Assessing the Immeasurables of Practice

ERIC Educational Resources Information Center

Higgs, Joy

2014-01-01

This paper examines a significant challenge facing students and educators in work-integrated learning (WIL), the learning and assessment of practice immeasurables. Often student assessment focuses on the overt and those aspects of practice that are readily observable and measurable. Educators also need to look at those aspects of practice which…

Investigating Flow Experience and Scientific Practices During a Mobile Serious Educational Game

NASA Astrophysics Data System (ADS)

Bressler, Denise M.; Bodzin, Alec M.

2016-10-01

Mobile serious educational games (SEGs) show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. This study investigated whether a mobile SEG promotes flow experience and scientific practices with eighth-grade urban students. Students playing the game ( n = 59) were compared with students in a business-as-usual control activity ( n = 120). In both scenarios, students worked in small teams. Data measures included an open-ended instrument designed to measure scientific practices, a self-report flow survey, and classroom observations. The game players had significantly higher levels of flow and scientific practices compared to the control group. Observations revealed that game teams received less whole-class instruction and review compared to the control teams. Game teachers had primarily a guide-on-the-side role when facilitating the game, while control teachers predominantly used didactic instruction when facilitating the control activity. Implications for these findings are discussed.

Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability.

PubMed

Quinn, Brenna L; Smolinski, Megan

2017-01-01

School nurses are afforded minimal resources related to assessing pain in students with intellectual disability (ID) and have called for continuing education. The purpose of this study was to measure the effectiveness of an education program regarding best practices for assessing pain in students with ID. Educational sessions were presented to 248 school nurses. Pre-, post-, and follow-up surveys measured (1) difficulty school nurses face when assessing pain, (2) knowledge and use of pain assessment methods, and (3) intent to change and actual changes to professional practices. Participants experienced less difficulty assessing pain following the educational program. Almost all participants intended to change pain assessment practices, but large caseloads limited new practice adoption. Policy makers must consider population size and acuity when determining school nurse staffing. Trainings and other resources should be made available to school nurses in order to make pain assessments for students with ID more thorough and efficient.

Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.

PubMed

Erlich, Deborah R; Shaughnessy, Allen F

2014-04-01

While most medical schools have students teach other students, few offer formal education in teaching skills, and fewer provide teaching theory together with experiential teaching practice. Furthermore, curriculum evaluation of teaching education is lacking. This study aimed to examine effects of a novel didactic teaching curriculum for students embedded in a practical teaching experience. A longitudinal 12-week curriculum with complementary didactic and practical components for final-year students learning how to teach was developed, implemented and evaluated using a multi-level evaluation based on the Kirkpatrick approach with qualitative and quantitative methods. Thirteen student-teachers acquired measureable knowledge, skills and attitudes necessary for teaching excellence. Confidence in teaching increased (p < 0.001), particularly in four key areas: oral feedback, written feedback, mentoring, and the difficult learner. Student-teachers demonstrated teaching competence as determined by self-assessment, student feedback, and faculty observation. Top teachers impacted their first-year students' performance in patient interviewing as measured by Objective Structured Clinical Examination (OSCE). Reinforcing educational theory with practical teaching experience under direct faculty supervision promotes teaching competency for graduating medical students. The intertwined didactic plus practical model can be applied to various teaching contexts to fulfil the mandate that medical schools train graduates in core teaching knowledge, skills and attitudes in preparation for their future roles as clinical teachers.

The Development and Initial Validation of the Student Measure of Culturally Responsive Teaching

ERIC Educational Resources Information Center

Dickson, Ginger L.; Chun, Heejung; Fernandez, Ivelisse Torres

2016-01-01

This article describes the development and initial validation of a measure of middle school students' perspectives of culturally responsive teaching practices. The Student Measure of Culturally Responsive Teaching (SMCRT) was developed by modifying items on the Culturally Responsive Teaching Self-Efficacy (CRTSE), which measures teachers'…

Student Achievement Factors

ERIC Educational Resources Information Center

Bertolini, Katherine; Stremmel, Andrew; Thorngren, Jill

2012-01-01

Effective practices for education are essential to insure public investment in our schools provides the maximum yield for our students, communities, states, and nation. The challenge has been defining and measuring terms such as effective, proficient, and sufficient when we examine instructional practice, student outcomes and funding equity. This…

Evidence-Based Practice Beliefs and Implementation in Doctor of Nursing Practice Students.

PubMed

Singleton, Joanne K

2017-10-01

Doctors of Nursing Practice focus on leadership in evidence-based practice (EBP). EBP is influenced by one's beliefs in and implementation of EBP. Little is known to date about the EBP beliefs and implementation of Doctor of Nursing Practice students and outcomes of Doctor of Nursing Practice education. Guided by the Advancing Research and Clinical practice through close Collaboration (ARCC) Model, the Evidence-Based Practice Beliefs (EBPB) and Implementation (EBPI) tools were used to assess the impact of EBP as a program pillar, curricular thread, and content area on EBPB and EBPI of Doctor of Nursing Practice-Family Nurse Practitioner students. Five cohorts who completed the same curriculum were studied. Fifty-four of the 89 students across the five cohorts began and completed the study. Paired t-test for group effects showed statistical significance from pre- to post-measure in students overall EBPB, t = 4.4 (52), p < .001, and EBPI, t = 8.4 (52), p < .001. A large effect size of .75 standard deviation (SD) gain above the mean for EBPB, and a very large effect size of 1 SD gain above the mean for EBPI were observed. Repeated measures ANOVA showed that all cohorts made gains across the curriculum. Effect sizes for EBPB ranged from .25 to 1 SD above the mean, and .75 to 1.5 for EBPI. DNP students who are educated to be EBP leaders must have a curriculum that supports them in the knowledge and skill-set needed to translate evidence into practice. The ARCC Model can guide faculty in EBP curriculum development. EBPB and EBPI are valid and reliable measures to assess for gains across a curriculum. Through educational outcomes, educators can assess desired student outcomes for EBP across a curriculum and can build an evidence base for ongoing curriculum development. © 2017 Sigma Theta Tau International.

Student's music exposure: Full-day personal dose measurements.

PubMed

Washnik, Nilesh Jeevandas; Phillips, Susan L; Teglas, Sandra

2016-01-01

Previous studies have shown that collegiate level music students are exposed to potentially hazardous sound levels. Compared to professional musicians, collegiate level music students typically do not perform as frequently, but they are exposed to intense sounds during practice and rehearsal sessions. The purpose of the study was to determine the full-day exposure dose including individual practice and ensemble rehearsals for collegiate student musicians. Sixty-seven college students of classical music were recruited representing 17 primary instruments. Of these students, 57 completed 2 days of noise dose measurements using Cirrus doseBadge programed according to the National Institute for Occupational Safety and Health criterion. Sound exposure was measured for 2 days from morning to evening, ranging from 7 to 9 h. Twenty-eight out of 57 (49%) student musicians exceeded a 100% daily noise dose on at least 1 day of the two measurement days. Eleven student musicians (19%) exceeded 100% daily noise dose on both days. Fourteen students exceeded 100% dose during large ensemble rehearsals and eight students exceeded 100% dose during individual practice sessions. Approximately, half of the student musicians exceeded 100% noise dose on a typical college schedule. This finding indicates that a large proportion of collegiate student musicians are at risk of developing noise-induced hearing loss due to hazardous sound levels. Considering the current finding, there is a need to conduct hearing conservation programs in all music schools, and to educate student musicians about the use and importance of hearing protection devices for their hearing.

Student's music exposure: Full-day personal dose measurements

PubMed Central

Washnik, Nilesh Jeevandas; Phillips, Susan L.; Teglas, Sandra

2016-01-01

Previous studies have shown that collegiate level music students are exposed to potentially hazardous sound levels. Compared to professional musicians, collegiate level music students typically do not perform as frequently, but they are exposed to intense sounds during practice and rehearsal sessions. The purpose of the study was to determine the full-day exposure dose including individual practice and ensemble rehearsals for collegiate student musicians. Sixty-seven college students of classical music were recruited representing 17 primary instruments. Of these students, 57 completed 2 days of noise dose measurements using Cirrus doseBadge programed according to the National Institute for Occupational Safety and Health criterion. Sound exposure was measured for 2 days from morning to evening, ranging from 7 to 9 h. Twenty-eight out of 57 (49%) student musicians exceeded a 100% daily noise dose on at least 1 day of the two measurement days. Eleven student musicians (19%) exceeded 100% daily noise dose on both days. Fourteen students exceeded 100% dose during large ensemble rehearsals and eight students exceeded 100% dose during individual practice sessions. Approximately, half of the student musicians exceeded 100% noise dose on a typical college schedule. This finding indicates that a large proportion of collegiate student musicians are at risk of developing noise-induced hearing loss due to hazardous sound levels. Considering the current finding, there is a need to conduct hearing conservation programs in all music schools, and to educate student musicians about the use and importance of hearing protection devices for their hearing. PMID:26960787

Measuring up: A Simple Lesson That Engages Students in Scientific Practices and Mathematics

ERIC Educational Resources Information Center

Capps, Daniel

2012-01-01

A well-known lesson taught by many upper-elementary and early-middle-school teachers at the beginning of the school year asks students to compare how arm span relates to height. Students measure their height and arm span and compare their measurements to those of their classmates. This lesson gets students measuring, graphing, and practicing…

Teaching Research and Practice Evaluation Skills to Graduate Social Work Students

ERIC Educational Resources Information Center

Wong, Stephen E.; Vakharia, Sheila P.

2012-01-01

Objective: The authors examined outcomes of a graduate course on evaluating social work practice that required students to use published research, quantitative measures, and single-system designs in a simulated practice evaluation project. Method: Practice evaluation projects from a typical class were analyzed for the number of research references…

Development of an Instrument to Measure Students' Attitudes towards Piano Practice

ERIC Educational Resources Information Center

Umuzdas, Mehmet Serkan

2015-01-01

Practicing the piano is a systematic part of the instrument-learning process. It contains all development practices from the analysis of the work to the improvement of performance. Students usually practice the piano as a preparation for performing in courses, exams, or on stage and they do it individually. The mentality which emerges during the…

Measuring Student Teachers' Practices and Beliefs about Teaching Mathematics Using the Rasch Model

ERIC Educational Resources Information Center

Kaspersen, Eivind; Pepin, Birgit; Sikko, Svein Arne

2017-01-01

Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. "Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers." "Research in Education" 75 (1): 58-70]. One of the reasons for measuring both beliefs and practices is…

Effective Board Leadership: Factors Associated with Student Achievement

ERIC Educational Resources Information Center

Johnson, Paul A.

2013-01-01

The purpose of this study was to establish the content, construct, and predictive validity of the Effective Board Leadership Practices Survey (EBLPS). The EBLPS was designed to measure the leadership practices of boards of education that support student achievement. A literature review identified 12 board leadership practices supportive of student…

Validity of Medical Student Questionnaire Data in Prediction of Rural Practice Choice and Its Association With Service Orientation.

PubMed

Shannon, C Ken; Jackson, Jodie

2015-01-01

The validity of medical student projection of, and predictors for, rural practice and the association of a measure of service orientation, projected practice accessibility to the indigent, were investigated. West Virginia (WV) medical student online pre- and postrural rotation questionnaire data were collected during the time period 2001-2009. Of the 1,517 respondent students, submissions by 1,271 met the time interval criterion for inclusion in analyses. Subsequent WV licensing data were available for 461 in 2013. These 2 databases were used to assess for validity of projection of rural practice, for predictors of rural practice, and for student projected accessibility of the future practice to indigent patients. There were statistically significant associations between both pre- and postrotation projections of rural practice and subsequent rural practice. The most significant independent predictors of rural practice were student rural background, reported primary care intent, prediction of rural practice and projection of greater accessibility of the future practice to indigent patients. For scoring of practice access, there were trends for higher scoring by rural students and rural practitioners, with greater pre-post increases for those with urban hometowns. This study demonstrates the utility of medical student questionnaires for projections of numbers of future rural physicians. It suggests that students with a rural background, rural practice intent, or greater service orientation are more likely to enter rural practice. It also suggests that students, particularly those with urban hometowns, are influenced by rural rotation experiences in forecasting greater practice accessibility and in entering rural practice. © 2015 National Rural Health Association.

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

PubMed

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

2018-02-01

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

Active Learning in the Physics Classroom

NASA Astrophysics Data System (ADS)

Naron, Carol

Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

Students' perceptions of the interprofessional team in practice through the application of servant leadership principles.

PubMed

Neill, Mark; Hayward, Karen S; Peterson, Teri

2007-08-01

This study examined students' perceptions of interprofessional practice within a framework of servant leadership principles, applied in the care of rural older adults utilizing a service learning model. Mobile wellness services were provided through the Idaho State University Senior Health Mobile project in a collaborative team approach in the community-based setting. Students from varied health professional programs were placed in teams for the provision of wellness care, with communication among team members facilitated by a health professions faculty member serving as field coordinator. The Interdisciplinary Education Perception Scale (IEPS) was used to measure students' perceptions of interprofessional practice using a pretest post-test research design. Multivariate analysis was performed revealing a significant pretest to post-test effect on students' perceptions as measured by factors inherent in the IEPS and deemed essential to effective interprofessional practice. Univariate analysis revealed a significant change in students' perception of professional competence and autonomy, actual cooperation and resource sharing within and across professions, and an understanding of the value and contributions of other professionals from pretest to post-test.

Designing Chemistry Practice Exams for Enhanced Benefits: An Instrument for Comparing Performance and Mental Effort Measures

ERIC Educational Resources Information Center

Knaus, Karen J.; Murphy, Kristen L.; Holme, Thomas A.

2009-01-01

The design and use of a chemistry practice exam instrument that includes a measure for student mental effort is described in this paper. Use of such an instrument can beneficial to chemistry students and chemistry educators as well as chemical education researchers from both a content and cognitive science perspective. The method for calculating…

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

ERIC Educational Resources Information Center

Durham, Mary F.; Knight, Jennifer K.; Couch, Brian A.

2017-01-01

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of…

A Confirmatory Factor Analysis of the Student Evidence-Based Practice Questionnaire (S-EBPQ) in an Australian sample.

PubMed

Beccaria, Lisa; Beccaria, Gavin; McCosker, Catherine

2018-03-01

It is crucial that nursing students develop skills and confidence in using Evidence-Based Practice principles early in their education. This should be assessed with valid tools however, to date, few measures have been developed and applied to the student population. To examine the structural validity of the Student Evidence-Based Practice Questionnaire (S-EBPQ), with an Australian online nursing student cohort. A cross-sectional study for constructing validity. Three hundred and forty-five undergraduate nursing students from an Australian regional university were recruited across two semesters. Confirmatory Factor Analysis was used to examine the structural validity. Confirmatory Factor Analysis was applied which resulted in a good fitting model, based on a revised 20-item tool. The S-EBPQ tool remains a psychometrically robust measure of evidence-based practice use, attitudes, and knowledge and skills and can be applied in an online Australian student context. The findings of this study provided further evidence of the reliability and four factor structure of the S-EBPQ. Opportunities for further refinement of the tool may result in improvements in structural validity. Copyright © 2018 Elsevier Ltd. All rights reserved.

When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing.

PubMed

Falk, Kristin; Falk, Hanna; Jakobsson Ung, Eva

2016-01-01

A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nursing. 123 nursing students was included in the study and divided in two groups. In group A (n = 60) clinical practice preceded theoretical studies. In group (n = 63) theoretical studies preceded clinical practice. Learning readiness was measured using the Directed Learning Readiness Scale for Nursing Education (SDLRSNE), and learning process was measured using the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F). Students were also asked to write down their personal reflections throughout the course. By using a mixed method design, the qualitative component focused on the students' personal experiences in relation to the sequencing of theoretical studies and clinical practice. The quantitative component provided information about learning readiness before and after the intervention. Our findings confirm that students are sensitive and adaptable to their learning contexts, and that the sequencing of courses is subordinate to a pedagogical style enhancing students' deep learning approaches, which needs to be incorporated in the development of undergraduate nursing programs. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers

ERIC Educational Resources Information Center

Gotwals, Amelia Wenk; Philhower, Joanne; Cisterna, Dante; Bennett, Steven

2015-01-01

Formative assessment practices, including eliciting a broad range of student ideas, noticing the nuances in students' ideas, using these ideas to guide instruction, and promoting student self-regulation of learning are key components of expert teaching. Given the inherent dialogical nature of formative assessment in the classroom, video can…

Development and Validation of Teaching Practice Evaluation Instrument for Assessing Chemistry Students' Teaching Skills

ERIC Educational Resources Information Center

Ezeudu, F. O.; Chiaha, G. T. U.; Eze, J. U.

2013-01-01

The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University…

A Cross-Cultural Investigation of Leadership in the United States and Mexico.

ERIC Educational Resources Information Center

Slater, Charles L.; Boone, Mike; Price, Larry; Martinez, Dyanna; Alvarez, Isaias; Topete, Carlos; Olea, Elia

2002-01-01

Comparative study of leadership practices in Mexico and the United States as measured by Kouzes and Posner's Leadership Practices Inventory (LPI) administered to 28 graduate students in educational administration at a Mexican university and similar set of students at a U.S. university. Finds that U.S. students scored significantly higher on LPI…

An Advanced Pharmacy Practice Experience in Sports Pharmacy

PubMed Central

2008-01-01

Objective To establish and evaluate an advanced pharmacy practice experience (APPE) in sports pharmacy. Design Students actively participated in a variety of activities for this new 6-week elective APPE, including drug-testing collections, delivering presentations, and providing drug information. Students also learned about assays, compounding, and dispensing medications specifically for athletes, and visited various athletic medical facilities. Student were given written and practical certification examinations for drug-testing collections, and their specimen measurements were compared to those obtained by the testing laboratory for validation; satisfaction surveys were obtained from testing sites; and presentation evaluations were obtained from audience participants. Assessment Students were able to accurately measure pH and specific gravity of urine samples and all students passed the certification examination. Students rated the APPE very high. Also, students received high satisfaction ratings on surveys administered to the officials of the schools where they tested and members of the groups to whom they gave presentations. Conclusion Students gained experience and insight into the various roles of pharmacists in sports pharmacy and developed confidence in their ability to conduct drug-testing collections. PMID:18322580

Science laboratory behavior strategies of students relative to performance in and attitude to laboratory work

NASA Astrophysics Data System (ADS)

Okebukola, Peter Akinsola

The relationship between science laboratory behavior strategies of students and performance in and attitude to laboratory work was investigated in an observational study of 160 laboratory sessions involving 600 class five (eleventh grade) biology students. Zero-order correlations between the behavior strategies and outcome measures reveal a set of low to strong relationships. Transmitting information, listening and nonlesson related behaviors exhibited low correlations with practical skills and the attitude measure. The correlations between manipulating apparatus and observation with practical skills measures were found to be strong. Multiple correlation analysis revealed that the behaviors of students in the laboratories observed accounted for a large percentage of the variance in the scores on manipulative skills and a low percentage on interpretation of data, responsibility, initiative, and work habits. One significant canonical correlation emerged. The loadings on this canonical variate indicate that the practical skills measures, i.e., planning and design, manipulative skills and conduct of experiments, observation and recording of data, and attitude to laboratory work made primary contributions to the canonical relationship. Suggestions as to how students can be encouraged to go beyond cookbook-like laboratories and develop a more favorable attitude to laboratory work are made.

The impact of research education on student nurse attitude, skill and uptake of evidence-based practice: a descriptive longitudinal survey.

PubMed

Leach, Matthew J; Hofmeyer, Anne; Bobridge, Amanda

2016-01-01

To measure the impact of an undergraduate research education program on the attitude, skill and uptake of evidence-based practice among undergraduate student nurses. The contribution of evidence-based practice to clinical decision-making, quality of care and patient outcomes is well-documented. One approach to improving evidence-based practice uptake in clinical practice is through the provision of undergraduate research education; notwithstanding, the impact of research training on nursing practice is poorly established. Descriptive longitudinal survey. Three hundred and fifty four third-year nursing students enrolled in a Bachelor of Nursing program of a large Australian University were invited. Pre- (Phase 1) and post-completion (Phase 2) of a 16-week research education program, participants were asked to complete the Evidence-Based Practice Attitude and Utilization Survey; an 82-item online questionnaire measuring attitudes, skills and use of evidence-based practice, and barriers and facilitators of evidence-based practice uptake. The survey was completed by 84 (24%) participants in Phase 1 and 33 (39% of Phase 1) participants in Phase 2. Program exposure resulted in a significant improvement in median skill and use subscores, but not median attitude subscore. Participants perceived inadequate skills in the interpretation, appraisal and application of research findings to clinical practice as being less of a barrier to evidence-based practice uptake posteducation, and access to online critical appraisal tools as being significantly more useful in facilitating evidence-based practice uptake posteducation. The findings suggest that undergraduate research education may have a significant effect on nursing students' research skills and use of evidence-based practice, and minimise barriers to evidence-based practice uptake posteducation. Undergraduate research education may play an important role in improving student nurse uptake of evidence-based practice; whether these changes can be sustained when transitioning from student nurse to registered nurse is a question for further research. © 2015 John Wiley & Sons Ltd.

A Complementary Measure of MIS Program Outcomes: Useful Insights from a Student Perspective

ERIC Educational Resources Information Center

Karsten, Rex; Roth, Roberta M.

2015-01-01

Assessing student learning is a critical element in today's higher education environment. Learning assurance programs seek to assess and improve the quality of student learning, and may employ both direct and indirect measures. In this paper, we describe a practical learning assurance assessment measure developed and used as a part of a broader…

Examining the Effect of Mentor Teachers' Leadership Practices and Interaction on Student Teaching Interns' Efficacy in Professional Development Schools

ERIC Educational Resources Information Center

Siers, Ron, Jr.; Gong, Tao

2012-01-01

The purpose of this study was to empirically investigate the effect of mentor teachers' leadership practices on student interns' efficacious beliefs in Professional Development Schools (PDSs) during the internship practicum. The study employed the Leadership Practices Inventory (Kouzes & Posner, 2003) to measure the transformational leadership…

Measurement of Online Student Engagement: Utilization of Continuous Online Student Behavior Indicators as Items in a Partial Credit Rasch Model

ERIC Educational Resources Information Center

Anderson, Elizabeth

2017-01-01

Student engagement has been shown to be essential to the development of research-based best practices for K-12 education. It has been defined and measured in numerous ways. The purpose of this research study was to develop a measure of online student engagement for grades 3 through 8 using a partial credit Rasch model and validate the measure…

The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities.

PubMed

Tournaki, Nelly

2003-01-01

Forty-two second-grade general education students and 42 students with learning disabilities (LD) were taught basic, one-digit addition facts (e.g., 5 + 3 = _). Students received instruction via (a) a minimum addend strategy, (b) drill and practice, or (c) control. The effectiveness of the two methods was measured through students' accuracy and latency scores on a posttest and a transfer task (e.g., 5 + 3 + 7 =_). Students with LD improved significantly only in the strategy condition, as compared to drill-and-practice and control conditions, whereas general education students improved significantly both in the strategy and the drill-and-practice conditions as compared to the control condition. However, in the transfer task, students from all groups became significantly more accurate only in the strategy condition, while all students were significantly faster than their control group peers regardless of teaching method. The implications for teachers' differential choices of methods of instruction for students with different learning characteristics are discussed.

ePortfolio as a Measure of Reflective Practice

ERIC Educational Resources Information Center

Parkes, Kelly A.; Dredger, Katie S.; Hicks, David

2013-01-01

This instructional article outlines the qualities of effective ePortfolios and how reflection and student growth is measured. Student exemplars and assessment rubrics show how, despite changing tools and evolving standards, sustained collaboration and student coaching yields reflective practitioners in content areas and in technological knowledge.…

Inclusive Educational Practice: Perceptions of Students and Teachers.

ERIC Educational Resources Information Center

Pudlas, Kenneth A.

2003-01-01

Peer self-concept scores from 86 students (ages 8-18) in four different schools indicate students with identified special needs had significantly lower self-concept scores than did their peers. Measures of teacher negativity (n=40) toward inclusion indicate secondary teachers were more negative toward full inclusion on some measures. (Contains…

Factors affecting Korean nursing student empowerment in clinical practice.

PubMed

Ahn, Yang-Heui; Choi, Jihea

2015-12-01

Understanding the phenomenon of nursing student empowerment in clinical practice is important. Investigating the cognition of empowerment and identifying predictors are necessary to enhance nursing student empowerment in clinical practice. To identify empowerment predictors for Korean nursing students in clinical practice based on studies by Bradbury-Jones et al. and Spreitzer. A cross-sectional design was used for this study. This study was performed in three nursing colleges in Korea, all of which had similar baccalaureate nursing curricula. Three hundred seven junior or senior nursing students completed a survey designed to measure factors that were hypothesized to influence nursing student empowerment in clinical practice. Data were collected from November to December 2011. Study variables included self-esteem, clinical decision making, being valued as a learner, satisfaction regarding practice with a team member, perception on professor/instructor/clinical preceptor attitude, and total number of clinical practice fields. Data were analyzed using stepwise multiple regression analyses. All of the hypothesized study variables were significantly correlated to nursing student empowerment. Stepwise multiple regression analysis revealed that clinical decision making in nursing (t=7.59, p<0.001), being valued as a learner (t=6.24, p<0.001), self-esteem (t=3.62, p<0.001), and total number of clinical practice fields (t=2.06, p=0.040). The explanatory power of these predictors was 35% (F=40.71, p<0.001). Enhancing nursing student empowerment in clinical practice will be possible by using educational strategies to improve nursing student clinical decision making. Simultaneously, attitudes of nurse educators are also important to ensure that nursing students are treated as valued learners and to increase student self-esteem in clinical practice. Finally, diverse clinical practice field environments should be considered to enhance experience. Copyright © 2015 Elsevier Ltd. All rights reserved.

The impact of undergraduate occupational therapy students' interpersonal skills on their practice education performance: A pilot study.

PubMed

Yu, Mong-Lin; Brown, Ted; White, Carolynne; Marston, Celia; Thyer, Laura

2018-04-01

Interpersonal skills such as active listening, verbal communication and body language are essential competencies for occupational therapists, and students are expected to demonstrate these skills when completing practice placements. To investigate whether interpersonal skills are predictive of occupational therapy students' practice performance. A cross-sectional study was conducted involving third and fourth year occupational therapy undergraduate students (n = 70). Students' interpersonal skills were measured using the Interpersonal Communication Competence Scale (ICCS), Listening Styles Profile (LSP-R) and Active-Empathic Listening Scale (AELS). Students' practice performances at the mid-way and final points of their placements were measured using the Student Practice Evaluation Form-Revised (SPEF-R). The relationships between students' interpersonal skills and practice performance were examined using univariate and multi-variate regressions. Higher ICCS Interaction Management subscale scores predicted better SPEF-R Self-Management Skills at the mid-way point through practice placements (β = 1.93, SE = 0.76), and better Professional Behaviours (β = 1.28, SE = 0.64) and better Service Evaluation Skills (β = 2.84, SE = 0.95) at the final SPEF-R completion point. Higher ICCS Empathy subscale scores predicted lower SPEF-R Documentation scores at the mid-way point (β = -0.81, SE = 0.38), while higher ICCS Supportiveness subscale scores predicted lower mid-way SPEF-R Service Provision scores (β = -2.84, SE = 1.77). No ICCS subscale scores were predictive of the SPEF-R communication, co-worker communication and information gathering subscale scores. As well, LSP-R and AELS subscale scores were not predictive of the SPEF-R subscale scores. While predictive relationships were not found between occupational therapy students' communication, co-worker communication and information gathering skills, this preliminary evidence indicates that students' interpersonal skills (including interaction management and empathetic supportiveness) were predictive of some notable SPEF-R competencies (including Professional Behaviours, Self-Management, Documentation, Service Provision and Service Evaluation). Therefore, students' exposure to professional interpersonal skills should be incorporated into the curriculum of academic education programs with the aim of better preparing them for practice education. © 2018 Occupational Therapy Australia.

A large-scale examination of the nature and efficacy of teachers' practices to engage parents: assessment, parental contact, and student-level impact.

PubMed

Seitsinger, Anne M; Felner, Robert D; Brand, Stephen; Burns, Amy

2008-08-01

As schools move forward with comprehensive school reform, parents' roles have shifted and been redefined. Parent-teacher communication is critical to student success, yet how schools and teachers contact parents is the subject of few studies. Evaluations of school-change efforts require reliable and useful measures of teachers' practices in communicating with parents. The structure of teacher-parent-contact practices was examined using data from multiple, longitudinal cohorts of schools and teachers from a large-scale project and found to be a reliable and stable measure of parent contact across building levels and localities. Teacher/school practices in contacting parents were found to be significantly related to parent reports of school contact performance and student academic adjustment and achievement. Implications for school improvement efforts are discussed.

Teacher Behavioral Process Criteria Grading Practices and the Effect on Student Achievement in English and Mathematics

ERIC Educational Resources Information Center

Kahney, Jon

2017-01-01

Teacher grading practices commonly do not align with the grading practices recommended by leading grading authorities in the field of education. The experts advocate for grades to be determined solely from measures of product criteria that represent a students current level of knowledge and what they can do. Most teachers, however, still use a mix…

Knowledge, Attitude, and Practice of Yoga in Medical Students: Assessment of Anthropometry and Lifestyle Factors.

PubMed

Hegde, Shreelaxmi V; Rao, Swathi K; Menezes, Ritesh G; Kotian, Shashidhar M; Shetty, Sowmya

2018-03-29

Medical students often experience significant stress during their undergraduate training. Evidence has shown short-term yoga to be effective in decreasing stress in students. This study aimed to assess knowledge about, attitude toward, and practice of (KAP) yoga among medical students. A secondary objective was to analyze their dietary habits and physical activity. Participants consisted of 224 medical students aged 18-23 years in pre- and paraclinical groups. A closed-ended KAP questionnaire was used to collect data. Anthropometric measurements were taken. Results showed that paraclinical students (70.5%) favorably perceived the health benefits of yoga. Nearly three-fourths of study subjects had previously practiced yoga; greater numbers intended to practice yoga in the future. About 95.5% of the preclinical students who had done yoga had discontinued the practice. Perceived barriers to the practice of yoga were lack of time, insufficient facilities, lack of company, and lack of interest. Consideration of the undergraduates' lifestyle revealed that 50.4% of preclinical students did not exercise, and they routinely consumed more junk food with fewer servings of fresh fruits/salads. Preclinical students exhibited higher BMI and waist circumference compared to paraclinical students. Findings suggest that knowledge of and attitude regarding yoga were good among medical undergraduates.

A guided interview process to improve student pharmacists' identification of drug therapy problems.

PubMed

Rovers, John; Miller, Michael J; Koenigsfeld, Carrie; Haack, Sally; Hegge, Karly; McCleeary, Erin

2011-02-10

To measure agreement between advanced pharmacy practice experience students using a guided interview process and experienced clinical pharmacists using standard practices to identify drug therapy problems. Student pharmacists enrolled in an advanced pharmacy practice experience (APPE) and clinical pharmacists conducted medication therapy management interviews to identify drug therapy problems in elderly patients recruited from the community. Student pharmacists used a guided interview tool, while clinical pharmacists' interviews were conducted using their usual and customary practices. Student pharmacists also were surveyed to determine their perceptions of the interview tool. Fair to moderate agreement was observed on student and clinical pharmacists' identification of 4 of 7 drug therapy problems. Of those, agreement was significantly higher than chance for 3 drug therapy problems (adverse drug reaction, dosage too high, and needs additional drug therapy) and not significant for 1 (unnecessary drug therapy). Students strongly agreed that the interview tool was useful but agreed less strongly on recommending its use in practice. The guided interview process served as a useful teaching aid to assist student pharmacists to identify drug therapy problems.

A Guided Interview Process to Improve Student Pharmacists' Identification of Drug Therapy Problems

PubMed Central

Miller, Michael J.; Koenigsfeld, Carrie; Haack, Sally; Hegge, Karly; McCleeary, Erin

2011-01-01

Objective To measure agreement between advanced pharmacy practice experience students using a guided interview process and experienced clinical pharmacists using standard practices to identify drug therapy problems. Methods Student pharmacists enrolled in an advanced pharmacy practice experience (APPE) and clinical pharmacists conducted medication therapy management interviews to identify drug therapy problems in elderly patients recruited from the community. Student pharmacists used a guided interview tool, while clinical pharmacists' interviews were conducted using their usual and customary practices. Student pharmacists also were surveyed to determine their perceptions of the interview tool. Results Fair to moderate agreement was observed on student and clinical pharmacists' identification of 4 of 7 drug therapy problems. Of those, agreement was significantly higher than chance for 3 drug therapy problems (adverse drug reaction, dosage too high, and needs additional drug therapy) and not significant for 1 (unnecessary drug therapy). Students strongly agreed that the interview tool was useful but agreed less strongly on recommending its use in practice. Conclusions The guided interview process served as a useful teaching aid to assist student pharmacists to identify drug therapy problems. PMID:21451770

Rasch Validation of a Measure of Reform-Oriented Science Teaching Practices

ERIC Educational Resources Information Center

You, Hye Sun

2016-01-01

Growing evidence from recent curriculum documents and previous research suggests that reform-oriented science teaching practices promote students' conceptual understanding, levels of achievement, and motivation to learn, especially when students are actively engaged in constructing their ideas through scientific inquiries. However, it is difficult…

No Penalties for Practice

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy; Pumpian, Ian

2011-01-01

Teachers and administrators at Health Sciences High and Middle College in San Diego, California, wanted to create a grading system that reflected understanding while still encouraging students to practice. They developed course competencies, or performance assessments, that teachers use to measure what students know and can do with the concepts…

Measuring Fidelity to Improve Intervention Effectiveness

ERIC Educational Resources Information Center

McKenna, John W.; Flower, Andrea; Ciullo, Stephen

2014-01-01

Teachers are responsible for using evidence-based practices to improve students' academic and behavioral outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation can adversely affect their effectiveness. However, an inadequate student response to intervention may also be the result of…

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

PubMed Central

Durham, Mary F.; Knight, Jennifer K.; Couch, Brian A.

2017-01-01

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices. PMID:29196428

Knowledge, awareness, and attitude regarding infection prevention and control among medical students: a call for educational intervention.

PubMed

Ibrahim, Awab Ali; Elshafie, Sittana Shamseldin

2016-01-01

Medical students can be exposed to serious health care-associated infections, if they are not following infection prevention and control (IPC) measures. There is limited information regarding the knowledge, awareness, and practices of medical students regarding IPC and the educational approaches used to teach them these practices. To evaluate the knowledge, awareness, and attitude of medical students toward IPC guidelines, and the learning approaches to help improve their knowledge. A cross-sectional, interview-based survey included 73 medical students from Weill Cornell Medical College, Qatar. Students completed a questionnaire concerning awareness, knowledge, and attitude regarding IPC practices. Students' knowledge was assessed by their correct answers to the survey questions. A total of 48.44% of the respondents were aware of standard isolation precautions, 61.90% were satisfied with their training in IPC, 66.13% were exposed to hand hygiene training, while 85.48% had sufficient knowledge about hand hygiene and practiced it on a routine basis, but only 33.87% knew the duration of the hand hygiene procedure. Knowledge, attitude, and awareness of IPC measures among Weill Cornell Medical Students in Qatar were found to be inadequate. Multifaceted training programs may have to target newly graduated medical practitioners or the training has to be included in the graduate medical curriculum to enable them to adopt and adhere to IPC guidelines.

One-to-One iPads in the Elementary Classroom: Measuring the Impact on Student Engagement, Instructional Practices, and Teacher Perception

ERIC Educational Resources Information Center

Garwood, James E.

2013-01-01

A significant body of research exists which examines the impact of one-to-one laptop programs on student learning in the classroom environment. However, there are a limited number of studies that examine the impact of one-to-one tablet technology programs on student engagement and the teacher instructional practices that influence engagement. The…

Admissions Roulette: Predictive Factors for Success in Practice

ERIC Educational Resources Information Center

Pfouts, Jane H.; Henley, H. Carl, Jr.

1977-01-01

A multivariate predictive index of student field performance to be used as an admissions tool in graduate schools of social work is described. It measures the effect on field performance of (1) a measure of the student's intellectual ability, (2) undergraduate school quality, (3) prior work experience, and (4) student sex. (Author/LBH)

Decision Making for Borderline Cases in Pass/Fail Clinical Anatomy Courses: The Practical Value of the Standard Error of Measurement and Likelihood Ratio in a Diagnostic Test

ERIC Educational Resources Information Center

Severo, Milton; Silva-Pereira, Fernanda; Ferreira, Maria Amelia

2013-01-01

Several studies have shown that the standard error of measurement (SEM) can be used as an additional “safety net” to reduce the frequency of false-positive or false-negative student grading classifications. Practical examinations in clinical anatomy are often used as diagnostic tests to admit students to course final examinations. The aim of this…

Bridging theory and practice: Mixed methods approach to instruction of law and ethics within the pharmaceutical sciences.

PubMed

Wilby, Kyle John; Nasr, Ziad Ghantous

2016-11-01

Background: Professional responsibilities are guided by laws and ethics that must be introduced and mastered within pharmaceutical sciences training. Instructional design to teaching typically introduces concepts in a traditional didactic approach and requires student memorization prior to application within practice settings. Additionally, many centers rely on best practices from abroad, due to lack of locally published laws and guidance documents. Objectives: The aim of this paper was to summarize and critically evaluate a professional skills laboratory designed to enhance learning through diversity in instructional methods relating to pharmacy law and best practices regarding narcotics, controlled medications, and benzodiazepines. Setting: This study took place within the Professional Skills Laboratory at the College of Pharmacy at Qatar University. Method: A total of 25 students participated in a redesigned laboratory session administered by a faculty member, clinical lecturer, teaching assistant, and a professional skills laboratory technician. The laboratory consisted of eight independent stations that students rotated during the 3-h session. Stations were highly interactive in nature and were designed using non-traditional approaches such as charades, role-plays, and reflective drawings. All stations attempted to have students relate learned concepts to practice within Qatar. Main outcome measures: Student perceptions of the laboratory were measured on a post-questionnaire and were summarized descriptively. Using reflection and consensus techniques, two faculty members completed a SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis in preparation for future cycles. Results: 100% (25/25) of students somewhat or strongly agreed that their knowledge regarding laws and best practices increased and that their learning experience was enhanced by a mixed-methods approach. A total of 96% (24/25) of students stated that the mixed-methods instructional approach should be continued in the future. The SWOC analysis identified the mixed methods approach and student feedback as strengths and opportunities, while resource shortages and lack of impact assessment were identified as weaknesses and challenges. Conclusion: Creative redesign of instructional methods pertaining to law and best practices was effective to achieve positive student perceptions regarding instructional methods and learning. Future cycles should include rigorous assessment methods to evaluate impact on student learning and practice.

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

NASA Astrophysics Data System (ADS)

Velayutham, Sunitadevi; Aldridge, Jill; Fraser, Barry

2011-10-01

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

Medical students and measuring blood pressure: Results from the American Medical Association Blood Pressure Check Challenge.

PubMed

Rakotz, Michael K; Townsend, Raymond R; Yang, Jianing; Alpert, Bruce S; Heneghan, Kathleen A; Wynia, Matthew; Wozniak, Gregory D

2017-06-01

Blood pressure (BP) measurement is the most common procedure performed in clinical practice. Accurate BP measurement is critical if patient care is to be delivered with the highest quality, as stressed in published guidelines. Physician training in BP measurement is often limited to a brief demonstration during medical school without retraining in residency, fellowship, or clinical practice to maintain skills. One hundred fifty-nine students from medical schools in 37 states attending the American Medical Association's House of Delegates Meeting in June 2015 were assessed on an 11-element skillset on BP measurement. Only one student demonstrated proficiency on all 11 skills. The mean number of elements performed properly was 4.1. The findings suggest that changes in medical school curriculum emphasizing BP measurement are needed for medical students to become, and remain, proficient in BP measurement. Measuring BP correctly should be taught and reinforced throughout medical school, residency, and the entire career of clinicians. © 2017 American Medical Association. Journal of Clinical Hypertension published by Wiley Periodicals, Inc.

Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students

PubMed Central

Banda, Sekelani

2016-01-01

Objectives To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. Methods The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. Results Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). Conclusions Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training. PMID:27132255

Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students.

PubMed

Katowa-Mukwato, Patricia; Banda, Sekelani

2016-04-30

To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training.

Identification of desired outcomes for school nursing practice.

PubMed

Selekman, Janice; Guilday, Patricia

2003-12-01

The Scope and Standards of Professional School Nursing Practice states that school nurses should evaluate the quality and effectiveness of their practice. School nurses have not yet identified and adopted outcomes by which this effectiveness can be measured. This study used focus groups during a national meeting of school nurse leaders to identify the desired outcomes that could be used to measure the efficacy of school nursing practice. Ten desired outcome themes were identified with numerous specific indicators as possible ways to measure the desired outcome in each theme. The student-, school-, and nurse-focused outcome themes were as follows: (a) increased student seat time, (b) receipt of first aid and acute care measures, (c) receipt of competent health-related interventions or skills, (d) meeting of the comprehensive needs of children with chronic conditions, (e) enhanced school health via wellness promotion and disease prevention measures, (f) referrals, (g) safe environment, (h) enhanced school health via community outreach, (i) cost-effective school nurse services, and (j) student, parent, and staff satisfaction. The school nurse participants were supportive of having potential outcomes identified and unanimously endorsed the findings at the conclusion of the study. They have provided a comprehensive framework from which evaluation tools can be developed to measure the efficacy of school nursing.

Evaluating critical thinking in clinical practice.

PubMed

Oermann, M H

1997-01-01

Although much has been written about measurement instruments for evaluating critical thinking in nursing, this article describes clinical evaluation strategies for critical thinking. Five methods are discussed: 1) observation of students in practice; 2) questions for critical thinking, including Socratic questioning; 3) conferences; 4) problem-solving strategies; and 5) written assignments. These methods provide a means of evaluating students' critical thinking within the context of clinical practice.

Special Education and Potential Exclusionary Enrollment Practices in Arizona Charter Schools: A Correlation Study

ERIC Educational Resources Information Center

Alley, Patricia Irene

2016-01-01

This quantitative correlation study attempted to determine what relationships exited between the disproportionate enrollment of students with disabilities, the Arizona Instrument to Measure Standards (AIMS) assessment scores, and exclusionary enrollment practices towards students with disabilities in Arizona Charter Schools. The problem was the…

Establishing Benchmarks and Measuring Progress at "HSTW" Sites.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2010

2010-01-01

Schools that join the "High Schools That Work (HSTW)" network are expected to show progress in changing school and classroom practices in ways that improve student achievement and readiness for postsecondary studies and careers. They are expected to focus on practices that have proven most effective in advancing student achievement.…

Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

NASA Astrophysics Data System (ADS)

Li, Sissi L.

At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning environment demands not only conceptual understanding but also learning to be a scientist. However, the success of student learning is typically measured in test performance and course grades while assessment of student development as science learners is largely ignored. This dissertation addresses this issue with the development of an instrument towards a measure of physics learning identity (PLI) which is used to guide and complement case studies through student interviews and in class observations. Using the conceptual framework based on Etienne Wenger's communities of practice (1998), I examine the relationship between science learning and learning identity from a situated perspective in the context of a large enrollment science class as a community of practice. This conceptual framework emphasizes the central role of identity in the practices negotiated in the classroom community and in the way students figure out their trajectory as members. Using this framework, I seek to understand how the changes in student learning identity are supported by active engagement based instruction. In turn, this understanding can better facilitate the building of a productive learning community and provide a measure for achievement of the curricular learning goals in active engagement strategies. Based on the conceptual framework, I developed and validated an instrument for measuring physics learning identity in terms of student learning preferences, self-efficacy for learning physics, and self-image as a physics learner. The instrument was pilot tested with a population of Oregon State University students taking calculus based introductory physics. The responses were analyzed using principal component exploratory factor analysis. The emergent factors were analyzed to create reliable subscales to measure PLI in terms of physics learning self-efficacy and social expectations about learning. Using these subscales, I present a case study of a student who performed well in the course but resisted the identity learning goals of the curriculum. These findings are used to support the factors that emerged from the statistical analysis and suggest a potential model of the relationships between the factors describing science learning and learning identity in large enrollment college science classes. This study offers an instrument with which to measure aspects of physics learning identity and insights on how PLI might develop in a classroom community of practice.

Teaching the Fundamentals of Energy Efficiency

NASA Astrophysics Data System (ADS)

Meier, Alan

2010-02-01

A course on energy efficiency is a surprisingly valuable complement to a student's education in physics and many other disciplines. The Univ. of California, Davis, offers a 1-quarter course on ``understanding the other side of the meter.'' Lectures begin by giving students a demand-side perspective on how, where, and why energy is used. Students measure energy use of appliances in their homes and then report results. This gives students a practical sense of the difference between energy and power and learn how appliances transform energy into useful services. Lectures introduce the types of direct conservation measures--reducing demand, reducing fixed consumptions, and increasing efficiency. Practical examples draw upon simple concepts in heat transfer, thermodynamics, and mechanics. Graphical techniques, strengthened through problem sets, explain the interdependence of conservation measures. Lectures then examine indirect energy savings from measures and consider questions like ``where can one achieve the greatest fuel savings in a car by removing one gram of mass?'' Finally, students learn about conservation measures that circumvent physical limits by adopting new processes. By the end of the course, students have a gained a new perspective on energy consumption and the opportunities to reduce it. )

Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

2016-01-01

We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with…

Drawing a Line in the Sand: Identifying the Borderzone between Self and Other in EL1 and EL2 Citation Practices

ERIC Educational Resources Information Center

Hyland, Theresa Ann

2009-01-01

Current concerns about academic plagiarism in student writing assume qualitative and quantitative differences in the writing of students for whom English is a first language (EL1) and English is a second language (EL2), but lack precision in measuring those differences. I examined the citation practices of EL1 and EL2 students in a timed writing…

Mentorship on the Doctoral Level: An Examination of Communication Faculty Mentors' Traits and Functions

ERIC Educational Resources Information Center

Carpenter, Serena; Makhadmeh, Naheda; Thornton, Leslie-Jean

2015-01-01

A mentor can be of great importance to doctoral student success and progress. While many have studied student perceptions of the process, research regarding how doctoral faculty mentors interpret and enact mentoring practices is less evident. To address this empirical gap, a doctoral student mentor functions measure was created. The measure is…

Knowledge, awareness, and attitude regarding infection prevention and control among medical students: a call for educational intervention

PubMed Central

Ibrahim, Awab Ali; Elshafie, Sittana Shamseldin

2016-01-01

Background Medical students can be exposed to serious health care-associated infections, if they are not following infection prevention and control (IPC) measures. There is limited information regarding the knowledge, awareness, and practices of medical students regarding IPC and the educational approaches used to teach them these practices. Aim To evaluate the knowledge, awareness, and attitude of medical students toward IPC guidelines, and the learning approaches to help improve their knowledge. Methods A cross-sectional, interview-based survey included 73 medical students from Weill Cornell Medical College, Qatar. Students completed a questionnaire concerning awareness, knowledge, and attitude regarding IPC practices. Students’ knowledge was assessed by their correct answers to the survey questions. Findings A total of 48.44% of the respondents were aware of standard isolation precautions, 61.90% were satisfied with their training in IPC, 66.13% were exposed to hand hygiene training, while 85.48% had sufficient knowledge about hand hygiene and practiced it on a routine basis, but only 33.87% knew the duration of the hand hygiene procedure. Conclusion Knowledge, attitude, and awareness of IPC measures among Weill Cornell Medical Students in Qatar were found to be inadequate. Multifaceted training programs may have to target newly graduated medical practitioners or the training has to be included in the graduate medical curriculum to enable them to adopt and adhere to IPC guidelines. PMID:27579002

Validation of Assessment for Learning Questionnaires for teachers and students.

