' empowerment and enhance students' autonomy. Copyright © 2010 Elsevier Ltd. All rights reserved.

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

PubMed Central

Hughes, Jan N.

2010-01-01

The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843

Medical students' exposure to pharmaceutical industry marketing: a survey at one U.S. medical school.

PubMed

Bellin, Melena; McCarthy, Susan; Drevlow, Laurel; Pierach, Claus

2004-11-01

While much is known about the interactions between the pharmaceutical industry and physicians, very little is known about pharmaceutical marketing directed toward medical students. This study sought to characterize the extent and forms of medical students' exposure to pharmaceutical industry marketing. In 2001-02, an anonymous, 17-item questionnaire was distributed to 165 preclinical and 116 clinical students at the University of Minnesota Medical School-Twin Cities. The main outcome measures were the number and forms of exposures to pharmaceutical industry marketing reported by medical students and whether students had discussed these exposures with teachers or advisors. Preclinical and clinical students were compared using chi(2) analysis (p < .05). One hundred fourteen (69.1%) preclinical students and 107 (92.2%) clinical students responded. Nearly all students reported at least one exposure to pharmaceutical industry marketing. Seventy-six (71.7%) clinical students compared to 38 (33.3%) preclinical students recalled over 20 exposures (p < .005). Clinical students were more likely to have received a free meal (p < .01), textbook (p < .005), pocket text (p < .005), or trinket (p < .005) than were their preclinical colleagues. Most students (68.2%) had not discussed pharmaceutical marketing with an instructor or advisor; 59 (55.7%) clinical students as compared to 87 (80.6%) preclinical students recalled no such discussion (p < .005). Medical students have extensive exposure to pharmaceutical industry marketing during their early years of training. Given existing evidence that such exposure influences physicians' practice and prescribing patterns, the authors propose that medical school curricula include formal instruction to prepare students to critically assess these contacts.

Making the Best Use of Student Trustees

ERIC Educational Resources Information Center

Alvarez-Breckenridge, Christopher

2010-01-01

Campuses with student trustees often see them as both an efficient way to get a student perspective on issues the board is dealing with and a way to use student trustees' active engagement with student organizations to explain board and administrative decisions to the student body. To maximize the contributions a student member can make on the…

Four Dimensions of Student Leadership: What Predicts Students' Attitudes toward Leadership Development?

ERIC Educational Resources Information Center

Shertzer, John; Wall, Vernon; Frandsen, Alisa; Guo, Yan; Whalen, Donald F.; Shelley, Mack C., II

2005-01-01

Multiple regression was performed on four dependent variables derived from the results of a student survey measuring attitudes about student leadership: (a) leadership is important to the student, (b) the student considers himself or herself to be a leader, (c) leadership will be important to the student after college, and (d) leaders need to be…

A + (B[subscript 1]) Professor--student Rapport + (B[subscript 2]) Humor + (B[subscript 3]) Student Engagement = (Y) Student Ratings of Instructors

ERIC Educational Resources Information Center

Richmond, Aaron S.; Berglund, Majken B.; Epelbaum, Vadim B.; Klein, Eric M.

2015-01-01

Teaching effectiveness is often evaluated through student ratings of instruction (SRI). Research suggests that there are many potential factors that can predict student's perceptions of teaching effectiveness such as professor-student rapport, student engagement, and perceived humor of the instructor. Therefore, we sought to assess whether…

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

ERIC Educational Resources Information Center

Roberts, Amanda; Nash, Judith

2009-01-01

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

Counselor's Handbook. A Federal Student Aid Reference, Part 2.

ERIC Educational Resources Information Center

Office of Student Financial Assistance (ED), Washington, DC.

Information is provided on the Student Aid Report (SAR), which is used to determine student eligibility for Pell Grants. Four to six weeks after a student submits a 1986-87 "Application for Federal Student Aid" or one of the non-federal applications, the student will receive the SAR. The student's eligibility status determines which of…

Insights from Students' Private Work in Their Notebooks: How Do Students Learn from the Teacher's Examples?

ERIC Educational Resources Information Center

Yau, King Woon; Mok, Ida Ah Chee

2016-01-01

Students' seatwork plays an important part in their learning in their lessons, and very often, students record their private work in the notebooks during seatwork. The students' private work in their notebooks reflects students' learning and thinking, representing explicit learning outcomes. The students' private work in their notebooks of 14…

Social-Economic Factors, Student Factors, Student Academic Goals and Performance of Students in Institutions of Higher Learning in Uganda

ERIC Educational Resources Information Center

Ngoma, Muhammed; Ntale, Peter Dithan; Abaho, Earnest

2017-01-01

This article evaluates the relationship between social-economic factors, students' factors, student academic goals and performance of students. The study adopts a cross-sectional survey, with largely quantitative approaches. A sample of 950 students was randomly and proportionately drawn from undergraduates in four institutions of higher learning.…

Do You Know What You Owe? Students' Understanding of Their Student Loans

ERIC Educational Resources Information Center

Andruska, Emily A.; Hogarth, Jeanne M.; Fletcher, Cynthia Needles; Forbes, Gregory R.; Wohlgemuth, Darin R.

2014-01-01

Using a data set that augments a student survey with administrative data from the Iowa State University Office of Financial Aid, the authors posed two questions: Do students know whether they have student loans? Do students know how much they owe on outstanding student loans? We used logistic and ordered logit regressions to answer these…

Explaining Students' Appraisal of Lectures and Student-Activating Teaching: Perceived Context and Student Characteristics

ERIC Educational Resources Information Center

Struyven, Katrien; Dochy, Filip; Janssens, Steven

2012-01-01

During lectures, some students are continuously focused and attentive, whereas others tend to be bored, jittery, or inattentive. The same might happen when students are given student-activating assignments. Some students simply love one type of instruction, whereas others tend to resent it. Moreover, it is not the context itself, but the context…

Student-Organized College of Education "Educational Research Exchanges" from the Student and Former Student Perspective.

ERIC Educational Resources Information Center

Henson, Robin K.; Guthrie, Abbie

2001-01-01

Discusses how some colleges of education (COEs) attempt to develop academic climate and facilitate graduate student research activity, addressing the role of student-organized internal research conferences in the transformation of student to social scientist and explicating the benefits of these internal conferences to students, faculty, and COEs.…

A Comparison of Osteopathic, Pharmacy, Physical Therapy, Physician Assistant and Occupational Therapy Students' Personality Styles: Implications for Education and Practice.

ERIC Educational Resources Information Center

Hardigan, Patrick C.; Cohen, Stanley R.

This study compared personality traits of students in five health professions. The Myers-Briggs Type Indicator was completed by 1,508 osteopathic students, 654 pharmacy students, 165 physical therapy students, 211 physician assistant students, and 70 occupational therapy students. Comparing the extrovert/introvert dimension revealed that pharmacy…

Elementary School Students' Perceptions of the Future Environment through Artwork

ERIC Educational Resources Information Center

Özsoy, Sibel; Ahi, Berat

2014-01-01

The purpose of the present study is to investigate first level of elementary school students' perceptions of the future state of the environment through the pictures they draw. The participants of the study are 131 first-grade students, 127 second-grade students, 160 third-grade students, 188 fourth-grade students, and 222 fifth-grade students,…

Federal Student Aid Handbook, 2006-2007. Volume 1: Student Eligibility

ERIC Educational Resources Information Center

US Department of Education, 2006

2006-01-01

There are many factors to be considered when reviewing a student's application for aid from the FSA programs, such as whether the student is a U.S. citizen or permanent resident, whether the student is making satisfactory academic progress, and whether the student has a defaulted FSA loan. This volume of the Federal Student Aid Handbook discusses…

Adaptive and maladaptive perfectionism in medical students: a longitudinal investigation.

PubMed

Enns, M W; Cox, B J; Sareen, J; Freeman, P

2001-11-01

The personality of medical students may have an important impact on both their academic performance and emotional adjustment during medical school. There has been little systematic study of the impact of perfectionism on medical students. The present study sought to compare the perfectionism profile of medical students with that of a general arts student group and to examine the relationship among perfectionism, distress symptoms and academic expectations and satisfaction. Medical students (n=96) and arts students (n=289) completed a baseline assessment including two multidimensional perfectionism scales. The medical students also completed measures of distress symptoms, personality (neuroticism, conscientiousness) and questions about their perceptions of their academic performance. Of the medical students, 58 completed a second set of questionnaires 6 months later (time 2). First-, second- and third year medical students and first-year arts students. In comparison with arts students, the perfectionism profile of medical students showed higher personal standards, lower doubts about actions and lower maladaptive perfectionism scores. In the medical students adaptive perfectionism (achievement striving) was significantly correlated with baseline academic performance expectations and conscientiousness and was predictive of dissatisfaction with academic performance at time 2. Maladaptive perfectionism (excessive evaluative concerns) was significantly correlated with baseline distress symptoms and neuroticism and was predictive of symptoms of depression and hopelessness at time 2. Perfectionism in medical students differs systematically from perfectionism in general arts students. Distinguishing adaptive and maladaptive aspects of perfectionism is important in understanding the cross-sectional and longitudinal implications of perfectionism for medical students.

Promoting cultural understanding through pediatric clinical dyads: an education research project.

PubMed

McDermott-Levy, Ruth; Cantrell, Mary Ann; Reynolds, Kathryn

2014-11-01

This project explored the experiences of six undergraduate nursing students, three American nursing students and three nursing students from the Sultan of Oman, who participated in a faculty initiated education research project as part of their pediatric clinical practicum. Students were placed in dyads, with one American-born student and one Omani student in each dyad. Omani students also were paired with American nurse preceptors. A transcript-based content analysis was used to analyze data generated from qualitative focus group student interviews and student journals. The analysis generated three themes that described how myths were dispelled, cultural barriers were broken down and knowledge gained from another cultural perspective. The nurse preceptors were surveyed at the conclusion of the program. The survey findings suggest that preceptors gained a different cultural perspective of nursing care and they were better informed of the Omani students' learning needs. There was, however, an additional investment of preceptor time in meeting the learning needs of international students. Additional faculty time was also required for preparation and time during clinical conferencing to address differences in nursing practice between U.S. and Oman while meeting course learning objectives. Overall, the educational program provided evidence of enhancing American and Omani student cultural competence and Omani student adaptation to the United States. Coupling a domestic student with an international student to form dyads from the beginning of international students' experience could be a significant enhancement to both groups of students' learning experience. Copyright © 2014 Elsevier Ltd. All rights reserved.

Connecting students to institutions: the relationship between program resources and student retention in respiratory care education programs.

PubMed

Ari, Arzu

2009-09-01

Respiratory care education programs are being held accountable for student retention. Increasing student retention is necessary for the respiratory therapy profession, which suffers from a shortage of qualified therapists needed to meet the increased demand. The present study investigated the relationship between student retention rate and program resources, in order to understand which and to what extent the different components of program resources predict student retention rate. The target population of this study was baccalaureate of science degree respiratory care education programs. After utilizing a survey research method, Pearson correlations and multiple regression analysis were used for data analysis. With a 63% response rate (n = 36), this study found a statistically significant relationship between program resources and student retention rate. Financial and personnel resources had a statistically significant positive relationship with student retention. The mean financial resources per student was responsible for 33% of the variance in student retention, while the mean personnel resources per student accounted for 12% of the variance in student retention. Program financial resources available to students was the single best predictor of program performance on student retention. Respiratory care education programs spending more money per student and utilizing more personnel in the program have higher mean performance in student retention. Therefore, respiratory care education programs must devote sufficient resources to retaining students so that they can produce more respiratory therapists and thereby make the respiratory therapy profession stronger.

How leaky is the health career pipeline? Minority student achievement in college gateway courses.

PubMed

Alexander, Charles; Chen, Eric; Grumbach, Kevin

2009-06-01

To determine whether underrepresented minority (URM) students receive lower grades than do non-URM students in college prehealth gateway courses; the extent to which lower grade performance might be explained by the differences in precollege academic achievement; and whether URM students are less likely than non-URM students to persist in completing at least four gateway courses. Administrative data were obtained from six California colleges on 15,000 college students who matriculated in the 1999-2000 or 2000-2001 academic years and enrolled in at least one college course required for application to medical or dental school ("gateway" courses). Students were compared across ethnic groups in gateway course grade performance and persistence in completing at least four gateway courses, using regression methods to control for students' college admission test scores and caliber of high school attended. URM students received significantly lower grades on average in gateway courses than did white students. This gap persisted after adjusting for measures of prior academic performance. However, URM students were nearly as likely as white students to persist in completing at least four gateway courses. After accounting for the lower grades of URM students in their initial classes, URM students were more likely than white students to complete four or more gateway courses. URM students experienced academic challenges, but many persist in their prehealth courses despite these challenges. Interventions at the college level to support URM student performance in gateway courses are particularly important for increasing the diversity of medical and dental schools.

Older medical students' performances at McGill University.

PubMed

Feil, D; Kristian, M; Mitchell, N

1998-01-01

To compare admission data and academic performances of medical students younger and older than 25, and to qualify older students' experiences and perceptions in medical school. The authors reviewed 1988-1991 data for applications to the McGill University Faculty of Medicine. Data included GPAs and MCAT scores, as well as ratings for reference letters, autobiographical statements, and interviews. For those same years, the authors measured students' academic performances in the preclinical and clinical years. The authors compared the data by students' age: "younger" students, aged 17 to 24; and "older" students, aged 25 and above. All enrolled students took the Derogatis Stress Profile, and the older students participated in focus groups. The older applicants had lower GPAs and MCAT scores, but higher interview and reference letter ratings. For older accepted students, basic science course scores were lower than those of younger students, but clinical scores did not differ significantly between the groups. The two groups had similar stress levels, although older students tested lower in driven behavior, relaxation potential, attitude posture, and hostility. In focus groups, the older students spoke of learning style differences, loss of social support, and loss of professional identity. Different scores in admission criteria suggest that McGill uses different standards to select older medical students. Older students admitted under different criteria, however, do just as well as do younger students by their clinical years. A broad-based study of admission criteria and outcomes for the older student population is warranted.

Summer Student Research Presentations

NASA Technical Reports Server (NTRS)

Casey, Carol (Editor)

2005-01-01

In 2005, over 150 undergraduate students and first-year graduate students participated in a variety of research programs coordinated by the Jet Propulsion Laboratory Education Office in conjunction with the Caltech Student- Faculty Programs Office. The programs give students the opportunity to conduct research under the guidance of an experienced mentor for a 10-week period. Students gain valuable experience while contributing to the ongoing goals of JPL. Students are required to submit progress reports and an abstract, and to give an oral presentation of their projects to an audience of JPL staff and other students. This set of abstracts provides brief descriptions of the projects that were conducted by these students and their mentors. A schedule of student talks is also included.

Influence of Medical Student Debt on the Decision to Pursue Careers in Primary Care.

PubMed

Gil, Joseph A; Waryasz, Gregory R; Liu, Dorothy; Daniels, Alan H

2016-07-01

To determine if medical student debt has an effect on medical student specialty choice. A cross-sectional survey was distributed to students at 12 medical schools across the United States to assess the effect of debt on specialty choice. In total, 415 students responded to the survey; 98 medical students reported that they were pursuing a primary care residency (PCR) and 250 reported that they were pursing a non-primary care residency (NPCR). There was no significant difference in average student loan debt anticipated by medical students pursing PCR and NPCR ($142,217 vs $150,784; P>0.46). Medical students pursuing a PCR reported lower estimated salaries on average than medical students pursuing NPCR ($137,711 vs $241,804; p<0.01). Of the surveyed students, 62% of students who are pursuing PCR and 77% of the students who are pursuing a NPCR would not have pursued medicine as a career if residents were responsible for paying tuition. This study revealed no significant difference between the student debt of medical students pursuing PCR compared to those who are pursuing a NPCR. However, a large majority of medical students would not pursue a career in medicine if faced with the responsibility of paying tuition for residency. [Full article available at http://rimed.org/rimedicaljournal-2016-07.asp, free with no login].

Investigating Student Perceptions of the Chemistry Laboratory and Their Approaches to Learning in the Laboratory

NASA Astrophysics Data System (ADS)

Berger, Spencer Granett

This dissertation explores student perceptions of the instructional chemistry laboratory and the approaches students take when learning in the laboratory environment. To measure student perceptions of the chemistry laboratory, a survey instrument was developed. 413 students responded to the survey during the Fall 2011 semester. Students' perception of the usefulness of the laboratory in helping them learn chemistry in high school was related to several factors regarding their experiences in high school chemistry. Students' perception of the usefulness of the laboratory in helping them learn chemistry in college was also measured. Reasons students provided for the usefulness of the laboratory were categorized. To characterize approaches to learning in the laboratory, students were interviewed midway through semester (N=18). The interviews were used to create a framework describing learning approaches that students use in the laboratory environment. Students were categorized into three levels: students who view the laboratory as a requirement, students who believe that the laboratory augments their understanding, and students who view the laboratory as an important part of science. These categories describe the types of strategies students used when conducting experiments. To further explore the relationship between students' perception of the laboratory and their approaches to learning, two case studies are described. These case studies involve interviews in the beginning and end of the semester. In the interviews, students reflect on what they have learned in the laboratory and describe their perceptions of the laboratory environment. In order to encourage students to adopt higher-level approaches to learning in the laboratory, a metacognitive intervention was created. The intervention involved supplementary questions that students would answer while completing laboratory experiments. The questions were designed to encourage students to think critically about the laboratory procedures. In order to test the effects of the intervention, an experimental group (N=87) completed these supplementary questions during two laboratory experiments while a control group (N=84) performed the same experiments without these additional questions. The effects of the intervention on laboratory exam performance were measured. Students in the experimental group had a higher average on the laboratory exam than students in the control group.

Peculiarities of medical students' nutrition.

PubMed

Skemiene, Lina; Ustinaviciene, Rūta; Piesine, Loreta; Radisauskas, Ricardas

2007-01-01

The aim of the study was to investigate the peculiarities of medical students' nutrition, to compare the dietary habits between first-year and third-year students, to compare male and female students' nutrition, and to evaluate the tendencies of its change. An anonymous survey using a specially designed questionnaire was carried out on 349 first- and third-year students of the Faculties of Medicine and Pharmacy at Kaunas University of Medicine. Students' factual nutrition was evaluated by the number of meals per day, the time of eating, and the frequency of consumption of food products. The findings of the questionnaire-based study were stored in a database and analyzed using Excel software. Statistical relationships were determined using EPI Info software by applying the nonparametric chi(2) criterion. Statistical significance was determined using Student's criterion. The nutrition of first- and third-year students is irregular and differs in the time and number of meals. Only 20% of students daily ate 400 g of fruit and vegetables as recommended by the World Health Organization. Medical students, especially males, used excessive amounts of animal fat. Every seventh student consumed too salty food. Medical students consumed insufficient amounts of bread, potatoes, cereals, and other products that constitute the basis of the pyramid of healthy nutrition. Twenty-three percent of males and nearly as many females used alcohol once per week. Nearly one-half of students did not exercise at all, and 9.1% of third-year female and 14.5% of third-year male students were overweight. The majority of students did not follow the dietary regimen and consumed the majority of food products during the second half of the day. Students' nutrition was not balanced - medical students consumed too much fat, especially those of animal origin. Students consumed insufficient amounts of vegetable fats and fish products, fruit and vegetables, and thus their food may lack soluble dietary fibers and vitamins. First-year and third-year female students used vegetable oils more frequently, used more vegetables, and complied with dietary regimen more often than male students. The nutrition of first- and third-year students does not differ statistically significantly. Alternative types of nutrition (vegetarian nutrition and various diets) are not popular among medical students.

When teacher-centered instructors are assigned to student-centered classrooms

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris

2014-06-01

Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher's epistemic beliefs about learning and teaching (traditional or teacher-centered versus student-centered pedagogies). We compare two types of pedagogical approaches and two types of classroom settings through a quasiexperimental 2×2 factorial design. We collected data from 214 students registered in eight sections of an introductory calculus-based mechanics course given at a Canadian publicly funded two-year college. All students were given the Force Concept Inventory at the beginning and at the end of the 15-week-long course. We then focused on six teachers assigned to teach in the student-centered classroom spaces. We used qualitative observations and the Approaches to Teaching Inventory (ATI), a self-reported questionnaire, to determine the teachers' epistemic beliefs (teacher-centered or student-centered) and how these beliefs affected their use of the space and their students' conceptual learning. We report four main findings. First, the student-centered classroom spaces are most effective when used with student-centered pedagogies. Second, student-centered classrooms are ineffective when used with teacher-centered pedagogies and may have negative effects for students with low prior knowledge. Third, we find a strong correlation between six instructors' self-reported epistemic beliefs of student centeredness and their classes' average normalized gain (r =0.91; p =0.012). Last, we find that some instructors are more willing to adopt student-centered teaching practices after using student-centered classroom spaces. These data suggest that student-centered classrooms are effective only when instructors' epistemic framework of teaching and learning is consistent with a student-centered pedagogy. However, the use of the student-centered classrooms may change instructors' epistemic frameworks over time. Further research should focus on how to better support teachers with shifting epistemic frameworks as well as helping students with lower prior knowledge in student-centered classroom spaces.

Sportiness and masculinities among female and male physiotherapy students.

PubMed

Dahl-Michelsen, Tone

2014-07-01

This article explores the gendered importance of sportiness in terms of students' judgments of themselves and their classmates as suitable physiotherapy students. The article is based on observations and qualitative interviews with students attending clinical skills training classes in the first year of a bachelor's degree program in physiotherapy in Norway. The analysis focuses on sportiness as a display of masculinity and is inspired by Connell's concept of multiple masculinities. The findings demonstrate sportiness as a shared common value among students. However, it was also found that there are two main typologies: (1) hyper-sportiness; and (2) ordinary sportiness. Male students judged as possessing hyper-sportiness are acknowledged as particularly suitable physiotherapy students and assume a hegemonic position in the student milieu. Female students who adapt hyper-sportiness have the potential to assume a hegemonic position, but tend not to do so. Female students with an ordinary level of sportiness have no particular problems in being identified as suitable physiotherapy students, whereas male students do encounter such problems. The article demonstrates how physiotherapy students' sportiness is more complex than previously known, particularly concerning differences in how female and male students are acknowledged in terms of perceived suitability as physiotherapy students. Additionally, this work shows a continuity of historical lines with respect to how sportiness is embedded in gender within the physiotherapy profession.

Student Motivation in Science Subjects in Tanzania, Including Students' Voices

NASA Astrophysics Data System (ADS)

Mkimbili, Selina Thomas; Ødegaard, Marianne

2017-12-01

Fostering and maintaining students' interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and reflect on students' voices regarding the sources of motivation for science subjects among students in community secondary schools with contextual challenges in Tanzania. We conducted a group-interview study of 46 Form 3 and Form 4 Tanzanian secondary school students. The study findings reveal that the major contextual challenges to student motivation for science in the studied schools are limited resources and students' insufficient competence in the language of instruction. Our results also reveal ways to enhance student motivation for science in schools with contextual challenges; these techniques include the use of questioning techniques and discourse, students' investigations and practical work using locally available materials, study tours, more integration of classroom science into students' daily lives and the use of real-life examples in science teaching. Also we noted that students' contemporary life, culture and familiar language can be utilised as a useful resource in facilitating meaningful learning in science in the school. Students suggested that, to make science interesting to a majority of students in a Tanzanian context, science education needs to be inclusive of students' experiences, culture and contemporary daily lives. Also, science teaching and learning in the classroom need to involve learners' voices.

Pattern of students' conceptual change on magnetic field based on students' mental models

NASA Astrophysics Data System (ADS)

Hamid, Rimba; Widodo, Ari; Sopandi, Wahyu

2017-05-01

Students understanding about natural phenomena can be identified by analyzing their mental model. Changes in students' mental model are good indicator of students' conceptual change. This research aims at identifying students' conceptual change by analyzing changes in students' mental model. Participants of the study were twenty five elementary school students. Data were collected through throughout the lessons (prior to the lessons, during the lessons and after the lessons) based on students' written responses and individual interviews. Lessons were designed to facilitate students' conceptual change by allowing students to work in groups of students who have the similar ideas. Therefore, lessons were students-directed. Changes of students' ideas in every stage of the lessons were identified and analyzed. The results showed that there are three patterns of students' mental models, namely type of scientific (44%), analogous to everyday life (52%), and intuitive (4%). Further analyses of the pattern of their conceptual change identifies four different patterns, i.e. consistently correct (20%), consistently incomplete (16%), changing from incorrect to incomplete (8%), changing from incomplete to complete (32%), changing from complete to incorrect (4%), and changing from incorrect to complete (4%). This study suggest that the process of learning science does not move in a linear and progressive ways, rather they move in random and may move backward and forward.

Targeting students, teachers and parents in a wellness-based prevention program in schools.

PubMed

Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol

2007-01-01

This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student/parent (n = 124), student/parent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student/parent (n=65), student/parent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For example, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student/parent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.

Culturally and linguistically diverse students in speech-language pathology courses: A platform for culturally responsive services.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2017-06-01

Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech-language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech-language pathology students in Australia. Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.

Students as Virtual Scientists: An exploration of students' and teachers' perceived realness of a remote electron microscopy investigation

NASA Astrophysics Data System (ADS)

Childers, Gina; Jones, M. Gail

2015-10-01

Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Very little is known about student perceptions of how real remote investigations are and how immersed the students are in the experience. This study, conducted with high school students and their teachers, explored the impact of students' perception of ownership and virtual presence during a remote investigation using a scanning electron microscope. Students were randomly assigned to one of two treatment groups: students able to select their own insect to use during the remote investigation, and students that did not select their own insects to view during the remote investigation. The results of this study showed that students in the experimental group who had choice and ownership of their insect reported being more present (less distracted) during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. Students indicated the remote investigation was very real; however, the teachers of these students were less likely to describe the investigation as being real. The results of this study have practical implications for designing remote learning environments.

Teaching Organic Chemistry via Student-Directed Learning: A Technique that Promotes Independence and Responsibility in the Student

NASA Astrophysics Data System (ADS)

Katz, Marlene

1996-05-01

One of the frustrations of teaching is the failure of talented students due to lack of effort on their part. We have to admit that Organic chemistry presents many challenges to students. At the same time we are aware that students often defeat themselves by a combination of procrastination and cramming. The Student-Directed Learning (SDL) method discourages this student strategy. Instead SDL fosters increased self-confidence, independence, and an awareness of the student's role in the teaching/learning process. This method incorporates four criteria for acceptance of responsibility: student ownership, student-active learning, student accountability, and student control. With SDL the course content is reorganized to make it more accessible to students. Learning modules are centered around "The Big Ideas". Each big idea is connected to its usefulness in pharmaceutical science, or is identified as a foundation idea for understanding subsequent course material. The class session is changed from traditional lecture to continuous dialogue between teacher and learners. Reading quizzes emphasize the importance of conscientious preparation for class. Structured retesting is offered to increase student self-confidence and learning. The extra effort required by the SDL method is more than compensated for by the improved grades, ACS exam scores, and student attitudes towards the course.

Professionalism in Physician Assistant, Physical Therapist, Occupational Therapist, Clinical Psychology, and Biomedical Sciences Students.

PubMed

Noronha, Sandhya; Anderson, Deborah; Lee, Michelle M; Krumdick, Nathaniel D; Irwin, Kent E; Burton-Hess, Judith; Ciancio, Mae; Wallingford, Minetta; Workman, Gloria M

2016-01-01

Interprofessional collaboration for healthcare requires a better understanding of the commonalities and differences in student perceptions of professionalism. 217 students in five programs (PA 71, PT 46, OT 29, CP 12, and BMS 59) completed a 22-item survey (response rate 79.5%). A Likert scale grading from 1 (hardly ever) to 5 (always) was used to assess professional attitudes and behaviors. A mixed-model MANOVA, supplemented with post-hoc analyses, showed significant group by time interactions for 5 items. Sensitivity to differences and diversity of other people increased for BMS students, but decreased for PT students. Timeliness increased for BMS students, but did not change for PA students. Seeking out new learning experiences increased for BMS students, but did not change for PA or PT students. Taking a group leadership role increased for BMS students, decreased for PT students, while PA and OT students showed no change. Volunteering time to serve others decreased for OT and PA students, while BMS and BM students showed no change. It is plausible that these findings emerge from differences in program curricula and specific training objectives. The findings provide initial insight to educators on ways that attitudes and behaviors pertaining to professionalism sometimes vary among students in different health science programs.

Assessing Student Understanding of Physical Hydrology

NASA Astrophysics Data System (ADS)

Castillo, A. J.; Marshall, J.; Cardenas, M. B.

2012-12-01

Our objective is to characterize and assess upper division and graduate student thinking by developing and testing an assessment tool for a physical hydrology class. The class' learning goals are: (1) Quantitative process-based understanding of hydrologic processes, (2) Experience with different methods in hydrology, (3) Learning, problem solving, communication skills. These goals were translated into two measurable tasks asked of students in a questionnaire: (1) Describe the significant processes in the hydrological cycle and (2) Describe laws governing these processes. A third question below assessed the students' ability to apply their knowledge: You have been hired as a consultant by __ to (1) assess how urbanization and the current drought have affected a local spring and (2) predict what the effects will be in the future if the drought continues. What information would you need to gather? What measurements would you make? What analyses would you perform? Student and expert responses to the questions were then used to develop a rubric to score responses. Using the rubric, 3 researchers independently blind-coded the full set of pre and post artifacts, resulting in 89% inter-rater agreement on the pre-tests and 83% agreement on the post-tests. We present student scores to illustrate the use of the rubric and to characterize student thinking prior to and following a traditional course. Most students interpreted Q1 in terms of physical processes affecting the water cycle, the primary organizing framework for hydrology, as intended. On the pre-test, one student scored 0, indicating no response, on this question. Twenty students scored 1, indicating rudimentary understanding, 2 students scored a 2, indicating a basic understanding, and no student scored a 3. Student scores on this question improved on the post-test. On the 22 post-tests that were blind scored, 11 students demonstrated some recognition of concepts, 9 students showed a basic understanding, and 2 students had a full understanding of the processes linked to hydrology. Half the students had provided evidence of the desired understanding; however, half still demonstrated only a rudimentary understanding. Results on Q2 were similar. On the pre-test, 2 students scored 0, 21 students scored 1, indicating rudimentary understanding, 2 students scored a 2, and no student scored a 3. On the post-test, again approximately half the students achieved the desired understanding: 9 students showed some recognition of concepts, 12 students demonstrated a basic understanding; only one student exhibited full understanding. On Q3, no student scored 0, 9 scored 1, 15 scored 2 and 1 student scored 3. On the post-test, one student scored 1, 16 students scored 2, and 5 students scored 3. Students were significantly better at responding to Q3 (the application) as opposed to Q1 and Q2, which were more abstract. Research has shown that students are often better able to solve contextualized problems when they are unable to deal with more abstract tasks. This result has limitations including the small number of participants, all from one institution, and the fact that the rubric was still under development. Nevertheless, the high inter-rater agreement by a group of experts is significant; the rubric we developed is a potentially useful tool for assessment of learning and understanding physical hydrology. Supported by NSF CAREER grant (EAR-0955750).

Preferred learning styles among prospective research methodology course students at Taibah University, Saudi Arabia.

PubMed

R Abdallah, Ayat; Al-zalabani, Abdulmohsen; Alqabshawi, Reem

2013-04-01

Knowledge of students' preferred learning styles is important while developing teaching strategies that influence student commitment during the course. The VARK questionnaire is one of the commonly used learning style inventories. The aim of this study was to determine and assess the sex-based differences in learning style preferences among second-year medical students at Taibah University who were prospective students for the research methodology course. All second-year medical students at Taibah University (n=129) were invited to participate in the study and were administered the Arabic version of the VARK questionnaire. A total of 89 students, 45 female and 44 male, completed the questionnaire with a response rate of 67%. The students were classified according to the VARK questionnaire as visual, read/write, auditory, kinesthetic, and multimodal learners. Nearly two-thirds (66.3%) of the students preferred multimodality for information presentation. Male and female students showed significantly different learning style preferences (P=0.02). Female students tended to prefer the multimodal learning style more compared with male students (77.8% vs. 54.5%, respectively). Furthermore, 33.7% of students preferred the single mode of information presentation (45.5% male and 22.2% female students); the auditory mode was the predominant selection among the unimodal male and female learners (41% of male vs. 11.1% of female students). The majority of the second-year medical students preferred multimodality in terms of learning preferences, with a significant difference between male and female students; female students tended to favor the multiple modes of information presentation more compared with male students. The study recommends modification of the teaching strategies of the current research methodology course toward the use of a variety of active learning techniques that would fit the different learning styles exhibited by the studied students, rather than classic lectures.

Determining What Our Students Need Most: Exploring Student Perceptions and Comparing Difficulty Ratings of Students and Faculty

ERIC Educational Resources Information Center

Gulacar, Ozcan; Bowman, Charles R.

2014-01-01

If the goal of teaching is to help students understand a subject, teaching cannot begin until student difficulties with a subject are understood. In order to create a guide for assessing student difficulties with chemistry material, students were asked to rate exam questions on three factors: problem difficulty, familiarity, and self-confidence.…

Analyzing Student Aid Packaging To Improve Low-Income and Minority Student Access, Retention and Degree Completion. AIR 1999 Annual Forum Paper.

ERIC Educational Resources Information Center

Fenske, Robert H.; Porter, John D.; DuBrock, Caryl P.

This study examined the persistence of and financial aid to needy students, underrepresented minority students, and women students, especially those majoring in science, engineering, and mathematics at a large public research university. An institutional student tracking and student financial aid database was used to follow four freshmen cohorts…

Essential Conditions for Technology-Supported, Student-Centered Learning: An Analysis of Student Experiences with Math Out Loud Using the ISTE Standards for Students

ERIC Educational Resources Information Center

Dondlinger, Mary Jo; McLeod, Julie; Vasinda, Sheri

2016-01-01

This article explores links between student experiences with technology-rich mathematics instruction and the ISTE Standards for Students. Research methods applied constructivist grounded theory to analyze data from student interviews against the ISTE Standards for Students to identify which elements of the design of this learning environment…

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

ERIC Educational Resources Information Center

Adkins, Denice

2014-01-01

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

Parent, Student, and Teacher Perceptions of Student-Led Conferences and Strategies to Host Effective Student-Led Conferences

ERIC Educational Resources Information Center

Jackson, Sharon M.

