Training students to detect delirium: An interprofessional pilot study.

PubMed

Chambers, Breah; Meyer, Mary; Peterson, Moya

2018-06-01

The purpose of this paper is to report nursing student knowledge acquisition and attitude after completing and interprofessional simulation with medical students. The IOM has challenged healthcare educators to teach teamwork and communication skills in interprofessional settings. Interprofessional simulation provides a higher fidelity experience than simulation in silos. Simulation may be particularly useful in helping healthcare workers gain the necessary skills to care for psychiatric clients. Specifically, healthcare providers have difficulty differentiating between dementia and delirium. Recognizing this deficit, an interprofessional simulation was created using medical students in their neurology rotation and senior nursing students. Twenty-four volunteer nursing students completed a pre-survey to assess delirium knowledge and then completed an education module about delirium. Twelve of these students participated in a simulation with medicine students. Pre and Post Kid SIM Attitude questionnaires were completed by all students participating in the simulation. After the simulations were complete, all twenty-four students were asked to complete the post-survey regarding delirium knowledge. While delirium knowledge scores improved in both groups, the simulation group scored higher, but the difference did not reach significance. The simulation group demonstrated a statistically significant improvement in attitudes toward simulation, interprofessional education, and teamwork post simulation compared to their pre-simulation scores. Nursing students who participated in an interprofessional simulation developed a heightened appreciation for learning communication, teamwork, situational awareness, and interprofessional roles and responsibilities. These results support the use of interprofessional simulation in healthcare education. Copyright © 2018 Elsevier Ltd. All rights reserved.

Dilemma: How Do You Get Students To Complete Their Homework?

ERIC Educational Resources Information Center

NEA Today, 2001

2001-01-01

Presents tips from teachers on how to encourage students to do their homework in a thorough and timely manner. Tips include: pizza lunches for students who turn in all their homework; extra time outside for students who complete their homework and maintain appropriate behavior; and an accountability checklist that students must sign regarding…

To Apply or Not to Apply: FAFSA Completion and Financial Aid Gaps

ERIC Educational Resources Information Center

Kofoed, Michael S.

2017-01-01

In the United States, college students must complete the Free Application for Student Federal Aid (FAFSA) to access federal aid. However, many eligible students do not apply and consequently forgo significant amounts of financial aid. If students have perfect information about aid eligibility, we would expect that all eligible students complete…

Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

NASA Astrophysics Data System (ADS)

Kontur, F. J.; de La Harpe, K.; Terry, N. B.

2015-06-01

We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

A pilot study on the evaluation of medical student documentation: assessment of SOAP notes.

PubMed

Seo, Ji-Hyun; Kong, Hyun-Hee; Im, Sun-Ju; Roh, HyeRin; Kim, Do-Kyong; Bae, Hwa-Ok; Oh, Young-Rim

2016-06-01

The purpose of this study was evaluation of the current status of medical students' documentation of patient medical records. We checked the completeness, appropriateness, and accuracy of 95 Subjective-Objective-Assessment-Plan (SOAP) notes documented by third-year medical students who participated in clinical skill tests on December 1, 2014. Students were required to complete the SOAP note within 15 minutes of an standard patient (SP)-encounter with a SP complaining rhinorrhea and warring about meningitis. Of the 95 SOAP notes reviewed, 36.8% were not signed. Only 27.4% documented the patient's symptoms under the Objective component, although all students completed the Subjective notes appropriately. A possible diagnosis was assessed by 94.7% students. Plans were described in 94.7% of the SOAP notes. Over half the students planned workups (56.7%) for diagnosis and treatment (52.6%). Accurate documentation of the symptoms, physical findings, diagnoses, and plans were provided in 78.9%, 9.5%, 62.1%, and 38.0% notes, respectively. Our results showed that third-year medical students' SOAP notes were not complete, appropriate, or accurate. The most significant problems with completeness were the omission of students' signatures, and inappropriate documentation of the physical examinations conducted. An education and assessment program for complete and accurate medical recording has to be developed.

Nursing students' mathematic calculation skills.

PubMed

Rainboth, Lynde; DeMasi, Chris

2006-12-01

This mixed method study used a pre-test/post-test design to evaluate the efficacy of a teaching strategy in improving beginning nursing student learning outcomes. During a 4-week student teaching period, a convenience sample of 54 sophomore level nursing students were required to complete calculation assignments, taught one calculation method, and mandated to attend medication calculation classes. These students completed pre- and post-math tests and a major medication mathematic exam. Scores from the intervention student group were compared to those achieved by the previous sophomore class. Results demonstrated a statistically significant improvement from pre- to post-test and the students who received the intervention had statistically significantly higher scores on the major medication calculation exam than did the students in the control group. The evaluation completed by the intervention group showed that the students were satisfied with the method and outcome.

Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology

ERIC Educational Resources Information Center

Brusi, Rima; Portnoy, Arturo; Toro, Nilsa

2013-01-01

The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice…

Is Non-Completion a Failure or a New Beginning? Research Non-Completion from a Student's Perspective

ERIC Educational Resources Information Center

McCormack, Coralie

2005-01-01

Today's performance-driven model of higher degree research has constructed student withdrawal and non-completion as failure. This failure is often internalized by the student as their own failure. This paper draws on a longitudinal study that examined the experiences of four female Master's by Research degree students--Anna, Carla, Grace and…

An Investigation of the Impact of Instructional Fading Using Completion Problems on Student Performance in Principles of Accounting Instruction

ERIC Educational Resources Information Center

Kingry, Mary Ann

2012-01-01

The effects of instructional fading using completion problems on student performance were investigated in this study. Instructional fading is the gradual withdrawal of the amount of assistance provided to the student and was accomplished in this study using completion problems. They were used to gradually transition the student from completely…

Promoting Innovation to Improve College Access and Completion: Testimony Submitted to the Advisory Committee on Student Financial Assistance

ERIC Educational Resources Information Center

Mayer, Alexander K.; Richburg-Hayes, Lashawn; Diamond, John

2015-01-01

MDRC is pleased to provide testimony on college access and completion to the Advisory Committee on Student Financial Assistance. Access to college has increased substantially over the last 50 years, but student success--defined as the combination of academic success and degree or certificate completion--has not kept pace. Student success,…

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

PubMed

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

2017-06-01

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

Medical students help bridge the gap in sexual health education among middle school youth.

PubMed

Adjei, Naomi; Yacovelli, Michael; Liu, Dorothy; Sindhu, Kunal; Roberts, Mary; Magee, Susanna

2017-01-06

School-based programs are important in addressing risky teenage sexual behavior. We implemented a sex education program using trained medical student volunteers. Medical students (n=30) implemented a seven-session curriculum, designed by medical students and faculty, to 7th and 8th grade students (n=310) at a local school. Middle school students completed pre- and post-assessments. Teachers and medical students completed questionnaires relating their perceptions of students' attitudes and understanding of sexual health. Students completing the curriculum scored 5% higher on post- versus pre-assessment (84% vs 78.7%, p<0.001). Statistically significant gains were noted in knowledge of reproductive system anatomy, community resources, and sexual decision making. Sixty percent of middle school teachers compared to only 16.7% of medical student volunteers reported discomfort teaching sexual health. Sexual education delivered by trained medical student volunteers may improve middle schoolers' understanding of sexual health. [Full article available at http://rimed.org/rimedicaljournal-2017-01.asp].