PubMed

Pat-El, Ron Jonathan; Tillema, Harm; Segers, Mien; Vedder, Paul

2013-03-01

Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve. Based on a review of recent attempts to measure the AFL, we constructed Assessment for Learning Questionnaires for Teachers (TAFL-Q) and for students (SAFL-Q) for evaluating perceptions regarding AFL practices in classrooms using matching items. The total sample included 1,422 students (49% girls, 51% boys) and 237 teachers (43% females, 57% males) in lower vocational secondary education. The 28-item questionnaires were examined by means of confirmatory factor analysis (CFA) using EQS on one random half of the sample. The CFA was cross-validated on the second half. Measurement invariance tests were conducted to compare the students and teacher versions of the questionnaires. CFA revealed a stable second-order two-factor structure that was cross-validated: perceived monitoring, and perceived scaffolding subsumed under a common factor: AFL. Tests for measurement invariance showed that the parallel constructs were measured similarly for both students and teachers. The TAFL-Q and SAFL-Q capture the construct AFL in two subscales: Monitoring and Scaffolding, and allows for comparisons between teacher and student perceptions. The instruments can be useful tools for teachers and students alike to identify and scrutinize assessment practices in classroom. © 2011 The British Psychological Society.

Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

PubMed Central

Fejzic, Jasmina; Barker, Michelle

2015-01-01

Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE) has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs) were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i) Practice skills and (ii) Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL) Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95) completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs). Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication skills and confidence. Teacher reflections observed ecological validity of SLMs as a method to enhance professionalism and communication skills, and suggested ways to improve this teaching modality. Conclusion: Inclusion of SLMs centred on practice and professionalism was evaluated as an effective, teaching strategy by students and staff. The integration of SIMs in SLMs has potential for wider application in clinical teaching. PMID:26445619

Psychometric testing on the NLN Student Satisfaction and Self-Confidence in Learning, Simulation Design Scale, and Educational Practices Questionnaire using a sample of pre-licensure novice nurses.

PubMed

Franklin, Ashley E; Burns, Paulette; Lee, Christopher S

2014-10-01

In 2006, the National League for Nursing published three measures related to novice nurses' beliefs about self-confidence, scenario design, and educational practices associated with simulation. Despite the extensive use of these measures, little is known about their reliability and validity. The psychometric properties of the Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire were studied among a sample of 2200 surveys completed by novice nurses from a liberal arts university in the southern United States. Psychometric tests included item analysis, confirmatory and exploratory factor analyses in randomly-split subsamples, concordant and discordant validity, and internal consistency. All three measures have sufficient reliability and validity to be used in education research. There is room for improvement in content validity with the Student Satisfaction and Self-Confidence in Learning and Simulation Design Scale. This work provides robust evidence to ensure that judgments made about self-confidence after simulation, simulation design and educational practices are valid and reliable. Copyright © 2014 Elsevier Ltd. All rights reserved.

School District Professional Learning: Teachers' Perceptions of Instructional Leadership, Teacher Practice, and Student Learning

ERIC Educational Resources Information Center

Avery, Christine M.

2013-01-01

This dissertation study includes an evaluation of a school district model of professional learning that aims to improve school administrators' instructional leadership skills and teacher practice to positively impact student learning. This study employs a valid and reliable survey instrument that measures professional learning standards. The…

What Makes an Effective Teacher? Quasi-Experimental Evidence. NBER Working Paper No. 16885

ERIC Educational Resources Information Center

Lavy, Victor

2011-01-01

This paper measures empirically the relationship between classroom teaching practices and student achievements. Based on primary- and middle-school data from Israel, I find very strong evidence that two important elements of teaching practices cause student achievements to improve. In particular, classroom teaching that emphasizes the instilment…

Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

ERIC Educational Resources Information Center

Silveira, Jason M.; Goff, Sarah C.

2016-01-01

The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire…

Challenging Student Satisfaction through the Education of Desires

ERIC Educational Resources Information Center

Webster, R. Scott

2012-01-01

This article challenges the practice of encouraging teacher educators to strive and raise the levels of student satisfaction in their classes as if such a criterion provides a measure of good teaching. Such a practice involves what Giroux describes as "corporate pedagogy" which conforms to the neoliberal inclination to meet the demands of the…

"Measuring up"? Assessment and Students with Disabilities in the Modern University

ERIC Educational Resources Information Center

Bessant, Judith

2012-01-01

In this article, I ask how university students with disabilities negotiate with staff arrangements for alternative assessment practices. I draw on three case studies using a personal pronoun perspective to challenge the conventional view that educational policy and teaching practice are forms of rational action. I demonstrate how the lives of…

A comparison of observed teaching practices with teacher perceptions of their teaching during and following major funding

NASA Astrophysics Data System (ADS)

Kimble, Larry Lee

The purposes of this study were: (1) to determine how the teaching practices of eight exemplary Iowa teachers changed over time (1994--1999); (2) to investigate discrepancies between the perceptions of teaching compared with actual performance of these behaviors exhibited in videotapes of their teaching; and (3) to determine how STS/Constructivist teaching behaviors changed after major NSF funding. Data were collected at multiple times over a five year period. Quantitative data included use of the ESTEEM for evaluating three consecutive days of "best" teaching on the part of the eight teachers. The TPI and CLES were used for measuring perceptions of the teachers. Interviews concerning classrooms and teaching practices were conducted. Assessment and teaching methods were also reviewed. Major findings include: (1) Teaching practices indicate that all eight teachers achieved expert status in all four areas measured by the ESTEEM. These include (1) facilitating the learning process from a constructivist perspective; (2) content-specific pedagogy related to student understanding; (3) adjustments in strategies based on interactions with the students; and (4) teacher knowledge of subject matter. Constructivist practices improved significantly at each data sampling over the studied period (significant at the .05 level). (2) Teacher perceptions of their constructivist teaching practices as measured by the TPI and CLES were very high. This was especially true for the CLES where five areas of constructivist teaching were evaluated, namely: (1) personal relevance; (2) scientific uncertainty; (3) critical voice; (4) shared control, and (5) student negotiations. The perceptions continued to improve over the studied period (significant at the .05 level). (3) Similarities between teacher observed practices and their perceptions of their teaching were noted. In many cases, the actual practices were observed to be better. (4) The teachers improved regarding wait-time between teacher questions and student responses. (5) The teachers asked fewer questions, but developed classes with more student-student interaction. (6) Assessment strategies used by the eight teachers continued to improve and were often an integral part of instruction. (7) The eight teachers continued to grow and improve with respect to constructivist strategies two years after major NSF funding.

Assessing the effectiveness of a clinical instructor online training module as measured by student perception and sustained best practices.

PubMed

Engelhard, Chalee; Seo, Kay Kyeong-Ju

2015-01-01

Due to current scrutiny of physical therapy (PT) clinical education, clinical education models require revisions with close examination of current practice, including best practices in clinical instructor (CI) education. Unfortunately, depth of research currently available to support these revisions is minimal, particularly in areas of research that investigate maintaining recently taught skills in CI training and students' perceived CI effectiveness following training. This study's purpose was to explore these areas. CIs (n=21) were assigned to either a control or treatment group. Treatment group-CIs completed an online module prior to supervising a Doctor of Physical Therapy (DPT) student during a 9-week clinical rotation and then participated in data collection activities following the rotation. Data from control group-CIs established a baseline. Data from students' assessments of their CIs' performances yielded qualitative themes demonstrating differentiated learning environments and module-taught best practices for treatment group-students. Quantitative findings did not make a distinction between the two student groups. Lastly, treatment group-CIs maintained best practices after an inactive period. This study suggests CIs were able to maintain best practices using just-in-time education, distributed clinical practice, and reflection. By continuing examination of online CI education, PT clinical education can move toward new models through evidence-based CI best practices.

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

PubMed

Abry, Tashia; Rimm-Kaufman, Sara E; Larsen, Ross A; Brewer, Alexis J

2013-08-01

This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, p<.001, R2=.69. In turn, FOI related to greater improvement in teacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Assessing physics learning identity: Survey development and validation

NASA Astrophysics Data System (ADS)

Li, Sissi L.; Demaree, Dedra

2012-02-01

Innovative curricula aim to improve content knowledge and the goal of helping students develop practices and skills of authentic scientist through active engagement learning. To students, these classroom practices often seem very different from their previous learning experiences in terms of behavioral expectations, learning attitude, and what learning means. We propose that productive participation in these learning environments require students to modify their identity as learners in addition to refining their science conceptual understanding. In order to measure changes in learning identity, we developed a 49-item survey to assess students' 1) expectations of student and teacher roles, 2) self efficacy towards skills supported in the Investigative Science Learning Environment (ISLE) and 3) attitudes towards social learning. Using principle components exploratory factor analysis, we have established two reliable factors with subscales that measure these student characteristics. This paper presents the survey development, validation and pilot study results.

Psychological well-being in medical students during exam stress-influence of short-term practice of mind sound technology.

PubMed

Dayalan, Haripriya; Subramanian, Swapna; Elango, Tamilselvi

2010-11-01

Medical education is perceived as stressful. As excessive stress hampers students' performance, stress management is required for medical students. This study was aimed to assess the effect of Mind Sound Technology (MST), an intelligence enhancing program, on psychological well-being of medical undergraduates during exam stress. Forty-two medical students were recruited and Dukes Health Profile scoring was done at baseline and during Exam Stress (ES). After pre-intervention measurements, the students were randomized into two groups: non-practitioners and MST practitioners. Post-intervention measurement was done at the end of 6 weeks when the students had examination. Students showed a significant increase (P < 0.001) in negative health scores like perceived health scores, anxiety, and depression and a significant decrease (P < 0.001) in positive health scores like Self-Esteem, Mental Health Score, Social Health Score, and General Health Score during exam when compared with baseline. MST practice increased positive health scores (P < 0.001) and decreased perceived health score (P < 0.01), anxiety, depression, and anxiety-depression scores significantly (P < 0.001) when compared with ES score. Non practitioners did not show any significant change in any of the scores when compared with ES score. Six weeks of MST practice by medical students have improved the academic scores (P < 0.05) when compared with their non-practitioner counterpart. Thus, practice of MST has helped in coping up the stress that occurs during examination and improved academic performance in medical undergraduates.

Teach CAD and Measuring Skills through Reverse Engineering

ERIC Educational Resources Information Center

Board, Keith

2012-01-01

This article describes a reverse engineering activity that gives students hands-on, minds-on experience with measuring tools, machine parts, and CAD. The author developed this activity to give students an abundance of practical experience with measuring tools. Equally important, it provides a good interface between the virtual world of CAD 3D…

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design

PubMed Central

Rosário, Pedro; Núñez, José C.; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia

2015-01-01

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions. PMID:26528204

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.

PubMed

Rosário, Pedro; Núñez, José C; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia

2015-01-01

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions.

Ready to work or not quite? Self-perception of practical skills among medical students from Serbia ahead of graduation.

PubMed

Gazibara, Tatjana; Nurković, Selmina; Marić, Gorica; Kurtagić, Ilma; Kovačević, Nikolina; Kisić-Tepavčević, Darija; Pekmezović, Tatjana

2015-08-01

To assess final year medical students' self-perception of their practical skills. The study was conducted at the Faculty of Medicine in Belgrade during compulsory practical sessions in the period December 2-9, 2013 and 390 students agreed to participate (response rate 77.8%). The questionnaire included questions on demographic characteristics, 21 questions on students' self-perception of their practical skills, and 1 question on students' self-perceived readiness to start working with patients. Cronbach's α for the entire scale was 0.891. Students felt most confident about measuring arterial pulse and blood pressure and taking patients' history (average score 10 for all three skills) and least confident about placing a urinary catheter (average score 1) and suturing a wound (average score 2). They rated their readiness to work with patients with 5.0 out of 10.0 points. The total score did not correlate with students' average mark (Spearman's ρ=0.039; P=0.460) and the average mark did not correlate with the self-perceived readiness to work with patients (Spearman's ρ=-0.048; P=0.365). Our study suggests that medical students lack confidence to perform various clinical procedures, particularly those related to surgical interventions. To improve students' confidence, clinical curriculum should include either more hours of practical work or ensure closer supervision of practical training in wards.

[Application of role-play simulation in pre-clinical practice of the fourth grade students in department of endodontics].

PubMed

Zhu, Lin-lin; Qiu, Li-hong; Qu, Liu; Xue, Ming; Yan, Lu

2014-10-01

To apply role- play simulation in pre-clinical practice of the fourth grade students in department of endodontics. Thirty-two students were randomly divided into 2 groups, there were 16 students in each group. Students in one group were taught with role-play simulation while the other group with lecture-based learning method. The teaching effect was measured with examination and questionnaire survey. The data was analyzed by using SPSS 17.0 software package. There were no significant differences in basic knowledge, case analysis and oral examination between 2 groups (P>0.05), but there was significant difference in history taking and medical records writing, practical examination and total scores between 2 groups (P<0.05). The role-play simulation was generally approved by both teachers and students in experimental group. The abilities of the fourth grade students can be developed by role-play simulation in different aspects. Role-play simulation can be applied in pre-clinical practice of the fourth grade students in department of endodontics.

Technology and education: First approach for measuring temperature with Arduino

NASA Astrophysics Data System (ADS)

Carrillo, Alejandro

2017-04-01

This poster session presents some ideas and approaches to understand concepts of thermal equilibrium, temperature and heat in order to bulid a man-nature relationship in a harmonious and responsible manner, emphasizing the interaction between science and technology, without neglecting the relationship of the environment and society, an approach to sustainability. It is proposed the development of practices that involve the use of modern technology, of easy access and low cost to measure temperature. We believe that the Arduino microcontroller and some temperature sensors can open the doors of innovation to carry out such practices. In this work we present some results of simple practices presented to a population of students between the ages of 16 and 17 years old. The practices in this proposal are: Zero law of thermodynamics and the concept of temperature, calibration of thermometers and measurement of temperature for heating and cooling of three different substances under the same physical conditions. Finally the student is asked to make an application that involves measuring of temperature and other physical parameters. Some suggestions are: to determine the temperature at which we take some food, measure the temperature difference at different rooms of a house, housing constructions that favour optimal condition, measure the temperature of different regions, measure of temperature trough different colour filters, solar activity and UV, propose applications to understand current problems such as global warming, etc. It is concluded that the Arduino practices and electrical sensors increase the cultural horizon of the students while awaking their interest to understand their operation, basic physics and its application from a modern perspective.

Cigarette Smoking Practice and Attitudes, and Proposed Effective Smoking Cessation Measures among College Student Smokers in China

ERIC Educational Resources Information Center

Cui, Yanping; Ying, Mao; Fan, Hongqi

2012-01-01

Purpose: This paper aims to investigate the average daily consumption of cigarettes and its correlates, attitudes toward smoking, and suggestions for anti-smoking measures in a sample of Chinese college student smokers. Design/methodology/approach: A sample of 150 college student cigarette smokers in Baoding, a city near Beijing, filled out a…

The efficacy of student-centered instruction in supporting science learning.

PubMed

Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L

2012-10-05

Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.

Comparison of active-learning strategies for motivational interviewing skills, knowledge, and confidence in first-year pharmacy students.

PubMed

Lupu, Ana M; Stewart, Autumn L; O'Neil, Christine

2012-03-12

To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.

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

PubMed Central

Cox, Craig D.; Seifert, Charles F.

2012-01-01

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

Seeing Science

ERIC Educational Resources Information Center

Miles, Rhea; Zambone, Alana

2017-01-01

Students who are blind or visually impaired (BVI), like all students, need to conduct scientific investigations that involve measurements and reading experimental procedures. Best instructional practices for BVI students include touch and hearing experiences. Related strategies and tools include electronic textbooks, assistive technologies such as…

An Investigation into How Measures of Student Teacher Performance that Indicate Developmentally Informed Practice Are Related to a Measure of Overall Student Teaching Proficiency at a Private Northwest Comprehensive University

ERIC Educational Resources Information Center

Buchanan, Thomas D.

2011-01-01

Indicators of the proficiency of teacher candidates at applying knowledge of child development to teaching and learning were examined to see if they predict the overall success of the candidates full-time student teaching. The assessment instrument, the Full-Time Student Teaching Summary Report (FSTSR), was found statistically reliable and…

Addressing the challenge of diversity in the graduate ranks: good practices yield good outcomes.

PubMed

Thompson, Nancy L; Campbell, Andrew G

2013-01-01

In this paper, we examine the impact of implementing three systemic practices on the diversity and institutional culture in biomedical and public health PhD training at Brown University. We hypothesized that these practices, designed as part of the National Institutes of Health-funded Initiative to Maximize Student Development (IMSD) program in the Division of Biology and Medicine, would have a positive effect on underrepresented minority (URM) recruitment and retention and objective measures of student success. These practices include: 1) develop strategic partnerships with selected undergraduate institutions; 2) provide a personalized education program of student support and skill-based modules to supplement discipline-based course work; and 3) transform institutional culture by engaging faculty in supporting diversity-related goals and practices. Data comparing URM numbers and key academic milestones before and after implementation of IMSD practices support the initial hypothesis and effectiveness of these practices at Brown. Program components are broadly applicable as best practices for others seeking to improve URM recruitment and achievements of graduate students traditionally underrepresented in the sciences.

Addressing the Challenge of Diversity in the Graduate Ranks: Good Practices Yield Good Outcomes

PubMed Central

Thompson, Nancy L.; Campbell, Andrew G.

2013-01-01

In this paper, we examine the impact of implementing three systemic practices on the diversity and institutional culture in biomedical and public health PhD training at Brown University. We hypothesized that these practices, designed as part of the National Institutes of Health–funded Initiative to Maximize Student Development (IMSD) program in the Division of Biology and Medicine, would have a positive effect on underrepresented minority (URM) recruitment and retention and objective measures of student success. These practices include: 1) develop strategic partnerships with selected undergraduate institutions; 2) provide a personalized education program of student support and skill-based modules to supplement discipline-based course work; and 3) transform institutional culture by engaging faculty in supporting diversity-related goals and practices. Data comparing URM numbers and key academic milestones before and after implementation of IMSD practices support the initial hypothesis and effectiveness of these practices at Brown. Program components are broadly applicable as best practices for others seeking to improve URM recruitment and achievements of graduate students traditionally underrepresented in the sciences. PMID:23463225

The Magnetic Field inside a Long Solenoid--A New Approach

ERIC Educational Resources Information Center

Andrews, David; Carlton, Kevin; Lisgarten, David

2010-01-01

This article describes a technique for measuring the magnetic field inside a long solenoid using computer data logging. This is a new approach to a standard student practical. The design and construction of the sensors is described; they significantly reduce the cost of the apparatus. The approach of the practical is for the students to…

The Effect of Practicing Mental Calculation Strategies on Teacher Candidates' Numeracy Proficiency

ERIC Educational Resources Information Center

Al Mutawah, Masooma Ali

2016-01-01

This study was conducted on year 4 students enrolled in the Bachelor of Education program for Cycle one teacher candidates. The effect of practicing mental calculation strategies in improving students' numeracy proficiency was put under some tests to measure its effect in a scientific way. A Pre-quiz was conducted before with no prior practice…

Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers

ERIC Educational Resources Information Center

Grove, Michael C.

2011-01-01

Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of…

Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England.

PubMed

Bartlett, Maggie; Pritchard, Katie; Lewis, Leo; Hays, Richard B; Mckinley, Robert K

2016-01-01

One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011-2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context. Objectives were to evaluate the rural teaching from the perspectives of four groups: patients, general practice tutors, community hospital staff and students. Learning outcomes (as measured by objective structured clinical examinations) of students learning in rural practices in the final year were compared with those in other practices. Data were gathered from a variety of sources. Students' scores in cohort-wide clinical assessment were compared with those in other locations. Semi-structured interviews were conducted with general practice tutors and community hospital staff. Serial focus groups explored the perceptions of the students, and questionnaires were used to gather the views of patients. Patients reported positive experiences of students in their consultations, with 97% expressing willingness to see students. The majority of patients considered that teaching in general practice was a good thing. They also expressed altruistic ideas about facilitating learning. The tutors were enthusiastic and perceived that teaching had positive impacts on their practices despite negative effects on their workload. The community hospital staff welcomed students and expressed altruistic ideas about helping them learn. There was no significant difference between the rurally placed students' objective structured clinical examination performance and that of their peers in other locations. Some students had difficulty with the isolation from peers and academic activities, and travel was a problem despite their accommodation close to the practices. Students valued the learning opportunities offered by the rural practice placements. The general practice tutors, patients and community hospital staff found teaching to be a positive experience overall and perceived a value to the health system and broader community in students learning locally for substantial periods of time. The evaluation has identified some student concerns about transport times and costs, social isolation, and access to resources and administrative tasks, and these are being addressed.

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

PubMed

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

2018-04-02

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

[Survey on knowledge, attitude, practice related to contraception among college students in Beijing].

PubMed

Zhou, Yuan-Zhong; Zhang, Mei-Mei; Wei, Sheng; Guan, Huang-Tao; Yin, Ping; Ren, Ning; Pang, Xue-Bing; Xiong, Cheng-Liang

2009-07-01

To understand the current status and relative factors on knowledge, attitude, practice to contraception among college students in Beijing and to provide evidence for developing aimed contraceptive service and education in colleges. Quantitative surveys were employed, questionnaire was conducted anonymously among 12,450 unmarried college students under informed consent. Among 12,129 students, acknowledgement of contraceptive knowledge among females was superior to males in college (P=0.000). Rates on the favor for unmarried sexual practice and 'sexual liberation' were 81.9% and 60.2% for males, comparing to 74.8% and 54.3% for females respectively. The prevalence rates for masturbation were 74.3% for males and 24.9% for females respectively. 18.4% of the male and 10.5% of the female students had ever experienced unmarried sexual intercourse. Among those students who had sexual experiences, 29.4% of the males had made their sex partners pregnant and 23.1% of the female students had experienced unexpected pregnancy. Statistical significance was found between males and females (P=0.000) in terms of attitudes and behaviors. 51.3% of the male and female students took contraceptive measures during the episode of first sexual intercourse. The excuses for not taking any measures would include: sexual intercourse happened incidentally, not interested in using condom, only one sexual experience would not cause pregnancy, etc. The prevalence of unmarried sexual intercourse among college students had been rising. Among those who had experienced unmarried sexual intercourse, the rate of taking contraceptive measures was low and the incidence of unexpected pregnancy was high. It is urgent to strengthen the education and service programs on contraception among college students.

Professional Development of Faculty: How Do We Know It Is Effective?

NASA Astrophysics Data System (ADS)

Derting, T. L.; Ebert-May, D.; Hodder, J.

2011-12-01

Professional development (PD) of faculty has been an integral component of curriculum reform efforts in STEM. Traditionally, PD occurs through workshops that last from hours to several days. Regardless of the particular model of PD used during a workshop, its effectiveness is usually assessed through self-report surveys of faculty satisfaction, perceived learning, and reports of applications in faculty classrooms. My presentation focuses on ways of assessing the effectiveness of models of PD, with an emphasis on the need for objective measures of change in faculty teaching. The data that I present raise two significant questions about faculty PD. Are traditional approaches to faculty PD effective in changing classroom teaching practices and improving student learning? What evidence is needed to determine the effectiveness of different models of PD? Self-report data have been useful in identifying variables that can influence the extent to which faculty implement new teaching strategies. These variables include faculty beliefs about student learning, self-efficacy, level of dissatisfaction with student learning, departmental rewards for teaching and learning, time limitations, and peer interactions. Self-report data do not, however, provide a complete or necessarily accurate assessment of the impacts of PD on classroom practices and student learning. Objective assessment of teaching and learning is also necessary, yet seldom conducted. Two approaches to such assessment will be presented, one based on student performance and the other based on observations of faculty teaching. In multiple sections of a student-centered, inquiry-based course, learning gains were higher for students taught by faculty who were trained in student-centered teaching compared with faculty with no such training. In two national projects that focused on faculty PD, self-report data indicated that faculty increased their use of student-centered teaching following PD. Objective assessment measures, however, showed that most faculty actually used teacher-centered methods with only minor use of student-centered teaching practices. Moreover, variables that have been associated with change in teaching practices, or the lack thereof, contributed little to explaining observed classroom teaching practice after PD. For example, faculty with less teaching experience engaged in more student-centered teaching compared with faculty with more years of teaching experience. Also, departmental and peer support for faculty use of non-lecture approaches to teaching had no significant relationship with the classroom practices used by faculty. These and other data suggest that assumptions about the effectiveness of traditional models of PDs need to be validated using objective, as well as subjective measures. The data also indicate a need for new models of PD for STEM faculty.

Development and Uses of Upper-Division Conceptual Assessments

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Caballero, Marcos D.; Baily, Charles; Sadaghiani, Homeyra; Chasteen, Stephanie V.; Ryan, Qing X.; Pollock, Steven J.

2015-01-01

The use of validated conceptual assessments alongside conventional course exams to measure student learning in introductory courses has become standard practice in many physics departments. These assessments provide a more standard measure of certain learning goals, allowing for comparisons of student learning across instructors, semesters,…

FSSE 2012 Overview

ERIC Educational Resources Information Center

Faculty Survey of Student Engagement, 2012

2012-01-01

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced "fessie") measures faculty members' expectations of student engagement in educational practices that are empirically…

FSSE 2010 Overview

ERIC Educational Resources Information Center

Faculty Survey of Student Engagement, 2010

2010-01-01

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced "fessie") measures faculty members' expectations of student engagement in educational practices that are empirically…

FSSE 2009 Overview

ERIC Educational Resources Information Center

Faculty Survey of Student Engagement, 2009

2009-01-01

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced "fessie") measures faculty members' expectations of student engagement in educational practices that are empirically…

FSSE 2016 Overview

ERIC Educational Resources Information Center

Faculty Survey of Student Engagement, 2016

2016-01-01

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced "fessie") measures faculty members' expectations of student engagement in educational practices that are empirically…

FSSE 2011 Overview

ERIC Educational Resources Information Center

Faculty Survey of Student Engagement, 2011

2011-01-01

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced "fessie") measures faculty members' expectations of student engagement in educational practices that are empirically…

FSSE 2014 Overview

ERIC Educational Resources Information Center

Faculty Survey of Student Engagement, 2014

2014-01-01

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced "fessie") measures faculty members' expectations of student engagement in educational practices that are empirically…

FSSE 2013 Overview

ERIC Educational Resources Information Center

Faculty Survey of Student Engagement, 2013

2013-01-01

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced "fessie") measures faculty members' expectations of student engagement in educational practices that are empirically…

FSSE 2015 Overview

ERIC Educational Resources Information Center

Faculty Survey of Student Engagement, 2015

2015-01-01

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced "fessie") measures faculty members' expectations of student engagement in educational practices that are empirically…

Reliability of didactic grades to predict practical skills in an undergraduate dental college in Saudi Arabia.

PubMed

Zawawi, Khalid H; Afify, Ahmed R; Yousef, Mohammed K; Othman, Hisham I; Al-Dharrab, Ayman A

2015-01-01

This longitudinal study was aimed to investigate the association between didactic grades and practical skills for dental students and whether didactic grades can reliability predict the dental students' practical performance. Didactic and practical grades for graduates from the Faculty of Dentistry, King Abdulaziz University, between the years 2009 and 2011 were collected. Four courses were selected: Dental Anatomy, Operative Dentistry, Prosthodontics, and Orthodontics. Pearson product-moment correlation analyses between didactic and practical scores were conducted. There was only a significant correlation between didactic and practical scores for the Dental Anatomy course (P<0.001). There was also a significant correlation between all four subjects in the didactic scores (P<0.001). Only the scores of male students showed a significant correlation in the Operative Dentistry course (P<0.001). There were no correlations between Orthodontic grades. Moreover, a poor degree of reliability was found between didactic and practical scores for all subjects. Based on the findings of this study, the relationship between didactic grades and practical performance is course specific. Didactic grades do not reliably predict the students' practical skills. Measuring practical performances should be independent from didactic grading.

Improving Student Commitment to Healthcare-Related Design Practice by Improving the Studio Learning Experience.

PubMed

Tan, Lindsay; Hong, Miyoung; Albert, Taneshia West

2017-10-01

This case study explores the influence of the healthcare design studio experience on students' short-term professional goals as measured through rates of healthcare-related certification and internship/employment. The value and relevance of interior design is evident in the healthcare design sector. However, interior design students may not perceive this value if it is not communicated through their design education. Students' experience in the design studio plays a crucial role in determining career choices, and students may be more committed to career goals when there is clear connection between major coursework and professional practice. The authors compared healthcare-related certification and internship/employment levels between two student cohorts in a capstone undergraduate interior design healthcare design studio course. The first cohort was led by the existing curriculum. The second cohort was led by the revised curriculum that specifically aimed at encouraging students to commit to healthcare-related design practice. When measured at 3 months from graduation, the second cohort, led by the revised curriculum, saw a 30% increase in Evidence-based Design Accreditation and Certification exam pass rates and a 40% increase in healthcare-related internship/employment. The challenge of interior design education is to instill in emerging professionals not only professional competence but also those professional attitudes that will make them better prepared to design spaces that improve quality of life, particularly in healthcare environments. The results exceeded the project goals, and so this could be considered a promising practice for courses focused on healthcare design education.

Knowledge, attitude and practices of students about first aid epilepsy seizures management in a Northern Indian City.

PubMed

Goel, Sonu; Singh, Navpreet; Lal, Vivek; Singh, Amarjeet

2013-10-01

Knowledge about epilepsy and its management is not satisfactory among school students in developing countries. The present study was planned to ascertain the knowledge, attitude and practices (KAP) of students regarding first-aid management of epilepsy seizures in school setting. A total of 177 students of government schools of Chandigarh, a city of northern India, were taken. They were administered with a pre-tested semi-structured questionnaire (for knowledge and attitude assessment) and an observational checklist after role play (for practice assessment) on first-aid management of epilepsy. A scoring system was devised to quantify the knowledge and practices of students. Seventy-one percent of them had either heard or read about epilepsy. Half of the students believed epilepsy as a hindrance to education. Ayurvedic treatment was preferred by more than half of the students; however, many believed that visit to religious places and exorcism as ways to cure epilepsy. Nearly 74% of students would call a doctor as first-aid measure for seizure in a person with epilepsy. We concluded that the knowledge about various aspects of epilepsy was average among school students in Chandigarh. However, there was no significant difference in knowledge, attitude and practice between students who lived in urban, urban slum and rural areas. It is recommended that first-aid management of seizures in epilepsy should be a part of school curriculum.

A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School

ERIC Educational Resources Information Center

Kosovich, Jeff J.; Hulleman, Chris S.; Barron, Kenneth E.; Getty, Steve

2015-01-01

We present validity evidence for the Expectancy-Value-Cost (EVC) Scale of student motivation. Using a brief, 10-item scale, we measured middle school students' expectancy, value, and cost for their math and science classes in the Fall and Winter of the same academic year. Confirmatory factor analyses supported the three-factor structure of the EVC…

Multiple Measures in Assessment: The Requirements and Challenges of Multiple Measures in the California Community Colleges. Adopted Spring 2014

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2014

2014-01-01

Assessing a student's ability to be successful in courses and programs is an important and necessary aspect of student success. Two major practices exist to predict a student's likelihood of succeeding in a course or program: (1) Successful completion of prerequisite or advisory courses (as documented on transcripts) and (2) the assessment for…

Effect of Two Isolated Vocal-facilitating Techniques Chant Talk and Pitch Inflections on the Phonation of Female Speech-language Pathology Students: A Pilot Study.

PubMed

Meerschman, Iris; Bettens, Kim; Dejagere, Stefanie; Tetaert, Lieselot; D'haeseleer, Evelien; Claeys, Sofie; Van Lierde, Kristiane

2016-11-01

The purpose of this study was to determine the effect of the isolated vocal-facilitating techniques Chant Talk and Pitch Inflections on the phonation of healthy female speech-language pathology (SLP) students. A multigroup pretest-posttest design was used. A homogenous group of 40 healthy female SLP students with a mean age of 18.7 years were randomly assigned into 3 groups: a Chant Talk group (practicing Chant Talk across 18 weeks), a Pitch Inflections group (practicing Pitch Inflections across 18 weeks), and a control group (practicing no facilitating techniques). To compare vocal measures before and after this time span, an identical objective voice assessment protocol (aerodynamic measurement, acoustic analysis, voice range profile, and Dysphonia Severity Index) was performed in the 3 groups. Both Chant Talk and Pitch Inflections groups resulted in a significant decrease of the acoustic measure noise-to-harmonics ratio compared with the control group. The Chant Talk group resulted in a significant increase in the acoustic measure fundamental frequency compared with the control group. The results of this pilot study suggest that the facilitating techniques Chant Talk and Pitch Inflections may improve the objective measure of breathiness (noise-to-harmonics ratio) in healthy female SLP students. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Measuring Teaching Quality in Higher Education: Assessing Selection Bias in Course Evaluations

ERIC Educational Resources Information Center

Goos, Maarten; Salomons, Anna

2017-01-01

Student evaluations of teaching (SETs) are widely used to measure teaching quality in higher education and compare it across different courses, teachers, departments and institutions. Indeed, SETs are of increasing importance for teacher promotion decisions, student course selection, as well as for auditing practices demonstrating institutional…

Exploring College Student Health Literacy: Do Methods of Measurement Matter?

ERIC Educational Resources Information Center

Mackert, Michael; Champlin, Sara; Mabry-Flynn, Amanda

2017-01-01

The purpose of this study was twofold: Assess health literacy among college students using an accepted assessment tool (the Newest Vital Sign, NVS) and utilize different methods of administration to explore strategies for practically increasing usage of health literacy measurement tools--which currently emphasize in-person, oral administration.…

Group-based differences in anti-aging bias among medical students.

PubMed

Ruiz, Jorge G; Andrade, Allen D; Anam, Ramanakumar; Taldone, Sabrina; Karanam, Chandana; Hogue, Christie; Mintzer, Michael J

2015-01-01

Medical students (MS) may develop ageist attitudes early in their training that may predict their future avoidance of caring for the elderly. This study sought to determine MS' patterns of explicit and implicit anti-aging bias, intent to practice with older people and using the quad model, the role of gender, race, and motivation-based differences. One hundred and three MS completed an online survey that included explicit and implicit measures. Explicit measures revealed a moderately positive perception of older people. Female medical students and those high in internal motivation showed lower anti-aging bias, and both were more likely to intend to practice with older people. Although the implicit measure revealed more negativity toward the elderly than the explicit measures, there were no group differences. However, using the quad model the authors identified gender, race, and motivation-based differences in controlled and automatic processes involved in anti-aging bias.

Dental Hygiene Students' Attitudes and Self-confidence in the Care of the Disabled.

ERIC Educational Resources Information Center

Gruythuysen, R. J. M.

1987-01-01

A study measured the influence of treating disabled persons during the practical training period on the dental hygiene student's attitude toward the disabled, and studied whether attitude and self-confidence are related to certain student characteristics. (MSE)

Relationships between depression, gender, and unhealthy weight loss practices among overweight or obese college students.

PubMed

Davila, E P; Kolodziejczyk, J K; Norman, G J; Calfas, K; Huang, J S; Rock, C L; Griswold, W; Fowler, J H; Marshall, S J; Gupta, A; Patrick, K

2014-04-01

Unhealthy weight loss practices are common among female college students. It is unknown if these practices are also most common among women in the subset of overweight or obese college students or if these practices are related to depression. We examined the relationship between gender, depression, and unhealthy weight loss practices among overweight or obese college students. Students (body mass index between 25.0 and 34.9 kg/m(2)) from three Southern California universities (M(age) = 22 years, SD = 4; 70% women) were recruited from May 2011 to May 2012 for participation in a weight loss clinical trial (N = 404). Logistic regressions were performed with baseline data to assess the cross-sectional relationship between self-reported unhealthy weight loss practices and gender and depression as measured by the Center for Epidemiologic Studies Depression short form. Twenty-nine percent of participants reported engaging in at least one unhealthy weight loss behavior (e.g., fasting, purging) over the last 30 days, with no differences by gender. Self-report of at least one unhealthy weight loss behavior was associated with report of symptoms of depression (e(B) = 1.14 [confidence interval, CI: 1.08-1.20]), adjusting for potential confounders. Interactions between gender and depression were not significant (e(B) = 1.04 [CI: 0.93-1.16]). Among an overweight or obese sample of college students, unhealthy weight loss practices were equally common in both genders, and students with depressive symptomatology were at greatest risk. Obesity interventions targeting overweight or obese college students should educate both men and women about the dangers of unhealthy weight loss practices. In addition, screening for depression can help identify students who would benefit from additional supportive and coping strategies and resources. Copyright © 2014 Elsevier Ltd. All rights reserved.

Incorporating Geographic Information Systems (GIS) into program evaluation: lessons from a rural medicine initiative.

PubMed

Booza, Jason C; Bridge, Patrick D; Neale, Anne Victoria; Schenk, Maryjean

2010-01-01

To address the shortage of physicians practicing in rural areas of Michigan, the Wayne State University School of Medicine developed an integrated rural core curriculum to interest students in rural practice careers. Here we focus on the evaluation strategy used to determine the extent to which students in the new rural medicine interest group who self-identified as selecting a rural clerkship or externship did secure a clinical training experience in a rural setting. Three measures of rurality were compared to determine whether students were placed in rural training settings: (1) the percentage of the county living in rural areas; (2) a county-level dichotomous measure of rural/nonrural; and (3) a dichotomous measure based on urban area boundaries within the county. Practice address and geographic data were integrated into geographic information systems software, which we used to map out rural characteristics of Michigan counties through a process called thematic mapping; this shows characteristic variation by color-shading geographic features. In addition, reference maps were created showing the boundaries of urban areas and metropolitan/micropolitan areas. Once these processes were completed, we overlaid the practice location on the contextual-level geographic features to produce a visual representation of the relationship between student placement and rural areas throughout the state. The outcome of student placement in rural practices varied by the definition of rural. We concluded that, although students were not placed in the most rural areas of Michigan, they received clerkship or externship training near rural areas or in semirural areas. This process evaluation had a direct impact on program management by highlighting gaps in preceptor recruitment. A greater effort is being made to recruit physicians for more rural areas of the state rather than urban and semirural areas. Geographic information systems mapping also defined levels of ruralism for students to help them make informed selections of training sties. This is especially important for students who are not sure about a rural experience and might be discouraged by placement in a remote rural area.

Measuring Attitudes toward Acceptable and Unacceptable Parenting Practices

ERIC Educational Resources Information Center

Budd, Karen S.; Behling, Steven; Li, Yan; Parikshak, Sangeeta; Gershenson, Rachel A.; Feuer, Rachel; Danko, Christina M.

2012-01-01

This study investigated the properties of a new rating instrument, the Parenting Questionnaire (PQ), designed to measure attitudes about acceptable and unacceptable parenting practices. In Study 1, subject matter experts representing culturally diverse psychologists, parents, and college students were consulted to identify 110 items receiving high…

The Effectiveness of Business Leadership Practices among Principals on Student Achievement on Public School Campuses in Texas

ERIC Educational Resources Information Center

Cooper, Kary M.

2009-01-01

The purpose of this descriptive study was to determine if business leadership practices by Texas public school principals have an impact on principals' campus student achievement in mathematics and reading, as measured by TAKS scores. The survey instrument was the Leadership Assessment Instrument (LAI), developed by Warren Bennis in 1989. The…

Chlamydia and Gonorrhea Screening and Expedited Partner Therapy (EPT) Practices of College Student Health Centers

ERIC Educational Resources Information Center

Oswalt, Sara B.; Eastman-Mueller, Heather P.

2017-01-01

Objective: To examine college student health centers' (SHCs) practices related to sexually transmitted disease (STD) screening and treatment over a 5-year period. Participants: College SHCs that completed the ACHA Pap and STI Survey between 2010 and 2014. Methods: Chi-square tests were conducted with Cramer's V providing a measure of association.…

Learning to Click: An Evaluation of the Personal Response System Clicker Technology in Introductory Marketing Courses

ERIC Educational Resources Information Center

Williamson Sprague, Elaine; Dahl, Darren W.

2010-01-01

The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers.…

The Academic Success Inventory for College Students: Scale Development and Practical Implications for Use with Students

ERIC Educational Resources Information Center

Prevatt, Frances; Li, Huijun; Welles, Theresa; Festa-Dreher, Desaree; Yelland, Sherry; Lee, Jiyoon

2011-01-01

The Academic Success Inventory for College Students (ASICS) is a newly-developed, self-report instrument designed to evaluate academic success in college students. The 50-item instrument has 10 factors that measure general academic skills, career decidedness, internal and external motivation, anxiety, concentration, socializing, personal…

Comparison of electronic versus paper rubrics to assess patient counseling experiences in a skills-based lab course.

PubMed

Haack, Sally; Fornoff, Anisa; Caligiuri, Frank; Dy-Boarman, Eliza; Bottenberg, Michelle; Mobley-Bukstein, Wendy; Bryant, Ginelle; Bryant, Andrew

2017-11-01

To evaluate an electronic counseling rubric to facilitate timely student feedback and explore differences in student performance, student anxiety, and self-perceived preparedness in a high stakes practical exam when using a paper rubric versus an electronic rubric. Two cohorts of students in the third professional year were evaluated using the same rubric criteria: cohort 1 (n = 97) used traditional paper rubrics and cohort 2 (n = 104) used electronic rubrics. Cohorts were surveyed to measure anxiety and perceived preparedness in patient counseling skills one week prior to a practical exam, and cohort responses were compared. Student practical exam performance was also compared between the two cohorts. Results showed no significant relationship between electronic rubric use and student anxiety (p = 0.07) or student exam performance [average score 53.42 points (SD 3.65) and 53.93 points (SD 3.78) in Cohort 1 and Cohort 2, respectively]. Perceived exam preparedness was higher among students using electronic rubrics, with timing of feedback being the mediating process in increasing preparedness (p < 0.01). Electronic rubrics resulted in more timely feedback on patient counseling skills, and students felt more prepared for their practical exam. This did not result in a significant difference in practical exam performance between the two cohorts. Additional methods to incorporate electronic rubrics into the course will be explored. Copyright © 2017 Elsevier Inc. All rights reserved.

Development and Evaluation of a Questionnaire Measuring Pre-Service Teachers' Teaching Behaviour: A Rasch Modelling Approach

ERIC Educational Resources Information Center

Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim

2015-01-01

The present study examines the development of a measure tapping students' perceptions of (pre-service) teachers' teaching behaviour to explore the practical value of such a measure in teacher education and teacher professional development programs. From a sample of 1,635 students of 91 pre-service teachers teaching in secondary education in The…

Diet therapy--a forgotten art?

PubMed

Ings, S

2000-02-01

This study evaluated paediatric nursing students' knowledge of diet therapy to establish whether it was sufficient to prepare them for practice. A questionnaire sampled 19 1st-year and nine 4th-year students' diet therapy knowledge in relation to chronic renal failure, cystic fibrosis, juvenile diabetes mellitus and liver disease. The knowledge of 1st and 4th-year students was compared and then evaluated against criteria, devised by the researcher to measure whether this knowledge level was sufficient for practice. The Mann-Whitney Utest showed a significant difference between the 1st and 4th-years' diet therapy knowledge. The mean score for overall diet therapy knowledge of 4th-year students was 46 per cent. The results suggest that knowledge of diet therapy is insufficient to prepare nursing students for practice and that this topic needs further emphasis in paediatric nurse education.

Measuring and Reducing College Students' Procrastination

ERIC Educational Resources Information Center

Perrin, Christopher J.; Miller, Neal; Haberlin, Alayna T.; Ivy, Jonathan W.; Meindl, James N.; Neef, Nancy A.

2011-01-01

We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing…

The Student Perspective.

ERIC Educational Resources Information Center

Oltmanns, Gail V.

1995-01-01

Addresses the students' perspective of library employment. Discusses a study conducted at the University of Virginia (1987) on student attitudes and library employment practices, and provides 12 recommendations for better management. Also notes the implication of part-time work, the importance of using performance measures, and the benefits of…

Supporting Students' Constructions of the Splitting Operation

ERIC Educational Resources Information Center

Norton, Anderson; Wilkins, Jesse L. M.

2013-01-01

Previous research has demonstrated the effectiveness of particular instructional practices that support students' constructions of the partitive unit fraction scheme and measurement concepts for fractions. Another body of research has demonstrated the power of a particular mental operation--the splitting operation--in supporting students'…

Measurement invariance of an instrument assessing sustainability of school-based universal behavior practices.

PubMed

Mercer, Sterett H; McIntosh, Kent; Strickland-Cohen, M Kathleen; Horner, Robert H

2014-06-01

The purpose of the study was to examine the extent to which the School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance across groups of schools that differed in length of time implementing school-wide Positive Behavioral Interventions and Supports (PBIS; Sugai & Horner, 2009), student ethnic composition, and student socioeconomic status (SES). School PBIS team members and district coaches representing 860 schools in 14 U.S. states completed the SUBSIST. Findings supported strong measurement invariance, for all items except 1, of a model with two school-level factors (School Priority and Team Use of Data) and 2 district-level factors (District Priority and Capacity Building) across groups of schools at initial implementation, institutionalization, and sustainability phases of PBIS implementation. Schools in the sustainability phase were rated significantly higher on School Priority and Team Use of Data than schools in initial implementation. Strong measurement invariance held across groups of schools that differed in student ethnicity and SES. The findings regarding measurement invariance are important for future longitudinal investigations of factors that may promote the sustained implementation of school practices. PsycINFO Database Record (c) 2014 APA, all rights reserved.

First-year Student Pharmacists' Spirituality and Perceptions Regarding the Role of Spirituality in Pharmacy Education.

PubMed

Jacob, Bobby; White, Annesha; Shogbon, Angela

2017-08-01

Objective: To measure student pharmacists' spirituality utilizing validated survey instruments and to determine perceptions regarding the anticipated role of spirituality in academic course work and professional practice. Methods: This was a cross-sectional, descriptive study. The survey was offered to all first-year student pharmacists during the first week of the fall semester (2012-2015). Descriptive and inferential statistics were used to analyze data. Results: A total of 580 students (98%) participated. The majority of students reported having each of the spiritual experiences on most days of the week or more frequently (58% to 89% based on individual item). Furthermore, 57% of students anticipate that matters of spirituality would be significant components of academic course work and 75% anticipate they would be incorporated into eventual professional practice settings. These perceptions were positively correlated to measures of spirituality and religiosity. Conclusion: These findings suggest that faculty should evaluate current and future incorporation of topics related to spirituality and health in pharmacy curriculum.

First-year Student Pharmacists’ Spirituality and Perceptions Regarding the Role of Spirituality in Pharmacy Education

PubMed Central

White, Annesha; Shogbon, Angela

2017-01-01

Objective: To measure student pharmacists’ spirituality utilizing validated survey instruments and to determine perceptions regarding the anticipated role of spirituality in academic course work and professional practice. Methods: This was a cross-sectional, descriptive study. The survey was offered to all first-year student pharmacists during the first week of the fall semester (2012-2015). Descriptive and inferential statistics were used to analyze data. Results: A total of 580 students (98%) participated. The majority of students reported having each of the spiritual experiences on most days of the week or more frequently (58% to 89% based on individual item). Furthermore, 57% of students anticipate that matters of spirituality would be significant components of academic course work and 75% anticipate they would be incorporated into eventual professional practice settings. These perceptions were positively correlated to measures of spirituality and religiosity. Conclusion: These findings suggest that faculty should evaluate current and future incorporation of topics related to spirituality and health in pharmacy curriculum. PMID:28970609

An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles

PubMed Central

Slattery, Mary Jo; Logan, Bridget; Mudge, Bridget; Secore, Karen; Von Reyn, LInda J.; Maue, Robert A.