2012-01-01

This is a mixed-methods case study designed to examine the perceptions parents, students and teachers have about student-led conferences with the purpose of informing practices at the researcher's school as well as sharing strategies used to host effective student-led conferences. Parents and students were interviewed and surveyed. Teachers were…

Exclusionary Discipline Highest in New Hampshire's Urban Schools: Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students. Regional Issue Brief Number 46

ERIC Educational Resources Information Center

Gagnon, Douglas J.; Jaffee, Eleanor M.; Kennedy, Reeve

2016-01-01

Exclusionary school discipline--that is, suspension and expulsion--disproportionately affects already disadvantaged students on both the national and state levels. In New Hampshire, students attending larger urban schools, male students, students of color, students eligible for free and reduced-price lunch, students with disabilities, and homeless…

The Use of University Services and Student Retention: Differential Links for Student Service Members or Veterans and Civilian Students

ERIC Educational Resources Information Center

Southwell, Kenona H.; Whiteman, Shawn D.; MacDermid Wadsworth, Shelley M.; Barry, Adam E.

2018-01-01

Grounded in research and theory on college student retention, this study assessed differences in the use of various university services and the influence of key personnel on retention-related outcomes of student service members or veterans (SSM/Vs) compared with civilian students. Participants included 386 students, 199 (154 male, 45 female) of…

Structural Dimensions and Functions of Student Centers in the Open Education Faculty Practices: Three Metropolis Samplings--Istanbul, Ankara and Izmir

ERIC Educational Resources Information Center

Tunckan, Ergun

2007-01-01

The Open Education Faculty Students Centers have been offering many services to students in Turkey since 1982. Building up bridges between students and faculties, student centers have had technological improvements since 1998 and thereafter quality of services have been increased and services given to students at the student center have been…

Student Outcomes from Experiential Learning on a Student-Run Certified Organic Farm

ERIC Educational Resources Information Center

Reeve, Jennifer R.; Hall, Kelsey; Kalkman, Carol

2014-01-01

The USU Student Organic Farm was initiated in April 2008 on 1 acre (0.4 ha) of land at Utah State University (USU). Students plant, weed, harvest, and market the produce on campus. Proceeds support the student farm in terms of operating expenses, equipment purchases, and modest student stipends. Since 2009, the students have operated a community…

Analysis of students geometry skills viewed from spatial intelligence

NASA Astrophysics Data System (ADS)

Riastuti, Nova; Mardiyana, Pramudya, Ikrar

2017-12-01

Geometry is one of the difficult materials for students because students must have the ability to visualize, describe the picture, draw a figure, and know the kinds of figures. This study aimisto describe the students geometry skills in resolving geometry problems viewed from spatial intelligence. This research uses a descriptive qualitative method has aim to identify students geometry skills by 6 students in eight grade of Ngawi regency, Indonesia. The subjects were 2 students with high spatial intelligence, 2 students with medium spatial intelligence, and 2 students with low spatial intelligence. Datas were collected based on written test and interview. The result of this research showed that the students geometry skills viewed from spatial intelligence includes. The results of this study indicate that there was a correlation between students' spatial intelligence with geometric skills. Students had different geometric skills in each category of spatial intelligence, although there were similarities in some geometry skill indicators. Students with low spatial intelligence had less geometry skills, thus requiring special attention from teachers. Mathematics teachers are expected to provide more practice questions that reinforce students' geometry skills including visual skills, descriptive skills, drawing skills, logical skills, applied skills.

Student views on the role of self-regulated learning in a surgery clerkship.

PubMed

Lyons-Warren, Ariel M; Kirby, John P; Larsen, Douglas P

2016-12-01

Self-regulated learning, including student-generated learning goals and flexibility in the learning structure are increasingly being used to enhance medical education. The role of these practices in surgical education of medical students has not been studied. We administered an 18-question electronic survey to all third-year medical students at Washington University in St. Louis School of Medicine. Of the 126 students invited, 64 responded and 56 were included in the analysis. We found that third-year medical students develop learning goals at the beginning of the surgery clerkship. Although these learning goals theoretically can be a mechanism for enhanced student-faculty engagement, students are not aware of formal mechanisms for sharing these goals with faculty members. Furthermore, students report a lack of flexibility within the surgery clerkship and discomfort with requesting specific learning opportunities. Finally, students report that they believe increased flexibility could improve student engagement, learning, and the overall clerkship experience. We therefore propose that a mechanism for students to share their learning goals with faculty and an infrastructure in which student learning experiences can be tailored to fit with these individualized goals would enhance student surgical learning. Copyright © 2016 Elsevier Inc. All rights reserved.

The weight and use of schoolbags in New Zealand secondary schools.

PubMed

Whittfield, J K; Legg, S J; Hedderley, D I

2001-07-15

The weight and use of schoolbags amongst 140 students (70 third form students comprising 35 females and 35 males, and 70 sixth form students comprising 35 females and 35 males) from five New Zealand secondary schools was investigated. Third form students, who were smaller in stature and weight than sixth form students, were found to carry 13.2% of their body weight in schoolbags, while sixth form students carried 10.3% of their body weight. Third form students reported carrying their schoolbags for a longer period of time than sixth form students. Third form students also had less access to lockers to store their schoolbooks and supplies as only one of the five schools investigated provided lockers for third form students, whereas four of the five schools provided lockers for sixth form students. Most students used backpacks to transport their supplies, and these were predominantly carried on two shoulders. Heavy schoolbags, long carriage durations and lack of access to lockers amongst third formers, could contribute to the production or maintenance of musculoskeletal symptoms. This study suggests that third form students may be at a higher risk of developing musculoskeletal symptoms than sixth form students.

Traditional matriculation vs an early assurance program: Effect on elected student leadership positions and academic performance.

PubMed

McLaughlin, Milena M; Masic, Dalila; Giometti, Paula L; Mazan, Jennifer L; Wieczorkiewicz, Jeffrey T; Felczak, Margaret; Chapman, Robert L

2018-02-01

The objective of this study was to compare leadership and academic performance among students admitted by traditional pathways vs. a dual acceptance program (DAP). A list of students admitted to the Midwestern University Chicago College of Pharmacy (MWUCCP) DAP was cross-checked with students elected to serve in leadership positions and students on the MWUCCP Dean's List for their first professional year from 2010 to 2015. The proportion of students serving in leadership positions and those on the Dean's List were compared to students that matriculated via the traditional route. In total, 1069 students were analyzed (n = 937 traditional; n = 132 DAP). DAP students were more likely to have an elected leadership role (n = 61, 46.2% vs. n = 314, 33.5%, p < 0.01) and achieve Dean's List for their first professional year (n = 64, 48.5% vs. n = 292, 31.2%, p < 0.01) compared to traditional students. DAP students were more likely to hold an elected leadership position than traditional students. Further study of DAP student motivation is needed to potentially assist in the success of other students. Copyright © 2017 Elsevier Inc. All rights reserved.

Relationships between drug company representatives and medical students: medical school policies and attitudes of student affairs deans and third-year medical students.

PubMed

Sierles, Frederick; Brodkey, Amy; Cleary, Lynn; McCurdy, Frederick A; Mintz, Matthew; Frank, Julia; Lynn, Deborah Joanne; Chao, Jason; Morgenstern, Bruce; Shore, William; Woodard, John

2009-01-01

The authors sought to ascertain the details of medical school policies about relationships between drug companies and medical students as well as student affairs deans' attitudes about these interactions. In 2005, the authors surveyed deans and student affairs deans at all U.S. medical schools and asked whether their schools had a policy about relationships between drug companies and medical students. They asked deans at schools with policies to summarize them, queried student affairs deans regarding their attitudes about gifts, and compared their attitudes with those of students who were studied previously. Independently of each other, 114 out of 126 deans (90.5%) and 114 out of 126 student affairs deans (90.5%) responded (identical numbers are not misprints). Ten schools had a policy regarding relationships between medical students and drug company representatives. Student affairs deans were much more likely than students to perceive that gifts were inappropriate. These 2005 policies show trends meriting review by current medical schools in considering how to comply with the 2008 Association of American Medical Colleges recommendations about relationships between drug companies and medical students or physicians.

Effective Laboratory Experiences for Students with Disabilities: The Role of a Student Laboratory Assistant

NASA Astrophysics Data System (ADS)

Pence, Laura E.; Workman, Harry J.; Riecke, Pauline

2003-03-01

Two separate experiences with students whose disabilities significantly limited the number of laboratory activities they could accomplish independently has given us a general experience base for determining successful strategies for accommodating students facing these situatiuons. For a student who had substantially limited physical mobility and for a student who had no visual ability, employing a student laboratory assistant allowed the students with disabilities to have a productive and positive laboratory experience. One of the priorities in these situations should be to avoid depersonalizing the student with a disability. Interactions with the instructor and with other students should focus on the disabled student rather than the student laboratory assistant who may be carrying out specific tasks. One of the most crucial aspects of a successful project is the selection of a laboratory assistant who has excellent interpersonal skills and who will add his or her creativity to that of the student with a disability to meet unforeseen challenges. Other considerations are discussed, such as the importance of advance notification that a disabled student has enrolled in a course as well as factors that should contribute to choosing an optimum laboratory station for each situation.

From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students.

PubMed

Chiel, Hillel J; McManus, Jeffrey M; Shaw, Kendrick M

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

Comparison of psychomotor function between music students and students participating in music training.

PubMed

Chansirinukor, Wunpen; Khemthong, Supalak

2014-07-01

To compare psychomotor function between a music student group who had music education and a non-music student group who participated in music training. Consecutive sampling was used for completing questionnaires, testing reaction times (visual, auditory, and tactile system), measuring electromyography of upper trapezius muscles both sides and taking photos of the Craniovertebral (CV) angle in the sitting position. Data collection was made twice for each student group: the music students at one-hour intervals for resting and conducting nonmusic activities, the non-music students at two-day intervals, 20 minutes/session, and performed music training (by a manual of keyboard notation). The non-music students (n = 65) improved reaction times, but responded slower than the music students except for the tactile system. The music students (n = 28) showed faster reaction times and higher activities of the trapezius muscle than the non-music students at post-test. In addition, the CV angle of the non-music students was significantly improved. The level of musical ability may influence the psychomotor function. Significant improvement was observed in visual, auditory and tactile reaction time, and CV angle in the non-music students. However upper trapezius muscle activities between both student groups were unchanged.

The Student-to-Student Chemistry Initiative: Training High School Students To Perform Chemistry Demonstration Programs for Elementary School Students

NASA Astrophysics Data System (ADS)

Voegel, Phillip D.; Quashnock, Kathryn A.; Heil, Katrina M.

2004-05-01

The Student-to-Student Chemistry Initiative is an outreach program started in the fall of 2001 at Midwestern State University (MSU). The oncampus program trains high school science students to perform a series of chemistry demonstrations and subsequently provides kits containing necessary supplies and reagents for the high school students to perform demonstration programs at elementary schools. The program focuses on improving student perception of science. The program's impact on high school student perception is evaluated through statistical analysis of paired preparticipation and postparticipation surveys. The surveys focus on four areas of student perception: general attitude toward science, interest in careers in science, science awareness, and interest in attending MSU for postsecondary education. Increased scores were observed in all evaluation areas including a statistically significant increase in science awareness following participation.

Teachers bullied by students: forms of bullying and perpetrator characteristics.

PubMed

Kauppi, Teemu; Pörhölä, Maili

2012-01-01

The focus of this study is on the forms in which the bullying of school teachers by students manifests itself, the characteristics of the students who engage in the bullying, and the manner in which the students who engage in bullying behave in their own peer relationships. The data was gathered from primary and lower secondary school teachers by means of an Internet survey. The answers of 70 teachers who had experienced bullying by their students are examined. The teachers had been exposed to different forms of bullying by students. They had typically been bullied by male students. In most cases, the bullying had been perpetrated by an individual student or a small group of students. According to the teachers' assessment, the majority of the students who bullied them also bullied their fellow students.

The role of social class in the formation of identity: a study of public and elite private college students.

PubMed

Aries, Elizabeth; Seider, Maynard

2007-04-01

The authors explored the influence of social class on identity formation in an interview study of 15 lower income students and 15 affluent students from a highly selective liberal arts school and 15 lower income students from a state college. Students ranked occupational goals as 1st in importance to identity and social class as 2nd. The affluent students regarded social class as significantly more important to identity than did the lower income students, were more aware of structural factors contributing to their success, and had higher occupational aspirations. Social class was an area of exploration for half the students, with higher levels of exploration shown by the lower income private school students than by the state college students. Lower income students developed an ideology that rationalized their social class position.

Teachers' Interpretations of Student Statements about Slope

ERIC Educational Resources Information Center

Nagle, Courtney; Moore-Russo, Deborah; Styers, Jodie L.

2017-01-01

This paper describes seven in-service teachers' interpretations of student statements about slope. The teachers interpreted sample student work, conjectured about student contributions, assessed the students' understanding, and positioned the students' statements in the mathematics curriculum. The teachers' responses provide insight into their…

Students' Perceptions of Socialisation and Gender Role in Japan and Germany.

ERIC Educational Resources Information Center

Trommsdorff, Gisela; Iwawaki, Saburo

1989-01-01

Investigated differences in perceptions of socialization and gender roles in 175 Japanese and 120 German university students. Japanese students reported more parental acceptance and control than German students. Japanese students had more traditional gender-role orientations than German students. (RJC)

Through Students' Eyes.

ERIC Educational Resources Information Center

McLean-Donaldson, Karen B.

1994-01-01

Identifies how students perceive racism and its effects on student learning and whether antiracist/multicultural arts (ARMA) curricula can empower students to address racism in schools. Results show racism, through students' eyes, damages learning, attitudes, and behavior. ARMA positively effected students' ability to confront racism within their…

The Honors College Experience Reconsidered: Exploring the Student Perspective

ERIC Educational Resources Information Center

Young, James H., III; Story, Lachel; Tarver, Samantha; Weinauer, Ellen; Keeler, Julia; McQuirter, Allison

2016-01-01

Often administrators overlook the student voice in developing strategic plans, mission and vision statements, marketing strategies, student services, and extracurricular programming. Engaging students in these areas may enhance students' cooperation, interactions, responsibility, and expectations. In order to assess honors students' perspectives…

Maslow's Hierarchy and Student Retention.

ERIC Educational Resources Information Center

Brookman, David M.

1989-01-01

Abraham Maslow's hierarchy of needs offers perspective on student motivation and a rationale for college retention programing. Student affairs and faculty interventions addressing student safety needs and engaging students' sense of purpose reinforce persistence. A mentor program is a possible cooperative effort between student personnel and…

Authentic Classroom Leaders: The Student Perspective

ERIC Educational Resources Information Center

Downing, Megan S.

2016-01-01

In a qualitative study assessing students' perceptions of faculty-student interaction in the online learning environment, findings demonstrated that students make meaning of faculty-student interaction in ways that align with authentic leadership behaviors. Faculty interaction, or lack thereof, shaped students' perceptions of faculty authenticity…

Discussing Poverty as a Student Issue: Making a Case for Student Human Services

ERIC Educational Resources Information Center

Cady, Clare

2012-01-01

Student poverty is an issue with which far too many students are confronted. Student affairs professionals must increase their awareness of this human dynamic and develop programs, services, and personal knowledge to support students faced with this challenge.

A collaborative approach to advance student research at the University of Southern California.

PubMed

Stephens, Heather; Jensen, Bridger; Carpiaux, Weston; Sedghizadeh, Parish; Chai, Yang

2012-05-01

The continued advancement of oral health and science relies upon the cultivation of a student's interest in research. The Student Research Group at the Ostrow School of Dentistry of the University of Southern California is working to increase student involvement in research and develop future academic leaders. This study aims to, through student surveys, quantitatively evaluate students' involvement in research, students' interest in participating in research and to identify specific barriers students feel challenge their ability to participate in research.

Assessment of students' satisfaction with a student-led team-based learning course.

PubMed

Bouw, Justin W; Gupta, Vasudha; Hincapie, Ana L

2015-01-01

To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes

PubMed Central

Widder-Prewett, Rebecca; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M. H.

2017-01-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice. PMID:28970608

Comparison of Internet versus lecture instructional methods for teaching nursing research.

PubMed

Woo, M A; Kimmick, J V

2000-01-01

Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

Factors Influencing Pharmacy Students' Attendance Decisions in Large Lectures

PubMed Central

Helms, Kristen L.; McDonough, Sharon K.; Breland, Michelle L.

2009-01-01

Objectives To identify reasons for pharmacy student attendance and absenteeism in large lectures and to determine whether certain student characteristics affect student absenteeism. Methods Pharmacy students' reasons to attend and not attend 3 large lecture courses were identified. Using a Web-based survey instrument, second-year pharmacy students were asked to rate to what degree various reasons affected their decision to attend or not attend classes for 3 courses. Bivariate analyses were used to assess the relationships between student characteristics and degree of absenteeism. Results Ninety-eight students (75%) completed the survey instrument. The degree of student absenteeism differed among the 3 courses. Most student demographic characteristics examined were not related to the degree of absenteeism. Different reasons to attend and not to attend class were identified for each of the 3 courses, suggesting that attendance decisions were complex. Conclusions Respondents wanted to take their own notes and the instructor highlighted what was important to know were the top 2 common reasons for pharmacy students to attend classes. Better understanding of factors influencing student absenteeism may help pharmacy educators design effective interventions to facilitate student attendance. PMID:19777098

School motivation and high school dropout: the mediating role of educational expectation.

PubMed

Fan, Weihua; Wolters, Christopher A

2014-03-01

A good deal of evidence indicates that students' motivational beliefs and attitudes play a critical role in their academic success. Research studies on how motivational factors may help determine whether students remain in high school or drop out, however, are relatively few. More specifically, there is a lack of research examining the dynamics of whether students' motivational beliefs from earlier in high school might be used to predict their status as a dropout in their final year. The aim of the present study was to examine the mediating role of students' educational expectations in linking students' school motivation to their dropout status by utilizing a nationally representative dataset. The present study used data from the Educational Longitudinal Study of 2002 (ELS: 2002). The final sample consisted of 16,194 students, with approximately 54% White, 13% Black, 16% Hispanic, and 10% Asian students, and the rest were Native American, Hawaiian, multiracial, or of other races. Structural equation modelling was employed to conduct the mediational analysis. The results of the present study demonstrated that the relationships between student ability beliefs in math and English and student behaviour of dropping out were fully mediated by students' educational expectations. The results also revealed that student intrinsic value in math and English had significant indirect relations with student behaviour of leaving school through students' educational expectations. The results of this study suggest that explanations for student dropout status that rely solely on students' social background and school behaviours without considering their motivation are incomplete. The study expands the extant research by showing possible pathways that motivate students to persist in high school. These pathways are specifically rooted in students' ability beliefs and intrinsic interest in learning through their relationships with students' expectations for their education. © 2012 The British Psychological Society.

The impact of instructor pedagogy on college calculus students' attitude toward mathematics

NASA Astrophysics Data System (ADS)

Sonnert, Gerhard; Sadler, Philip M.; Sadler, Samuel M.; Bressoud, David M.

2015-04-01

College calculus teaches students important mathematical concepts and skills. The course also has a substantial impact on students' attitude toward mathematics, affecting their career aspirations and desires to take more mathematics. This national US study of 3103 students at 123 colleges and universities tracks changes in students' attitudes toward mathematics during a 'mainstream' calculus course while controlling for student backgrounds. The attitude measure combines students' self-ratings of their mathematics confidence, interest in, and enjoyment of mathematics. Three major kinds of instructor pedagogy, identified through the factor analysis of 61 student-reported variables, are investigated for impact on student attitude as follows: (1) instructors who employ generally accepted 'good teaching' practices (e.g. clarity in presentation and answering questions, useful homework, fair exams, help outside of class) are found to have the most positive impact, particularly with students who began with a weaker initial attitude. (2) Use of educational 'technology' (e.g. graphing calculators, for demonstrations, in homework), on average, is found to have no impact on attitudes, except when used by graduate student instructors, which negatively affects students' attitudes towards mathematics. (3) 'Ambitious teaching' (e.g. group work, word problems, 'flipped' reading, student explanations of thinking) has a small negative impact on student attitudes, while being a relatively more constructive influence only on students who already enjoyed a positive attitude toward mathematics and in classrooms with a large number of students. This study provides support for efforts to improve calculus teaching through the training of faculty and graduate students to use traditional 'good teaching' practices through professional development workshops and courses. As currently implemented, technology and ambitious pedagogical practices, while no doubt effective in certain classrooms, do not appear to have a reliable, positive impact on student attitudes toward mathematics.

The use of sunscreen products among final year medicine and pharmacy students: A cross-sectional study of knowledge, attitude, practice, and perception

PubMed Central

Awadh, Ammar Ihsan; Jamshed, Shazia; Elkalmi, Ramadan M.; Hadi, Hazrina

2016-01-01

Objective: To evaluate the knowledge, attitude, perception, and practice of medical and pharmacy students toward the usage of sunscreen as protection for the skin against ultraviolet (UV) radiation. Methods: This cross-sectional study was conducted among final year medical and pharmacy undergraduates at the International Islamic University Malaysia. Validated questionnaires were distributed to 134 medical students and 100 pharmacy students. Descriptive and inferential statistics were used where appropriate. Findings: One hundred and sixty-one out of 234 participants completed the questionnaires. The participants comprised 101 medical students (75.4%) and sixty pharmacy students (60.0%). The majority of the respondents were females (102; 63.4%), and 59 (36.6%) were males. The median of the knowledge scores of the final year medical students was significantly lower than that of the final year pharmacy students (P < 0.001). The female students showed significantly higher knowledge scores than the male students (P = 0.027). This study reported that 24 (39.3%) pharmacy students were influenced by the media to use sunscreen, whereas 35 (34.7%) medical students were influenced the most by friends to use sunscreen. The final year pharmacy students had a better perception compared to the medical students, with the total perception score of the final year pharmacy students being significantly higher than that of the final year medical students (P = 0.020). Most of the participants were also aware of the harmful effects of UV radiation and had a positive reaction toward the usage of sunscreen to prevent those harmful effects. Conclusion: The knowledge and perception of final year pharmacy students were significantly higher than the knowledge and perception of final year medical students with regard to the usage of sunscreen. PMID:27512711

Unchallenged good intentions: a qualitative study of the experiences of medical students on international health electives to developing countries.

PubMed

O'Donnell, Patrick; McAuliffe, Eilish; O'Donovan, Diarmuid

2014-09-04

Irish medical students have a long and proud history of embarking on international health electives (IHEs) to broaden their experience in the developing world. Although there are many opinions in the literature about IHEs, there is a dearth of empirical research that explores the experience and the value of these experiences to medical students. Most students who participate in these IHEs from Irish medical schools are members of student IHE societies, which are entirely run by students themselves. There are varying levels of preparation and interaction with the medical schools in planning these experiences. This study explores the experiences of a sample of students who completed IHEs in 2012. This qualitative study used anonymized one-on-one interviews with medical students in Irish medical schools who completed IHEs to developing countries in 2012. Students were recruited using online noticeboards of student societies and e-mail. Purposive sampling was used to find students from different medical schools, some who had travelled with medical student IHE societies and others who had travelled independently. Seven male and seven female students participated. Interviews were conducted until saturation was reached. Data were then analyzed thematically. The main themes identified were the perceived benefits of IHEs, the difficulties experienced with the distribution of charitable donations, the emotional impact on the students of participating in the IHEs, awareness of scope of practice by students, and issues with the current structure of IHEs. The informal relationship that currently exists between student societies and the medical schools results in poor accountability and reporting requirements on IHEs. Clearer guidelines and identification of learning outcomes for students would be helpful. The findings are relevant to medical students internationally.

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

PubMed Central

Mok, Sog Yee; Martiny, Sarah E.; Gleibs, Ilka H.; Keller, Melanie M.; Froehlich, Laura

2016-01-01

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed. PMID:27471484

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging.

PubMed

Mok, Sog Yee; Martiny, Sarah E; Gleibs, Ilka H; Keller, Melanie M; Froehlich, Laura

2016-01-01

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.

A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators.

PubMed

Wong, Florence Mei Fung

2018-06-18

Small group work is an effective teaching-learning approach in nursing education to enhance students' learning in theoretical knowledge and skill development. Despite its potential advantageous effects on learning, little is known about its actual effects on students' learning from students' and educators' perspectives. To understand students' learning through small group work from the perspectives of students and educators. A qualitative study with focus group interviews was carried out. Semi-structured interviews with open-ended questions were performed with 13 undergraduate nursing students and 10 educators. Four main themes, "initiative learning", "empowerment of interactive group dynamics", "factors for creating effective learning environment", and "barriers influencing students' learning", were derived regarding students' learning in small group work based on the perspectives of the participants. The results showed the importance of learning attitudes of students in individual and group learning. Factors for creating an effective learning environment, including preference for forming groups, effective group size, and adequacy of discussion, facilitate students' learning with the enhancement of learning engagement in small group work. The identified barriers, such as "excessive group work", "conflicts", and "passive team members" can reduce students' motivation and enjoyment of learning. Small group work is recognized as an effective teaching method for knowledge enhancement and skill development in nursing education. All identified themes are important to understand the initiatives of students and group learning, factors influencing an effective learning environment, and barriers hindering students' learning. Nurse educators should pay more attention to the factors that influence an effective learning environment and reduce students' commitment and group dynamics. Moreover, students may need further support to reduce barriers that impede students' learning motivation and enjoyment. Copyright © 2018 Elsevier Ltd. All rights reserved.

Becoming professional: when and how does it start? A comparative study of first-year medical and law students in the UK.

PubMed

Cavenagh, P; Dewberry, C; Jones, P

2000-11-01

The purpose of this study is to investigate whether differences identified between first-year law and medical students in North America in the 1950s apply in the UK in the 1990s. First-year law and medical students are compared in terms of commitment to career, alternative career choices and length of time the student has wished to study for his/her chosen profession. Questionnaires were administered to first-year law students at the University of East Anglia and Essex University and to first-year medical students at Liverpool University Medical School and St George's Hospital Medical School. A total of 162 questionnaires were completed by law students and 195 questionnaires from medical students. The questionnaire responses provided by law and medical students were analysed using a series of two-sample comparisons. Differences between the two groups were examined using t and chi-squared tests. In each of the seven questions answered by students, the differences between the law and medical students were found to be significant. This suggests a difference in career aspirations and perceptions between the two groups. The study shows a greater commitment of medical students than law students to their chosen career. This is demonstrated by medical students' greater desire to pursue their career, their greater satisfaction with their choice of career and finding that more medical students would persist with reapplying for medicine than law students would in reapplying for law. It is also shown that medical students are twice as likely as law students to have a family member within the profession.

Faculty and student expectations and perceptions of e-mail communication in a campus and distance doctor of pharmacy program.

PubMed

Foral, Pamela A; Turner, Paul D; Monaghan, Michael S; Walters, Ryan W; Merkel, Jennifer J; Lipschultz, Jeremy H; Lenz, Thomas L

2010-12-15

To examine faculty members' and students' expectations and perceptions of e-mail communication in a dual pathway pharmacy program. Three parallel survey instruments were administered to campus students, distance students, and faculty members, respectively. Focus groups with students and faculty were conducted. Faculty members perceived themselves as more accessible and approachable by e-mail than either group of students did. Campus students expected a shorter faculty response time to e-mail and for faculty members to be more available than did distance students. E-mail is an effective means of computer-mediated communication between faculty members and students and can be used to promote a sense of community and inclusiveness (ie, immediacy), especially with distant students.

Tutorial dynamics and participation in small groups: a student perspective in a multicultural setting.

PubMed

Gill, Emily; Tuck, Ailsa; Lee, Don Wai Gin; Beckert, Lutz

2004-11-05

This study investigated the language and cultural backgrounds of medical students, and explored their perspectives of the influences on student participation in small-group tutorial settings. A task group of students and staff from a variety of cultural backgrounds designed a cross-sectional survey using an anonymous questionnaire. The survey was conducted at the Christchurch School of Medicine and Health Sciences (a campus of the University of Otago). Students attending a 4th-year and a 5th-year lecture were invited to participate. Seventy-five percent of students enrolled in the medical course responded to the survey. Half of the sample self-identified as New Zealand European or Maori. Sixty-four percent of students identified English as their first language. Ninety-one percent of students stated a preference for small-group tutorials rather than lectures. Most students reported that there was a 'lack of prior preparation' by students in these tutorials (no statistically significant difference between students with English as first or second language). Two thirds of students (66%) students felt there was a lack of full participation in small-group teaching. Personality, cultural, and language differences were perceived as contributing factors to the lack of participation. Lack of participation should not be assumed to be due to language difficulties. Barriers to participation are perceived differently by students from a variety of language and cultural backgrounds. Moreover, interactions between students who dominate and under-participate may influence student participation. Further research is needed to determine whether language and cultural backgrounds affect students' participation in small group teaching.

Taking note of the perceived value and impact of medical student chart documentation on education and patient care.

PubMed

Friedman, Erica; Sainte, Michelle; Fallar, Robert

2010-09-01

To determine the extent of restrictions to medical student documentation in patients' records and the opinions of medical education leaders about such restrictions' impact on medical student education and patient care. Education deans (n = 126) of medical schools in the United States and Canada were surveyed to determine policies regarding placement of medical student notes in the patient record, the value of medical students' documentation in the medical record, and the use of electronic medical records (EMRs) for patient notes. The instrument was a 23-item anonymous Web survey. Seventy-nine deans responded. Over 90% believed student notes belong in medical records, but only 42% had a policy regarding this. Ninety-three percent indicated that without student notes, student education would be negatively affected. Fewer (56%) indicated that patient care would be negatively affected. Most thought limiting students' notes would negatively affect several other issues: feeling a part of the team (96%), preparation for internship (95%), and students' sense of involvement (94%). Half (52%) reported that fourth-year students could place notes in paper charts at "all" affiliated hospitals, and 6% reported that fourth-year students could do so at "no" hospitals. Although students' ability to enter notes in patients' records is believed to be important for student education, only about half of all hospitals allow all students' notes in the EMR. Policies regarding placement of student notes should be implemented to ensure students' competency in note writing and their value as members of the patient care team.

Drawing on student knowledge of neuroanatomy and neurophysiology.

PubMed

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

2017-06-01

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

Forecasting the student-professor matches that result in unusually effective teaching.

PubMed

Gross, Jennifer; Lakey, Brian; Lucas, Jessica L; LaCross, Ryan; Plotkowski, Andrea R; Winegard, Bo

2015-03-01

Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some professors are more effective than others, on average across students. We attempted to forecast students' evaluations of live lectures from brief, video-recorded teaching trailers. Participants were 145 college students (74% female) enrolled in introductory psychology courses at a public university in the Great Lakes region of the United States. Students viewed trailers early in the semester and attended live lectures months later. Because subgroups of students viewed the same professors, statistical analyses could isolate professor and relationship effects. Evaluations were influenced strongly by relationship and professor effects, and students' evaluations of live lectures could be forecasted from students' evaluations of teaching trailers. That is, we could forecast the individual students who would respond unusually well to a specific professor (relationship effects). We could also forecast which professors elicited better evaluations in live lectures, on average across students (professor effects). Professors who elicited unusually good evaluations in some students also elicited better memory for lectures in those students. It appears possible to forecast relationship and professor effects on teaching evaluations by presenting brief teaching trailers to students. Thus, it might be possible to develop online recommender systems to help match students and professors so that unusually effective teaching emerges. © 2014 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of the British Psychological Society.

Evaluation of a modified team based learning method for teaching general embryology to 1st year medical graduate students.

PubMed

Shankar, Nachiket; Roopa, R

2009-01-01

To encourage student participation in the learning process, the authors introduced a modified team based learning (TBL) method to cover two general embryology topics in the 1st year MBBS curriculum. The aim of this study was to evaluate students' perception of this method vis-à-vis the lecture method of teaching. A questionnaire was used to survey and evaluate the perceptions of 1st year MBBS students at the Department of Anatomy at our medical college in India. A total of eight classes were allotted to cover General Embryology. Six of these classes were conducted using the traditional didactic lecture method. Two topics were covered using the modified TBL method. Five teams of students were constituted, and each team was given handouts which contained basic factual material, four clinical case histories, and previous university exam questions from the topic. On the day of the session, these were discussed in the presence of the faculty facilitator. Students evaluated these sessions through a questionnaire. A majority of students felt that the modified TBL sessions were better at fulfilling learning objectives (46 students, 85%), enabled better understanding (43 students, 79%), were more interesting (43 students, 81%), ensured greater student participation (51 students, 94%) and involved greater effort on the part of students (53 students, 98%), as compared to traditional teaching methods. Most of the students (43 students, 79%) opined that more such sessions should be organized in the future. Responses from students show that the modified TBL classes could be utilized judiciously along with the traditional didactic lectures for teaching embryology.

Medical students' perceptions of emerging learning communities at one medical school.

PubMed

Rosenbaum, Marcy E; Schwabbauer, Marian; Kreiter, Clarence; Ferguson, Kristi J

2007-05-01

In 1999, the University of Iowa Roy J. and Lucille A. Carver College of Medicine (UICCOM) established a student management model consisting of four student-style learning communities (LCs), each comprising one quarter of the students from each class, with the goal of fostering student connection, excellence, learning, leadership, and service. The authors present results of a prospective evaluation of medical students' perceptions of emerging LCs and their impact on medical student life at UICCOM. A two-page questionnaire, administered in 1999 and again in 2003 to all second-through fourth-year and MD/PhD students, assessed connections among students from different years of study, students' participation in activities, anticipated/perceived benefits of LCs, concerns about LCs, and the impact of LCs on students' perceptions of the learning environment. Questions were open ended or Likert scaled; statistical analyses were descriptive, parametric, and nonparametric. Comparison of results between 1999 and 2003 demonstrated increased connections between students and participation in LC activities, positive perceptions of the overall learning environment, increased access to faculty and staff, and increased involvement in leadership and service activities. Student concerns included continued obstacles to involvement in LCs for third- and fourth-year students. This prospective evaluation demonstrates that LCs can contribute to more positive perceptions of the learning environment and increased interaction between students throughout medical school. LCs seem to increase student leadership development and engagement in the broader community. Further investigation is needed to determine how these potential benefits of LCs can be maximized and made more accessible to all students.