Reasons for Doctoral Non-Completion: One Non-Completing Doctoral Student's Voice on Limitations in the Academic Literature

ERIC Educational Resources Information Center

Philpott, Carey

2015-01-01

Timely completion has recently been an important focus of academic literature on supervising Doctoral students. This paper is a reflection on the academic literature on timely doctoral completion by a former Doctoral student who has been a serial non-completer. This reflection explores whether academics' constructions, reported in the research…

Increasing Completion Rate of an M4 Emergency Medicine Student End-of-Shift Evaluation Using a Mobile Electronic Platform and Real-Time Completion.

PubMed

Tews, Matthew C; Treat, Robert W; Nanes, Maxwell

2016-07-01

Medical students on an emergency medicine rotation are traditionally evaluated at the end of each shift with paper-based forms, and data are often missing due to forms not being turned in or completed. Because students' grades depend on these evaluations, change was needed to increase form rate of return. We analyzed a new electronic evaluation form and modified completion process to determine if it would increase the completion rate without altering how faculty scored student performance. During fall 2013, 29 faculty completed paper N=339 evaluations consisting of seven competencies for 33 students. In fall 2014, an electronic evaluation form with the same competencies was designed using an electronic platform and completed N=319 times by 27 faculty using 25 students' electronic devices. Feedback checkboxes were added to facilitate collection of common comments. Data was analyzed with IBM® SPSS® 21.0 using multi-factor analysis of variance with the students' global rating (GR) as an outcome. Inter-item reliability was determined with Cronbach alpha. There was a significantly higher completion rate (p=0.001) of 98% electronic vs. 69% paper forms, lower (p=0.001) missed GR rate (1% electronic. vs 12% paper), and higher mean scores (p=0.001) for the GR with the electronic (7.0±1.1) vs. paper (6.8±1.2) form. Feedback checkboxes were completed on every form. The inter-item reliability for electronic and paper forms was each alpha=0.95. The use of a new electronic form and modified completion process for evaluating students at the end of shift demonstrated a higher faculty completion rate, a lower missed data rate, a higher global rating and consistent collection of common feedback. The use of the electronic form and the process for obtaining the information made our end-of-shift evaluation process for students more reliable and provided more accurate, up-to-date information for student feedback and when determining student grades.

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

Early Identification of Student Performance and Effort Using an Online Homework System: A Pilot Study

NASA Astrophysics Data System (ADS)

Perdian, David C.

2013-10-01

Two distinct student groups, in terms of academic performance, were identified early in the semester as either being under-performing students or over-performing students using an online homework system. The students who are identified as under-performing received, on average, lower grades than their fellow students but spent more time completing the homework assignments. These students are great candidates for targeted advertisement of student resources such as tutoring services. The students who are identified in the over-performing student population received higher grades than their fellow students, but spent less time completing the homework assignments. These students are great candidates for honors programs, independent research projects, and peer-tutoring programs. Incorporating these evaluation criteria to online homework systems will allow instructors to quickly identify students in these academic student populations.

Intrinsic Factors Affecting Overseas Student Teaching

ERIC Educational Resources Information Center

Firmin, Michael W.; MacKay, Brenda B.; Firmin, Ruth L.

2007-01-01

We conducted a qualitative research study involving 13 undergraduate students who completed their student-teaching in overseas contexts. Participants completed two waves of interviews immediately after returning to campus from their multicultural experiences. Three intrinsic factors were found to have the greatest impact on students' overseas…

A Drug Interactions Elective Course

PubMed Central

2009-01-01

Objectives To evaluate the impact of a drug interactions elective course on student knowledge and skills. Design A drug interactions elective which focused on assessment and application of drug interaction information and identification and management of commonly encountered drug interactions by therapeutic category was offered to third-year PharmD students. Students were expected to (1) determine whether a given interaction was clinically significant or required pharmacist intervention, and (2) make rational, scientifically sound, practical recommendations for management of drug interactions. Evaluation and Assessment Assessment included course evaluations, student self-assessments, and knowledge and skills assessments. Students who completed the course were more confident in their abilities relating to drug interactions than students who did not complete the course. Students who completed the course scored significantly better in all areas of the assessment compared to students who did not complete the course. Course evaluation results were also positive. Conclusion A course devoted to the identification and management of drug interactions improved PharmD students' knowledge and skills and could potentially improve the patient care they provide in the future. PMID:19657505

Linguistic diversity as sociodemographic predictor of nursing program progression and completion.

PubMed

Salamonson, Yenna; Andrew, Sharon; Clauson, Jennifer; Cleary, Michelle; Jackson, Debra; Jacobs, Sharon

2011-01-01

Attrition from undergraduate nursing programs continues to warrant investigation particularly in the climate of nursing shortages and fiscal reflection on academic institutional programs. This three-year study used a prospective longitudinal survey design to determine entry characteristics of students, attrition, progression and completion in an undergraduate program. Students were surveyed in the first three weeks of commencing their program and gave permission for academic grades to be collected during their six session, three year Bachelor of Nursing program. Of the 740 students enrolled 48% (357 students) were surveyed and 352 students (99%) gave consent for their grades to be collected. One-third of the student cohort graduated in the expected three-year timeframe, one-third had dropped out and one-third was still completing their studies. A higher Grade Point Average and being a native English speaker were most predictive of students completing their course in the minimum expected timeframe.

Postbaccalaureate Reverse Transfer Students in Iowa: An Expanded Look at Community College Students with Previous Degrees Earned

ERIC Educational Resources Information Center

Friedel, Janice Nahra; Friesleben, Kelly L.

2017-01-01

Postbaccalaureate reverse transfer students (PRTSs) are students that enroll at a community college after completion of at least a bachelor's degree. This study expanded the definition of PRTSs by including students that had completed an associate's degree prior to enrolling at a community college. This report is an exploratory, descriptive study…

High School Completion of In-School Suspension Students.

ERIC Educational Resources Information Center

Johnston, Joanne S.

1989-01-01

Examines the high school completion rate of students in the class of 1988 assigned to an inschool suspension (ISS) program at some time during their high school career. Clearly, ISS students are high risks for school completion, as shown by this study's less than 50 percent completion rate. Nonetheless, such programs are essential. (MLH)

What Works for Doctoral Students in Completing Their Thesis?

ERIC Educational Resources Information Center

Lindsay, Siân

2015-01-01

Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through…

An Investigation of the Partial-Assignment Completion Effect on Students' Assignment Choice Behavior

ERIC Educational Resources Information Center

Hawthorn-Embree, Meredith L.; Skinner, Christopher H.; Parkhurst, John; Conley, Elisha

2011-01-01

This study was designed to investigate the partial assignment completion effect. Seventh-grade students were given a math assignment. After working for 5 min, they were interrupted and their partially completed assignments were collected. About 20 min later, students were given their partially completed assignment and a new, control assignment…

Student Outcomes Report.

ERIC Educational Resources Information Center

Clagett, Craig A.

Prince George's Community College (PGCC) created a Student Outcomes Report in December 1996 that measures course completion, retention, student achievement, program completion, transfer, and certification. Findings indicated that though the course pass rate was 75%, individual course completion ranged from 44% to 100%. Divisional pass rates ranged…

How we launched a developmental student-as-teacher (SAT) program for all medical students.

PubMed

Blanco, Maria A; Maderer, Ann; Oriel, Amanda; Epstein, Scott K

2014-05-01

Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.

Students' Conceptions of Chemical Change.