2016-01-01

It is important for nurses today and for those joining the workforce in the future to have familiarity and training with respect to interprofessional research, evidence-based practice, and quality improvement. In an effort to address this need, we describe a 10-week summer research program that immerses undergraduate nursing students in a broad spectrum of clinical and translational research projects as part of their exposure to advanced nursing roles. In doing so, the program increases the ability of the students to participate in research, effectively interact with academic medical center researchers, and incorporate elements of evidence-based practice into future nursing interventions. Their mentors are nurses practicing in roles as nurse researcher, advanced practice nurses involved in evidence-based practice or quality improvement, and clinical trials research nurses. Each student is matched with 3 of these mentors and involved in 3 different projects. Through this exposure, the students benefit from observing multiple nursing roles, taking an active role in research-related activities participating in interdisciplinary learning experiences. Overall, the program provides benefits to the students, who demonstrate measured improvement with respect to the program objectives, and to their mentors and each of the participating organizations. PMID:27964811

Teaching practice of the course of Laser Principle and Application based on PBL mode

NASA Astrophysics Data System (ADS)

Li, Yongliang; Lv, Beibei; Wang, Siqi

2017-08-01

The primary task of university education is to stimulate students' autonomic learning and cultivate students' creative thinking. This paper put to use problem based learning (PBL) teaching mode, to enable students master flexible knowledge as the goal, and a detailed analysis of the implementation method and concrete measures of PBL teaching reform in the course of Laser Principle and Application, then compared with the former teaching methods. From the feedback of students and teaching experience, we get good teaching effect and prove the feasibility of PBL teaching mode in practice.

Impact of the University of California, Los Angeles/Charles R. Drew University Medical Education Program on medical students' intentions to practice in underserved areas.

PubMed

Ko, Michelle; Edelstein, Ronald A; Heslin, Kevin C; Rajagopalan, Shobita; Wilkerson, Luann; Colburn, Lois; Grumbach, Kevin

2005-09-01

To estimate the impact of a U.S. inner-city medical education program on medical school graduates' intentions to practice in underserved communities. The authors conducted an analysis of secondary data on 1,088 medical students who graduated from either the joint University of California, Los Angeles/Charles R. Drew University Medical Education Program (UCLA/Drew) or the UCLA School of Medicine between 1996 and 2002. Intention to practice in underserved communities was measured using students' responses to questionnaires administered at matriculation and graduation for program improvement by the Association of American Medical Colleges. Multivariate logistic regression analysis was used to compare the odds of intending to practice in underserved communities among UCLA/Drew students with those of their counterparts in the UCLA School of Medicine. Compared with students in the UCLA School of Medicine, UCLA/Drew students had greater adjusted odds of reporting intention to work in underserved communities at graduation, greater odds of maintaining or increasing such intentions between matriculation and graduation, and lower odds of decreased intention to work in underserved communities between matriculation and graduation. Training in the UCLA/Drew program was independently associated with intention to practice medicine in underserved communities, suggesting that a medical education program can have a positive effect on students' goals to practice in underserved areas.

Evidence-based practice knowledge, attitudes, and practice of online graduate nursing students.

PubMed

Rojjanasrirat, Wilaiporn; Rice, Jan

2017-06-01

This study aimed to evaluate changes in evidence-based practice (EBP) knowledge, attitudes, and practice of nursing students before and after completing an online, graduate level, introductory research/EBP course. A prospective one-group pretest-posttest design. A private university in the Midwestern, USA. Sixty-three online nurse practitioner students in Master's program. A convenient sample of online graduate nursing students who enrolled in the research/EBP course was invited to participate in the study. Study outcomes were measured using the Evidence-Based Practice Questionnaire (EBPQ) before and after completing the course. Descriptive statistics and paired-Samples t-test was used to assess the mean differences between pre-and post-test scores. Overall, students' post-test EBP scores were significantly improved over pre-test scores, t(63)=-9.034, p<0.001). Statistically significant differences were found for practice of EBP mean scores t(63)=-12.78, p=0.001). No significant differences were found between pre and post-tests on knowledge and attitudes toward EBP scores. Most frequently cited barriers to EBP were lack of understanding of statistics, interpretation of findings, lack of time, and lack of library resources. Copyright © 2017 Elsevier Ltd. All rights reserved.

Pharmacy Student Self-Testing as a Predictor of Examination Performance

PubMed Central

Panus, Peter; Hagemeier, Nicholas; Thigpen, Jim; Brooks, Lauren

2014-01-01

Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course. Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period. Conclusions. Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition. PMID:24672065

Body-art practices among undergraduate medical university students in dar es salaam, Tanzania, 2014.

PubMed

Chacha, Chacha Emmanuel; Kazaura, Method R

2015-01-01

Body-art practices are increasing among adolescents and young adults. Although substantial data are available in developed countries, little has been documented about body-art practices in developing countries. To determine the magnitude, types and reasons for practicing body-art practices among undergraduate medical University students in Dar es Salaam, Tanzania. A cross-sectional descriptive study was conducteed among undergraduate University students in Dar es Salaam involving 536 respondents from two Universities. We used a self-administered questionnaire to collect data. Analyses were based on summary measures and bivariate analyses. While 7.5% of undergraduate students reported having tattoos, 20% reported having body puncturing or piercing. Body piercing is reported more among female university undergraduate students than their male counterparts. Reported main reasons for undergoing body-art include "a mark of beauty," 24%, "just wanted one," 18% and "a mark of femininity or masculinity," 17%. The majority (98%) of students were aware that unsafe body-art practices may lead to contracting HIV and more than half (52%) reported awareness of the risk of Hepatitis B infection. Despite high awareness of the potential risks involved in unsafe body arts that include tattoo and piercing, these practices are increasing among adolescents and young adults. There is need to have educational and counseling efforts so as to minimize associated health risks.

Can performance on summative evaluation of wax-added dental anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone?

PubMed

Radjaeipour, G; Chambers, D W; Geissberger, M

2016-11-01

The study explored the effects of adding student-directed projects in pre-clinical dental anatomy laboratory on improving the predictability of students' eventual performance on summative evaluation exercises, given the presence of intervening faculty-controlled, in-class practice. All students from four consecutive classes (n = 555) completed wax-added home projects (HP), spending as much or as little time as desired and receiving no faculty feedback; followed by similar laboratory projects (LP) with time limits and feedback; and then summative practical projects (PP) in a timed format but without faculty feedback. Path analysis was used to assess if the student-directed HP had any effect over and above the laboratory projects. Average scores were HP = 0.785 (SD = 0.089); LP = 0.736 (SD = 0.092); and PP = 0.743 (SD = 0.108). Path analysis was applied to show the effects of including a student-controlled home practice exercise on summative exercise performance. HP contributed 57% direct effect and 37% mediated effect through the LP condition. Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Using Student Video Cases to Assess Pre-service Elementary Teachers' Engineering Teaching Responsiveness

NASA Astrophysics Data System (ADS)

Dalvi, Tejaswini; Wendell, Kristen

2017-10-01

Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students' engineering design work. One important dimension to measure is novice teachers' abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students' initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers' engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students' science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity.

Association between sleep behavior and sleep-related factors among university students in Hong Kong.

PubMed

Suen, Lorna K P; Hon, K L Ellis; Tam, Wilson W S

2008-09-01

Sleep problems among university students are common; however, the association between many sleep-related factors and sleep behaviors is still unclear. The purpose of this study is to examine different sleep behaviors and sleep-related factors influencing such behaviors in university students. A descriptive survey was conducted on 400 university students in Hong Kong. The instruments for data collection consisted of the Pittsburgh Sleep Quality Index (PSQI), a sleep hygiene practice questionnaire, demographic data, and other sleep-related factors. The results reveal that 57.5% of the 400 university students are poor sleepers. Sex, year of study, sleep hygiene practice, and perceived adequate sleep in the past month all demonstrate significant associations with poor sleepers. A high prevalence of sleep-related problems among college students is confirmed and associated factors are identified. Students should be encouraged to follow sleep hygiene practice, adequate time management for academic and social activities, and suitable stress-relieving measures.

Development and Application of the Elementary School Science Classroom Environment Scale (ESSCES): Measuring Student Perceptions of Constructivism within the Science Classroom

ERIC Educational Resources Information Center

Peoples, Shelagh M.; O'Dwyer, Laura M.; Wang, Yang; Brown, Jessica J.; Rosca, Camelia V.

2014-01-01

This article describes the development, validation and application of a Rasch-based instrument, the Elementary School Science Classroom Environment Scale (ESSCES), for measuring students' perceptions of constructivist practices within the elementary science classroom. The instrument, designed to complement the Reformed Teaching Observation…

Measuring Motor Skill Learning--A Practical Application

ERIC Educational Resources Information Center

Kovacs, Christopher R.

2008-01-01

The assessment of fundamental motor skills in early learners is critical to the overall well-being and physical development of the students within the physical education setting. Olrich (2002) has suggested that any physical education program must be designed to assess both measures of physical fitness and fundamental motor skills in all students.…

The Ethical Issues Rating Scale: An Instrument for Measuring Ethical Orientation of College Students toward Various Business Practices.

ERIC Educational Resources Information Center

Daniel, Larry G.; And Others

1997-01-01

Factor analysis of data from 213 college business students supported the existence of 5 constructs for the Ethical Issues Rating Scale, an instrument measuring respondents' assessment of the importance of various ethical issues. Suggestions about refining the instrument and using it are discussed. (SLD)

Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students

ERIC Educational Resources Information Center

Garrett, Rachel; Steinberg, Matthew P.

2015-01-01

Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…

Quantitative Comparisons to Promote Inquiry in the Introductory Physics Lab

NASA Astrophysics Data System (ADS)

Holmes, N. G.; Bonn, D. A.

2015-09-01

In a recent report, the American Association of Physics Teachers has developed an updated set of recommendations for curriculum of undergraduate physics labs. This document focuses on six major themes: constructing knowledge, modeling, designing experiments, developing technical and practical laboratory skills, analyzing and visualizing data, and communicating physics. These themes all tie together as a set of practical skills in scientific measurement, analysis, and experimentation. In addition to teaching students how to use these skills, it is important for students to know when to use them so that they can use them autonomously. This requires, especially in the case of analytical skills, high levels of inquiry behaviors to reflect on data and iterate measurements, which students rarely do in lab experiments. Often, they perform lab experiments in a plug-and-chug frame, procedurally completing each activity with little to no sensemaking. An emphasis on obtaining true theoretical values or agreement on individual measurements also reinforces inauthentic behaviors such as retroactively inflating measurement uncertainties. This paper aims to offer a relatively simple pedagogical framework for engaging students authentically in experimentation and inquiry in physics labs.

A triadic interplay between academics, practitioners and students in the nursing theory and practice dialectic.

PubMed

Chan, Engle Angela; Chan, Kitty; Liu, Yat Wa Justina

2012-05-01

  This article is a report of a descriptive study of the effectiveness of classroom teaching by clinical nurse specialists on students' transfer of theory into practice.   Ongoing concern about a theory-practice merger in nursing has led to collaborative initiatives between academics and practitioners globally. There are different forms of collaborative efforts, but information on their evaluation is scarce and inconclusive. Integration of theory and practice is important for an outcome-based approach, which emphasizes students' clinical competence as the measure of success. The limited nursing discussion on theory and practice collaboration in education was our impetus for the study.   Between 2007 and 2008, focus group interviews were held, first with 75 and then with 35 from the same group of first-year students, regarding their learning experience from the lectures of the two clinical nurse specialists in diabetes and colostomy care, respectively, prior to and after their clinical placements. Six of their clinical instructors and the two clinical nurse specialists were also interviewed. The audiotaped interviews were transcribed verbatim and analysed using content analysis.   Three themes were identified: impact of students' vicarious learning from clinical nurse specialists' stories of experience; improving the collaboration between clinical nurse specialists and subject lecturers for junior students' learning experience; continuity in the clinical integration of theory-practice as dialectic through an interplay between academics, practitioners and students.   The theory and practice issue is best addressed as a triadic paradigm in a community of practice with the collaboration among academics, practitioners and students. © 2011 The Authors. Journal of Advanced Nursing © 2011 Blackwell Publishing Ltd.

Validating workplace performance assessments in health sciences students: a case study from speech pathology.

PubMed

McAllister, Sue; Lincoln, Michelle; Ferguson, Allison; McAllister, Lindy

2013-01-01

Valid assessment of health science students' ability to perform in the real world of workplace practice is critical for promoting quality learning and ultimately certifying students as fit to enter the world of professional practice. Current practice in performance assessment in the health sciences field has been hampered by multiple issues regarding assessment content and process. Evidence for the validity of scores derived from assessment tools are usually evaluated against traditional validity categories with reliability evidence privileged over validity, resulting in the paradoxical effect of compromising the assessment validity and learning processes the assessments seek to promote. Furthermore, the dominant statistical approaches used to validate scores from these assessments fall under the umbrella of classical test theory approaches. This paper reports on the successful national development and validation of measures derived from an assessment of Australian speech pathology students' performance in the workplace. Validation of these measures considered each of Messick's interrelated validity evidence categories and included using evidence generated through Rasch analyses to support score interpretation and related action. This research demonstrated that it is possible to develop an assessment of real, complex, work based performance of speech pathology students, that generates valid measures without compromising the learning processes the assessment seeks to promote. The process described provides a model for other health professional education programs to trial.

A Large-Scale Examination of the Nature and Efficacy of Teachers' Practices to Engage Parents: Assessment, Parental Contact, and Student-Level Impact

ERIC Educational Resources Information Center

Seitsinger, Anne M.; Felner, Robert D.; Brand, Stephen; Burns, Amy

2008-01-01

As schools move forward with comprehensive school reform, parents' roles have shifted and been redefined. Parent-teacher communication is critical to student success, yet how schools and teachers contact parents is the subject of few studies. Evaluations of school-change efforts require reliable and useful measures of teachers' practices in…

Chefs' attitudes toward healthful food preparation are more positive than their food science knowledge and practices.

PubMed

Reichler, G; Dalton, S

1998-02-01

To determine if chefs' and student chefs' attitudes, knowledge, and practices regarding healthful food preparation are consistent with the Dietary Guidelines for Americans. An analytical survey questionnaire was distributed to 4 chef groups. Sections 1 and 2 of the survey measured chefs' food science knowledge (13 questions) and likelihood of using food preparation practices (15 questions) necessary to meet the 1990 Dietary Guidelines for Americans. Section 3 (22 questions) measured chefs' attitudes toward nutrition in general, toward the importance of healthful food preparation practices, and toward the US Dietary Guidelines. Of 512 surveys distributed by mail, at culinary meetings, and in classes at 2 culinary schools, 447 (86%) were returned (158 from practicing chefs and 289 from student chefs). Practicing chefs included chef educators, foodservice chefs from a national corporation, and independent chef members of the American Culinary Federation of New York City. Descriptive statistics included frequencies, means, and standard deviations of survey items and of individual survey sections. Reliability and validity were determined using alpha coefficients and principal components analysis. Analysis of variance was used to examine differences in practice, attitudes, and knowledge among chef groups. Both practicing chefs and student chefs answered more than 70% of the food science questions correctly; independent chefs scored significantly lower than educator and corporate chefs. More than two thirds of the chefs and student chefs correctly responded to questions about the nutrient composition of food and how cooking affects the nutrient content of food. All chef groups were confused about fat and cholesterol in food and in the body. Few healthful food preparation practices were likely to be used by any chef group more than two thirds of the time, although the subscale of the attitude toward the importance of these practices was very positive. The majority of practicing chefs thought that customers do not care about the US Dietary Guidelines and nutrition; student chefs thought that customers do care. Both groups strongly agreed that, as chefs, they are responsible for the nutritional content of the food they prepared. Both chefs and student chefs are willing to learn about food science and recipe modification principles as they apply to healthful cooking practices. The opportunities are clear: Dietitians have the expertise to teach chefs healthful food preparation techniques, recipe modification, and food composition information.

Process Skill Assessment Instrument: Innovation to measure student’s learning result holistically

NASA Astrophysics Data System (ADS)

Azizah, K. N.; Ibrahim, M.; Widodo, W.

2018-01-01

Science process skills (SPS) are very important skills for students. However, the fact that SPS is not being main concern in the primary school learning is undeniable. This research aimed to develop a valid, practical, and effective assessment instrument to measure student’s SPS. Assessment instruments comprise of worksheet and test. This development research used one group pre-test post-test design. Data were obtained with validation, observation, and test method to investigate validity, practicality, and the effectivenss of the instruments. Results showed that the validity of assessment instruments is very valid, the reliability is categorized as reliable, student SPS activities have a high percentage, and there is significant improvement on student’s SPS score. It can be concluded that assessment instruments of SPS are valid, practical, and effective to be used to measure student’s SPS result.

[Application of PBL combined with SP method in during-course practice of endodontics for undergraduate dental students].

PubMed

Shao, Li-Na; Qiu, Li-Hong; Zhan, Fu-Liang; Xue, Ming

2016-10-01

To apply problem-based learning (PBL) combined with standardized patients(SP) in during-course practice of endodontics for undergraduate dental students, in order to improve the teaching quality. One hundred and four undergraduate dental students of China Medical University School of Stomatology were randomly divided into 2 groups, 52 students in each group. One group were taught with PBL combined with SP while the other group with lecture-based learning (LBL) alone. The teaching effect was measured with examination and questionnaire survey. The data were analyzed by Student's t test using SPSS 11.5 software package. Students in PBL combined with SP group was better than LBL group in case analysis, didactic tests, practical tests and total scores, and there was significant difference between the two groups (P<0.05). LBL group was better than PBL combined with SP group in basic theoretical knowledge scores, and there was significant difference between the two groups (P<0.05). SP and PBL combined with SP method were welcomed by undergraduate dental students. The abilities of undergraduate dental students can be improved by PBL combined with SP in different aspects. PBL combined with SP achieves satisfactory teaching effect, and can be applied in during-course practice of endodontics to undergraduate dental students.

Force-time profile differences in the delivery of simulated toggle-recoil spinal manipulation by students, instructors, and field doctors of chiropractic.

PubMed

DeVocht, James W; Owens, Edward F; Gudavalli, Maruti Ram; Strazewski, John; Bhogal, Ramneek; Xia, Ting

2013-01-01

The objectives of this study were to examine the force-time profiles of toggle recoil using an instrumented simulator to objectively measure and evaluate students' skill to determine if they become quicker and use less force during the course of their training and to compare them to course instructors and to field doctors of chiropractic (DCs) who use this specific technique in their practices. A load cell was placed within a toggle recoil training device. The preload, speed, and magnitude of the toggle recoil thrusts were measured from 60 students, 2 instructors, and 77 DCs (ie, who use the toggle recoil technique in their regular practice). Student data were collected 3 times during their toggle course (after first exposure, at midterm, and at course end.) Thrusts showed a dual-peak force-time profile not previously described in other forms of spinal manipulation. There was a wide range of values for each quantity measured within and between all 3 subject groups. The median peak load for students decreased over the course of their class, but they became slower. Field doctors were faster than students or instructors and delivered higher peak loads. Toggle recoil thrusts into a dropping mechanism varied based upon subject and amount of time practicing the task. As students progressed through the class, speed reduced as they increased control to lower peak loads. In the group studies, field DCs applied higher forces and were faster than both students and instructors. There appears to be a unique 2-peak feature of the force-time plot that is unique to toggle recoil manipulation with a drop mechanism. Copyright © 2013 National University of Health Sciences. Published by Mosby, Inc. All rights reserved.

Factors Contributing to the Problem of Student Absenteeism in a Rural School

ERIC Educational Resources Information Center

Durborow, Angela

2017-01-01

Student attendance would seem to be a vital link in measuring student success in school. If students are not in school, they miss instruction from the teacher. Without instruction it seems incredibly difficult to complete the work needed to pass classes and be successful in school. The research explored the problem of practice of student…

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

ERIC Educational Resources Information Center

Velayutham, Sunitadevi; Aldridge, Jill; Fraser, Barry

2011-01-01

Students' motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies…

Highlights of Conference on Using Student Test Scores to Measure Teacher Performance: The State of the Art in Research and Practice

ERIC Educational Resources Information Center

Guarino, Cassandra; Reckase, Mark D.; Wooldridge, Jeffrey M.

2013-01-01

The push for accountability in public schooling has extended to the measurement of teacher performance, accelerated by federal efforts through Race to the Top. Currently, a large number of states and districts across the country are computing measures of teacher performance based on the standardized test scores of their students and using them to…

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

PubMed

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

2014-05-01

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

Impact of Previous Pharmacy Work Experience on Pharmacy School Academic Performance

PubMed Central

Mar, Ellena; T-L Tang, Terrill; Sasaki-Hill, Debra; Kuperberg, James R.; Knapp, Katherine

2010-01-01

Objectives To determine whether students' previous pharmacy-related work experience was associated with their pharmacy school performance (academic and clinical). Methods The following measures of student academic performance were examined: pharmacy grade point average (GPA), scores on cumulative high-stakes examinations, and advanced pharmacy practice experience (APPE) grades. The quantity and type of pharmacy-related work experience each student performed prior to matriculation was solicited through a student survey instrument. Survey responses were correlated with academic measures, and demographic-based stratified analyses were conducted. Results No significant difference in academic or clinical performance between those students with prior pharmacy experience and those without was identified. Subanalyses by work setting, position type, and substantial pharmacy work experience did not reveal any association with student performance. A relationship was found, however, between age and work experience, ie, older students tended to have more work experience than younger students. Conclusions Prior pharmacy work experience did not affect students' overall academic or clinical performance in pharmacy school. The lack of significant findings may have been due to the inherent practice limitations of nonpharmacist positions, changes in pharmacy education, and the limitations of survey responses. PMID:20498735

Adolescent online gambling: the impact of parental practices and correlates with online activities.

PubMed

Floros, Georgios D; Siomos, Konstantinos; Fisoun, Virginia; Geroukalis, Dimitrios

2013-03-01

We present results from a cross-sectional study of the entire adolescent student population aged 12-19 of the island of Kos and their parents, on the relationship between their Internet gambling and respective parental practices, including aspects of psychological bonding and online security measures. The sample consisted of 2,017 students (51.8% boys, 48.2% girls). Our results indicate that gender, parenting practices as perceived by the adolescents and distinct patterns of adolescent Internet activities are among the best predictor variables for Internet gambling. Security practices exercised by the parents failed to make an impact on the extent of Internet gambling, demonstrating the need for specific measures to tackle this phenomenon since the provision of simple education on the dangers of the Internet is not sufficient to this regard.

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment.

PubMed

Schweikhard, April J; Hoberecht, Toni; Peterson, Alyssa; Randall, Ken

2018-01-01

This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students' search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students' searching skills and ability to find higher levels of evidence after completing the library tutorials.

Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting.

PubMed

Pas, Elise T; Johnson, Stacy R; Larson, Kristine E; Brandenburg, Linda; Church, Robin; Bradshaw, Catherine P

2016-12-01

Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers' skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD.

Soil Respiration and Student Inquiry: A Perfect Match

ERIC Educational Resources Information Center

Hoyt, Catherine Marie; Wallenstein, Matthew David

2011-01-01

This activity explores the cycling of carbon between the atmosphere (primarily as CO[subscript 2]) and biomass in plants, animals, and microscopic organisms. Students design soil respiration experiments using a protocol that resembles current practice in soil ecology. Three methods for measuring soil respiration are presented. Student-derived…

Teaching Diffraction with Hands-On Optical Spectrometry

ERIC Educational Resources Information Center

Fischer, Robert

2012-01-01

Although the observation of optical spectra is common practice in physics classes, students are usually limited to a passive, qualitative observation of nice colours. This paper discusses a diffraction-based spectrometer that allows students to take quantitative measurements of spectral bands. Students can build it within minutes from generic…

Critical Thinking in the Chemistry Classroom and Beyond

ERIC Educational Resources Information Center

Jacob, Claus

2004-01-01

The feasibility and practical use of teaching philosophy-based critical thinking to undergraduate chemistry students are investigated. The successful outcome of teaching basic logical concepts in chemistry, as measured by students' ability to assess the validity of chemical reasoning on one hand and student satisfaction on the other, is reported.

Effects of an influenza prevention program using non-pharmaceutical prevention measures to improve the knowledge, attitudes and practices of elementary school students in Nakhon Phanom province, Thailand.

PubMed

Mangklakeeree, Nutcharat; Pinitsoontorn, Somdej; Srisaenpang, Sompong

2013-07-04

We evaluated an influenza prevention educational program using educational media, e-books and cartoons conducted among students in grades 4 through 6. The course was 8 hours long. The study was conducted at 4 schools; 230 students at each school were in the experimental group and 224 students at each school were in the control group (no educational intervention). The data were analyzed using the Wilcoxon matched-pair signed-rank test. The students in the experimental group had significantly greater knowledge (p<0.001), attitudes (p<0.001) and practices (p<0.001) scores after the intervention. However, the control group also had significantly greater knowledge (p<0.001) and attitudes (p<0.001) scores but not practices scores (p = 0.326). Further studies are needed to determine the factors that influenced these differences.

Relationship between Measures of Academic Quality and Undergraduate Student Attrition: The Case of Higher Education Institutions in the Colombian Caribbean Region

ERIC Educational Resources Information Center

Martínez, Anabella; Borjas, Mónica; Herrera, Mariela; Valencia, Jorge

2015-01-01

Undergraduate student attrition is a major concern in higher education. It is usually explained by the impact of student attributes; however, recent developments in student success literature point to the need of exploring institutional practices that may impact a student's decision to abandon their studies. The current weight of academic quality…

The application of family-nursing assessment skills: from classroom to hospital ward among final-year nursing undergraduates in Hong Kong.

PubMed

Lee, Angel C K; Leung, Sharron S K; Mak, Y W

2012-01-01

There is little research on nursing students' application of family health assessment in clinical practice. To examine the effect of an elective course, Family in Health and Illness (FHI), on year 4 nursing students' family health assessment and practice. A quasi-experimental design was used. One hundred and twenty students completed pre- and post-course questionnaires, after taking FHI (n=49) or a course in Women's Health (WH; n=71) in a baccalaureate nursing program in Hong Kong. Students rated their interest in family assessment and appraised their own confidence and competence in practicing family nursing before the courses commenced, immediately after, and three months post course completion. In addition, their perceived ease of applying family assessment in practice was measured. Students who had taken FHI reported significantly higher interest than those who had not immediately after the course and three months later. The perceived ease of functional assessment immediate after the course was the only predictor of confidence and competence in practicing family nursing (B=0.76, 95% CI=1.37-8.23, p=0.011) at the 3-month follow-up after controlling for age and baseline measures. Level of interest (B=0.44, 95% CI=4.55-0.13, p=0.040) was an additional predictor of nurse-patient relationship at the 3-month follow-up. Educational input to nursing students may foster their interest and confidence in working with families in clinical settings. Further studies are needed to examine the factors impeding actual application of family nursing assessment. Copyright © 2011 Elsevier Ltd. All rights reserved.

Survey of attitudes and practices of Irish nursing students towards hand hygiene, including handrubbing with alcohol-based hand rub.

PubMed

Kingston, Liz M; O'Connell, Nuala H; Dunne, Colum P

2017-05-01

Hand hygiene is widely recognised as the most important measure a healthcare worker can take in preventing the spread of healthcare associated infections. As a member of the healthcare team, nursing students have direct patient contact during clinical practice; hence, good hand hygiene practice among nursing students is essential. Low to moderate levels of hand hygiene knowledge and poor attitudes and practices are reported among nursing students. However, less is known about their attitudes and practices of handrubbing with ABHR, even though handrubbing is the recommended optimum practice in most situations. The aim of this study was to explore attitudes and practices of hand hygiene, in particular handrubbing with alcohol-based hand rub, among nursing students in Ireland. This survey employed a descriptive, self-report design using a questionnaire to gather data. It was administered electronically to all undergraduate nursing students (n=342) in the Department of Nursing and Midwifery at the University of Limerick, Ireland in March and April 2015. Response rate was 66%. Attitudes towards hand hygiene were generally positive. Compliance with hand hygiene after contact with body fluid was high (99.5%) and before a clean or aseptic procedure (98.5%). However, suboptimal practices emerged, before touching a patient (85%), after touching a patient (87%) and after touching patients' surroundings (61%), with first year students more compliant than fourth year students. 16% of students were not aware of the clinical contraindications for using alcohol-based hand rub and 9% did not know when to use soap and water and when to use alcohol-based hand rub. Educators and practitioners play an important role in ensuring that nursing students develop appropriate attitudes towards hand hygiene and engage in optimal handrubbing practices. Raising awareness among nursing students of their responsibility in preventing the occurrence and reducing the transmission of HCAI as an on-going endeavour is required, with the laudable aim of preventing complacency and ultimately improving patient outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Multicolour LEDs in educational demonstrations of physics and optometry

NASA Astrophysics Data System (ADS)

Paulins, Paulis; Ozolinsh, Maris

2014-07-01

LED light sources are used to design experimental setup for university courses teaching human color vision. The setup allows to demonstrate various vision characteristics and to apply for student practical exercises to study eye spectral sensitivity in different spectral range using heterochromatic flicker photometry. Technique can be used in laboratory works for students to acquire knowledge in visual perception, basics of electronics and measuring, or it can be applied as fully computer control experiment. Besides studies of the eye spectral sensitivity students can practice in trichromatic color matching and other visual perception tasks

To observe or not to observe peers when learning physical examination skills; that is the question.

PubMed

Martineau, Bernard; Mamede, Sílvia; St-Onge, Christina; Rikers, Remy M J P; Schmidt, Henk G

2013-04-17

Learning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination. The study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student's performance was used as a measure of learning. Students in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05). The opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling.

Pure study and experimental application of laser measurement for students in independent colleges

NASA Astrophysics Data System (ADS)

Zhang, Wanyi; Liu, Zhe

2017-08-01

The cultivation of independent college students is the development of applied talents and the strength of students' innovative ability. This requires teachers to make better use of the resources of the school, to develop students' ability with greatest possible and to encourage students to learn independently and personality development. We can carry out multi-discipline curriculum design practice after the study of related disciplines in order to make students have a more in-depth understanding and learning of the professional courses. In this paper, we will research on curriculum design based on the combination of Laser Measurement Technology and Digital Image Processing.

Radon Measurement Laboratories. An Educational Experience Based on School and University Cooperation

ERIC Educational Resources Information Center

De Cicco, F.; Balzano, E.; Limata, B. N.; Masullo, M. R.; Quarto, M.; Roca, V.; Sabbarese, C.; Pugliese, M.

2017-01-01

There is a growing interest in engaging students and the general public about the meaning and objectives of doing science. When it is possible students can learn by actively engaging in the practices of science, conducting investigations, sharing ideas with their peers, teachers and scientists, learning to work with measuring apparatuses, to…

Measuring Senior High School Students' Self-Induced Self-Reflective Thinking

ERIC Educational Resources Information Center

van Velzen, Joke H.

2017-01-01

Theoretically, reflection is known to be an essential skill for improving learning on a metacognitive level. In practice, students may not use it of their own accord to improve this kind of learning because it can be mentally demanding. The author reports on the legitimation of an instrument measuring self-induced self-reflective thinking, which…

Rendering the Paradoxes and Pleasures of Academic Life: Using Images, Poetry and Drama to Speak Back to the Measured University

ERIC Educational Resources Information Center

Manathunga, Catherine; Selkrig, Mark; Sadler, Kirsten; Keamy, Kim

2017-01-01

Measurement of academic work has become more significant than the intellectual, pedagogical, cultural, political and social practices in which academics and students engage. This shifting emphasis creates paradoxes for academics. They experience a growing sense of disconnection between their desires to develop students into engaged, disciplined…

Peer-Assisted Learning in Education of Allied Health Professional Students in the Clinical Setting: A Systematic Review.

PubMed

Sevenhuysen, Samantha; Thorpe, Joanne; Molloy, Elizabeth; Keating, Jenny; Haines, Terry

2017-01-01

Pressure on clinical educators to provide best practice education to growing student numbers is driving innovations in clinical education. Placing multiple students with a single clinical educator may increase capacity; however, little is known about the role and impact of peer-assisted learning (PAL) in these models. A systematic review of the literature from 1985 to 2014 was done to investigate the effectiveness of PAL amongst allied health professional students in clinical settings. Secondary aims were to investigate how PAL is defined and measured in this practice setting. Twenty-eight articles representing five allied health professions met the inclusion criteria. The risk of bias in the articles was generally high, limiting confidence in findings. Nine studies measured the effects of PAL on students, with inconsistent results across domains of satisfaction, perceived learning, and performance outcomes. Only four studies described how PAL was facilitated. Evidence supporting PAL is non-specific and lacks comparative rigour. More robust research is needed to quantify the potential benefits of PAL.

Talking about history: discussions in a middle school inclusive classroom.

PubMed

Okolo, Cynthia M; Ferretti, Ralph P; MacArthur, Charles A

2007-01-01

In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encountered by the teacher and students. We triangulated our analysis of observational data with teacher interviews. The results showed high rates of student participation, with no differences between students with and without disabilities. The teacher initiated and controlled the discussion, and nearly all student responses were from teacher to student rather than from student to student. The teacher encountered three challenges in developing students' understanding, and we identify specific practices she used to address these challenges. Based on students' response to measures administered by project staff and on their scores on statewide tests, this teacher's practices seemed to be highly effective.

An evaluation of the opportunities for collaborative practice occurring in and the impact of interprofessional education on advanced pharmacy practice experiences.

PubMed

Umland, Elena M; Valenzano, Jonathan; Brown, Caitlin; Giordano, Carolyn

2017-05-01

To evaluate the impact of interprofessional (IP) education (IPE) programs during the first three years of a four-year doctor of pharmacy program on student preparedness and ability to function as a collaborative team member and to garner student feedback on collaboration experienced during the Advanced Pharmacy Practice Experiences (APPEs). Likert scale based statements and open-ended questions were added to the student course evaluations for the APPEs for two graduating classes of students. Quantitative data were analyzed using SPSS (repeated measures ANOVA and MANOVA). Thematic analysis by three reviewers reaching consensus was used to evaluate the qualitative data. Students reported being well prepared for IP collaboration (average ratings ranged from a mean of 3.37-3.46 on a scale of 1-4; 1=not at all prepared and 4=very well prepared). On average, students spent 26-50% of their time working with colleagues from other healthcare professions. In describing their preparedness for IP collaboration, the IP core competency of teams/teamwork was addressed in 50% of the submitted responses. The competencies of values/ethics, roles/responsibilities and IP communication were addressed by 2%, 20% and 28% of the written responses, respectively. Required longitudinal IP programs in the first three years of the pharmacy curriculum contribute to the students' perceived preparedness for collaborative practice during their APPEs. Developing practice sites to increase the opportunities for students to practice collaboratively is key. Further education of and emphasis by preceptors relative to the IPE competencies is desired. Copyright © 2017 Elsevier Inc. All rights reserved.

To observe or not to observe peers when learning physical examination skills; that is the question

PubMed Central

2013-01-01

Background Learning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination. Methods The study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student’s performance was used as a measure of learning. Results Students in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05). Conclusions The opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling. PMID:23594455

Assessing clinical practice of student nurses: Views of teachers, mentors and students.

PubMed

Helminen, Kristiina; Tossavainen, Kerttu; Turunen, Hannele

2014-08-01

Assessment received by students affects the way that they conduct their studies and shapes their interests in clinical placements. It is therefore important that mentors and teachers have high quality assessment strategies to ensure the competence of nursing students. The objective of this study is to describe the views and experiences of nursing students, nursing teachers, and mentors on the final assessment of nursing students in clinical practice. The study also investigates respondents' views on using a standardized national or European scheme for clinical assessment in the future. Descriptive survey design with a questionnaire. Implemented in five Finnish universities of applied sciences and in five partner hospitals. Nursing students (n=276), nursing teachers (n=108) and mentors (n=225). A questionnaire was used to collect data. Survey data were analyzed by using SPSS version 19. Descriptive statistics and cross tabulations were used to characterize the data. Nursing students felt that they had spent enough time with their mentors during their clinical practice period to ensure that the mentors could assess their behavior. Mentors also evaluated that they had spent enough time with the students. Students and mentors both indicated occasional difficulties with the language used in the competence assessment document. Most of the nursing students and mentors shared the view that it is always necessary for a teacher to be involved in the final assessment discussion. The study highlights the importance of assessment skills of mentors and the important role of the teachers. Findings from this study indicate that nursing students' clinical practice assessment already includes many good practices, but we still have some difficulties in ensuring effective measures of competence. Copyright © 2014. Published by Elsevier Ltd.

General practice: the DREEM attachment? Comparing the educational environment of hospital and general practice placements.

PubMed

Kelly, Martina; Bennett, Deirdre; O'Flynn, Siun

2012-01-01

The clinical learning environment is changing. General practice placements are now a fundamental part of undergraduate medical education. There is growing recognition that changes in hospital work practices are altering the breadth of exposure available to students. Surprisingly little work has been done comparing the quality of clinical placements between the hospital and community using validated tools. Such comparisons inform curriculum planning and resource allocation. The aim of this study was to compare the quality of the educational environment experienced by junior medical students during hospital and general practice placements using a widely used tool. Following the introduction of a new integrated curriculum, all Year 3 students (n=108) completed a standardised evaluation instrument, the Dundee Ready Education Environment Measure (DREEM) at the end of each of their clinical attachments (two different hospital sites and one in general practice), giving a total of 324 questionnaires. All forms were analysed and input into Graphpad INSTAT version 3. Total DREEM scores as well as subscale scores were calculated for each site. These were compared across sites using a Mann-Whitney U non-parametric test. By comparison with international standards, clinical attachments in our new integrated curriculum were rated highly. In particular, attachments in general practice scored highly with a mean score of 156.6 and perform significantly better (P < 0.01) when compared with the mean score for hospital rotations of 149.0. Significant differences between general practice and hospital rotations exist in the domains of students' perceptions of atmosphere and students' social self-perceptions. Finally, significant differences also emerged in students' perceptions of teachers in general practice when compared to those in the hospital setting. These findings provide evidence of the high-quality educational environment afforded students in primary care. They challenge the traditional emphasis on hospital-based teaching and preempt the question - Is the community a better place for junior students to learn?

Analyzing the Online Environment: How Are More Effective Teachers Spending Their Time?

NASA Astrophysics Data System (ADS)

Barrentine, Scott Davis

Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they'll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students' self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.

An Intensive Onsite Technical Assistance Model to Promote Inclusive Educational Practices for Students with Disabilities in Middle School and High School

ERIC Educational Resources Information Center

Clark, Nitasha M.; Cushing, Lisa S.; Kennedy, Craig H.

2004-01-01

The authors examined the effects of an intensive onsite technical assistance (IOTA) model on the inclusive practices of special educators. Three special educators received technical assistance that included performance assessments, workshops on inclusive practices, and intensive onsite follow-up support. Inclusive practices were measured using…

Are Visual Informatics Actually Useful in Practice: A Study in a Film Studies Context

NASA Astrophysics Data System (ADS)

Mohamad Ali, Nazlena; Smeaton, Alan F.

This paper describes our work in examining the question of whether providing a visual informatics application in an educational scenario, in particular, providing video content analysis, does actually yield real benefit in practice. We provide a new software tool in the domain of movie content analysis technologies for use by students of film studies students at Dublin City University, and we try to address the research question of measuring the 'benefit' from the use of these technologies to students. We examine their real practices in studying for the module using our advanced application as compared to using conventional DVD browsing of movie content. In carrying out this experiment, we found that students have better essay outcomes, higher satisfactions levels and the mean time spent on movie analyzing is longer with the new technologies.

Universal screening as the great equalizer: Eliminating disproportionality in special education referrals

NASA Astrophysics Data System (ADS)

Raines, Tara C.

The overrepresentation of minority students identified for special education services continues to plague schools and serves as a challenge for researchers and practitioners (Ferri & Conner, 2005). Teacher nomination, office discipline referrals (ODR), and functional behavior assessments (FBA) continue to guide referral processes (Bradshaw, Mitchell, O'Brennen, & Leaf, 2010; Eklund, et al., 2009; Mustian, 2010). These methods have been found to be riddled with inconsistencies. Practices used to identify students for behavioral and emotional interventions over-identify students from culturally and linguistically diverse backgrounds. The use of a behavioral and emotional screener to make data-based decisions regarding placement and services could provide an objective assessment of student risk. The first chapter of this dissertation reviews methods used in the identification of students for behavioral and emotional support services. Additionally, the use of universal screening in conjunction with student self-report are proposed as tools for alleviating the overrepresentation of minority students in special education programs for behavioral and emotional disorders. The second chapter of this dissertation explores the measurement equivalence of Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System Student form (BESS Student) across the Black, Hispanic, and White participants in the norming sample. The BESS Student as a universal screening tool is poised to alleviate the disproportionate number of children of color identified by schools as having behavior and emotional disorders. This instrument also provides an avenue to identify students with internalizing disorders who are often overlooked in present referral practices (Bradshaw, Buckley, & Ialongo, 2008; Kataoka, Zhang, & Wells, 2002). The findings of the measurement equivalence study suggests that the BESS Student is, as designed, identifying behavioral and emotional risk across each of the three groups explored. These findings support the use of a universal screening measure as the first step in a multi-step identification and intervention process. Following up with additional assessment to evaluate the specific areas of risk warranting intervention is pivotal to providing appropriate support services and promoting the behavioral and emotional health of students. Implications for research and practice are discussed.

A CRITERION FACTOR ANALYSIS OF THE SIXTEEN PERSONALITY FACTOR QUESTIONNAIRE.

ERIC Educational Resources Information Center

MAZER, GILBERT E.

THE CORRELATION OF REPORTED VARIATIONS IN COUNSELOR PRACTICES WITH WELL-IDENTIFIED PERSONALITY TRAITS WAS STUDIED. THE SIXTEEN PERSONALITY FACTOR QUESTIONNAIRE (WHICH MEASURES 15 PERSONALITY TRAITS AND INTELLIGENCE) AND THE INVENTORY OF COUNSELING PRACTICES (WHICH EVALUATES 75 COUNSELING PRACTICES) WERE GIVEN TO 120 GRADUATE GUIDANCE STUDENTS AT…

Authentic Practices as Contexts for Learning to Draw Inferences beyond Correlated Data

ERIC Educational Resources Information Center

Dierdorp, Adri; Bakker, Arthur; Eijkelhof, Harrie; van Maanen, Jan

2011-01-01

To support 11th-grade students' informal inferential reasoning, a teaching and learning strategy was designed based on authentic practices in which professionals use correlation or linear regression. These practices included identifying suitable physical training programmes, dyke monitoring, and the calibration of measurement instruments. The…

Aboriginal Student Stories, the Missing Voice to Guide Us towards Change

ERIC Educational Resources Information Center

Donovan, Michael J.

2015-01-01

Despite decades of policy and practice oriented at improving educational outcomes for Aboriginal students in Australia, achievements on most measures indicate that there is a long way to go in this endeavour. One avenue for improving Aboriginal education that has received little attention is accessing the views of Aboriginal students themselves…

The Impact Factor: Measuring Student Professional Growth in an Online Doctoral Program

ERIC Educational Resources Information Center

Kumar, Swapna; Dawson, Kara

2014-01-01

This article describes the impact of an online Ed.D. in educational technology based on data collected from students at regular intervals during the program. It documents how students who were working professionals applied learning from the program within their practice, enculturated into the educational technology community, and grew…

Blending Assessment into Instruction: Practical Applications and Meaningful Results

ERIC Educational Resources Information Center

Wright, Michael T.; van der Mars, Hans

2004-01-01

Since engagement in physical activity is now identified as an important outcome for students, teachers need to assess their students in ways that measure that behavior. Assessment serves many purposes in an educational setting. It can provide feedback, drive instructional needs, and evaluate outcomes of both students and programs. If done…

Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing

ERIC Educational Resources Information Center

Troop, Meagan; Wallar, Lauren; Aspenlieder, Erin

2015-01-01

This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students'…

Teaching Single-Case Evaluation to Graduate Social Work Students: A Replication

ERIC Educational Resources Information Center

Wong, Stephen E.; O'Driscoll, Janice

2017-01-01

A course teaching graduate social work students to use an evidence-based model and to evaluate their own practice was replicated and evaluated. Students conducted a project in which they reviewed published research to achieve a clinical goal, applied quantitative measures for ongoing assessment, implemented evidence-based interventions, and…

Single Measure and Gated Screening Approaches for Identifying Students At-Risk for Academic Problems: Implications for Sensitivity and Specificity

ERIC Educational Resources Information Center

Van Norman, Ethan R.; Nelson, Peter M.; Klingbeil, David A.

2017-01-01

Educators need recommendations to improve screening practices without limiting students' instructional opportunities. Repurposing previous years' state test scores has shown promise in identifying at-risk students within multitiered systems of support. However, researchers have not directly compared the diagnostic accuracy of previous years' state…

Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey

PubMed Central

Walter, Emily M.; Henderson, Charles R.; Beach, Andrea L.; Williams, Cody T.

2016-01-01

Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items and have good model fit statistics. Factors in the 2-factor model include (a) instructor-centered practices, nine items; and (b) student-centered practices, 13 items. Factors in the 5-factor model include (a) student–student interactions, six items; (b) content delivery, four items; (c) formative assessment, five items; (d) student-content engagement, five items; and (e) summative assessment, four items. In this article, we describe our development and validation processes, provide scoring conventions and outputs for results, and describe wider applications of the instrument. PMID:27810868

EKG analysis skills of family practice residents in the United Arab Emirates: a comparison with US data.

PubMed

Margolis, S; Reed, R

2001-06-01

Concern has been raised about the electrocardiogram (EKG) analysis skills of family practice residents in the United States. This study examined EKG analysis skills of family practice residents, medical students, interns, and general practitioners (GPs) in the United Arab Emirates (UAE), a different environment. The measurement instrument was a set of 10 EKGs, used in a study of US family practice residents. Two of the EKGs were normal, and there were 14 clinical abnormalities in the remainder. There was no significant difference in the correct diagnosis of acute myocardial infarction between US family practice residents and UAE family practice residents, medical students, or GPs. Interns' diagnoses were significantly poorer. The mean score for correctly identifying acute myocardial infarction and both normal EKGs was not significantly different between groups: 2.50 medical students, 2.35 interns, 2.58 UAE family practice residents, 2.67 FD, and 2.55 US family practice residents. However, the US family practice resident mean score of 11.26 for all 16 clinical findings was significantly higher than any group in the UAE: 5.35 medical students, 5.87 interns, 6.08 UAE family practice residents, 5.69 family physicians. Difficulty in EKG interpretation transcends geographic boundaries, suggesting that new approaches to teaching these skills need to be explored. Improved EKG reading skills by family physicians are generally needed in both the United States and the UAE.

Missing in Action: Writing Process-Based Instructional Practices and Measures of Higher-Order Literacy Achievement in Predominantly Urban Elementary Schools

ERIC Educational Resources Information Center

Briddell, Andrew

2013-01-01

This study of 1,974 fifth grade students investigated potential relationships between writing process-based instruction practices and higher-order thinking measured by a standardized literacy assessment. Writing process is defined as a highly complex, socio-cognitive process that includes: planning, text production, review, metacognition, writing…

Curriculum-Based Measurement of Reading: Is 6 Weeks of Daily Progress Monitoring Enough?

ERIC Educational Resources Information Center

Thornblad, Shannon C.; Christ, Theodore J.

2014-01-01

Curriculum-based measurement of reading (CBM-R) is used in research and practice to estimate the level and trend of student achievement. Although there is limited empirical or psychometric support to guide CBM-R progress monitoring practices, derived trend estimates are used to inform a variety of educational decisions including evaluations of…

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

PubMed

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

2010-01-01

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

Pharmacy students' test-taking motivation-effort on a low-stakes standardized test.

PubMed

Waskiewicz, Rhonda A

2011-04-11

To measure third-year pharmacy students' level of motivation while completing the Pharmacy Curriculum Outcomes Assessment (PCOA) administered as a low-stakes test to better understand use of the PCOA as a measure of student content knowledge. Student motivation was manipulated through an incentive (ie, personal letter from the dean) and a process of statistical motivation filtering. Data were analyzed to determine any differences between the experimental and control groups in PCOA test performance, motivation to perform well, and test performance after filtering for low motivation-effort. Incentivizing students diminished the need for filtering PCOA scores for low effort. Where filtering was used, performance scores improved, providing a more realistic measure of aggregate student performance. To ensure that PCOA scores are an accurate reflection of student knowledge, incentivizing and/or filtering for low motivation-effort among pharmacy students should be considered fundamental best practice when the PCOA is administered as a low-stakes test.