Epistemological Belief Congruency in Mathematics between Vocational Technology Students and Their Instructors

ERIC Educational Resources Information Center

Schommer-Aikins, Marlene; Unruh, Susan; Morphew, Jason

2015-01-01

Three questions were addressed in this study. Is there evidence of epistemological beliefs congruency between students and their instructor? Do students' epistemological beliefs, students' epistemological congruence, or both predict mathematical anxiety? Do students' epistemological beliefs, students' epistemological congruence, or both predict…

Social Class and the Extracurriculum

ERIC Educational Resources Information Center

Barratt, Will

2012-01-01

Social class is a powerful and often unrecognized influence on student participation in the extracurriculum. Spontaneous student-created extracurricular experiences depend on students affiliating and interacting with each other; student social class is a powerful influence on student affiliations. Students tend to exercise consciousness of kind-…

Doctoral Student Learning and Development: A Shared Responsibility

ERIC Educational Resources Information Center

Bair, Carolyn R.; Haworth, Jennifer Grant; Sandfort, Melissa

2004-01-01

Historically, student affairs professionals focused their work almost exclusively on undergraduate students. Doctoral faculty remained focused on the comprehensive needs of doctoral students. However, this situation is changing. Due largely to growth in numbers and diversity of graduate students, student affairs professionals at colleges and…

Quantifying Qualitative Learning.

ERIC Educational Resources Information Center

Bogus, Barbara

1995-01-01

A teacher at an alternative school for at-risk students discusses the development of student assessment that increases students' self-esteem, convinces students that learning is fun, and prepares students to return to traditional school settings. She found that allowing students to participate in the assessment process successfully quantified the…

Knowledge-Linking Perceptions of Late-Elementary Students

ERIC Educational Resources Information Center

Schuh, Kathy L.; Kuo, Yi-Lung; Knupp, Tawnya L.

2014-01-01

This study describes student perceptions of potential elaborative or generative learning strategies called student knowledge links. This construct was assessed using the Student Knowledge Linking Instrument-Perceptions (SKLIP), a new learning inventory to measure late-elementary student perceptions of the creation of student knowledge links. After…

Marketing Career Services to Part-Time Students.

ERIC Educational Resources Information Center

Behrens, Troy; Gordon, David E.

1996-01-01

Profiles the differences between commuter students and students at traditional resident schools and the special career-related needs of commuter students that college career centers must address. Topics discussed are the different needs of commuter students, student communication vehicles, and faculty and community communication. (SNR)

International Students: A Vulnerable Student Population

ERIC Educational Resources Information Center

Sherry, Mark; Thomas, Peter; Chui, Wing Hong

2010-01-01

This study examines the experiences of international students at The University of Toledo, where international students comprise approximately 10% of the student population. It highlights problems international students experience such as adapting to a new culture, English language problems, financial problems and lack of understanding from the…

Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

ERIC Educational Resources Information Center

Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

2017-01-01

This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

PubMed

Keegan, Robert D; Oliver, M Cecile; Stanfill, Teresa J; Stevens, Kevin V; Brown, Gary R; Ebinger, Michael; Gay, John M

2016-01-01

Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. Copyright 2016, SLACK Incorporated.

Student pharmacist, pharmacy resident, and graduate student perceptions of social interactions with faculty members.

PubMed

Bongartz, Jenny; Vang, Choua; Havrda, Dawn; Fravel, Michelle; McDanel, Deanna; Farris, Karen B

2011-11-10

To describe the perceptions of student pharmacists, graduate students, and pharmacy residents regarding social situations involving students or residents and faculty members at public and private universities. Focus groups of student pharmacists, graduate students, and pharmacy residents were formed at 2 pharmacy schools. Given 3 scenarios, participants indicated if they thought any boundaries had been violated and why. Responses were grouped into similar categories and frequencies were determined. Compared with private university students or pharmacy residents, student pharmacists at a public university were more likely to think "friending" on Facebook violated a boundary. No participants considered reasonable consumption of alcohol in social settings a violation. "Tagging" faculty members in photos on Facebook was thought to be less problematic, but most participants stated they would be conscious of what they were posting. The social interactions between faculty members and students or residents, especially student pharmacists, should be kept professional. Students indicated that social networking may pose threats to maintaining professional boundaries.

Stressors and reactions to stressors among university students.

PubMed

Hamaideh, Shaher H

2011-01-01

University students are prone to stressors due to the transitional nature of university life. High levels of stress are believed to affect students' health as well as their academic performance. The aims of this study were to identify stressors and reactions to stressors among university students, and to examine the correlations between student stressors and study variables. A correlational descriptive design was used. Student-life Stress Inventory (SSI) was used to measure the stressors and reactions to stressors. Stratified random sampling was employed to recruit participants. The final sample consisted of 877 participants (students). s indicated that the highest group of stressors experienced by students were 'self-imposed' stressors followed by 'pressures'. Cognitive responses were found to be the highest responses to stressors experienced by students. Negative correlations were found with student's perception of health, and father's and mother's level of education. This study revealed that stressors among university students come from 'self-imposed' stressors and 'pressures'. Stress management, assertiveness skills, time management and counselling sessions will be effective in reducing stress experienced by students.

Effectiveness of students worksheet based on mastery learning in genetics subject

NASA Astrophysics Data System (ADS)

Megahati, R. R. P.; Yanti, F.; Susanti, D.

2018-05-01

Genetics is one of the subjects that must be followed by students in Biology education department. Generally, students do not like the genetics subject because of genetics concepts difficult to understand and the unavailability of a practical students worksheet. Consequently, the complete learning process (mastery learning) is not fulfilled and low students learning outcomes. The aim of this study develops student worksheet based on mastery learning that practical in genetics subject. This research is a research and development using 4-D models. The data analysis technique used is the descriptive analysis that describes the results of the practicalities of students worksheets based on mastery learning by students and lecturer of the genetic subject. The result is the student worksheet based on mastery learning on genetics subject are to the criteria of 80,33% and 80,14%, which means that the students worksheet practical used by lecturer and students. Student’s worksheet based on mastery learning effective because it can increase the activity and student learning outcomes.

Health science students and their learning environment: a comparison of perceptions of on-site, remote-site, and traditional classroom students.

PubMed

Elison-Bowers, P; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather

2008-02-05

This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself.

The normative environment for substance use among American Indian students and white students attending schools on or near reservations.

PubMed

Swaim, Randall C; Stanley, Linda R; Beauvais, Fred

2013-01-01

American Indian and White students who attended the same schools located on or near reservations were surveyed to determine the comparative normative environment for substance use. Descriptive norms increased and student injunctive norms decreased across grade in school. Female students reported higher levels of descriptive norms compared to male students. For marijuana use, a substantial decrease in student injunctive norms occurred between grades 8 and 10. Adult injunctive norms were perceived by female students to be higher than those perceived by male students, particularly among American Indian females. Somewhat surprisingly, 8th grade White female students reported high descriptive norms for inhalant use compared to 8th grade American Indian students. Overall, however, higher descriptive norms and lower injunctive norms among American Indian youth suggested that their risk for substance use is higher compared to White students because of the normative environment created by peers, family, and other adults. © 2013 American Orthopsychiatric Association.

Faculty and student perceptions of effective study strategies and materials.

PubMed

Suda, Katie J; Bell, Gillian C; Franks, Andrea S

2011-12-15

To evaluate faculty members' and students' perceptions of study strategies and materials. Focus groups were conducted with course directors and first- and second-year students to generate ideas relating to use of course materials, technology, class attendance, and study strategies for mastering class concepts. Students and faculty members differed in their opinions about the utility of textbooks and supplemental resources. The main learning method recommended by students and faculty members was repeated review of course material. Students recommended viewing classroom lectures again online, if possible. Course directors reported believing that class attendance is important, but students based their opinions regarding the importance of attendance on their perceptions of lecture and handout quality. Results did not differ by campus or by student group (first-year vs. second-year students). Students and faculty members have differing opinions on the process that could influence learning and course design. Faculty members should understand the strategies students are using to learn course material and consider additional or alternative course design and delivery techniques based on student feedback.

Benefits of Student Engagement in Intervention Research.

PubMed

Schwartz, Jaclyn K; Smith, Roger O

2015-01-01

Accreditation standards require entry-level occupational therapy students to understand, critique, and design research. However, the extent to which students should be embedded in research projects is unclear. The purpose of this study was to understand the benefits of student immersion in research for student learning and research quality. Using a multiple case study design, the principal investigator trained six occupational therapy students to implement a manualized intervention with research participants. Learning quizzes, video analysis of research activities, a practical exam, student documentation, an exit interview, and an exit survey identified student learning and research outcomes. Students successfully implemented the study protocols with good reliability (intraclass correlation coefficient = .89) and fidelity (99%). Students also reported improvements in comfort with client interactions, confidence in practice skills, self-efficacy in research, and clinical reasoning. Student participation in hands-on research supports researchers in attaining their research goals and provides students with valuable learning experiences. Copyright © 2015 by the American Occupational Therapy Association, Inc.

Student Pharmacist, Pharmacy Resident, and Graduate Student Perceptions of Social Interactions With Faculty Members

PubMed Central

Bongartz, Jenny; Vang, Choua; Havrda, Dawn; Fravel, Michelle; McDanel, Deanna

2011-01-01

Objective. To describe the perceptions of student pharmacists, graduate students, and pharmacy residents regarding social situations involving students or residents and faculty members at public and private universities. Methods. Focus groups of student pharmacists, graduate students, and pharmacy residents were formed at 2 pharmacy schools. Given 3 scenarios, participants indicated if they thought any boundaries had been violated and why. Responses were grouped into similar categories and frequencies were determined. Results. Compared with private university students or pharmacy residents, student pharmacists at a public university were more likely to think “friending” on Facebook violated a boundary. No participants considered reasonable consumption of alcohol in social settings a violation. “Tagging” faculty members in photos on Facebook was thought to be less problematic, but most participants stated they would be conscious of what they were posting. Conclusions. The social interactions between faculty members and students or residents, especially student pharmacists, should be kept professional. Students indicated that social networking may pose threats to maintaining professional boundaries. PMID:22171108

A Cross-Cohort Exploratory Study of a Student Perceptions on Mobile Phone-Based Student Response System Using a Polling Website

ERIC Educational Resources Information Center

Wong, Adam; Wong, Simon

2016-01-01

Student engagement in the classroom is important for the achievement of learning outcomes. As digital technologies continue to improve and become more economically viable to students and schools, many schools have adopted the Student Response System (SRS) with the purpose of increasing student engagement. In an SRS, students answer the teacher's…

The Role of Student Support Services in Encouraging Student Involvement and Its Impact on Student Perceptions and Academic Experiences

ERIC Educational Resources Information Center

Kelley-Hall, Caren

2010-01-01

The purpose of this study was to explore the role of Student Support Services (SSS) in encouraging student involvement and its impact on student perceptions and academic experiences in three technical colleges in upstate South Carolina. By examining Alexander Astin's theory of student involvement in the services provided by the program, a better…

Transfer Students in Higher Education: Building Foundations for Policies, Programs, and Services that Foster Student Success. The First-Year Experience Monograph Series No. 54

ERIC Educational Resources Information Center

Poisel, Mark Allen, Ed.; Joseph, Sonya, Ed.

2011-01-01

"Transfer Students in Higher Education" presents what individuals know about transfer students, addresses assumptions and myths about the transfer experience, and explores the changing demographics of this student group. Adopting a student-centered approach, the monograph offers strategies to begin (and continue) the work of serving students and…

Short-Term Impacts of Student Listening Circles on Student Perceptions of School Climate and of Their Own Competencies. REL 2017-210

ERIC Educational Resources Information Center

Hanson, Thomas; Polik, Jeff; Cerna, Rebeca

2017-01-01

An activity for eliciting student involvement in collaborative decision-making and problem-solving with adults--the student listening circle workshop--is examined for the first time through an experimental study of its effects on participating students. A student listening circle is a facilitated focus group in which students articulate to adults…

Understanding Student Mobility in the B.C. Public Post-Secondary System. Highlights from the Student Transitions Project: Post-Secondary Student Mobility

ERIC Educational Resources Information Center

British Columbia Council on Admissions and Transfer, 2013

2013-01-01

This annual newsletter summarizes the work of the Post-secondary Student Mobility (PSM) Subcommittee of the Student Transitions Project (STP) . In an effort to better understand student mobility in the B.C. public post-secondary system, the Student Transitions Project continues to describe and quantify the numerous education pathways of students…

Literacy Skills among Deaf and Hard of Hearing Students and Students with Cochlear Implants in Bilingual/bicultural Education

ERIC Educational Resources Information Center

Dammeyer, Jesper

2014-01-01

Research has shown that many deaf students do not develop age-appropriate reading and writing abilities. This study evaluates the literacy skills of deaf students, hard of hearing students, and students with cochlear implants in bilingual/bicultural schools in Denmark. The results show that 45 per cent of the students did not have any reading and…

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools

ERIC Educational Resources Information Center

Ritzhaupt, Albert D.; Liu, Feng; Dawson, Kara; Barron, Ann E.

2013-01-01

This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology…

K-8th Grade Korean Students' Conceptions of 'Changes of State' and 'Conditions for Changes of State'. Research Report

ERIC Educational Resources Information Center

Paik, Seoung-Hey; Kim, Hyo-Nam; Cho, Boo-Kyoung; Park, Jae-Won

2004-01-01

This study investigates the various conceptions held by K-8th Korean grade students regarding the 'changes of state' and the 'conditions for changes of state'. The study used a sample of five kindergarteners, five secondgrade students, five fourth-grade students, five sixth-grade students, and five eighth-grade students. The 25 students attend…

USSTRIDE program is associated with competitive Black and Latino student applicants to medical school.

PubMed

Campbell, Kendall M; Berne-Anderson, Thesla; Wang, Aihua; Dormeus, Guy; Rodríguez, José E

2014-01-01

We compared MCAT scores, grade point averages (GPAs), and medical school acceptance rates of Black and Latino students in an outreach program called Undergraduate Science Students Together Reaching Instructional Diversity and Excellence (USSTRIDE) to non-USSTRIDE students. We hypothesized that Black and Latino participants in USSTRIDE had higher acceptance rates to medical school, higher MCAT scores, and college GPAs when compared to other Black and Latino medical school applicants from our institution. The academic performance (GPAs and MCAT scores) and acceptance and matriculation rate data on all Black and Latino Florida State University applicants to any medical school from 2008 to 2012 were collected from the AIS/AMCAS database and separated into two comparison groups (USSTRIDE vs. Non-USSTRIDE). Independent sample T-tests and chi-square analysis, Cohen's D test, and odds ratios were determined. Average science GPA was 3.47 for USSTRIDE students (n=55) and 3.45 for non-USSTRIDE students (n=137, p=0.68, d=0.0652). Average cumulative GPA was 3.57 for USSTRIDE students and 3.54 for non-USSTRIDE students (p=0.45, d=0.121). Average MCAT score was 23 for USSTRIDE students and 25 for non-USSTRIDE students (p=0.02, d=0.378). Twenty-three percent of accepted USSTRIDE students and 29% of accepted non-USSTRIDE students had multiple acceptances (p=0.483, OR 1.38, 95% CI 0.52-3.88). Forty-nine percent of non-USSTRIDE students and 75% of USSTRIDE students matriculated in medical school (p=0.001, OR 3.13 95% CI 1.51-6.74). About 78.6% of USSTRIDE students matriculated at FSU's medical school compared to 36.2% of non-USSTRIDE students (p<0.01). USSTRIDE and non-USSTRIDE students had similar science and cumulative GPAs. USSTRIDE students' MCAT scores were lower but acceptance rates to medical school were higher. Participation in USSTRIDE is associated with increased acceptance rates for Black and Latino students to our medical school. This finding is true for other medical schools as USSTRIDE students are as likely as non-USSTRIDE students to have multiple acceptances.

Forecasting the student–professor matches that result in unusually effective teaching

PubMed Central

Gross, Jennifer; Lakey, Brian; Lucas, Jessica L; LaCross, Ryan; R Plotkowski, Andrea; Winegard, Bo

2015-01-01

Background Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some professors are more effective than others, on average across students. Aims We attempted to forecast students' evaluations of live lectures from brief, video-recorded teaching trailers. Sample Participants were 145 college students (74% female) enrolled in introductory psychology courses at a public university in the Great Lakes region of the United States. Methods Students viewed trailers early in the semester and attended live lectures months later. Because subgroups of students viewed the same professors, statistical analyses could isolate professor and relationship effects. Results Evaluations were influenced strongly by relationship and professor effects, and students' evaluations of live lectures could be forecasted from students' evaluations of teaching trailers. That is, we could forecast the individual students who would respond unusually well to a specific professor (relationship effects). We could also forecast which professors elicited better evaluations in live lectures, on average across students (professor effects). Professors who elicited unusually good evaluations in some students also elicited better memory for lectures in those students. Conclusions It appears possible to forecast relationship and professor effects on teaching evaluations by presenting brief teaching trailers to students. Thus, it might be possible to develop online recommender systems to help match students and professors so that unusually effective teaching emerges. PMID:24953773

Near-peer mentorship for undergraduate training in Ugandan medical schools: views of undergraduate students

PubMed Central

Rukundo, Godfrey Zari; Burani, Aluonzi; Kasozi, Jannat; Kirimuhuzya, Claude; Odongo, Charles; Mwesigwa, Catherine; Byona, Wycliff; Kiguli, Sarah

2016-01-01

Introduction Masters Students are major stakeholders in undergraduate medical education but their contribution has not been documented in Uganda. The aim of the study was to explore and document views and experiences of undergraduate students regarding the role of masters students as educators in four Ugandan medical schools. Methods This was a cross-sectional descriptive study using qualitative data collection methods. Eight Focus Group Discussions were conducted among eighty one selected preclinical and clinical students in the consortium of four Ugandan medical schools: Mbarara University of Science and Technology, Makerere College of Health Sciences, Gulu University and Kampala International University, Western Campus. Data analysis was done using thematic analysis. Participants’ privacy and confidentiality were respected and participant identifiers were not included in data analysis. Results Undergraduate students from all the medical schools viewed the involvement of master's students as very important. Frequent contact between masters and undergraduate students was reported as an important factor in undergraduate students’ motivation and learning. Despite the useful contribution, master’ students face numerous challenges like heavy workload and conflicting priorities. Conclusion According to undergraduate students in Ugandan medical schools, involvement of master's students in the teaching and learning of undergraduate students is both useful and challenging to masters and undergraduate students. Masters students provide peer mentorship to the undergraduate students. The senior educators are still needed to do their work and also to support the master's students in their teaching role. PMID:27347289

Students' Perceptions of an Applied Research Experience in an Undergraduate Exercise Science Course.

PubMed

Pearson, Regis C; Crandall, K Jason; Dispennette, Kathryn; Maples, Jill M

2017-01-01

Applied research experiences can provide numerous benefits to undergraduate students, however few studies have assessed the perceptions of Exercise Science (EXS) students to an applied research experience. The purpose of this study was two-fold: 1) to describe the rationale and implementation of an applied research experience into an EXS curriculum and 2) to evaluate EXS undergraduate students' perceptions of an applied research experience. An EXS measurement course was chosen for implementation of an applied research experience. The applied research experience required groups of students to design, implement, and evaluate a student-led research project. Fourteen questions were constructed, tailored to EXS undergraduate students, to assess students' perceptions of the experience. Qualitative analysis was used for all applicable data, with repeated trends noted; quantitative data were collapsed to determine frequencies. There was an overall positive student perception of the experience and 85.7% of students agreed an applied research experience should be continued. 84.7% of students perceived the experience as educationally enriching, while 92.8% reported the experience was academically challenging. This experience allowed students to develop comprehensive solutions to problems that arose throughout the semester; while facilitating communication, collaboration, and problem solving. Students believed research experiences were beneficial, but could be time consuming when paired with other responsibilities. Results suggest an applied research experience has the potential to help further the development of EXS undergraduate students. Understanding student perceptions of an applied research experience may prove useful to faculty interested in engaging students in the research process.

Screening for chest disease in college students: policies of student health services regarding the use of routine screening chest radiographs and tuberculin skin tests

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

Fager, S.S.; Slap, G.B.; Kitz, D.S.

A survey of college health services was conducted to determine their policies regarding the use of screening chest radiographs and tuberculin skin tests. Pre-enrollment chest radiographs are prescribed for all incoming students by 24% of the 531 respondents and for health professions students, foreign students, and intercollegiate athletes only by an additional 20%, 19%, and 6%, respectively. Periodic chest radiography is conducted for all students by 7% of the respondents and for health professions students, foreign students, and intercollegiate athletes only by an additional 22%, 16%, and 8%, respectively. Pre-enrollment tuberculin skin tests are prescribed for all incoming students bymore » 52% of the respondents and for health professions students, foreign students, and intercollegiate athletes only by an additional 48%, 29%, and 9%, respectively. Periodic tuberculin skin testing is conducted for all students by 27% of the respondents and for health professions students, foreign students, and intercollegiate athletes only by an additional 48%, 23%, and 16%, respectively. It is estimated from these data that 723,000 incoming students in the United States received screening chest radiographs in 1979 with estimated charges totaling between $7 million and $27 million. There may be 0.05 to 0.33 induced cases of lung cancer, leukemia, thyroid cancer, and female breast cancer over a 20-year period among this group of students exposed to ionizing radiation.« less

Student satisfaction and loyalty in Denmark: Application of EPSI methodology.

PubMed

Shahsavar, Tina; Sudzina, Frantisek

2017-01-01

Monitoring and managing customers' satisfaction are key features to benefit from today's competitive environment. In higher education context, only a few studies are available on satisfaction and loyalty of the main customers who are the students, which signifies the need to investigate the field more thoroughly. The aim of this research is to measure the strength of determinants of students' satisfaction and the importance of antecedents in students' satisfaction and loyalty in Denmark. Our research model is the modification of European Performance Satisfaction Index (EPSI), which takes the university's image direct effects on students' expectations into account from students' perspective. The structural equation model of student satisfaction and loyalty has been evaluated using partial least square path modelling. Our findings confirm that the EPSI framework is applicable on student satisfaction and loyalty among Danish universities. We show that all the relationships among variables of the research model are significant except the relationship between quality of software and students' loyalty. Results further verify the significance of antecedents in students' satisfaction and loyalty at Danish universities; the university image and student satisfaction are the antecedents of student loyalty with a significant direct effect, while perceived value, quality of hardware, quality of software, expectations, and university image are antecedents of student satisfaction. Eventually, our findings may be of an inspiration to maintain and improve students' experiences during their study at the university. Dedicating resources to identified important factors from students' perception enable universities to attract more students, make them highly satisfied and loyal.

The medical students' societies and medical students' publications.

PubMed

Lim, K H

2005-07-01

The rich corporate life of the medical student and the medical students' societies at our medical school (at the present National University of Singapore) is generally unappreciated by its graduates and regrettably, even more unknown to the medical student of today. The present generation of medical students of NUS do not know of their rich history. We have published documentation of student activities from the founding of the medical school in 1905 till the establishment of the then University of Malaya in 1950, reviewed herein. Materials presented after 1950 were gathered from personal communications from key players in the students' societies and from editors of the medical students' publications.

Introducing a buddying scheme for first year pre-registration students.

PubMed

Campbell, Anne

Student buddying schemes have been found to be helpful for a variety of different university students. This article describes a scheme where first year pre-registration child nursing students are buddied with second-year students, which was first initiated in the academic year 2012/2013. The first year students were aware that peer support was available but contact was only maintained by a minority of students. At present it is uncertain what impact the scheme has had on attrition figures, particularly in the first year. Initial evaluation indicates that students found the scheme helpful and would like it to continue to be available to first-year students.

Students fall for Fall Meeting

NASA Astrophysics Data System (ADS)

Smedley, Kara

2012-02-01

From Boston to Beijing, thousands of students traveled to San Francisco for the 2011 AGU Fall Meeting. Of those who participated, 183 students were able to attend thanks to AGU's student travel grant program, which assists students with travel costs and seeks to enrich the meeting through ethnic and gender diversity. Students at Fall Meeting enjoyed a variety of programs and activities designed to help them better network with their peers, learn about new fields, and disseminate their research to the interested public. More than 800 students attended AGU's first annual student mixer, sharing drinks and ideas with fellow student members and future colleagues as well as forging new friendships and intellectual relationships.

Students Help Students with Sails.

ERIC Educational Resources Information Center

Toskas, Denny

1987-01-01

Outlines a student tutoring program called SAILS (Student Assistance in Learning and Support) that helps students who have chronic difficulties in mathematics, reading, English, and with personal problems. (MD)

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Linn, Marcia C.

2016-02-01

Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

The effect of mining data k-means clustering toward students profile model drop out potential

NASA Astrophysics Data System (ADS)

Purba, Windania; Tamba, Saut; Saragih, Jepronel

2018-04-01

The high of student success and the low of student failure can reflect the quality of a college. One of the factors of fail students was drop out. To solve the problem, so mining data with K-means Clustering was applied. K-Means Clustering method would be implemented to clustering the drop out students potentially. Firstly the the result data would be clustering to get the information of all students condition. Based on the model taken was found that students who potentially drop out because of the unexciting students in learning, unsupported parents, diffident students and less of students behavior time. The result of process of K-Means Clustering could known that students who more potentially drop out were in Cluster 1 caused Credit Total System, Quality Total, and the lowest Grade Point Average (GPA) compared between cluster 2 and 3.

Student treatment on clerkships based on their specialty interests.

PubMed

Woolley, Douglas C; Paolo, Anthony M; Bonaminio, Giulia A; Moser, Scott E

2006-01-01

Student clerkship experiences may suffer if teachers are not sympathetic to students' clinical interests. In this study, we quantified these experiences, compared reports of primary care and focused specialty students, and identified clerkships and teachers that posed special problems. Students starting their 4th year at 6 schools completed a survey. The response rate was 75%. Students reported that these experiences, which were provoked by their clinical interests, were common: hearing deprecating comments about their interests, being denied learning opportunities, receiving lower evaluations, being discouraged from pursing their interests, and needing to be evasive for self-protection. Primary care students reported less mistreatment than focused specialty students. Students identified some clerkships and types of teachers as special problem sources. Students reported mistreatment triggered by clinical interests at twice the national rates for mistreatment triggered by race or sex. Such mistreatment is common and challenges medical schools to ensure that students are treated well regardless of their career aspirations.

Exploring academic procrastination among Turkish students: possible gender differences in prevalence and reasons.

PubMed

Ozer, Bilge Uzun; Demir, Ayhan; Ferrari, Joseph R

2009-04-01

The authors examined the prevalence of and reasons, or excuses, for academic procrastination as a function of gender and academic grade level. In Study 1, a factor analysis of responses by 203 Turkish undergraduate students to an academic procrastination measure provided evidence of reliability and validity for the revised scale. In Study 2,784 students (363 women, 421 men; M age = 20.6 years, SD age = 1.74 years) completed the validated Turkish Procrastination Assessment Scale-Students. The results were that 52% of students self-reported frequent academic procrastination, with male students reporting more frequent procrastination on academic tasks than female students. Significantly more female students than male students reported greater academic procrastination because of fear of failure and laziness; male students reported more academic procrastination as a result of risk taking and rebellion against control than did female students.

A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities.

PubMed

Shin, Mikyung; Bryant, Diane Pedrotty

2015-01-01

The purpose of this study was to synthesize the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no LD. Overall results revealed that students with mathematics LD exhibited higher word problem-solving abilities and no significant group differences on working memory, long-term memory, and metacognition measures compared to students with LD in mathematics and reading. Findings also revealed students with mathematics LD demonstrated significantly lower performance compared to age- or grade-matched students with no LD on both mathematical and cognitive measures. Comparison between students with mathematics LD and younger students with no LD revealed mixed outcomes on mathematical measures and generally no significant group differences on cognitive measures. © Hammill Institute on Disabilities 2013.

The cognitive style of nursing students: educational implications for teaching and learning.

PubMed

Noble, Kim A; Miller, Susan M; Heckman, James

2008-06-01

As cognitive and kinesthetic demands on nursing students increase, so does the need for optimal learning environments. Witkin's empirically supported measure of field dependent/independent cognitive style assesses the manner in which students perceive and process information and classifies them along a continuum of field dependence to field independence. Witkin's Groups Embedded Figures Test (GEFT) was administered to 876 students enrolled in 10 health care programs. Statistically significant differences in the GEFT mean scores of students enrolled in the different programs were discovered. The effect size was moderate. Undergraduate nursing students scored higher on the GEFT than did graduate or RN-to-BSN nursing students. However, nursing students were classified as more field dependent than students in other health-related disciplines. Due to their cognitive processing requirements, field-dependent nursing students may be at risk for academic failure. Therefore, instructional strategies tailored to students' needs should be incorporated into the nursing curriculum.

Willingness to participate in organ donation among black Seventh-Day Adventist college students.

PubMed

Cort, Malcolm; Cort, David

2008-01-01

The authors studied a group of black and white Seventh-Day Adventist (SDA) college students (N = 334) to compare the power of religious socialization with racial socialization. The authors compared the levels of willingness to donate organs between black and nonblack students in an availability sample. Black SDA college students were significantly more likely than white SDA students or SDA students of other races to perceive racism in the healthcare system and to believe that doctors would not make heroic efforts to save their lives if they knew they were organ donors; they were 66.9% less likely to donate organs than were white SDA students or SDA students of other races. Despite a common religion with a purposive indoctrination, the racial socialization of black SDA students exerted a stronger influence on willingness to participate in organ donation than did that of white students and students of other races within this religion.

Accommodating Twitter: Communication Accommodation Theory and Classroom Interactions

ERIC Educational Resources Information Center

Parcha, Joshua M.

2014-01-01

Research finds that student effectiveness can be related to how well a student interacts and communicates in the classroom, supporting the notion that student-student interaction is important (Frymier, 2005; Poulou, 2009). According to Sidelinger and Booth-Butterfield (2010), student-student connectedness (defined as "a supportive and…

Online: The Student Success Network.

ERIC Educational Resources Information Center

Griffin, Robert

2000-01-01

The Foothill-De Anza Community College District has digitalized student transcripts, and will create a Student Success Network (SSN) that will provide (1) online Individual Educational Plans for students; (2) electronic student portfolios to facilitate early identification of "at risk" students; and (3) a Counselor Web Portal for online…

The Majors of Handicapped Students at California State University, Northridge

ERIC Educational Resources Information Center

Murphy, Harry J.; And Others

1978-01-01

The majors of deaf students, students with other handicaps (blind, orthopedic, health impaired), and non-handicapped students were compared. Analysis revealed deaf students tend to aspire to a career in teaching, whereas students with other handicaps tend to aspire to a career in counseling. (Author)

How College Affects Student Athletes.

ERIC Educational Resources Information Center

Howard-Hamilton, Mary F.; Sina, Julie A.

2001-01-01

Discusses how college affects student athletes. Research cited includes studies using theories of student development and results from the National Study on Student Learning that describe the desired outcomes of college for student athletes. Discusses implications for policies and practices that address the critical needs of student athletes.…

Teacher Directed Behavior Toward Individual Students.

ERIC Educational Resources Information Center

Oien, Fred M.

A study of five teachers and 316 junior high school physical education students reveals an unequal distribution of positive reinforcement teacher behavior among individual students. Factors influencing the amount of rewarding behavior directed to students include elements such as student gender, teacher perception of student skill level, student…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

The Role of Instructional Quality within School Sectors: A Multi-Level Analysis

ERIC Educational Resources Information Center

Miller, Saralyn J.

2013-01-01

On average, private school students outperform public school students on standardized tests. Research confirms these differences in student scores, but also shows that when student background characteristics are controlled, on average, public school students outperform private school students. Explaining achievement differences between sectors…

Statistics Anxiety and Business Statistics: The International Student

ERIC Educational Resources Information Center

Bell, James A.

2008-01-01

Does the international student suffer from statistics anxiety? To investigate this, the Statistics Anxiety Rating Scale (STARS) was administered to sixty-six beginning statistics students, including twelve international students and fifty-four domestic students. Due to the small number of international students, nonparametric methods were used to…

Field trip method as an effort to reveal student environmental literacy on biodiversity issue and context

NASA Astrophysics Data System (ADS)

Rijal, M.; Saefudin; Amprasto

2018-05-01

Field trip method through investigation of local biodiversity cases can give educational experiences for students. This learning activity was efforts to reveal students environmental literacy on biodiversity. The aim of study were (1) to describe the activities of students get information about the biodiversity issue and its context through field trip, (2) to describe the students findings during field trip, and (3) to reveal students environmental literacy based on pre test and post test. The research method used weak-experiment and involved 34 participants at senior high school students in Bandung-Indonesia. The research instruments for collecting data were environmental literacy test, observation sheets and questionnaire sheets for students. The analysis of data was quantitative descriptive. The results show that more than 79% of the students gave positive view for each field trip activity, i.e students activity during work (97%-100%); students activity during gather information (79%- 100%); students activity during exchange information with friend (82%-100%); and students interested to Biodiversity after field trip activity (85%-100%). Students gain knowledge about the diversity of animal vertebrate and its characteristics, the status and condition of animals, and the source of animal with the cases of animal diversity. The students environmental literacy tends to be moderate level based on test. Meanwhile, the average of the attitudes and action greater than the components of knowledge and cognitive skills.

[Are medical students being properly cared for? A question for the current student advisory program].