ERIC Educational Resources Information Center

Hesse, Joseph J., III; Anderson, Charles W.

1992-01-01

Presents results of intensive clinical interviews with 11 high school chemistry students representing a broad range of achievement levels as selected from 180 students who completed a written test upon completion of an instructional unit on chemical change. Results indicate that students commonly experience difficulties in chemical knowledge,…

Do Business Communication Courses Improve Student Performance in Introductory Marketing?

ERIC Educational Resources Information Center

Marcal, Leah E.; Hennessey, Judith E.; Curren, Mary T.; Roberts, William W.

2005-01-01

In this study, the authors investigated whether completion of a business communications course improved student performance in an introductory marketing management course. Regression analysis indicated that students who completed the communications course received higher grades than the otherwise comparable students. In addition, marketing majors…

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

NASA Astrophysics Data System (ADS)

Hamid, Rimba; Widodo, Ari; Sopandi, Wahyu

2017-05-01

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

Determining graduation rate of students who initially enrolled as animal science majors at the University of Missouri during a consecutive four-year period.

PubMed

Jesse, G W; Ellersieck, M R

2009-11-01

Data obtained primarily from the Student Information System of the University of Missouri were used to determine the graduation rate of freshmen and transfer students who initially enrolled as animal science majors during the fall semester of a consecutive 4-yr period. The primary objective of this study was to determine the percentage of students who completed a bachelor of science (BS) degree in animal science. This study also investigated the predictability of graduation rate and academic performance [cumulative grade point average (GPA)] and attempted to ascertain why students changed their major or failed to complete a baccalaureate degree. Independent variables included in the analysis of data included sex, composite ACT score, high school class rank, advising group, high school graduation class size, predicted GPA, first-semester GPA, cumulative GPA, and the background of the student (farm/ranch, rural non-farm/ranch, or urban). The total number of students in the data set was 457, representing 378 who enrolled as first-semester freshmen and 79 transfer students. The data were statistically analyzed using various procedures of SAS. A questionnaire was sent to 256 former students who either did not complete a degree at the University of Missouri (n = 126) or completed a baccalaureate degree in a major other than animal science (n = 130) to determine their reason(s) for changing major or leaving the University of Missouri. Thirty-five percent of the students completed a BS degree in animal science. Approximately 14% completed a degree in some other major in the College of Agriculture, Food and Natural Resources and 15% completed a baccalaureate degree in some major outside of the College of Agriculture, Food and Natural Resources at the university. Another 3.9% completed a degree in veterinary medicine. Graduation rate was 67.6%, which was similar to the campus average. The use of 5 independent variables resulted in 64% accuracy at predicting graduation rate. The best predictor of cumulative GPA was the first-semester GPA of the student (R(2) = 0.67). Poor academic performance was the primary reason students did not complete a BS degree; however, students suggested poor advising was a contributing factor.

Impact of Delivery Modality, Student GPA, and Time-Lapse since High School on Successful Completion of College-Level Math after Taking Developmental Math

ERIC Educational Resources Information Center

Acosta, Diane; North, Teresa Lynn; Avella, John

2016-01-01

This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math. The data used in the study was comprised of a 4-year period historical student data from Odessa College…

Collaborative Projects: A Study of Paired Work in a Malaysian University.

ERIC Educational Resources Information Center

Holmes, Richard

2003-01-01

Examines the project work of university students in a TESOL (Teaching of English as a Second Language) program in Malaysia. Compares phonetics and phonology projects completed by students working in pairs with those completed by students alone and reports student attitudes and strategies. (Author/LRW)

Program Elimination, Financial Emergency, and Student Rights.

ERIC Educational Resources Information Center

Olswang, Steven Glenn; And Others

1982-01-01

The rights of students to complete programs into which they have matriculated and the obligations of colleges and universities to maintain these programs for sufficient periods of time to fulfill any existing contracts with students are discussed. Contract principles are applied in protecting a student's right to complete degree programs. (MLW)

An Analysis of the Relationship between Distance from Campus and GPA of Commuter Students

ERIC Educational Resources Information Center

Nelson, Danielle; Misra, Kaustav; Sype, Gail E.; Mackie, Wayne

2016-01-01

A variety of factors influence a student's ability to succeed in college and complete a degree program. Students who live on-campus, at least during their freshman year, have been shown to be more likely to complete their degrees than are students who live off-campus. Students who are commuters may have more demands on their time and may have…

Students' Perceptions of an Experiential Learning Activity Designed to Develop Knowledge of Food and Food Preparation Methods

ERIC Educational Resources Information Center

Leveritt, Michael; Ball, Lauren; Desbrow, Jane

2013-01-01

The aim of this study was to describe student learning after completing an experiential learning task that was designed to develop students' knowledge of food and food preparation methods. The task required students to follow a special diet and then complete a daily online journal entry about the experience for other students to read and review.…

Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination.

PubMed

Urteaga, Elizabeth M; Attridge, Rebecca L; Tovar, John M; Witte, Amy P

2015-10-25

Objective. To evaluate how effectively pharmacy students and practicing pharmacists communicate and apply knowledge to simulations of commonly encountered patient scenarios using an objective structured clinical examination (OSCE). Design. Second-, third-, and fourth-year pharmacy students completed an OSCE as part of their required courses in 2012 and 2013. All students in both years completed identical OSCE cases. Licensed pharmacists were recruited to complete the OSCE and serve as controls in 2012. A survey assessed student perception and acceptance of the OSCE as well as student confidence in performance. Assessment. Licensed pharmacists had significantly higher clinical and communication skills scores than did pharmacy students. Student progression in communication and clinical skills improved significantly over time. Survey results indicated that students felt the OSCE was well-structured and assessed clinical skills taught in pharmacy school; 86% of students felt confident they could provide these skills. Conclusion. Objective structured clinical examinations can evaluate clinical competence and communication skills among professional students. Implementation of OSCEs may be an effective tool for assessment of the Center for the Advancement of Pharmacy Education domains.

Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students.

PubMed

Silverman, Arielle M; Pitonyak, Jennifer S; Nelson, Ian K; Matsuda, Patricia N; Kartin, Deborah; Molton, Ivan R

2018-05-01

To develop and test a novel impairment simulation activity to teach beginning rehabilitation students how people adapt to physical impairments. Masters of Occupational Therapy students (n = 14) and Doctor of Physical Therapy students (n = 18) completed the study during the first month of their program. Students were randomized to the experimental or control learning activity. Experimental students learned to perform simple tasks while simulating paraplegia and hemiplegia. Control students viewed videos of others completing tasks with these impairments. Before and after the learning activities, all students estimated average self-perceived health, life satisfaction, and depression ratings among people with paraplegia and hemiplegia. Experimental students increased their estimates of self-perceived health, and decreased their estimates of depression rates, among people with paraplegia and hemiplegia after the learning activity. The control activity had no effect on these estimates. Impairment simulation can be an effective way to teach rehabilitation students about the adaptations that people make to physical impairments. Positive impairment simulations should allow students to experience success in completing activities of daily living with impairments. Impairment simulation is complementary to other pedagogical methods, such as simulated clinical encounters using standardized patients. Implication of Rehabilitation It is important for rehabilitation students to learn how people live well with disabilities. Impairment simulations can improve students' assessments of quality of life with disabilities. To be beneficial, impairment simulations must include guided exposure to effective methods for completing daily tasks with disabilities.