Recruiting medical students to rural practice

PubMed Central

Jutzi, Leah; Vogt, Kelly; Drever, Erin; Nisker, Jeff

2009-01-01

ABSTRACT OBJECTIVE To explore the strategies used by rural recruitment programs and their perceived influence on medical students. DESIGN Two original questionnaires delivered electronically, one to medical students and the other to recruiters in rural Ontario communities. SETTING Ontario, Canada. PARTICIPANTS All 525 medical students enrolled in the Schulich School of Medicine & Dentistry at the University of Western Ontario in London and physician recruiters in 71 rural communities in Ontario were invited to participate in the study. MAIN OUTCOME MEASURES The factors that influence medical students to consider rural practice, strategies used by recruiters, and student perceptions of the ethical appropriateness of both. RESULTS The questionnaire was completed by 42.1% of medical students. Lifestyle considerations were an important influence for 93.1% of students. Themes from the qualitative analysis included the ethical appropriateness of financial considerations, economic forces, perceived disadvantages of rural practice, competition between communities, and lack of altruism. Responses were received from recruiters in 43.7% of communities; of those, 92.9% offered financial incentives to attract prospective physicians. CONCLUSION Financial and lifestyle considerations are important influences on medical students’ choice to practise in rural communities. Most medical students felt incentive programs offered by rural communities were ethically appropriate. PMID:19155375

Synergy for patient safety and quality: academic and service partnerships to promote effective nurse education and clinical practice.

PubMed

Debourgh, Gregory A

2012-01-01

Responding to the growing concern about medical error and patient harm, nurse educators are seeking innovative strategies to ensure that nursing students develop the knowledge, skills, and attitudes that enable them to safely and effectively manage patient care. A nursing school and hospital affiliate engaged in a partnership to increase opportunities for students to acquire these competencies. The Synergy Partnership Model aligns agency safety and quality initiatives with the school's student outcome competencies. The partnership model establishes participant commitment, clarifies professional actions and accountabilities, and structures the integration of student learning with the clinical practice of agency nurses and physicians. A collection of evidence-based, best-practices resources provides students, faculties, and staff the tools to implement the partnership paradigm. A descriptive pilot study design with a convenience sample of students (N = 24) enrolled in a third-semester, prelicensure clinical nursing course measured students' safety and quality knowledge and the students' perceptions of team behaviors and communication effectiveness. Survey data reveal moderate to large effect sizes in gains for safety and quality knowledge and for students' increased confidence in their impact on patient care outcomes. Copyright © 2012 Elsevier Inc. All rights reserved.

Investigating Assessment Bias for Constructed Response Explanation Tasks: Implications for Evaluating Performance Expectations for Scientific Practice

NASA Astrophysics Data System (ADS)

Federer, Meghan Rector

Assessment is a key element in the process of science education teaching and research. Understanding sources of performance bias in science assessment is a major challenge for science education reforms. Prior research has documented several limitations of instrument types on the measurement of students' scientific knowledge (Liu et al., 2011; Messick, 1995; Popham, 2010). Furthermore, a large body of work has been devoted to reducing assessment biases that distort inferences about students' science understanding, particularly in multiple-choice [MC] instruments. Despite the above documented biases, much has yet to be determined for constructed response [CR] assessments in biology and their use for evaluating students' conceptual understanding of scientific practices (such as explanation). Understanding differences in science achievement provides important insights into whether science curricula and/or assessments are valid representations of student abilities. Using the integrative framework put forth by the National Research Council (2012), this dissertation aimed to explore whether assessment biases occur for assessment practices intended to measure students' conceptual understanding and proficiency in scientific practices. Using a large corpus of undergraduate biology students' explanations, three studies were conducted to examine whether known biases of MC instruments were also apparent in a CR instrument designed to assess students' explanatory practice and understanding of evolutionary change (ACORNS: Assessment of COntextual Reasoning about Natural Selection). The first study investigated the challenge of interpreting and scoring lexically ambiguous language in CR answers. The incorporation of 'multivalent' terms into scientific discourse practices often results in statements or explanations that are difficult to interpret and can produce faulty inferences about student knowledge. The results of this study indicate that many undergraduate biology majors frequently incorporate multivalent concepts into explanations of change, resulting in explanatory practices that were scientifically non-normative. However, use of follow-up question approaches was found to resolve this source of bias and thereby increase the validity of inferences about student understanding. The second study focused on issues of item and instrument structure, specifically item feature effects and item position effects, which have been shown to influence measures of student performance across assessment tasks. Results indicated that, along the instrument item sequence, items with similar surface features produced greater sequencing effects than sequences of items with dissimilar surface features. This bias could be addressed by use of a counterbalanced design (i.e., Latin Square) at the population level of analysis. Explanation scores were also highly correlated with student verbosity, despite verbosity being an intrinsically trivial aspect of explanation quality. Attempting to standardize student response length was one proposed solution to the verbosity bias. The third study explored gender differences in students' performance on constructed-response explanation tasks using impact (i.e., mean raw scores) and differential item function (i.e., item difficulties) patterns. While prior research in science education has suggested that females tend to perform better on constructed-response items, the results of this study revealed no overall differences in gender achievement. However, evaluation of specific item features patterns suggested that female respondents have a slight advantage on unfamiliar explanation tasks. That is, male students tended to incorporate fewer scientifically normative concepts (i.e., key concepts) than females for unfamiliar taxa. Conversely, females tended to incorporate more scientifically non-normative ideas (i.e., naive ideas) than males for familiar taxa. Together these results indicate that gender achievement differences for this CR instrument may be a result of differences in how males and females interpret and respond to combinations of item features. Overall, the results presented in the subsequent chapters suggest that as science education shifts toward the evaluation of fused scientific knowledge and practice (e.g., explanation), it is essential that educators and researchers investigate potential sources of bias inherent to specific assessment practices. This dissertation revealed significant sources of CR assessment bias, and provided solutions to address these problems.

Effective Instruction and Assessment Methods That Lead to Gains in Critical Thinking as Measured by the Critical Thinking Assessment Test (CAT)

ERIC Educational Resources Information Center

Leming, Katie P.

2016-01-01

Previous qualitative research on educational practices designed to improve critical thinking has relied on anecdotal or student self-reports of gains in critical thinking. Unfortunately, student self-report data have been found to be unreliable proxies for measuring critical thinking gains. Therefore, in the current interpretivist study, five…

Special Education in the City: How Has the Money Been Spent and What Do We Have To Show for It?

ERIC Educational Resources Information Center

Parrish, Thomas B.; Bitter, Catherine Sousa

2003-01-01

This article discusses how the concept of efficiency in special education services is translated into specific practices. A paradigm is presented that quantifies a measure of student need, ties school allocations to student needs, tracks actual expenditures on special education, and links those expenditures to quantifiable measures of student…

Factor Analysis of a Modified Version of the California Brief Multicultural Competence Scale with Minority Pharmacy Students

ERIC Educational Resources Information Center

Echeverri, Margarita; Brookover, Cecile; Kennedy, Kathleen

2011-01-01

While most of the more frequently used self-report measures of cultural competence in health professionals are targeted to practicing physicians and mental health providers from the majority-white population, no measures have been specifically developed for minority pharmacy students. With the objective to find a suitable tool to be used for…

Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations

ERIC Educational Resources Information Center

Warkentien, Michael

2016-01-01

The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual…

A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential

ERIC Educational Resources Information Center

Cantrell, Martha Kelly

2012-01-01

The impact of gifted education services is not monitored by accountability measures required by the No Child Left Behind Act (NCLB, 2002), and giftedness is not a suspect class in equity concerns (Leslie, 2009). Therefore, a research base that measures the impact of well-designed practices on student outcomes may serve as the strongest…

Active learning in camera calibration through vision measurement application

NASA Astrophysics Data System (ADS)

Li, Xiaoqin; Guo, Jierong; Wang, Xianchun; Liu, Changqing; Cao, Binfang

2017-08-01

Since cameras are increasingly more used in scientific application as well as in the applications requiring precise visual information, effective calibration of such cameras is getting more important. There are many reasons why the measurements of objects are not accurate. The largest reason is that the lens has a distortion. Another detrimental influence on the evaluation accuracy is caused by the perspective distortions in the image. They happen whenever we cannot mount the camera perpendicularly to the objects we want to measure. In overall, it is very important for students to understand how to correct lens distortions, that is camera calibration. If the camera is calibrated, the images are rectificated, and then it is possible to obtain undistorted measurements in world coordinates. This paper presents how the students should develop a sense of active learning for mathematical camera model besides the theoretical scientific basics. The authors will present the theoretical and practical lectures which have the goal of deepening the students understanding of the mathematical models of area scan cameras and building some practical vision measurement process by themselves.

Awareness and practice of road safety measures among undergraduate medical students in a South Indian state.

PubMed

Kulkarni, Vaman; Kanchan, Tanuj; Palanivel, C; Papanna, M K; Kumar, Nithin; Unnikrishnan, B

2013-05-01

The UN general assembly has declared 2011-2020 as the "Decade of Action for Road Safety". The declaration holds significance because road traffic accidents (RTAs) have become a major cause of morbidity and mortality, especially among the adults and middle aged individuals who constitute economically most productive age groups of society. The importance of knowledge and practice of road safety measures needs to be emphasized in the prevention of RTAs. The present study is aimed to assess the knowledge and practice of road safety measures among the students of a medical college in coastal, South India. A total of 260 medical students were included in this cross-sectional study. A semi-structured questionnaire was used to collect the relevant information from the participants. The data collected was analyzed using SPSS version 11.5. Out of the 260 participants, 149 (57.3%) were females and 111 (42.7%) were males. The overall awareness on road safety measures was slightly higher among females (20.6%) than males (19.9%). The participants had significantly low awareness with regard to alcohol and driving (4.2%), use of seat belts (20%) and use of mobile phones without hands free device (6.1%). The participants had a better knowledge about traffic signs and more than half of them identified all the signs correctly. With regard to the road safety practices, 25% were involved in drunken driving in the past one year. The practice of using mobile phones with hands free devices while driving was admitted by 20% of them. Nearly two-third participants (68%) admitted to have crossed speed limits on multiple occasions. Observations of the study emphasize on the need to generate awareness among medical students through training and IEC activities to curb the epidemic of RTAs. Copyright © 2012 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

Discrepancies between Students' and Teachers' Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality

ERIC Educational Resources Information Center

Dockterman, Daniel Milo

2017-01-01

Student surveys have gained prominence in recent years as a way to give students a voice in their learning process, and teacher self-reports have always been an effective instrument for revealing the planning, intentions, and expectations behind a given lesson. Though student and teacher surveys are widely used, extant research in education has…

Measuring medical students' empathy using direct verbal expressions.

PubMed

Hur, Yera; Cho, A Ra; Kim, Sun

2016-09-01

Empathy is an important trait in physicians and a key element in the physician-patient relationship. Accordingly, one of the goals in medical education is developing empathy in students. We attempted to practically assess medical students' empathy through their direct verbal expressions. The medical students' empathy was measured using the modified Pencil-and-Paper Empathy Rating Test by Winefield and Chur-Hansen (2001). The students took 15 minutes or so to complete the scale, and it was then scored by one of two trained evaluators (0 to 4 points for each item, for a total score of 40). The subjects were 605 medical students, and the data were analyzed using descriptive analysis, independent t-test, and one-way analysis of variance in SPSS version 21.0. The students' empathy scores were low (mean, 12.13; standard deviation, 2.55); their most common responses (78.6%) registered as non-empathetic. Differences in empathy were observed by gender (female students>male students; t=-5.068, p<0.001), school system (medical school>medical college; t=-1.935, p=0.053), and academic level (pre-medical 1 year < other years; t=-4.050, p<0.001). Our findings lead us to the significant conclusion that there is the need for empathy enhancement training programs with practical content.

General chemistry courses that can affect achievement: An action research study in developing a plan to improve undergraduate chemistry courses

NASA Astrophysics Data System (ADS)

Shweikeh, Eman

Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on chemistry education at three institutions in Southern California. Via action research, the study sought to develop a plan to improve student engagement in general chemistry courses. A mixed method was utilized to analyze different perceptions on key factors determining the level of commitment and engagement in general chemistry education. The approach to chemistry learning from both a faculty and student perspective was examined including good practices, experiences and extent of active participation. The research study considered well-known measures of effective education with an emphasis on two key components: educational practices and student behavior. Institutional culture was inclusively assessed where cognitive expectations of chemistry teaching and learning were communicated. First, the extent in which faculty members are utilizing the "Seven Principles for Good Practice in Undergraduate Education" in their instruction was explored. Second, student attitudes and approaches toward chemistry learning were examined. The focus was on investigating student understanding of the learning process and the structure of chemistry knowledge. The seven categories used to measure students' expectations for learning chemistry were: effort, concepts, math link, reality link, outcome, laboratory, and visualization. This analysis represents the views of 16 faculty and 140 students. The results validated the assertion that students need some competencies and skills to tackle the challenges of the chemistry learning process to deeply engage in learning. A mismatch exists between the expectations of students and those of the faculty. Furthermore, improving attitudes and beliefs could be a potential for bringing about successful interventions to general chemistry learning. Importantly, the role of collaboration between chemistry educators is essential to forming instructional strategies. Additionally, shifting paradigms should be given utmost attention, including differences among student engagement in general chemistry, ways in which faculty can modify practices to meet student expectations, and the role of administrators in providing the necessary tools that stimulate chemistry education and research.

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.

PubMed

Durham, Mary F; Knight, Jennifer K; Couch, Brian A

2017-01-01

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices. © 2017 M. F. Durham et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Crisis? What crisis?

PubMed

Sherrat, Lou; Chambers, Derek

The fact that 50% of the 4600 hours that constitute a pre-registration nursing programme takes place in the practice setting, means that there is considerable reliance on mentors and other clinicians to support and teach students. Clinical experience is vital if student nurses are to implement the theory they have learnt in the classroom and become competent and safe practitioners (Panther, 2008). There is, therefore, a need for high-quality clinical learning environments which both provide students with the support they need and measure their clinical competence. Mentors play a vital role in both these aspects and are the fulcrum on which practice learning depends (Pellatt, 2006).

The effect of integrating constructivist and evidence-based practice on baccalaureate nursing student's cognitive load and learning performance in a research course.

PubMed

Hsieh, Suh-Ing; Hsu, Li-Ling; Huang, Tzu-Hsin

2016-07-01

Baccalaureate nursing students perceive research as unattractive, doubt the value of nursing research, and do not appreciate the link of research with practice. No studies have examined students' cognitive load during an evidence-based practice research course versus a traditional research course. To assess the effect of integrating constructivist theories and evidence-based practice on student cognitive load and learning performance in a research course. A true experimental study. A Registered Nurse-to-Bachelor of Science in Nursing program. Six classes of second-year students. Students were randomly allocated to the control group (two classes) or the experimental group (two classes) using cluster randomization. The control group underwent "traditional research"; the experimental group experienced "integrating evidence-based practice into research." Instruments for outcome assessment include the Cognitive Load Scale, cognitive test, team critique paper, and qualitative feedback on course satisfaction. The between-subjects effects were compared by Analysis of Covariance. The experimental group had significantly higher mental load (8.74 vs. 7.27, p<.001), mental effort (11.07 vs. 10.07, p=.009), mental efficiency (0.33 vs. -0.31, p<.001), and research knowledge (70.61 vs. 44.92, p<.001) than the control group. The experimental group had better critique paper scores in introduction (92.80%), literature review (91.70%), and assignment requirement and writing (89.40%). Some experimental learners expressed satisfaction with learning evidence-based practice (17.78%) and critiquing a research article (7.78%). Integrating evidence-based practice into a research course not only improved the research knowledge of baccalaureate nursing students, but also increased their mental load, mental effort, and mental efficiency. Additional studies may track learners' responses to different learning systems using the developed instrument to measure the three types of cognitive load. These findings may help educators design more effective and interesting curricula for integrating research and evidence-based practice into the studies of student nurses. Copyright © 2016. Published by Elsevier Ltd.

Measuring the impact of an interprofessional multimedia learning resource on Japanese nurses and nursing students using the Theory of Planned Behavior Medication Safety Questionnaire.

PubMed

Omura, Mieko; Levett-Jones, Tracy; Stone, Teresa Elizabeth; Maguire, Jane; Lapkin, Samuel

2015-12-01

Interprofessional communication and teamwork are essential for medication safety; however, limited educational opportunities for health professionals and students to develop these skills exist in Japan. This study evaluated the impact of an interprofessional multimedia learning resource on registered nurses' and nursing students' intention to practice in a manner promoting medication safety. Using a quasi-experimental design, Japanese registered nurses and nursing students (n = 203) were allocated to an experimental (n = 109) or control group (n = 94). Behavioral intentions of medication safety and the predictor variables of attitudes, perceived behavioral control, and subjective norms were measured using a Japanese version of the Theory of Planned Behavior Medication Safety Questionnaire. Registered nurses in the experimental group demonstrated a greater intention to collaborate and practice in a manner that enhanced medication safety, evidenced by higher scores than the control group on all predictor variables. The results demonstrate the potential for interprofessional multimedia learning resources to positively impact the behaviors of Japanese registered nurses in relation to safe medication practices. Further research in other contexts and with other cohorts is warranted. © 2015 Wiley Publishing Asia Pty Ltd.

Dual education and industrial cooperation in electrical engineering

NASA Astrophysics Data System (ADS)

Váradiné Szarka, A.

2016-11-01

Dual education in higher education is a new system in Hungary introduced by Mercedes Benz with cooperation of Kecskemet College. In the new system companies support certain number of students and provide them strong practical education in their field. Students applying successfully for dual education study together with non-dual students at the university, so they go through the same university courses as their non-dual colleagues, but while non-dual students’ academic year includes 2×14 weeks active semester and 2×6 weeks exam session, all over 40 weeks, dual students have 48 working weeks including study at the university and practicing at the company. The main question of the success which one is the most effective model to be applied. This paper summarises 2 models of dual education with their advantages and disadvantages and also it presents practical realization at the University of Debrecen with special attention to measurement and instrumentation. Dual education in BSc level electrical engineering course cooperates with 6 multinational companies of the region in four specialization. Dual education also has great impact to the modernisation of engineering education. Detailed study of dual education in field of instrumentation and measurement is provided in the paper.

AHP based Anthropometric Analysis of University Hall Bed Design in Bangladesh

NASA Astrophysics Data System (ADS)

Halder, Pobitra; Sarker, Eity; Karmaker, Chitralekha

2018-05-01

In university hall, different types of bed are used for providing sleeping environment to the students. Although there are wide variations in the design of students' bed in Bangladeshi university hall, none of them are designed properly considering the anthropometric data. In this study, four anthropometric measurements related to normal students' bed dimensions were measured from 300 students from a public university hall in Bangladesh. The feedbacks regarding different health problems and their reasons were collected from considering practical situations of the students and gathering experts' opinions. Chi-square test showed that back pain, blood circulation problem, fatigue, comfort, and sleeping problem are related to students' anthropometric measurements. The analytic hierarchy process (AHP) analysis identified students' bed length as the most responsible attribute for ergonomic problems of the students. Finally, the linear regression and correlation analysis suggested the bed dimensions based on stature of the students. This study can be a helpful guideline for industrial engineers and manufacturers in designing more comfortable students' bed.

Personality Dominant Values in Graphic Design Students in Their Educational Practice

ERIC Educational Resources Information Center

Flores, René Pedroza

2016-01-01

The purpose of this article is to study the personality dominant values in Graphic Design students from the Autonomous University of the State of Mexico. A scale developed by Allport, Vernon and Lindsey called: "Study of values. A scale for the measuring of personality dominant interests" was used. The sample was applied to 124 students,…

Technology: The Silent Partner in the Advancement of Measurement and Assessment Practices (A Student Centered Assessment Model).

ERIC Educational Resources Information Center

Blanzy, James J.; Sucher, Joseph E.

Michigan's Macomb Community College's institutional assessment model involves using technology to collect and disseminate data on student learning in order to facilitate continuous improvement and adaptation. The first element of this five-part model is the mandatory testing, orientation, and placement of incoming students. Using placement test…

Two-Year Community: Human Anatomy Software Use in Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

ERIC Educational Resources Information Center

Kuyatt, Brian L.; Baker, Jason D.

2014-01-01

This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice Anatomy Laboratory 2.0 software. This study determined that student-perceived learning was significantly…

Students' Emotions as an Organizing Principle in the Social Work Curriculum

ERIC Educational Resources Information Center

Chung, Irene W.

2010-01-01

Students' frustration with the lack of measurable progress in their practice has always been a major obstacle for them in learning to use themselves differentially and to effect changes in their clients (Saari, 1986). This article discusses the author's approach to tending to students' emotions as a central component in organizing and teaching in…

Comparing Performance Standards on the Retention of Words Read Correctly per Minute

ERIC Educational Resources Information Center

Kubina, Richard M., Jr.; Amato, Janelle; Schwilk, Christopher L.; Therrien, William J.

2008-01-01

To measure retention of oral reading fluency, three students attending a learning support classroom used a repeating reading strategy with two passages. Each student read one passage to a high performance standard and the other passage to a lower performance standard. Results show it took the students more practice to reach the higher performance…

The Use of Response to Intervention Practices for Behavior: An Examination of the Validity of a Screening Instrument

ERIC Educational Resources Information Center

Muyskens, Paul; Marston, Doug; Reschly, Amy L.

2007-01-01

Behavioral difficulties of school-aged students are typically dealt with in a reactive, rather than preventative manner. This article examines a proactive approach, consistent with the Response-to-Intervention model, using a screening measure designed to identify students at risk for behavior difficulties and targeting these students for early…

Earth at Rest: Aesthetic Experience and Students' Grounding in Science Education

ERIC Educational Resources Information Center

Østergaard, Edvin

2017-01-01

Focus of this article is the current situation characterized by students' de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I…

Bluffing Their Way into Science: Analyzing Students' Appropriation of the Research Article Genre.

ERIC Educational Resources Information Center

O'Neill, D. Kevin

This paper reports on research in the analysis of high school and middle school students' appropriation of the Research Article genre in science classes. The appropriation of this rhetorical form is proposed as a measure of students' understanding of adult argumentative practice in science and the effectiveness of a learning environment in…

Assessing Changes in Medical Student Attitudes toward Non-Traditional Human Sexual Behaviors Using a Confidential Audience Response System

ERIC Educational Resources Information Center

Tucker, Phebe; Candler, Chris; Hamm, Robert M.; Smith, E. Michael; Hudson, Joseph C.

2010-01-01

Medical students encountering patients with unfamiliar, unconventional sexual practices may have attitudes that can affect open communication during sexual history-taking. We measured changes in first-year US medical student attitudes toward 22 non-traditional sexual behaviors before and after exposure to human sexuality instruction. An…

Using Clickers to Improve Student Engagement and Performance in an Introductory Biochemistry Class

ERIC Educational Resources Information Center

Addison, Stephen; Wright, Adrienne; Milner, Rachel

2009-01-01

As part of ongoing efforts to enhance teaching practices in a large-class introductory biochemistry course, we have recently tested the effects of using a student response system (clickers) on student exam performances and engagement with the course material. We found no measurable difference in class mean composite examination score for students…

Best Practices in Documenting Workforce Success of College Graduates: Final Report

ERIC Educational Resources Information Center

Lessne, Deborah S.

2004-01-01

This report documents the Connecticut Department of Higher Education's efforts to investigate and document best practices in assessing student achievement as measured by workforce success. That effort is part of a five-state project to Define Best Practices for Responsible Accountability Models in Higher Education funded by a U.S. Department of…

Evidence-Based Mental Health Practices with Children Self-Efficacy Scale: Development and Preliminary Findings

ERIC Educational Resources Information Center

McMeel, Lorri S.; Leathers, Sonya J.; Strand, Tonya C.

2017-01-01

This article reviews existing measures related to evidence-based practices with children and self-efficacy and describes the development and psychometric properties of the Evidence-Based Mental Health Practices With Children Efficacy Scale. This scale was developed to assess students' and clinicians' self-efficacy in their abilities to use…

Evaluation of a Jugular Venipuncture Alpaca Model to Teach the Technique of Blood Sampling in Adult Alpacas.

PubMed

Rousseau, Marjolaine; Beauchamp, Guy; Nichols, Sylvain

The effectiveness of teaching aids in veterinary medical education is not often assessed rigorously. The objective in the present study was to evaluate the effectiveness of a commercially available jugular venipuncture alpaca model as a complementary tool to teach veterinary students how to perform venipuncture in adult alpacas. We hypothesized that practicing on the model would allow veterinary students to draw blood in alpacas more rapidly with fewer attempts than students without previous practice on the model. Thirty-six third-year veterinary students were enrolled and randomly allocated to the model (group M; n=18) or the control group (group C; n=18). The venipuncture technique was taught to all students on day 0. Students in group M practiced on the model on day 2. On day 5, an evaluator blinded to group allocation evaluated the students' venipuncture skills during a practical examination using live alpacas. Success was defined as the aspiration of a 6-ml sample of blood. Measured outcomes included number of attempts required to achieve success (success score), total procedural time, and overall qualitative score. Success scores, total procedural time, and overall scores did not differ between groups. Use of restless alpacas reduced performance. The jugular venipuncture alpaca model failed to improve jugular venipuncture skills in this student population. Lack of movement represents a significant weakness of this training model.

Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

PubMed Central

Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

2016-01-01

We present a novel assessment tool for measuring biology students’ values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers. PMID:27856547

Teaching style beliefs among U.S. and Israeli faculty.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Notzer, Netta; Penfield, Randy; Eli, Ilana

2006-08-01

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles--teacher-centered (TC) and student-centered (SC)--and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.

Tobacco Cessation and Prevention Practices Reported by Second and Fourth Year Students at US Medical Schools

PubMed Central

Brooks, Daniel R.; Powers, Catherine A.; Brooks, Katie R.; Rigotti, Nancy A.; Bognar, Bryan; McIntosh, Scott; Zapka, Jane

2008-01-01

Background Tobacco dependence counseling is recommended to be included as core curriculum for US medical students. To date, there has been little information on students’ self-reported skills and practice opportunities to provide 5A’s (Ask, Advise, Assess, Assist, and Arrange) counseling for tobacco cessation. Methods We conducted anonymous surveys of second year and fourth year students at multiple US medical schools between February 2004 and March 2005 (overall response rate 70%). We report on the tobacco control practices of the 860 second year and 827 fourth year students completing the survey. Measurements and Main Results Fourth year students reported multiple opportunities to learn tobacco counseling in case-based discussions, simulated patient encounters, and clinical skills courses. They reported more instruction in family medicine (79%) and Internal Medicine (70%) than Pediatrics (54%), Obstetrics/Gynecology (41%), and Surgery clerkships (16%). Compared with asking patients about smoking, advising smokers to quit, and assessing patient willingness to quit, fourth year students were less likely to have multiple practice opportunities to assist the patient with a quit plan and arrange follow-up contact. More than half of second year students reported multiple opportunities for asking patients about smoking but far fewer opportunities for practicing the other 4 As. Conclusions By the beginning of their fourth year, most students in this group of medical schools reported multiple opportunities for training and practicing basic 5A counseling, although clear deficits for assisting patients with a quit plan and arranging follow-up care exist. Addressing these deficits and integrating tobacco teaching through tailored specific instruction across all clerkships, particularly in Surgery, Pediatrics, and Obstetrics/Gynecology is a challenge for medical school education. PMID:18612747

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum.

PubMed

Tsingos-Lucas, Cherie; Bosnic-Anticevich, Sinthia; Schneider, Carl R; Smith, Lorraine

2016-05-25

Objective. To determine the effectiveness of integrating reflective practice activities into a second-year undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self- and peer reflection. Assessment. Student responses (n=214) to the adapted Kember et al(1) Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice.

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

PubMed Central

Bosnic-Anticevich, Sinthia; Schneider, Carl R.; Smith, Lorraine

2016-01-01

Objective. To determine the effectiveness of integrating reflective practice activities into a second-year undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self- and peer reflection. Assessment. Student responses (n=214) to the adapted Kember et al1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice. PMID:27293232

A Dataset for Education-Related Majors' Performance Measures with Pre/Post-Video Game Practice

ERIC Educational Resources Information Center

Novak, Elena; Tassell, Janet Lynne

2015-01-01

This dataset includes a series of 30 education-related majors' performance measures before and after they completed a 10-hour video game practice in a computer lab. The goal of the experimental study was to examine the effects of action video gaming on students' mathematics performance and mathematics anxiety as mediated by the effect of attention…

Measuring Opportunity to Learn and Academic Language Exposure for English Language Learners in Elementary Science Classrooms. CRESST Report 767

ERIC Educational Resources Information Center

Martinez, Jose Felipe; Bailey, Alison L.; Kerr, Deirdre; Huang, Becky H.; Beauregard, Stacey

2010-01-01

The present study piloted a survey-based measure of Opportunity to Learn (OTL) and Academic Language Exposure (ALE) in fourth grade science classrooms that sought to distinguish teacher practices with ELL (English language learner) and non-ELL students. In the survey, participant teachers reported on their instructional practices and the context…

Medical Student Dissection of Cadavers Improves Performance on Practical Exams but not on the NBME Anatomy Subject Exam.

PubMed

Sargent Jones, Leslie; Paulman, Lance E; Thadani, Raj; Terracio, Louis

2001-12-01

We have examined whether cadaver dissection by first year medical students (MIs) affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only), and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam), the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant.

Peer mentoring: Enhancing the transition from student to professional.

PubMed

Fisher, Margaret; Stanyer, Rachel

2018-05-01

to share the experience of a model of peer mentoring in a pre-qualification midwifery programme DESIGN: description of the framework and benefits of the model SETTING: University and practice PARTICIPANTS: third year midwifery students INTERVENTIONS: practical activities meeting regulatory body requirements in a pre-qualification mentorship module MEASUREMENTS AND FINDINGS: informal evaluations by students of key activities undertaken during peer mentoring demonstrated a range of positive outcomes. These included enhanced confidence, self-awareness, interpersonal and teaching skills, team-working and leadership - factors also associated with emotional intelligence. Students developed an appreciation of the accountability of the mentor including making practice assessment decisions. They stated that the learning achieved had aided their professional development and enhanced employability. this module equips students with skills for their future role in facilitating learners and contributes to development of a 'professional persona', enhancing their transition to qualified midwives. The Peer Mentoring Model would be easily adapted to other programmes and professional contexts. Copyright © 2018 Elsevier Ltd. All rights reserved.

Physical Therapy-Related Child Outcomes in School: An Example of Practice-Based Evidence Methodology.

PubMed

Effgen, Susan K; McCoy, Sarah Westcott; Chiarello, Lisa A; Jeffries, Lynn M; Bush, Heather

2016-01-01

To describe the use of practice-based evidence research methodology in a prospective, multisite observational study to investigate changes in students' participation in school activity, self-care, posture/mobility, recreation/fitness, and academic outcomes, and the relationships of these changes to characteristics of school-based physical therapy. One hundred nine physical therapists completed the training and data collection and 296 students, 5 to 12 years of age (mean age = 7.3 years) had 6 months of complete data. Therapists completed individualized (Goal Attainment Scaling) and standardized (School Function Assessment) outcome measures for students at the beginning and end of the school year and during the year collected weekly data on services to and on behalf of the students. This research design enabled the investigation of complex research questions related to school-based practice. The findings of this study, to be reported later, should influence school-based therapy by providing guidance related to what activities, interventions, and services influence student outcomes.

Comparing student learning with multiple research-based conceptual surveys: CSEM and BEMA.

NASA Astrophysics Data System (ADS)

Pollock, S. J.

2008-10-01

We present results demonstrating similar distributions of student scores, and statistically indistinguishable gains on two popular research-based assessment tools: the Brief Electricity and Magnetism Assessment (BEMA) and the Conceptual Survey of Electricity and Magnetism(CSEM). To deepen our understanding of student learning in our course environment and of these assessment tools as measures of student learning, we identify systematic trends and differences in results from these two instruments. We investigate correlations of both pre- and post- conceptual scores with other measures including traditional exam scores and course grades, student background (earlier grades), gender, a pretest of scientific reasoning, and tests of attitudes and beliefs about science and learning science. Overall, for practical purposes, we find the BEMA and CSEM are roughly equivalently useful instruments for measuring student learning in our course.

Make Science Matter. Hands on Science.

ERIC Educational Resources Information Center

Kepler, Lynne

1992-01-01

Presents class activities to help elementary students learn about changes in the state of matter by making ice cream. In addition to making observations on the changes of state, students can practice measuring and identifying the properties (e.g., color, size, and shape). (SM)

From the Margins to the Spotlight: Diverse Deaf and Hard of Hearing Student Populations and Standardized Assessment Accessibility.

PubMed

Cawthon, Stephanie

2015-01-01

Designing assessments and tests is one of the more challenging aspects of creating an accessible learning environment for students who are deaf or hard of hearing (DHH), particularly for deaf students with a disability (DWD). Standardized assessments are a key mechanism by which the educational system in the United States measures student progress, teacher effectiveness, and the impact of school reform. The diversity of student characteristics within DHH and DWD populations is only now becoming visible in the research literature relating to standardized assessments and their use in large-scale accountability reforms. The purpose of this article is to explore the theoretical frameworks surrounding assessment policy and practice, current research related to standardized assessment and students who are DHH and DWD, and potential implications for practice within both the assessment and instruction contexts.

Minority students in the science classroom: Issues of language, class, race, culture and pedagogy

NASA Astrophysics Data System (ADS)

Sweeney, Aldrin Edward

A considerable proportion of the educationally at-risk students in the K-12 public education system is composed of minority students, either in terms of cultural background, linguistic background, and frequently, both. In particular, satisfactory levels of achievement in science are not being attained by these students. The concerns of this study center on examining and understanding the reasons underlying this situation, with a view to suggesting how these problems of underachievement in science might be addressed. Previous and ongoing educational research concerning these issues suggest that such underachievement may be due to current pedagogical practices which seem to actively discourage these students from achieving any significant measure of academic, educational or professional success. The purpose of this study is thus to explore the beliefs and pedagogical practices of science teachers as they relate to minority students, especially those minority students for whom English is not a first language and who have limited English proficiency (LEP). In the course of this study, the terminology 'minority students' will refer to and be inclusive of cultural and/or language minorities, i.e. those students who differ from the mainstream white American student in terms of cultural background and a native language other than English. Culturally derived usages of non-standard forms of English (e.g. Black English Vernacular) also will be subsumed within this definition of cultural and language minority students. Particular attention will be given to emergent issues relating to current pedagogical practices, also to the science teacher beliefs and epistemological rationales underlying such practices. In exploring these beliefs and pedagogical practices, the study also will seek to delineate and to understand the various problems which are being encountered in the teaching of science to minority students. As the result of exploring the beliefs and pedagogical practices of science teachers as they relate to minority students, it is intended that the completed study will contribute toward the development and elaboration of a substantive pedagogical content knowledge base for science teachers of cultural and language minority students. It is anticipated that the development of such a knowledge base will be of practical assistance to science teachers in their pedagogical decisions such that a greater inclusion of these students in the science discourse community may be attained.

A cross-cultural, multilevel study of inquiry-based instruction effects on conceptual understanding and motivation in physics

NASA Astrophysics Data System (ADS)

Negishi, Meiko

Student achievement and motivation to learn physics is highly valued in many industrialized countries including the United States and Japan. Science education curricula in these countries emphasize the importance and encourage classroom teachers to use an inquiry approach. This dissertation investigated high school students' motivational orientations and their understanding of physics concepts in a context of inquiry-based instruction. The goals were to explore the patterns of instructional effects on motivation and learning in each country and to examine cultural differences and similarities. Participants consisted of 108 students (55 females, 53 males) and 9 physics teachers in the United States and 616 students (203 females and 413 males) and 11 physics teachers in Japan. Students were administered (a) Force Concept Inventory measuring physics conceptual understanding and (b) Attitudes about Science Questionnaire measuring student motivational orientations. Teachers were given a survey regarding their use of inquiry teaching practices and background information. Additionally, three teachers in each country were interviewed and observed in their classrooms. For the data analysis, two-level hierarchical linear modeling (HLM) methods were used to examine individual student differences (i.e., learning, motivation, and gender) within each classroom (i.e., inquiry-based teaching, teaching experience, and class size) in the U.S. and Japan, separately. Descriptive statistical analyses were also conducted. The results indicated that there was a cultural similarity in that current teaching practices had minimal influence on conceptual understanding as well as motivation of high school students between the U.S. and Japan. In contrast, cultural differences were observed in classroom structures and instructional approaches. Furthermore, this study revealed gender inequity in Japanese students' conceptual understanding and self-efficacy. Limitations of the study, as well as implications for high school physics teachers are discussed. Future research in this line could explore students' use of cognitive strategies to overcome misconceptions in Western and Eastern cultures. Also, exploring the best practices in changing student misconceptions and promoting motivation across cultures would enrich our understanding and current teaching practices.

Using Project-Based Learning to Design, Build, and Test Student-Made Photometer by Measuring the Unknown Concentration of Colored Substances

ERIC Educational Resources Information Center

Diawati, Chansyanah; Liliasari; Setiabudi, Agus; Buchari

2018-01-01

Students learned the principles and practice of photometry through project-based learning. They addressed the challenge of measuring the unknown concentration of a colored substance using a photometer they were required to design, build, and test. Then, they used that instrument to carry out the experiment and fulfill the challenge. A photometer…

Learning and Teaching Measurement (2003 Yearbook)

ERIC Educational Resources Information Center

Clements, Douglas H., Ed.

2003-01-01

Measurement can develop in the earliest years from children's experience, and it readily lends itself to real-world application. Focusing on research and practice, NCTM's 2003 Yearbook presents current thinking about the learning and teaching of measurement, including students' understanding, the mathematics of measurement, estimation and…

ACTIVITIES: Centimeter and Millimeter Measurements

ERIC Educational Resources Information Center

Bolster, L. Carey

1974-01-01

An activity is suggested which will give junior high school students practice in estimating and measuring in centimeters and millimeters. Three worksheets are given, one of which is a model for making a metric caliper. (LS)

Food safety educational intervention positively influences college students' food safety attitudes, beliefs, knowledge, and self-reported practices.

PubMed

Yarrow, Linda; Remig, Valentina M; Higgins, Mary Meck

2009-01-01

In this study, the authors evaluated college students' food safety attitudes, beliefs, knowledge, and self-reported practices and explored whether these variables were positively influenced by educational intervention. Students (n=59), were mostly seniors, health or non-health majors, and responsible for meal preparation. Subjects completed a food safety questionnaire (FSQ) prior to educational intervention, which consisted of three interactive modules. Subjects completed module pre-, post-, and post-posttests. The FSQ was also administered after exposure to intervention and five weeks later to determine changes in food safety attitudes, beliefs, knowledge, and self-reported practices. Students' FSQ attitude scores increased from 114 to 122 (p < or = .001); FSQ belief and knowledge scores improved from 86 to 98 (p < or = .001) and from 11 to 13 (p < or = .001), respectively. Food safety knowledge was also measured by module pre- and posttests, and improved significantly after intervention for all students, with health majors having the greatest increase. Intervention resulted in improved food safety self-reported practices for health majors only. The educational intervention appeared effective in improving food safety beliefs and knowledge. For health majors, attitudes and some self-reported practices improved. For all areas, the strongest effects were seen in health majors.

Combating the epidemic of obesity and cardiovascular disease: perspectives from school-aged children.

PubMed

Addison, Clifton C; White, Monique S; Jenkins, Brenda W; Young, Lavon

2006-09-01

This study was designed to assess students' perceptions of the obstacles to positive dietary practices and increased physical activity and to solicit the students' recommendations for addressing and possibly reducing the negative practices that are associated with the rise in obesity and the development of cardiovascular diseases. Data for the study were obtained from the administration of the 2005 Project Health High School Survey (PHHSS) which measured the students' perceptions regarding obstacles to eating more nutritious, healthier foods and obstacles to participating in daily physical activity. The reasons for students' lack of interest in practicing more life-healthy behaviors are ranked and recorded. Some of the students indicated that they usually ate what they liked to eat, and the decision about what to eat was made because of the taste of the food without regard for any health consequence or negative health outcomes. Finding ways to reach these students at their young ages is the key to successfully combating the high prevalence of obesity and the development of other chronic diseases in childhood, as well as in adulthood.

Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

NASA Astrophysics Data System (ADS)

Marshall, Jeff C.; Alston, Daniel M.

2014-11-01

Student's performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured.

Interventions to Reduce Perceived Stress Among Graduate Students: A Systematic Review With Implications for Evidence-Based Practice.

PubMed

Stillwell, Susan B; Vermeesch, Amber L; Scott, Jane G

2017-12-01

Stress is a part of daily life for graduate students, including graduate nursing students. Contemporary graduate nursing students are facing unprecedented challenges to meet rigorous academic standards as they prepare for their advanced professional role to meet the demands of the nation's complex and ever-changing healthcare system. Empowering graduate nursing students to ease their perceived stress and minimize undesirable health effects may benefit their capacity to adapt and successfully manage perceived stress in their future healthcare role. To conduct a systematic review to evaluate the existing evidence with the aim of identifying evidence-based self-care interventions for coping with perceived stress. We conducted a systematic review, searching CINAHL Plus with Full Text, PsycINFO, and MEDLINE. Inclusion criteria included self-care, graduate students, perceived stress as measured by Perceived Stress Scale, quantitative analysis, conducted within the United States, English language, and peer reviewed. Two authors completed an asynchronous review of the articles, and one expert evidence-based practice mentor and one wellness expert conducted rigorous appraisal of the eight identified studies. Evidence was evaluated and synthesized, and recommendations for practice were determined. Eight studies meeting the criteria for this systematic review were critically appraised. The interventions varied from a stress management course to mind-body-stress-reduction (MBSR) techniques, such as yoga, breath work, meditation, and mindfulness. All studies measured the outcome of stress with the Perceived Stress Scale. Each study demonstrated a reduction in perceived stress postintervention. Most effective self-care MBSR interventions include (a) a didactic component, (b) a guided MBSR practice session, and (c) homework. Consideration should be given to a trained or certified MBSR instructor to teach the intervention. © 2017 Sigma Theta Tau International.

Learning Environment, Preparedness and Satisfaction in Osteopathy in Europe: The PreSS Study.

PubMed

Luciani, Emanuele; van Dun, Patrick L S; Esteves, Jorge Eduardo; Lunghi, Christian; Petracca, Marco; Papa, Liria; Merdy, Olivier; Jäkel, Anne; Cerritelli, Francesco

2015-01-01

1) to assess the preparedness to practice and satisfaction in learning environment amongst new graduates from European osteopathic institutions; 2) to compare the results of preparedness to practice and satisfaction in learning environment between and within countries where osteopathy is regulated and where regulation is still to be achieved; 3) to identify possible correlations between learning environment and preparedness to practice. Osteopathic education providers of full-time education located in Europe were enrolled, and their final year students were contacted to complete a survey. Measures used were: Dundee Ready Educational Environment Measure (DREEM), the Association of American Medical Colleges (AAMC) and a demographic questionnaire. Scores were compared across institutions using one-way ANOVA and generalised linear model. Nine European osteopathic education institutions participated in the study (4 located in Italy, 2 in the UK, 1 in France, 1 in Belgium and 1 in the Netherlands) and 243 (77%) of their final-year students completed the survey. The DREEM total score mean was 121.4 (SEM: 1.66) whilst the AAMC was 17.58 (SEM:0.35). A generalised linear model found a significant association between not-regulated countries and total score as well as subscales DREEM scores (p<0.001). Learning environment and preparedness to practice were significantly positively correlated (r=0.76; p<0.01). A perceived higher level of preparedness and satisfaction was found amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated; however, all institutions obtained a 'more positive than negative' result. Moreover, in general, cohorts with fewer than 20 students scored significantly higher compared to larger student cohorts. Finally, an overall positive correlation between students' preparedness and satisfaction were found across all institutions recruited.

Recasting a traditional laboratory practical as a "Design-your-own protocol" to teach a universal research skill.

PubMed

Whitworth, David E

2016-07-08

Laboratory-based practical classes are a common feature of life science teaching, during which students learn how to perform experiments and generate/interpret data. Practical classes are typically instructional, concentrating on providing topic- and technique-specific skills, however to produce research-capable graduates it is also important to develop generic practical skills. To provide an opportunity for students to develop the skills needed to create bespoke protocols for experimental benchwork, a traditional practical was repurposed. Students were given a list of available resources and an experimental goal, and directed to create a bench protocol to achieve the aim (measuring the iron in hemoglobin). In a series of teaching events students received feedback from staff, and peers prototyped the protocols, before protocols were finally implemented. Graduates highlighted this exercise as one of the most important of their degrees, primarily because of the clear relevance of the skills acquired to professional practice. The exercise exemplifies a range of pedagogic principles, but arguably its most important innovation is that it repurposed a pre-existing practical. This had the benefits of automatically providing scaffolding to direct the students' thought processes, while retaining the advantages of a "discovery learning" exercise, and allowing facile adoption of the approach across the sector. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):377-380, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey.

PubMed

Walter, Emily M; Henderson, Charles R; Beach, Andrea L; Williams, Cody T

Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items and have good model fit statistics. Factors in the 2-factor model include (a) instructor-centered practices, nine items; and (b) student-centered practices, 13 items. Factors in the 5-factor model include (a) student-student interactions, six items; (b) content delivery, four items; (c) formative assessment, five items; (d) student-content engagement, five items; and (e) summative assessment, four items. In this article, we describe our development and validation processes, provide scoring conventions and outputs for results, and describe wider applications of the instrument. © 2016 E. M. Walter et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Swedish nursing students' experience of stress during clinical practice in relation to clinical setting characteristics and the organisation of the clinical education.

PubMed

Blomberg, Karin; Bisholt, Birgitta; Kullén Engström, Agneta; Ohlsson, Ulla; Sundler Johansson, Annelie; Gustafsson, Margareta

2014-08-01

To describe nursing students' experience of stress during clinical practice and evaluate the risk of stress in relation to the clinical setting characteristics and the organisation of the clinical education. Stress during clinical practice is well documented, but there is a lack of knowledge concerning whether the clinical setting characteristics and the organisation of the education make a difference. A cross-sectional study with evaluative design. Data were collected by means of a numerical rating scale for the assessment of stress and questions about the clinical setting characteristics and the organisation of the education. One hundred and eighty-four students who had completed their final year on the nursing programme at three universities in Sweden were included. Nearly half of the students (43%) experienced high level of stress during clinical practice. Measured by decision in the tree analysis, the absolute risk of stress was 57% in students with placements in hospital departments, as compared to 13% in students with placements in other clinical settings. The risk of stress increased to 71% if the students with placement in a hospital took the national clinical final examination. Performance of practice in a hospital department overcrowded with patients was also associated with increased risk of stress. The organisation of supervision and number of students at the clinical placement had an effect on the experience of stress, but did not prove to be risk factors in the analysis. The risk of stress in nursing students during their clinical practice differs depending on clinical setting characteristics. The taking of the national clinical final examination could be a source of stress, but this requires further investigation. It is important that supervisors are aware that students in hospital departments overcrowded with patients are at risk of stress and may have increased need of support. © 2014 John Wiley & Sons Ltd.

Clinical education and clinical evaluation of respiratory therapy students.