PubMed

Hur, Yera; Lee, Keumho

2013-09-01

Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor. We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed. A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.

Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?

NASA Astrophysics Data System (ADS)

Wagner, Brandon Joel

Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.

Psychiatric patients' perspectives of student involvement in their care.

PubMed

Öster, Caisa; Bäckström, Susan; Lantz, Ingrid; Ramklint, Mia

2015-04-03

In the education of professionals in psychiatry, one challenge is to provide clinical placements with opportunities for students to interact and have direct contact with patients. The aim of this study was to explore Swedish psychiatric patients' perspectives on student participation in their care. In a cross-sectional survey design, 655 adult psychiatric patients at a university hospital completed questionnaires. These questionnaires included statements about student involvement, student gender, attitudes towards student participation as well as two open-ended questions. Data were analyzed quantitatively and qualitatively. The majority of the patients were comfortable with student participation. There were no differences between patients in wards compared to outpatients but patients who previously had students involved in their care reported higher comfort levels and a more positive attitude. Female patients were less comfortable with male students and very young students. Patients stressed the importance of being informed about the opportunity to refuse student participation. More detailed information given before the consultation as well as the importance of the student showing a professional attitude was conditions that could enable more patients to endorse student participation. The psychiatric patients' overall positive attitudes are in line with previous findings from other specialties and countries. The results support both altruistic motives and experience of personal gains by student involvement. More detailed information given beforehand would enable more patients to consider student participation.

Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan.

PubMed

Mu, Keli; Brown, Ted; Peyton, Claudia G; Rodger, Sylvia; Huang, Yan-Hua; Wu, Chin-Yu; Watson, Callie; Stagnitti, Karen; Hutton, Eve; Casey, Jackie; Hong, Chia Swee

2010-03-01

This international, cross-cultural study investigated the attitudes of occupational therapy students from Australia, United Kingdom, United States and Taiwan towards inclusive education for students with disabilities. The possible impact of professional education on students' attitudes was also explored. A total of 485 students from 11 entry-level occupational therapy education programmes from Australia, the United Kingdom, the United States and Taiwan participated in the study. Among them, 264 were freshmen (first-year students) and 221 were seniors (final-year students). Data collected from a custom-designed questionnaire were analysed both quantitatively and qualitatively. In general, the occupational therapy students reported having positive attitudes towards inclusion. Considerable differences, however, existed among the student groups from the four countries. Professional education appeared to have a significant impact on students' attitudes towards inclusion from first year to senior year. Although students were in favour of inclusion, they also cautioned that their support for inclusive practices depended on various factors such as adequate preparation, support and assistance to students with disabilities. Limitations of the study included the small, convenience sample and different degree structures of the participating programmes. Future research studies need to compare occupational therapy students' attitudes with students from other health care professions. A longitudinal study on the impact of the professional education programme on students' attitudes towards inclusive education is warranted.

The family-study interface and academic outcomes: differences and similarities between ethnic minority and ethnic majority students.

PubMed

Meeuwisse, Marieke; Born, Marise Ph; Severiens, Sabine E

2014-07-01

The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.

Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

PubMed

McComas, Martha J; Inglehart, Marita R

2016-09-01

The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (p<0.001). Dental students also had the least positive attitudes about clinical interactions between dental hygiene and dental students (p<0.001) and perceived the fewest benefits of dental hygiene student peer teaching (p<0.001) before experiencing peer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about intraprofessional care.

For money or service?: a cross-sectional survey of preference for financial versus non-financial rural practice characteristics among Ghanaian medical students.

PubMed

Johnson, Jennifer C; Nakua, Emmanuel; Dzodzomenyo, Mawuli; Agyei-Baffour, Peter; Gyakobo, Mawuli; Asabir, Kwesi; Kwansah, Janet; Kotha, S Rani; Snow, Rachel C; Kruk, Margaret E

2011-11-03

Health worker shortage and maldistribution are among the biggest threats to health systems in Africa. New medical graduates are prime targets for recruitment to deprived rural areas. However, little research has been done to determine the influence of workers' background and future plans on their preference for rural practice incentives and characteristics. The purpose of this study was to identify determinants of preference for rural job characteristics among fourth year medical students in Ghana. We asked fourth-year Ghanaian medical students to rank the importance of rural practice attributes including salary, infrastructure, management style, and contract length in considering future jobs. We used bivariate and multivariate ordinal logistic regression to estimate the association between attribute valuation and students' socio-demographic background, educational experience, and future career plans. Of 310 eligible fourth year medical students, complete data was available for 302 students (97%). Students considering emigration ranked salary as more important than students not considering emigration, while students with rural living experience ranked salary as less important than those with no rural experience. Students willing to work in a rural area ranked infrastructure as more important than students who were unwilling, while female students ranked infrastructure as less important than male students. Students who were willing to work in a rural area ranked management style as a more important rural practice attribute than those who were unwilling to work in a rural area. Students studying in Kumasi ranked contract length as more important than those in Accra, while international students ranked contract length as less important than Ghanaian students. Interventions to improve rural practice conditions are likely to be more persuasive than salary incentives to Ghanaian medical students who are willing to work in rural environments a priori. Policy experiments should test the impact of these interventions on actual uptake by students upon graduation.

Dental and Dental Hygiene Intraprofessional Education: A Pilot Program and Assessment of Students' and Patients' Satisfaction.

PubMed

Jones, Vickie E; Karydis, Anastasios; Hottel, Timothy L

2017-10-01

Interprofessional and intraprofessional education (when students from two or more professions or within the same profession, respectively, learn about, from, and/or with each other) is crucial for effective interdisciplinary collaboration. The aims of this study were to assess the effectiveness of a clinical intraprofessional education program for dental and dental hygiene students, based on students' expectations and satisfaction with the program and patients' satisfaction with the team-based care. The pilot program was developed at the University of Tennessee Health Science Center College of Dentistry, where dental hygiene students were paired randomly with dental students scheduled for prophylaxis, scaling and root planing, or periodontal maintenance. Surveys with questions about the students' expectations and satisfaction were distributed to 89 senior dental students and 27 senior dental hygiene students before and after team-based procedures. Another survey was distributed to 17 patients asking about their satisfaction with the team-based care. All 27 dental hygiene students (100% response rate), 51 dental students (57.3% response rate), and all 17 patients (100% response rate) participated in the surveys. The results showed that both the dental and dental hygiene students had high expectations and were overall satisfied with the intraprofessional education. The students' expectations and perceived educational gap (difference between expectations and satisfaction) differed for the dental and dental hygiene students (p<0.001). The male dental students were also more satisfied than the female dental students (p<0.01). Overall, the program met or exceeded the students' expectations, and the patients were overwhelmingly satisfied with the team-based care. These results suggest that this intraprofessional practice model provided an effective educational experience for both dental and dental hygiene students and patients. The differences between the dental hygiene and dental students' expectations will help in the design of more effective training that promotes intraprofessional and interprofessional teamwork.

General practitioners' and students' experiences with feedback during a six-week clerkship in general practice: a qualitative study.

PubMed

Gran, Sarah Frandsen; Brænd, Anja Maria; Lindbæk, Morten; Frich, Jan C

2016-06-01

Feedback may be scarce and unsystematic during students' clerkship periods. We wanted to explore general practitioners' (GPs) and medical students' experiences with giving and receiving supervision and feedback during a clerkship in general practice, with a focus on their experiences with using a structured tool (StudentPEP) to facilitate feedback and supervision. Qualitative study. Teachers and students from a six-week clerkship in general practice for fifth year medical students were interviewed in two student and two teacher focus groups. 21 GPs and nine medical students. We found that GPs first supported students' development in the familiarization phase by exploring the students' expectations and competency level. When mutual trust had been established through the familiarization phase GPs encouraged students to conduct their own consultations while being available for supervision and feedback. Both students and GPs emphasized that good feedback promoting students' professional development was timely, constructive, supportive, and focused on ways to improve. Among the challenges GPs mentioned were giving feedback on behavioral issues such as body language and insensitive use of electronic devices during consultations or if the student was very insecure, passive, and reluctant to take action or lacked social or language skills. While some GPs experienced StudentPEP as time-consuming and unnecessary, others argued that the tool promoted feedback and learning through mandatory observations and structured questions. Mutual trust builds a learning environment in which supervision and feedback may be given during students' clerkship in general practice. Structured tools may promote feedback, reflection and learning. Key Points Observing the teacher and being supervised are essential components of Medical students' learning during general practice clerkships. Teachers and students build mutual trust in the familiarization phase. Good feedback is based on observations, is timely, encouraging, and instructive. StudentPEP may create an arena for structured feedback and reflection.

Insisting on the Healer's Art: The Implications of Required Participation in a Medical School Course on Values and Humanism.

PubMed

Rabow, Michael W; Lapedis, Marissa; Feingold, Anat; Thomas, Mark; Remen, Rachel N

2016-01-01

Elective courses, by definition, allow medical students to self-select for participation in the class. In a small-group learning setting, students uninterested or not ready for a particular learning topic might change the educational experience ("poison the well") for those students most interested in the topic. It is not known how medical students required to take a course in humanism (that they otherwise would not have elected to take) might be impacted by the course or how their presence might affect students originally interested in the course. Medical students in a required course on humanism and values in medicine will have different experiences based on whether a particular student might have or not have elected to enroll in the course. Students uninterested in taking a course in humanism and values, but required to enroll, will limit the benefit of the course for those students originally interested in participating. In 2012, all 1st-year students at a U.S. medical school were required to take the Healer's Art, an elective on professional values and humanism offered at more than 90 other schools in the United States and internationally. Students completed pre/postcourse surveys assessing emotional exhaustion, work engagement, positive emotions, and cynicism. We analyzed differences between those who would have elected to take the course (Elective students) and those who would not have elected to take it (Required students). Elective students did not differ from Required students in baseline demographic characteristics, emotional exhaustion, work engagement, or positive emotions. At baseline, Elective students did report feeling safer to talk openly, a greater sense of community, and higher levels of cynicism. Over time, there were no differences in course evaluations or outcomes between Elective and Required students. Required students do not differ greatly from those who would have elected to take Healer's Art, and all students appear to have similar experiences in the course.

Student Evaluations of Teaching: Dental and Dental Hygiene Students' and Faculty Members' Perspectives.

PubMed

Grillo, Andrew C; Murdoch-Kinch, Carol Anne; Ramaswamy, Vidya; Inglehart, Marita R

2016-04-01

The aim of this study was to explore dental and dental hygiene students' and faculty members' perceptions of student evaluations of teaching (SET) and determine whether dental vs. dental hygiene student, beginning vs. advanced student, and faculty vs. student responses differed. Perceived benefits, challenges, and suggestions for conducting SETs optimally were also assessed. Survey data were collected from 329 dental students (D1: 108; D2: 91; D3&4: 130) and 68 dental hygiene students (DH2: 26; DH3: 19; DH4: 23) (overall response rates 76%/92%) and 56 dental and eight dental hygiene faculty members (response rates 41%/100%). Faculty respondents were more positive about SETs than students (five-point scale with 1=disagree: 3.85 vs. 3.39; p<0.001), with seniors being the least positive (mean 2.42). Respondents agreed that all students should complete SETs (3.87 vs. 3.61; p=0.068), with faculty agreeing more strongly than students that all courses should be evaluated (4.32/4.04; p=0.046). Students agreed more strongly than faculty that SETs should occur during regular class time (3.97/3.44; p<0.001) and are too long (3.47/3.09; p=0.010) and that results should be shared with students (4.03/3.57; p=0.002). Open-ended responses showed that students perceived more benefits of SETs for faculty members than for students and that the most frequently mentioned problem was that SETs do not result in changes. Faculty members were generally more positive than students (especially seniors) about SETs. These findings suggest that, according to these respondents, SETs should be completed by all students for all courses, be short, provide opportunities for open-ended comments, and be administered in class to improve response rate. In addition, SET results and how SETs are used to improve courses should be shared with students.

For money or service? a cross-sectional survey of preference for financial versus non-financial rural practice characteristics among ghanaian medical students

PubMed Central

2011-01-01

Background Health worker shortage and maldistribution are among the biggest threats to health systems in Africa. New medical graduates are prime targets for recruitment to deprived rural areas. However, little research has been done to determine the influence of workers' background and future plans on their preference for rural practice incentives and characteristics. The purpose of this study was to identify determinants of preference for rural job characteristics among fourth year medical students in Ghana. Methods We asked fourth-year Ghanaian medical students to rank the importance of rural practice attributes including salary, infrastructure, management style, and contract length in considering future jobs. We used bivariate and multivariate ordinal logistic regression to estimate the association between attribute valuation and students' socio-demographic background, educational experience, and future career plans. Results Of 310 eligible fourth year medical students, complete data was available for 302 students (97%). Students considering emigration ranked salary as more important than students not considering emigration, while students with rural living experience ranked salary as less important than those with no rural experience. Students willing to work in a rural area ranked infrastructure as more important than students who were unwilling, while female students ranked infrastructure as less important than male students. Students who were willing to work in a rural area ranked management style as a more important rural practice attribute than those who were unwilling to work in a rural area. Students studying in Kumasi ranked contract length as more important than those in Accra, while international students ranked contract length as less important than Ghanaian students. Conclusions Interventions to improve rural practice conditions are likely to be more persuasive than salary incentives to Ghanaian medical students who are willing to work in rural environments a priori. Policy experiments should test the impact of these interventions on actual uptake by students upon graduation. PMID:22050704

Nontraditional Student Engagement: Increasing Adult Student Success and Retention

ERIC Educational Resources Information Center

Wyatt, Linda G.

2011-01-01

Today, more than any other time in history, student demographics of college and university students in the United States are experiencing rapid and profound changes. Along with these increases in nontraditional student enrollment comes an increasing percentage of working nontraditional college students with a multitude of commitments that serve to…

Teacher-Student Relationship and Facebook-Mediated Communication: Student Perceptions

ERIC Educational Resources Information Center

Hershkovzt, Arnon; Forkosh-Baruch, Alona

2017-01-01

Student-teacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between student-teacher relationship and student-teacher…

Business Services' Impact on Student Retention: Exploring Student and Administrator Perceptions

ERIC Educational Resources Information Center

Hassabis, Haris

2014-01-01

High student attrition rates for first-year university students affect the financial and long-term sustainability of institutions. Previous researchers failed to provide workable solutions to improving student retention. This study was an exploration of students' and administrators' perceptions of business services and their potential impact on…

Student Organizations: Promoting Student Development in FCS

ERIC Educational Resources Information Center

Wright, Lindsay E.; Kimberly, Claire

2017-01-01

Colleges strive to increase leadership, service, and employability skills of their students; professional organizations are one way for students to learn such abilities. One AAFCS-accredited department has a student organization that has found relative success. Students indicated a desire for additional information about the field of family and…

Mathematic Achievement of Canadian Private School Students

ERIC Educational Resources Information Center

Cadigan, Francoise Jane; Wei, Yichun; Clifton, Rodney A.

2013-01-01

Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students'…

Why Involvement Matters: A Review of Research on Student Involvement in the Collegiate Setting.

ERIC Educational Resources Information Center

Moore, Jody; Lovell, Cheryl D.; McGann, Tammy; Wyrick, Jason

1998-01-01

Highlights different types of student involvement, summarizes key findings, and identifies significant gaps in research regarding how student involvement on college campuses impacts student development and learning. Suggests that student affairs administrators need to continue the exploration on the importance of college student involvement.…

Student Data Privacy: Building a Trusted Environment

ERIC Educational Resources Information Center

Foundation for Excellence in Education, 2017

2017-01-01

The effective use of student data is essential for improving student outcomes and equipping educators with the information they need to help every student remain on a path to educational success. Student data can help teachers personalize and customize instruction, equip parents and students with information to make informed educational choices,…

A Predictive Study of Pre-Service Teachers and Success in Final Student Internship

ERIC Educational Resources Information Center

Ingle, Karen M.

2017-01-01

Student teaching provides the final pre-service clinical teaching experience of an initial teacher preparation program. Research that specifically studies the pre-service student teacher and predictive factors of student teaching is limited. Identifying predictive factors that contribute to the success of student interns' student teaching…

High-Impact Practices and Student-Faculty Interactions for Students across Sexual Orientations

ERIC Educational Resources Information Center

Garvey, Jason C.; BrckaLorenz, Allison; Latopolski, Keely; Hurtado, Sarah S.

2018-01-01

The purpose of this study was to investigate the relationship between high-impact practices and student--faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the…

Student Outcomes in Inquiry: Students' Perspectives

ERIC Educational Resources Information Center

Saunders-Stewart, K. S.; Gyles, P. D. T.; Shore, B. M.; Bracewell, R. J.

2015-01-01

Student outcomes of inquiry-based teaching and learning were explored through student-report. Participants were six teachers and their 181 students in grades 9 through 12. Classes were categorized by level of inquiry (least, middle, and most). A student-administered questionnaire assessed the extent to which the three groups experienced 23…

Measuring Creative Capacity in Gifted Students: Comparing Teacher Ratings and Student Products

ERIC Educational Resources Information Center

Kettler, Todd; Bower, Janessa

2017-01-01

Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher's rating of student creativity and rubric-scored student writing samples, (b) group differences…

Student Support Services: A Practice Brief Based On BEAMS Project Outcomes

ERIC Educational Resources Information Center

Bridges, Brian K.

2008-01-01

Student support services are critical to student success, especially at campuses that enroll large numbers of academically under-prepared students. These programs assist students in addressing areas of academic deficiency and provide necessary resources to maximize students' intellectual and social capital while in college. Several…

Quality of Parental Support and Students' Emotions during Homework: Moderating Effects of Students' Motivational Orientations

ERIC Educational Resources Information Center

Knollmann, Martin; Wild, Elke

2007-01-01

Two studies investigated the relationship between parental support, students' motivational orientations, and students' emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when…

Chilean Student Movements: Sustained Struggle to Transform a Market-Oriented Educational System

ERIC Educational Resources Information Center

Bellei, Cristian; Cabalin, Cristian

2013-01-01

During the last decade, Chilean society was shaken by sharply critical and powerful student movements: secondary students led the 2006 "Penguin Revolution" and university students led the 2011 "Chilean Winter." This article describes and analyzes these student movements to illustrate how students can be highly relevant…

The Relationship between Student Engagement and Professionalism in Pharmacy Students

ERIC Educational Resources Information Center

Flaherty, Anne Guerin

2011-01-01

This study investigates the relationship between student engagement (as measured by the National Survey of Student Engagement benchmarks) and pharmacy student professionalism (as measured by the Pharmacy Professionalism Domain instrument) in first and third year pharmacy students at seven different schools of pharmacy. Engagement provides the…

The Role of Social Capital in Students' Perceptions of Progress in Higher Education

ERIC Educational Resources Information Center

Daza, Lidia

2016-01-01

This paper aims to analyse the effects of students' social relationships at university on students' success. Specifically, whether a student with heterogeneous relationships obtains better academic results than a student whose relationships are mostly with classmates. Further, the research examines whether students' social relationships make up…

Student Personnel Administration and the Adult Learner: An Unresolved Issue.

ERIC Educational Resources Information Center

Watson, Rollin J.

The role of college student personnel administration in serving adult learners is considered. Historical trends in the student personnel function and the philosophy that student personnel workers are educators who create programs that contribute to the student's overall educational growth are examined. Changes for the student development personnel…

Student-on-Student Sexual Harassment

ERIC Educational Resources Information Center

Rogers, Frances E.

2011-01-01

No school board member, administrator, or teacher wants to see a student suffering from taunts of the student's peers, but with budget cutbacks, reductions in force, and increased class size, teachers and administrators are stretched too thin to easily identify, investigate, and remedy student-on-student harassment. But school districts must…

College Students' Compliance with Food Guide Pyramid Recommendations.

ERIC Educational Resources Information Center

McArthur, Laura; Rosenberg, Rachel I.; Grady, Frances M.; Howard, Alan B.

2002-01-01

A study assessed dietary compliance among 192 college students. Students who lived on campus, younger students, females, students who ate out infrequently, and students who rarely/never consumed high-fat foods showed the lowest compliance with the recommended number of daily servings from all food groups. (Contains 36 references.) (JOW)

College Students Who Are Parents Need Equitable Services for Retention

ERIC Educational Resources Information Center

Lovell, Elyse D'nn

2014-01-01

Growing populations which represent undergraduate students who are parents include females, non-traditional age students, and mothers who are single and living in poverty. Student-parent retention services appeared extremely disproportionate to the number of student-parents on campuses. Student parents in this quantitative analysis showed…

Student Affairs as Formal Educators: When Rhetoric Meets Reality

ERIC Educational Resources Information Center

Virkus, Annie J.

2013-01-01

The Student Affairs literature contains numerous approaches and strategies for bridging the gap between Student and Academic Affairs on college campuses. The use of student affairs professionals as instructors of credit-bearing courses is one example of such collaborative efforts. The student affairs literature identifies student affairs…

Assessing Students' Moral Reasoning of a Values-Based Education

ERIC Educational Resources Information Center

You, Di; Penny, Neil H.

2011-01-01

Students' moral reasoning was assessed at a religiously affiliated liberal arts university. Cohort data were collected from undergraduate students who had entered the university as freshmen: 364 students in 2007 and 264 students in 2009. The results indicated that there was a significant increase in students' post-conventional moral reasoning…

School Size, Social Capital, and Student Victimization

ERIC Educational Resources Information Center

Gottfredson, Denise C.; DiPietro, Stephanie M.

2011-01-01

This study assesses the effects of three aspects of school organization--student enrollment, student-teacher ratio, and the number of different students taught--on the property and personal victimization experiences of students. It hypothesizes that smaller schools, schools with lower ratios of students to adults, and schools in which the number…

Graduation Rate Watch: Making Minority Student Success a Priority

ERIC Educational Resources Information Center

Carey, Kevin

2008-01-01

College graduation rates for minority students are often shockingly low. Most institutions have significantly lower graduation rates for black students than for white students. This report demonstrates that these high-failure rates are not inevitable: Some institutions are graduating black students at a higher rate than white students. The report…

At-Risk Students Report

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2010

2010-01-01

Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's…

Leaping into the Unknown: Experience of Counseling Students Participating in Group Work with International Students

ERIC Educational Resources Information Center

Choi, Kyoung Mi; Protivnak, Jake J.

2016-01-01

This research study used qualitative phenomenological methodology to explore counseling graduate students' experiences leading support groups for international students. Participants included 6 master's-level counseling students. The following 4 themes emerged to describe the counseling students' experience as group leaders: (a) individualistic…

Students Talking about Assessment: Insights on Program Learning Outcomes

ERIC Educational Resources Information Center

Donohue, William J.

2017-01-01

This study examines the student writer perspective of a first-year composition program's student learning outcomes. Student descriptions of learning are a valuable, yet often overlooked data source. The student voice broadens a first-year composition program's outcomes-based, student learning assessment process as program assessment data is often…

Student Employee Development in Student Affairs

ERIC Educational Resources Information Center

Athas, Christina; Oaks, D'Arcy John; Kennedy-Phillips, Lance

2013-01-01

Employment within student affairs divisions offers environments in which students can apply the knowledge they have gained, as well as acquire new competencies, helping them to build solid foundations for their futures. Researchers used an online survey to assess the outcomes associated with part-time student employment within the student affairs…

Flipping College Algebra: Effects on Student Engagement and Achievement

ERIC Educational Resources Information Center

Ichinose, Cherie; Clinkenbeard, Jennifer

2016-01-01

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

Just Who Are These International Students Anyway?

ERIC Educational Resources Information Center

Allameh, Joy

Foreign students enrolled in U.S. colleges and universities form a substantial proportion of the student population. The majority of these students come from Asia and most often choose to study business, management, and engineering. The number of female foreign students is rising. The foreign student population has special educational, social, and…

Social Work Students' Perceptions of Team-Based Learning

ERIC Educational Resources Information Center

Macke, Caroline; Taylor, Jessica Averitt; Taylor, James E.; Tapp, Karen; Canfield, James

2015-01-01

This study sought to examine social work students' perceptions of Team-Based Learning (N = 154). Aside from looking at overall student perceptions, comparative analyses examined differences in perceptions between BSW and MSW students, and between Caucasian students and students of color. Findings for the overall sample revealed favorable…

The Efficacy of a Student Organization for STEM Students

ERIC Educational Resources Information Center

Mwaikinda, Sekela R.; Aruguete, Mara S.

2016-01-01

Our study tests the effectiveness of STEM Alliance, a student organization aimed at increasing academic and social support for students pursuing STEM majors. STEM Alliance offered weekly, extracurricular activities aimed at preparing students for graduate school and STEM careers. Students attending STEM Alliance events showed greater academic and…

Patriotism Abroad: Overseas Chinese Students' Encounters With Criticisms of China

ERIC Educational Resources Information Center

Hail, Henry Chiu

2015-01-01

Prior research on international education suggests that host country students' lack of interest in talking to international students is a major cause of international student segregation. Some Chinese international students, however, complain that although host students want to talk with them about China, they often exhibit misinformed, prejudiced…

Middle Level Leadership Handbook. National Leadership Camp Curriculum--Student Guide.

ERIC Educational Resources Information Center

Jensen, Jacquie; And Others

Activities and exercises to enhance student leadership are included in this curriculum guide for middle-level student leaders and their advisors. Because students in intermediate grades are not "little high school students," this separate leadership curriculum guide for middle-level student leaders was developed. Although the achieved skills are…

Professional Student Organizations and Experiential Learning Activities: What Drives Student Intentions to Participate?

ERIC Educational Resources Information Center

Munoz, Laura; Miller, Richard; Poole, Sonja Martin

2016-01-01

Experiential learning theory has been referenced as a possible method for attracting and retaining members in student organizations. In a survey, undergraduate students evaluated a variety of organizational features pertaining to their intention to participate in professional student organizations. The study found that students value activities…

Student Success. January 2006

ERIC Educational Resources Information Center

Online Submission, 2006

2006-01-01

"Student Success" is EPI's occasional e-magazine dedicated to the discussion of retaining students in higher education. In this issue: (1) Seven Guiding Questions for Student Retention (Watson Scott Swail); (2) Interview: George Kuh and the National Survey of Student Engagement (NSSE); (3) The Review: Student Success looks at a new book edited by…

At-Risk Students Fact Sheet

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2016

2016-01-01

Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's…

Professor-Student Rapport Scale: Six Items Predict Student Outcomes

ERIC Educational Resources Information Center

Wilson, Janie H.; Ryan, Rebecca G.

2013-01-01

Rapport between students and teachers leads to numerous positive student outcomes, including attitudes toward the teacher and course, student motivation, and perceived learning. The recent development of a Professor-Student Rapport scale offers assessment of this construct. However, a Cronbach's [alpha] of 0.96 indicated item redundancy, and the…

Using Student Scholarship To Develop Student Research and Writing Skills.

ERIC Educational Resources Information Center

Ware, Mark E.; Badura, Amy S.; Davis, Stephen F.

2002-01-01

Focuses on the use of student publications in journals as a teaching tool. Explores the use of this technique in three contexts: (1) enabling students to understand experimental methodology; (2) teaching students about statistics; and (3) helping students learn more about the American Psychological Association (APA) writing style. (CMK)

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

ERIC Educational Resources Information Center

Haudek, Kevin C.; Kaplan, Jennifer J.; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students'…

Are More Able Students in Higher Education Less Easy to Satisfy?

ERIC Educational Resources Information Center

Griffioen, D. M. E.; Doppenberg, J. J.; Oostdam, R. J.

2018-01-01

Student satisfaction gains an increasingly central position in the context of quality measurements. However, student satisfaction can also be stipulated as an important motivational factor for students as learners. This study combines this perspective on student satisfaction with the notion of differences in students' ability. We hypothesize that…

Students' Satisfaction toward the Services of the Chemical Laboratory

ERIC Educational Resources Information Center

Lukum, Astin; Paramata, Yoseph

2015-01-01

Chemistry Laboratory serves all of the students that were programmed chemistry laboratory works. The satisfaction of the students was studied that involving 50 students. The study was conducted to measure the students' satisfaction towards the services offered by the laboratory. Measurement of the students' satisfaction was conducted using…

Improving Student Engagement of Health Services Management Students

ERIC Educational Resources Information Center

Trowers, LaToya L.

2016-01-01

This capstone provides readers with an analysis of the role student engagement has in higher education. Student engagement has been studied extensively by many authors, and each has provided a framework for understanding the various approaches to increasing engagement of students. This paper approaches the topic of student engagement by examining…

Segmenting Markets in Urban Higher Education: Community- versus Campus-Centered Students.

ERIC Educational Resources Information Center

Klein, Thomas A.; Scott, Patsy F.; Clark, Joseph L.

2001-01-01

Conducted enrollment analysis and a survey of current students at a large urban institution to examine the segmentation of students into "traditional" and "non-traditional." Found that local traditional students tend to be more like adult students than traditional students with a more distant permanent residence. Proposes…

Student Support Services for Post-Secondary Students with Visual Disabilities

ERIC Educational Resources Information Center

Moh, Chiou

2012-01-01

Increasingly, students with visual disabilities are pursuing higher education. The students need to face the challenges and difficulties of disorganized services and technology to be independent learners. Institutions should provide the support services to meet the requirements of the students. Such students in the United States expressed their…

Teacher Ethnicity, Student Ethnicity, and Student Outcomes

ERIC Educational Resources Information Center

Driessen, Geert

2015-01-01

A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher-student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary…

The Dynamics of Social Relationships in Student Communities

ERIC Educational Resources Information Center

AlKandari, Nabila; AlShallal, Khalid

2008-01-01

This study discusses the nature of social relationships in student communities at Kuwait University. Three hundred seventy-two students participated. A survey of 22 items was designed to describe students' social relationships. The study revealed that students have affirmative social relationships. The students do not feel desolation on campus;…

Performance in Basic Mathematics of Indigenous Students

ERIC Educational Resources Information Center

Sicat, Lolita V.; David, Ma. Elena D.

2016-01-01

This analytical study analyzed the performance in Basic Mathematics of the indigenous students, the Aeta students (Grade 6) of Sta. Juliana Elementary School, Capas, Tarlac, and the APC students of Malaybalay City, Bukidnon. Results were compared with regular students in rural, urban, private, and public schools to analyze indigenous students'…

Student Progress to Graduation in New York City High Schools. Part II: Student Achievement as "Stock" and "Flow"--Reimagining Early Warning Systems for At-Risk Students

ERIC Educational Resources Information Center

Fairchild, Susan; Carrino, Gerard; Gunton, Brad; Soderquist, Chris; Hsiao, Andrew; Donohue, Beverly; Farrell, Timothy

2012-01-01

New Visions for Public Schools has leveraged student-level data to help schools identify at-risk students, designed metrics to capture student progress toward graduation, developed data tools and reports that visualize student progress at different levels of aggregation for different audiences, and implemented real-time data systems for educators.…

Poster Day Showcases Student Work | Poster

Cancer.gov

By Nathalie Walker, Guest Writer, and Carolynne Keenan, Contributing Writer On July 31, NCI at Frederick hosted Student Poster Day, an annual event in which student interns can showcase the work they do in their various positions in NCI at Frederick labs and offices. Participating students are interns in the Student Internship Program, a program designed for undergraduate and graduate students during their summer breaks, as well as interns in the Werner H. Kirsten Student Internship Program (WHK SIP), a program for high school seniors. All the students have an opportunity to present their scientific posters.

Faculty and Student Expectations and Perceptions of E-mail Communication in a Campus and Distance Doctor of Pharmacy Program

PubMed Central

Turner, Paul D.; Monaghan, Michael S.; Walters, Ryan W.; Merkel, Jennifer J.; Lipschultz, Jeremy H.; Lenz, Thomas L.

2010-01-01

Objective To examine faculty members' and students' expectations and perceptions of e-mail communication in a dual pathway pharmacy program. Methods Three parallel survey instruments were administered to campus students, distance students, and faculty members, respectively. Focus groups with students and faculty were conducted. Results Faculty members perceived themselves as more accessible and approachable by e-mail than either group of students did. Campus students expected a shorter faculty response time to e-mail and for faculty members to be more available than did distance students. Conclusion E-mail is an effective means of computer-mediated communication between faculty members and students and can be used to promote a sense of community and inclusiveness (ie, immediacy), especially with distant students. PMID:21436932

Building Cultural Competence: The Lived Experience of Semester Study Abroad Students.

PubMed

Cox, Lauren; Crump, Lauren; Struwing, Renee; Gillum, Deborah; Abraham, Sam

College students who participate in semester abroad programs have diverse but positive experiences. Variables such as the educational institution attended by the students and the location of the study abroad can affect the experiences of the students. There is minimal research concerning students from Christian colleges who study abroad. The purpose of this study was to investigate the lived experiences of college students participating in a semester abroad program in a developing country. Seven college students were interviewed regarding their experiences by three senior nursing students who also participated in the study abroad program. Results indicated that major factors influencing students' experiences were related to cultural immersion, role relationships, challenges encountered, and personal growth. Students reported that relationships with people and faith in Christ were strengthened through the experience.

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

PubMed Central

McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology. PMID:20810957

Using psychological constructs from the MUSIC Model of Motivation to predict students' science identification and career goals: results from the U.S. and Iceland

NASA Astrophysics Data System (ADS)

Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R.

2017-05-01

We investigated students' perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students' class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students' science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students' perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students' career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students' perceptions of science classes and their career goals.

Web-based depression screening and psychiatric consultation for college students: a feasibility and acceptability study.