University Student Awareness of Skin Cancer: Behaviors, Recognition, and Prevention.

PubMed

Trad, Megan; Estaville, Lawrence

2017-03-01

Skin cancer is the most common cancer, and it often is preventable. The authors sought to evaluate behavior and knowledge regarding skin cancer among students at a Texas university. The authors recruited a diverse group of students in terms of sex, age, and ethnicity to participate in a survey regarding knowledge of skin cancer signs, use of tanning beds, and performance of self-assessment for skin cancer. Participating students could complete surveys in classrooms, at health fairs, or online via Survey Monkey. The authors examined data for the 3 variables in relation to sex, ethnicity, and age. A total of 512 responses were completed. Female students completed 371 (72.46%) surveys, and male students completed 141 (27.54%). The ethnicity of student participants was nearly evenly split among whites, African Americans, and Hispanics. Ethnicity was the most significant factor influencing the knowledge of skin cancer and behaviors to prevent it. Specifically, Hispanic and African American students possessed a lower level of skin cancer awareness. More female students than male students used tanning beds, and although use was self-reported as infrequent, the results imply that 4500 of the university's students might use tanning beds, which is concerning if extrapolated to other university student populations in Texas. Behavioral intervention is critical in reducing students' risk of skin cancer in later years, and university students must acquire knowledge to increase their awareness of skin health and to minimize their risk of developing skin cancer. Radiation therapists are uniquely positioned to share knowledge of skin cancer. ©2017 American Society of Radiologic Technologists.

Development of a Quality Improvement Curriculum in Physician Assistant Studies.

PubMed

Kindratt, Tiffany B; Orcutt, Venetia L

2017-06-01

The purpose of this project was to develop and evaluate a curriculum for physician assistant (PA) students addressing knowledge, skills, and attitudes (KSA) toward quality improvement (QI). Students (N = 77) completed a pretest rating their KSA. A curriculum was developed to improve KSA among didactic and clinical students. Two department-wide QI projects were developed for student participation. Students completed a posttest after completing curriculum components and changes in KSA had been measured. Postcurriculum implementation, QI knowledge, and skills increased significantly in most areas. Large improvements were seen in knowledge of Plan, Do, Study, Act models and life cycles of QI projects (p < .0001). Seven students (20%) participated in department-wide projects. Our curriculum model (1) was effective at improving students' QI knowledge and skills; (2) allowed students to participate in community-based QI projects; and (3) can be used by other PA programs looking to enhance their QI curriculum.

A study of female students enrollment in engineering technology stem programs

NASA Astrophysics Data System (ADS)

Habib, Ihab S.

The problem studied in this research project was the enrollment of female STEM Engineering Technology students and the impact of professional mentoring and financial incentives on their enrollment, retention, and completion of engineering curriculum. Several tasks were presented in researchers' professional position; to recruit more students to the program, especially female as a minority in the Engineering Technology Department, make appropriate changes to the curriculum, and make improvements in mentoring students to improve rates of enrollment, retention, and completion of the program. A survey was created to study the effects of Science Engineering Technology and Mathematics for Engineering Technology (STEM ENGT) students' perceptions, mentorship, and scholarships availability, enrollment, retention, and program completion by enrolled student gender. Other studies have discovered that more scholarship and faculty mentorship support provided for female students resulted in improved diversity within engineering curricula student bodies (Sorcinelli, 2007).

Assessing Health Professional Students' Cultural Competence Using a Global Perspective.

PubMed

Jones, Sophia; Pinto-Zipp, Genevieve

2017-01-01

The United States has become a diverse society, and healthcare professionals must view culture from a global perspective. The purpose of this study was to determine cultural competence levels of entering and exiting health science students within and across differing professional programs using the Global Worldview Cultural Competence Survey (GWCCS). 196 students participated in the study: 146 were entering students and 59 were exiting students. From the 146 entering students, 138 surveys were usable in the data analysis, and 58 of the 59 exiting were usable. Two separate cohorts of health professional students completed the GWCCS. Cohort 1 completed the GWCCS during the first 2 weeks of their academic program, and Cohort 2 completed the GWCCS in their final-year post-clinical experience. A significant difference in GWCCS total score was observed between entering and exiting students in health sciences, with the exiting students being more culturally competent. Although this study did not utilize a longitudinal study design, the findings demonstrate that the exiting cohort of health science students was more culturally competent than the entering cohort of health science students as determined by the GWCCS. However, neither cohort of students reached the level of proficiency.

College Completion Rates and Remedial Education Outcomes for Institutions in Appalachian States

ERIC Educational Resources Information Center

Armstrong, John; Zaback, Katie

2014-01-01

This report analyzes college completion metrics for the Appalachian Region, compares outcomes of students attending campuses in the Region with those of students attending campuses outside the Region, and offers insight about major stumbling blocks to college progression and completion for students in Appalachia.

The Costs and Consequences of Excess Credit Hours Policies

ERIC Educational Resources Information Center

Kramer, Dennis A., II; Holcomb, Michael R.; Kelchen, Robert

2018-01-01

The growth of the public discourse on college completion and student debt has pushed policymakers and institutional leaders to implement a variety of policies aimed at incentivizing student completion. This article examines state-adopted excess credit hour (ECH) policies on student completion and median debt outcomes. Using a quasi-experimental…

Australian Vocational Education and Training Statistics: Student Outcomes, 2006. Summary

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2006

2006-01-01

This publication provides information regarding the training outcomes for students who completed their vocational education and training (VET) during 2005. The findings presented relate to students who are awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (module completers). This…

Association of community-based dental education components with fourth-year dental students' clinical performance.

PubMed

Major, Nicole; McQuistan, Michelle R; Qian, Fang

2014-08-01

The purpose of this study was to assess which components of a community-based dental education (CBDE) program at The University of Iowa College of Dentistry & Dental Clinics were associated with overall student performance. This retrospective study analyzed data for 444 fourth-year students who graduated in 2006 through 2011. Information pertaining to students' CBDE rotations and their final grades from the comprehensive clinic (in two areas: Production and Competence) were used for statistical analysis. Bivariate analyses indicated that students who completed CBDE in the fall were more likely to receive an A or B in Production compared to students who completed CBDE in the spring. However, students who completed CBDE in the beginning or end of the academic year were more likely to receive an A or B in Competence compared to those who completed CBDE in the middle of the year. Students who treated a variety of patient types during CBDE experiences (comprehensive and emergency care vs. mainly comprehensive care) were more likely to receive better grades in Production, while CBDE clinic type was not associated with grades. Dental schools should consider how CBDE may impact students' performance in their institutional clinics when developing and evaluating CBDE programs.

Kids in Korea: Comparing Students from Different Cultures.

ERIC Educational Resources Information Center

Fitzhugh, William P.

In a series of activities, intermediate grade students display data from a questionnaire completed by a selected class of Korean elementary school students. The students complete the same questionnaire. They tally results from both questionnaires and display data in an appropriate form: a graph or a Venn diagram. They compare the responses from…

Student Scheduling Choices and Time to Completion of a Two-Year Credential

ERIC Educational Resources Information Center

Rzeznik, Mark A.