PubMed

Cullen, Deborah L

2005-09-01

Different blends of knowledge, decision making, problem solving,professional behaviors, values, and technical skills are necessary in the changing health care environments in which respiratory therapists practice. Frequently, novice students are expected to perform quickly and efficiently,and it may be forgotten that students are still learning and mastering the foundation pieces of practice. Clinical educators take on the responsibility of student development in addition to overseeing patient care. Normally,these volunteer instructors are role models for respiratory therapy students. The characteristic of initiative when demonstrated by a beginning student is attractive to the clinical instructor, promotes sharing of experiences, and may evolve into a mentor-protege relationship. Some clinical instructors may be underprepared to teach and are uncomfortable with student evaluation. Respiratory therapy facilities in conjunction with academic institutions may consider sponsoring ongoing programs for clinical teachers. Teaching and learning in the clinical environment is more than demonstration of skills and knowledge. Furthermore, it can be debated whether the memorization of facts or of the steps of a skill is more valuable than competency in problem solving, clinical reasoning, or information retrieval. New knowledge is built within a context and is further integrated when grounded by experience. Development of "prediction in practice" or the anticipation of the next necessary actions may be worth integrating into the instructional toolbox. Intuition has been defined as an "understanding without a rationale". This definition separates intuition from rational decision making and presents intuition as a type of innate ability. Reflection when guided by clinical instructors can help deepen critical thinking, as will Socratic questioning on a regular basis. Most clinical staff can agree on the performance of an incompetent student, but discrimination of the levels of competence is more challenging. Observations allow the assessor to obtain the data necessary to evaluate performance, followed by assessment, which denotes a judgment made on the basis of an observation of events. Performance assessment should have stability and consistency, measure what is intended to be measured, and truly determine competence. In contrast, reflective analysis has been shown to be successful for clinical evaluation, thus departing from strict competency and product-based assessment. Students yearn to become clinically knowledgeable, and their enthusiasm should be fostered. An interest in clinical practice is the primary reason individuals enroll in respiratory therapy education programs. Educators,managers, and staff should assure that students experience an appropriate, rich, and diverse clinical curriculum that with practice develops clinical judgment, reasoning, and reflection on practice.

Identifying Gifted Students: A Practical Guide

ERIC Educational Resources Information Center

Johnsen, S., Ed.

2004-01-01

This user-friendly guide offers advice and insight on developing defensible identification procedures and services for gifted and talented students. Special attention is given to the use of multiple methods including qualitative and quantitative assessments such as standardized measures (e.g. intelligence, aptitude, and achievement tests),…

Assessment and Learning of Mathematics.

ERIC Educational Resources Information Center

Leder, Gilah C., Ed.

This book addresses the link between student learning of mathematics, the teaching method adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge. Fifteen chapters address issues that include a review of different models of mathematics learning and assessment practices, three contrasting…

Assessing the Learning Environment for Medical Students: An Evaluation of a Novel Survey Instrument in Four Medical Schools.

PubMed

Pololi, Linda H; Evans, Arthur T; Nickell, Leslie; Reboli, Annette C; Coplit, Lisa D; Stuber, Margaret L; Vasiliou, Vasilia; Civian, Janet T; Brennan, Robert T

2017-06-01

A practical, reliable, and valid instrument is needed to measure the impact of the learning environment on medical students' well-being and educational experience and to meet medical school accreditation requirements. From 2012 to 2015, medical students were surveyed at the end of their first, second, and third year of studies at four medical schools. The survey assessed students' perceptions of the following nine dimensions of the school culture: vitality, self-efficacy, institutional support, relationships/inclusion, values alignment, ethical/moral distress, work-life integration, gender equity, and ethnic minority equity. The internal reliability of each of the nine dimensions was measured. Construct validity was evaluated by assessing relationships predicted by our conceptual model and prior research. Assessment was made of whether the measurements were sensitive to differences over time and across institutions. Six hundred and eighty-six students completed the survey (49 % women; 9 % underrepresented minorities), with a response rate of 89 % (range over the student cohorts 72-100 %). Internal consistency of each dimension was high (Cronbach's α 0.71-0.86). The instrument was able to detect significant differences in the learning environment across institutions and over time. Construct validity was supported by demonstrating several relationships predicted by our conceptual model. The C-Change Medical Student Survey is a practical, reliable, and valid instrument for assessing the learning environment of medical students. Because it is sensitive to changes over time and differences across institution, results could potentially be used to facilitate and monitor improvements in the learning environment of medical students.

Establishing the need for nutrition education: I. Methodology.

PubMed

Vaden, A G; Newell, G K; Dayton, A D; Foley, C S

1983-10-01

Developmental and data collection phases for a comprehensive needs assessment project designed to provide baseline data for planning a statewide nutrition education and training project are summarized. To meet project objectives, 97 Kansas elementary schools were selected randomly as sampling units. A mail questionnaire was used to assess nutrition knowledge and attitudes and dietary and nutrition education practices of elementary teachers and food service personnel. Data from fifth grade students were collected on-site at each school. A written test was used to measure students' nutrition knowledge, attitudes, and practices. Students' nutritional status was partially assessed by measuring their height, weight, skinfold thickness, and upper arm circumference. As an additional assessment, 24-hour dietary recall interviews were conducted with a random sample of the students. In this article, each aspect of the data collection methodology is described in detail. As emphasized by authorities in the field, more complete information is needed in many nutrition survey reports to assist in useful interpretations and for comparisons among studies.

Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension

PubMed Central

Wanzek, Jeanne; Roberts, Greg; Linan-Thompson, Sylvia; Vaughn, Sharon; Woodruff, Althea L.; Murray, Christy S.

2011-01-01

The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The Texas Assessment of Knowledge and Skills and the Stanford Achievement Test were also administered in the third grade. Oral reading fluency was a reliable predictor of student success on both measures. Data suggest that greater student growth in oral reading fluency is needed through the grade levels to ensure high probabilities of success on the nationally normed measure, as compared to what is needed for the state-normed measure. Implications for practice and future research are discussed. PMID:21479152

Guiding students to develop an understanding of scientific inquiry: a science skills approach to instruction and assessment.

PubMed

Stone, Elisa M

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.

An Empirical Study Comparing Curriculum-Embedded Assessment and Traditional Aptitude Measures for Predicting Job-Related Outcomes for Students with Disabilities.

ERIC Educational Resources Information Center

Swisher, Judith D.; Green, Samuel B.

1998-01-01

This study examined whether a curriculum-embedded assessment, the Practical Assessment Exploration System (PAES), could be used with students with disabilities to predict job-related outcomes three to five years later. Results with 103 students assessed in seventh and eighth grades suggest that the PAES offers some promise for evaluating student…

Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities

ERIC Educational Resources Information Center

Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith

2014-01-01

This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…

Assessing School Climate: Validation of a Brief Measure of the Perceptions of Parents

ERIC Educational Resources Information Center

Bear, George G.; Yang, Chunyan; Pasipanodya, Elizabeth

2015-01-01

The goal of this study was to develop a parent school climate survey of high practical utility, grounded in theory, and supported by evidence of the reliability of its scores and validity of the inferences for their use. The Delaware School Climate Survey-Home is comprised of seven factors: Teacher-Student Relations, Student-Student Relations,…

Impact of a debate on pharmacy students' views of online pharmacy practice.

PubMed

Bussières, Jean-François; Delicourt, Anais; Belaid, Nedjma; Quirion, Marie-Pierre; Desroches, Julien; Bégin, Josiane; Fragasso-Marquis, Anne-Marie; Lamarre, Diane

2012-12-01

To evaluate the impact of a debate on pharmacy students' perceptions, using online pharmacy practice as the debate topic. This is a quasi-experimental interrupted time-series study. A 60 min debate was organized as a lunchtime meeting. A four-category Likert scale questionnaire (fully agree, partially agree, partially disagree, fully disagree) measured the debate participants' level of agreement with 25 statements (main issues associated with online pharmacy) in the pre-phase (before the debate), post-phase 1 (after the debate) and post-phase 2 (6 months after the debate). One hundred and seventy-seven students were recruited (response rate of 100% in the pre-phase and post-phase 1, 31% in post-phase 2). Four questions measured the perceptions of the students on this pedagogical technique. The overall proportion of respondents in favour of online pharmacy practice showed little variation among the three phases. However, on average (mean ± SD) 43 ± 8% of the respondents changed their opinion, 21 ± 7% reversed their opinion, 22 ± 4% nuanced their opinion and 1 ± 1% radically changed their opinion. Respectively 98% (post-phase 1) and 96% (post-phase 2) of the respondents were of the opinion that debate was a very useful teaching formula in their pharmacist training and 79 and 66% thought debate significantly changed their opinion of the issue. Few data have been collected on the use of debates as part of healthcare professional training. The impact of a debate on how pharmacy students feel about online pharmacy practice is described. © 2012 The Authors. IJPP © 2012 Royal Pharmaceutical Society.

Developing a Scale for Culturally Responsive Practice: Validation, Relationship with School Organizational Factors, and Application

ERIC Educational Resources Information Center

Han, Jae-Bum

2017-01-01

The primary goal of this dissertation is to develop and provide preliminary validation for a new measure of culturally responsive practice. This instrument, which is called the Culturally Responsive Practice Scale (CRPS), includes items that reflect ways that teachers teach multicultural students in their classrooms. To accomplish the goal, three…

Effects of an intensive clinical skills course on senior nursing students' self-confidence and clinical competence: A quasi-experimental post-test study.

PubMed

Park, Soohyun

2018-02-01

To foster nursing professionals, nursing education requires the integration of knowledge and practice. Nursing students in their senior year experience considerable stress in performing the core nursing skills because, typically, they have limited opportunities to practice these skills in their clinical practicum. Therefore, nurse educators should revise the nursing curricula to focus on core nursing skills. To identify the effect of an intensive clinical skills course for senior nursing students on their self-confidence and clinical competence. A quasi-experimental post-test study. A university in South Korea during the 2015-2016 academic year. A convenience sample of 162 senior nursing students. The experimental group (n=79) underwent the intensive clinical skills course, whereas the control group (n=83) did not. During the course, students repeatedly practiced the 20 items that make up the core basic nursing skills using clinical scenarios. Participants' self-confidence in the core clinical nursing skills was measured using a 10-point scale, while their clinical competence with these skills was measured using the core clinical nursing skills checklist. Independent t-test and chi-square tests were used to analyze the data. The mean scores in self-confidence and clinical competence were higher in the experimental group than in the control group. This intensive clinical skills courses had a positive effect on senior nursing students' self-confidence and clinical competence for the core clinical nursing skills. This study emphasizes the importance of reeducation using a clinical skills course during the transition from student to nursing professional. Copyright © 2017. Published by Elsevier Ltd.

Food safety knowledge, attitudes and self-reported practices among Ontario high school students.

PubMed

Majowicz, Shannon E; Diplock, Kenneth J; Leatherdale, Scott T; Bredin, Chad T; Rebellato, Steven; Hammond, David; Jones-Bitton, Andria; Dubin, Joel A

2016-03-16

To measure the food safety knowledge, attitudes and self-reported practices of high school students in Ontario. We administered a school-wide paper survey to the student body (n = 2,860) of four Ontario high schools. We developed the survey by selecting questions from existing, validated questionnaires, prioritizing questions that aligned with the Canadian Partnership for Consumer Food Safety Education's educational messages and the food safety objectives from the 2013 Ontario High School Curriculum. One in five students reported currently handling food in commercial or public-serving venues; of these, 45.1% had ever taken a course that taught them how to prepare food (e.g., food and nutrition classes, food handler certification). Food safety knowledge among respondents was low. For example, 17.3% knew that the best way to determine whether hamburgers were cooked enough to eat was to measure the temperature with a food thermometer. Despite low knowledge, most respondents (72.7%) reported being confident that they could cook safe, healthy meals for themselves and their families. Safe food handling practices were frequently self-reported. Most students (86.5%) agreed that being able to cook safe, healthy meals was an important life skill, although their interest in learning about safe food handling and concern about foodborne disease were less pronounced. Our findings suggest that food safety knowledge is low, yet confidence in preparing safe, healthy meals is high, among high school students. Because work and volunteer opportunities put students in contact with both the public and food, this group is important to target for increased education about safe food handling.

Assessment of adolescents' motivation for educational attainment.

PubMed

Cham, Heining; Hughes, Jan N; West, Stephen G; Im, Myung Hee

2014-06-01

The Adolescent Motivation for Educational Attainment Questionnaire is a 32-item questionnaire (we drew 20 items from 3 subscales of the Educational Motivation Questionnaire; Murdock, 1999) that was developed to measure multiple potential dimensions of adolescents' motivation to complete high school and enroll in post-secondary education, including competence and effort beliefs; perceived value of education; and peer, teacher, and parent support for educational attainment. We assessed a multiethnic sample (N = 569) of low-achieving students who started 1st grade together in 1 urban and 2 small city school districts. Participants were assessed over 2 consecutive years (Grades 8 and 9 given prior grade retention, or Grades 9 and 10 if not retained). Exploratory factor analyses identified 4 correlated dimensions underlying the questionnaire responses. Subsequent confirmatory factor analyses provided support for a bifactor model, which includes a general factor of students' basic educational motivation, and specific factors of (a) teacher educational expectations, (b) peer aspirations, and (c) value of education. Measurement invariance of the bifactor model was established across students' gender and ethnicity (Caucasian, African American, and Hispanic) and year of testing. Criterion-related validity of the general and specific factors with students' school belonging, student-teacher warmth and conflict, disciplinary practices, letter grade, conduct problems, and behavioral engagement was examined. Practical implications of the measure are discussed.

Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy.

PubMed

Jimerson, Shane R; Haddock, Aaron D

2015-12-01

Teacher quality has a vital influence on student success or failure. Thus, further research regarding teacher effectiveness, teacher evaluation, teacher well-being, and teacher contributions is essential to inform school psychologists and allied educational professionals who collaborate and consult with teachers to facilitate student success. In this special topic section of School Psychology Quarterly, a series of 6 articles further elucidate teachers' powerful contributions to student outcomes along with concrete, research-based ways for school psychologists to support and collaborate with teachers. The studies included in the special section describe how teacher support facilitates students' positive academic and social-emotional outcomes and how students' attitudes toward learning moderate the association between the classroom environment and students' academic achievement. Studies also report on the development and validation of self-report measures focused on both teacher subjective well-being and teachers' use of evidence-based practices. Finally, the articles included in the special topic section offer insights and ideas for refining teacher evaluation practices, understanding the factors contributing to program implementation fidelity, and improving prevention, early identification, and intervention efforts aimed at fostering school completion and positive youth development. (c) 2015 APA, all rights reserved).

Is three a crowd? Impact of the presence of a medical student in the general practice consultation.

PubMed

Partanen, Riitta; Ranmuthugala, Geetha; Kondalsamy-Chennakesavan, Srinivas; van Driel, Mieke

2016-02-01

To determine the impact of the presence of a medical student on the satisfaction and process of the general practice consultation from the perspective of the general practitioner (GP), patient and student. An observational study was conducted in regional general practices accepting third-year medical students. General practitioners, patients and medical students were asked to complete a questionnaire after each consultation. The main outcome measures were: patient satisfaction; GPs' perceived ability to deliver care; medical students' satisfaction with their learning experience; length of consultation; and patient waiting times. Of the 26 GP practices approached, 11 participated in the study (42.3%). Patients returned 477 questionnaires: 252 consultations with and 225 without a student present. Thirteen GPs completed 473 questionnaires: 248 consultations with and 225 without a student. Twelve students attended 255 consultations. Most patients (83.5%) were comfortable with the presence of a student. There were no significant differences between consultations with and without a student regarding the time the patients spent in the waiting room (p = 0.6), the patients' perspectives of how the GPs dealt with their presenting problems (100% versus 99.2%; p = 0.6) and overall satisfaction with the consultation (99.2% versus 99.1%; p = 0.5). Despite these reassuring findings, a significantly higher proportion of patients in consultations without students raised sensitive or personal issues (26.3% versus 12.6%; p < 0.001). There were no statistically significant differences in the lengths of consultations with and without students (81% versus 77% for 6-20 minutes consultation; p = 0.1) or in the GPs' perceptions of how they effectively managed the presenting problem (95.1% versus 96.0%; p = 0.4). Students found that the majority (83.9%) of the 255 consultations were satisfactory for learning. The presence of a medical student during the GP consultation was satisfactory for all participant groups. These findings support the ongoing and increased placement of medical students in regional general practice. Medical educators and GPs must recognise that patients may not raise personal issues with a student present. © 2016 John Wiley & Sons Ltd.

Teaching long-term science investigations: A matter of talk, text, and time

NASA Astrophysics Data System (ADS)

Bills, Patricia Susan

Science educators regard long-term investigations as one impactful form of teaching science through inquiry in K-12 classrooms. While we have idealized notions of what this work looks like, we have few, if any, descriptive studies about investigations that engage students in sustained, focused work over a period of time longer than a few days or even weeks. In a policy context that calls for teachers to develop strategies for engaging students in authentic science practices, such as those that can come from long-term science investigations, we would do well to learn from experienced teachers. This study followed three middle school science teachers in a large U. S. urban school district as they conducted long-term investigations. Using discourse analysis and taking a sociocultural perspective, this study documented the classroom talk and interaction of teachers and their students. The study's goals were to describe how teachers engage students in long-term investigations and the ways that classroom interaction involved specific reform-based science practices. Data include field notes and transcripts of audio recordings from 15 observations of three experienced middle school science teachers, three semi-structured interviews with each teacher, curriculum materials, student work, and classroom demographic data. Teachers engaged students in whole group, small group, and one-on-one conversations about several stages of the long-term investigations. Teachers most often discussed two of the eight science practices: 1) planning and carrying out investigations; and 2) obtaining, evaluating, and communicating information. The planning discussions involved conversations about identifying and describing variables, measuring and recording data, and concerns about data collection procedures. Conversations about using and communicating scientific information included talk about formal science writing conventions, and using background information to support all other parts of the investigation process. In all of the observed lessons, regardless of the practice or types of investigations students were to engage, teachers used curricular tools to support students' work, scaffolding students' introduction to and use of scientific content, practices, and discourse. In these ways, teachers helped students master a science-specific vocabulary and set of practices that allow for the authentic exploration of science concepts. This study describes how teachers who generate opportunities for students to experience two science practices more often than others, which may have implications for science education and science education research - especially concerning how science practices are engaged in classrooms - moving forward.

Understanding levels of best practice: An empirical validation.

PubMed

Phan, Huy P; Ngu, Bing H; Wang, Hui-Wen; Shih, Jen-Hwa; Shi, Sheng-Ying; Lin, Ruey-Yih

2018-01-01

Recent research has explored the nature of the theoretical concept of optimal best practice, which emphasizes the importance of personal resolve, inner strength, and the maximization of a person's development, whether it is mental, cognitive, social, or physical. In the context of academia, the study of optimal functioning places emphasis on a student's effort expenditure, positive outlook, and determination to strive for educational success and enriched subjective well-being. One major inquiry closely associated with optimal functioning is the process of optimization. Optimization, in brief, delves into the enactment of different psychological variables that could improve a person's internal state of functioning (e.g., cognitive functioning). From a social sciences point of view, very little empirical evidence exists to affirm and explain a person's achievement of optimal best practice. Over the past five years, we have made extensive progress in the area of optimal best practice by developing different quantitative measures to assess and evaluate the importance of this theoretical concept. The present study, which we collaborated with colleagues in Taiwan, involved the use of structural equation modeling (SEM) to analyze a cohort of Taiwanese university students' (N = 1010) responses to a series of Likert-scale measures that focused on three major entities: (i) the importance of optimal best practice, (ii) three major psychological variables (i.e., effective functioning, personal resolve, and emotional functioning) that could optimize student' optimal best levels in academic learning, and (iii) three comparable educational outcomes (i.e., motivation towards academic learning, interest in academic learning, and academic liking experience) that could positively associate with optimal best practice and the three mentioned psychological variables. Findings that we obtained, overall, fully supported our initial a priori model. This evidence, in its totality, has made substantive practical, theoretical, and methodological contributions. Foremost, from our point of view, is clarity into the psychological process of optimal best practice in the context of schooling. For example, in relation to subjective well-being experiences, how can educators optimize students' positive emotions? More importantly, aside from practical relevance, our affirmed research inquiry has produced insightful information for further advancement. One distinction, in this case, entails consideration of a more complex methodological design that could measure, assess, and evaluate the impact of optimization.

Pharmacy Students' Test-Taking Motivation-Effort on a Low-Stakes Standardized Test

PubMed Central

2011-01-01

Objective To measure third-year pharmacy students' level of motivation while completing the Pharmacy Curriculum Outcomes Assessment (PCOA) administered as a low-stakes test to better understand use of the PCOA as a measure of student content knowledge. Methods Student motivation was manipulated through an incentive (ie, personal letter from the dean) and a process of statistical motivation filtering. Data were analyzed to determine any differences between the experimental and control groups in PCOA test performance, motivation to perform well, and test performance after filtering for low motivation-effort. Results Incentivizing students diminished the need for filtering PCOA scores for low effort. Where filtering was used, performance scores improved, providing a more realistic measure of aggregate student performance. Conclusions To ensure that PCOA scores are an accurate reflection of student knowledge, incentivizing and/or filtering for low motivation-effort among pharmacy students should be considered fundamental best practice when the PCOA is administered as a low-stakes test PMID:21655395

Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices.

PubMed

Autin, Frédérique; Batruch, Anatolia; Butera, Fabrizio

2015-01-01

Educational institutions are considered a keystone for the establishment of a meritocratic society. They supposedly serve two functions: an educational function that promotes learning for all, and a selection function that sorts individuals into different programs, and ultimately social positions, based on individual merit. We study how the function of selection relates to support for assessment practices known to harm vs. benefit lower status students, through the perceived justice principles underlying these practices. We study two assessment practices: normative assessment-focused on ranking and social comparison, known to hinder the success of lower status students-and formative assessment-focused on learning and improvement, known to benefit lower status students. Normative assessment is usually perceived as relying on an equity principle, with rewards being allocated based on merit and should thus appear as positively associated with the function of selection. Formative assessment is usually perceived as relying on corrective justice that aims to ensure equality of outcomes by considering students' needs, which makes it less suitable for the function of selection. A questionnaire measuring these constructs was administered to university students. Results showed that believing that education is intended to select the best students positively predicts support for normative assessment, through increased perception of its reliance on equity, and negatively predicts support for formative assessment, through reduced perception of its ability to establish corrective justice. This study suggests that the belief in the function of selection as inherent to educational institutions can contribute to the reproduction of social inequalities by preventing change from assessment practices known to disadvantage lower-status student, namely normative assessment, to more favorable practices, namely formative assessment, and by promoting matching beliefs in justice principles.

Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

PubMed

Meo, Sultan Ayoub

2013-09-01

This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P < 0.05. Students belonging to the PBL curriculum obtained a higher score in the multiple-choice question examination (P = 0.001) and objective structured practical examination (P = 0.0001) compared with traditional (LBL) students. Students in the PBL group obtained significantly higher knowledge and skill scores in the respiratory physiology course compared with students in the traditional (LBL) style of medical schools.

Evaluation of Educator & Student Use of & Attitudes toward Dissection & Dissection Alternatives

ERIC Educational Resources Information Center

Osenkowski, Pamela; Green, Che; Tjaden, Anne; Cunniff, Peggy

2015-01-01

Animal dissection has been routinely practiced in American biology classrooms for decades. With technological advancements, more states adopting student choice measures, and increased awareness about ethical concerns surrounding dissection, many useful dissection alternatives have been developed. To understand the current use of animal dissection…

Using a Teaching Intervention and Calibrated Peer Review™ Diagnostics to Improve Visual Communication Skills.

PubMed

Saterbak, Ann; Moturu, Anoosha; Volz, Tracy

2018-03-01

Rice University's bioengineering department incorporates written, oral, and visual communication instruction into its undergraduate curriculum to aid student learning and to prepare students to communicate their knowledge and discoveries precisely and persuasively. In a tissue culture lab course, we used a self- and peer-review tool called Calibrated Peer Review™ (CPR) to diagnose student learning gaps in visual communication skills on a poster assignment. We then designed an active learning intervention that required students to practice the visual communication skills that needed improvement and used CPR to measure the changes. After the intervention, we observed that students performed significantly better in their ability to develop high quality graphs and tables that represent experimental data. Based on these outcomes, we conclude that guided task practice, collaborative learning, and calibrated peer review can be used to improve engineering students' visual communication skills.

Predicting Alcohol Misuse Among College Students in the US and South Korea.

PubMed

Kim, Sang-Yeon; Ahn, Seokhoon; Lim, Tae-Seop

2015-01-01

This study examines contributing factors of alcohol misuse among college students in South Korea and the U.S. Exploratory factor analyses (EFA) on measurements of alcohol expectancy, alcohol efficacy, and accommodation resulted in social and personal causes for alcohol misuse. Social causes alone predicted alcohol misuse for both countries. Social factors constituted a much stronger predictor of alcohol misuse among South Korean students than among American students. Practical implications for effective deterrence of student binge drinking are discussed.

Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey

NASA Astrophysics Data System (ADS)

Fulmer, Gavin W.; Liang, Ling L.

2013-02-01

This study tested a student survey to detect differences in instruction between teachers in a modeling-based science program and comparison group teachers. The Instructional Activities Survey measured teachers' frequency of modeling, inquiry, and lecture instruction. Factor analysis and Rasch modeling identified three subscales, Modeling and Reflecting, Communicating and Relating, and Investigative Inquiry. As predicted, treatment group teachers engaged in modeling and inquiry instruction more than comparison teachers, with effect sizes between 0.55 and 1.25. This study demonstrates the utility of student report data in measuring teachers' classroom practices and in evaluating outcomes of a professional development program.

Resilience at University: The Development and Testing of a New Measure

ERIC Educational Resources Information Center

Turner, Michelle; Holdsworth, Sarah; Scott-Young, Christina M.

2017-01-01

While measures of resilience have been applied in university settings, progress has been hindered by the lack of a consistent measure of resilience. Additionally, results from these measures cannot be easily translated into practical curriculum-based initiatives which support resilience development. Resilience is linked to student mental health…

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

PubMed

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

2015-03-01

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

A randomised controlled trial of sensory awareness training and additional motor practice for learning scalpel skills in podiatry students.

PubMed

Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Hillier, Susan L

2016-12-05

The process of using a scalpel, like all other motor activities, is dependent upon the successful integration of afferent (sensory), cognitive and efferent (motor) processes. During learning of these skills, even if motor practice is carefully monitored there is still an inherent risk involved. It is also possible that this strategy could reinforce high levels of anxiety experienced by the student and affect student self-efficacy, causing detrimental effects on motor learning. An alternative training strategy could be through targeting sensory rather than motor processes. Second year podiatry students who were about to commence learning scalpel skills were recruited. Participants were randomly allocated into sensory awareness training (Sensory), additional motor practice (Motor) or usual teaching only (Control) groups. Participants were then evaluated on psychological measures (Intrinsic Motivation Inventory) and dexterity measures (Purdue Pegboard, Grooved Pegboard Test and a grip-lift task). A total of 44 participants were included in the study. There were no baseline differences or significant differences between the three groups over time on the Perceived Competence, Effort/ Importance or Pressure/ Tension, psychological measures. All groups showed a significant increase in Perceived Competence over time (F 1,41  = 13.796, p = 0.001). Only one variable for the grip-lift task (Preload Duration for the non-dominant hand) showed a significant difference over time between the groups (F 2,41  = 3.280, p = 0.038), specifically, Motor and Control groups. The use of sensory awareness training, or additional motor practice did not provide a more effective alternative compared with usual teaching. Further research may be warranted using more engaged training, provision of supervision and greater participant numbers. Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12616001428459 . Registered 13 th October 2016. Registered Retrospectively.

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

Bridge, Pete, E-mail: pete.bridge@qut.edu.au; Gunn, Therese; Kastanis, Lazaros

A novel realistic 3D virtual reality (VR) application has been developed to allow medical imaging students at Queensland University of Technology to practice radiographic techniques independently outside the usual radiography laboratory. A flexible agile development methodology was used to create the software rapidly and effectively. A 3D gaming environment and realistic models were used to engender presence in the software while tutor-determined gold standards enabled students to compare their performance and learn in a problem-based learning pedagogy. Students reported high levels of satisfaction and perceived value and the software enabled up to 40 concurrent users to prepare for clinical practice.more » Student feedback also indicated that they found 3D to be of limited value in the desktop version compared to the usual 2D approach. A randomised comparison between groups receiving software-based and traditional practice measured performance in a formative role play with real equipment. The results of this work indicated superior performance with the equipment for the VR trained students (P = 0.0366) and confirmed the value of VR for enhancing 3D equipment-based problem-solving skills. Students practising projection techniques virtually performed better at role play assessments than students practising in a traditional radiography laboratory only. The application particularly helped with 3D equipment configuration, suggesting that teaching 3D problem solving is an ideal use of such medical equipment simulators. Ongoing development work aims to establish the role of VR software in preparing students for clinical practice with a range of medical imaging equipment.« less

Evidence of Convergent and Discriminant Validity of Child, Teacher, and Peer Reports of Teacher-Student Support

PubMed Central

Li, Yan; Hughes, Jan N.; Kwok, Oi-man; Hsu, Hsien-Yuan

2012-01-01

This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse second and third grade academically at-risk students. Confirmatory factor analysis investigated the convergent and discriminant validities of teacher, child, and peer reports of teacher-student support and child conduct problems. Results supported the convergent and discriminant validity of scores on the measures. Peer reports accounted for the largest proportion of trait variance and non-significant method variance. Child reports accounted for the smallest proportion of trait variance and the largest method variance. A model with two latent factors provided a better fit to the data than a model with one factor, providing further evidence of the discriminant validity of measures of teacher-student support. Implications for research, policy, and practice are discussed. PMID:21767024

Evaluating moral reasoning in nursing education.

PubMed

McLeod-Sordjan, Renee

2014-06-01

Evidence-based practice suggests the best approach to improving professionalism in practice is ethics curricula. However, recent research has demonstrated that millennium graduates do not advocate for patients or assert themselves during moral conflicts. The aim of this article is the exploration of evaluation techniques to evaluate one measurable outcome of ethics curricula: moral reasoning. A review of literature, published between 1995 and 2013, demonstrated that the moral orientations of care and justice as conceptualized by Gilligan and Kohlberg are utilized by nursing students to solve ethical dilemmas. Data obtained by means of reflective journaling, Ethics of Care Interview (ECI) and Defining Issues Test (DIT), would objectively measure the interrelated pathways of care-based and justice-based moral reasoning. In conclusion, educators have an ethical responsibility to foster students' ability to exercise sound clinical judgment, and support their professional development. It is recommended that educators design authentic assessments to demonstrate student's improvement of moral reasoning. © The Author(s) 2013.

The use of Peer Optic Nerve Photographs for Teaching Direct Ophthalmoscopy

PubMed Central

Milani, Behrad Y.; Majdi, Mercede N.; Green, Wesley; Mehralian, Amir; Moarefi, Majid; Oh, Freddie S.; Riddle, Janet M.; Djalilian, Ali R.

2014-01-01

Objective To use a novel teaching exercise to encourage students to practice ophthalmoscopy and to measure the learning effect both subjectively and objectively. Design Comparative case series. Participants One-hundred thirty-one fourth-year medical students on their one-week ophthalmology rotations with 89 in the experimental group and 42 in the control group. Methods Those in the experimental group had one eye dilated and their optic nerve photographed on the first day. The next day, these students received an unlabeled optic nerve photograph belonging to one of their peers (typically 8–10 per group) and were given three days to identify the student matching the photograph. The students in the control group were simply encouraged to practice ophthalmoscopy on each other without the use of photographs. Main Outcome Measures Both objective and subjective changes from the beginning to the end of the rotation were measured and compared between the two groups. Results In the 89 students who used peer optic nerve photographs, 75 (84.3%) showed improvement in direct ophthalmoscopy skills over the course of the week. In contrast, only 12 (28.6%) of the 42 control students demonstrated an objective improvement (P < 0.001). The subjective confidence levels were likewise more improved in the students who took part in the optic nerve photograph exercise. Conclusions These results suggest that the task of matching an unknown optic nerve photograph to the correct eye of a peer leads to increased self-confidence and more proficient use of the direct ophthalmoscope. PMID:23246117

Simulation can contribute a part of cardiorespiratory physiotherapy clinical education: two randomized trials.

PubMed

Blackstock, Felicity C; Watson, Kathryn M; Morris, Norman R; Jones, Anne; Wright, Anthony; McMeeken, Joan M; Rivett, Darren A; O'Connor, Vivienne; Peterson, Raymond F; Haines, Terry P; Watson, Geoffrey; Jull, Gwendolen Anne

2013-02-01

Simulated learning environments (SLEs) are used worldwide in health professional education, including physiotherapy, to train certain attributes and skills. To date, no randomized controlled trial (RCT) has evaluated whether education in SLEs can partly replace time in the clinical environment for physiotherapy cardiorespiratory practice. Two independent single-blind multi-institutional RCTs were conducted in parallel using a noninferiority design. Participants were volunteer physiotherapy students (RCT 1, n = 176; RCT 2, n = 173) entering acute care cardiorespiratory physiotherapy clinical placements. Two SLE models were investigated as follows: RCT 1, 1 week in SLE before 3 weeks of clinical immersion; RCT 2, 2 weeks of interspersed SLE/clinical immersion (equivalent to 1 SLE week) within the 4-week clinical placement. Students in each RCT were stratified on academic grade and randomly allocated to an SLE plus clinical immersion or clinical immersion control group. The primary outcome was competency to practice measured in 2 clinical examinations using the Assessment of Physiotherapy Practice. Secondary outcomes were student perception of experience and clinical educator and patient rating of student performance. There were no significant differences in student competency between the SLE and control groups in either RCT, although students in the interspersed group (RCT 2) achieved a higher score in 5 of 7 Assessment of Physiotherapy Practice standards (all P < 0.05). Students rated the SLE experience positively. Clinical educators and patients reported comparability between groups. An SLE can replace clinical time in cardiorespiratory physiotherapy practice. Part education in the SLE satisfied clinical competency requirements, and all stakeholders were satisfied.

Pre-Practicum Training in Professional Psychology to Close the Research-Practice Gap: Changing Attitudes Towards Evidence-Based Practice

PubMed Central

Bearman, Sarah Kate; Wadkins, Melanie; Bailin, Abby; Doctoroff, Greta

2014-01-01

Despite the rapid proliferation of mental health interventions with proven benefit for youth, empirically supported interventions (ESIs) are underutilized in most service settings. Treatment outcome studies in these community-based settings suggest that the majority of youth do not show improvement, underscoring the importance of addressing the gap between research and practice. Clinician attitudes toward evidence-based practice (EBP) may limit the use of ESIs, and efforts to address these attitudes with post-graduate training pose significant challenges. Pre-practicum training in EBP may address these challenges by familiarizing students with the framework of EBP as well as with the current youth treatment evidence base and the theories and strategies of well-supported interventions. We describe a required EBP course within a professional psychology doctoral program. Forty-two students in two class cohorts completed a measure of attitudes toward EBP prior to the first class and after the final class lecture. Students were predominantly Caucasian women with bachelor's degrees. As expected, over the course of the class, student attitudes became significantly more favorable toward EBP. Students who had previously received a master's degree had more favorable attitudes prior to the class, and students with a prior bachelor's degree showed the greatest change in attitude. The results support the use of pre-practicum training in EBP to improve attitudes toward EBP, which may lead to use of effective practices with clients following training. PMID:25745525

Pre-Practicum Training in Professional Psychology to Close the Research-Practice Gap: Changing Attitudes Towards Evidence-Based Practice.

PubMed

Bearman, Sarah Kate; Wadkins, Melanie; Bailin, Abby; Doctoroff, Greta

2015-02-01

Despite the rapid proliferation of mental health interventions with proven benefit for youth, empirically supported interventions (ESIs) are underutilized in most service settings. Treatment outcome studies in these community-based settings suggest that the majority of youth do not show improvement, underscoring the importance of addressing the gap between research and practice. Clinician attitudes toward evidence-based practice (EBP) may limit the use of ESIs, and efforts to address these attitudes with post-graduate training pose significant challenges. Pre-practicum training in EBP may address these challenges by familiarizing students with the framework of EBP as well as with the current youth treatment evidence base and the theories and strategies of well-supported interventions. We describe a required EBP course within a professional psychology doctoral program. Forty-two students in two class cohorts completed a measure of attitudes toward EBP prior to the first class and after the final class lecture. Students were predominantly Caucasian women with bachelor's degrees. As expected, over the course of the class, student attitudes became significantly more favorable toward EBP. Students who had previously received a master's degree had more favorable attitudes prior to the class, and students with a prior bachelor's degree showed the greatest change in attitude. The results support the use of pre-practicum training in EBP to improve attitudes toward EBP, which may lead to use of effective practices with clients following training.

New instruments for soil physics class: Improving the laboratory and field seminars

NASA Astrophysics Data System (ADS)

Klipa, Vladimir; Jankovec, Jakub; Snehota, Michal

2014-05-01

Teaching soil science and soil physics is an important part of the curriculum of many programs with focus on technical and natural sciences. Courses of soil science and namely soil physics have a long tradition at the faculty of Civil Engineering of the Czech Technical University in Prague. Students receive the theoretical foundations about soil classification, soil physics, soil chemistry and soil hydraulic characteristics in the course. In practical seminars students perform measurements of physical, hydraulic and chemical characteristics of soils, thus a comprehensive survey of soil is done in the given site. So far, students had the opportunity to use old, manually operated instrumentation. The project aims to improve the attractiveness of soil physics course and to extend the practical skills of students by introducing new tasks and by involving modern automated equipment. New instruments were purchased with the support of the Ministry of Education, Youth and Sports of the Czech Republic under the project FRVS No. 1162/2013 G1. Specifically, two tensiometers T8 with multi-functional handheld read-out unit (UMS, GmbH) and manual Mini Disk Infiltrometer (Decagon Devices, Inc.) were purchased and incorporated into the course. In addition, newly designed MultiDisk the automated mini disk Infiltrometer (CTU in Prague) and combined temperature and soil moisture TDT sensor TMS 2 (TOMST®, s.r.o.), were made freely available for soil physics classes and included into the courses. Online tutorials and instructional videos were developed. Detailed multimedia teaching materials were introduced so that students are able to work more independently. Students will practice operating the digital tensiometer T8 with integrated temperature sensor and manual Mini Disk Infiltrometer (diameter disk: 4.4 cm, suction range: 0.5 to 7.0 cm of suction) and MultiDisk the automated mini disk Infiltrometer (see Klipa et al., EGU2014-7230) and combined temperature and soil moisture TDT sensor TMS2. The tutorials cover the measurements process from installation to the data processing. The introduction of new instruments into to the courses is not only attractive for students but also useful in terms of gaining practical experience and new skills with advanced measurement devices for PhD students who participate on class teaching. Students will be able to use newly gain skills as well as the equipment for their projects and theses. This work has been supported by student grant FRVS number: 1162/2013 G1.

Exploring the utility of measures of critical thinking dispositions and professional behavior development in an audiology education program.

PubMed

Ng, Stella L; Bartlett, Doreen J; Lucy, S Deborah

2013-05-01

Discussions about professional behaviors are growing increasingly prevalent across health professions, especially as a central component to education programs. A strong critical thinking disposition, paired with critical consciousness, may provide future health professionals with a foundation for solving challenging practice problems through the application of sound technical skill and scientific knowledge without sacrificing sensitive, empathic, client-centered practice. In this article, we describe an approach to monitoring student development of critical thinking dispositions and key professional behaviors as a way to inform faculty members' and clinical supervisors' support of students and ongoing curriculum development. We designed this exploratory study to describe the trajectory of change for a cohort of audiology students' critical thinking dispositions (measured by the California Critical Thinking Disposition Inventory: [CCTDI]) and professional behaviors (using the Comprehensive Professional Behaviors Development Log-Audiology [CPBDL-A]) in an audiology program. Implications for the CCTDI and CPBDL-A in audiology entry-to-practice curricula and professional development will be discussed. This exploratory study involved a cohort of audiology students, studied over a two-year period, using a one-group repeated measures design. Eighteen audiology students (two male and 16 female), began the study. At the third and final data collection point, 15 students completed the CCTDI, and nine students completed the CPBDL-A. The CCTDI and CPBDL-A were each completed at three time points: at the beginning, at the middle, and near the end of the audiology education program. Data are presented descriptively in box plots to examine the trends of development for each critical thinking disposition dimension and each key professional behavior as well as for an overall critical thinking disposition score. For the CCTDI, there was a general downward trend from time point 1 to time point 2 and a general upward trend from time point 2 to time point 3. Students demonstrated upward trends from the initial to final time point for their self-assessed development of professional behaviors as indicated on the CPBDL-A. The CCTDI and CPBDL-A can be used by audiology education programs as mechanisms for inspiring, fostering, and monitoring the development of critical thinking dispositions and key professional behaviors in students. Feedback and mentoring about dispositions and behaviors in conjunction with completion of these measures is recommended for inspiring and fostering these key professional attributes. American Academy of Audiology.

A holistic school-based intervention for improving health-related knowledge, body composition, and fitness in elementary school students: an evaluation of the HealthMPowers program

PubMed Central

2014-01-01

Background Over the past 30 years, obesity in the United States has increased twofold in children and threefold in adolescents. In Georgia, nearly 17% of children aged 10 – 17 are obese. In response to the high prevalence of child obesity in Georgia and the potential deleterious consequences that this can have, HealthMPowers was founded in 1999 with the goal of preventing childhood obesity by improving health-enhancing behaviors in elementary schools, utilizing a holistic three-year program. This study measures the effectiveness of the HealthMPowers program in improving the school environment, student knowledge, behavior, cardiovascular fitness levels, and Body Mass Index (BMI). Methods The present analysis utilizes data from 40 schools that worked with HealthMPowers over the course of the 2012 – 2013 school year (including schools at each of the three years of the intervention period) and provided information on demographics, student knowledge and behaviors, BMI, performance on the PACER test of aerobic capacity, and school practices and policies (measured via school self-assessment with the HealthMPowers-developed instrument “Continuous Improvement Tracking Tool” or CITT), measured at the beginning and end of each school year. Paired two-sample T tests were used to compare continuous variables (e.g., student knowledge scores, BMI-for-age Z scores), while chi-squared tests were used to assess categorical variables (e.g., trichotomized PACER performance). Results Students across all grades and cohorts demonstrated improvements in knowledge and self-reported behaviors, with particularly significant improvements for third-graders in schools in the second year of the HealthMPowers program (p < 0.0001). Similarly, decreases were observed in BMI-for-Age Z scores for this cohort (and others) across grades and gender, with the most significant decreases for students overweight or obese at baseline (p < 0.0005). Students also showed significant increases in performance on the PACER test across grades and cohorts (p < 0.0001). Lastly, schools tended to improve their practices over time, as measured via the CITT instrument. Conclusions The present report demonstrates the effectiveness of the HealthMPowers program in producing positive change in school policies and practices, student knowledge and behaviors, and student fitness and BMI, supporting the use of holistic interventions to address childhood obesity. PMID:24969618

A standardized curriculum to introduce novice health professional students to practice-based learning and improvement: a multi-institutional pilot study.

PubMed

Huntington, Jonathan T; Dycus, Paula; Hix, Carolyn; West, Rita; McKeon, Leslie; Coleman, Mary T; Hathaway, Donna; McCurren, Cynthia; Ogrinc, Greg

2009-01-01

Practice-based learning and improvement (PBLI) combines the science of continuous quality improvement with the pragmatics of day-to-day clinical care delivery. PBLI is a core-learning domain in nursing and medical education. We developed a workbook-based, project-focused curriculum to teach PBLI to novice health professional students. Evaluate the efficacy of a standardized curriculum to teach PBLI. Nonrandomized, controlled trial with medical and nursing students from 3 institutions. Faculty used the workbook to facilitate completion of an improvement project with 16 participants. Both participants and controls (N = 15) completed instruments to measure PBLI knowledge and self-efficacy. Participants also completed a satisfaction survey and presented project posters at a national conference. There was no significant difference in PBLI knowledge between groups. Self-efficacy of participants was higher than that of controls in identifying best practice, identifying measures, identifying successful local improvement work, implementing a structured change plan, and using Plan-Do-Study-Act methodology. Participant satisfaction with the curriculum was high. Although PBLI knowledge was similar between groups, participants had higher self-efficacy and confidently disseminated their findings via formal poster presentation. This pilot study suggests that using a workbook-based, project-focused approach may be effective in teaching PBLI to novice health professional students.

Swine Flu: Knowledge, Attitude, and Practices Survey of Medical and Dental Students of Karachi.

PubMed

Hasan, Fariha; Khan, Mohammad O; Ali, Mukarram

2018-01-09

Introduction Pakistan is extremely susceptible to an influenza outbreak, as it shares borders with the most affected countries, namely China and India. The medical and dental students come into direct contact with the affected population and should be aware of the risk factors and signs and symptoms pertaining to swine influenza virus (SIV). Hence, this survey was conducted to assess the knowledge, perceptions and self-care practices of the medical and dental students with regards to this pandemic. Methods A descriptive, cross-sectional study was conducted to evaluate the swine flu-related knowledge, attitudes and practices of the medical and dental students at various institutions in Karachi, Pakistan. We approached 613 students that were available on the dates of this survey, keeping a medical to dental student ratio of 75:25. All students from first to final year comprised of the study population, and no internists or medical personnel were included. The questionnaire was divided into three sections, namely knowledge, attitudes and, practices. All questions were based on a multiple choice format. The data were entered and interpreted using the IBM Statistical Package for the Social Sciences 23.0 (IBM Corp., Armonk, New York). Results The majority of the students were aware that the swine flu is a transmittable disease (n=485, 80.8%). Most students identified the signs and symptoms correctly; however, diarrhea (15.5%) and vomiting (32.2%) were the least correct answers (n=93, n=193 respectively). Most of the preventative measures were reported accurately by the participants. Despite this, only 15.5% students (n=93) reported the use of a facemask when suffering from fever, cough and a runny nose. Conclusion There is a dire need for the routine integration of the awareness and management programs in the medical and dental schools. There exists a gap between the policy and practice, and it is high time we bridge the divide. The students should also be vaccinated annually for influenza A.

Swine Flu: Knowledge, Attitude, and Practices Survey of Medical and Dental Students of Karachi

PubMed Central

Khan, Mohammad O; Ali, Mukarram

2018-01-01

Introduction Pakistan is extremely susceptible to an influenza outbreak, as it shares borders with the most affected countries, namely China and India. The medical and dental students come into direct contact with the affected population and should be aware of the risk factors and signs and symptoms pertaining to swine influenza virus (SIV). Hence, this survey was conducted to assess the knowledge, perceptions and self-care practices of the medical and dental students with regards to this pandemic. Methods A descriptive, cross-sectional study was conducted to evaluate the swine flu-related knowledge, attitudes and practices of the medical and dental students at various institutions in Karachi, Pakistan. We approached 613 students that were available on the dates of this survey, keeping a medical to dental student ratio of 75:25. All students from first to final year comprised of the study population, and no internists or medical personnel were included. The questionnaire was divided into three sections, namely knowledge, attitudes and, practices. All questions were based on a multiple choice format. The data were entered and interpreted using the IBM Statistical Package for the Social Sciences 23.0 (IBM Corp., Armonk, New York). Results The majority of the students were aware that the swine flu is a transmittable disease (n=485, 80.8%). Most students identified the signs and symptoms correctly; however, diarrhea (15.5%) and vomiting (32.2%) were the least correct answers (n=93, n=193 respectively). Most of the preventative measures were reported accurately by the participants. Despite this, only 15.5% students (n=93) reported the use of a facemask when suffering from fever, cough and a runny nose. Conclusion There is a dire need for the routine integration of the awareness and management programs in the medical and dental schools. There exists a gap between the policy and practice, and it is high time we bridge the divide. The students should also be vaccinated annually for influenza A. PMID:29541569

Educating Pharmacy Students about Nutrition and Physical Activity Counseling

ERIC Educational Resources Information Center

Kotecki, Jerome E.; Clayton, Bruce D.