PubMed

Williams, Aya; Larocca, Rachel; Chang, Trina; Trinh, Nhi-Ha; Fava, Maurizio; Kvedar, Joseph; Yeung, Albert

2014-01-01

Background. A steady rise in the prevalence of depression among college students has negatively affected student quality of life. This study investigates the feasibility and acceptability of a Web-based model, including Skype, to screen and provide psychiatric consultation to depressed college students. Methods. Students completed the 9-item Patient Health Questionnaire (PHQ-9) online; those who screened positive (PHQ-9 ≥ 10) or endorsed any level of suicidal ideation were offered Web-based psychiatric consultation using Skype. After the consultation, students filled out a 7-item satisfaction questionnaire to report on the acceptability of this Web-based method. Results. A total of 972 students consented to the online depression screening and 285 screened positive. Of those, 69 students consented and 17 students successfully completed the psychiatric consultation via Skype. Thirteen (76.4%) students found the interview useful in helping them understand their depression. Fifteen (88.2%) students thought that psychologists and psychiatrists could successfully see patients via videoconferencing. Conclusions. Current online technologies can provide depression screening and psychiatric consultation to college students; those who participated reported a positive experience. Future studies will need to address the low levels of participation among college students and attract students who are underserved, as well as use a videoconferencing platform that adequately protects data confidentiality.

Profile of Cognitive Ability and Multiple Intelligence of Vocational Students in Application of Electric Energy Conservation

NASA Astrophysics Data System (ADS)

Kurniawan, A.; Rustaman, N. Y.; Kaniawati, I.; Hasanah, L.

2017-09-01

The purpose of this study is to obtain a profile picture of cognitive ability and multiple intelligence of students on physics learning activities in relation to the discourse of conservation of electrical energy. Research activities are conducted in the even semester of the 2015/2016 school year. The subjects of the study were the students of class XI (36 students) in one of the state vocational schools in Bandung consisting of one class chosen at random (cluster random sampling). Research data in the form of cognitive ability test results and multiple intelligences are analyzed descriptively and qualitatively. Research data is then analyzed and compared with predetermined success indicators. The results showed that the cognitive abilities profile of students in vocational schools in Bandung is still low. This can be seen from the average score of cognitive ability of students in remember (C1) of 57.75, understanding (C2) of 53.50, applying (C3) of 43.75, and analyzing (C4) of 37.75. The multiple intelligence profiles indicate frequency of linguistic intelligence number 9 students, musical intelligence 3 students, logical mathematical intelligence 13 students, spatial intelligence 7 students, kinesthetic intelligence 5 students, intrapersonal intelligence 7 students, interpersonal intelligence 6 students, and naturalistic intelligence 5 students.

Faculty verbal evaluations reveal strategies used to promote medical student performance

PubMed Central

Hauer, Karen E.; Mazotti, Lindsay; O'Brien, Bridget; Hemmer, Paul A.; Tong, Lowell

2011-01-01

Background Preceptors rarely follow medical students' developing clinical performance over time and across disciplines. This study analyzes preceptors' descriptions of longitudinal integrated clerkship (LIC) students' clinical development and their identification of strategies to guide students' progress. Methods We used a common evaluation framework, reporter-interpreter-manager-educator, to guide multidisciplinary LIC preceptors' discussions of students' progress. We conducted thematic analysis of transcripts from preceptors' (seven longitudinal ambulatory preceptors per student) quarterly group discussions of 15 students' performance over one year. Results All students' clinical development progressed, although most experienced obstacles. Lack of structure in the history and physical exam commonly obstructed progression. Preceptors used templates for data gathering, and modeling or experiences in the inpatient setting to provide time and solidify structure. To advance students' knowledge acquisition, many preceptors identified focused learning topics with their students; to promote application of knowledge, preceptors used reasoning strategies to teach the steps involved in synthesizing clinical data. Preceptors shared accountability for helping students advance as the LIC allowed them to follow students' response to teaching strategies. Discussion These results depict preceptors' perceptions of LIC students' developmental continuum and illustrate how multidisciplinary preceptors can use a common evaluation framework to identify strategies to improve performance and follow students' performance longitudinally. PMID:21629669

Web-Based Depression Screening and Psychiatric Consultation for College Students: A Feasibility and Acceptability Study

PubMed Central

Williams, Aya; LaRocca, Rachel; Chang, Trina; Trinh, Nhi-Ha; Fava, Maurizio

2014-01-01

Background. A steady rise in the prevalence of depression among college students has negatively affected student quality of life. This study investigates the feasibility and acceptability of a Web-based model, including Skype, to screen and provide psychiatric consultation to depressed college students. Methods. Students completed the 9-item Patient Health Questionnaire (PHQ-9) online; those who screened positive (PHQ-9 ≥ 10) or endorsed any level of suicidal ideation were offered Web-based psychiatric consultation using Skype. After the consultation, students filled out a 7-item satisfaction questionnaire to report on the acceptability of this Web-based method. Results. A total of 972 students consented to the online depression screening and 285 screened positive. Of those, 69 students consented and 17 students successfully completed the psychiatric consultation via Skype. Thirteen (76.4%) students found the interview useful in helping them understand their depression. Fifteen (88.2%) students thought that psychologists and psychiatrists could successfully see patients via videoconferencing. Conclusions. Current online technologies can provide depression screening and psychiatric consultation to college students; those who participated reported a positive experience. Future studies will need to address the low levels of participation among college students and attract students who are underserved, as well as use a videoconferencing platform that adequately protects data confidentiality. PMID:24799895

[Gender differences in the social relations of students].

PubMed

Bak, Nanna Hasle; Petersson, Birgit H; Dissing, Agnete Skovlund; Pedersen, Laura Toftegaard

2010-07-19

The aim of this study is to study gender differences in social network and social support among university students with a special view to social relations as a coping strategy for dealing with personal problems. A total of 1,126 (48%) medical, psychology and liberal arts students who initiated their studies in 2006 or 2007 participated in the study. Data derives from a student register and a questionnaire on social network and social support. Approximately 85% of the students visit friends weekly, and about 40% spend time with their family weekly. Nearly half of the students have a partner. More female than male medical students have a partner when initiating their studies. More than 80% of the students have experienced mental health or social problems in the past, more female than male medical and liberal arts students. More than half of the male students handle their personal problems by themselves, whereas female students receive more social support. Significant gender differences in social support are mostly found among medical and liberal arts students. The results suggest that male and female students use different coping strategies when dealing with social and mental health problems, and gender differences in social relations seem to be most widespread among medical and liberal arts students - why and how should be investigated further.

Potential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficulties.

PubMed

Woodcock, Stuart; Hitches, Elizabeth

2017-10-01

Despite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions fail to acknowledge the existence of these students. Not acknowledging and understanding these students can deny them the recognition and resources necessary for their genuine participation in education and, in turn, society. The aim of this study was to examine British in-service secondary teachers' attributional responses to students with and without specific learning difficulties. The participants included 122 British secondary school teachers who were surveyed in response to vignettes of hypothetical male students who had failed a class test. The study found that while teachers attributed more positive causes towards students without SpLD, they exhibited more negative causes towards students with SpLD. Teachers' causal attributional outcomes of students' level of achievement can impact upon the students' own attributions, with teachers' responses for students with SpLD having the potential to, unintentionally, influence students' own sense of self-efficacy and motivation. The paper concludes with a consideration of the implications of the research and recommendations for practice.

Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork.

PubMed

Hood, Kerry; Cant, Robyn; Baulch, Julie; Gilbee, Alana; Leech, Michelle; Anderson, Amanda; Davies, Kate

2014-03-01

How willing are today's medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students' views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nursing-emergency health (paramedic), medical, physiotherapy and nutrition-dietetics students. Senior undergraduate students from six disciplines at one university completed the Readiness for Interprofessional Learning Scale prior to participating in interprofessional clinical learning modules. For 741 students, the highest ranked response was agreement about a need for teamwork (mean 4.42 of 5 points). Nursing students held significantly more positive attitudes towards Teamwork/Collaboration, and were more positive about Professional Identity than medical students (p < .001). Midwifery and nursing-emergency-health students rejected uncertainty about Roles/Responsibilities compared with medical students (p < .001). One-third of all students who had prior experience of interprofessional learning held more positive attitudes in each of four attitude domains (p < .05). Overall, students' attitudes towards interprofessional learning were positive and all student groups were willing to engage in learning interprofessionally. Early introduction of IPL is recommended. Further studies should explore the trajectory of students' attitudes throughout the university degree. Copyright © 2013 Elsevier Ltd. All rights reserved.

Student diversity and implications for clinical competency development amongst domestic and international speech-language pathology students.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2012-06-01

International students graduating from speech-language pathology university courses must achieve the same minimum competency standards as domestic students. This study aimed to collect descriptive information about the number, origin, and placement performance of international students as well as perceptions of the performance of international students on placement. University Clinical Education Coordinators (CECs), who manage clinical placements in eight undergraduate and six graduate entry programs across the 10 participating universities in Australia and New Zealand completed a survey about 3455 international and domestic speech-language pathology students. Survey responses were analysed quantitatively and qualitatively with non-parametric statistics and thematic analysis. Results indicated that international students came from a variety of countries, but with a regional focus on the countries of Central and Southern Asia. Although domestic students were noted to experience significantly less placement failure, fewer supplementary placements, and reduced additional placement support than international students, the effect size of these relationships was consistently small and therefore weak. CECs rated international students as more frequently experiencing difficulties with communication competencies on placement. However, CECs qualitative comments revealed that culturally and linguistically diverse (CALD) students may experience more difficulties with speech-language pathology competency development than international students. Students' CALD status should be included in future investigations of factors influencing speech-language pathology competency development.

Partnership for development: A peer mentorship model for PhD students.

PubMed

Lewinski, Allison A; Mann, Tara; Flores, Dalmacio; Vance, Ashlee; Bettger, Janet Prvu; Hirschey, Rachel

Formal mentoring relationships socialize Doctor of Philosophy (PhD) students to their current and future roles as nursing scholars. Despite formal mentoring, some students may desire or benefit from additional mentoring in an informal setting. Informal mentoring complements the one-to-one relationship students develop with a primary faculty mentor or dissertation chair. This manuscript describes the development, implementation, and evaluation of a student-driven, peer mentorship model, titled Partnership for Development. This small group, peer mentorship model was implemented in a PhD program at a School of Nursing during an academic year. Five student peer facilitators organized a total of 32 PhD students, 2 post-doctoral associates, and invited 5 faculty to participate. Data includes pre- and post-implementation surveys completed by the students and peer facilitator field notes. Student reported post-participation benefits included: getting to know faculty in an informal setting (n=6), socializing with students from other cohorts (n=6), and obtaining a sense of camaraderie with other PhD students (n=5). We recommend peer mentorship for other PhD programs as a way to socialize PhD students into the role of nurse scientist and assist students during their tenure as a PhD student. Copyright © 2017 Elsevier Inc. All rights reserved.

Comprehensive Opportunities for Research and Teaching Experience (CORTEX): A mentorship program.

PubMed

Zuzuárregui, José Rafael P; Hohler, Anna D

2015-06-09

We developed a program to promote medical student interest in pursuing a career in neurology. This program focuses on medical student mentorship. It also offers opportunities in teaching and clinical research in order to provide students with marketable skills for an academic career in neurology. Through this program, students are provided with guidance in developing a fourth-year clerkship schedule and an application package for residency programs. Students are involved and mentored in clinical research. Opportunities are also provided for students to teach their peers, with sessions focusing on examination preparation. Since the implementation of this program in 2010, the number of students entering into the field of neurology from our institution significantly increased from 14 students between 2006 and 2010, to 30 students between 2011 and 2014 (p < 0.05). Medical student research productivity increased from 7 publications during 2006-2010, to 22 publications, 14 poster presentations, and a book chapter after implementation of this program in 2010 (p < 0.05). In this mentoring program, students are prepared for residency application and provided with research and teaching opportunities. Students develop a highly desirable academic skill set for residency and have matched at top-ranked institutions. This program has been successful in improving student productivity in clinical research and garnering student interest in neurology. © 2015 American Academy of Neurology.

Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

PubMed

Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

2012-03-01

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

Minority STEM students' perceptions of academic advisement and the impact of academic advisement on satisfaction and academic success of minority STEM students at an HBCU in southeastern Louisiana

NASA Astrophysics Data System (ADS)

Martin, Brittany

The purpose of this study was to examine how academic advising impacts minority STEM students' academic success and their level of satisfaction. The study also explored minority STEM students' perceptions of academic advising based on their experience. The sample included 188 sophomore and junior STEM students attending an HBCU in southeastern Louisiana. Participants in the study completed the Academic Advising Inventory (AAI). Some students also participated in a focus group or virtual interview. An independent t-test found no difference between the GPAs of STEM students who received developmental advising as opposed to prescriptive advising. A one-way ANOVA found no significant difference between STEM students' GPAs based on the frequency and duration of their advising sessions. A Mann-Whitney U test determined that STEM students who were prescriptively advised were significantly more satisfied with advising than STEM students who were developmentally advised. A Mann-Whitney U also determined that STEM students who were satisfied with their education were significantly more dissatisfied with academic advising than STEM students who were dissatisfied with their education. A Kruskal-Wallis H test determined there was no significant difference between STEM students' satisfaction with advising and the frequency of their advising sessions. A Kruskal-Wallis H also determined that STEM students who spent less than 15 minutes or more than 1 hour were the most satisfied with advisement. The majority of STEM students perceived academic advising had little impact on their GPA. However, STEM students perceived academic advising as having an impact on their satisfaction with the university. The majority of STEM students perceived academic advising as useful.

Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

PubMed

Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A

2018-03-08

The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Medical student resilience and stressful clinical events during clinical training.

PubMed

Houpy, Jennifer C; Lee, Wei Wei; Woodruff, James N; Pincavage, Amber T

2017-01-01

Medical students face numerous stressors during their clinical years, including difficult clinical events. Fostering resilience is a promising way to mitigate negative effects of stressors, prevent burnout, and help students thrive after difficult experiences. However, little is known about medical student resilience. To characterize medical student resilience and responses to difficult clinical events during clinical training. Sixty-two third-year (MS3) and 55 fourth-year (MS4) University of Chicago medical students completed surveys in 2016 assessing resilience (Connor Davidson Resilience Scale, CD-RISC 10), symptoms of burnout, need for resilience training, and responses to difficult clinical events. Medical student mean resilience was lower than in a general population sample. Resilience was higher in males, MS4s, those without burnout symptoms, and students who felt able to cope with difficult clinical events. When students experienced difficult events in the clinical setting, the majority identified poor team dynamics among the most stressful, and agreed their wellbeing was affected by difficult clinical events. A majority also would prefer to discuss these events with their team later that day. Students discussed events with peers more than with attendings or residents. Students comfortable discussing stress and burnout with peers had higher resilience. Most students believed resilience training would be helpful and most beneficial during MS3 year. Clinical medical student resilience was lower than in the general population but higher in MS4s and students reporting no burnout. Students had some insight into their resilience and most thought resilience training would be helpful. Students discussed difficult clinical events most often with peers. More curricula promoting medical student resilience are needed.

Health-related quality of life of medical students.

PubMed

Paro, Helena B M S; Morales, Nívea M O; Silva, Carlos H M; Rezende, Carlos H A; Pinto, Rogério M C; Morales, Rogério R; Mendonça, Tânia M S; Prado, Marília M

2010-03-01

Mental problems such as stress, anxiety and depression have been described among medical students and are associated with poor academic and professional performance. It has been speculated that these problems impair students' quality of life (QoL). The authors aimed to assess the health-related QoL (HRQL) of medical students throughout their 6 years of training at a school with a traditional curriculum. Of a total of 490 students attending our institution's medical school, 38 were surveyed in February 2006 (incoming Year 1 group, surveyed when students were in the second week of Year 1 classes) and 352 were surveyed in February 2007 (students in Years 1-6). Students self-reported their HRQL and depressive symptoms using the Short-Form Health Survey (SF-36) and the Beck Depression Inventory (BDI). Comparisons were performed according to year in training, presence of depressive symptoms, gender, living arrangements and correlations with family income. The students' ages ranged from 18 to 31 years (median 22.3 years). Students in Years 2, 3, 4 and 6 had lower scores for mental and physical dimensions of HRQL compared with the incoming Year 1 group (P < 0.01), with the largest difference observed for Year 3 students. Students with depressive symptoms had lower scores in all domains of the SF-36 (P < 0.01). Female students had lower HRQL scores than males (P < 0.01). No differences were observed for students living with versus without family and no correlation with family income was found. Major impairments in HRQL were observed among Year 3 students, students with depressive symptoms and women. Medical schools should institute efforts to ensure that students' HRQL and emotional support are maintained, particularly during critical phases of medical training.

Medical students and debt: a survey of students at the School of Medicine, University of Auckland.

PubMed

Collins, M G

1999-04-09

To assess the extent of Auckland medical students' debt, the types of debt accrued and to establish data on part-time employment, income, parental support and living circumstances for these students. Medical students at the University of Auckland were asked to complete a written survey questionnaire, which was distributed in lecture classes for years 1-5 and by mail for year 6. The questionnaire asked about biographical data, types and amounts of debt, the use of student loan scheme money, employment, income, student allowances, parental financial support and living situation. Students not sent the survey by mail were informed about the survey several days prior to receiving it to enable them to collate the necessary financial information. Data entry was completed via an electronic scanning system and questionnaire responses were analysed using a tabular analysis of the various classes. There were 522 responses received, comprising 73% of students (48% male, 52% female). The major source of debt was to the Government student loan scheme (39% of students in year 1, rising to 75% in year 6). Average (median) debt to the Government loan scheme rises from $5000 in year 1 to $26,000 in year 6. Fourteen per cent of students receive a targeted student allowance and 30% have a part-time job. Average summer vacation earnings do not exceed $4000. Thirty-four percent receive no financial support from their parents and 18% receive support with some costs only. With the exceptions of students in year 1, more than 50% of students live away from home. Medical students are predominantly in debt to the Government student loan scheme and the level rises by approximately $5000 per year from year 1 to year 6. It is expected that these levels will increase in the future.

Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions.

PubMed

Tatachar, Amulya; Kominski, Carol

2017-07-01

To compare the impact of a traditional case-based application exercise with a student question creation exercise on a) student exam performance, b) student perceptions of enjoyment, competence, understanding, effort, interest in continuing participation, and interest in the subject. Subjects were 84 second-year pharmacy students in a pharmacotherapy course. The research focus was active learning involving the topic of chronic kidney disease-mineral bone disorder. Student teams were randomly assigned to either case-based or student question creation exercises using PeerWise. Student performance was assessed by a pre- and posttest and on block and final exams. After completion, an online survey assessed student perceptions of both exercises. Statistically significant differences were revealed in favor of the student question creation group on enjoyment and interest in the subject matter. No statistically differences were found between the traditional case-based group and the student question creation group on gain score from pre-test to posttest. The student question creation group performed slightly better than the case-based application group on two of the five questions on the block exam but none of these differences reached statistical significance. Students randomly assigned to groups that created and reviewed questions exhibited slightly improved summative exam performance and reported significantly more positive perceptions than students engaging in a more traditional case-based learning activity. Student question creation has demonstrated potential as a useful learning activity. Despite inherent difficulties in designing studies involving educational research in a controlled environment, students who have submitted, created, rated, and answered peers' questions have overall performed well. Copyright © 2017 Elsevier Inc. All rights reserved.

Prevalence and Consequences of Arm, Neck, and/or Shoulder Complaints Among Music Academy Students: A Comparative Study.

PubMed

Kok, Laura M; Nelissen, Rob G H H; Huisstede, Bionka M A

2015-09-01

CANS (complaints of arm, neck, and/or shoulder not caused by a systemic disease or acute trauma) are a recognized problem in specific occupational groups such as musicians. This study aimed to compare the prevalence, characteristics, and consequences of CANS between music academy students and a control group of peer-age medical students. A cross-sectional study among music academy students and medical students. Data were collected using a web-based questionnaire on musculoskeletal conditions of the upper extremity in the two cohorts. Students of three music academies (n=345) and one medical university (n=2,870) received the questionnaire, of which 25% (n=87) and 18% (n=503) responded, respectively. The 12-month prevalence of CANS was nearly twice as high among music academy students as the control group (80.7% vs 41.5%, p<0.001). Music academy students reported 2.6 times the point prevalence as medical students (47.0% vs 18.2%, p<0.001). Chronic CANS was present in 36.1% of the music students, compared to 10.3% of the medical students (p<0.001). Music academy students presented more complaints per anatomic localization and a higher number of involved anatomic localizations. Music students rated the influence of CANS on daily functioning as more severe (5.0 vs 3.1, p<0.001). Of all subjects with CANS during the last year, more music academy students (46.3%) visited a healthcare professional compared to medical students (29.8%, p=0.013). The prevalence of CANS is high in music academy students compared to medical students. This emphasizes the necessity of effective (preventive) interventions in these high-demanding professionals.

Development of a Modified Korean East Asian Student Stress Inventory by Comparing Stress Levels in Medical Students with Those in Non-Medical Students.

PubMed

Shin, Hee Kon; Kang, Seok Hoon; Lim, Sun-Hye; Yang, Jeong Hee; Chae, Sunguk

2016-01-01

Medical students are usually under more stress than that experienced by non-medical students. Stress testing tools for Korean medical students have not been sufficiently studied. Thus, we adapted and modified the East Asian Student Stress Inventory (EASSI), a stress testing tool for Korean students studying abroad, and verified its usefulness as a stress test in Korean university students. We also compared and analyzed stress levels between medical and non-medical students. A questionnaire survey was conducted on medical and non-medical students of a national university, and the responses of 224 students were analyzed for this study. Factor analysis and reliability testing were performed based on data collected for 25 adapted EASSI questions and those on the Korean version of the Global Assessment of Recent Stress Scale (GARSS). A correlation analysis was performed between the 13 modified EASSI questions and the GARSS, and validity of the modified EASSI was verified by directly comparing stress levels between the two student groups. The 13 questions adapted for the EASSI were called the modified EASSI and classified into four factors through a factor analysis and reliability testing. The Pearson's correlation analysis revealed a significant correlation between the modified EASSI and the Korean version of the GARSS, suggesting a complementary strategy of using both tests. The validity and reliability of the EASSI were verified. The modified Korean EASSI could be a useful stress test for Korean medical students. Our results show that medical students were under more stress than that of non-medical students. Thus, these results could be helpful for managing stress in medical students.

Depression and suicidal ideation in medical students in China: a call for wellness curricula

PubMed Central

Sobowale, Kunmi; Zhou, A. Ning; Liu, Ni; Sherer, Renslow

2014-01-01

Objectives To investigate rates of depression and suicidal ideation in medical students in mainland China and to explore wellness curricula and mental health services available to students. Methods Second and third year medical students (N=348) at one medical school in mainland China completed the Patient Health Questionnaire-9 (PHQ-9). Based on responses to the PHQ-9, students were labeled as depressed, with suicidal ideation, and/or impaired. Additionally, students’ feedback from a focus group (N=30) evaluating the current state of the school’s wellness curricula and mental health services was thematically analyzed. Results A total of 348 students responded (response rate = 99%) to the survey. Forty-seven of 348 (13.5%) students had moderate-severe depression. The mean PHQ-9 score was 6.02 (SD=3.44). Seven and a half percent of students reported suicidal ideation. The frequency of depression and suicidal ideation did not differ between second and third year medical students (p = 0.52). Nearly 30% of depressed students reported suicidal ideation. Depression and suicidal ideation were strongly correlated (r = 0.42, p < 0.001). Students with depression (p < 0.0001) or suicidal ideation (p = 0.004) were more likely to be impaired compared to students who were not. Focus group participants reported only off-campus student counseling services available to medical students in distress. No wellness curricula were established. Conclusions Rates of depression and suicidal ideation are high in medical students in mainland China. Mental health services are deficient and unlikely to address distress in students. Chinese medical schools should offer mental health support and treatment at an early stage, such as wellness curricula and proactive student counseling. PMID:25341209

Supervisors' pedagogical role at a clinical education ward - an ethnographic study.

PubMed

Manninen, Katri; Henriksson, Elisabet Welin; Scheja, Max; Silén, Charlotte

2015-01-01

Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up.

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

NASA Astrophysics Data System (ADS)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

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.

Subjective well-being and its association with peer caring and resilience among nursing vs medical students: A questionnaire study.

PubMed

Zhao, FangFang; Guo, Yujie; Suhonen, Riitta; Leino-Kilpi, Helena

2016-02-01

The subjective well-being (SWB) of nursing and medical students is a very important component in the training of future nurses and doctors, as well-being enables them to be more productive. The study examined the effects of peer caring and resilience on SWB as well as the mediating and moderating effects of resilience in the relationship between peer caring and SWB. A cross-sectional survey design was used. A university and an affiliated hospital in China. The convenience sample consisted of 426 nursing students and 336 medical students. Questionnaires comprising peer caring measurement, a resilience scale and a well-being scale were used in the spring of 2014. Students participate in the study showed low SWB. There was a significant difference between nursing students and medical students in peer caring, but not in SWB and resilience. The mediating effects of resilience on the relationship between peer caring and SWB were examined. As hypothesized, resilience mediated the relationship between peer caring and SWB partly for nursing students (SE=0.022, 95% CI=0.041-0.128) and fully for medical students (SE=0.023, 95% CI=0.067-0.161). Resilience did not statistically significantly moderate the peer caring-SWB relationship for nursing students (β=0.092, p=0.057) but did so for medical students (β=0.108, p<0.05). Peer caring and resilience improved the SWB of both nursing students and medical students. In addition, resilience improved SWB through peer caring for both nursing students and medical students, and higher resilience in medical students enhanced the positive effects of peer caring on SWB. Therefore, educators should promote peer caring and resilience in order to improve students' SWB. Copyright © 2015 Elsevier Ltd. All rights reserved.

Sleep medicine knowledge, attitudes, and practices among medical students in Guangzhou, China.

PubMed

Luo, Miao; Feng, Yuan; Li, Taoping

2013-05-01

This study aimed to describe the knowledge, attitudes, and practices of Chinese medical students towards sleep medicine. The authors surveyed medical students at Southern Medical University in 2009. Students completed a questionnaire before and after attending a 3-h sleep disorders course. All 324 questionnaires were returned. Less than one half of the students were aware that restless legs syndrome, somniloquy, and teeth grinding are sleep disorders. Only a small percentage of students knew that sleep disorders are related to diabetes, anemia, hyperlipidemia, and attention deficit syndrome. After the 3-h sleep disorders course, the percentage of students who regarded snoring, restless legs syndrome, nightmares, and somniloquy as sleep disorders increased from 64.9 to 92.7 %, 40.8 to 64.4 %, 48.0 to 60.3 %, and 33.5 to 59.9 % (P < 0.001), respectively. Sleep problems were considered to be a significant issue by 93.8 % of the students. The students thought that people with sleep disorders should seek treatment. Of the students, 81.3 % were interested in sleep medicine. The students considered that it is necessary to set up specialized sleep medicine departments to manage sleep disorders. Of the students, 76.8 % thought they or their friends had sleep problems, and 44.8 % consulted physicians about sleep problems. Greater than two thirds of the students (67.1 %) did not have formal education about sleep medicine. Few students were aware of medical schools offering a course in sleep medicine. Most of the students liked learning in the form of elective courses, lectures, or online course. The students also realized that having sleep medicine knowledge is needed as a physician. Chinese medical students attached importance to sleep disorders, but knew little about sleep disorders. Knowledge of sleep medicine can be improved with a short training course.

The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit

NASA Astrophysics Data System (ADS)

Glassman, Sarah J.

Student engagement is an important aspect of teaching and learning. Traditionally, engagement has been measured as a static trait. This study measured engagement as a fluid trait in order to explore the relationship between seventh grade students' situational engagement over a science unit and five specific task characteristics. Further, this study investigated how the changing pattern of instruction is related to a changing pattern of student engagement. Informed by Self-Determination Theory, the five specific task characteristics investigated were: the use of tasks that give students opportunities to act autonomously (choice), the use of tasks that challenge students (challenge), constructive feedback from the teacher or peers that guides students work on the current task (feedback), the inclusion of tasks that require student collaboration (collaboration), and tasks in which the importance or relevance is explained to students or the task includes a real-world problem or scenario (real-life significance). Student engagement was measured as a multidimensional trait consisting of behavioral, emotional, and cognitive dimensions. Participants included two teachers and 37 students. Two classrooms were observed and video-recorded for 10 consecutive 1.5 hour blocks during a unit investigating cells. At the end of each block students completed a three item survey for each task. For all tasks in both classrooms, the cumulative presence of task characteristics correlated with student engagement. However, students' behavioral engagement negatively correlated with the use of choice. Students' engagement increased from low to high during four related tasks exhibiting the highest cumulative presence of task characteristics. Nine out of 10 tasks with the highest student engagement involved hands-on learning. However, students' engagement was lower during tasks elaborating on those hands-on tasks.

A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills.

PubMed

Kalata, Lindsay R; Abate, Marie A

2013-05-13

Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

Assessing the efficacy of advancing underrepresented minority groups through AGU's Student Programs

NASA Astrophysics Data System (ADS)

Marasco, L.; Hurtado, C.; Gottschall, H.; Meisenhelder, K.; Hankin, E. R.; Harwell, D. E.

2017-12-01

The American Geophysical Union (AGU) strives to cultivate a diverse and inclusive organization that uses its position to build the global talent pool in Earth and space science. To cultivate a diverse talent pool, AGU must also foster a diverse student member population. The two largest AGU programs serving students are the Outstanding Student Paper Award (OSPA) and the Student Grants programs. OSPA allows students to practice their presentation skills and receive valuable feedback from experienced scientists. Over 3,000 students participated in OSPA at Fall Meeting 2016. The Student Grants program includes a suite of 14 travel and research grant opportunities. Over 2,000 students applied for grant opportunities in 2016 and 246 grants and fellowships were awarded. The OSPA and Student Grants programs also engage non-student members through volunteering opportunities for program roles, such as OSPA judge or grant reviewer. This presentation will look at the temporal participation trends of underrepresented minority groups in AGU's OSPA and Student Grants programs. The participation of underrepresented minority groups will also be compared before and after the implementation of policy changes to the Student Grants program in 2012.

Imaging Spectrograph as a Tool to Enhance the Undergraduate Student Research Experience

NASA Astrophysics Data System (ADS)

Williams, B.; Nielsen, K.; Johnson, S.

2015-12-01

Undergraduate students often engage in research activities that are part of a larger project outlined by research faculty, while it is less common for students to explore and define their own research project. The later has been shown to have tremendous impact on the learning outcome of the students and provide a stronger sense of pride and ownership of the research project. It is unrealistic to expect starting undergraduate students to define transformative research projects. However, with the proper training and guidance student-driven transformative research is possible for upper division students. We have instituted a student research paradigm with focus on the development of student research skills in coordination with their course progress. We present here a specific student project that engage students in aeronomy research activities and provide them with a solid base to establish their own research projects for senior year. The core of the project is an imaging spectrograph, which is constructed, tested, and calibrated by the students. The instrument provides unique opportunities student research projects across subject such as optics, quantum mechanics, and how these subjects are applied in the geosciences of aeronomy and space physics.

Beliefs About Wife Beating Among Social Work Students in Taiwan.

PubMed

Haj-Yahia, Muhammad M; Shen, April Chiung-Tao

2017-07-01

Based on an integrative framework, this study addresses the beliefs that a group of social work students from Taiwan had about wife beating. A self-administered questionnaire was filled out by 790 students (76.5% female, 23.5% male) spanning all 4 years of undergraduate studies. The results show that male students exhibited a greater tendency than their female counterparts to justify wife beating and to hold battered women responsible for violence against them. This tendency was also found among students who held traditional attitudes toward women, students who held patriarchal expectations of marriage, and students who had witnessed interparental violence in childhood. In addition, male students and students with traditional attitudes toward women exhibited the strongest tendency to believe that wives benefit from beating. Conversely, female students expressed more willingness than their male counterparts to help battered women, as did students who held liberal attitudes toward women and students who held egalitarian expectations of marriage. Furthermore, female students and those with liberal attitudes toward women tended to hold violent husbands responsible for their behavior, and to express support for punishing violent husbands. This article concludes with a discussion of the study's limitations and the results' implications for future research on the topic.

Knowledge and practice of blood donation: a comparison between medical and non-medical Nepalese students.

PubMed

Mamatya, A; Prajapati, R; Yadav, R

2012-12-01

College students form a large and important group of population eligible for blood donation. Studies report that students do not donate much, and medical students' blood donation rate is less as compared to non-medical students. To assess and compare the knowledge, attitude, and practice of blood donation among medical and non-medical Nepalese students. A cross-sectional descriptive study using structured self-administered questionnaire was conducted in students of medical (MBBS) and non-medical programs of different colleges of Nepal. Total 456 students, 177 non-medical and 279 medical, participated; 28.5% students were donors. More medical students donated blood, more often, and were more knowledgeable in all aspects of blood and blood donation related knowledge (p values 0.01 or less). In both groups, proportionately more boys donated than girls. Common reasons for not donating included no request, medically unfit, no information about blood collection services, fear of weakness, and fear related to venepuncture. Moral satisfaction was the commonest reason to donate. Among Nepalese students, medical students donate more and are more knowledgeable than non-medical students. Lack of information and lack of direct requests are important causes of fewer donors in the non-medical group and girls.

An Investigation of Students' Personality Traits and Attitudes toward Science

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.; Lin, Huann-shyang

2011-05-01

The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan's students' personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty-two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students' scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students' attitudes toward science. Implications of these findings for classroom instruction are discussed.

Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions

PubMed Central

Knight, Jennifer K.; Wise, Sarah B.; Rentsch, Jeremy; Furtak, Erin M.

2015-01-01

The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA–student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations. PMID:26590204

Promoting pedagogical experimentation: using a wiki in graduate level education.

PubMed

Martin, Carolyn Thompson

2012-12-01

Learning to write in a scholarly manner is often a challenge for graduate students. This study describes nursing students' use of a wiki to encourage writing collaboration among students by allowing them to cocreate, review, and edit each other's material as it is created. Students are introduced to the online wiki site the first week of the course. A technology representative assists students with a short introduction and class visits. All students participate in making decisions related to the overall character of the site. They create pages on topics related to their clinical placements. Student pages are peer and content expert reviewed for accuracy and comprehensiveness. Students include pictures, YouTube links, attachments, videos, and Web site links into their pages. Evidence-based content includes pharmacology, diagnostic criteria, pathophysiology, history, genetics, and references. Students present their pages, and feedback questionnaires are collected at the end of the semester. The wiki writing assignment introduces students, faculty, and the community to graduate student projects while exposing students to new technology. Areas explored include issues and best practices regarding classroom pedagogy, as well as student support and technical challenges in the use of a wiki. Suggestions for improvement are discussed.