2017-01-01

All students need to decide how to schedule their classes to complete their credential. This study examined three types of student scheduling choices: full-block scheduling, partial-block scheduling, and traditional scheduling to address two research questions: How do the choices students make in scheduling classes-using three scheduling…

Student and Institutional Variables that Affect Time to Degree Completion of Community College Students

ERIC Educational Resources Information Center

Barrett, Iris Killian

2012-01-01

This research study investigated student and institutional variables associated with timely degree completion of the associate degree by community college students. Along with increased community college enrollments, time to degree has also increased. Three years (150% time or six semesters) currently stands as the community college standard for…

Predicting Successful Completion Using Student Delay Indicators in Undergraduate Self-Paced Online Courses

ERIC Educational Resources Information Center

Lim, Janine M.

2016-01-01

Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and…

Student Evaluation of Teaching: An Investigation of Nonresponse Bias in an Online Context

ERIC Educational Resources Information Center

Reisenwitz, Timothy H.

2016-01-01

The online administration of student evaluations has its shortcomings, including low participation, or low response rates, and bias. This study examines nonresponse bias in online student evaluations of instruction, that is, the differences between those students who complete online evaluations and those who decide not to complete them. It builds…

75 FR 8724 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-25

... complete the Completion Survey. Therefore, over three years we will recruit 1800 students (300 per year... Dating Violence among At-Risk Middle and High School Students--New--National Center for Injury Prevention... middle and high school students supported by ERSG, compared to at-risk students in control schools who do...

The Relation of Motivational Beliefs and Self-Regulatory Processes to Homework Completion and Academic Achievement.

ERIC Educational Resources Information Center

Bembenutty, Hefer; Zimmerman, Barry J.

This study examined individual differences in the ways students responded to a self-regulation learning training. It was predicted that students' motivational beliefs would be associated with at-risk college students' use of self-regulated learning strategies, homework completion, and academic performance. Participants were 58 college students in…

College Transition Programs for Community College Students

ERIC Educational Resources Information Center

Haugen, Douglas E.

2012-01-01

Over the past four decades the number of students enrolling in colleges and universities requiring at least one pre-college level course has been about one-third of all students. Underprepared students are as likely to complete their academic goals as their prepared counterparts if they are able to complete their remedial course work. This study…

Effect of Using Assist Devices on Exam Completion Questions among Thai College Students

ERIC Educational Resources Information Center

Schneider, Arthur E.

2017-01-01

Action research was undertaken to begin to explore the possibility of improving second-language Thai college student performance on completion questions by using bolded and underscored words in test item stems, called "assist devices." This intervention was designed to focus student attention on key terms. Twenty-one students, in an…

Community College Reverse Transfer Students: A Field Study of a Nontraditional Student Group.

ERIC Educational Resources Information Center

Winter, Paul A.; Harris, Michael R.

1999-01-01

Data from a survey directed at reverse transfer students in the University of Kentucky Community College System was analyzed based upon the responses from two groups: 734 completers (those who had completed a baccalaureate) and 148 noncompleters. Profiles of reverse transfer students are compiled. Contains 28 references. (TGO)

Comparison of the Completion Pathways of Four Categories of Doctoral Students from a Midwestern University

ERIC Educational Resources Information Center

Garbarini, Laticia

2017-01-01

The purpose of this study was to determine doctoral students' reasoning for completing the required course work for their degree, but not completing their dissertation and thus the degree. There had not been formal research conducted on the students at Lindenwood that had not completed the doctoral program and the variables behind their not…

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

PubMed

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

2001-11-01

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

Teaching qualitative research to BSW students through exposure to aging.

PubMed

Sidell, Nancy L

2007-01-01

This article describes one rural program's efforts to expose students to gerontology through teaching qualitative research methodology. A collaborative research pilot project was developed with a local nursing home. BSW students worked in two groups to conduct and present qualitative research projects by the course's completion. This article describes the research project and evaluates the project's success from student and instructor viewpoints. Significant differences were found in self-reported student knowledge of key concepts at the project's completion, compared with pre-test knowledge. Student comments revealed value in this teaching approach. Implications for further engaging students in gerontological research are discussed.

Academic Attainment in Students with Dyslexia in Distance Education.

PubMed

Richardson, John T E

2015-11-01

This investigation studied attainment in students with dyslexia or other specific learning difficulties who were taking modules by distance learning with the Open University in 2012. Students with dyslexia or other specific learning difficulties who had no additional disabilities were just as likely as nondisabled students to complete their modules, but they were less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed. Students with dyslexia or other specific learning difficulties who had additional disabilities were less likely to complete their modules, less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed than were nondisabled students. Nevertheless, around 40% of students with dyslexia or other specific learning difficulties obtained good grades (i.e. those that would lead to a bachelor's degree with first-class or upper second-class honours). Copyright © 2015 John Wiley & Sons, Ltd.

Determining problems experienced by student nurses in their work with clinical educators in Turkey.

PubMed

Elcigil, Ayfer; Yildirim Sari, Hatice

2007-07-01

Clinical education is considered an indispensable and vital part of nursing education. Educators have an important role in the successful completion of a student's clinical education. The clinical educator's approach, experience and knowledge have an influence on the students. Students encounter certain problems during their clinical practice under the supervision of educators. This study was conducted to determine the nature of the problems student nurses encounter during clinical training in Turkey. The focus-group interviews were used for this study. Three groups of 8, a total group of 24, composed of students completing their third year were included in the interviews. The students in this study had completed their practical training in the departments of internal medicine, surgery, pediatrics, psychiatry and public health. Among the problems mostly encountered by students, as established by the study, were inadequate assessment by the clinical educator, judgment, negative feedback, communication problems, inadequate guidance and overload. At the end of the research, recommendations were that educators should offer information in the direction of student expectations, increase their positive feedback and lighten the academic workload of these students.

Use of an Auditory Hallucination Simulation to Increase Student Pharmacist Empathy for Patients with Mental Illness

PubMed Central

Eukel, Heidi N.; Frenzel, Jeanne E.; Werremeyer, Amy; McDaniel, Becky

2016-01-01

Objective. To increase student pharmacist empathy through the use of an auditory hallucination simulation. Design. Third-year professional pharmacy students independently completed seven stations requiring skills such as communication, following directions, reading comprehension, and cognition while listening to an audio recording simulating what one experiencing auditory hallucinations may hear. Following the simulation, students participated in a faculty-led debriefing and completed a written reflection. Assessment. The Kiersma-Chen Empathy Scale was completed by each student before and after the simulation to measure changes in empathy. The written reflections were read and qualitatively analyzed. Empathy scores increased significantly after the simulation. Qualitative analysis showed students most frequently reported feeling distracted and frustrated. All student participants recommended the simulation be offered to other student pharmacists, and 99% felt the simulation would impact their future careers. Conclusions. With approximately 10 million adult Americans suffering from serious mental illness, it is important for pharmacy educators to prepare students to provide adequate patient care to this population. This auditory hallucination simulation increased student pharmacist empathy for patients with mental illness. PMID:27899838

Finding Opportunities to Nudge Student Groups over the Finish Line: Examining Students' Five-Year Progress. Data Notes. Volume 7, Number 1, January-February 2012

ERIC Educational Resources Information Center

Clery, Sue

2012-01-01

Past research has revealed that students who complete coursework in a concentrated area, defined as completing three or more courses in a specific field of study, are much more likely to have successful outcomes than those who do not. Moreover, fewer than half of students included in this research, which followed students over seven years, entered…

An Exploration of the Relationship between Optimistic Explanatory Style and Doctoral Study Completion

ERIC Educational Resources Information Center

Richards, Constance V. S.