2003-01-01

The current study provides measures of association between self-reported beliefs of currently practicing pharmacists and pharmacy students' beliefs about, willingness to provide, and preparedness to provide counseling on nutrition and physical activity following completion of a health education unit. A 3-week health education unit focusing on the…

Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

ERIC Educational Resources Information Center

Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

2017-01-01

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

Giving Shareable Form to Collective Thought Using a Shared Thinking Approach

ERIC Educational Resources Information Center

Bowskill, Nicholas

2010-01-01

This paper introduces the practice and theoretical framework for a new generative learning environment that creates shareable electronic artefacts from reflective dialogue across a whole-group. These artefacts are quantitative and qualitative representations of student experience. By grouping these student-generated products new measures of…

Democratic Governance and Control Ideology.

ERIC Educational Resources Information Center

Bruan, Joseph, A., Jr.; Cook, Malcolm

Two hundred fifty-five students in grades 2 through 6 and 51 teachers participated in structured interviews to assess how democratic governance was practiced in their classrooms. Teachers also completed the Pupil Control Ideology Form (PCI), which measures orientation toward control of pupils. Findings showed that students do not want to rule…

Empowering Students through Organizational Empathy: Multiple Case Study Methodology

ERIC Educational Resources Information Center

Williams, Daniel

2017-01-01

This dissertation in practice employed a multiple case study design to better understand how two executive directors within a national network of arts and technology educational organizations defined, nurtured, and measured empathy with in their students. Empathy can connect diverse people and improve relationships, and it has been proven to…

Assessing Student Learning Online: Overcoming Reliability Issues

ERIC Educational Resources Information Center

Arnold, Stephen D.

2012-01-01

Assessing students in online university courses poses challenges to the reliability factor of the measures being utilized. Some programs have the latitude to incorporate proctored assessments, but this is not always practical in asynchronously structured courses reaching out across a broad geographic region. This paper explores digital audio and…

Core Values

ERIC Educational Resources Information Center

Martin, Tim

2016-01-01

In this article, two lessons are introduced in which students examine Arctic lake sediments from Lake El'gygytgyn in Russia and discover a climate signal in a lake or pond near their own school. The lessons allow students to experience fieldwork, understand lab procedure, practice basic measurement and observation skills, and learn how to…

Using Formative and Alternative Assessments to Support Instruction and Measure Student Learning

ERIC Educational Resources Information Center

Britton, Tricia

2011-01-01

Using formative assessment involves gathering data from students on their progress and comprehension so that instruction can be adjusted to meet their learning needs (Popham 2001; Greenstein 2010). This article describes how the author uses homework, "three quick questions," trivia questions, pretests, and practice tests to formatively…

An Experimental Health Education Program: Effects on Urban Primary Students.

ERIC Educational Resources Information Center

Andrews, Richard L.; Hearne, Jill T.

1986-01-01

Presents findings of an evaluation of a health education program for primary school students of low SES. Related findings to two dependent measures--attitudes toward smoking and knowledge about smoking and health. Reports that program participants displayed more positive attitudes toward good health practices than did non-participating control…

Medication Administration: Measuring Associate Degree Nursing Student Knowledge

ERIC Educational Resources Information Center

Crowell, Debra L.

2016-01-01

The American Nurse Association's (ANA) provisions outline the commitment expected of nurses to protect the community from harm. Medication administration coincides with patient safety as a compelling obligation in nursing practice. The study's purpose was to examine retention of medication safety knowledge among first year nursing students, after…

Language, Culture and Identity at the Nexus of Professional Learning

ERIC Educational Resources Information Center

Fickel, Letitia Hochstrasser; Henderson, Christine; Price, Gaylene

2017-01-01

Background: Given the persistent gap among majority and minority students in international measures of student outcomes, there is growing attention and research focused on teacher knowledge, learning and professional development. Culturally responsive practice has been posited as one way to ameliorate disparities in outcomes. Proponents of…

Gimme Shelter!: Doghouse Project Hones Construction Skills

ERIC Educational Resources Information Center

Shackelford, Ray; Griffis, Kurt

2007-01-01

In Rover's House project, students practice planning, measurement, layout, and processing skills in building a doghouse. The project is more than a doghouse--it is a learning activity that helps students develop and enhance their ability to work with reinforced concrete, steel and wood studs, trusses, roofing materials and a variety of…

The Student Perception of Faculty Scale: Development, Testing and Practical Application

ERIC Educational Resources Information Center

Mueller, Thomas S.

2017-01-01

This study involved a sample group of students residing in residential halls at a state university in a qualitative and quantitative analysis to measure their perceptions of the university's faculty. Exploratory, then confirmatory, factor analysis revealed a 3-factor model representing teaching faculty: a negative, emotionally challenging…

Volcanoes on the Beach?

ERIC Educational Resources Information Center

Kleinert, Katrin

2009-01-01

How could a rock formed by volcanic activity get to this shoreline, surrounded by sedimentary rocks? That was the question a group of third-grade students asked--and answered--during an inquiry-based summer camp. Over a two week timeframe, the students practiced basic inquiry skills such as observing; measuring; describing and drawing; sharing…

Development and validation of a collaborative behaviors objective assessment tool for end-of-life communication.

PubMed

Blackhall, Leslie J; Erickson, Jeanne; Brashers, Valentina; Owen, John; Thomas, Shannon

2014-01-01

Helping families make end-of-life decisions requires close collaboration between physicians and nurses. However, medical and nursing students have little formal training in how to collaborate in this task, and few instruments are available to measure collaborative behaviors. The objective of this project was to develop and validate observational assessment tools to measure specific interprofessional competencies in medical and nursing students related to end-of-life discussions. A literature search for evidence-based guidelines and competencies and focus groups with an expert panel of nurses and physicians were used to outline best collaborative practice behaviors for nurses and physicians in an end-of-life decision making simulation. The panel used these practice-behavior checklists to rate videotaped student scenarios and then refined the checklists for validity and clarity until the tools had acceptable inter-rater reliability. The setting was a workshop teaching end-of-life communication to third-year nursing and medical students. Inter-rater reliability was measured using percent agreement and kappa; internal consistency was measured using Cronbach's alpha. Collaborative behaviors objective assessment tools (CBOATs) for nursing and medical students were developed. For the medical CBOAT we found 85% agreement between raters, with an overall kappa of 0.744 and Cronbach's alpha of 0.806. For the nursing CBOAT there was 81% agreement, with a kappa of 0.686 and Cronbach's alpha of 0.845. Development of an end-of-life CBOAT clarified the important collaborative behaviors needed by physician and nurse. The resulting instruments provide a helpful guide for teaching interprofessional sessions related to the end of life and measuring student outcomes using an objective strategy.

International Graduate Students' Experience in Academic Listening Practices in a Malaysian Public University: Challenges and Overcoming Measures

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar; Pandian, Ambigapathy; Singh, Sarjit Kaur Gurdial

2015-01-01

The number of international students choosing Malaysia as a destination to further their graduate studies is steadily growing. This phenomenon has urged researchers to look for ways to ensure that they go through a smooth academic journey. One significant area of research has focused on the challenges faced by these students in their academic…

Language-related values, reading amount, and reading comprehension in students with migration backgrounds.

PubMed

El-Khechen, Wahiba; Ferdinand, Hanna D; Steinmayr, Ricarda; McElvany, Nele

2016-06-01

Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour - and, as a consequence, their performance. This is particularly the case for bilingual students with a migration background. The present study aims to examine the impact of how students perceive parental values regarding German (attainment, utility, and cost), students' (utility) value of German/Turkish, and students' reading amount in German/Turkish on German reading comprehension. A total of 118 Grade 4 students in Germany with Turkish as their family language. Reading comprehension was measured with a 15-item standardized test. Whereas students' reading amount (German/Turkish) was assessed through students' self-reports on three questions, students' utility value (German/Turkish) and perceived parental values regarding German (attainment, utility, and cost) were each measured with two items. Results of path modelling supported the hypotheses that students' utility value regarding German and their reading amount in German would positively predict their German reading comprehension, whereas their utility value regarding Turkish and their reading amount in Turkish would negatively predict their German reading comprehension. Data also confirmed a direct effect of the negatively perceived parental cost value of German on German reading comprehension. The new evidence is of practical relevance for teachers, educational scientists, and psychologists who are striving to improve the educational outcomes of bilingual students. Further research needs and the significance of the results for educational practice and home environment are discussed. © 2015 The British Psychological Society.

Recruitment Strategies for Geoscience Majors: Conceptual Framework and Practical Suggestions

NASA Astrophysics Data System (ADS)

Richardson, R. M.; Eyles, C.; Ormand, C. J.

2009-12-01

One characteristic of strong geoscience departments is that they recruit and retain quality students. In a survey to over 900 geoscience departments in the US and Canada several years ago nearly 90% of respondents indicated that recruiting and retaining students was important. Two years ago we offered a pre-GSA workshop on recruiting and retaining students that attracted over 30 participants from over 20 different institutions, from liberal arts colleges to state universities to research intensive universities. Since then we have sought additional feedback from a presentation to the AGU Heads & Chairs at a Fall AGU meeting, and most recently from a workshop on strengthening geoscience programs in June 2009. In all of these settings, a number of themes and concrete strategies have emerged. Key themes included strategies internal to the department/institution; strategies that reach beyond the department/institution; determining how scalable/transferable strategies that work in one setting are to your own setting; identifying measures of success; and developing or improving on an existing action plan specific to your departmental/institutional setting. The full results of all of these efforts to distill best practices in recruiting students will be shared at the Fall AGU meeting, but some of the best practices for strategies local to the department/institution include: 1) focusing on introductory classes (having the faculty who are most successful in that setting teach them, having one faculty member make a common presentation to all classes about what one can do with a geoscience major, offering topical seminars, etc.); 2) informing students of career opportunities (inviting alumni back to talk to students, using AGI resources, etc.,); 3) creating common space for students to work, study, and be a community; 4) inviting all students earning an ‘A’ (or ‘B’) in introductory classes to a departmental event just for them; and 5) creating a field trip for incoming freshmen, whether they are planning to major in geoscience or not. Some of the best practices for strategies reaching beyond the department include: 1) working with college/university academic advisors, admissions, career services, especially for undecided students; 2) working with local high schools and community colleges, especially for underrepresented students; and 3) advertising where students communicate (Facebook, Twitter, etc.). As important as recruitment strategies are, it is critical to have an assessment plan in place to measure the success of recruitment efforts. It takes effort and resources, often human capital, to recruit students. If enrollments increase, regardless of recruitment efforts, then scarce resources have been wasted. Some of the best assessment practices include: 1) surveying students, especially those who have recently declared a geoscience major; and 2) surveying students who have been recruited but who have not become majors.

Measuring Quality in High-Impact Practices

ERIC Educational Resources Information Center

Zilvinskis, John

2017-01-01

High-Impact Practices (HIPs), such as participating in undergraduate research, completing an internship, and creating a senior-capstone project, are becoming prominent within the academy. Scholars have surmised that aspects of HIP quality (e.g., student effort, peer collaboration, and faculty interaction) lead to greater desired outcomes for…

Principals' Leadership Practices and Mathematics Pass Rate in Jamaican High Schools

ERIC Educational Resources Information Center

Palmer, David; Hermond, Douglas; Gardiner, Carl

2014-01-01

This research was intended to explore the degree to which leadership practices impacted Jamaican schools' mathematics achievement. More specifically, the researchers examined Jamaica's high school students' CSEC mathematics performance in relation to principals' instructional leadership behaviors as measured by teachers' perceptions, using Kouzes…

Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.

PubMed

Bressington, Daniel T; Wong, Wai-Kit; Lam, Kar Kei Claire; Chien, Wai Tong

2018-01-01

Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. This pilot study utilised a mixed-methods quasi-experimental design. The study was conducted in a University school of Nursing in Hong Kong. A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements. Copyright © 2017 Elsevier Ltd. All rights reserved.

Impacts of Good Practices on Cognitive Development, Learning Orientations, and Graduate Degree Plans during the First Year of College

ERIC Educational Resources Information Center

Cruce, Ty M.; Wolniak, Gregory C.; Seifert, Tricia A.; Pascarella, Ernest T.

2006-01-01

This study estimated separately the unique effects of three dimensions of good practice and the global effects of a composite measure of good practices on the cognitive development, orientations to learning, and educational aspirations of students during their first year of college. Analyses of longitudinal data from a representative sample of…

A study of statistics anxiety levels of graduate dental hygiene students.

PubMed

Welch, Paul S; Jacks, Mary E; Smiley, Lynn A; Walden, Carolyn E; Clark, William D; Nguyen, Carol A

2015-02-01

In light of increased emphasis on evidence-based practice in the profession of dental hygiene, it is important that today's dental hygienist comprehend statistical measures to fully understand research articles, and thereby apply scientific evidence to practice. Therefore, the purpose of this study was to investigate statistics anxiety among graduate dental hygiene students in the U.S. A web-based self-report, anonymous survey was emailed to directors of 17 MSDH programs in the U.S. with a request to distribute to graduate students. The survey collected data on statistics anxiety, sociodemographic characteristics and evidence-based practice. Statistic anxiety was assessed using the Statistical Anxiety Rating Scale. Study significance level was α=0.05. Only 8 of the 17 invited programs participated in the study. Statistical Anxiety Rating Scale data revealed graduate dental hygiene students experience low to moderate levels of statistics anxiety. Specifically, the level of anxiety on the Interpretation Anxiety factor indicated this population could struggle with making sense of scientific research. A decisive majority (92%) of students indicated statistics is essential for evidence-based practice and should be a required course for all dental hygienists. This study served to identify statistics anxiety in a previously unexplored population. The findings should be useful in both theory building and in practical applications. Furthermore, the results can be used to direct future research. Copyright © 2015 The American Dental Hygienists’ Association.

The knowledge, efficacy, and practices instrument for oral health providers: a validity study with dental students.

PubMed

Behar-Horenstein, Linda S; Garvan, Cyndi W; Moore, Thomas E; Catalanotto, Frank A

2013-08-01

Valid and reliable instruments to measure and assess cultural competence for oral health care providers are scarce in the literature, and most published scales have been contested due to a lack of item analysis and internal estimates of reliability. The purposes of this study were, first, to develop a standardized instrument to measure dental students' knowledge of diversity, skills in culturally competent patient-centered communication, and use of culture-centered practices in patient care and, second, to provide preliminary validity support for this instrument. The initial instrument used in this study was a thirty-six-item Likert-scale survey entitled the Knowledge, Efficacy, and Practices Instrument for Oral Health Providers (KEPI-OHP). This instrument is an adaption of an initially thirty-three-item version of the Multicultural Awareness, Knowledge, and Skills Scale-Counselor Edition (MAKSS-CE), a scale that assesses factors related to social justice, cultural differences among clients, and cross-cultural client management. After the authors conducted cognitive and expert interviews, focus groups, pilot testing, and item analysis, their initial instrument was reduced to twenty-eight items. The KEPI-OHP was then distributed to 916 dental students (response rate=48.6 percent) across the United States to measure its reliability and assess its validity. Both exploratory and confirmatory factor analyses were conducted to test the scale's validity. The modification of the survey into a sensible instrument with a relatively clear factor structure using factor analysis resulted in twenty items. A scree test suggested three expressive factors, which were retained for rotation. Bentler's comparative fit and Bentler and Bonnett's non-normed indices were 0.95 and 0.92, respectively. A three-factor solution, including efficacy of assessment, knowledge of diversity, and culture-centered practice subscales, comprised of twenty-items was identified. The KEPI-OHP was found to have reasonable internal consistency reliability to warrant its use for baseline and repeated measures in assessing changes in dental students' growth in cultural competence across four-year dental curricula.

Applying Item Response Theory methods to design a learning progression-based science assessment

NASA Astrophysics Data System (ADS)

Chen, Jing

Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all the defined boundaries. This ensures the accuracy of the classification. Third, when item threshold parameters vary a bit, the scoring rubrics and the items need to be reviewed to make the threshold parameters similar across items. This is because one important design criterion of the learning progression-based items is that ideally, a student should be at the same level across items, which means that the item threshold parameters (d1, d 2 and d3) should be similar across items. To design a learning progression-based science assessment, we need to understand whether the assessment measures a single construct or several constructs and how items are associated with the constructs being measured. Results from dimension analyses indicate that items of different carbon transforming processes measure different aspects of the carbon cycle construct. However, items of different practices assess the same construct. In general, there are high correlations among different processes or practices. It is not clear whether the strong correlations are due to the inherent links among these process/practice dimensions or due to the fact that the student sample does not show much variation in these process/practice dimensions. Future data are needed to examine the dimensionalities in terms of process/practice in detail. Finally, based on item characteristics analysis, recommendations are made to write more discriminative CR items and better OMC, MTF options. Item writers can follow these recommendations to write better learning progression-based items.

Optimizing students' motivation in inquiry-based learning environments: The role of instructional practices

NASA Astrophysics Data System (ADS)

Kempler, Toni M.

The influence of inquiry science instruction on the motivation of 1360 minority inner-city seventh graders was examined. The project-based curriculum incorporates motivating features like real world questions, collaboration, technology, and lesson variety. Students design investigations, collect and analyze data, and create artifacts; challenging tasks require extensive use of learning and metacognitive strategies. Study 1 used Structural Equation Modeling to investigate student perceptions of the prevalence of project-based features, including real world connections, collaboration, academic press, and work norms, and their relation to interest, efficacy, cognitive engagement, and achievement. Perceptions of features related to different motivational outcomes, indicating the importance of using differentiated rather than single measures to study motivation in context. Cognitive engagement was enhanced by interest and efficacy but did not influence achievement, perhaps because students were not proficient strategy users and were new to inquiry. Study 2 examined the relationship between instructional practices and motivation. The 23 teachers in study 1 were observed six times during one unit. Observations focused on curriculum congruence, content accuracy, contextualization, sense making, and management and climate. A majority of teacher enactment was congruent with the curriculum, indicating that students experienced motivating features of project-based science. Hierarchical Linear Modeling showed that contextualization accounted for between-teacher variance in student interest, efficacy, and cognitive engagement; Teachers encouraged motivation through extended real world examples that related material to students' experiences. Cluster analysis was used to determine how patterns of practice affected motivation. Unexpectedly these patterns did not differentially relate to cognitive engagement. Findings showed that interest and efficacy were enhanced when teachers used particular sense making practices. These teachers provided explicit scaffolding for accomplishing complex tasks with questioning and feedback that highlighted key points. Teachers also used effective management practices and maintained a positive classroom climate. In contrast, a pattern of practice where teachers used questioning and feedback to press students to make connections and synthesize concepts without scaffolding support diminished motivation, because students may have needed more help to deal with challenge. Implications from both studies suggest inquiry teachers need to use explicit scaffolding and academic press together, with effective management practices, to support motivation.

Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Education Policy for Action Series

ERIC Educational Resources Information Center

Corcoran, Sean P.

2010-01-01

Value-added measures of teacher effectiveness are the centerpiece of a national movement to evaluate, promote, compensate, and dismiss teachers based in part on their students' test results. Federal, state, and local policy-makers have adopted these methods en masse in recent years in an attempt to objectively quantify teaching effectiveness and…

Peer-Assisted Learning in the Athletic Training Clinical Setting

PubMed Central

Henning, Jolene M; Weidner, Thomas G; Jones, James

2006-01-01

Context: Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education in order to provide evidence for its current use or as a pedagogic tool. Objective: To describe the prevalence of PAL in athletic training clinical education and to identify students' perceptions of PAL. Design: Descriptive. Setting: “The Athletic Training Student Seminar” at the National Athletic Trainers' Association 2002 Annual Meeting and Clinical Symposia. Patients or Other Participants: A convenience sample of 138 entry-level male and female athletic training students. Main Outcome Measure(s): Students' perceptions regarding the prevalence and benefits of and preferences for PAL were measured using the Athletic Training Peer-Assisted Learning Assessment Survey. The Survey is a self-report tool with 4 items regarding the prevalence of PAL and 7 items regarding perceived benefits and preferences. Results: A total of 66% of participants practiced a moderate to large amount of their clinical skills with other athletic training students. Sixty percent of students reported feeling less anxious when performing clinical skills on patients in front of other athletic training students than in front of their clinical instructors. Chi-square analysis revealed that 91% of students enrolled in Commission on Accreditation of Allied Health Education Programs–accredited athletic training education programs learned a minimal to small amount of clinical skills from their peers compared with 65% of students in Joint Review Committee on Educational Programs in Athletic Training–candidacy schools (χ2 3 = 14.57, P < .01). Multiple analysis of variance revealed significant interactions between sex and academic level on several items regarding benefits and preferences. Conclusions: According to athletic training students, PAL is occurring in the athletic training clinical setting. Entry-level students are utilizing their peers as resources for practicing clinical skills and report benefiting from the collaboration. Educators should consider deliberately integrating PAL into athletic training education programs to enhance student learning and collaboration. PMID:16619102

Measuring Conceptual Gains and Benefits of Student Problem Designs

NASA Astrophysics Data System (ADS)

Mandell, Eric; Snyder, Rachel; Oswald, Wayne

2011-10-01

Writing assignments can be an effective way of getting students to practice higher-order learning skills in physics. One example of such an assignment is that of problem design. One version of the problem design assignment asks the student to evaluate the material from a chapter, after all instruction and other activities are complete. The student is to decide what concepts and ideas are most central, or critical in the chapter, and construct a problem that he or she feels best encompasses the major themes. Here, we use two concept surveys (FCI and EMCS) to measure conceptual gains for students completing the problem design assignment and present the preliminary results, comparing across several categories including gender, age, degree program, and class standing.

Teacher and Teaching Effects on Students' Attitudes and Behaviors.

PubMed

Blazar, David; Kraft, Matthew A

2017-03-01

Research has focused predominantly on how teachers affect students' achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students' self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students' attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers' skills.

Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Grove, Michael C.

Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of PD have been wholly unsuccessful in changing teaching practice. Over the last two decades an emerging body of research has identified some key features of effective PD that seem to create meaningful change and improvement in instructional practice. Some of this research highlights the promise of adapting Japanese lesson study (LS) to the American context as a means of incrementally improving instruction. Much of the existing research around LS is descriptive in nature and offers little insight into if and how participation in LS impacts subsequent instructional practice. This study utilized case study methodology to examine the instructional practice of one group of four middle school science teachers before, during, and after participation in LS. The study attempted to identify specific learning outcomes of a LS process, to identify influences on teacher learning during LS, and to identify subsequent changes in the instructional practice of participants resulting from participation in LS. Key findings from the study include significant teacher learning derived from the LS process, the identification of influences that enhanced or inhibited teacher learning, and clear evidence that participants successfully integrated learning from the LS into subsequent instructional practice. Learning outcomes included deepening of subject matter knowledge, increased understanding of student thinking and abilities, clarity of expectations for student performance, recognition of the ineffectiveness of past instructional practice, specific instructional strategies, shared student learning goals, and an increased commitment to future development of student learning. Influences supporting teacher learning were trust and honest dialogue among participants, focused collaboration, examination of student work, and the opportunity to watch other teachers deliver instruction. Influences inhibiting teacher learning related to failure to adhere to key features of the LS protocol. The study offers initial evidence confirming the promise of LS as a model of effective PD.

New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey

NASA Astrophysics Data System (ADS)

Adams, W. K.; Perkins, K. K.; Podolefsky, N. S.; Dubson, M.; Finkelstein, N. D.; Wieman, C. E.

2006-06-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures the following: that most teaching practices cause substantial drops in student scores; that a student’s likelihood of becoming a physics major correlates with their “Personal Interest” score; and that, for a majority of student populations, women’s scores in some categories, including “Personal Interest” and “Real World Connections,” are significantly different from men’s scores.

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment

PubMed Central

Stone, Elisa M.

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. PMID:24591508

Greenhouse Schools in Boston: School Leadership Practices across a High-Performing Charter Sector

ERIC Educational Resources Information Center

McGovern, Kate

2014-01-01

TNTP has been investigating the importance of school environment and leadership practices using a survey tool called "Instructional Culture Insight," which measures teachers' perceptions of their school environments. In "Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive (2012)," TNTP found…

Values Education as Good Practice Pedagogy: Evidence from Australian Empirical Research

ERIC Educational Resources Information Center

Lovat, Terence

2017-01-01

This article focuses on the Australian Government's Values Education Program and, within its context, the "Values Education Good Practice Schools Project" (VEGPSP) Reports and the "Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience," funded federally from 2003 to 2010. Findings…

Assessment in Counseling: Procedures and Practices, Sixth Edition

ERIC Educational Resources Information Center

Hays, Danica G.

2017-01-01

The latest edition of this perennial bestseller instructs and updates students and clinicians on the basic principles of psychological assessment and measurement, recent changes in assessment procedures, and the most widely used tests in counseling practice today. Dr. Danica Hays guides counselors in the appropriate selection, interpretation, and…

Dimensionality of Upper Elementary Mathematics Instruction: Exploring Factors across Two Observational Instruments

ERIC Educational Resources Information Center

Blazar, David; Braslow, David; Charalambous, Charalambos Y.

2015-01-01

Over the past several years, research teams have developed observational instruments to measure the quality of teachers' instructional practices. Instruments such as Framework for Teaching (FFT) and the Classroom Assessment Scoring System (CLASS) assess general teaching practices, including student-teacher interactions, behavior management, and…

Curriculum-Based Measurement of Oral Reading Fluency (CBM-R): An Objective Orientated Evaluation Study

ERIC Educational Resources Information Center

Grima-Farrell, Christine

2014-01-01

The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that…

Teachers' Perceptions of Their Own Instructional Effectiveness

ERIC Educational Resources Information Center

Satterwhite, Zarinaha N.

2013-01-01

The focus on measuring student growth based on teacher effectiveness has presented new challenges for an urban school in Massachusetts. The purpose of this general interpretive qualitative study was to examine the instructional practices of a group of middle school teachers, the practices they perceived to be effective for ensuring student…

Is it all in the game? Flow experience and scientific practices during an INPLACE mobile game

NASA Astrophysics Data System (ADS)

Bressler, Denise M.

Mobile science learning games show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. Using an embedded mixed methods design, this study investigated whether an INPLACE mobile game promotes flow experience, scientific practices, and effective team collaboration. Students playing the game (n=59) were compared with students in a business-as-usual control activity (n=120). Using an open-ended instrument designed to measure scientific practices and a self-report flow survey, this study empirically assessed flow and learner's scientific practices. The game players had significantly higher levels of flow and scientific practices. Using a multiple case study approach, collaboration among game teams (n=3 teams) were qualitatively compared with control teams (n=3 teams). Game teams revealed not only higher levels of scientific practices but also higher levels of engaged responses and communal language. Control teams revealed lower levels of scientific practice along with higher levels of rejecting responses and command language. Implications for these findings are discussed.

Learning Environment, Preparedness and Satisfaction in Osteopathy in Europe: The PreSS Study

PubMed Central

Luciani, Emanuele; van Dun, Patrick L. S.; Esteves, Jorge Eduardo; Lunghi, Christian; Petracca, Marco; Papa, Liria; Merdy, Olivier; Jäkel, Anne; Cerritelli, Francesco

2015-01-01

Objective 1) to assess the preparedness to practice and satisfaction in learning environment amongst new graduates from European osteopathic institutions; 2) to compare the results of preparedness to practice and satisfaction in learning environment between and within countries where osteopathy is regulated and where regulation is still to be achieved; 3) to identify possible correlations between learning environment and preparedness to practice. Method Osteopathic education providers of full-time education located in Europe were enrolled, and their final year students were contacted to complete a survey. Measures used were: Dundee Ready Educational Environment Measure (DREEM), the Association of American Medical Colleges (AAMC) and a demographic questionnaire. Scores were compared across institutions using one-way ANOVA and generalised linear model. Results Nine European osteopathic education institutions participated in the study (4 located in Italy, 2 in the UK, 1 in France, 1 in Belgium and 1 in the Netherlands) and 243 (77%) of their final-year students completed the survey. The DREEM total score mean was 121.4 (SEM: 1.66) whilst the AAMC was 17.58 (SEM:0.35). A generalised linear model found a significant association between not-regulated countries and total score as well as subscales DREEM scores (p<0.001). Learning environment and preparedness to practice were significantly positively correlated (r=0.76; p<0.01). Discussion A perceived higher level of preparedness and satisfaction was found amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated; however, all institutions obtained a ‘more positive than negative’ result. Moreover, in general, cohorts with fewer than 20 students scored significantly higher compared to larger student cohorts. Finally, an overall positive correlation between students’ preparedness and satisfaction were found across all institutions recruited. PMID:26103514

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.

Factors influencing pharmacy students’ attitudes towards pharmacy practice research and strategies for promoting research interest in pharmacy practice

PubMed Central

Kritikos, Vicky S.; Saini, Bandana; Carter, Stephen; Moles, Rebekah J.; Krass, Ines

2015-01-01

Objectives: To (1) investigate the relationships between students’ characteristics and their (a) perceptions of research in general and (b) attitudes towards pharmacy practice research; (2) identify strategies that could be used by pharmacy educators to promote research interest in pharmacy practice; and (3) identify perceived barriers to the pursuit or completion of a pharmacy practice research degree. Methods: A survey was administered to all students enrolled in each year of the four-year pharmacy undergraduate program, University of Sydney, Australia. Perceptions of research in general were measured using 4 items on a five-point semantic-differential scale and attitudes towards pharmacy practice research were measured using 16 items on a five-point Likert scale. Student characteristics were also collected as were responses to open-ended questions which were analysed using content analysis. Results: In total 853 students participated and completed the survey (83% response rate). Participants’ characteristics were associated with some but not all aspects of research and pharmacy practice research. It appeared that positive attitudes and perspectives were influenced strongly by exposure to the ‘research’ process through projects, friends or mentors, previous degrees or having future intentions to pursue a research degree. Results from both the quantitative and qualitative analyses suggest positive attitudes and perceptions of research can be nurtured through the formal inclusion in research processes, particularly the utility of practice research in clinical practice across the four years of study. Participants indicated there was a lack of awareness of the needs, benefits and career opportunities associated with pharmacy practice research and voiced clear impediments in their career path with respect to the choice of practice research-related careers. Conclusions: Future research should investigate changes in perceptions and attitudes in a single cohort over the four-year degree, other factors influencing students’ perceptions and attitudes, and evaluate the effectiveness of research promoting strategies and programs. PMID:26445620

Compassion for others, self-compassion, quality of life and mental well-being measures and their association with compassion fatigue and burnout in student midwives: A quantitative survey.

PubMed

Beaumont, Elaine; Durkin, Mark; Hollins Martin, Caroline J; Carson, Jerome

2016-03-01

compassion fatigue and burnout can impact on the performance of midwives, with this quantitative paper exploring the relationship between self-compassion, burnout, compassion fatigue, self-judgement, self-kindness, compassion for others, professional quality of life and well-being of student midwives. a quantitative survey measured relationships using questionnaires: (1) Professional Quality of Life Scale; (2) Self-Compassion Scale; (3) Short Warwick and Edinburgh Mental Well-being Scale; (4) Compassion For Others Scale. a purposive and convenience sample of student midwives (n=103) studying at university participated in the study. just over half of the sample reported above average scores for burnout. The results indicate that student midwives who report higher scores on the self-judgement sub-scale are less compassionate towards both themselves and others, have reduced well-being, and report greater burnout and compassion fatigue. Student midwives who report high on measures of self-compassion and well-being report less compassion fatigue and burnout. student midwives may find benefit from 'being kinder to self' in times of suffering, which could potentially help them to prepare for the emotional demands of practice and study. developing, creating and cultivating environments that foster compassionate care for self and others may play a significant role in helping midwives face the rigours of education and clinical practice during their degree programme. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using the Theory of Planned Behaviour to examine health professional students' behavioural intentions in relation to medication safety and collaborative practice.

PubMed

Lapkin, Samuel; Levett-Jones, Tracy; Gilligan, Conor

2015-08-01

Safe medication practices depend upon, not only on individual responsibilities, but also effective communication and collaboration between members of the medication team. However, measurement of these skills is fraught with conceptual and practical difficulties. The aims of this study were to explore the utility of a Theory of Planned Behaviour-based questionnaire to predict health professional students' behavioural intentions in relation to medication safety and collaborative practice; and to determine the contribution of attitudes, subjective norms, and perceived control to behavioural intentions. A descriptive cross-sectional survey based upon the Theory of Planned Behaviour was designed and tested. A convenience sample of 65 undergraduate pharmacy, nursing and medicine students from one semi-metropolitan Australian university were recruited for the study. Participants' behavioural intentions, attitudes, subjective norms, and perceived control to behavioural intentions in relation to medication safety were measured using an online version of the Theory of Planned Behaviour Medication Safety Questionnaire. The Questionnaire had good internal consistency with a Cronbach's alpha of 0.844. The three predictor variables of attitudes, subjective norms, and perceived control accounted for between 30 and 46% of the variance in behavioural intention; this is a strong prediction in comparison to previous studies using the Theory of Planned Behaviour. Data analysis also indicated that attitude was the most significant predictor of participants' intention to collaborate with other team members to improve medication safety. The results from this study provide preliminary support for the Theory of Planned Behaviour-Medication Safety Questionnaire as a valid instrument for examining health professional students' behavioural intentions in relation to medication safety and collaborative practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

An Assessment Instrument to Measure Geospatial Thinking Expertise

ERIC Educational Resources Information Center

Huynh, Niem Tu; Sharpe, Bob

2013-01-01

Spatial thinking is fundamental to the practice and theory of geography, however there are few valid and reliable assessment methods in geography to measure student performance in spatial thinking. This article presents the development and evaluation of a geospatial thinking assessment instrument to measure participant understanding of spatial…

The Factorial Structure of Four Temperament Styles and Measurement Invariance across Gender and Age Groups

ERIC Educational Resources Information Center

Rowinski, Tomasz; Cieciuch, Jan; Oakland, Thomas

2014-01-01

The Polish Temperament Styles Questionnaire (PTSQ), derived from Student Style Questionnaire (SSQ) was developed to measure four bipolar temperament styles: extroverted versus introverted, practical versus imaginative, thinking versus feeling, and organized versus flexible. The study focuses on factorial validity and measurement invariance…

Development of leadership behaviors in undergraduate nursing students: a service-learning approach.

PubMed

Foli, Karen J; Braswell, Melanie; Kirkpatrick, Jane; Lim, Eunjung

2014-01-01

The purpose of this study was to determine leadership behaviors developed by nursing students and peers before and after a service-learning experience. Nurses have been called to fill growing needs in the health care setting, rendering care to vulnerable and diverse populations in a wide range of organizations. Leadership behaviors are therefore essential. Baccalaureate students (N = 65) completed the Student Leadership Practices Inventory-Self at the beginning and end of the semester. The students also rated peers using the Leadership Practices Inventory-Observer and answered six questions about service-learning. Repeated measures of analysis of variance for pre- and posttests revealed that leadership behaviors improved (p < .0001). A significant correlation was found (p = .02) between the overall posttest scores for both instruments. CONCLUSION Integrating service-learning into a leadership course is an effective approach to the development of leadership behaviors.

The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

NASA Astrophysics Data System (ADS)

Barron, Paul E.

In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge may generate greater student knowledge gains than didactic teaching and weak teacher STS content knowledge. In this limited sample, it was found that constructivist teaching practice can overcome weak teacher STS content knowledge in increasing student STS content knowledge. In addition, other factors such as problem-solving and decision-making skills need to be studied as part of an overall framework for STS teaching.

Leadership from the Ground up: Effective Schooling in Traditionally Low Performing Schools. Issues in the Research, Theory, Policy, and Practice of Urban Education

ERIC Educational Resources Information Center

Acker-Hocevar, Michele A.; Cruz-Janzen, Marta I.; Wilson, Cynthia L.

2012-01-01

This book chronicles the journey of seven schools serving students of poverty, English Language Learners (ELLs), and students of color, which were able to sustain school improvement for a decade on either state and/or national criteria that measure student performance outcomes. The book shares stories of these seven schools and demonstrates that…

Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students' Learning to Become a Researcher

ERIC Educational Resources Information Center

Christensen, Mette K.; Lund, Ole

2014-01-01

Scholarly communities are dependent on and often measured by their ability to attract and develop doctoral students. Recent literature suggests that most scholarly communities entail ecological niches in which the doctoral students learn the codes and practices of research. In this article, we explore the microclimate in an ecological niche of…

"What Do You Think the Aims of Doing a Practical Chemistry Course Are?" A Comparison of the Views of Students and Teaching Staff across Three Universities

ERIC Educational Resources Information Center

George-Williams, Stephen R.; Ziebell, Angela L.; Kitson, Russell R. A.; Coppo, Paolo; Thompson, Christopher D.; Overton, Tina L.

2018-01-01

The aims of teaching laboratories is an important and ever-evolving topic of discussion amongst teaching staff at teaching institutions. It is often assumed that both teaching staff and students are implicitly aware of these aims, although this is rarely tested or measured. This assumption can lead to mismatched beliefs between students and…

Preparing for fieldwork: Students' perceptions of their readiness to provide evidence-based practice.

PubMed

Evenson, Mary E

2013-01-01

The purpose of this study was to explore students' perceptions of their confidence to use research evidence to complete a client case analysis assignment in preparation for participation in fieldwork and future practice. A convenience sample of 42 entry-level occupational therapy Masters students, included 41 females and one male, ages 24 to 35. A quasi-experimental pretest-posttest design was used. Students participated in a problem-based learning approach supported by educational technology. Measures included a pre- and post-semester confidence survey, a post-semester satisfaction survey, and an assignment rubric. Based on paired t-tests and Wilcoxin Signed Ranks Tests, statistically significant differences in pre- and post-test scores were noted for all 18 items on the confidence survey (p< 0.001). Significant increases in students' confidence were noted for verbal and written communication of descriptive, assessment, and intervention evidence, along with increased confidence to effectively use assessment evidence. Results suggest that problem-based learning methods were significantly associated with students' perceptions of their confidence to use research evidence to analyze a client case. These results cannot necessarily be generalized due to the limitations of using non-standardized measures with a convenience sample, without a control group, within the context of a single course as part of one academic program curriculum.

Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning

NASA Astrophysics Data System (ADS)

Chien, Yu-Ta; Chang, Chun-Yen

2012-02-01

This study developed three forms of computer-based multimedia, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA), to assist students in learning topographic measuring. The interactive design of FLPA allowed students to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The students were randomly assigned to different multimedia groups. The results of a one-way ANOVA analysis indicated that (1) there was a significant difference with a large effect size ( f = .69) in mental effort ratings among three groups, and the post-hoc test indicated that FLPA imposed less cognitive load on students than did SG ( p = .007); (2) the differences of practical performance scores among groups reached the statistic significant level with a large effect size ( f = .76), and the post-hoc test indicated that FLPA fostered better learning outcomes than both SLPA and SG ( p = .004 and p = .05, respectively); (3) the difference in instructional efficiency that was computed by the z-score combination of students' mental effort ratings and practical performance scores among the three groups obtained the statistic significant level with a large effect size ( f = .79), and the post-hoc test indicated that FLPA brought students higher instructional efficiency than those of both SLPA and SG ( p = .01 and .005, respectively); (4) no significant effect was found in instructional time-spans between groups ( p = .637). Overall, FLPA was recommended as the best multimedia form to facilitate topographic measurement learning. The implications of instructional multimedia design were discussed from the perspective of cognitive load theory.

Psychometric testing of inventory of beliefs and attitudes on domestic violence.

PubMed

Hutchinson, Marie; Doran, Frances

2017-06-22

Background Domestic violence (DV) is an international public health issue associated with adverse health outcomes for adults and children. There have been widespread calls to increase nurses' capacity to respond to DV and improve undergraduate nursing education in this area. However, there are few valid, reliable and contemporary measures of nursing attitudes towards and beliefs concerning DV that are suited for use in evaluating education programmes. Aim To establish the psychometric properties of a newly developed inventory designed to measure nursing students' beliefs about and attitudes towards DV. Discussion Exploratory factor analysis identified five factors, with a Cronbach's alpha of 0.646. The few factors loading>.80 suggest that the instrument has good discriminate validity. The absence of cross-loadings indicate good convergent validity. Conclusion The inventory provides one of the first validated and reliable measures for examining undergraduate nursing students' attitudes towards and beliefs about DV. Implications for practice The instrument is suited for use by nurse educators in assessing the influence of curriculum design and teaching strategies on student beliefs and attitudes. It would also be useful in studies investigating nurses' clinical practice on domestic violence.

Common Progress Monitoring Omissions: Planning and Practice. Progress Monitoring Brief #1

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

Feedback on Individual Academic Presentations: Exploring Finnish University Students' Experiences and Preferences

ERIC Educational Resources Information Center

Károly, Adrienn

2015-01-01

With an increasing emphasis on measuring the outcomes of learning in higher education, assessment is gaining an ever more prominent role in curriculum design and development as well as in instructional practices. In formative assessment, feedback is regarded as a powerful pedagogical tool driving student engagement and deep learning. The efficacy…

Supporting Kindergarten Teachers' Mathematics Instruction and Student Achievement through a Curriculum-Based Professional Development Program

ERIC Educational Resources Information Center

Polly, Drew; Wang, Chuang; Lambert, Richard; Martin, Christie; McGee, Jennifer Richardson; Pugalee, David; Lehew, Amy

2017-01-01

This study investigates the impacts of a year-long professional development program on Kindergarten teachers' beliefs and practices and the association of these changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher content knowledge was not statistically significantly different before and after…

Electronic Portfolios as Capstone Experiences in a Graduate Program in Organizational Leadership

ERIC Educational Resources Information Center

Goertzen, Brent J.; McRay, Jeni; Klaus, Kaley

2016-01-01

Assessment of student learning in graduate education often takes the form of a summative measure by way of written comprehensive exams. However, written examinations, while suitable for evaluating cognitive knowledge, may not fully capture students' abilities to transfer and apply leadership related knowledge and skills into real-world practice.…

Seeking Support: Researching First-Year Students' Experiences of Coping with Academic Life

ERIC Educational Resources Information Center

Morosanu, Laura; Handley, Karen; O'Donovan, Berry

2010-01-01

Students' transition to academia comes with a number of challenges which, if inadequately addressed, may negatively affect their academic performance and psychological well-being. Hence, the question of support becomes critical and has been reflected in the variety of practical measures to provide support with learning and facilitate newcomers'…

Designing for Success in STEM Communities of Practice: Philosophy and Personal Interactions

ERIC Educational Resources Information Center

Kezar, Adrianna; Gehrke, Sean; Bernstein-Sierra, Samantha

2017-01-01

For the past 20 years, countless reports have been issued calling for reform of undergraduate education to improve student learning, persistence, and graduation rates for students in science, technology, engineering, and mathematics (STEM) majors. However, by many measures, recommendations in these reports have not been widely implemented. While…

Using Qualitative Methods to Understand the Educational Experiences of Students with Dyslexia

ERIC Educational Resources Information Center

Zambo, Debby

2004-01-01

As readers, children with dyslexia are vulnerable to becoming academically, socially, and emotionally detached from education. Traditional educational practices tend to use quantitative measures to diagnose children to better serve their needs and researchers, who study students with special needs often focus on a deficit model that quantify just…

Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

ERIC Educational Resources Information Center

Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

2011-01-01

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

Providing Exemplars in the Learning Environment: The Case For and Against

ERIC Educational Resources Information Center

Newlyn, David

2013-01-01

Contemporary education has moved towards the requirement of express articulation of assessment criteria and standards in an attempt to provide legitimacy in the measurement of student performance/achievement. Exemplars are provided examples of best or worst practice in the educational environment, which are designed to assist students to increase…

What Is the Relationship between Teacher Quality and Student Achievement? An Exploratory Study

ERIC Educational Resources Information Center

Stronge, James H.; Ward, Thomas J.; Tucker, Pamela D.; Hindman, Jennifer L.

2007-01-01

The major purpose of the study was to examine what constitutes effective teaching as defined by measured increases in student learning with a focus on the instructional behaviors and practices. Ordinary least squares (OLS) regression analyses and hierarchical linear modeling (HLM) were used to identify teacher effectiveness levels while…

Partnering Research and Practice in High Schools

ERIC Educational Resources Information Center

Chaban, Peter

2010-01-01

Educational systems have set a goal of 85 percent--impressive, when measured against 50 percent graduation rates half a century ago, but still, a 15 percent non-completion rate. A disproportionate number of students who do not complete high school are special education students, and least half of those are identified with learning disabilities…

Calculating Probabilistic Distance to Solution in a Complex Problem Solving Domain

ERIC Educational Resources Information Center

Sudol, Leigh Ann; Rivers, Kelly; Harris, Thomas K.

2012-01-01

In complex problem solving domains, correct solutions are often comprised of a combination of individual components. Students usually go through several attempts, each attempt reflecting an individual solution state that can be observed during practice. Classic metrics to measure student performance over time rely on counting the number of…

Accelerometer-Measured versus Self-Reported Physical Activity in College Students: Implications for Research and Practice

ERIC Educational Resources Information Center

Downs, Andrew; Van Hoomissen, Jacqueline; Lafrenz, Andrew; Julka, Deana L.

2014-01-01

Objective: To determine the level of moderate-vigorous-intensity physical activity (MVPA) assessed via self-report and accelerometer in the college population, and to examine intrapersonal and contextual variables associated with physical activity (PA). Participants: Participants were 77 college students at a university in the northwest sampled…

Moving beyond Traditional Measures of Entrepreneurial Intentions in a Study among Life-Sciences Students in the Netherlands

ERIC Educational Resources Information Center

Lans, Thomas; Gulikers, Judith; Batterink, Maarten

2010-01-01

The rationale behind this study is that entrepreneurship education programmes (EEP) in post-compulsory education mainly address entrepreneurial intentions, instead of actual entrepreneurial behaviour, and that students, compared to practicing entrepreneurs, might have a wide range of entrepreneurial intentions when entering such a programme. The…

Teacher Knowledge and Classroom Practice: Examining the Connection

ERIC Educational Resources Information Center

Gilbert, Michael; Gilbert, Barbara

2013-01-01

This paper extends existing research regarding content knowledge for teaching (CKT) and the role it plays in advancing student learning. Two teachers, with high and low measured CKT respectively, are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher's CKT and many US…

Whole School Inquiry That Promotes Equitable Student Outcomes.

ERIC Educational Resources Information Center

Johnson, Ruth S.

The present era is one of accountability, high-stakes standardized testing, and standards-based reform. However, there is a relative absence of meaningful discussion of how to achieve equitable outcomes that do not unfairly penalize the most under-served students. This paper challenges the perpetuation of reform practices that do not measure their…

Differentiated Instruction in a Data-Based Decision-Making Context

ERIC Educational Resources Information Center

Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J.

2018-01-01

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The…

Addressing Gender Disparity in Introductory Physics Courses: Are existing reforms enough?

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Pollock, Steven; Dubson, Michael

2007-03-01

Previously researchers have reported that by transforming teaching practices in introductory physics, it is possible to eliminate the disparity in achievement of males and females on measures of conceptual learning. [1] We follow-up on the studies of the original researchers by comparing achievement of male and female students on measures of conceptual learning in the introductory physics courses at a large public research university. Just as the original authors find, we observe that reform teaching practices, such as the use of Peer Instruction [2] increase the learning gains of all students in introductory physics. Additionally, we observe a significant reduction in this gender gap in learning gains in some but not all of our transformed courses. Notably, however, the gender gap does not completely disappear in any of our courses. In addition to discussing learning gains, we analyze shifts in student beliefs [3] and examine correlations between student beliefs and learning gains. [1] Lorenzo, M et al. (2006).Am. J. Phys. 74(2): 118-122 [2] Mazur, E. (1997). Peer Instruction (Prentice Hall). [3] Adams, W.K et al. Physical Review, ST:PER. 2,1,010101.