Homework Involvement and Academic Achievement of Native and Immigrant Students.

PubMed

Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio

2016-01-01

Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.

Factors affecting student success in a first-year mathematics course: a South African experience

NASA Astrophysics Data System (ADS)

Kizito, Rita; Munyakazi, Justin; Basuayi, Clement

2016-01-01

In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach's Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students' perceptions of their workload emerged as the factor having the greatest impact on student's performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.

Taking Advantage of Student Engagement Results in Student Affairs

ERIC Educational Resources Information Center

Kinzie, Jillian; Hurtado, Sarah S.

2017-01-01

This chapter urges student affairs professionals committed to enhancing student success through data-informed decision making to take full advantage of opportunities to apply and use student engagement results.

Senior physiotherapy students as standardised patients for junior students enhances self-efficacy and satisfaction in both junior and senior students.

PubMed

Mandrusiak, Allison M; Isles, Rosemary; Chang, Angela T; Choy, Nancy L Low; Toppenberg, Rowena; McCook, Donna; Smith, Michelle D; O'Leary, Karina; Brauer, Sandra G

2014-05-23

Standardised patients are used in medical education to expose students to clinical contexts and facilitate transition to clinical practice, and this approach is gaining momentum in physiotherapy programs. Expense and availability of trained standardised patients are factors limiting widespread adoption, and accessing clinical visits with real patients can be challenging. This study addressed these issues by engaging senior students as standardised patients for junior students. It evaluated how this approach impacted self-reported constructs of both the junior and senior students. Learning activities for undergraduate physiotherapy students were developed in five courses (Neurology, Cardiorespiratory and three Musculoskeletal courses) so that junior students (Year 2 and 3) could develop skills and confidence in patient interview, physical examination and patient management through their interaction with standardised patients played by senior students (Year 4). Surveys were administered before and after the interactions to record junior students' self-reported confidence, communication, preparedness for clinic, and insight into their abilities; and senior students' confidence and insight into what it is like to be a patient. Satisfaction regarding this learning approach was surveyed in both the junior and senior students. A total of 253 students completed the surveys (mean 92.5% response rate). Across all courses, junior students reported a significant (all P < 0.037) improvement following the standardised patient interaction in their: preparedness for clinic, communication with clients, confidence with practical skills, and understanding of their strengths and weaknesses in relation to the learning activities. Senior students demonstrated a significant improvement in their confidence in providing feedback and insight into their own learning (P < 0.001). All students reported high satisfaction with this learning experience (mean score 8.5/10). This new approach to peer-assisted learning using senior students as standardised patients resulted in positive experiences for both junior and senior students across a variety of physiotherapy areas, activities, and stages within a physiotherapy program. These findings support the engagement of senior students as standardised patients to enhance learning within physiotherapy programs, and may have application across other disciplines to address challenges associated with accessing real patients via clinical visits or utilising actors as standardised patients.

Investigations of student understanding of entropy and of mixed second-order partial derivatives in upper-level thermodynamics

NASA Astrophysics Data System (ADS)

Bucy, Brandon R.

While much of physics education research (PER) has traditionally been conducted in introductory undergraduate courses, researchers have begun to study student understanding of physics concepts at the upper-level. In this dissertation, we describe investigations conducted in advanced undergraduate thermodynamics courses. We present and discuss results pertaining to student understanding of two topics: entropy and the role of mixed second-order partial derivatives in thermodynamics. Our investigations into student understanding of entropy consisted of an analysis of written student responses to researcher-designed diagnostic questions. Data gathered in clinical interviews is employed to illustrate and extend results gathered from written responses. The question sets provided students with several ideal gas processes, and asked students to determine and compare the entropy changes of these processes. We administered the question sets to students from six distinct populations, including students enrolled in classical thermodynamics, statistical mechanics, thermal physics, physical chemistry, and chemical engineering courses, as well as a sample of physics graduate students. Data was gathered both before and after instruction in several samples. Several noteworthy features of student reasoning are identified and discussed. These features include student ideas about entropy prior to instruction, as well as specific difficulties and other aspects of student reasoning evident after instruction. As an example, students from various populations tended to emphasize either the thermodynamic or the statistical definition of entropy. Both approaches present students with a unique set of benefits as well as challenges. We additionally studied student understanding of partial derivatives in a thermodynamics context. We identified specific difficulties related to the mixed second partial derivatives of a thermodynamic state function, based on an analysis of student responses to homework and exam problems. Students tended to set these partial derivatives identically equal to zero. Students also displayed difficulties in relating the physical description of a material property to a corresponding mathematical statement involving partial derivatives. We describe the development of a guided-inquiry tutorial activity designed to address these specific difficulties. This tutorial focused on the graphical interpretation of partial derivatives. Preliminary results suggest that the tutorial was effective in addressing several student difficulties related to partial derivatives.

Lens on Climate Change (LOCC) - Engaging Secondary Students in Climate Science through Videography

NASA Astrophysics Data System (ADS)

Gold, A. U.; Oonk, D. J.; Smith, L. K.; Sullivan, S. B.; Boykoff, M.; Osnes, B.

2014-12-01

The impact of climate change is often discussed using examples from Polar Regions such as decreasing polar bear populations but significant changes are happening to local climates around the world. Climate change is often perceived as happening elsewhere, evoking a sense that others have to take action to mitigate climate change. Learning about climate change is very tangible for students when it addresses impacts they can observe close to their home. The Lens on Climate Change (LOCC) program engaged Colorado middle and high school students in producing short videos about climate change topics in Colorado, specifically ones that are impacting students' lives and their local community. Participating schools were located in rural, suburban and urban Colorado many of which have diverse student populations and high Free and Reduced Lunch rates. Project staff recruited university graduate and undergraduate student to mentor the students in their research and video production. With the help of these mentors, ten student groups selected and researched climate topics, interviewed science experts from local research institutes and produced short videos. The program aimed at engaging students in self-motivated researching and learning about a climate topic. Furthermore, it served as a way to spark students' interest in a career in science by matching them with college students for the program duration and bringing them to the University of Colorado campus for a final screening event, for many of students their first visit to a college campus. The LOCC middle and high school student groups were in addition paired with undergraduate student groups enrolled in a college course that explores climate change through artistic compositions. The undergraduate students were tasked to develop a companion video based only on a brief prompt from the secondary students. Both student videos were screened back-to-back at a final screening. The LOCC project's goal was to connect secondary students, who would otherwise not have the opportunity, with college life and the scientific community. Our evaluation results showed that the process of video production was a powerful tool for the students to explore and learn about climate change topics. Students and teachers appreciated the unique approach to learning.

Attrition and success rates of accelerated students in nursing courses: a systematic review.

PubMed

Doggrell, Sheila Anne; Schaffer, Sally

2016-01-01

There is a comprehensive literature on the academic outcomes (attrition and success) of students in traditional/baccalaureate nursing programs, but much less is known about the academic outcomes of students in accelerated nursing programs. The aim of this systematic review is to report on the attrition and success rates (either internal examination or NCLEX-RN) of accelerated students, compared to traditional students. For the systematic review, the databases (Pubmed, Cinahl and PsychINFO) and Google Scholar were searched using the search terms 'accelerated' or 'accreditation for prior learning', 'fast-track' or 'top up' and 'nursing' with 'attrition' or 'retention' or 'withdrawal' or 'success' from 1994 to January 2016. All relevant articles were included, regardless of quality. The findings of 19 studies of attrition rates and/or success rates for accelerated students are reported. For international accelerated students, there were only three studies, which are heterogeneous, and have major limitations. One of three studies has lower attrition rates, and one has shown higher success rates, than traditional students. In contrast, another study has shown high attrition and low success for international accelerated students. For graduate accelerated students, most of the studies are high quality, and showed that they have rates similar or better than traditional students. Thus, five of six studies have shown similar or lower attrition rates. Four of these studies with graduate accelerated students and an additional seven studies of success rates only, have shown similar or better success rates, than traditional students. There are only three studies of non-university graduate accelerated students, and these had weaknesses, but were consistent in reporting higher attrition rates than traditional students. The paucity and weakness of information available makes it unclear as to the attrition and/or success of international accelerated students in nursing programs. The good information available suggests that accelerated programs may be working reasonably well for the graduate students. However, the limited information available for non-university graduate students is weak, but consistent, in suggesting they may struggle in accelerated courses. Further studies are needed to determine the attrition and success rates of accelerated students, particularly for international and non-university graduate students.

Collaborative learning and testing in introductory general chemistry

NASA Astrophysics Data System (ADS)

Amaral, Katie Elizabeth

Students taking General chemistry at the University of Florida are either well-prepared or under-prepared. To meet the needs of the under-prepared students, an introductory course (CHM 1025) was developed. An accurate method of placement into CHM 1025 or the mainstream course (CHM 2045) was needed. The Chemistry Readiness Assessment Exam was written and tested and students are advised to take either course based upon their scores. The accuracy of the cutoff scores was examined, with the minimum passing chemistry score lowered to six correct out of 18, and the math score raised to six correct out of eight. Collaborative problem-solving sessions were held during every CHM 1025 class. These sessions were shown to increase student achievement in CHM 1025. Group placement was also shown to have an effect on student achievement in the course. Students placed randomly into collaborative groups had the highest average GPA, while students placed by achievement had the lowest average GPA. The efficacy of CHM 1025 was examined to determine if the students who required the course do as well in CHM 2045 as those students who did not need it. Students who had taken CHM 1025 had a higher GPA in CHM 2045 than the students who went directly into CHM 2045. Students in the spring semester of 2004 took collaborative exams. Achievement levels of students who had collaborative exams were compared to students who took traditional exams to determine if collaborative testing had an effect on student achievement and retention in CHM 1025. There was no significant difference in achievement although the collaborative exams were harder. Percentages of students taking each exam were also compared, with more students taking the collaborative exams. Finally, undergraduate students called peer mentors, who had taken CHM 1025, were recruited to assist with the course. Mentors helped CHM 1025 students with the collaborative problems. The mentors' presence helped lower students' withdrawal rates in the class. The mentors also benefited from the program, as evidenced by their higher GPA in CHM 2045.

[Sexuality in adolescents].

PubMed

Molina, R; Araa, S; Ibazeta, G; Jordan, P; Lagos, E

1987-01-01

A survey of knowledge, attitude, and practices regarding human reproduction and sexuality was undertaken in 2 groups of secondary school students in Chile to assess whether greater knowledge of reproduction and sexuality is associated with greater permissiveness and earlier initiation of sexual activity. Students in 2 public schools, 1 coeducational and 1 for female students only, were of lower middle class background, while students at the coeducational private school were of higher socioeconomic status. An anonymous, semiclosed questionnaire was administered to students in the 3 schools. The schools were selected because their directors agreed to permit the study. 14.8% of the 351 public school students were aged 14 or under and 77.8% were 15-18, while 99.5% of the 197 private school students were aged 15-18. The students' levels of knowledge of human reproduction and sexuality were measured through direct personal assessments by the students themselves and through 21 questions to confirm the assessments. At least 93% of students in all schools said their level of knowledge was medium or high, but the test indicated that only 64% of public school students and 75% of private school students actually had medium or high levels of knowledge. 45.9% of private and 27.9% of public school students felt the information they received from their schools about sexuality was adequate, while 41.9% of private and 60.9% of public school students felt it was insufficient. There were no significant differences in the opinions of the 2 groups of students concerning premarital sex, but the reasons given by the private school students to explain their attitudes expressed a greater sense of commitment to the partner, while those of the public school students tended to be more functional. Among public school students, 38.7% of males and 9.7% of females reported having had sexual relations, while among private school students, 17.7% of males and 4.4% of females reported having done so. No significant differences were reported in the age of initiating sexual activity in the 2 groups. Students in the school with the highest overall level of knowledge of human reproduction and sexuality had lower overall levels of sexual activity.

Assessment of student interprofessional education (IPE) training for team-based geriatric home care: does IPE training change students' knowledge and attitudes?

PubMed

Reilly, Jo Marie; Aranda, María P; Segal-Gidan, Freddi; Halle, Ashley; Han, Phuu Pwint; Harris, Patricia; Jordan, Katie; Mulligan, Roseann; Resnik, Cheryl; Tsai, Kai-Ya; Williams, Brad; Cousineau, Michael R

2014-01-01

Our study assesses changes in students' knowledge and attitudes after participation in an interprofessional, team-based, geriatric home training program. Second-year medical, physician assistant, occupational therapy, social work, and physical therapy students; third-year pharmacy students; and fourth-year dental students were led by interprofessional faculty teams. Student participants were assessed before and after the curriculum using an interprofessional attitudes learning scale. Significant differences and positive data trends were noted at year-end. Our study suggests that early implementation, assessment, and standardization of years of student training is needed for optimal interprofessional geriatric learning. Additionally, alternative student assessment tools should be considered for future studies.

Short report: factors that affect specialty choice and career plans of Wisconsin's medical students.

PubMed

Knox, Kjersti E; Getzin, Anne; Bergum, Alison; McBride, Patrick; Rieselbach, Richard; Friedsam, Donna

2008-12-01

To identify factors that influence specialty choice among Wisconsin medical students and provide insight into approaches to encourage more students to pursue careers in primary care. The importance of several factors in medical student career choice was surveyed using a Web survey convenience sample of all Wisconsin medical students. Students intending to pursue a career in primary care and in other specialties were compared. Respondents, regardless of specialty choice or gender, identified a similar group of factors as highly influential, and similar group of factors as non-influential in their decision-making. However, significantly more primary care students than other specialty students considered interest in underserved populations, relationships with patients, scope of practice, and role models important in their career choice. Significantly more primary care students than other specialty students responded that salary and competitiveness were "not at all" important. A greater number of other specialty students than primary care students stated that interest in scope of practice, role models, and training years were "not at all" important. Debt-related factors were reported as "not at all" important by nearly one-third of respondents. Although primary care and other specialty students report making their career plans based on the impact of similar factors, significant differences between primary care and other specialty students were reported in key areas. These results validate many previously reported factors, and indicate that salary and years of training may have been overemphasized in understanding student career choice. The results of this survey may be useful for Wisconsin medical schools in order to sustain, support, and foster student interest in primary care.

A comparison of medical students' perceptions of their initial basic clinical training placements in 'new' and established teaching hospitals.

PubMed

Mathers, Jonathan; Parry, Jayne; Scully, Edward; Popovic, Celia

2006-05-01

This study has examined students' perceptions of the factors influencing learning during initial hospital placements and whether differences in perceived experiences were evident between students attending new and established teaching hospitals. Five focus groups were conducted with Year III students at the University of Birmingham Medical School (UBMS): three with students attending three established teaching hospitals and two with students attached to a new teaching hospital (designated as part of the UBMS expansion programme). Extensive variation in student perception of hospital experiences was evident at the level of teaching hospital, teaching firm and individual teacher. Emergent themes were split into two main categories: 'students' perceptions of teaching and the teaching environment' and 'the new hospital learner'. Themes emerging that related to variation in student experience included the amount of structured teaching, enthusiasm of teachers, grade of teachers, specialty of designated firms and the number of students. The new teaching hospital was generally looked upon favourably by students in comparison to established teaching hospitals. Many of the factors influencing student experience relate to themes grouped under the 'new hospital learner', describing the period of adjustment experienced by students during their first encounter with this new learning environment. Interventions to improve student experience might be aimed at organisations and individuals delivering teaching. However, factors contributing to the student experience, such as the competing demand to teaching of heavy clinical workloads, are outside the scope of medical school intervention. In the absence of fundamental change, mechanisms to equip students with 'survival skills' as self-directed hospital learners should also be considered.

Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

NASA Astrophysics Data System (ADS)

Bossér, Ulrika; Lindahl, Mats

2017-07-01

The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students' views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers' interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

The association between school-to-work programs and school performance.

PubMed

Welsh, Erin C; Appana, Savi; Anderson, Henry A; Zierold, Kristina M

2014-02-01

The School-to-Work (STW) Opportunities Act was passed to aid students in transitioning from education to employment by offering work-based learning opportunities. In the United States, 72% of high schools offer work-based learning opportunities for credit. This is the first study to describe school performance and school-based behaviors among students enrolled in STW programs and compare them with nonworking and other-working students. In 2003, a questionnaire was administered to five school districts and one large urban school in Wisconsin. Between 2008 and 2010, analyses were completed to characterize STW students and compare them with other students. Of the 6,519 students aged 14-18 years included in the analyses, 461 were involved in an STW program (7%), 3,108 were non-working (48%), and 2,950 were other-working students (45%). Compared with other students, STW students were less likely to have a grade point average >2.0, more likely to have three or more unexcused absences from school, and more likely to spend <1 hour in school-sponsored activities. Holding multiple jobs also negatively affected a student's academic performance. School-to-Work students reported poorer academic performance and more unhealthy school-related behaviors compared with nonworking students and other-working students. Whereas many factors have a role in why students perform poorly in school, more research on students enrolled in STW programs is needed to understand whether participating has a negative impact on students' academic achievement. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Do students' and authors' genders affect evaluations? A linguistic analysis of Medical Student Performance Evaluations.

PubMed

Isaac, Carol; Chertoff, Jocelyn; Lee, Barbara; Carnes, Molly

2011-01-01

Recent guidelines for the Medical Student Performance Evaluation (MSPE) have standardized the "dean's letter." The authors examined MSPEs for linguistic differences according to student or author gender. This 2009 study analyzed 297 MSPEs for 227 male and 70 female medical students applying to a diagnostic radiology residency program. Text analysis software identified word counts, categories, frequencies, and contexts; factor analysis detected patterns of word categories in student-author gender pairings. Analyses showed a main effect for student gender (P=.046) and a group difference for the author-student gender combinations (P=.048). Female authors of male student MSPEs used the fewest "positive emotion" words (P=.006). MSPEs by male authors were shorter than those by females (P=.014). MSPEs for students ranked in the National Resident Matching Program contained more "standout" (P=.002) and "positive emotion" (P=.001) words. There were no differences in the author-gender pairs in the proportion of students ranked, although predominant word categories differed by author and student gender. Factor analysis revealed differences among the author-student groups in patterns of correlations among word categories. MSPEs differed slightly but significantly by student and author gender. These differences may derive from societal norms for male and female behaviors and the subsequent linguistic interpretation of these behaviors, which itself may be colored by the observer's gender. Although the differences in MSPEs did not seem to influence students' rankings, this work underscores the need for awareness of the complex effects of gender in evaluating students and guiding their specialty choices.

Why Medical Schools Should Embrace Wikipedia: Final-Year Medical Student Contributions to Wikipedia Articles for Academic Credit at One School.

PubMed

Azzam, Amin; Bresler, David; Leon, Armando; Maggio, Lauren; Whitaker, Evans; Heilman, James; Orlowitz, Jake; Swisher, Valerie; Rasberry, Lane; Otoide, Kingsley; Trotter, Fred; Ross, Will; McCue, Jack D

2017-02-01

Most medical students use Wikipedia as an information source, yet medical schools do not train students to improve Wikipedia or use it critically. Between November 2013 and November 2015, the authors offered fourth-year medical students a credit-bearing course to edit Wikipedia. The course was designed, delivered, and evaluated by faculty, medical librarians, and personnel from WikiProject Medicine, Wikipedia Education Foundation, and Translators Without Borders. The authors assessed the effect of the students' edits on Wikipedia's content, the effect of the course on student participants, and readership of students' chosen articles. Forty-three enrolled students made 1,528 edits (average 36/student), contributing 493,994 content bytes (average 11,488/student). They added higher-quality and removed lower-quality sources for a net addition of 274 references (average 6/student). As of July 2016, none of the contributions of the first 28 students (2013, 2014) have been reversed or vandalized. Students discovered a tension between comprehensiveness and readability/translatability, yet readability of most articles increased. Students felt they improved their articles, enjoyed giving back "specifically to Wikipedia," and broadened their sense of physician responsibilities in the socially networked information era. During only the "active editing months," Wikipedia traffic statistics indicate that the 43 articles were collectively viewed 1,116,065 times. Subsequent to students' efforts, these articles have been viewed nearly 22 million times. If other schools replicate and improve on this initiative, future multi-institution studies could more accurately measure the effect of medical students on Wikipedia, and vice versa.

Example-based learning: effects of model expertise in relation to student expertise.

PubMed

Boekhout, Paul; van Gog, Tamara; van de Wiel, Margje W J; Gerards-Last, Dorien; Geraets, Jacques

2010-12-01

Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study. This study used worked examples of patient history taking in physiotherapy that presented a non-didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third-year student model or expert physiotherapist model) in relation to students' expertise (i.e., first- or second-year) were investigated. One hundred and thirty-four physiotherapy students (61 first-year and 73 second-year). Design was 2 × 2 factorial with factors 'Student Expertise' (first-year vs. second-year) and 'Model Expertise' (expert vs. advanced student). Within expertise levels, students were randomly assigned to the Expert Example or the Advanced Student Example condition. All students studied two examples (content depending on their assigned condition) and then completed a retention and test task. They rated their invested mental effort after each example and test task. Second-year students invested less mental effort in studying the examples, and in performing the retention and transfer tasks than first-year students. They also performed better on the retention test, but not on the transfer test. In contrast to our hypothesis, there was no interaction between student expertise and model expertise: all students who had studied the Expert examples performed better on the transfer test than students who had studied Advanced Student Examples. This study suggests that when worked examples are based on actual performance, rather than an ideal procedure, expert models are to be preferred over advanced student models.

Piloting case-based instruction in a didactic clinical immunology course.

PubMed

Hoag, Kathleen; Lillie, Janet; Hoppe, Ruth

2005-01-01

To assess (1) the effect of case-based instructional modules on student critical thinking, class attendance, and satisfaction and (2) student opinion of case formats. University-based upper division course in clinical immunology and serology. The course was taught by the same instructor for two consecutive semesters with the intervention introduced in the second semester. Sixty-seven students experienced the intervention and 56 students were in the baseline cohort. Nine cases were interspersed between lectures during the semester. Each case took one 50-minute class in which students worked in groups of five or six. Student performance on five critical thinking multiple-choice examination questions and percent student attendance on case days versus lecture days were analyzed using the Mann-Whitney test. Student ratings on course evaluations were analyzed using t-test comparing semesters with and without intervention. Student opinion of cases was obtained through surveys and a focus group. Student performance on critical thinking exam questions was similar in the two groups. Student attendance was significantly higher on case days (95.6%) versus lecture days (80.3%; p < 0.0001). Only composite ratings for instructor involvement, student-instructor interaction, and course organization were significantly improved in the semester with cases compared to the semester with lecture only (p < 0.0001 for all indices). Although case studies did not significantly improve student performance on critical thinking questions, they still proved to be a valuable instructional method. Student attendance, student-instructor interaction, and instructor involvement in the course were all positively affected by incorporation of case studies. Discussion of cases also helped to uncover student misconceptions of course material.

Academic performance and personal experience of local, international, and collaborative exchange students enrolled in an Australian pharmacy program.

PubMed

Davey, Andrew K; Grant, Gary D; Anoopkumar-Dukie, Shailendra

2013-09-12

To assess the academic performance and experiences of local, international, and collaborative exchange students enrolled in a 4-year Australian bachelor of pharmacy degree program. Survey instruments exploring the demographics, background, and academic and cultural experiences of students during the program were administered in 2005 to students in all 4 years. Additionally, grades from each semester of the program for students (406 local, 70 international, 155 exchange) who graduated between 2002 and 2006 were analyzed retrospectively. The main differences found in the survey responses among the 3 groups were in students' motivations for choosing the degree program and school, with international and collaborative exchange students having put more thought into these decisions than local students. The average grades over the duration of the program were similar in all 3 demographic groups. However, local students slightly outperformed international students, particularly at the start of the year, whereas collaborative exchange students' grades mirrored those of local students during the 2 years prior to leaving their home country of Malaysia but more closely mirrored those of international students in the final 2 years after arriving on campus in Australia. Despite differences in academic backgrounds and culture, international and exchange students can perform well compared to local students in a bachelor of pharmacy program and were actually more satisfied than local students with the overall experience. Studying in a foreign country can negatively influence academic grades to a small extent and this is probably related to adjusting to the new environment.

Effective educator-student relationships in nursing education to strengthen nursing students' resilience.

PubMed

Froneman, Kathleen; Du Plessis, Emmerentia; Koen, Magdelene P

2016-06-10

Little research has been conducted in private nursing schools with regard to the educator-student relationship to strengthen the resilience of nursing students and to improve the educator-student relationship. An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place and resilience can be strengthened. The purpose was to explore and describe nursing students' view on the basic elements required for an effective educator-student relationship to strengthen their resilience and the educator-student relationship. This study followed an explorative, descriptive and contextual qualitative design in a private nursing education institution in the North West Province. Purposive sampling was used. The sample consisted of 40 enrolled nursing auxiliary students. The World Café Method was used to collect data, which were analysed by means of content analysis. The following five main themes were identified and included: (1) teaching-learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Students need a caring and supportive environment; interaction that is constructive, acknowledges human rights and makes use of appropriate non-verbal communication. The educator must display qualities such as love and care, respect, responsibility, morality, patience, being open to new ideas, motivation, willingness to 'go the extra mile' and punctuality. Students reported on various ways how they manage to stay resilient. It thus seems that basic elements required in an effective educator-student relationship to strengthen the resilience of students include the environment, interaction, educator and student's qualities and resilience.

The first year experience of occupational therapy students at an Australian regional university: Promoting student retention and developing a regional and remote workforce.

PubMed

Boehm, Jackie; Cordier, Reinie; Thomas, Yvonne; Tanner, Bronwyn; Salata, Karen

2017-02-01

Student retention at regional universities is important in addressing regional and remote workforce shortages. Students attending regional universities are more likely to work in regional areas. First year experience at university plays a key role in student retention. This study aimed to explore factors influencing the first year experience of occupational therapy students at a regional Australian university. Surveys were administered to 58 second year occupational therapy students in the first week of second year. Data were analysed using descriptive statistics, inferential statistics (Pearson χ 2 ; Spearman rho) and summarising descriptive responses. An Australian regional university. Second year undergraduate occupational therapy students. Factors influencing students' decisions to study and continue studying occupational therapy; factors enhancing first year experience of university. Fifty-four students completed the survey (93.1%). A quarter (25.9%) of students considered leaving the course during the first year. The primary influence for continuing was the teaching and learning experience. Most valued supports were orientation week (36.7%) and the first year coordinator (36.7%). The importance of the first year experience in retaining occupational therapy students is highlighted. Engagement with other students and staff and academic support are important factors in facilitating student retention. It is important to understand the unique factors influencing students' decisions, particularly those from regional and remote areas, to enter and continue in tertiary education to assist in implementing supports and strategies to improve student retention. © 2015 National Rural Health Alliance Inc.

The Relationship between Student Self-Regulation Strategies and Increased Student Achievement: A Study on How the Explicit Integration of Self-Regulation Strategies Impacts Student Reading Achievement in the Elementary Classroom

ERIC Educational Resources Information Center

Egan, Patti A.

2017-01-01

Student ownership in learning is a topic that has become quite prevalent in recent years. While emphasis has grown on the importance of active student involvement in learning, integration of student self-regulation strategies is often absent in elementary classrooms. A paradigm shift that encourages active involvement of students in the learning…

The Effect of a Computerized Teaching Assistant on Student Interaction, Student Satisfaction, and Retention Rates of Students in a Distance Course

ERIC Educational Resources Information Center

Reindl-Johnson, Cheryl

2004-01-01

The purpose of this study was to investigate the effect of a computerized teaching assistant (CTA) on student interaction, student satisfaction, and retention rates of students in a distance course. The CTA is humanoid and speaks in a human voice from recorded sound clips, to give the student the feeling that he/she is interacting with a person,…

A Mentoring Program in Environmental Science for Underrepresented Groups

NASA Astrophysics Data System (ADS)

Stevens, L.; Rizzo, D. M.

2009-12-01

We developed a four-year program, combining educational and career support and research activities, to recruit and retain students from underrepresented groups in environmental sciences. Specifically, the program: ○ Assigns each student a faculty or graduate student mentor with whom the student conducts research activities. ○ Includes a weekly group meeting for team building and to review professional development and academic topics, such as time management and research ethics. ○ Requires students to make multiple formal presentations of their research proposals and results. ○ Provides scholarships and stipends for both the academic year and to engage students in summer research. The program seeks to achieve several goals including: ● Enhance academic performance. ● Encourage continued study in environmental science. ● Facilitate students completing their studies at UVM. ● Increase students’ interest in pursuing science careers. ● Create a more welcoming academic environment. To assess progress toward achievement of these goals, we conducted individual structured interviews with participating undergraduate students, graduate students, and faculty members at two points in time. First, interviews were conducted in the fall of 2007 after two years, and again in spring 2009, after four years. An independent research consultant, Dr. Livingston, conducted the interviews. In 2009, over the course of three days, the interviews included three graduate student and two faculty mentors, and six of the seven undergraduate students. Of the six students, three were juniors and three were graduating seniors. Results of the 2009 interviews echoed those of 2007. Both students and their mentors are quite satisfied with the program. The student presentations, weekly meetings, mentoring relationships, and summer research experiences all get high ratings from program participants. Students give high praise to their mentors and the program directors for providing excellent support. Looking at goals more specifically, we find: Improved student academic performance: Most students credit the program with a positive impact on their academic performance. Students’ continued study of environmental science: Students report increased or continued interest in environmental science as a result of participating in the program. Continued study at UVM: In both 2007 and 2009 there was a nearly unanimous report that students remain at UVM because of their involvement in the program. The program provides valuable opportunities, advisory support, community of peers, and financial stipend. It is has attracted and kept these students at this university. Increased interest in science careers: Students have been exposed to a range of science careers and credit the program with providing this exposure. Most of these students expect to pursue a career in science. Created a welcoming environment: One student specifically credits the program with increasing the number of students of color in the department. Other students credit the program with creating an environment in which students have established relationships with many faculty, certainly contributing to a welcoming atmosphere. Taken together, results indicate that the program is indeed achieving its goals.

Social Perceptions of Achieving Students and Achievement Goals of Students in Malaysia and the Philippines

ERIC Educational Resources Information Center

Bernardo, Allan B. I.; Ismail, Rosnah

2010-01-01

The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and…

Retention and Graduation of Students with Disabilities: Facilitating Student Success

ERIC Educational Resources Information Center

Wessel, Roger D.; Jones, James A.; Markle, Larry; Westfall, Curt

2009-01-01

In this longitudinal study of 11,317 students, the retention and graduation rates of students with apparent and nonapparent disabilities were compared to students without disabilities. The annual retention and graduation rates (six years after matriculation) were similar for all students, regardless of the presence or absence of a disability…

Developmental Complexity in Student Conduct: An Extended Case Analysis of Student Board Members

ERIC Educational Resources Information Center

Bittinger, Joshua D.; Reif, Gabriel; Kimball, Ezekiel W.

2018-01-01

College students frequently serve on boards that hear cases of alleged student misconduct. These students contribute to decisions that can affect their peers' lives and make their colleges vulnerable to litigation and negative media coverage. It is critical that student board members carefully interpret all information presented in disciplinary…

Educational Technology and Student Voice: Examining Teacher Candidates' Perceptions

ERIC Educational Resources Information Center

Byker, Erik Jon; Putman, S. Michael; Handler, Laura; Polly, Drew

2017-01-01

Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students' choice, creativity, and freedom. Seminal educationists--like Dewey and Montessori--centered the purposes of education in the flourishing and valuing of Student Voice. This…

The Effects of Part-Time MBA Programs on Students: The Relationships between Students and Their Employers

ERIC Educational Resources Information Center

Prince, Melvin; Burns, David J.; Manolis, Chris

2014-01-01

The authors explore how the relationship between part-time master of business administration (MBA) students and their employers changes as students proceed through their MBA program by examining the degree to which students are integrated into their employer organizations. Significant positive relationships observed between students' progress…

Teaching Emotionally Immature High School Students

ERIC Educational Resources Information Center

Curtis, Pamela

2011-01-01

How do teachers teach gifted students whose emotional age trails their chronological age? How can they integrate those students into their classes so that these students mature while not detracting from the learning of the other students? In this article, the author offers pieces of advice on teaching gifted students whose emotional ages trail…

Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

ERIC Educational Resources Information Center

Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

2014-01-01

In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…

Better Together: Considering Student Interfaith Leadership and Social Change

ERIC Educational Resources Information Center

Campbell, William; Lane, Megan

2014-01-01

On campuses across the country, students and professional staff are considering student interfaith leadership as one way that students act on their core values to make a positive difference in the world. This kind of student leadership can be framed through student leadership models like the social change model of leadership development. Better…

Linguistic Minority Students Go to College: Preparation, Access, and Persistence

ERIC Educational Resources Information Center

Kanno, Yasuko, Ed.; Harklau, Linda, Ed.

2012-01-01

Currently, linguistic minority students--students who speak a language other than English at home--represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking…

Students' Emotional and Behavioral Difficulties: The Role of Teachers' Social and Emotional Learning and Teacher-Student Relationships

ERIC Educational Resources Information Center

Poulou, Maria S.

2017-01-01

This study investigates how teachers? perceptions of Emotional Intelligence (EI), Social and Emotional Learning (SEL) skills, and teacher-student relationships relate to students? emotional and behavioral difficulties. We examined teachers and students? perceptions of students? emotional and behavioral difficulties and the degree of agreement…

From Predictive Models to Instructional Policies

ERIC Educational Resources Information Center

Rollinson, Joseph; Brunskill, Emma

2015-01-01

At their core, Intelligent Tutoring Systems consist of a student model and a policy. The student model captures the state of the student and the policy uses the student model to individualize instruction. Policies require different properties from the student model. For example, a mastery threshold policy requires the student model to have a way…

A Comparison of Majority and Minority Students on Variables of an Educational Productivity Model.