2012-01-01

Few studies have explored the positive characteristics that motivate doctoral students to pursue and complete their degree; research has historically focused on doctoral student attrition. To fully understand doctoral student success, research must focus on factors that contribute to completion. Based on Seligman's theory of explanatory style,…

Student Campus Technology Trends: 2001 versus 2006

ERIC Educational Resources Information Center

Crews, Tena B.; Brown, Herbert F.; Bray, Sandra; Pringle, Ernest M.

2007-01-01

Since 1999, students who reside in campus housing at the University of South Carolina have completed an annual residence hall computer and technology survey. More than 2,800 students completed surveys during the fall 2001 semester, and approximately 1,800 completed the survey in 2006. The survey has changed over the years to include questions…

Technology Acceptance and Course Completion Rates in Online Education: A Non-experimental, Mixed Method Study

NASA Astrophysics Data System (ADS)

Allison, Colelia

As the need for quality online courses increase in demand, the acceptance of technology and completion rates become the focus of higher education. The purpose of this non-experimental, mixed method study was to examine the relationship between the university students' perceptions and acceptance of technology and learner completion rates with respect to the development of online courses. This study involved 61 participants from two universities regarding their perceived usefulness (PU) of technology, intent to use technology, and intent to complete a course. Two research questions were examined regarding student perceptions regarding technology employed in an online course and the relationship, if any, between technology acceptance and completion of an online university course. The technology acceptance model (TAM) was used to collect data on the usefulness of course activities and student intent to complete the course. An open-ended questionnaire was administered to collect information concerning student perceptions of course activities. Quantitative data was analyzed using SPSS and Qualtrics, which indicated there was not a significant relationship between technology acceptance and course completion (p = .154). Qualitative data were examined by pattern matching to create a concept map of the theoretical patterns between constructs. Pattern matching revealed many students favored the use of the Internet over Canvas. Furthermore, data showed students enrolled in online courses because of the flexibility and found the multimedia used in the courses as helpful in course completion. Insight was investigated to offer reasons and decisions concerning choice that were made by the students. Future recommendations are to expand mixed methods studies of technology acceptance in various disciplines to gain a better understanding of student perceptions of technology uses, intent to use, and course completion.

A Multimedia Approach for Providing Financial Aid Information in Higher Education: An Evaluation Study

ERIC Educational Resources Information Center

Miller, Michael

2013-01-01

Millions of current and prospective college students fail to complete the Free Application for Federal Student Aid (FAFSA) annually for a number of reasons. One common obstacle students face is the complexity of the FAFSA which prevents students from completing the federal application. This study examined whether or not a multimedia tutorial can…

College Enrollment and Completion among Nationally Recognized High-Achieving Hispanic Students

ERIC Educational Resources Information Center

Gurantz, Oded; Hurwitz, Michael; Smith, Jonathan

2017-01-01

Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we…

Utilizing Alternative Assessment Techniques with Physically Impaired Students To Increase Work Completion and Improve Work Quality.

ERIC Educational Resources Information Center

Thomas, Traci L.

This paper describes a practicum project that involved teaching 14 students (ages 8 through 13) with physical disabilities (cerebral palsy, spina bifida, and muscular dystrophy) to plan, organize, and complete projects and assignments independently. The paper explains the low expectations for the students and the students' lack of experience in…

The Impact of Previous Online Course Experience RN Students' Perceptions of Quality

ERIC Educational Resources Information Center

Hixon, Emily; Barczyk, Casimir; Ralston-Berg, Penny; Buckenmeyer, Janet

2016-01-01

The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed…

Doctoral Students' Experiences Leading to Completion or Attrition: A Matter of Sense, Progress and Distress

ERIC Educational Resources Information Center

Devos, Christelle; Boudrenghien, Gentiane; Van der Linden, Nicolas; Azzi, Assaad; Frenay, Mariane; Galand, Benoit; Klein, Olivier

2017-01-01

A central trend in qualitative studies investigating doctoral students' dropout is to stress the importance of students' integration and socialisation in their working environment. Yet, few of these studies actually compared the experiences of doctoral students who completed or quit their PhD. In order to overcome this limitation and identify the…

Investigating a Method of Scaffolding Student-Designed Experiments

ERIC Educational Resources Information Center

Morgan, Kelly; Brooks, David W.

2012-01-01

The process of designing an experiment is a difficult one. Students often struggle to perform such tasks as the design process places a large cognitive load on students. Scaffolding is the process of providing support for a student to allow them to complete tasks they would otherwise not have been able to complete. This study sought to investigate…

Distance Education in Dental Hygiene Bachelor of Science Degree Completion Programs: As Perceived by Students and Faculty

ERIC Educational Resources Information Center

Tsokris, Maureen

2010-01-01

This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took…

Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort (Signature Report No. 12)

ERIC Educational Resources Information Center

Shapiro, Doug; Dundar, Afet; Wakhungu, Phoebe Khasiala; Yuan, Xin; Nathan, Angel; Hwang, Youngsik

2016-01-01

This fifth annual report on national college completion rates offers a look at the six-year outcomes for students who began postsecondary education in fall 2010, toward the end of the Great Recession. It looks at the various pathways students took toward degree completion, as well as the completion rates through May 2016 for the different student…

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

PubMed

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

2013-08-01

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

Achievement and High School Completion Rates of Hispanic Students with No English Language Skills Compared to Hispanic Students with Some English Language Skills Attending the Same High School in an Immigrant Responsive City

ERIC Educational Resources Information Center

Garrison, Joanne M.

2012-01-01

The purpose of the study was to determine achievement and high school completion rates of Hispanic students (n = 13) with no English language skills compared to Hispanic students (n = 11) with some English language skills attending the same high school in an immigrant responsive city. All students were in attendance in the research school…

DOE/PSU Graduate Student Fellowship Program for Hydropower

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

Cimbala, John M.

The primary objective of this project is to stimulate academic interest in the conventional hydropower field by supplying research support for at least eight individual Master of Science (MS) or Doctoral (PhD) level research projects, each consisting of a graduate student supervised by a faculty member. We have completed many of the individual student research projects: 2 PhD students have finished, and 4 are still working towards their PhD degree. 4 MS students have finished, and 2 are still working towards their MS degree, one of which is due to finish this April. In addition, 4 undergraduate student projects havemore » been completed, and one is to be completed this April. These projects were supervised by 7 faculty members and an Advisory/Review Panel. Our students and faculty have presented their work at national or international conferences and have submitted several journal publications. Three of our graduate students (Keith Martin, Dan Leonard and Hosein Foroutan) have received HRF Fellowships during the course of this project. All of the remaining students are anticipated to be graduated by the end of Fall Semester 2014. All of the tasks for this project will have been completed once all the students have been graduated, although it will be another year or two until all the journal publications have been finalized based on the work performed as part of this DOE Hydropower project.« less

Impact of Patient Empathy Modeling on Pharmacy Students Caring for the Underserved

PubMed Central

Chen, Judy T.; LaLopa, Joseph

2008-01-01

Objective To determine the impact of the Patient Empathy Modeling pedagogy on students' empathy towards caring for the underserved during an advanced pharmacy practice experience (APPE). Design Pharmacy students completing an APPE at 2 primary care clinics participated in a Patient Empathy Modeling assignment for 10 days. Each student “became the patient,” simulating the life of an actual patient with multiple chronic diseases who was coping with an economic, cultural, or communication barrier to optimal healthcare. Students completed the Jefferson Scale of Physician Empathy (JSPE) before and after completing the assignment, and wrote daily journal entries and a reflection paper. Assessment Twenty-six students completed the PEM exercises from 2005-2006. Scores on the JSPE improved. Students' comments in journals and reflection papers revealed 3 major themes: greater appreciation of the difficulty patients have with adherence to medication and treatment regimens, increased empathy for patients from different backgrounds and patients with medical and psychosocial challenges, and improved ability to apply the lessons learned in the course to their patient care roles. Conclusion A Patient Empathy Modeling assignment improved pharmacy students' empathy toward underserved populations. Integrating the assignment within an APPE allowed students to immediately begin applying the knowledge and insight gained from the exercise. PMID:18483606

Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

NASA Astrophysics Data System (ADS)

Pakpahan, N. F. D. B.