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

PubMed Central

Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. PMID:28495936

The development and evaluation of a medical imaging training immersive environment

PubMed Central

Bridge, Pete; Gunn, Therese; Kastanis, Lazaros; Pack, Darren; Rowntree, Pamela; Starkey, Debbie; Mahoney, Gaynor; Berry, Clare; Braithwaite, Vicki; Wilson-Stewart, Kelly

2014-01-01

Introduction A novel realistic 3D virtual reality (VR) application has been developed to allow medical imaging students at Queensland University of Technology to practice radiographic techniques independently outside the usual radiography laboratory. Methods A flexible agile development methodology was used to create the software rapidly and effectively. A 3D gaming environment and realistic models were used to engender presence in the software while tutor-determined gold standards enabled students to compare their performance and learn in a problem-based learning pedagogy. Results Students reported high levels of satisfaction and perceived value and the software enabled up to 40 concurrent users to prepare for clinical practice. Student feedback also indicated that they found 3D to be of limited value in the desktop version compared to the usual 2D approach. A randomised comparison between groups receiving software-based and traditional practice measured performance in a formative role play with real equipment. The results of this work indicated superior performance with the equipment for the VR trained students (P = 0.0366) and confirmed the value of VR for enhancing 3D equipment-based problem-solving skills. Conclusions Students practising projection techniques virtually performed better at role play assessments than students practising in a traditional radiography laboratory only. The application particularly helped with 3D equipment configuration, suggesting that teaching 3D problem solving is an ideal use of such medical equipment simulators. Ongoing development work aims to establish the role of VR software in preparing students for clinical practice with a range of medical imaging equipment. PMID:26229652

Objective structured practical examination in biochemistry: An experience in Medical College, Kolkata.

PubMed

Kundu, Dipankar; Das, H N; Sen, Gargi; Osta, Manish; Mandal, T; Gautam, Divyendu

2013-01-01

Undergraduate medical examination is undergoing extensive re evaluation with new core educational objectives being defined. Consequently, new exam systems have also been designed to test the objectives. Objective structured practical examination (OSPE) is one of them. To introduce OSPE as a method of assessment of practical skills and learning and to determine student satisfaction regarding the OSPE. Furthermore, to explore the faculty perception of OSPE as a learning and assessment tool. The first M.B.B.S students of 2011 12 batch of Medical College, Kolkata, were the subjects for the study. OSPE was organized and conducted on "Identification of Unknown Abnormal Constituents in Urine." Coefficient of reliability of questions administered was done by calculating Cronbach's alpha. A questionnaire on various components of the OSPE was administered to get the feedback. 16 students failed to achieve an average of 50% or above in the assessment. However, 49 students on an average achieved >75%, 52 students achieved between 65% and 75%, and 29 students scored between 50% and 65%. Cronbach's alpha of the questions administered showed to be having high internal consistency with a score of 0.80. Ninety nine percent of students believed that OSPE helps them to improve and 81% felt that this type of assessment fits in as both learning and evaluation tools. Faculty feedback reflected that such assessment tested objectivity, measured practical skills better, and eliminated examiner bias to a greater extent. OSPE tests different desired components of competence better and eliminated examiner bias. Student feedback reflects that such assessment helps them to improve as it is effective both as teaching and evaluation tools.

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

PubMed

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

2015-12-16

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

Association between self-efficacy, career interest and rural career intent in Australian medical students with rural clinical school experience

PubMed Central

Isaac, Vivian; Walters, Lucie; McLachlan, Craig S

2015-01-01

Objectives To investigate medical student's self-efficacy at the time of finishing their rural clinical school (RCS) placement and factors associated with self-efficacy. Secondary aims are to explore whether interest levels or self-efficacy are associated with rural or remote career intentions. Design, setting and participants A cross-sectional study of medical students who had completed their RCS term in 17 Australian universities. Data were derived from the 2013 Federation of Rural Australian Medical Educators (FRAME) evaluation survey. Questionnaire responses were analysed from 653 medical students from regional Australia. All 732 students who completed their RCS term in 2013 were invited to participate. Primary and secondary outcome measures Rural self-efficacy: Six questions to measure self-efficacy beliefs in rural medical practice, based on the sources of self-efficacy described by Bandura. Rural career intention: Students were asked to identify their preferred location for future practice. The options were, Capital or Major City; Inner regional city or large town; Smaller town and very remote area. Results Questionnaire responses were analysed from 653 medical students from regional Australia (response rate 89.2%). 83.8% of all students recalled an increase in their interest levels for rural medicine as a result of their RCS experience. Actual career intention to work in a regional area or rural area was 60.2%. Bivariate analyses showed female gender (p=0.003), rural background (p<0.001), an RCS preference for clinical training (p<0.001) and general practice intentions (p=0.004) were factors associated with higher levels of self-efficacy. Logistic regression analyses showed that self-efficacy was independently associated with increased interest in rural medicine (OR 1.4 (95% CI 1.3 to 1.5)) and rural career intent (OR 1.2 (95% CI 1.1 to 1.3)). (Model included gender, rural background, preference for RCS, generalist intent, rural practice interest and self-efficacy). Conclusions Self-efficacy is associated with increased interest levels for rural medicine and rural medical career intent. PMID:26671960

[Knowledge, practices and attitudes toward volunteer work in an influenza pandemic: cross-sectional study with Peruvian medical students].

PubMed

Huapaya, Julio A; Maquera-Afaray, Julio; García, Patricia J; Cárcamo, César; Cieza, Javier A

2015-05-08

Reductions in health personnel during disasters or epidemics such as an influenza pandemic may need to include volunteer students. The aim of this article is to determine knowledge and practices about pandemic influenza and the attitudes towards volunteer work in Peruvian medical students. We performed a cross-sectional analytic study by simple sampling using a survey regarding “"knowledge and practices"” about pandemic influenza and the attitudes to volunteer work. From the group of 865 students who were surveyed, 848 accepted to participate in the investigation (54% were male and their mean age was 22.1 ± 3.0). Ninety-seven percent correctly identified the spread routes of influenza and 81% knew its treatment. Regarding preventive measures, covering the mouth when coughing/sneezing and hand-washing were the most commonly recognized options (95% y 92%, respectively), and vaccination was the less recognized one (54%). The most common practice, readily acknowledged as preventive, was covering when coughing/sneezing (86%). Regarding volunteer works, students answered that it is a moral/ethical/professional obligation (77%); that a contingency university service needs to be established (88%), that it does not have to substitute for the lack of workers (49%), and that its role should be related to hospital work (83%). Coming from a public university was more associated to the concept that volunteer work was a moral obligation and that the student should be punished if he/she refuses to be a volunteer, whereas being from a private university was more related to a history of been involved in volunteering programs. In general, medical students have good knowledge and practices toward influenza. There is a good disposition to volunteer their work and skills, recognizing it as a moral/ethical/professional obligation.

Teaching self-management support in Dutch Bachelor of Nursing education: A mixed methods study of the curriculum.

PubMed

van Hooft, Susanne M; Becqué, Yvonne N; Dwarswaard, Jolanda; van Staa, AnneLoes; Bal, Roland

2018-06-08

Nurses are expected to support people to self-manage. Student nurses therefore need to master competencies that include the assessment of peoples' needs and preferences, and shared decision-making, whilst respecting and enhancing peoples' autonomy. Adapting nurse education programmes to meet this goal requires insight into the practice of teaching self-management support. In order to reveal this practice, one can distinguish between the intended, the taught, and the received curriculum. This study aimed to explore how Dutch Bachelor of Nursing students are educated to support peoples' self-management in clinical practice. Mixed methods. Focus group meetings with 30 lecturers, and qualitative semi-structured interviews with four coordinators and four (associate) professors of four Dutch schools for Bachelor of Nursing. Syllabuses were screened for learning objectives related to self-management. A survey measuring self-efficacy and behaviour regarding self-management support was distributed among 444 final-year students of these schools, resulting in 238 valid responses (response rate 53.6%). Much attention is paid in the curriculum to assessment of people's preferences and healthcare education but less attention is given to teaching the arrangement of follow-up care. The study further reveals that students have problems transferring theory into practice, and that they experience conflicting values between their nurse education and internships. Currently, students are taught to provide people with self-management support by learning about theoretical models, developing communication skills, and reflecting on their internships. This approach seems inadequate to prepare students for this task in daily practice. A shared view on self-management support based on authentic situations, having role models at university and on internships and empowering students may enable them to better support people to self-manage. Copyright © 2018 Elsevier Ltd. All rights reserved.

Knowledge and interests of Romanian medical students in parasitology, tropical and travel medicine.

PubMed

Neghina, Raul; Calma, Crenguta Livia; Neghina, Adriana Maria

2011-01-01

As travel has become easier and faster, the rate of tropical infections across the world is expected to increase; more students working abroad are going to encounter these diseases more often. Disorders of parasitic etiology play an important role in travel and tropical medicine. The aim of our study was to assess the preclinical students' knowledge regarding parasitic diseases, tropical and travel medicine in the broad context of their professional background. A total of 346 Romanian medical students completed a 13-item questionnaire on the above-mentioned topics. In order to allow for complex evaluation, the questionnaire also included items related to their extracurricular training as well as their future perspectives. The majority of the students (97.7%) declared they had prior knowledge (before studying parasitology) of malaria. Most of the responders (90.2%) knew that a journey in (sub)tropical regions requires adequate prophylactic measures. About a quarter of those interviewed (26.4%) would agree to practice tropical medicine after graduation. They were mainly interested in helping people from underdeveloped countries regardless of remuneration (52.7%). The majority of students (59.8%) wished to practice clinical medicine. It has been observed that fewer than 5% of the questioned students had ever read a scientific paper or book in the field of tropical medicine. English was the most commonly spoken foreign language (92.8%), and 99.1% of students had at least intermediate computer skills. Finally, 71.6% of students would choose to practice the specialty of travel medicine if it were available in Romania. The implementation of appropriate measures towards the globalization of medical teaching in Romanian universities should represent an important issue in this new millennium, in which borders between various nations are starting to fade; otherwise the next generations of physicians will lose the chance to gain wider experiences and share the international influences on health. Copyright © 2011 Elsevier B.V. All rights reserved.

Graduate nursing students' evaluation of EBP courses: a cross-sectional study.

PubMed

Zelenikova, Renata; Beach, Michael; Ren, Dianxu; Wolff, Emily; Sherwood, Paula R

2015-01-01

There is a lack of appropriate tools for assessing the effectiveness of teaching evidence-based practice in nursing. The objective of the study was to develop the instrument evaluating the students' perception of the effectiveness of EBP courses and to verify its psychometric properties. A descriptive cross-sectional study design was used to verify psychometric properties of the questionnaire measuring the students' perception of the effectiveness of EBP courses. The psychometric properties were evaluated in a group of 129 graduate nursing students who completed EBP courses. The instrument for measuring the students' perception of the effectiveness of EBP courses was inspired by Kirkpatrick's evaluation model, which advocates evaluating interventions at four levels - reaction (satisfaction), learning, behavior change (transfer) and results (benefits). A web-based survey was used for data collection. Data was collected from the middle of January 2013 through the end of March 2013. A thirteen item instrument was developed for measuring the students' perception of the effectiveness of EBP courses. The internal consistency of the scale, based on standardized Cronbach's alpha, was .93. The results of factor analysis identified three factors of the instrument. The highest rated items on a scale of 1 (strongly disagree) to 7 (strongly agree) were 'implementation of EBP can improve clinical care' (mean 6.16), 'EBP instructors had a thorough knowledge of EBP' (6.13), 'EBP instructors were enthusiastic about teaching EBP' (5.65), and 'I can use my EBP knowledge and skills in my practice' (5.58). The results of testing of the psychometric properties of the questionnaire showed at least satisfactory validity and reliability. The majority of students perceived EBP courses as effective. The instrument may be used to assess the students' perception of the effectiveness of EBP courses. Copyright © 2014 Elsevier Ltd. All rights reserved.

Attitudes of undergraduate medical students of Addis Ababa University towards medical practice and migration, Ethiopia.

PubMed

Deressa, Wakgari; Azazh, Aklilu

2012-08-06

The health care system of Ethiopia is facing a serious shortage of health workforce. While a number of strategies have been developed to improve the training and retention of medical doctors in the country, understanding the perceptions and attitudes of medical students towards their training, future practice and intent to migrate can contribute in addressing the problem. This study was carried out to assess the attitudes of Ethiopian medical students towards their training and future practice of medicine, and to identify factors associated with the intent to practice in rural or urban settings, or to migrate abroad. A cross-sectional study was conducted in June 2009 among 600 medical students (Year I to Internship program) of the Faculty of Medicine at Addis Ababa University in Ethiopia. A pre-tested self-administered structured questionnaire was used for data collection. Descriptive statistics were used for data summarization and presentation. Degree of association was measured by Chi Square test, with significance level set at p < 0.05. Bivariate and multivariate logistic regression analyses were used to assess associations. Only 20% of the students felt 'excellent' about studying medicine; followed by 'very good' (19%), 'good' (30%), 'fair' (21%) and 'bad' (11%). About 35% of respondents responded they felt the standard of medical education was below their expectation. Only 30% of the students said they would like to initially practice medicine in rural settings in Ethiopia. However, students with rural backgrounds were more likely than those with urban backgrounds to say they intended to practice medicine in rural areas (adjusted OR = 2.50, 95% CI = 1.18-5.26). Similarly, students in clinical training program preferred to practice medicine in rural areas compared to pre-clinical students (adjusted OR = 1.83, 95% CI = 1.12-2.99). About 53% of the students (57% males vs. 46% females, p = 0.017) indicated aspiration to emigrate following graduation, particularly to the United States of America (42%) or European countries (15%). The attitude towards emigration was higher among Year IV (63%) and Internship (71%) students compared to Year I to Year III students (45-54%). Male students were more likely to say they would emigrate than females (adjusted OR = 1.57, 95% CI = 1.10-2.29). Likewise, students with clinical training were more likely to want to emigrate than pre-clinical students, although the difference was marginally significant (adjusted OR = 1.58, 95% CI = 1.00-2.49). The attitudes of the majority of Ethiopian medical students in the capital city towards practicing medicine in rural areas were found to be poor, and the intent to migrate after completing medical training was found to be very high among the study participants, creating a huge potential for brain drain. This necessitates the importance of improving the quality of education and career choice satisfaction, creating conducive training and working conditions including retention efforts for medical graduates to serve their nation. It follows that recruiting altruistic and rural background students into medical schools is likely to produce graduates who are more likely to practice medicine in rural settings.

Empathy among students in engineering programmes

NASA Astrophysics Data System (ADS)

Rasoal, Chato; Danielsson, Henrik; Jungert, Tomas

2012-10-01

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

A Measurement of Vocational Education’s Student Satisfaction in Learning Electronic Appliance Repair and Maintenance Course with CCTV Trainer Kit

NASA Astrophysics Data System (ADS)

Rakhmawati, Lusia; Irwansyah Febriyanto, Fariz

2018-04-01

This study aimed to investigate satisfaction levels, among of the eleventh-grade students majoring in audio-video technique, towards the instructional media CCTV trainer kit: The CCTV Prototype and job sheet on to and analyzed perspectives of the practical approach to learning using CCTV prototype to improve installation skills in the electronic appliance repair and maintenance class. Survey questionnaires and instructional media were applied to data collection. The students’ satisfaction towards the instructional media in teaching and learning process was presented in positive responses, 91.94 % satisfied. The finding reveals that the instructional media using trainer could better to overcome the need a practical approach to learning. Furthermore, using trainer kit media creates an environment where students can support each other and receive feedback from their peers. They performed practice activities that help them apply the new information from the steps on the job sheet.

An approach to integrating interprofessional education in collaborative mental health care.

PubMed

Curran, Vernon; Heath, Olga; Adey, Tanis; Callahan, Terrance; Craig, David; Hearn, Taryn; White, Hubert; Hollett, Ann

2012-03-01

This article describes an evaluation of a curriculum approach to integrating interprofessional education (IPE) in collaborative mental health practice across the pre- to post-licensure continuum of medical education. A systematic evaluation of IPE activities was conducted, utilizing a combination of evaluation study designs, including: pretest-posttest control group; one-group pre-test-post-test; and one-shot case study. Participant satisfaction, attitudes toward teamwork, and self-reported teamwork abilities were key evaluative outcome measures. IPE in collaborative mental health practice was well received at both the pre- and post-licensure levels. Satisfaction scores were very high, and students, trainees, and practitioners welcomed the opportunity to learn about collaboration in the context of mental health. Medical student satisfaction increased significantly with the introduction of standardized patients (SPs) as an interprofessional learning method. Medical students and faculty reported that experiential learning in practice-based settings is a key component of effective approaches to IPE implementation. At a post-licensure level, practitioners reported significant improvement in attitudes toward interprofessional collaboration in mental health care after participation in IPE. IPE in collaborative mental health is feasible, and mental health settings offer practical and useful learning experiences for students, trainees, and practitioners in interprofessional collaboration.

Design and evaluation of interprofessional cross-cultural communication sessions.

PubMed

Liu, Min; Poirier, Therese; Butler, Lakesha; Comrie, Rhonda; Pailden, Junvie

2015-01-01

The 2013 National Standards for Culturally and Linguistically Appropriate Services (CLAS) call for healthcare professionals to provide quality care and services that are responsive to diverse cultural health beliefs and practices. Accreditation organizations for health professional programs require their curriculum to adequately prepare future practitioners for serving culturally and linguistically diverse populations. Another common curricular need of health professional programs is interprofessional education (IPE). This study presents data that evaluates two IPE culturally competent communication sessions designed for pharmacy and nursing students. Teams of nursing and pharmacy students (n = 160) engaged in case studies focused on developing cross-cultural communication skills, using the LEARN model. Quantitative survey data collected pre-test and post-test measured cultural competency (including subscales of perceived skills, perceived knowledge, confidence in encounter, and attitude) and knowledge related to culturally competent communication. Univariate ANOVA results indicate that actual knowledge as measured by the test and all four Clinical Cultural Competency Questionnaire (CCCQ) subscales significantly increased after the IPE sessions. Pharmacy students scored higher than nursing students on the knowledge pre-test, and nursing students had a more positive attitude at pre-test. The IPE sessions effectively addressed all learning outcomes and will continue in future course offerings. Using cross-cultural communication as a thematic area for IPE program development resulted in educational benefits for the students. To further strengthen nursing and pharmacy students' interprofessional practice, additional IPE opportunities are to be explored.

The impact of embedded support for underprepared students in a college chemistry course

NASA Astrophysics Data System (ADS)

Hesser, Tiffany L.

This quasi-experimental study examined the impact of embedded support on academic success for students requiring remediation in college chemistry. Additional support for underprepared students incorporated within a course is recommended by Connecticut's Public Act 12-40, An Act Concerning College Readiness and Completion. For this study, embedded support consisted of weekly instructional support sessions and introduced the concepts of metacognitive awareness and motivation in learning. Students' progression through the course was measured using a series of standardized questions. Metacognitive awareness and motivation levels were measure at the start and completion of the semester using the Metacognitive Awareness Inventory (MAI) and Motivated Student Learning Questionnaire (MSLQ). It was found that with embedded support, underprepared students performed academically at a level equivalent to that of their college-ready peers. Based on these results, this embedded support model as an evidence-based practice should be considered in class development or policies surrounding students identified as underprepared.

Nine Constructs of Cultural Competence for Curriculum Development

PubMed Central

Brookover, Cecile; Kennedy, Kathleen

2010-01-01

Objective To examine the self-administered Clinical Cultural Competency Questionnaire (CCCQ) and assess the perceived level of cultural competence of students in Xavier University of Louisiana College of Pharmacy to guide curriculum development within the 4-year academic program. Methods The CCCQ was administrated to each class of pharmacy students during spring 2009. Exploratory factor analysis with principal components and varimax rotation was conducted to build the constructs explaining the factors measuring students' self-assessment of cultural competence. Results Nine factors, including 46 items extracted from the CCCQ and explaining 79% of the total variance, were found as the best fit to measure students' self-assessment of cultural competence. Conclusions The CCCQ was found to be a practical, valid, and reliable self-assessment instrument to measure the perceived level of pharmacy students' knowledge, skills, attitudes, and encounters in cross-cultural environments. The questionnaire allowed the identification of students' needs for training in cultural competence and the development of a curriculum tailored to satisfy those needs. PMID:21436922

From "best practice" to "next practice": the effectiveness of school-based health promotion in improving healthy eating and physical activity and preventing childhood obesity

PubMed Central

2012-01-01

Background In 2005, we reported on the success of Comprehensive School Health (CSH) in improving diets, activity levels, and body weights. The successful program was recognized as a "best practice" and has inspired the development of the Alberta Project Promoting active Living and healthy Eating (APPLE) Schools. The project includes 10 schools, most of which are located in socioeconomically disadvantaged areas. The present study examines the effectiveness of a CSH program adopted from a "best practice" example in another setting by evaluating temporal changes in diets, activity levels and body weight. Methods In 2008 and 2010, we surveyed grade 5 students from approximately 150 randomly selected schools from the Canadian province of Alberta and students from 10 APPLE Schools. Students completed the Harvard Youth/Adolescent Food Frequency Questionnaire, questions on physical activity, and had their height and weight measured. Multilevel regression methods were used to analyze changes in diets, activity levels, and body weight between 2008 and 2010. Results In 2010 relative to 2008, students attending APPLE Schools were eating more fruits and vegetables, consuming fewer calories, were more physically active and were less likely obese. These changes contrasted changes observed among students elsewhere in the province. Conclusions These findings provide evidence on the effectiveness of CSH in improving health behaviors. They show that an example of "best practice" may lead to success in another setting. Herewith the study provides the evidence that investments for broader program implementation based on "best practice" are justified. PMID:22413778

Student pharmacists' perceptions of community pharmacy residency programs.

PubMed

Datar, Manasi V; Holmes, Erin R; Adams, Alex J; Stolpe, Samuel F

2013-01-01

To compare penultimate-year (next-to-last) and final-year student pharmacists' perceptions of the educational value of community pharmacy residency programs (CPRPs) and to compare student pharmacists' perceptions of the educational value of CPRPs and health-system residency programs (HSRPs). A self-administered online survey was sent to administrators at 119 Accreditation Council for Pharmacy Education-accredited schools of pharmacy for ultimate distribution to penultimate- and final-year student pharmacists. The survey included demographic measures and a 20-item residency program "perceived value of skill development" scale developed for this study. 1,722 completed surveys were received and analyzed. Penultimate-year students attributed greater value to CPRPs more frequently than final-year students. Students more often attributed higher value to CPRPs for skills related to business management, practice management, and medication therapy management, while they attributed higher value to HSRPs for skills related to teaching, research, and clinical knowledge. The results of this study suggest students' perceived value of CPRPs may be related to their year of pharmacy school and the pharmacy practice skill in question.

Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students.

PubMed

Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V

2016-01-01

We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers. © 2016 G. Marbach-Ad et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Simulation experience enhances physical therapist student confidence in managing a patient in the critical care environment.

PubMed

Ohtake, Patricia J; Lazarus, Marcilene; Schillo, Rebecca; Rosen, Michael

2013-02-01

Rehabilitation of patients in critical care environments improves functional outcomes. This finding has led to increased implementation of intensive care unit (ICU) rehabilitation programs, including early mobility, and an associated increased demand for physical therapists practicing in ICUs. Unfortunately, many physical therapists report being inadequately prepared to work in this high-risk environment. Simulation provides focused, deliberate practice in safe, controlled learning environments and may be a method to initiate academic preparation of physical therapists for ICU practice. The purpose of this study was to examine the effect of participation in simulation-based management of a patient with critical illness in an ICU setting on levels of confidence and satisfaction in physical therapist students. A one-group, pretest-posttest, quasi-experimental design was used. Physical therapist students (N=43) participated in a critical care simulation experience requiring technical (assessing bed mobility and pulmonary status), behavioral (patient and interprofessional communication), and cognitive (recognizing a patient status change and initiating appropriate responses) skill performance. Student confidence and satisfaction were surveyed before and after the simulation experience. Students' confidence in their technical, behavioral, and cognitive skill performance increased from "somewhat confident" to "confident" following the critical care simulation experience. Student satisfaction was highly positive, with strong agreement the simulation experience was valuable, reinforced course content, and was a useful educational tool. Limitations of the study were the small sample from one university and a control group was not included. Incorporating a simulated, interprofessional critical care experience into a required clinical course improved physical therapist student confidence in technical, behavioral, and cognitive performance measures and was associated with high student satisfaction. Using simulation, students were introduced to the critical care environment, which may increase interest in working in this practice area.

Team-based learning for midwifery education.

PubMed

Moore-Davis, Tonia L; Schorn, Mavis N; Collins, Michelle R; Phillippi, Julia; Holley, Sharon

2015-01-01

Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described. A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction. Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort. Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Earthworm Biomass Measurement: A Science Activity for Middle School.

ERIC Educational Resources Information Center

Haskett, Jonathan; Levine, Elissa; Carey, Pauline B.; Niepold III, Frank

2000-01-01

Describes an activity on biomass measurement which, in this case, is the weight of a group of living things in a given area. The earthworm activity gives students a greater understanding of ecology, practical math applications, and the scientific method. (ASK)

Development of a brief instrument to measure smartphone addiction among nursing students.

PubMed

Cho, Sumi; Lee, Eunjoo

2015-05-01

Interruptions and distractions due to smartphone use in healthcare settings pose potential risks to patient safety. Therefore, it is important to assess smartphone use at work, to encourage nursing students to review their relevant behaviors, and to recognize these potential risks. This study's aim was to develop a scale to measure smartphone addiction and test its validity and reliability. We investigated nursing students' experiences of distractions caused by smartphones in the clinical setting and their opinions about smartphone use policies. Smartphone addiction and the need for a scale to measure it were identified through a literature review and in-depth interviews with nursing students. This scale showed reliability and validity with exploratory and confirmatory factor analysis. In testing the discriminant and convergent validity of the selected (18) items with four factors, the smartphone addiction model explained approximately 91% (goodness-of-fit index = 0.909) of the variance in the data. Pearson correlation coefficients among addiction level, distractions in the clinical setting, and attitude toward policies on smartphone use were calculated. Addiction level and attitude toward policies of smartphone use were negatively correlated. This study suggests that healthcare organizations in Korea should create practical guidelines and policies for the appropriate use of smartphones in clinical practice.

The effect of student self-video of performance on clinical skill competency: a randomised controlled trial.

PubMed

Maloney, Stephen; Storr, Michael; Morgan, Prue; Ilic, Dragan

2013-03-01

Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the impact of student self-video on the attainment of clinical skills. A total of 60 Physiotherapy students (100%) consented to participate in the randomised controlled trial. One group (50%) was taught a complex clinical skill with regular practical tutoring, whilst the other group (50%) supplemented the tutoring with a self-video task aimed at promoting reflection on performance. Student skill performance was measured in an objective structured clinical examination (OSCE). Students also completed an anonymous questionnaire, which explored their perception of their learning experiences. Students received significantly higher scores in the OSCE when the examined clinical skill had been supplemented with a self-video of performance task (P = 0.048). Descriptive analysis of the questionnaires relating to student perceptions on the teaching methods identified that the self-video of performance task utilised contributed to improvement in their clinical performance and their confidence for future clinical practice. Students identified a number of aspects of the submission process that contributed to this perception of educational value. The novel results of this study demonstrate that greater clinical skill competency is achieved when traditional tutoring methods are supplemented with student self-video of performance tasks. Additional benefits included the ability of staff and students to monitor longitudinal performance, and an increase in feedback opportunities.

The Limits of Measurement: Misplaced Precision, Phronesis, and Other Aristotelian Cautions for the Makers of PISA, APPR, Etc.

ERIC Educational Resources Information Center

Meyer, Heinz-Dieter

2017-01-01

Quantitative measures of student performance are increasingly used as proxies of educational quality and teacher ability. Such assessments assume that the quality of educational practices can be unambiguously quantitatively measured and that such measures are sufficiently precise and robust to be aggregated into policy-relevant rankings like…

Measuring Principals' Effectiveness: Results from New Jersey's First Year of Statewide Principal Evaluation. REL 2016-156

ERIC Educational Resources Information Center

Herrmann, Mariesa; Ross, Christine

2016-01-01

States and districts across the country are implementing new principal evaluation systems that include measures of the quality of principals' school leadership practices and measures of student achievement growth. Because these evaluation systems will be used for high-stakes decisions, it is important that the component measures of the evaluation…

Measurement of the magnetic field of small magnets with a smartphone: a very economical laboratory practice for introductory physics courses

NASA Astrophysics Data System (ADS)

Arribas, Enrique; Escobar, Isabel; Suarez, Carmen P.; Najera, Alberto; Beléndez, Augusto

2015-11-01

In this work, we propose an inexpensive laboratory practice for an introductory physics course laboratory for any grade of science and engineering study. This practice was very well received by our students, where a smartphone (iOS, Android, or Windows) is used together with mini magnets (similar to those used on refrigerator doors), a 20 cm long school rule, a paper, and a free application (app) that needs to be downloaded and installed that measures magnetic fields using the smartphone’s magnetic field sensor or magnetometer. The apps we have used are: Magnetometer (iOS), Magnetometer Metal Detector, and Physics Toolbox Magnetometer (Android). Nothing else is needed. Cost of this practice: free. The main purpose of the practice is that students determine the dependence of the component x of the magnetic field produced by different magnets (including ring magnets and sphere magnets). We obtained that the dependency of the magnetic field with the distance is of the form x-3, in total agreement with the theoretical analysis. The secondary objective is to apply the technique of least squares fit to obtain this exponent and the magnetic moment of the magnets, with the corresponding absolute error.

Do Liberal Arts Colleges Really Foster Good Practices in Undergraduate Education?

ERIC Educational Resources Information Center

Pascarella, Ernest T.; Cruce, Ty M.; Wolniak, Gregory C.; Blaich, Charles F.

2004-01-01

Researchers estimated the net effects of liberal arts colleges on 19 measures of good practices in undergraduate education grouped into seven categories. Analyses of 3-year longitudinal data from five liberal arts colleges, four research universities, and seven regional universities were conducted. Net of a battery of student precollege…

Faculty Perceptions of Formative Assessment and Implementation Practices in Preclinical Medical Edcuation: A Q Method Study

ERIC Educational Resources Information Center

Close, Brandy

2017-01-01

This study describes faculty perceptions of formative assessment and the influence their perceptions have on implementation practices. Assessment is often misunderstood and too often becomes an afterthought in the teaching process. Measuring curricular success by overall student outcomes means instructional and assessment methods have a…

Variables Associated with Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

McIntosh, Kent; Kim, Jerin; Mercer, Sterett H.; Strickland-Cohen, M. Kathleen; Horner, Robert H.

2015-01-01

Practice sustainability is important to ensure that students have continued access to evidence-based practices. In this study, respondents from a national sample of 860 schools at varying stages of implementing school-wide positive behavioral interventions and supports (SWPBIS) were administered a research-validated measure of factors predicting…

Physical Activity Practices in Elementary Schools and Associations with Physical Education Staffing and Training

ERIC Educational Resources Information Center

Turner, Lindsey; Johnson, Tyler G.; Slater, Sandy J.; Chaloupka, Frank J.

2014-01-01

Purpose: Authorities recommend that schools provide a variety of opportunities for students to obtain physical activity (PA) before, during, and after school. This study assessed the prevalence of several school PA practices--including measures of quantity and quality of physical education (PE)--in elementary schools and examined the associations…

Exertional Heat Illness among Secondary School Athletes: Statewide Policy Implications

ERIC Educational Resources Information Center

Rodgers, Jill; Slota, Peggy; Zamboni, Beth

2018-01-01

Exertional heat illness (EHI) is a leading cause of preventable death among student athletes. While causes and preventative measures for EHI are known, school districts may not be implementing evidence-based practices. This descriptive, exploratory study explored school policies, resources, and practices of coaches in a mid-Atlantic state in the…

Make Evaluation Count: To Assess Impact, Know What to Measure

ERIC Educational Resources Information Center

Pendray, Amy; Crockett, Jennifer

2016-01-01

How do educators at a systems level know that professional learning is impacting teacher practice in a way that leads to improved student outcomes? California's Long Beach Unified School District, a member of Learning Forward's Redesign PD Community of Practice, partnered with other districts from across the country to answer that question. As…

A New Survey of "Good Practices" Could Be an Alternative to Rankings.

ERIC Educational Resources Information Center

Gose, Ben

1999-01-01

A new national survey, developed by professionals in higher education assessment, seeks to measure the extent to which colleges use "good practices" that encourage learning. Creators of the National Survey of Student Engagement will study undergraduates at 750 colleges over three years to establish benchmarks for different institution…

A Prospective Epidemiological Study of Injuries in Japanese National Tournament-Level Badminton Players From Junior High School to University.

PubMed

Miyake, Eiji; Yatsunami, Mitsunobu; Kurabayashi, Jun; Teruya, Koji; Sekine, Yasuhiro; Endo, Tatsuaki; Nishida, Ryuichiro; Takano, Nao; Sato, Seiko; Jae Kyung, Han

2016-03-01

Injury prevention programs have recently been created for various sports. However, a longitudinal study on badminton injuries, as assessed by a team's dedicated medical staff, at the gymnasium has not been performed. We aimed to perform the first such study to measure the injury incidence, severity and type as the first step in creating a badminton injury prevention program. A prospective, longitudinal survey was conducted between April 2012 and March 2013 with 133 national tournament-level badminton players from junior high school to university in Japan with the teams' physical therapists at the gymnasium. Injury incidence was measured as the injury rate (IR) for every 1,000 hour (1000 hour) and IR for every 1,000 athlete exposures (1000 AE). Severity was classified in 5 levels by the number of days the athlete was absent from practice or matches. Injury types were categorized as trauma or overuse. Practice (IR) (1,000 hour) was significantly higher in female players than in male players; the rates increased with increasing age. IR (1,000 AE) was significantly higher in matches than in practice in both sexes of all ages, except for female junior high school students and injuries were most frequent for high school students in matches. The majority of the injuries were slight (83.8%); overuse injuries occurred approximately 3 times more than trauma. This is the first study in which medical staff assessed injuries in badminton, providing value through benchmark data. Injury prevention programs are particularly necessary for female university students in practice and high school students in matches.

The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers.

PubMed

Swanson, H Lee; O'Connor, Rollanda

2009-01-01

The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with untreated dysfluent and fluent readers on posttest measures of fluency, word identification, vocabulary, and reading comprehension. Three main findings emerged: (a) The influence of WM on text comprehension was not related to fluency training, (b) dysfluent readers in the continuous-reading condition had higher posttest scores than dysfluent readers in the other conditions on measures of text comprehension but not on vocabulary, and (c) individual differences in WM better predicted posttest comprehension performance than word-attack skills. In general, the results suggested that although continuous reading increased comprehension, fluency practice did not compensate for WM demands. The results were interpreted within a model that viewed reading comprehension processes as competing for a limited supply of WM resources that operate independent of fluency.

Accelerometer-measured versus self-reported physical activity in college students: implications for research and practice.

PubMed

Downs, Andrew; Van Hoomissen, Jacqueline; Lafrenz, Andrew; Julka, Deana L

2014-01-01

To determine the level of moderate-vigorous-intensity physical activity (MVPA) assessed via self-report and accelerometer in the college population, and to examine intrapersonal and contextual variables associated with physical activity (PA). Participants were 77 college students at a university in the northwest sampled between January 2011 and December 2011. Participants completed a validated self-report measure of PA and measures of athletic identity and benefits and barriers to exercise. Participants' PA levels were assessed for 2 weeks via accelerometry. Participants' estimations of their time spent engaged in MVPA were significantly higher when measured via self-report versus accelerometry. Stronger athletic identity, perceived social benefits and barriers, and time-effort barriers were related to PA levels. Estimation of college students' level of PA may require interpretation of data from different measurement methods, as self-report and accelerometry generate different estimations of PA in college students who may be even less active than previously believed.

The effect of classroom instruction, attitudes towards science and motivation on students' views of uncertainty in science

NASA Astrophysics Data System (ADS)

Schroeder, Meadow

This study examined developmental and gender differences in Grade 5 and 9 students' views of uncertainty in science and the effect of classroom instruction on attitudes towards science, and motivation. Study 1 examined views of uncertainty in science when students were taught science using constructivist pedagogy. A total of 33 Grade 5 (n = 17, 12 boys, 5 girls) and Grade 9 (n = 16, 8 boys, 8 girls) students were interviewed about the ideas they had about uncertainty in their own experiments (i.e., practical science) and in professional science activities (i.e., formal science). Analysis found an interaction between grade and gender in the number of categories of uncertainty identified for both practical and formal science. Additionally, in formal science, there was a developmental shift from dualism (i.e., science is a collection of basic facts that are the result of straightforward procedures) to multiplism (i.e., there is more than one answer or perspective on scientific knowledge) from Grade 5 to Grade 9. Finally, there was a positive correlation between the understanding uncertainty in practical and formal science. Study 2 compared the attitudes and motivation towards science and motivation of students in constructivist and traditional classrooms. Scores on the measures were also compared to students' views of uncertainty for constructivist-taught students. A total of 28 students in Grade 5 (n = 13, 11 boys, 2 girls) and Grade 9 (n = 15, 6 boys, 9 girls), from traditional science classrooms and the 33 constructivist students from Study 1 participated. Regardless of classroom instruction, fifth graders reported more positive attitudes towards science than ninth graders. Students from the constructivist classrooms reported more intrinsic motivation than students from the traditional classrooms. Constructivist students' views of uncertainty in formal and practical science did not correlate with their attitudes towards science and motivation.

Radiography student perceptions of clinical stressors.

PubMed

Mason, Starla L

2006-01-01

Technological change and the increasingly rapid pace of life in the United States and globally have contributed to increased levels of stress and burnout experienced by workers and their families. Although studies are available on the levels of workplace stress and burnout affecting radiographers, little to no research has been conducted to assess the stressors encountered by radiography students in the clinical environment. This study was designed to pinpoint the primary sources of stress for radiography students and to determine the most effective measures to alleviate the stress that students experience in the clinical environment. It also sought to identify the clinical activities and practices that enhance learning. A convenience sample of radiography students attending an Association of Collegiate Educators in Radiologic Technology meeting was surveyed. Students were asked to rank their greatest stressors in the clinical environment, the most desired qualities in a clinical instructor and clinical environment, and the clinical practices and activities that best enhance their learning. Descriptive statistics were used to report the results. Data were collected for 82 first-year and second-year students. Students identified 7 primary clinical stressors: fear of making a mistake/repeat, feeling unprepared/inexperienced, intimidation by staff and by instructors, difficult/critical patients, hurtful criticism, too much supervision and negative responses to questions/requests for help. Students indicated that more frequent feedback, availability of the clinical instructor and other staff, assurance that mistakes happen and the opportunity to make mistakes were clinical practices that eased stress. The majority of students cited hands-on learning and repetition as the clinical activities that most reinforced their learning. Summary Radiography students in this survey experience some of the same clinical stressors as radiographers and other allied health workers, although the source of stress may be different. Factors that promote an optimum clinical learning environment for students include instructor availability, opportunities to practice skills and make mistakes, frequent performance feedback and assurance that mistakes happen.

A pilot study of school counselor's preparedness to serve students with diabetes: relationship to self-reported diabetes training.

PubMed

Wagner, Julie; James, Amy

2006-09-01

This cross-sectional, observational pilot study investigated the knowledge, attitudes, and awareness of 132 school counselors regarding students with diabetes. Respondents were primarily white, female, with a master's degree, aged 42 years, and with 10 years of school counseling experience. Most counselors worked at large, public, suburban, and high schools. A majority reported that there were children with diabetes in their schools, and 40% had worked directly with several students with diabetes. However, most indicated that they had received no specific training about diabetes. On a standardized measure of school personnel knowledge of diabetes, school counselors showed only a basic level of practical diabetes knowledge that is insufficient to provide effective support for diabetic students. Relative to counselors who reported no diabetes training, those who reported diabetes training showed more knowledge of diabetes and its management in schoolchildren. On a standardized measure of the psychosocial impact of diabetes, those who reported training also endorsed attitudes that indicated better appreciation of the psychosocial impact of living with diabetes. Educational attainment and number of students with diabetes served in the past was not related to knowledge or attitudes. Awareness of recommended accommodations, educational planning, problems with school personnel, and risk for psychological disturbance among diabetic students was limited. These findings suggest that school counselors are not well prepared to support diabetic students and that training may help prepare them. Practical suggestions for school counselors' care of diabetic students are offered.

Design, validation, and use of an evaluation instrument for monitoring systemic reform

NASA Astrophysics Data System (ADS)

Scantlebury, Kathryn; Boone, William; Butler Kahle, Jane; Fraser, Barry J.

2001-08-01

Over the past decade, state and national policymakers have promoted systemic reform as a way to achieve high-quality science education for all students. However, few instruments are available to measure changes in key dimensions relevant to systemic reform such as teaching practices, student attitudes, or home and peer support. Furthermore, Rasch methods of analysis are needed to permit valid comparison of different cohorts of students during different years of a reform effort. This article describes the design, development, validation, and use of an instrument that measures student attitudes and several environment dimensions (standards-based teaching, home support, and peer support) using a three-step process that incorporated expert opinion, factor analysis, and item response theory. The instrument was validated with over 8,000 science and mathematics students, taught by more than 1,000 teachers in over 200 schools as part of a comprehensive assessment of the effectiveness of Ohio's systemic reform initiative. When the new four-factor, 20-item questionnaire was used to explore the relative influence of the class, home, and peer environment on student achievement and attitudes, findings were remarkably consistent across 3 years and different units and methods of analysis. All three environments accounted for unique variance in student attitudes, but only the environment of the class accounted for unique variance in student achievement. However, the class environment (standards-based teaching practices) was the strongest independent predictor of both achievement and attitude, and appreciable amounts of the total variance in attitudes were common to the three environments.

The Magnetic Field along the Axis of a Short, Thick Solenoid

ERIC Educational Resources Information Center

Hart, Francis Xavier

2018-01-01

We commonly ask students to compare the results of their experimental measurements with the predictions of a simple physical model that is well understood. However, in practice, physicists must compare their experimental measurements with the predictions of several models, none of which may work well over the entire range of measurements. The…

Measuring Graph Comprehension, Critique, and Construction in Science

ERIC Educational Resources Information Center

Lai, Kevin; Cabrera, Julio; Vitale, Jonathan M.; Madhok, Jacquie; Tinker, Robert; Linn, Marcia C.

2016-01-01

Interpreting and creating graphs plays a critical role in scientific practice. The K-12 Next Generation Science Standards call for students to use graphs for scientific modeling, reasoning, and communication. To measure progress on this dimension, we need valid and reliable measures of graph understanding in science. In this research, we designed…

The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement

ERIC Educational Resources Information Center

Peretin, Janeen

2014-01-01

This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use…

A Historical Study to Understand Students' Current Difficulties about RMS Values

ERIC Educational Resources Information Center

Khantine-Langlois, Françoise; Munier, Valérie

2016-01-01

Several studies show that students experience more and more difficulties managing the measurements of electrical values in alternating current and that they have trouble making links between theory and practice. They find it difficult to give meaning to root mean square (RMS; or effective) values, which are not understood as average values and are…

An Undergraduate Experiment for the Measurement of Perfluorinated Surfactants in Fish Liver by Liquid Chromatography-Tandem Mass Spectrometry

ERIC Educational Resources Information Center

Stock, Naomi L.; Martin, Jonathan W.; Ye, Yun; Mabury, Scott A.

2007-01-01

A laboratory experiment that provides students a hands-on introduction to the specific techniques of liquid chromatography-tandem mass spectrometry (LC-MS/MS) and electrospray ionization is presented. The students can thus practice the analytical principles of sample extraction, detection, quantification, and quality control using a fresh fish…

Effect of Computer-Aided Instruction on Attitude and Achievement of Fifth Grade Math Students

ERIC Educational Resources Information Center

Shoemaker, Traci L.

2013-01-01

The purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child's Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students'…

Investigating the Effects of Professional Practice Program on Teacher Education Students' Ability to Articulate Educational Philosophy

ERIC Educational Resources Information Center

Weshah, Hani A.

2013-01-01

The purpose of this study was to investigate the changes in pre-service student teachers' ability to articulate a philosophy education during the field experience. Educational philosophy change for the participants (77) was measured by using Jersin's scale. Evaluations of scores involved comparison of pre and post the training program. Descriptive…

Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03

ERIC Educational Resources Information Center

Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

2016-01-01

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

Student Growth Percentiles Based on MIRT: Implications of Calibrated Projection. CRESST Report 842

ERIC Educational Resources Information Center

Monroe, Scott; Cai, Li; Choi, Kilchan

2014-01-01

This research concerns a new proposal for calculating student growth percentiles (SGP, Betebenner, 2009). In Betebenner (2009), quantile regression (QR) is used to estimate the SGPs. However, measurement error in the score estimates, which always exists in practice, leads to bias in the QR-­based estimates (Shang, 2012). One way to address this…

Assessing MBA Student Teamwork under the AACSB Assurance of Learning Standards

ERIC Educational Resources Information Center

Procino, Matthew C.

2012-01-01

Since the 2003 release of the AACSB's Assurance of Learning standards, outcomes assessment has been a required practice for business schools wishing to receive their endorsement. While most accredited institutions had been dabbling with the measurement of student learning, the new standards raised the bar considerably. It is now necessary to…

The Application of a Model of Turnover in Work Organizations to the Student Attrition Process. Air Forum 1981 Paper.

ERIC Educational Resources Information Center

Bean, John P.

A theoretical model of turnover in work organizations was applied to the college student dropout process at a major midwestern land grant university. The 854 freshmen women subjects completed a questionnaire that included measures for 14 independent variables: grades, practical value, development, routinization, instrumental communication,…

Utah Guidance and Toolkit for Student Learning Objectives: Instructions and Materials. Utah SLOs. Updated

ERIC Educational Resources Information Center

Utah State Office of Education, 2014

2014-01-01

This document is intended to help teachers understand and create Student Learning Objectives (SLOs). This resource is a practical guide intended to provide clarity to a complex but worthwhile task. This resource may also be used by administrators for professional learning. As Utah moves toward providing a "Model for Measuring Educator…

Assessing the Cognitive Functioning of Students with Intellectual Disabilities: Practices and Perceptions of School Psychologists

ERIC Educational Resources Information Center

Costner, Ashley Nicole

2016-01-01

School psychologists are faced with the task of conducting evaluations of students in order to determine special education eligibility. This often equates to administering a cognitive assessment measure to obtain information about skills or abilities. Although this may be a straightforward task when working with children of average or higher…

Developing an Integrative Play Therapy Group Model for Middle School Male Students to Address Bullying Behaviors

ERIC Educational Resources Information Center

Jordan, Jakarla

2016-01-01

This research examines the systematic process of developing an integrative play therapy group model for middle school male students, ages 11-15 who participate in bullying behaviors. Play therapy approaches and evidence-based practices are documented as effective measures for addressing bullying behaviors with children and adolescents. This group…

Matching Readers to Instructional Materials: The Use of Classic Readability Measures for Students with Language Learning Disabilities and Dyslexia.

ERIC Educational Resources Information Center

Kotula, Andrea Winokur

2003-01-01

The matching of students with language learning disabilities and dyslexia to appropriate reading materials is discussed, and formal and informal methods are presented for determining reading levels for accuracy, fluency, and comprehension instruction and practice. The Spache Readability Formula, the New Dale-Challe Readability Formula, and…

A Multivariate Analysis of Personality, Values and Expectations as Correlates of Career Aspirations of Final Year Medical Students

ERIC Educational Resources Information Center

Rogers, Mary E.; Searle, Judy; Creed, Peter A.; Ng, Shu-Kay

2010-01-01

This study reports on the career intentions of 179 final year medical students who completed an online survey that included measures of personality, values, professional and lifestyle expectations, and well-being. Logistic regression analyses identified the determinants of preferred medical specialty, practice location and hours of work.…

Assessing MSW Students' Integrated Behavioral Health Skills Using an Objective Structured Clinical Examination

ERIC Educational Resources Information Center

Sampson, McClain; Parrish, Danielle E.; Washburn, Micki

2018-01-01

Within the last decade, there has been a significant shift in the field of social work toward competency-based education. This article details the use of the Objective Structured Clinical Examination (OSCE) Adapted for Social Work Performance Rating Scale. We used the measure to evaluate specific practice competencies among students (n = 33)…

A Cross-Cultural Investigation of Leadership in the United States and Mexico.