ERIC Educational Resources Information Center

Payne, Oscar L.

Two ethnic groups of students, majority and minority, were compared on variables of a Psychological Productivity Model. Black and Hispanic students were grouped as minorities, and White students were considered majority students. Participants were 120 high school students from an urban high school in the Southwest. The Psychological Productivity…

Student for Student: Peer Learning in Music Higher Education

ERIC Educational Resources Information Center

Reid, Anna; Duke, Michael

2015-01-01

Students of piano and saxophone were asked to explore what peer learning meant to them. Following instrumental-based discussions, and with no intervention from faculty, the students developed a series of videos intended for use with incoming students. This article analyses the students' discussions and videos, and describes the complexity of…

Student-Development Preparation and Placement: A Longitudinal Study of Graduate Students' and New Professionals' Experiences.

ERIC Educational Resources Information Center

Richmond, Jayne; Sherman, Karen J.

1991-01-01

Examined graduate students' and new professionals' choices and satisfaction with careers, preparation programs, and mentor relationships. Findings from four phases of longitudinal study begun in 1983 with graduate students in student development field suggest that entering students need to be adequately informed about changing career options in…

Factors Influencing the First-Year Persistence of First Generation College Students.

ERIC Educational Resources Information Center

Duggan, Michael

The factors that influence the first-year persistence of first generation college students at four-year institutions were studied using data from the Beginning Postsecondary Students (BPS) database. The BPS is a longitudinal study of first-time students in the 1995 National Postsecondary Student Aid Study. First generation students are those whose…

What Could Critical Mathematics Education Mean for Different Groups of Students?

ERIC Educational Resources Information Center

Skovsmose, Ole

2016-01-01

In this article I consider what critical mathematics education could mean for different groups of students. Much discussion and research has addressed students at social risk. My point, however, is that critical mathematics education concerns other groups as well: for example, students in comfortable positions, blind students, elderly students,…

To Engage Students, Give Them Meaningful Choices in the Classroom

ERIC Educational Resources Information Center

Parker, Frieda; Novak, Jodie; Bartell, Tonya

2017-01-01

Providing students with choice can be a powerful means of supporting student engagement. However, not all choice opportunities lead to improved student engagement. Teachers can increase the likelihood that students will value choice by analyzing how students associate feelings of autonomy, competence, and relatedness with the choice provided them.…

How Much Do Medical Students Know about Physical Income?

ERIC Educational Resources Information Center

Nicholson, Sean

2005-01-01

A comparative study of medical students who estimated physicians' income during their first and fourth years of study throws up interesting results. The medical students typically overestimated physician income by 25% on an average, with differences marked by age, women, older students, students with high MCAT scores. Final year students'…

The Evolution of Student Identity: A Case of Caveat Emptor

ERIC Educational Resources Information Center

Martin, Linda; Spolander, Gary; Ali, Imran; Maas, Beulah

2014-01-01

Engaging students has been seen as the key to promoting their achievement in higher education institutions. However, there is an important stage prior to this: the development of a positive student identity which influences students' motivation to engage. As the student body has evolved from full-time, on-campus students entering university…

Student Life in the New Millennium: Empowering Education for Deaf Students. Sharing Ideas.

ERIC Educational Resources Information Center

Jankowski, Katherine A.

This paper focuses on goal-directed student life programming (all programming of activities occurring outside of regular school hours) for residential and day students. First, the need for change in student life programming is documented, noting discrepancies between what employers need and students' skills. The importance of establishing desired…

Students' Perceptions about Evaluation and Assessment in Higher Education: A Review

ERIC Educational Resources Information Center

Struyven, Katrien; Dochy, Filip; Janssens, Steven

2005-01-01

In educational contexts, understanding the student's learning must take account of the student's construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student's perception of evaluation and assessment. Students' study behaviour is not only determined by the examination…

Double-Loop Learning and the Global Business Student

ERIC Educational Resources Information Center

Freeman, Ina; Knight, Peter

2011-01-01

In preparing students for employment in commerce, the student needs to be aware of many aspects not necessarily included in business programs. In recognizing students often have no or limited exposure to foreign environments, the authors developed an electronic exchange between students in Canada and Kazakhstan. In this exchange, students not only…

Student Life Balance: Myth or Reality?

ERIC Educational Resources Information Center

Doble, Niharika; Supriya, M. V.

2011-01-01

Purpose: Student life stress, student family conflict and student life balance are issues that are scarcely researched. This paper aims to develop a scale for assessing the concept of student life balance. Design/methodology/approach: The study evaluated a 54-item scale for assessing the construct. The data are obtained from 612 Indian students.…

College Access and Success for Students Experiencing Homelessness: A Toolkit for Educators and Service Providers

ERIC Educational Resources Information Center

Dukes, Christina

2013-01-01

This toolkit serves as a comprehensive resource on the issue of higher education access and success for homeless students, including information on understanding homeless students, assisting homeless students in choosing a school, helping homeless students pay for application-related expenses, assisting homeless students in finding financial aid…

The Effects on Students' Emotional and Behavioural Difficulties of Teacher-Student Interactions, Students' Social Skills and Classroom Context

ERIC Educational Resources Information Center

Poulou, Maria

2014-01-01

Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework for interpreting students' emotional and behavioural difficulties in classrooms, by taking into consideration teacher-student interactions, students' social…

Student Global Mobility: An Analysis of International STEM Student Brain Drain

ERIC Educational Resources Information Center

Gesing, Margaret E.

2017-01-01

This study seeks to understand global mobility patterns of international graduate STEM students studying in the United States. Using data from the NSF Graduate Students in Science Survey (GSSS), this study investigates the political, economic, and social factors affecting students' intent to stay or go, identifying differences based on students'…

Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

ERIC Educational Resources Information Center

Madland, Colin; Richards, Griff

2016-01-01

The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be…

Course Completion and Attainment in Disabled Students Taking Courses with the Open University UK

ERIC Educational Resources Information Center

Richardson, John T. E.

2010-01-01

This investigation compared outcomes in disabled and non-disabled students taking courses by distance learning with the Open University UK in 2003. Students with mental health difficulties showed poorer course completion than non-disabled students. Students with restricted mobility and students with other disabilities showed lower pass rates than…

Geographic Origins of Students, Fall 1989. Volume II.

ERIC Educational Resources Information Center

State Univ. of New York, Albany. Central Staff Office of Institutional Research.

The results of the annual survey of the geographic origins, or permanent residence, of students attending institutions of the State University of New York (SUNY) during the fall 1989 term are presented in three volumes. Student data elements in the report include student level, student load, student history (first-time/transfer), and permanent…

Linking Study Behaviors and Student Culture to Academic Success among Hispanic Students

ERIC Educational Resources Information Center

Bliss, Leonard R.; Sandiford, Janice R.

2004-01-01

Hispanic students are less likely to persist at community colleges than white students. The study reported in this article suggests that students with appropriate study behaviors are more likely to persist. The study investigated the study behaviors of Spanish-speaking Hispanic students at one Hispanic-serving community college using the…

It's Who I Am: Student Identity Centrality and College Student Success

ERIC Educational Resources Information Center

Bowman, Nicholas A.; Felix, Vivienne

2017-01-01

Despite considerable research on student retention and persistence, college graduation rates remain modest. This article proposes the concept of student identity centrality, which is defined as the extent to which being a student is important to one's self-image or identity. This study found student identity centrality was positively related to…

Reservation and Off-Reservation Parent, Teacher and Student Perceptions of Student Rights.

ERIC Educational Resources Information Center

Oaster, Thomas R. F.

Past research has assumed that differences between parents and school officials on the topic of discipline are to be expected. Previous student rights research has also tended to focus on student reactions. To explore differences among students', teachers' and parents' perceptions of student rights, three studies were conducted. The first included…

After-School Programs for Bilingual Students: Preservice Teachers' Perspectives and Students' Achievement

ERIC Educational Resources Information Center

Falk-Ross, Francine; Dealy, Ann; Porcelli, Justinna; Hammond, Jonna; Evans, Brian

2017-01-01

We studied the process and products of developing effective tutoring programs to support Tier 2 bilingual students with a focus on teachers' perspectives and students' achievement to assess and teach students based on need. With the understanding that young students require individual attention to resolve specific misunderstandings, optimally…

Changes in Student Teachers' Intention to Teach during Student Teaching

ERIC Educational Resources Information Center

Roberts, T. Grady; Greiman, Bradley C.; Murphy, T. H.; Ricketts, John C.; Harlin, Julie F.; Briers, Gary E.

2009-01-01

Over the course of the student teaching experience, a student teacher's intention to teach can increase, decrease, or remain the same. The purpose of this study was to explore differences in student teachers that were representative of each category. Teaching intention of 103 student teachers at four universities in 2005-2006 exhibited little…

A Brief Review of Effective Teaching Practices That Maximize Student Engagement

ERIC Educational Resources Information Center

Harbour, Kristin E.; Evanovich, Lauren L.; Sweigart, Chris A.; Hughes, Lindsay E.

2015-01-01

What teachers do and how students perform intersect, making teachers a critical factor for determining student success. When teachers use effective practices, they maximize the probability that students will be actively engaged in instruction. Student engagement is one of the most well-established predictors of achievement; when students are more…

Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange Students

ERIC Educational Resources Information Center

Sakurauchi, Yoko Hwang

2014-01-01

Global student mobility has become a dynamic force in American higher education. Integrating international students into diverse campus environments provides domestic as well as foreign students with enriched learning opportunities. However, a diverse campus climate itself will not make college students interculturally competent. Intentional…

eTeacher: Providing Personalized Assistance to E-Learning Students

ERIC Educational Resources Information Center

Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

2008-01-01

In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

Collective Student Trust: A Social Resource for Urban Elementary Students

ERIC Educational Resources Information Center

Adams, Curt M.

2014-01-01

Purpose: The purpose of this study was to determine if collective student trust functions as a resource for urban elementary students. Methods: Data from 1,646 students nested in 56 elementary schools in an urban school district were used to test the hypothesized effect of collective student trust on school identification, self-regulated…

At Issue: The Relationship between Student Loans and Low-Income Students' Baccalaureate Attainment: A Literature Review

ERIC Educational Resources Information Center

Yu, Hongwei

2014-01-01

The study conducts a review on the linkage between student loans and low-income students' baccalaureate degree achievement. Specifically, this study synthesizes literature on low-income students' borrowing patterns, low-income students' baccalaureate degree achievement, as well as the relationship between these two topics. Future research should…

Student Assessment of Teaching Effectiveness in a Multi-Instructor Course for Multidisciplinary Health Professional Students.

ERIC Educational Resources Information Center

Palchik, Nancy S.; And Others

1988-01-01

A professional program's influence on student ratings of instruction was examined over 3 years of a multi-instructor anatomy course for nursing, dental hygiene, pharmacy, and physical education students (N=743). The students were relatively consistent in their differential evaluations of instructors and instruction. Student achievement and…

Hold on Tight or Let Go: Exploring the Parental Role in First-Year Students' College Adjustment

ERIC Educational Resources Information Center

Sax, Linda J.; Weintraub, Dayna S.

2016-01-01

Using a sample of 995 students living in residential housing at a selective, public research university, this study examined the relationship between student-parent interactions and adjustment to college and investigated differences between student-mother interactions and student-father interactions. Results indicate that students are generally…

Student and Tutor Variables Related to Student Progress in a Reading Tutorial Program.

ERIC Educational Resources Information Center

Willey, Diane L.

This study was conducted to identify student and tutor variables related to student progress in a structured summer reading tutorial program. High school and college students and adults tutored individually 121 elementary and junior high school students for six weeks. Criterion variables were number of tutoring books completed, residual gain…

Reflections of Social Change. Minnesota Student Survey 1989-1992.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

The Minnesota Student Survey was first administered in 1989 to students in grades 6, 9, and 12, when approximately 90,000 students completed the survey. The survey was administered to approximately 131,000 students in 1992. A comparison of the two administrations revealed that the adolescent student population had changed little between 1989 and…

Voices from the Voiceless: Iranian EFL Students' Attitudes toward English

ERIC Educational Resources Information Center

Ghavamnia, Maedeh; Ketabi, Saeed

2015-01-01

Some recent research has focused on the students' silence and inviting more student voice. This paper investigated the reasons behind Iranian undergraduate students' silence in English classes and stepped further to give voice to those students' attitudes toward English with the belief that inviting and including student voice could improve the…

Preview-View-Review: Increasing Academic Access for Students with Intellectual Disabilities Who Are English Learners

ERIC Educational Resources Information Center

Williamson, Dolores Marie

2017-01-01

Recent changes to federal education laws for students with and without disabilities have kindled an increased interest in implementing evidence-based practices for teaching academic skills to all students, including students with severe disabilities and students learning English. Teaching students with significant disabilities who are learning…

Effects of Students' Prior Knowledge on Scientific Reasoning in Density.

ERIC Educational Resources Information Center

Yang, Il-Ho; Kwon, Yong-Ju; Kim, Young-Shin; Jang, Myoung-Duk; Jeong, Jin-Woo; Park, Kuk-Tae

2002-01-01

Investigates the effects of students' prior knowledge on the scientific reasoning processes of performing the task of controlling variables with computer simulation and identifies a number of problems that students encounter in scientific discovery. Involves (n=27) 5th grade students and (n=33) 7th grade students. Indicates that students' prior…

Johnson County Community College Fall 2001 New Student Survey.

ERIC Educational Resources Information Center

Weglarz, Shirley G.

This survey of new Johnson County Community College (JCCC) (Kansas) students was conducted in fall 2001 to determine new students' educational objectives, and what factors influenced new students' decisions to attend JCCC. Questions were also asked about the JCCC Student Success Center and new students' preferences for various media to provide…

Student Growth from Service-Learning: A Comparison of First-Generation and Non-First-Generation College Students

ERIC Educational Resources Information Center

Pelco, Lynn E.; Ball, Christopher T.; Lockeman, Kelly S.

2014-01-01

The effect of service-learning courses on student growth was compared for 321 first-generation and 782 non-first-generation undergraduate students at a large urban university. Student growth encompassed both academic and professional skill development. The majority of students reported significant academic and professional development after…

Relationship between Teacher-Student Rapport and High-Stakes Testing Performance in Science

ERIC Educational Resources Information Center

Kimbro, Nathan Shawn

2017-01-01

The purpose of this predictive correlational study was to determine if a predictive relationship existed between teacher-student rapport, as perceived by students, and biology achievement scores. The Teacher-Student Likert Scale Questionnaire was used to measure students' perceptions of rapport with their science instructor. Students' scores on…

Student Response (Clicker) Systems: Preferences of Biomedical Physiology Students in Asian Classes

ERIC Educational Resources Information Center

Hwang, Isabel; Wong, Kevin; Lam, Shun Leung; Lam, Paul

2015-01-01

Student response systems (commonly called "clickers") are valuable tools for engaging students in classroom interactions. In this study, we investigated the use of two types of response systems (a traditional clicker and a mobile device) by students in human physiology courses. Our results showed high student satisfaction with the use of…

Emerging Technologies as a Form of Student Engagement for Nontraditional California Community College Students

ERIC Educational Resources Information Center

Ogilvie, Gina M.

2011-01-01

Technology usage is increasing important for community college students, but whether nontraditional students differ from traditional students in technology usage and support was unclear. Further, it was not known whether Nontraditional and Traditional community college students feel equally connected to the college when using social networking…

Using Student Perceptions of Teacher Behavior to Predict Student Outcomes.

ERIC Educational Resources Information Center

Brattesani, Karen; And Others

The ways in which students' perceptions of teacher behavior in the elementary school classroom clarifies the relationships among teacher expectations, student expectations, and student achievement are examined. Subjects in two data sets consisted of 234 grade 4-6 students from 16 classrooms in an urban, ethnically mixed school district, and 101…

Implementing the Flipped Classroom: An Exploration of Study Behaviour and Student Performance

ERIC Educational Resources Information Center

Boevé, Anja J.; Meijer, Rob R.; Bosker, Roel J.; Vugteveen, Jorien; Hoekstra, Rink; Albers, Casper J.

2017-01-01

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students' study behaviour throughout a flipped course…

The Uses of Student Market Segmentation Techniques in College Recruitment. AIR Forum Paper 1978.

ERIC Educational Resources Information Center

Spiro, Louis M.

Student market segmentation separates prospective college students into subgroups with similar characteristics, the most commonly used being geography, demography, attitudes, and behavior. Recruitment efforts can then focus on student segments similar to the present student body or on other students that might be attracted. The goal is to make…

A Correspondence Analysis of Child-Care Students' and Medical Students' Knowledge about Teaching and Learning

ERIC Educational Resources Information Center

Askell-Williams, Helen; Lawson, Michael J.

2004-01-01

This paper describes the application of correspondence analysis to transcripts gathered from focussed interviews about teaching and learning held with a small sample of child-care students, medical students and the students' teachers. Seven dimensions emerged from the analysis, suggesting that the knowledge that underlies students' learning…

American Student Attitudes toward Foreign Students before and during an International Crisis.

ERIC Educational Resources Information Center

Matross, Ronald; And Others

1982-01-01

Surveyed domestic students' attitudes toward foreign students before and after the seizure of the U.S. hostages in Iran. Results showed most students did not change their attitudes toward foreign students, but did show increased support for funding international exchange programs. Attitudes were related to demographic characteristics and political…

A Partnership Approach to Improving Student Attitudes about Sharks and Scientists

ERIC Educational Resources Information Center

Duncan Seraphin, Kanesa

2010-01-01

This article describes the methods and impact of a student-teacher-scientist research partnership on student attitudes. The partnership objective was to teach students about the diverse roles of sharks in the marine environment while personally connecting students with scientific study. Students (N = 229) participated in lessons about shark…

A Report on the Survey of Foreign Students.

ERIC Educational Resources Information Center

Otto, David

The University of Alberta conducted this survey of foreign students to determine (1) the need for an International Center; (2) the kinds of academic experiences foreign students have; (3) the students' perception of the Foreign Student Office; and (4) how foreign students adjusted to life in Canada and at the University of Alberta. The group…

Consumer Mathematics. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS).

ERIC Educational Resources Information Center

Walford, Sylvia B.; Thomas, Portia R.

This teacher's guide and student guide are designed to accompany a consumer mathematics textbook that contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials are designed to help these students succeed in regular education content…

Student Satisfaction with International Student Support Services at a Mid-Atlantic University

ERIC Educational Resources Information Center

Yobol, Jean Paul

2014-01-01

This study investigated the level of satisfaction that international students experienced with student support services at a liberal arts University in the North East. The University's International Students Services Office (ISSO) is the sole point of contact for students studying under an F1 VISA. Services offered range from government…

Disparities in American Graduate Students' Tendency to Borrow: "Race, Family Background, and Major"

ERIC Educational Resources Information Center

Niu, Lian

2016-01-01

This study uses National Postsecondary Student Aid Study of 2012 data to examine disparities in graduate students' borrowing tendency. Results show Black and Hispanic students, students in education, humanities, and social sciences, and students of parents with lower education level are more likely to borrow for graduate education, even after…

School-Based Health Centers + School Nurses = Student Success

ERIC Educational Resources Information Center

National Assembly on School-Based Health Care, 2010

2010-01-01

School-based health centers (SBHCs) and school nurses know that healthy students learn better. They share an important mission: providing preventive care for all students they serve, with the goal of keeping students in class learning. They both: (1) Educate students and families about healthy behaviors and nutrition; (2) Enroll students and…

A Conceptual and Measurement Model of Student-Teacher Classroom Social Capital: An Exploration of Relationships

ERIC Educational Resources Information Center

Trahan, MayBelle N.

2013-01-01

Classroom social capital utilizing constructs of student-teacher relationships were examined while focusing on their impact on student self-efficacy. The lack of positive student-teacher relationships may cause students to experience a disconnection within in the middle school classroom. Once this disconnection occurs, students may become…

Teachers Creating Safe School Environments: Prevention of Elementary Student-to-Student Bullying

ERIC Educational Resources Information Center

Gant Bradley, Heather

2014-01-01

Student-to-student bullying is still a current issue within elementary schools nationwide. Educators are often unaware, improperly trained and/or unwilling to help in student bullying incidences. Without training or willingness, teachers often are driven into silence and inaction, effectively putting the wellbeing of students at risk. The present…

Teaching White Privilege to White Students Can Mean Saying Good-Bye to Positive Student Evaluations

ERIC Educational Resources Information Center

Boatright-Horowitz, Su L.; Soeung, Sojattra

2009-01-01

This article discusses the negative impact that teaching antiracism can have on teaching careers when students evaluate their efforts and abilities. The published literature abounds with anecdotes about negative student reactions to antiracism teaching, particularly when it involves teaching White students about White privilege. Students often…

New Postgraduate Student Experience and Engagement in Human Communication Studies

ERIC Educational Resources Information Center

Steele, Godfrey A.

2015-01-01

New postgraduate students' feedback on their learning offers insights into engagement. Student feedback to students and teachers can contribute to teacher feedback to students. When this happens, students can feel engaged or connected to their learning experiences. Adopting a more inclusive notion of feedback on learning, this paper explores the…

Examining How Students with Diverse Abilities Use Diagrams to Solve Mathematics Word Problems

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa

2013-01-01

This study examined students' understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 ("N" = 95) participated. Students were presented with novel mathematical word problem-solving…

Changing How We Think about Advising Online Students: One-Stop Student Service Advising Model

ERIC Educational Resources Information Center

Simpson, Rich

2018-01-01

Servicing online degree-seeking students using a one-stop student service advising model that is both individualized and relevant contributes significantly to students' positive experience with the university and supports overall student success. Through its development of a new advising dimension, the Division of Online and Professional Studies…

Understanding the Academic Struggles of Community College Student Athletes

ERIC Educational Resources Information Center

Demas, Jason

2017-01-01

When students begin their education at community colleges, they may face more obstacles to obtaining their college education than students starting in four-year institutions. Research has shown the importance of academic and student services in the support of student athletes, that community college student athletes are often at academic risk, and…

Do Online Students Exhibit Different Learning Styles

ERIC Educational Resources Information Center

Hausler, Joel; Sanders, John W.; Young, Barbara

2007-01-01

We examined the relationship between learning styles and student type. This research seeks to examine if online students exhibit different learning styles from onsite students; and, if so, what accommodations relating to learning style differences may be made for online students? Students (N = 80) were asked to complete an online survey in order…

Teacher Feedback and Student Academic Achievement: Teacher Use of Student Information Systems

ERIC Educational Resources Information Center

Bishop, Daniel J.

2013-01-01

In an era of professional standards for educators and teacher evaluations linked to measures of student achievement, researchers use data from student information systems to address research questions linking teacher feedback to student achievement. A quantitative study of teacher use of the Skyward student information system (SIS) was conducted…

Why Peer Mentoring is an Effective Approach for Promoting College Student Success

ERIC Educational Resources Information Center

Collier, Peter J.

2017-01-01

Both hierarchical (e.g. student-faculty member or student-adviser) and peer (e.g. student-student) mentoring are recognized as best-practice strategies for promoting college student success. Formal mentoring programs utilizing both approaches can be found on many campuses. In the current institutional context of scarce or stagnant resources,…

Student Perceptions of Assessment and Student Self-Efficacy in Competence-Based Education

ERIC Educational Resources Information Center

van Dinther, Mart; Dochy, Filip; Segers, Mien; Braeken, Johan

2014-01-01

The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student…

Lecture Absenteeism among Students in Higher Education: A Valuable Route to Understanding Student Motivation

ERIC Educational Resources Information Center

Moore, Sarah; Armstrong, Claire; Pearson, Jill

2008-01-01

The reasons associated with lecture absenteeism among student groups could shed significant light on student motivation levels and orientations in university settings. Paying attention to the rationales for lecture absence provided by students themselves could also help institutions to diagnose levels of student engagement and respond in…

Physical Science. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS).

ERIC Educational Resources Information Center

Danner, Greg, Ed.; Fresen, Sue, Ed.

This teacher's guide and student guide unit contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials are designed to help these students succeed in regular education content courses and include simplified text and smaller units of…

42 CFR 57.306 - Eligibility and selection of nursing student loan applicants.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Eligibility and selection of nursing student loan... STUDENT LOANS Nursing Student Loans § 57.306 Eligibility and selection of nursing student loan applicants. (a) Determination of eligibility. (1) Applicants are eligible for consideration for a nursing student...

42 CFR 57.309 - Payment of nursing student loans.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Payment of nursing student loans. 57.309 Section 57... CONSTRUCTION OF TEACHING FACILITIES, EDUCATIONAL IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.309 Payment of nursing student loans. (a) Nursing student loans from any fund may be paid to...

42 CFR 57.309 - Payment of nursing student loans.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Payment of nursing student loans. 57.309 Section 57... CONSTRUCTION OF TEACHING FACILITIES, EDUCATIONAL IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.309 Payment of nursing student loans. (a) Nursing student loans from any fund may be paid to...

42 CFR 57.306 - Eligibility and selection of nursing student loan applicants.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Eligibility and selection of nursing student loan... STUDENT LOANS Nursing Student Loans § 57.306 Eligibility and selection of nursing student loan applicants. (a) Determination of eligibility. (1) Applicants are eligible for consideration for a nursing student...

42 CFR 57.306 - Eligibility and selection of nursing student loan applicants.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Eligibility and selection of nursing student loan... STUDENT LOANS Nursing Student Loans § 57.306 Eligibility and selection of nursing student loan applicants. (a) Determination of eligibility. (1) Applicants are eligible for consideration for a nursing student...

42 CFR 57.309 - Payment of nursing student loans.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Payment of nursing student loans. 57.309 Section 57... CONSTRUCTION OF TEACHING FACILITIES, EDUCATIONAL IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.309 Payment of nursing student loans. (a) Nursing student loans from any fund may be paid to...

42 CFR 57.306 - Eligibility and selection of nursing student loan applicants.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Eligibility and selection of nursing student loan... STUDENT LOANS Nursing Student Loans § 57.306 Eligibility and selection of nursing student loan applicants. (a) Determination of eligibility. (1) Applicants are eligible for consideration for a nursing student...

42 CFR 57.309 - Payment of nursing student loans.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Payment of nursing student loans. 57.309 Section 57... CONSTRUCTION OF TEACHING FACILITIES, EDUCATIONAL IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.309 Payment of nursing student loans. (a) Nursing student loans from any fund may be paid to...

42 CFR 57.306 - Eligibility and selection of nursing student loan applicants.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Eligibility and selection of nursing student loan... STUDENT LOANS Nursing Student Loans § 57.306 Eligibility and selection of nursing student loan applicants. (a) Determination of eligibility. (1) Applicants are eligible for consideration for a nursing student...

42 CFR 57.309 - Payment of nursing student loans.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Payment of nursing student loans. 57.309 Section 57... CONSTRUCTION OF TEACHING FACILITIES, EDUCATIONAL IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.309 Payment of nursing student loans. (a) Nursing student loans from any fund may be paid to...

78 FR 36211 - Extension of Employment Authorization for Syrian F-1 Nonimmigrant Students Experiencing Severe...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-17

... graduate students, as well as elementary school, middle school, and high school students. The notice, however, applies differently to elementary school, middle school, and high school students (see the... school, and high school students in F-1 status?''). F-1 students covered by this notice who transfer to...

The Evolution of Student Services in the UK

ERIC Educational Resources Information Center

Morgan, Michelle

2012-01-01

There is limited literature that looks at the evolution of student services in the UK and their effectiveness in providing student support. Student support is broadly defined as all services that support students to learn. Academic and non-academic support are essential mechanisms in providing holistic student support. In this article, the author…

Improving Student Learning: A Strategic Planning Framework for an Integrated Student Information System in Charlotte-Mecklenburg Schools

ERIC Educational Resources Information Center

Ngoma, Sylvester

2010-01-01

There is growing recognition that an electronic Student Information System (SIS) affects student learning. Given the strategic importance of SIS in supporting school administration and enhancing student performance, school districts are increasingly interested in acquiring the most effective and efficient Student Information Systems for their…

What Do Postgraduate Students Think about Special Education?

ERIC Educational Resources Information Center

Ozcan, Deniz; Gur, Pelin

2016-01-01

The aim of this study was to determine the opinions of students receiving postgraduate education in special education area about special education. 35 students receiving postgraduate education at Near East University participated in this research. 8 of these students were doctorate student, and 27 of them were master student. This research was…

The Effect of Faculty Self-Promotion on Student Evaluations of Teaching

ERIC Educational Resources Information Center

Farreras, Ingrid G.; Boyle, Robert W.

2012-01-01

This study investigated the effect that varying degrees of faculty self-promotion had on 322 student evaluations. As high student evaluations are correlated with greater student learning, it is imperative that we assess how faculty's presentation style is perceived by students so as to enhance instruction and therefore student learning. Students…

Investigating Middle School Students' Perceptions of Their Learning Environments through Drawings

ERIC Educational Resources Information Center

McHatton, Patricia Alvarez; Shaunessy-Dedrick, Elizabeth; Farmer, Jennie L.; Ray, Sharon N. E.; Bessette, Harriet J.

2014-01-01

The purpose of this study was to explore through student drawings and corresponding narratives, middle grades students' perceptions of their learning environment, which we defined to include pedagogy, interactions (teacher-student and student-student), and climate, and how these may differ based on service delivery model (i.e., gifted, special…

Career and Technical Education (CTE) Student Success in Community Colleges: A Conceptual Model

ERIC Educational Resources Information Center

Hirschy, Amy S.; Bremer, Christine D.; Castellano, Marisa

2011-01-01

Career and technical education (CTE) students pursuing occupational associate's degrees or certificates differ from students seeking academic majors at 2-year institutions in several ways. This article examines several theoretical models of student persistence and offers a conceptual model of student success focused on CTE students in community…

Exploring Student Engagement in STEM Education: An Examination of STEM Schools, STEM Programs, and Traditional Schools

ERIC Educational Resources Information Center

Franco, M. Suzanne; Patel, Nimisha H.

2017-01-01

High school students' perceptions and experiences regarding student engagement were investigated using 32 focus group sessions across 4 different types of STEM education settings in 2 metropolitan areas in the Midwest. Students' understandings and experiences related to student engagement were reflected via 5 categories: students' thinking of…

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

ERIC Educational Resources Information Center

Nelson, Gena; Powell, Sarah R.

2018-01-01

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

Student Background Factors Influencing Student Achievement in Serbia

ERIC Educational Resources Information Center

Teodorovic, Jelena

2012-01-01

This paper describes student-level findings of the first large-scale comprehensive school effectiveness study of the primary education in Serbia. Twenty-five student-level variables were examined in a three-level HLM model using a study sample of almost 5000 students, over 250 classrooms and over 100 schools. Differences between the students were…

Master's Student Life: The Balance between Student and Professional

ERIC Educational Resources Information Center

Grube, Sean A.; Cedarholm, Katie; Jones, Camilla; Dunn, Merrily

2005-01-01

This manuscript explores the concept of balance for master's students enrolled in student affairs preparation programs in the Southeast and Midwest. It provides research on the ways balance is restricted for master's students who are employed in a student affairs setting while also enrolled in preparation programs, and it investigates themes which…

The nature and extent of college student hazing.

PubMed

Allan, Elizabeth J; Madden, Mary

2012-01-01

This study explored the nature and extent of college student hazing in the USA. Hazing, a form of interpersonal violence, can jeopardize the health and safety of students. Using a web-based survey, data were collected from 11,482 undergraduate students, aged 18-25 years, who attended one of 53 colleges and universities. Additionally, researchers interviewed 300 students and staff at 18 of the campuses. Results reveal hazing among USA college students is widespread and involves a range of student organizations and athletic teams. Alcohol consumption, humiliation, isolation, sleep-deprivation and sex acts are hazing practices common across student groups. Furthermore, there is a large gap between the number of students who report experience with hazing behaviors and those that label their experience as hazing. To date, hazing prevention efforts in post-secondary education have focused largely on students in fraternities/sororities and intercollegiate athletes. Findings from this study can inform development of more comprehensive and research-based hazing prevention efforts that target a wider range of student groups. Further, data can serve as a baseline from which to measure changes in college student hazing over time.

Do law students stand apart from other university students in their quest for mental health: A comparative study on wellbeing and associated behaviours in law and psychology students.

PubMed

Skead, Natalie K; Rogers, Shane L

2015-01-01

We are not producing a product, but a well-balanced person.(1) It is well-documented that law students experience higher levels of psychological distress than members of the general population and university students in other professional disciplines. In 2014, we published our findings on an empirical study identifying the correlations between law student wellbeing and student behaviour both at and away from law school. The results of the study informed the development of an evidence-based 'behavioural toolkit' to assist law students and law schools in making informed choices and decisions that promote and even improve the mental health of students. The study we undertook was not, however, limited to law students. It extended to collecting quantitative data on psychological distress and associated behaviours in psychology students. This article reports on the comparative findings of the study and provides a comparative basis for understanding the contextual influences on the wellbeing of law students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Development of laparoscopic skills in Medical students naive to surgical training

PubMed Central

Cavalini, Worens Luiz Pereira; Claus, Christiano Marlo Paggi; Dimbarre, Daniellson; Cury, Antonio Moris; Bonin, Eduardo Aimoré; Loureiro, Marcelo de Paula; Salvalaggio, Paolo

2014-01-01

Objective To assess the acquisition of basic laparoscopic skills of Medical students trained on a surgical simulator. Methods First- and second-year Medical students participated on a laparoscopic training program on simulators. None of the students had previous classes of surgical technique, exposure to surgical practice nor training prior to the enrollment in to the study. Students´ time were collected before and after the 150-minute training. Skill acquisition was measured comparing time and scores of students and senior instructors of laparoscopic surgery Results Sixty-eight students participated of the study, with a mean age of 20.4 years, with a predominance of first-year students (62%). All students improved performance in score and time, after training (p<0,001). Score improvement in the exercises ranged from 294.1 to 823%. Univariate and multivariate analyses identified that second-year Medical students have achieved higher performance after training. Conclusions Medical students who had never been exposed to surgical techniques can acquire basic laparoscopic skills after training in simulators. Second-year undergraduates had better performance than first-year students. PMID:25628198

Student Response Systems and Learning: Perceptions of the Student.