2018-01-01

All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

How to improve plastic surgery knowledge, skills and career interest in undergraduates in one day.

PubMed

Davis, C R; O'Donoghue, J M; McPhail, J; Green, A R

2010-10-01

Plastic surgery now occupies a negligible component of many undergraduate curricula. The British Association of Plastic, Reconstructive and Aesthetic Surgeons Undergraduate Course aimed to introduce and improve students' plastic surgery knowledge and skills, as well as develop personal career interests. This research aims to quantify whether this was achieved. Students attending the one-day course were invited to complete a questionnaire before and after the course. Questions were self-reflective and incorporated four key themes: (1) plastic surgery knowledge; (2) awareness of the work of a plastic surgeon; (3) ability to perform basic plastic surgical skills; (4) career interest in plastic surgery. Non-medical students were given an identical questionnaire to quantify public perception of the work of a plastic surgeon. 121 students attended from 17 universities across the UK, with 93 completing the questionnaire (77% response rate). Paired analyses compared mean or median scores of the students' answers before and after the course. After completing the course, medical students significantly improved in all four key themes (p<0.01). 93 non-medical students completed questionnaires. Medical students were significantly more accurate at identifying plastic surgery procedures than non-medical students (P < 0.01), which was further strengthened after completing the course (P < 0.001). This study demonstrates the positive educational impact of a one-day plastic surgery event for medical students and supports the need for plastic surgery education at an undergraduate level. Copyright 2009 British Association of Plastic, Reconstructive and Aesthetic Surgeons. Published by Elsevier Ltd. All rights reserved.

Completing College: A State-Level View of Student Attainment Rates (Signature Report No. 12a)

ERIC Educational Resources Information Center

Shapiro, Doug; Dundar, Afet; Wakhungu, Phoebe Khasiala; Yuan, Xin; Nathan, Angel; Hwang, Youngsik

2017-01-01

As a supplement to "Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort" (https://nscresearchcenter.org/signaturereport12) (2016), this report focuses on six-year student success outcomes and college completion rates by state. Three sets of tables organized by institution type display the results, presenting…

Influence of Presentation Handout Completeness on Student Learning in a Physical Therapy Curriculum

ERIC Educational Resources Information Center

Nelson-Wong, Erika; Eigsti, Heidi; Hammerich, Amy; Ellison, Nicole

2013-01-01

Students and faculty have disparate opinions on how complete lecture materials should be to optimize learning. The purpose of this study was to investigate the influence of lecture handout completeness and content area on Doctor of Physical Therapy student recall/retention in foundation level courses. These findings suggest there may not be a best…

Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

ERIC Educational Resources Information Center

Kontur, F.?J.; de La Harpe, K.; Terry, N.?B.

2015-01-01

We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam…

A National View of Student Attainment Rates by Race and Ethnicity--Fall 2010 Cohort (Signature Report No. 12b)

ERIC Educational Resources Information Center

Shapiro, Doug; Dunda, Aftet; Huie, Faye; Wakhungu, Phoebe Khasiala; Yuan, Xin; Nathan, Angel; Hwang, Youngsik

2017-01-01

This supplement to "Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort" (https://nscresearchcenter.org/signaturereport12) (2016), provides six-year completion rates, including degree and certificate completion, disaggregated by race and ethnicity for students who began postsecondary education in fall 2010.…

Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

ERIC Educational Resources Information Center

McGrath, April L.

2014-01-01

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

Weekly active-learning activities in a drug information and literature evaluation course.

PubMed

Timpe, Erin M; Motl, Susannah E; Eichner, Samantha F

2006-06-15

To incorporate learning activities into the weekly 2-hour Drug Information and Literature Evaluation class sessions to improve student ability and confidence in performing course objectives, as well as to assess student perception of the value of these activities. In-class activities that emphasized content and skills taught within class periods were created and implemented. Three different surveys assessing student ability and confidence in completing drug information and literature retrieval and evaluation tasks were administered prior to and following the appropriate class sessions. At the completion of the course, an additional evaluation was administered to assess the students' impressions of the value of the learning activities. Students reported increased ability and confidence in all course objectives. The teaching activities were also stated to be useful in students' learning of the material. Incorporation of weekly learning activities resulted in an improvement in student ability and confidence to perform course objectives. Students considered these activities to be beneficial and to contribute to the completion of course objectives.

Impact of a Student-Scheduled Child Care Program on Parents' Educational Goals

ERIC Educational Resources Information Center

Carter, Barbara

2016-01-01

The purpose of this study is to examine what, if any, impact a Student-scheduled Child Care (SSCC) program had on the families of students completing their higher education goals at a college in the southwestern region of the United States. Student completion rate is a concern for most college and university administrators. Research conducted by…

The Impact of Computer-Based Assignments on Student Motivation to Complete Homework Assignments for Sixth-Grade Students

ERIC Educational Resources Information Center

Cyr, Mary Ann

2013-01-01

The purpose of this qualitative study was to examine the engagement of 11 middle school-aged students from a southeast Michigan public school, who were given laptop computers with twenty-four-hour-a-day Internet access in order to complete homework assignments. Specifically, this study examined the perceptions of sixth-grade students regarding the…

Metaphors Developed by High-School Students towards the Concept of "Flood"

ERIC Educational Resources Information Center

Kilinc, Yusuf

2013-01-01

The aim of this research is to define and explain how high school students in Turkey perceive the concept of "Flood". The study was completed by 413 high-school students who were studying in 9th, 10th, 11th and 12th grade classes within the 2011 to 2012 academic years. Students were responsible for completing the statement, "Flood…

Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

ERIC Educational Resources Information Center

Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

2013-01-01

This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

Benefits Access for College Completion: Lessons Learned from a Community College Initiative to Help Low-Income Students

ERIC Educational Resources Information Center

Duke-Benfield, Amy Ellen; Saunders, Katherine

2016-01-01

This report analyzes how students were served by Benefits Access for College Completion (BACC), a 2.5-year initiative designed to increase access to public benefits (such as SNAP or Medicaid) for eligible low-income students. These crucial supports reduce students' unmet financial needs and help them finish school. Launched in 2011, BACC funded…

Improving Tertiary Student Outcomes in the First Year of Study: What Your Students May Not Tell You

ERIC Educational Resources Information Center

Dewart, Bonnie; Rowan, Linda

2008-01-01

There has been increased interest in retention and completion with regard to tertiary student outcomes in relation to students' successful completion of their study and what influences this. In New Zealand, the government through the Tertiary Education Commission (TEC) has made it clear that it expects institutions to meet retention and completion…

Relationships between Perceived Parental Involvement in Homework, Student Homework Behaviors, and Academic Achievement: Differences among Elementary, Junior High, and High School Students

ERIC Educational Resources Information Center

Núñez, J. C.; Suárez, N.; Rosário, P.; Vallejo, G.; Valle, A.; Epstein, J. L.