ERIC Educational Resources Information Center

Slater, Charles L.; Boone, Mike; Price, Larry; Martinez, Dyanna; Alvarez, Isaias; Topete, Carlos; Olea, Elia

This study reports the administration of the Leadership Practices Inventory (LPI) (J. Kouzes and B. Posner, 1995) to 28 graduate students in educational administration at a university in the Southwest of the United States and 28 students at a university in Mexico. The limitations of this quantitative measure are examined, and comparisons of…

From Research to Practice: Basic Mathematics Skills and Success in Introductory Statistics

ERIC Educational Resources Information Center

Lunsford, M. Leigh; Poplin, Phillip

2011-01-01

Based on previous research of Johnson and Kuennen (2006), we conducted a study to determine factors that would possibly predict student success in an introductory statistics course. Our results were similar to Johnson and Kuennen in that we found students' basic mathematical skills, as measured on a test created by Johnson and Kuennen, were a…

Exploration on the matching between Optical Comprehensive Design Experiment and Washington Accord

NASA Astrophysics Data System (ADS)

Cao, Yiping; Chen, Wenjing; Zhang, Qican; Liu, Yuankun; Li, Dahai; Zhou, Xinzhi; Wei, Jun

2017-08-01

Common problems faced in optical comprehensive design experiment and going against the Washington Accord are pointed out. For resolving these problems, an instructional and innovative teaching scheme for Optics Comprehensive Design Experiment is proposed. We would like to understand the student that can improve the hands-on practical ability, theory knowledge understanding ability, complex problem solving ability, engineering application ability, cooperative ability after tracking and researching the student who have attended the class about Optical Comprehensive Design Experiment, We found that there are some problems on the course such as the experiment content vague, the student beginning less time, phase separation theory and engineering application, the experiment content lack of selectivity and so on. So we have made some improvements reference to the Washington Accord for the class teaching plan about Optical Comprehensive Design Experiment. This class must relevant to the engineering basic courses, professional foundation course and the major courses, so far as to the future study and work that which can play a role in inheriting and continuity to the students. The Optical Comprehensive Design Experiment teaching program requires students learning this course to have learnt basic courses like analog electronics technique, digital electronic technique, applied optics and computer and other related courses which students are required to comprehensively utilize. This teaching scheme contains six practical complex engineering problems which are respectively optical system design, light energy meter design, illuminometer design, material refractive index measuring system design, light intensity measuring system design and open design. Establishing the optional experiment and open experiment can provide students with a greater choice and enhance the students' creativity, vivid teaching experimental teachers and enriching contents of experiment can make the experiment more interesting, providing students with more opportunities to conduct experiment and improving students' practical ability with long learning time, putting emphasis on student's understanding of complex engineering problems and the cognitive of the process to solve complex engineering problems with actual engineering problems. Applying the scheme in other courses and improving accordingly will be able to ensure the quality of engineering education. Look forward to offering useful reference for the curriculum system construction in colleges and universities.

Utilization of mathematics amongst healthcare students towards problem solving during their occupational safety health internship

NASA Astrophysics Data System (ADS)

Umasenan a/l Thanikasalam

2017-05-01

Occupational safety health is a multidisciplinary discipline concentrating on the safety, health and welfare of workers in the working place. Healthcare Students undergoing Occupational Safety Health internships are required to apply mathematical in areas such as safety legislation, safety behavior, ergonomics, chemical safety, OSH practices, industrial hygiene, risk management and safety health practices as problem solving. The aim of this paper is to investigate the level of mathematics and logic utilization from these students during their internship looking at areas of Hazard identification, Determining the population exposed to the hazard, Assessing the risk of the exposure to the hazards and Taking preventive and control. A total of 142 returning healthcare students from their Occupational Safety Health, internship were given a questionnaire to measure their perceptions towards mathematical and logic utilization. The overall results indicated a strong positive skewed result towards the use of Mathematics during their internship. The findings showed that mathematics were well delivered by the students during their internship. Mathematics could not be separated from OSH practice as a needed precision in quantifying safety, health an d welfare of workers in addition to empiricism.

Hand Hygiene: Knowledge and Attitudes of Fourth-Year Clerkship Medical Students at Alfaisal University, College of Medicine, Riyadh, Saudi Arabia.

PubMed

Hamadah, Reem; Kharraz, Razan; Alshanqity, Airabab; AlFawaz, Danah; Eshaq, Abdulaziz M; Abu-Zaid, Ahmed

2015-08-24

Little is known about the clerkship (clinical) medical students' knowledge of hand hygiene as the single most important precautionary measure to reduce nosocomial healthcare-associated infections. The aim of this study is to explore the knowledge of, and attitudes towards, hand hygiene practices among fourth-year clerkship medical students at Alfaisal University, College of Medicine, Riyadh, Saudi Arabia. A cross-sectional, paper-based, Yes/No formatted questionnaire was administered to explore the students' knowledge of, and attitudes towards, hand hygiene practices. Data were decoded in Microsoft Excel sheet and presented as numbers and percentages. One hundred and eleven students (n=111/147) participated in the questionnaire (response rate: 76%). Although the majority of students had a fair knowledge of hand hygiene practices, a number of them had some misconceptions. Only 14% of students correctly agreed to the statement: "Traditional hand washing (water, plus regular soap) decreases the number of germs." Furthermore, only 32% of students correctly answered that "hand washing with a regular soap, instead of an antiseptic soap, is better in limiting the transmission of clostridium difficile infections". Almost all students (93%) agreed to the importance of hand hygiene education in medical curricula and its awareness in healthcare centers. Despite the importance of hand hygiene, only 13% of students reviewed the respective WHO and CDC guidelines before starting their clinical training in the teaching hospital. The students' inadequate knowledge about hand hygiene needs to be enriched by well-structured curricular and extra-curricular programs as well as more positive attitudes by healthcare workers.

The Assessment of Physiotherapy Practice (APP) is a valid measure of professional competence of physiotherapy students: a cross-sectional study with Rasch analysis.

PubMed

Dalton, Megan; Davidson, Megan; Keating, Jenny

2011-01-01

Is the Assessment of Physiotherapy Practice (APP) a valid instrument for the assessment of entry-level competence in physiotherapy students? Cross-sectional study with Rasch analysis of initial (n=326) and validation samples (n=318). Students were assessed on completion of 4, 5, or 6-week clinical placements across one university semester. 298 clinical educators and 456 physiotherapy students at nine universities in Australia and New Zealand provided 644 completed APP instruments. APP data in both samples showed overall fit to a Rasch model of expected item functioning for interval scale measurement. Item 6 (Written communication) exhibited misfit in both samples, but was retained as an important element of competence. The hierarchy of item difficulty was the same in both samples with items related to professional behaviour and communication the easiest to achieve and items related to clinical reasoning the most difficult. Item difficulty was well targeted to person ability. No Differential Item Functioning was identified, indicating that the scale performed in a comparable way regardless of the student's age, gender or amount of prior clinical experience, and the educator's age, gender, or experience as an educator, or the type of facility, university, or clinical area. The instrument demonstrated unidimensionality confirming the appropriateness of summing the scale scores on each item to provide an overall score of clinical competence and was able to discriminate four levels of professional competence (Person Separation Index=0.96). Person ability and raw APP scores had a linear relationship (r(2)=0.99). Rasch analysis supports the interpretation that a student's APP score is an indication of their underlying level of professional competence in workplace practice. Copyright © 2011 Australian Physiotherapy Association. Published by .. All rights reserved.

Introducing quality improvement to pre-qualification nursing students: evaluation of an experiential programme.

PubMed

Kyrkjebø, J M; Hanssen, T A; Haugland, B Ø

2001-12-01

To evaluate a programme introducing quality improvement (QI) in nursing education. Betanien College of Nursing and clinical practices at hospitals in Bergen. 52 nursing students from a second year class working in 16 groups undertaking hospital based practical studies. Second year nursing students were assigned to follow a patient during a day's work and to record the processes of care from the patient's perspective. Data collected included waiting times, patient information, people in contact with the patient, investigations, and procedures performed. Students also identified aspects of practice that could be improved. They then attended a 2 day theoretical introductory course in QI and each group produced flow charts, cause/effect diagrams, and outlines of quality goals using structure, process, and results criteria to describe potential improvements. Each group produced a report of their findings. Main measures-A two-part questionnaire completed by the students before and after the intervention was used to assess the development of their understanding of QI. Evidence that students could apply a range of QI tools and techniques in the specific setting of a hospital ward was assessed from the final reports of their clinical attachments. The students had a significantly better knowledge of QI after the introductory course and group work than before it, and most students indicated that they considered the topic highly relevant for their later career. They reported that it was quite useful to observe one patient throughout one shift and, to some extent, they learned something new. Students found the introductory course and working in groups useful, and most thought the programme should be included in the curriculum for other nursing students. They considered it important for nurses in general to have knowledge about QI, indicating a high perceived relevance of the course. All 16 groups delivered reports of their group work which were approved by the tutors. Through the reports, all the groups demonstrated knowledge and ability to apply tools and techniques in their practical studies in a hospital setting. The introduction of a short experience-based programme into the practical studies of second year nursing students enabled them to learn about the concepts, tools, and techniques of continuous QI in a way that should provide them with the skills to undertake it as part of routine practice.

The Impact of a Brief Embedded Mindfulness-Based Program for Veterinary Students.

PubMed

Correia, Helen M; Smith, Anita D; Murray, Susan; Polak, Lynlea S; Williams, Bronwyn; Cake, Martin A

Veterinary medical students, like other university students, are likely to experience elevated levels of stress, anxiety, and depression over the course of their studies. Mindfulness-based interventions have previously been effective for university students in reducing stress, depression, and anxiety. In this study, a mindfulness-based intervention was embedded in a core (compulsory) unit of a veterinary science course, in part with the aim of improving student well-being. Preliminary results suggest that, despite the mindfulness intervention, overall symptoms of stress, depression, and anxiety among participants (n=64) increased between the start and end of the semester. However, further analysis showed that most of this longitudinal increase was attributable to individuals who scored above the normal range (i.e., at least mild level of symptoms) in one or more measures at the beginning of the semester. Within this subset, individuals who regularly engaged in mindfulness practice once a week or more throughout the semester reported significantly lower depression and anxiety symptoms than those who practiced less than once a week (i.e., who had long periods without practice). Results suggest that engaging regularly in mindfulness practice potentially acted as a protective factor for students already experiencing at least a mild range of symptoms of anxiety and depression at the beginning of the semester. While not all veterinary students may derive significant benefit immediately, providing access to an embedded mindfulness program early in their program may facilitate the development of adaptive coping mechanisms, which may be engaged to increase resilience across their academic and professional life.

Single measure and gated screening approaches for identifying students at-risk for academic problems: Implications for sensitivity and specificity.

PubMed

Van Norman, Ethan R; Nelson, Peter M; Klingbeil, David A

2017-09-01

Educators need recommendations to improve screening practices without limiting students' instructional opportunities. Repurposing previous years' state test scores has shown promise in identifying at-risk students within multitiered systems of support. However, researchers have not directly compared the diagnostic accuracy of previous years' state test scores with data collected during fall screening periods to identify at-risk students. In addition, the benefit of using previous state test scores in conjunction with data from a separate measure to identify at-risk students has not been explored. The diagnostic accuracy of 3 types of screening approaches were tested to predict proficiency on end-of-year high-stakes assessments: state test data obtained during the previous year, data from a different measure administered in the fall, and both measures combined (i.e., a gated model). Extant reading and math data (N = 2,996) from 10 schools in the Midwest were analyzed. When used alone, both measures yielded similar sensitivity and specificity values. The gated model yielded superior specificity values compared with using either measure alone, at the expense of sensitivity. Implications, limitations, and ideas for future research are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Learning Bridge: Curricular Integration of Didactic and Experiential Education

PubMed Central

Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

Enriching the Research Experiences for Undergraduates in Geoscience Through Student Feedback

NASA Astrophysics Data System (ADS)

Sears, R. F.; Bank, C. G.

2014-12-01

Research Experiences for Undergraduates (REU) allow students to work alongside professionals while they conduct scientific research and offer excellent opportunities to expose students to the practical components of their university education. Indeed, anecdotal evidence shows that a well-planned REU builds teamwork skills, provides a deeper understanding of the science learned in the classroom, and allows students to experience the various stages of science and thus consider wider career options. However, such evidence is difficult to measure. In this presentation we will present preliminary results from a survey of 2nd and 3rd year students who have been engaged in separate interdisciplinary projects (a geophysical survey in South Africa to assist archaeologists, and a forensic study in collaboration with the provincial police). Our before and after surveys address criteria such as students' understanding of scientific methodology, familiarity with the topic and tools for the research, expectations of the study and of themselves, and logistics of doing science. It is our hope that the student voices we present will help REU program coordinators to address limitations and establish best practices to provide the richest possible learning experience.

Toxoplasmosis-Related Knowledge and Preventive Practices among Undergraduate Female Students in Jordan.

PubMed

Al-Sheyab, Nihaya A; Obaidat, Mohammad M; Bani Salman, Alaa E; Lafi, Shawkat Q

2015-06-01

Foodborne toxoplasmosis is a leading cause of foodborne deaths and hospitalization worldwide. The level of exposure to Toxoplasma gondii is influenced by culture and eating habits. There is a scarcity of data about women's knowledge and perception of this disease. The aim of this study was to determine toxoplasmosis knowledge and preventive practices of young childbearing age women in Jordan. A descriptive cross-sectional study recruited a random sample of 1,390 undergraduate university female students and was stratified based on place of residency. About half of students (51.1%) reported having "ever" heard or read about toxoplasmosis, and almost all students (98.6%) had never been tested for toxoplasmosis. Overall, there was a lack of awareness about toxoplasmosis, its risk factors, symptoms, and timing of infection, and preventive practices. High percentages of females reported a high level of hygienic practices related to hand washing after gardening, changing cat litter, and handling raw meat. However, 16.7% of students reported eating raw meat, 26.5% usually eat traditional herbs, and 17.2% drink untreated spring water. This study establishes a baseline for the awareness levels about toxoplasmosis among young women in Jordan. These findings highlight the urgent need for toxoplasmosis awareness and preventive education for childbearing females. An effective education and outreach program should cover important topics concerning risk factors, high-risk foods, and preventive measures against toxoplasmosis.

A critical appraisal of holistic teaching and its effects on dental student learning at University of Bergen, Norway.

PubMed

Berge, Morten E; Berg, Einar; Ingebrigtsen, Jana

2013-05-01

The curriculum of the dental faculty at the University of Bergen, Norway, was revised and a new curriculum implemented in 1998 based on the principles of holistic teaching and patient-centered treatment. The first candidates graduated in 2003. The change of curricula, experience gained, and lack of an evidence base for holistic teaching justify a general discussion of all relevant aspects associated with this approach. The purpose of this article was to make a contribution towards such a discussion. A PubMed search regarding holistic teaching in dentistry was performed. Of the 211 entries on holistic teaching, few discussed holism in depth; none reported outcome measures comparing old and new curricula. Data collected from students graduating in 2003 (new curriculum) and 2000 (old curriculum) on their satisfaction with the teaching comprise a possible outcome measure. In most respects, using prosthodontics as an example, no differences between the two groups of students were found. Students studying under the new holistic curriculum were less satisfied than those studying under the old one regarding the number of available teachers and teachers' feedback on student performance. Both holistic teaching/patient-centered treatment and a more traditional subject-specific approach have advantages and disadvantages, and neither can be practiced in its pure form for ethical and practical reasons. The quantitative results of this study did not support the hypothesis that holism improved students' satisfaction with the teaching. A wide discussion of holism in dental education is needed, along with outcome measures when curricula are changed.

Analysis of ehealth search perspectives among female college students in the health professions using Q methodology.

PubMed

Stellefson, Michael; Hanik, Bruce; Chaney, J Don; Tennant, Bethany

2012-04-27

The current "Millennial Generation" of college students majoring in the health professions has unprecedented access to the Internet. Although some research has been initiated among medical professionals to investigate the cognitive basis for health information searches on the Internet, little is known about Internet search practices among health and medical professional students. To systematically identify health professional college student perspectives of personal eHealth search practices. Q methodology was used to examine subjective perspectives regarding personal eHealth search practices among allied health students majoring in a health education degree program. Thirteen (n = 13) undergraduate students were interviewed about their attitudes and experiences conducting eHealth searches. From the interviews, 36 statements were used in a structured ranking task to identify clusters and determine which specific perceptions of eHealth search practices discriminated students into different groups. Scores on an objective measure of eHealth literacy were used to help categorize participant perspectives. Q-technique factor analysis of the rankings identified 3 clusters of respondents with differing views on eHealth searches that generally coincided with participants' objective eHealth literacy scores. The proficient resourceful students (pattern/structure coefficient range 0.56-0.80) described themselves as using multiple resources to obtain eHealth information, as opposed to simply relying on Internet search engines. The intermediate reluctant students (pattern/structure coefficient range 0.75-0.90) reported engaging only Internet search engines to locate eHealth information, citing undeveloped evaluation skills when considering sources of information located on the Internet. Both groups of advanced students reported not knowing how to use Boolean operators to conduct Internet health searches. The basic hubristic students (pattern/structure coefficient range 0.54-0.76) described themselves as independent procrastinators when searching for eHealth information. Interestingly, basic hubristic students represented the only cluster of participants to describe themselves as (1) having received instruction on using the Internet to conduct eHealth searches, and (2) possessing relative confidence when completing a search task. Subjective perspectives of eHealth search practices differed among students possessing different levels of eHealth literacy. These multiple perspectives present both challenges and opportunities for empowering college students in the health professions to use the Internet to obtain and appraise evidence-based health information using the Internet.

Analysis of eHealth Search Perspectives Among Female College Students in the Health Professions Using Q Methodology

PubMed Central

Hanik, Bruce; Chaney, J. Don; Tennant, Bethany

2012-01-01

Background The current “Millennial Generation” of college students majoring in the health professions has unprecedented access to the Internet. Although some research has been initiated among medical professionals to investigate the cognitive basis for health information searches on the Internet, little is known about Internet search practices among health and medical professional students. Objective To systematically identify health professional college student perspectives of personal eHealth search practices. Methods Q methodology was used to examine subjective perspectives regarding personal eHealth search practices among allied health students majoring in a health education degree program. Thirteen (n = 13) undergraduate students were interviewed about their attitudes and experiences conducting eHealth searches. From the interviews, 36 statements were used in a structured ranking task to identify clusters and determine which specific perceptions of eHealth search practices discriminated students into different groups. Scores on an objective measure of eHealth literacy were used to help categorize participant perspectives. Results Q-technique factor analysis of the rankings identified 3 clusters of respondents with differing views on eHealth searches that generally coincided with participants’ objective eHealth literacy scores. The proficient resourceful students (pattern/structure coefficient range 0.56-0.80) described themselves as using multiple resources to obtain eHealth information, as opposed to simply relying on Internet search engines. The intermediate reluctant students (pattern/structure coefficient range 0.75-0.90) reported engaging only Internet search engines to locate eHealth information, citing undeveloped evaluation skills when considering sources of information located on the Internet. Both groups of advanced students reported not knowing how to use Boolean operators to conduct Internet health searches. The basic hubristic students (pattern/structure coefficient range 0.54-0.76) described themselves as independent procrastinators when searching for eHealth information. Interestingly, basic hubristic students represented the only cluster of participants to describe themselves as (1) having received instruction on using the Internet to conduct eHealth searches, and (2) possessing relative confidence when completing a search task. Conclusions Subjective perspectives of eHealth search practices differed among students possessing different levels of eHealth literacy. These multiple perspectives present both challenges and opportunities for empowering college students in the health professions to use the Internet to obtain and appraise evidence-based health information using the Internet. PMID:22543437

Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices

NASA Astrophysics Data System (ADS)

Schlobohm, Trisha Leigh

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of this study were intended to inform outdoor education program development, add to the existing body of research, and inform future research projects.

Monitoring how changes in pedagogical practices have improved student interest and performance for an introductory biochemistry course.

PubMed

Karamanos, Yannis; Couturier, Catherine; Boutin, Viviane; Mysiorek, Caroline; Matéos, Aurélie; Berger, Sylvie

2018-04-01

This study describes feedback on the effects of changes introduced in our teaching practices for an introductory biochemistry course in the Life Sciences curriculum. Students on this course have diverse educational qualifications and are taught in large learning groups, creating challenges for the management of individual learning. We used the constructive alignment principle, refining the learning contract and re-drafting the teaching program to introduce active learning and an organization of activities that promotes the participation of all the students and helps their understanding. We also created teaching resources available through the university virtual work environment. Our research aimed to measure the effects of those changes on the students' success. Monitoring of the student performance showed a continuous increase in the percentage of students who passed the course, from 2.13% to 33.5% in 4 years. Analysis of student perceptions highlighted that the teaching methodology was greatly appreciated by the students, whose attendance also improved. The recent introduction of clickers-questions constituted a complementary leverage. The active involvement of the students and better results for summative assessments are altogether a strong motivation for teaching staff to continue to make improvements.

Problem solving strategies integrated into nursing process to promote clinical problem solving abilities of RN-BSN students.

PubMed

Wang, Jing-Jy; Lo, Chi-Hui Kao; Ku, Ya-Lie

2004-11-01

A set of problem solving strategies integrated into nursing process in nursing core courses (PSNP) was developed for students enrolled in a post-RN baccalaureate nursing program (RN-BSN) in a university in Taiwan. The purpose of this study, therefore, was to evaluate the effectiveness of PSNP on students' clinical problem solving abilities. The one-group post-test design with repeated measures was used. In total 114 nursing students with 47 full-time students and 67 part-time students participated in this study. The nursing core courses were undertaken separately in three semesters. After each semester's learning, students would start their clinical practice, and were asked to submit three written nursing process recordings during each clinic. Assignments from the three practices were named post-test I, II, and III sequentially, and provided the data for this study. The overall score of problem solving indicated that score on the post-test III was significantly better than that on post-test I and II, meaning both full-time and part-time students' clinical problem solving abilities improved at the last semester. In conclusion, problem-solving strategies integrated into nursing process designed for future RN-BSN students are recommendable.

Impact of pedagogical method on Brazilian dental students' waste management practice.

PubMed

Victorelli, Gabriela; Flório, Flávia Martão; Ramacciato, Juliana Cama; Motta, Rogério Heládio Lopes; de Souza Fonseca Silva, Almenara

2014-11-01

The purpose of this study was to conduct a qualitative analysis of waste management practices among a group of Brazilian dental students (n=64) before and after implementing two different pedagogical methods: 1) the students attended a two-hour lecture based on World Health Organization standards; and 2) the students applied the lessons learned in an organized group setting aimed toward raising their awareness about socioenvironmental issues related to waste. All eligible students participated, and the students' learning was evaluated through their answers to a series of essay questions, which were quantitatively measured. Afterwards, the impact of the pedagogical approaches was compared by means of qualitative categorization of wastes generated in clinical activities. Waste categorization was performed for a period of eight consecutive days, both before and thirty days after the pedagogical strategies. In the written evaluation, 80 to 90 percent of the students' answers were correct. The qualitative assessment revealed a high frequency of incorrect waste disposal with a significant increase of incorrect disposal inside general and infectious waste containers (p<0.05). Although the students' theoretical learning improved, it was not enough to change behaviors established by cultural values or to encourage the students to adequately segregate and package waste material.

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

PubMed

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

2011-08-01

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

Physical Activity Participation and Constraints Among Athletic Training Students

PubMed Central

Stanek, Justin; Rogers, Katherine; Anderson, Jordan

2015-01-01

Context: Researchers have examined the physical activity (PA) habits of certified athletic trainers; however, none have looked specifically at athletic training students. Objective: To assess PA participation and constraints to participation among athletic training students. Design: Cross-sectional study. Setting: Entry-level athletic training education programs (undergraduate and graduate) across the United States. Patients or Other Participants: Participants were 1125 entry-level athletic training students. Main Outcome Measure(s): Self-reported PA participation, including a calculated PA index based on a typical week. Leisure constraints and demographic data were also collected. Results: Only 22.8% (252/1105) of athletic training students were meeting the American College of Sports Medicine recommendations for PA through moderate-intensity cardiorespiratory exercise. Although 52.3% (580/1105) were meeting the recommendations through vigorous-intensity cardiorespiratory exercise, 60.5% (681/1125) were meeting the recommendations based on the combined total of moderate or vigorous cardiorespiratory exercise. In addition, 57.2% (643/1125) of respondents met the recommendations for resistance exercise. Exercise habits of athletic training students appear to be better than the national average and similar to those of practicing athletic trainers. Students reported structural constraints such as lack of time due to work or studies as the most significant barrier to exercise participation. Conclusions: Athletic training students experienced similar constraints to PA participation as practicing athletic trainers, and these constraints appeared to influence their exercise participation during their entry-level education. Athletic training students may benefit from a greater emphasis on work-life balance during their entry-level education to promote better health and fitness habits. PMID:25689560

Hepatitis B and C: Seroprevalence, knowledge, practice and associated factors among medicine and health science students in Northeast Ethiopia.

PubMed

Demsiss, Wondmagegn; Seid, Abdurahaman; Fiseha, Temesgen

2018-01-01

Health care professionals, especially medical students, are at greater risk of contracting hepatitis B and C virus infections due to their occupational exposure to percutaneous injuries and other body fluids. The aim of this study was to determine the seroprevalence of hepatitis B and C virus infections among medicine and health science students in Northeast Ethiopia and to assess their knowledge and practice towards the occupational risk of viral hepatitis. A cross-sectional study was conducted among a total of 408 medicine and health science students during the period from March to September 2017. A pre-coded self-administered questionnaire was used to collect data on students' socio- demographic characteristics, knowledge and practice of hepatitis B and C infections. Blood samples were collected and screened for hepatitis B surface antigen (HBsAg) and anti-HCV antibodies. SPSS version 20 statistical software was used for data analysis. The seroprevalence of HBV infection was 4.2% (95% CI 2.5 to 6.1%) and 0.7% (95% CI 0.0 to 1.7%) for HCV. Older age (AOR = 15.72, 95% CI 1.57-157.3) and exposure to needlestick injury (AOR = 3.43, 95% CI 1.10-10.73) were associated with a higher risk of HBV infection. Majority of the students (80.1%) had an adequate knowledge about hepatitis B and C infection, mode of transmission and preventive measures. Only 50.0% of students had safe practice towards occupational risk of viral hepatitis infection. Almost half (49.8%) of students experienced a needlestick injury; of which, 53.2% reported the incidence, and only 39.4% had screening test result for viral hepatitis. A high seroprevalence but poor practice of hepatitis B and C virus infection was found in the study area despite their good knowledge towards occupational risk of viral hepatitis infection.

Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality.

PubMed

Hofer, Ryan Engebretson; Nikolaus, O Brant; Pawlina, Wojciech

2011-01-01

Checklists have been widely used in the aviation industry ever since aircraft operations became more complex than any single pilot could reasonably remember. More recently, checklists have found their way into medicine, where cognitive function can be compromised by stress and fatigue. The use of checklists in medical education has rarely been reported, especially in the basic sciences. We explored whether the use of a checklist in the gross anatomy laboratory would improve learning outcomes, dissection quality, and students' satisfaction in the first-year Human Structure didactic block at Mayo Medical School. During the second half of a seven-week anatomy course, dissection teams were each day given a hardcopy checklist of the structures to be identified during that day's dissection. The first half of the course was considered the control, as students did not receive any checklists to utilize during dissection. The measured outcomes were scored on four practice practical examinations and four dissection quality assessments, two each from the first half (control) and second half of the course. A student satisfaction survey was distributed at the end of the course. Examination and dissection scores were analyzed for correlations between practice practical examination score and checklist use. Our data suggest that a daily hardcopy list of anatomical structures for active use in the gross anatomy laboratory increases practice practical examination scores and dissection quality. Students recommend the use of these checklists in future anatomy courses. Copyright © 2011 American Association of Anatomists.

The Case of the Soft-Shelled Egg.

ERIC Educational Resources Information Center

Cocanour, Barbara; Bruce, Alease S.

1986-01-01

Offers suggestions for activities that demonstrate the principles of osmosis. Explains how decalcified chicken eggs can be used to give students practice with measurement, experimental procedures, and science principles. (ML)

Extended professional development for systemic curriculum reform

NASA Astrophysics Data System (ADS)

Kubitskey, Mary Elizabeth

Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model suggests a PD design model for long-term systemic change, incorporating teacher practice and student response, providing guidance for teachers making adaptations that maintain reform. This dissertation responds to the call for empirical research linking PD to learning outcomes. These models are unique because practice becomes a continuum of PD, rather than outcome and stresses the importance of addressing teachers' beliefs. This PD design provides mechanisms for maintaining equivalence between the written and enacted curriculum, sustaining the integrity of the reform.

The promise of educational neuroscience: Comment on Bowers (2016).

PubMed

Gabrieli, John D E

2016-10-01

Bowers (2016) argues that there are practical and principled problems with how educational neuroscience may contribute to education, including lack of direct influences on teaching in the classroom. Some of the arguments made are convincing, including the critique of unsubstantiated claims about the impact of educational neuroscience and the reminder that the primary outcomes of education are behavioral, such as skill in reading or mathematics. Bowers' analysis falls short in 3 major respects. First, educational neuroscience is a basic science that has made unique contributions to basic education research; it is not part of applied classroom instruction. Second, educational neuroscience contributes to ideas about education practices and policies beyond classroom curriculum that are important for helping vulnerable students. Third, educational neuroscience studies using neuroimaging have not only revealed for the first time the brain basis of neurodevelopmental differences that have profound influences on educational outcomes, but have also identified individual brain differences that predict which students learn more or learn less from various curricula. In several cases, the brain measures significantly improved or vastly outperformed conventional behavioral measures in predicting what works for individual children. These findings indicate that educational neuroscience, at a minimum, has provided novel insights into the possibilities of individualized education for students, rather than the current practice of learning through failure that a curriculum did not support a student. In the best approach to improving education, educational neuroscience ought to contribute to basic research addressing the needs of students and teachers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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

PubMed

Ford, Yvonne

2015-09-01

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

Attitudes of undergraduate medical students of Addis Ababa University towards medical practice and migration, Ethiopia

PubMed Central

2012-01-01

Background The health care system of Ethiopia is facing a serious shortage of health workforce. While a number of strategies have been developed to improve the training and retention of medical doctors in the country, understanding the perceptions and attitudes of medical students towards their training, future practice and intent to migrate can contribute in addressing the problem. This study was carried out to assess the attitudes of Ethiopian medical students towards their training and future practice of medicine, and to identify factors associated with the intent to practice in rural or urban settings, or to migrate abroad. Methods A cross-sectional study was conducted in June 2009 among 600 medical students (Year I to Internship program) of the Faculty of Medicine at Addis Ababa University in Ethiopia. A pre-tested self-administered structured questionnaire was used for data collection. Descriptive statistics were used for data summarization and presentation. Degree of association was measured by Chi Square test, with significance level set at p < 0.05. Bivariate and multivariate logistic regression analyses were used to assess associations. Results Only 20% of the students felt ‘excellent’ about studying medicine; followed by ‘very good’ (19%), ‘good’ (30%), ‘fair’ (21%) and ‘bad’ (11%). About 35% of respondents responded they felt the standard of medical education was below their expectation. Only 30% of the students said they would like to initially practice medicine in rural settings in Ethiopia. However, students with rural backgrounds were more likely than those with urban backgrounds to say they intended to practice medicine in rural areas (adjusted OR = 2.50, 95% CI = 1.18-5.26). Similarly, students in clinical training program preferred to practice medicine in rural areas compared to pre-clinical students (adjusted OR = 1.83, 95% CI = 1.12-2.99). About 53% of the students (57% males vs. 46% females, p = 0.017) indicated aspiration to emigrate following graduation, particularly to the United States of America (42%) or European countries (15%). The attitude towards emigration was higher among Year IV (63%) and Internship (71%) students compared to Year I to Year III students (45-54%). Male students were more likely to say they would emigrate than females (adjusted OR = 1.57, 95% CI = 1.10-2.29). Likewise, students with clinical training were more likely to want to emigrate than pre-clinical students, although the difference was marginally significant (adjusted OR = 1.58, 95% CI = 1.00-2.49). Conclusions The attitudes of the majority of Ethiopian medical students in the capital city towards practicing medicine in rural areas were found to be poor, and the intent to migrate after completing medical training was found to be very high among the study participants, creating a huge potential for brain drain. This necessitates the importance of improving the quality of education and career choice satisfaction, creating conducive training and working conditions including retention efforts for medical graduates to serve their nation. It follows that recruiting altruistic and rural background students into medical schools is likely to produce graduates who are more likely to practice medicine in rural settings. PMID:22867022

Measuring the General Education Outcomes: Practical Strategies.

ERIC Educational Resources Information Center

Peterson, Anne; And Others

Prepared in an effort to more clearly define and measure general education outcomes at Columbus State Community College, in Ohio, this handbook describes outcomes and associated student behaviors and provides suggestions for assessing the outcomes. Following introductory materials, a list is provided of the college's six general education…

Measuring and reducing college students' procrastination.

PubMed

Perrin, Christopher J; Miller, Neal; Haberlin, Alayna T; Ivy, Jonathan W; Meindl, James N; Neef, Nancy A

2011-01-01

We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions.

Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment

ERIC Educational Resources Information Center

Saito, Hirotaka; Ando, Akinobu; Itagaki, Shota; Kawada, Taku; Davis, Darold; Nagai, Nobuyuki

2017-01-01

Until now, when practicing facial expression recognition skills in nonverbal communication areas of SST, judgment of facial expression was not quantitative because the subjects of SST were judged by teachers. Therefore, we thought whether SST could be performed using facial expression detection devices that can quantitatively measure facial…

Motivation, Needs Support, and Language Arts Classroom Practices: Creation and Validation of a Measure of Young Adolescents' Perceptions

ERIC Educational Resources Information Center

Pennington, Sarah E.

2017-01-01

Early adolescence is a critical time for examining academic motivation, specifically motivation to read. To support self-determined motivation to read, students' needs for competence, autonomy, and relatedness must be met within the classroom context. Because classroom instructional practices are a key component of adolescents' daily experiences…

Learning a Procedure from Multimedia Instructions: The Effects of Film and Practice.

ERIC Educational Resources Information Center

Baggett, Patricia

In a study that was conducted to measure performance as a function of multimedia instructions, 360 college students in a University of Colorado introductory psychology course were taught to build a model helicopter from an assembly kit. Their instructions consisted of either viewing a narrated film (one or two viewings), or hands-on practice using…

Modeling Speed-Accuracy Tradeoff in Adaptive System for Practicing Estimation

ERIC Educational Resources Information Center

Nižnan, Juraj

2015-01-01

Estimation is useful in situations where an exact answer is not as important as a quick answer that is good enough. A web-based adaptive system for practicing estimates is currently being developed. We propose a simple model for estimating student's latent skill of estimation. This model combines a continuous measure of correctness and response…

Reducing the Gap between Research and Practice in School Psychology

ERIC Educational Resources Information Center

Kehle, Thomas J.; Bray, Melissa A.

2005-01-01

We argue that the existence of the gap is perhaps a result of an overallegiance to the medical model and the lack of measurable criteria regarding the definition of an educated and psychologically healthy student. Further, an additional and equally daunting problem for school psychological practice is that it is influenced by general education…

Quality Assurance: Adapting SERVQUAL to Measure the Perceived Quality of Pre-Service Teachers' Teaching Practice Experience

ERIC Educational Resources Information Center

Oliver, Henry; Koeberg, Jeremy

2013-01-01

This article describes a work in progress study which extends traditional quality assurance mechanisms through the application of the SERVQUAL instrument. It assesses the difference between pre-service teacher expectations and actual experience during a Teaching Practice period. Anecdotal evidence points to students being the recipients of poor…

Good Teaching? An Examination of Culturally Relevant Pedagogy as an Equity Practice

ERIC Educational Resources Information Center

Schmeichel, Mardi

2012-01-01

The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of colour. Within research aimed at promoting equitable practices in…

Teachers' Perceptions of Teacher Supervision and Evaluation: A Reflection of School Improvement Practices in the Age of Reform

ERIC Educational Resources Information Center

Mette, Ian M.; Range, Bret G.; Anderson, Jason; Hvidston, David J.; Nieuwenhuizen, Lisa

2015-01-01

This study examined how principals in eight high-functioning elementary schools provide teacher supervision and evaluation to promote high levels of student achievement. Perceptions of teachers were measured to provide an understanding of which specific principal behaviors translated into better instructional practices within the selected schools.…

The influence of a novel simulated learning environment upon student clinical subjective refraction performance: A pilot study.

PubMed

Woodman-Pieterse, Emily C; De Souza, Neilsen J; Vincent, Stephen J

2016-07-01

Optometry students are taught the process of subjective refraction through lectures and laboratory-based practicals before progressing to supervised clinical practice. Simulated leaning environments (SLEs) form part of an emerging technology used in a range of health disciplines; however, there is limited evidence regarding the effectiveness of clinical simulators as educational tools. Forty optometry students (20 fourth year and 20 fifth year) were assessed twice by a qualified optometrist (two examinations separated by four to eight weeks), while completing a monocular non-cycloplegic subjective refraction on the same patient with an unknown refractive error, simulated using contact lenses. Half of the students were granted access to an online simulated learning environment, The Brien Holden Vision Institute (BHVI) Virtual Refractor, and the remaining students formed a control group. The primary outcome measures at each visit were; accuracy of the clinical refraction compared to a qualified optometrist and relative to the Optometry Council of Australia and New Zealand (OCANZ) subjective refraction examination criteria. Secondary measures of interest included descriptors of student SLE engagement, student self-reported confidence levels and correlations between performance in the simulated and real-world clinical environment. Eighty per cent of students in the intervention group interacted with the simulated learning environment (for an average of 100 minutes); however, there was no correlation between measures of student engagement with the BHVI Virtual Refractor and speed or accuracy of clinical subjective refractions. Fifth year students were typically more confident and refracted more accurately and more quickly than fourth year students. A year group by experimental group interaction (p = 0.03) was observed for accuracy of the spherical component of refraction and post hoc analysis revealed that less experienced students exhibited greater gains in clinical accuracy following exposure to the SLE intervention. Short-term exposure to a SLE can positively influence clinical subjective refraction outcomes for less experienced optometry students and may be of benefit in increasing the skills of novice refractionists to levels appropriate for commencing supervised clinical interactions. © 2016 Optometry Australia.

Student nurses' motivation to choose gerontological nursing as a career in China: a survey study.

PubMed

Cheng, Min; Cheng, Cheng; Tian, Yan; Fan, Xiuzhen

2015-07-01

The world's population is aging, and the need for nurses is increasing. Working with older adults, however, has always been an unpopular career choice among student nurses. It is important to understand student nurses' motivation for choosing gerontological nursing as a career. The purpose of this study was to examine the motivation for choosing gerontological nursing as a career and to identify the associated factors among student nurses. Cross-sectional survey. Participants were last-semester student nurses from 7 universities offering nursing undergraduate programs in Shandong, China. Of the 1290 student nurses, 916 completed the survey (a response rate of 71.0%). The outcome variable was the motivation to choose gerontological nursing as a career. This was measured using a motivation questionnaire that included expectancy and value subscales. Other instruments included the Chinese version of the Facts on Aging Quiz I, the Geriatrics Attitudes Scale, the Anxiety about Aging Scale, a clinical practice environment questionnaire and a self-administered general information questionnaire. Student nurses' expectancy and value aspects of motivation for choosing gerontological nursing as a career were both at a moderate level; the highest value they held was of personal interest. Clinical practice environment, anxiety about aging and the attitudes about geriatrics were the main factors influencing student nurses' motivation to choose gerontological nursing as a career in China. It is imperative for nurse educators to improve the gerontological nursing clinical practice environment for student nurses. Moreover, cultivating student nurses' positive attitudes about geriatrics and relieving anxiety about aging could be beneficial. Copyright © 2015. Published by Elsevier Ltd.

Assessment of the accuracy of pharmacy students' compounded solutions using vapor pressure osmometry.

PubMed

Kolling, William M; McPherson, Timothy B

2013-04-12

OBJECTIVE. To assess the effectiveness of using a vapor pressure osmometer to measure the accuracy of pharmacy students' compounding skills. DESIGN. Students calculated the theoretical osmotic pressure (mmol/kg) of a solution as a pre-laboratory exercise, compared their calculations with actual values, and then attempted to determine the cause of any errors found. ASSESSMENT. After the introduction of the vapor pressure osmometer, the first-time pass rate for solution compounding has varied from 85% to 100%. Approximately 85% of students surveyed reported that the instrument was valuable as a teaching tool because it objectively assessed their work and provided immediate formative assessment. CONCLUSIONS. This simple technique of measuring compounding accuracy using a vapor pressure osmometer allowed students to see the importance of quality control and assessment in practice for both pharmacists and technicians.

Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices

PubMed Central

Autin, Frédérique; Batruch, Anatolia; Butera, Fabrizio

2015-01-01

Educational institutions are considered a keystone for the establishment of a meritocratic society. They supposedly serve two functions: an educational function that promotes learning for all, and a selection function that sorts individuals into different programs, and ultimately social positions, based on individual merit. We study how the function of selection relates to support for assessment practices known to harm vs. benefit lower status students, through the perceived justice principles underlying these practices. We study two assessment practices: normative assessment—focused on ranking and social comparison, known to hinder the success of lower status students—and formative assessment—focused on learning and improvement, known to benefit lower status students. Normative assessment is usually perceived as relying on an equity principle, with rewards being allocated based on merit and should thus appear as positively associated with the function of selection. Formative assessment is usually perceived as relying on corrective justice that aims to ensure equality of outcomes by considering students’ needs, which makes it less suitable for the function of selection. A questionnaire measuring these constructs was administered to university students. Results showed that believing that education is intended to select the best students positively predicts support for normative assessment, through increased perception of its reliance on equity, and negatively predicts support for formative assessment, through reduced perception of its ability to establish corrective justice. This study suggests that the belief in the function of selection as inherent to educational institutions can contribute to the reproduction of social inequalities by preventing change from assessment practices known to disadvantage lower-status student, namely normative assessment, to more favorable practices, namely formative assessment, and by promoting matching beliefs in justice principles. PMID:26097460

Assessing student understanding of measurement and uncertainty

NASA Astrophysics Data System (ADS)

Abbott, David Scot

A test to assess student understanding of measurement and uncertainty has been developed and administered to more than 500 students at two large research universities. The aim is two-fold: (1) to assess what students learn in the first semester of introductory physics labs and (2) to uncover patterns in student reasoning and practice. The forty minute, eleven item test focuses on direct measurement and student attitudes toward multiple measurements. After one revision cycle using think-aloud interviews, the test was administered to students to three groups: students enrolled in traditional laboratory lab sections of first semester physics at North Carolina State University (NCSU), students in an experimental (SCALE-UP) section of first semester physics at NCSU, and students in first semester physics at the University of North Carolina at Chapel Hill. The results were analyzed using a mixture of qualitative and quantitative methods. In the traditional NCSU labs, where students receive no instruction in uncertainty and measurement, students show no improvement on any of the areas examined by the test. In SCALE-UP and at UNC, students show statistically significant gains in most areas of the test. Gains on specific test items in SCALE-UP and at UNC correspond to areas of instructional emphasis. Test items were grouped into four main aspects of performance: "point/set" reasoning, meaning of spread, ruler reading and "stacking." Student performance on the pretest was examined to identify links between these aspects. Items within each aspect are correlated to one another, sometimes quite strongly, but items from different aspects rarely show statistically significant correlation. Taken together, these results suggest that student difficulties may not be linked to a single underlying cause. The study shows that current instruction techniques improve student understanding, but that many students exit the introductory physics lab course without appreciation or coherent understanding for the concept of measurement uncertainty.

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.

The Effect of Concept Maps on Undergraduate Nursing Students' Critical Thinking.

PubMed

Garwood, Janet K; Ahmed, Azza H; McComb, Sara A

The aim of the study was to evaluate the effect of using concept maps as a teaching and learning strategy on students' critical thinking abilities and examine students' perceptions toward concept maps utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Researchers have found that almost two thirds of nurse graduates do not have adequate critical thinking skills for a beginner nurse. Critical thinking skills are required for safe practice and mandated by accrediting organizations. Nursing educators should consider teaching and learning strategies that promote the development of critical thinking skills. A literature review was conducted using "concept maps, nursing education, and critical thinking" as the combined search terms. Inclusion criteria were studies that measured the effects of concept mapping on critical thinking in nursing students. Seventeen articles were identified. Concept maps may be useful tools to promote critical thinking in nursing education and for applying theory to practice.

A yoga intervention for music performance anxiety in conservatory students.

PubMed

Stern, Judith R S; Khalsa, Sat Bir S; Hofmann, Stefan G

2012-09-01

Music performance anxiety can adversely affect musicians. There is a need for additional treatment strategies, especially those that might be more acceptable to musicians than existing therapies. This pilot study examined the effectiveness of a 9-week yoga practice on reducing music performance anxiety in undergraduate and graduate music conservatory students, including both vocalists and instrumentalists. The intervention consisted of fourteen 60-minute yoga classes approximately twice a week and a brief daily home practice. Of the 24 students enrolled in the study, 17 attended the post-intervention assessment. Participants who completed the measures at both pre- and post-intervention assessments showed large decreases in music performance anxiety as well as in trait anxiety. Improvements were sustained at 7- to 14-month follow-up. Participants generally provided positive comments about the program and its benefits. This study suggests that yoga is a promising intervention for music performance anxiety in conservatory students and therefore warrants further research.

Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course-Taking on Peer Victimization

PubMed Central

Echols, Leslie

2014-01-01

This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed. PMID:25937668

Elementary School Nurses' Perceptions and Practices regarding Body Mass Index Measurement in School Children

ERIC Educational Resources Information Center

Hendershot, Candace; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Mosca, Nancy W.

2008-01-01

This study examines elementary school nurses' perceived efficacy expectations, perceived barriers, and perceived benefits to measuring body mass index (BMI) in students in schools with mandated BMI policies versus schools without mandated policies. Of the 2,629 school nurses participating in the study, 67% believe nurses should measure BMI in…

The evaluation of a framework for measuring the non-technical ward round skills of final year nursing students: An observational study.

PubMed

Murray, Kara; McKenzie, Karen; Kelleher, Michael

2016-10-01

The importance of non-technical skills (NTS) to patient outcomes is increasingly being recognised, however, there is limited research into how such skills can be taught and evaluated in student nurses in relation toward rounds. This pilot study describes an evaluation of a NTS framework that could potentially be used to measure ward round skills of student nurses. The study used an observational design. Potential key NTS were identified from existing literature and NTS taxonomies. The proposed framework was then used to evaluate whether the identified NTS were evident in a series of ward round simulations that final year general nursing students undertook as part of their training. Finally, the views of a small group of qualified nurse educators, qualified nurses and general nursing students were sought about whether the identified NTS were important and relevant to practice. The proposed NTS framework included seven categories: Communication, Decision Making, Situational Awareness, Teamwork and Task Management, Student Initiative and Responsiveness to Patient. All were rated as important and relevant to practice. The pilot study suggests that the proposed NTS framework could be used as a means of evaluating student nurse competencies in respect of many non-technical skills required for a successful ward round. Further work is required to establish the validity of the framework in educational settings and to determine the extent to which it is of use in a non-simulated ward round setting. Copyright © 2016 Elsevier Ltd. All rights reserved.

Causes and Prevention of Theft and Mutilation in a High School Library Media Center: A Survey of Students' Attitudes and Practices.

ERIC Educational Resources Information Center

Baine, Martha S.

1993-01-01

Reports on a survey of high school students' attitudes toward the destruction of materials in their school library media center. The association of rule breaking with grade level, reasons for the behavior, willingness to report violators, and respondents' preferred preventative measures (e.g., improved photocopying services) are discussed.…