PubMed

Benson, Jeryl D; Szucs, Kimberly A; Taylor, Meredith

2016-10-01

To assess student perception of learning and use of a student response system (SRS) as a teaching/learning strategy. Survey methods were used to explore student perceptions of learning and use of student response systems as a pedagogical strategy. Fifty-nine graduate students participated in the survey post completion of two graduate intervention courses. Overall, there was a positive response to the use of SRS's in the classroom. All of the students (100%) recommended the continued use of the clickers for various reasons. The primary benefit reported by students related to providing immediate feedback, the opportunity to manipulate and revisit the content, and the ability to check for understanding within a class session. Students recommended the continued use of the SRS in classes to support acquisition of content and exam preparation. The student reported technology difficulties as the only the negative to SRS use in the classroom. Instructor perception was that the addition of the SRS devices added a new way to interact with the students. Suggestions for incorporating the use of a SRS devices into classroom instruction are offered.

Student-involved demonstration approach to teach the physiology of vestibular apparatus for undergraduate medical students.

PubMed

Narayanan, Sareesh Naduvil; Kumar, Raju Suresh; Nayak, Satheesha

2011-01-01

It is quite difficult to teach complex topics like the physiology of vestibular apparatus to undergraduate students. Understanding the orientation and mode of stimulation of receptors in vestibular apparatus is also quite challenging for the students. As faculty we attempt to use innovative methods to teach physiology and enhance student learning. This article describes a simple and innovative method (student-involved demonstration approach, or SID) to teach the physiology of the vestibular apparatus to the undergraduate medical students. The current study describes a protocol where students engage in role-play sessions in the middle of the regular didactic lectures. Effectiveness of the sessions was later evaluated by using a questionnaire and by comparing the pre-SID and post-SID test results of the students. The posttest score of the students was significantly higher than the pretest score, and this indicates the usefulness of SID sessions on enhancing the student learning in the class. Students also found this method very interesting and useful in better understanding the physiology of the vestibular apparatus.

Health Science Students and Their Learning Environment: A Comparison of Perceptions of On-Site, Remote-Site, and Traditional Classroom Students

PubMed Central

Elison-Bowers, P.; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather

2008-01-01

This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself. PMID:18311326

A comparison of students' self-assessments with faculty evaluations of their communication skills.

PubMed

Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

University science students' knowledge of fats.

PubMed

Mazier, M J Patricia; McLeod, Sheena L

2007-01-01

Students entering university often lack knowledge about fats; whether students gain such information during four years at university is unclear. Students' knowledge of fat in the first and fourth years was measured and compared. The effect of a nutrition course on knowledge was also examined. A total of 215 science students at a small undergraduate university completed a 15-item, closed-ended questionnaire concerning knowledge of fats in the diet. Fourth-year science students have greater nutrition knowledge of fats than do first-year science students (p<0.005). Given that the majority of first-year students reside on campus and the majority of fourth-year students reside off campus, the purchasing of food and preparation of meals may explain the senior students' greater knowledge of fat. Students who have taken a nutrition course know more about fats than do those who have not (p<0.001). Taking even one course in nutrition greatly increases nutrition knowledge. Universities could encourage undergraduate students to take a basic nutrition course, which should emphasize the identification and understanding of different types of dietary fats.

Problem representation and mathematical problem solving of students of varying math ability.

PubMed

Krawec, Jennifer L

2014-01-01

The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

Combining Active Learning with Service Learning: A Student-Driven Demonstration Project.

ERIC Educational Resources Information Center

Hatcher-Skeers, Mary; Aragon, Ellen

2002-01-01

Describes a project that integrates active learning into service learning targeting both college students and middle schools students wherein college students perform chemical demonstrations for middle school students. (YDS)

Analysis of 2011 physician assistant education debt load.

PubMed

Moore, Miranda A; Coffman, Megan; Cawley, James F; Crowley, Diana; Miller, Anthony; Klink, Kathleen

2017-03-01

This study seeks to investigate how physician assistants (PAs) finance their education and to characterize the educational debt of PA students. Data from the 2011 American Academy of PAs (AAPA)-Physician Assistant Education Association Graduating Student Survey were used to explore the educational debt of PA students. The median total educational debt of a PA student graduating in 2011 was $80,000. Little financial assistance, other than student loans, is available to PA students. Eighty-five percent of PA students report owing some PA education debt amount, with 23% owing at least $100,000. This study provides a baseline look at PA student debt loads as a starting point for more detailed and robust research into new graduate specialty choices and PA career migration into other specialties. Further research is needed to explore the effect of student debt on students' specialty choices.

U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

PubMed

Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

2014-04-01

The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.

Student victimization by teachers in Taiwan: prevalence and associations.

PubMed

Chen, Ji-Kang; Wei, Hsi-Sheng

2011-05-01

This paper reports on the prevalence of student victimization by teachers in junior high schools in a Chinese cultural context (Taiwan) and examines how student demographic variables (gender, grade level, and family socioeconomic status) and school social experiences (student-teacher relationships and involvement with at-risk peers) are associated with such victimization. Data were obtained from a large-scale random sample of 1,376 junior-high students (grades 7-9) in the city of Taichung, Taiwan. Students were given an anonymous structured questionnaire, including items regarding basic demographics and school social experiences. Overall, 26.9% of students reported having been maltreated by teachers at least 1 time in the previous semester. Hitting, beating, or slapping was the most common maltreatment, and the most vulnerable students were boys and senior students. Students who perceived that student-teacher relationships were poor, and those who were involved with at-risk peers, were more likely to report victimization. Although there are clear guidelines and regulations prohibiting teacher aggression against students, Taiwanese students are still exposed to high levels of maltreatment. The findings provide empirical evidence to support school social workers and policymakers in taking immediate action to educate politicians, the general public, and the media about the severity of student victimization by teachers as well as to build up mechanisms to supervise the government's enforcement of regulation. These findings clearly imply that promoting positive social experiences for students is crucial for successful intervention. Copyright © 2011 Elsevier Ltd. All rights reserved.

Empathy in health professional students: A comparative cross-sectional study.

PubMed

Petrucci, Cristina; La Cerra, Carmen; Aloisio, Federica; Montanari, Paola; Lancia, Loreto

2016-06-01

It has been shown that empathy strengthens the relationship between patients and health professionals and also improves patient and health professional satisfaction, which helps promote the best clinical outcomes. Empathy is considered an essential prerequisite for a nurse to effectively care for a patient and for a holistic understanding of a patient's perspective in a student population. The main aim was to compare empathy levels between health professional students attending different university courses. A comparative study with a cross-sectional approach was conducted in two successive academic year cohorts of 1st year health professional students at a public Italian university. A sample of 1st year health professional students at a public Italian university was investigated using the Jefferson Scale of Empathy Health Professional Students version (JSE-HPS). Overall, 502 health professional students were included in the study. The students in nursing showed significantly higher empathy levels than the students in other health professions. Furthermore, the female students were found to exhibit significantly more overall empathy than the male students were. The undergraduate nursing students showed a significantly higher mean score of empathy measured by the Jefferson Scale of Empathy Health Professional Students version (JSE-HPS) than the students attending other health undergraduate courses. This could mean that a particular aptitude in establishing a help-relationship with other people exists among the students that choose to become a nurse. Copyright © 2016 Elsevier Ltd. All rights reserved.

The formation of a medical student research committee and its impact on involvement in departmental research.

PubMed

Schexnayder, Stuart; Starring, Hunter; Fury, Matt; Mora, Arthur; Leonardi, Claudia; Dasa, Vinod

2018-12-01

Over the past ten years, medical students have increased their research activity to be competitive for orthopaedic residency positions throughout the country. This increase may favor students at institutions with a strong history of research production and well-established research departments with supporting staff. To compete with these institutions, a Musculoskeletal Research Committee was developed at a southern academic institution to provide a mutually beneficial link between orthopaedic research faculty and medical students. This manuscript describes the formation of this committee and the resultant involvement of young medical students in departmental research over a one year period. Composed of students and faculty, the committee developed a Research Guide for Medical Students, Research Database and Student List, Medical Students' Webpage, and Routing Form, and holds quarterly meetings for those students active in orthopaedic research. With this platform, the committee aimed to increase young student involvement in research and provide a stratified level of study participation among upper-level students for continued mentorship. In one calendar year, the total number of first and second-year students participating in department research increased 460% (5 to 28). Also, the total number of research projects with student involvement from these two classes increased 780% (5 to 44). The introduction of a research committee is an effective method of stimulating student interest in departmental research. Early participation results are promising, and this method may be applicable to other departments and institutions hoping to increase research productivity. IRB: Institutional Review Board.

Rising levels of New Zealand medical student debt.

PubMed

Verstappen, Antonia; Poole, Phillippa

2017-06-16

There is little recent data on the debt levels accrued by New Zealand medical graduates. We aimed to quantify the level of student loan debt accrued by medical graduates upon completion of their medical degree, and to investigate the association of New Zealand Government Student Loan (GSL) debt with gender and age. At graduation each year from 2006-2015, students from one New Zealand medical programme were invited to complete a career intention survey that included information on levels of GSL debt and the number of income sources used. The overall response rate was 83.8%. On average, 92% of domestic students reported having some student loan debt, with 28% a debt of $90,000 or more. The proportion of students reporting a student loan debt of $90,000 or more increased over the period of the study (P<0.0001). While older students were more likely to have a larger student loan debt than younger students, there was no difference in debt levels by gender. Students with larger student loans were more likely to rely on a larger number of financial sources to fund their studies. New Zealand medical students are carrying higher levels of student loan debt year on year. The effect of this on the future medical workforce is not certain; however, this could be negative if graduates choose to enter careers that are more highly paid over areas of high need. The full impact of large loans on individuals and the health system will take years to determine.

Medical students' and patients' perceptions of patient-centred attitude.

PubMed

Hur, Yera; Cho, A Ra; Choi, Chang Jin

2017-03-01

Patient-centred care can increase patient satisfaction and lead to better clinical outcomes for them, such as improved physical status and higher health-related quality of life. However, doctors' and patients' views on patient-centred attitude might differ and could be affected by culture and the community environment. To clarify the differences in primary care patients' and senior medical students' perceptions of medical students' patient-centred attitude. A total of 1,025 subjects-827 patients from primary care institutions and 198 fourth-year medical students from a medical college in South Korea-completed the Patient Practitioner Orientation Scale (PPOS). The students completed the self-reported questionnaire at the end of their clinical clerkship. Descriptive statistics, t-tests, and one-way analysis of variances were conducted in SPSS version 21.0. Firstly, sharing subscale scores were higher among patients than among medical students (students, 3.61 vs. patients, 3.76; p<0.001), but secondly, caring subscale scores were higher among medical students (students, 4.18 vs. patients, 3.82; p<0.001). Thirdly, PPOS total scores were higher among medical students (students, 3.90 vs. patients, 3.79; p=0.001). Finally, male students had the lowest sharing scores (F=6.811, p<0.001) and female students showed the highest PPOS total scores (F=5.805, p=0.001). Significant differences between medical students' and patients' perceptions of medical students' patient-centred attitudes suggest the necessity of educational efforts to overcome the gap between the groups.

Student perception of the educational environment in regular and bridging nursing programs in Saudi Arabia using the Dundee Ready Educational Environment Measure.

PubMed

Al Nozha, Omar Mansour; Fadel, Hani T

2017-01-01

Taibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance. To assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula. Cross-sectional survey. College of Nursing at Taibah University, Madinah, Saudi Arabia. The Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson's chi square were used to compare the programs and curricula. The DREEM inventory score. Of 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain "academic self-perceptions" being higher in RNP students (P < .001). Higher mean DREEM scores were observed among students studying the new curriculum in the RNP (P < .001) and NBP (P > .05). Nursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning. The cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.

Disconnections Between Teacher Expectations and Student Confidence in Bioethics

NASA Astrophysics Data System (ADS)

Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

2008-09-01

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course ( n = 111) and by faculty in the College of Biology and Agriculture faculty ( n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.

PowerPoint or chalk and talk: Perceptions of medical students versus dental students in a medical college in India.

PubMed

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Moghe, Vijay

2010-01-01

To assess students' perceptions of the impact of PowerPoint (PPT) presentations in lectures in comparison to the traditional chalk and talk method and lectures using transparencies and overhead projector (TOHP). The study analyzes the preferences for teaching aids of medical students versus dental students. Second year medical and dental undergraduates were asked to fill in a nine-item questionnaire about their perceptions of the three lecture delivery methods. Following analysis of the questionnaire the students were interviewed further. The results were analyzed separately for medical and dental students to see if there was any difference in their perceptions. The majority of the medical students (65.33%) preferred PPT presentations, while 15.16% of students preferred the lectures using chalkboard, and 19.51% preferred TOHP for teaching (P < 0.001). Of the dental students: 41.84% preferred chalkboard, 31.21% preferred TOHP, and 25.85% students preferred PPT presentations in the lectures (P < 0.05). Some important comments of the students were also recorded on interview which could be valuable for the medical teachers. The medical students clearly preferred the use of PPT presentations while the dental students did not. The study does not bring out evidence based superiority of any lecture delivery method. It appears that in the hands of a trained teacher any teaching aid would be appropriate and effective. This highlights the need for formal training in teaching technologies to develop good presentation skills and thus motivate the students.

Understanding the racial perspectives of White student teachers who teach Black students

NASA Astrophysics Data System (ADS)

McKay, Trinna S.

Statement of the problem. Most student teachers successfully complete their educational programs; however, some continue to express concern about becoming an actual practicing teacher. One of these concerns deals with White teachers interactions with Black students. This study investigated White student teachers' perceptions of teaching Black students. In particular, the study examined the racial perceptions student teachers expressed about being a White person in a racially diverse school and examined the student teachers' perceptions on race. The following questions guided the study: (1) What are the perceptions of White student teachers concerning being White? (2) What are the perceptions of White student teachers on teaching science to Black students in a racially diverse secondary school? (3) What recommendations can White student teachers give to teacher education programs concerning the teaching of Black students? Methods. Semi-structured interviews, personal profiles and reflective journals were used as the means for collecting data. All three sources of data were used to understand the racial perceptions of each student teacher. Analysis of the data began with the identification of codes and categories that later developed into themes. Cross analyses between the data sources, and cross analysis between participants' individual data were conducted. The use of semi-structured interview, personal profiles, and reflective journals provided in-depth descriptions of the participants' racial perceptions. These data sources were used to confirm data and to show how student teaching experiences helped to shape their racial perceptions. Results. Data analysis revealed three themes, various life experiences, variety of opinions related to teaching Black students, and limited recommendations to teacher education programs. Although all teachers remained at the contact stage of the White racial identity model (Helms, 1990), they were open to dialogue about race. The student teachers' suggested that having respect for Black students was necessary, and teaching in a racially diverse setting was beneficial.

An Investigation of First-Year Students' and Lecturers' Expectations of University Education

PubMed Central

Hassel, Stefanie; Ridout, Nathan

2018-01-01

Transition from school to university can cause concern for many students. One issue is the gap between students' prior expectations and the realities of university life, which can cause significant distress, poor academic performance and increased drop-out rates if not managed effectively. Research has shown several similarities in the expectations of staff and students in regards to which factors determine academic success, but there is also evidence of dissonance. For example, staff consider independent study and critical evaluation as key factors, whereas students view feedback on drafts of work and support from staff as being most important. The aim of the current study was to determine what expectations students hold when starting university education, and what expectations university lecturers have of students entering university. Lecturers (n = 20) and first year students (n = 77) completed a series of questionnaires concerning their expectations of learning in HE (staff and students) and their approach to teaching (staff). Results revealed that students have largely realistic expectations of university. For example, the majority expected to be in charge of their own study. Some unrealistic expectations were also evident, e.g., most expected that teaching would be the same at university as it had been at school. The expectation that lecturers would provide detailed notes varied as a function of student age. Lecturers reported modifying their expectations of students and adapting their teaching approach according to year of study. Information-transmission/teacher-focused style was more common when teaching 1st year students; a more concept-changing/student-focused approach tended to be used when teaching 2nd year students (and above). Lecturer's expectations of student engagement did not differ according to year. Less experienced lecturers reported more negative expectations of student engagement than did experienced lecturers. In line with previous work, we observed overlap in expectations of staff and students, but some clear differences too. PMID:29434555

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. We found significant differences among all three comparison arms on students' reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students' reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students' reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Introduction Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. Methods/Analysis A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. Results We found significant differences among all three comparison arms on students' reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students' reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Discussion/Conclusions Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students' reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.

Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings.

PubMed

Bernard, Aaron W; Ceccolini, Gabbriel; Feinn, Richard; Rockfeld, Jennifer; Rosenberg, Ilene; Thomas, Listy; Cassese, Todd

2017-01-01

Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented. We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance. Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p<.001). Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs. Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student's review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this outcome was not observed among second-year students.

Exploring the use of student-led simulated practice learning in pre-registration nursing programmes.

PubMed

Brown, Jo; Collins, Guy; Gratton, Olivia

2017-09-20

Simulated practice learning is used in pre-registration nursing programmes to replicate situations that nursing students are likely to encounter in clinical practice, but in a safe and protected academic environment. However, lecturer-led simulated practice learning has been perceived as detached from contemporary nursing practice by some nursing students. Therefore, a pilot project was implemented in the authors' university to explore the use of student-led simulated practice learning and its potential benefits for nursing students. To evaluate the effectiveness of student-led simulated practice learning in pre-registration nursing programmes. The authors specifically wanted to: enhance the students' skills; improve their critical thinking and reflective strategies; and develop their leadership and management techniques. A literature review was undertaken to examine the evidence supporting student-led simulated practice learning. A skills gap analysis was then conducted with 35 third-year nursing students to identify their learning needs, from which suitable simulated practice learning scenarios and sessions were developed and undertaken. These sessions were evaluated using debriefs following each of the sessions, as well as informal discussions with the nursing students. The pilot project identified that student-led simulated learning: developed nursing students' ability to plan and facilitate colleagues' practice learning; enabled nursing students to develop their mentoring skills; reinforced the nursing students' self-awareness, which contributed to their personal development; and demonstrated the importance of peer feedback and support through the debriefs. Challenges included overcoming some students' resistance to the project and that some lecturers were initially concerned that nursing students may not have the clinical expertise to lead the simulated practice learning sessions effectively. This pilot project has demonstrated how student-led simulated practice learning sessions could be used to engage nursing students as partners in their learning, enhance their knowledge and skills, and promote self-directed learning. ©2012 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.

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

PubMed

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

2016-01-29

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

Does student debt affect dental students' and dentists' stress levels?

PubMed

Boyles, J D; Ahmed, B

2017-10-27

Introduction Many studies have shown financial worries and debt to induce stress in individuals, this combined with the existing stress of being a dentist raises the question of how student debt affects students' and dentists' stress levels.Objectives Determine whether student debt has had any noticeable effect on student stress levels; investigate whether student debt has any effect on dentists' career choice; investigate whether the increase in tuition fees has influenced the number of applicants to study dentistry at the University of Birmingham.Method Anonymous questionnaires were completed by 70 4th year and 38 5th year BDS and 22 Dental Core Trainees (DCTs). Participants circled the response which best fitted their situation regarding statements on their level of stress and future career path. Ethical approval granted. Application figures to study dentistry obtained from head of admissions.Results Forty-two percent of males and 63% of females strongly agreed with the statement that having no debt would reduce their stress levels. Of those with debt >£40,000, 11% strongly agreed and 42% agreed that their total amount of student debt causes them stress. Whereas, those whose debt is <£40,000 only 2% strongly agreed and 28% agreed that their total amount of student debt causes them stress. Seventy-seven percent of participants who had parental or family financial support reported this reduced their stress levels. Student debt was found to deter females from undertaking further study more than it deters males (P <0.001). Students with a higher level of debt were more likely to worry about their total student loan(s) (P <0.001). Moreover, students with a higher level of debt were more likely to be stressed about their total student loan(s) (P <0.001). Parental/family contribution to student expenses reduces student stress (P <0.001). Applications to study dentistry since the rise in tuition fees have decreased by 42%.Conclusion Student debt has had an impact on student stress; students reporting a higher level of debt also report more stress and concern about paying off their student debt. Having no student debt would reduce stress levels, although to what extent is undetermined. Applications to study dentistry have fallen since the increase in tuition fees.

Reduced withdrawal and failure rates of accelerated nursing students enrolled in pharmacology is associated with a supportive intervention.

PubMed

Doggrell, Sheila Anne; Schaffer, Sally

2016-02-01

To reduce nursing shortages, accelerated nursing programs are available for domestic and international students. However, the withdrawal and failure rates from these programs may be different than for the traditional programs. The main aim of our study was to improve the retention and experience of accelerated nursing students. The academic background, age, withdrawal and failure rates of the accelerated and traditional students were determined. Data from 2009 and 2010 were collected prior to intervention. In an attempt to reduce the withdrawal of accelerated students, we set up an intervention, which was available to all students. The assessment of the intervention was a pre-post-test design with non-equivalent groups (the traditional and the accelerated students). The elements of the intervention were a) a formative website activity of some basic concepts in anatomy, physiology and pharmacology, b) a workshop addressing study skills and online resources, and c) resource lectures in anatomy/physiology and microbiology. The formative website and workshop was evaluated using questionnaires. The accelerated nursing students were five years older than the traditional students (p < 0.0001). The withdrawal rates from a pharmacology course are higher for accelerated nursing students, than for traditional students who have undertaken first year courses in anatomy and physiology (p = 0.04 in 2010). The withdrawing students were predominantly the domestic students with non-university qualifications or equivalent experience. The failure rates were also higher for this group, compared to the traditional students (p = 0.05 in 2009 and 0.03 in 2010). In contrast, the withdrawal rates for the international and domestic graduate accelerated students were very low. After the intervention, the withdrawal and failure rates in pharmacology for domestic accelerated students with non-university qualifications were not significantly different than those of traditional students. The accelerated international and domestic graduate nursing students have low withdrawal rates and high success rates in a pharmacology course. However, domestic students with non-university qualifications have higher withdrawal and failure rates than other nursing students and may be underprepared for university study in pharmacology in nursing programs. The introduction of an intervention was associated with reduced withdrawal and failure rates for these students in the pharmacology course.

NASA's Student Launch Projects: A Government Education Program for Science and Engineering

NASA Technical Reports Server (NTRS)

Shepherd, Christena C.

2009-01-01

Among the many NASA education activities, the Student Launch projects are examples of how one agency has been working with students to inspire math, science and engineering interest. There are two Student Launch projects: Student Launch Initiative (SLI) for middle and high school students and the University Student Launch Initiative (USLI) for college students. The programs are described and website links are provided for further information. This document presents an example of how an agency can work with its unique resources in partnership with schools and communities to bring excitement to the classroom.

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.).

Student and faculty perceptions of problem-based learning on a family medicine clerkship.

PubMed

McGrew, M C; Skipper, B; Palley, T; Kaufman, A

1999-03-01

The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses.

PubMed

Gasiewski, Josephine A; Eagan, M Kevin; Garcia, Gina A; Hurtado, Sylvia; Chang, Mitchell J

2012-03-01

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.

Turkish nursing students' attitudes towards voluntary induced abortion.

PubMed

Yanikkerem, Emre; Üstgörül, Sema; Karakus, Asli; Baydar, Ozge; Esmeray, Nicole; Ertem, Gül

2018-03-01

To evaluate Turkish nursing students' attitudes towards voluntary induced abortion.. This cross-sectional study was conducted between January and June 2015, comprising students of Ege University Nursing Faculty and Celal Bayar University School of Health, located in two different cities of Turkey. Data was collected with a three-part questionnaire, focussing on students' characteristics, the knowledge of abortion law in Turkey and attitudes towards voluntary induced abortion. SPSS 15 was used for data analysis.. The mean score of students' attitude towards voluntary induced abortion was 39.8±7.9 which shows that nursing students moderately support abortion. Female students, students coming from upper class in society, and students who had higher family income and sexual experiences had more supportiveness attitudes towards voluntary induced abortion (p<0.05). Those who lived in a village before university life, who had extended family, and students of parents with low educational level, had lower score in this regard (p<0.05). Nursing students should be encouraged to behave non-judgmentally to women who want to have abortion.

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics

PubMed Central

Simzar, Rahila M.; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210

A Leadership Elective Course Developed and Taught by Graduate Students

PubMed Central

Garza, Oscar W.; Witry, Matthew J.; Chang, Elizabeth H.; Letendre, Donald E.; Trewet, CoraLynn B.

2013-01-01

Objective. To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. Design. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. Assessment. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. Conclusion. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources. PMID:24371347

Cognitive behaviour modification: a technique for teaching subtraction skills to hearing and deaf/hard-of-hearing elementary students.

PubMed

Al-Hilawani, Y A

2000-09-01

The purpose of this study was to examine the influence of using the Cognitive Behaviour Modification (CBM) technique on the subtraction skills of third grade hearing and deaf/hard-of-hearing students. The results indicated that the CBM deaf/hard-of-hearing students and the CBM and non-CBM hearing students made more progress in solving the subtraction problems than the non-CBM deaf/hard-of-hearing students. The results also showed that there were no significant differences between the CBM deaf/hard-of-hearing and the non-CBM hearing students; and there were no significant differences between the CBM and non-CBM hearing students. The results revealed that the CBM hearing students achieved significantly higher post-test scores than the CBM deaf/hard-of-hearing students. However, the CBM deaf/hard-of-hearing students obtained a significantly higher gain score compared to the CBM and non-CBM hearing students. Implications for teachers and suggestions for future research are discussed in this paper.

Medical students help bridge the gap in sexual health education among middle school youth.

PubMed

Adjei, Naomi; Yacovelli, Michael; Liu, Dorothy; Sindhu, Kunal; Roberts, Mary; Magee, Susanna

2017-01-06

School-based programs are important in addressing risky teenage sexual behavior. We implemented a sex education program using trained medical student volunteers. Medical students (n=30) implemented a seven-session curriculum, designed by medical students and faculty, to 7th and 8th grade students (n=310) at a local school. Middle school students completed pre- and post-assessments. Teachers and medical students completed questionnaires relating their perceptions of students' attitudes and understanding of sexual health. Students completing the curriculum scored 5% higher on post- versus pre-assessment (84% vs 78.7%, p<0.001). Statistically significant gains were noted in knowledge of reproductive system anatomy, community resources, and sexual decision making. Sixty percent of middle school teachers compared to only 16.7% of medical student volunteers reported discomfort teaching sexual health. Sexual education delivered by trained medical student volunteers may improve middle schoolers' understanding of sexual health. [Full article available at http://rimed.org/rimedicaljournal-2017-01.asp].

An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback

PubMed Central

Black, Esther P.; Rohr, Jürgen

2009-01-01

Objective To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Design Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Assessment Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Conclusions Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency. PMID:19513159

Dental students' perceptions of an online learning.

PubMed

Asiry, Moshabab A

2017-10-01

To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

An audience response system strategy to improve student motivation, attention, and feedback.

PubMed

Cain, Jeff; Black, Esther P; Rohr, Jürgen

2009-04-07

To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency.

Recruitment Strategies and Motivations for Sexually Transmitted Disease Testing Among College Students

PubMed Central

Williams, Jessica Roberts; Zenilman, Jonathan; Nanda, Joy P.; Mark, Hayley

2009-01-01

Objective The authors evaluated procedures for recruiting college students for sexually transmitted disease (STD) testing as part of a research study examining the impact of HSV serologic testing. Participants A convenience sample of 100 students was drawn from students aged 18 to 35 years enrolled at one university in a mid-Atlantic state between September 2004 and March 2006. Methods Six strategies were used to recruit students for participation in the study. Upon enrollment, participants were asked where they heard about the study. Students were also asked about their motivations for participation. Results Findings show that a significant recruitment strategy involves targeting places where students seek health care. Other effective strategies include those where information is directly provided to individuals. Most students were motivated to participate because of a possible past exposure to herpes simplex virus 2. Conclusions Targeting places where students seek health care and educating students about STDs are important strategies for recruiting students for STD testing. PMID:18980896

Grief Experiences Among Female American and Arab Undergraduate College Students.

PubMed

Varga, Mary Alice; McClam, Tricia M; Hassane, Sofoh

2015-01-01

The purpose of this study was to compare the incidence of grief among American and Arab female undergraduate students, the effects of their grief, and risk of prolonged grief disorder. A total of 471 female undergraduate students, 308 (65.4%) from the United Arab Emirates and 163 (34.6%) from the United States, completed a survey about their grief experiences. Students experiencing a significant loss also completed the Prolonged Grief Disorder Questionnaire. Findings revealed that overall approximately 38.4% (n = 181) of all 471 students experienced the loss of a significant person in their lives within the past 24 months; a similar percentage was found in each sub group. Students reported various grief effects with American students experiencing more effects related to sleep, relationships, academics, physical well-being, religion/spirituality, and outlook on life than Arab students. Only a small number (10, 5.52%) of students met the criteria for prolonged grief disorder; however, most students were female Arab students. Limitations of the study and recommendations for future research are provided.

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics.

PubMed

Simzar, Rahila M; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

An Elective Course to Engage Student Pharmacists in Elementary School Science Education

PubMed Central

Wilson, Judith S.; Blankenship, James; Quock, Raymond M.; Lindsey, Marti; Kinsler, Janni J.

2011-01-01

Objective. To develop and assess the impact of an elective course (HealthWISE) on student pharmacists’ skills in communication and health promotion and elementary school students’ knowledge of and attitudes toward science. Design. Three colleges and schools of pharmacy collaborated to develop a 1-credit elective course that used online and classroom teaching and learning techniques to prepare student pharmacists to teach science in elementary school classrooms. Student pharmacists delivered 6 science lessons to elementary students over the course of 2 months. Assessment. In weekly journal reflections and a final paper, student pharmacists reported improved communication and health promotion skills. Elementary teachers reported they were satisfied with student pharmacists’ performance in the classroom. On pretest and posttest evaluations, elementary students demonstrated increased science knowledge and enhanced enthusiasm for science following the lessons taught by student pharmacists. Conclusions. The HealthWISE elective course provided positive benefit for student pharmacists, elementary school teachers, and elementary students. PMID:22345722

Meet Three of AGU's 2013 Student Travel Grant Recipients

NASA Astrophysics Data System (ADS)

Howard, Claire

2014-04-01

Donations to the Annual Student Travel Grant Fund allowed more than 200 AGU student members to present their research for the first time at the 2013 AGU Fall Meeting. The Annual Student Travel Grant Fund (see https://giving.agu.org/campaign/vcc/) provides financial assistance to U.S. and international students who have little or no support from their institutions. AGU encourages female students and students from underrepresented minorities or countries to apply to this program.

How do medical student journals fare? A global survey of journals run by medical students.

PubMed

Alamri, Yassar

2016-01-01

Medical students have made significant contributions to the medical and scientific fields in the past. Today, medical students still contribute to biomedical research; however, they often face disappointment from journals when trying to publish their findings. This led to the development of medical student journals, which take a more "student-friendly" approach. This article reviews the current medical student journals published in English and sheds light on current trends and challenges.

Nursing Student Perceptions of Digital Textbooks: A Pilot Study.

PubMed

Mennenga, Heidi A

2016-01-01

Digital textbooks are increasing in popularity, often resulting from the perception that students demand the use of technology in academics. However, few studies have been done on student perceptions of digital textbooks. A pilot study was conducted with students enrolled in a nursing research course; 123 nursing students participated. This study found that students overwhelmingly preferred print textbooks over digital textbooks. More research needs to be done before assuming students would prefer digital textbooks over print.

Mathematical disposition of junior high school students viewed from learning styles

NASA Astrophysics Data System (ADS)

Putra, Arief Karunia; Budiyono, Slamet, Isnandar

2017-08-01

The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.

Peer teaching experience of the first year medical students from Turkey.

PubMed

Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

2015-02-01

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

Evaluation of authentic science projects on climate change in secondary schools: a focus on gender differences

NASA Astrophysics Data System (ADS)

Dijkstra, Elma; Goedhart, Martin

2011-07-01

Background and purpose This study examines secondary-school students' opinions on participating in authentic science projects which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects, in which students work with and learn from scientists about the global carbon cycle. This study focuses in particular on differences between male and female students, as female students normally like traditional school science less than male students. Sample and design Data, drawn from 1370 students from 60 secondary schools across Europe, were collected through questionnaires taken at the end of the projects. The evaluated aspects were: organization; enjoyment; difficulty; and impact of the projects. Results The findings suggest that authentic science education is appreciated very much by both male students and even more by female students. The projects had positive impacts on climate change ideas, in particular for female students. Female students felt that they had learned many new things more often than male students. Conclusions Both male and female students have positive opinions about the authentic science projects. The results further point to positive effects of activities in which students have an active role, like hands-on experiments or presentation of results. The findings are placed in the international context of science education and their implications for policy are discussed.

Why students drop out of the pipeline to health professions careers: a follow-up of gifted minority high school students.

PubMed

Thurmond, V B; Cregler, L L

1999-04-01

To track gifted underrepresented minority (URM) students who entered the pipeline to health professional school when they were in high school and to determine whether and why students left the pipeline to enter other professions. A questionnaire was mailed to 162 students who had participated in the Student Educational Enrichment Program (SEEP) in health sciences at the Medical College of Georgia between 1984 and 1991; 123 (75%) responded. Students in the study population had higher graduation rates than the average state or national student. Fifty-nine (48%) of the students had entered health care careers; 98% had stated that intention when they were in high school. Although some of the students stated trouble with course work and GPA as reasons for their decisions to change career tracks, many students said that their interests in non-medical careers had been fostered by mentors or by opportunities to serve internships. Early intervention is important to retaining students in a pipeline that leads to a health care career. Summer programs are successful, but may not be enough to help students with difficult science courses in college, especially chemistry. However, another important conclusion is that much more needs to be done to help students find mentors with whom they can develop relationships and to give them opportunities to work in health care settings.