2015-01-01

This study aims to produce a deeper understanding of the relationship between perceived parental homework involvement (i.e., parental homework control and parental homework support), student homework behaviors (i.e., time spend on homework completion, time management, and amount of homework completed), and student academic achievement. Using…

Correlates of Marijuana and Alcohol Use Among College Students

ERIC Educational Resources Information Center

Biggs, Donald A.; And Others

1974-01-01

a questionnaire on marijuana was completed by 460 students; one on alcohol was completed by 465 students. Results reveal that the relationship between the use of these two drugs is complex. Students' attitudes toward their parents are related to their use of marijuana but not to their use of alcohol. The use of alcohol is a pattern of continuity…

Changing Their Mindsets: ePortfolios Encourage Application of Concepts to the Self

ERIC Educational Resources Information Center

Singer-Freeman, Karen; Bastone, Linda

2017-01-01

We describe the ePortfolio delivery of a mindset intervention to college students. In Study 1, 38 underrepresented ethnic minority (URM) students who were enrolled in a summer research program completed a mindset intervention as a worksheet (n = 17) or as an ePortfolio (n = 21). Students who completed ePortfolios were more likely than students who…

Course Completion Rates: Volume and Efficiency Measures, and Grade Distributions, 1982-1983. Technical Report 84-03.

ERIC Educational Resources Information Center

McMaster, Anne

Available statistical data on student completion of courses at Mercer County Community College (MCCC) were compiled and analyzed for the 2-year period, summer 1981 to spring 1982, and summer 1982 to spring 1983. Two different measures of student enrollment were used: volume measures such as student headcount enrollment, student credit hours…

Live broadcast lectures on complete denture prosthodontics at Tokyo Medical and Dental University: comparison of two years.

PubMed

Iwaki, Maiko; Kanazawa, Manabu; Sunaga, Masayo; Kinoshita, Atsuhiro; Minakuchi, Shunsuke

2013-03-01

A live broadcasting system was developed as part of dental education with Information and Communication Technology (ICT) at Tokyo Medical and Dental University. The purpose of this study was to utilize this system in complete denture prosthodontics, especially for the procedure of making a definitive impression with custom tray border molding in edentulous patients, and to evaluate its effectiveness. Live broadcast lectures on complete denture prosthodontics were given to fourth-year students in 2009 (fifty-nine students) and in 2010 (sixty-five students). To evaluate this lecture, a questionnaire was distributed to the students and faculty members after the lecture. Almost all the students and faculty members rated the lecture as good. Students commented that the lecture was "intelligible," "inspiring," "improved understanding," "good because they could ask questions in real time," "helped to know the actual time," "good for all the students to see the same case," and "close to real experience and induced a sense of tension." The results of this study suggested that a live broadcast lecture would help students experience the real clinical situation and aid in teaching complete denture prosthodontics.

Staging a Reflective Capstone Course to Transition PharmD Graduates to Professional Life

PubMed Central

Hobson, Eric H.; Spinelli, Alisa J.

2015-01-01

Objective. To develop and implement a capstone course that would allow students to reflect on their development as a professional, assess and share their achievement of the college’s outcomes, complete a professional portfolio, establish a continuing professional development plan, and prepare to enter the pharmacy profession. Design. Students were required to complete a hybrid course built around 4 online and inclass projects during the final semester of the curriculum. Assessment. Faculty used direct measures of learning, such as reading student portfolios and program outcome reflections, evaluating professional development plans, and directly observing each student in a video presentation. All projects were evaluated using standardized rubrics. Since 2012, all graduating students met the course’s minimum performance requirements. Conclusion. The course provided an opportunity for student-based summative evaluation, direct observation of student skills, and documentation of outcome completion as a means of evaluating readiness to enter the profession. PMID:25741030

Student measurement of blood pressure using a simulator arm compared with a live subject's arm.

PubMed

Lee, Jennifer J; Sobieraj, Diana M; Kuti, Effie L

2010-06-15

To compare accuracy of blood pressure measurements using a live subject and a simulator arm, and to determine students' preferences regarding measurement. This was a crossover study comparing blood pressure measurements from a live subject and a simulator arm. Students completed an anonymous survey instrument defining opinions on ease of measurement. Fifty-seven students completed blood pressure measurements on live subjects while 72 students completed blood pressure measurements using the simulator arm. There were no significant systematic differences between the 2 measurement techniques. Systolic blood pressure measurements from a live subject arm were less likely to be within 4 mm Hg compared with measurements of a simulator arm. Diastolic blood pressure measurements were not significantly different between the 2 techniques. Accuracy of student measurement of blood pressure using a simulator arm was similar to the accuracy with a live subject. There was no difference in students' preferences regarding measurement techniques.

Self-directed learning in gross human anatomy: assessment outcomes and student perceptions.

PubMed

Smythe, Gayle; Hughes, Diane

2008-01-01

Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self-directed modes for the first time.

Complete-block scheduling for advanced pharmacy practice experiences.

PubMed

Hatton, Randy C; Weitzel, Kristin W

2013-12-01

An innovative approach to meeting increased student demand for advanced pharmacy practice experiences (APPEs) is described, including lessons learned during a two-year pilot project. To achieve more efficient allocation of preceptor resources, the University of Florida College of Pharmacy (UFCOP) adopted a new APPE rotation model in which 20 pharmacy students per year complete all required and elective APPEs at one practice site, an affiliated academic medical center. Relative to the prevailing model of experiential training for Pharm.D. students, the "complete-block scheduling" model offers a number of potential benefits to students, preceptors, and the pharmacy school. In addition to potentially reduced student housing expenses and associated conveniences, complete-block scheduling may enable (1) more efficient use of teaching resources, (2) increased collaboration among preceptors, (3) greater continuity and standardization of educational experiences, and (4) enhanced opportunities for students to engage in longer and more complex research projects. The single-site APPE rotation model also can provide value to the training site by enabling the extension of clinical pharmacy services; for example, UFCOP students perform anticoagulation monitoring and discharge medication counseling at the host institution. Despite logistical and other challenges encountered during pilot testing of the new scheduling model, the program has been well received by students and preceptors alike. Complete-block APPE scheduling is a viable model for some health systems to consider as a means of streamlining experiential education practices and helping to ensure high-quality clinical rotations for Pharm.D. students.

Impact of a Dual PharmD/MBA Degree on Graduates' Academic Performance, Career Opportunities, and Earning Potential

PubMed Central

Chumney, Elinor C.G.; Jones, Kathy J.

2008-01-01

Objective To evaluate the academic experience and satisfaction of students who completed a dual PharmD/MBA degree program and the program's long-term impact on the students' career choice and earning potential. Methods GPAs, job placement, and starting job salaries were compared between graduates who completed the dual PharmD/MBA program and those who completed only the PharmD program. A satisfaction survey instrument was administered to 17 students who completed the dual PharmD/MBA degree program in May 2007. Data from a standardized job placement and starting salary survey instrument completed by all PharmD graduates were also obtained, as well as all students' final grade point averages (GPAs). GPAs, job placement, and starting job salaries were compared between graduates who had completed the dual PharmD/MBA program and those who had completed only the PharmD program. Results The graduating GPAs of dual-degree students were higher than those of both pharmacy (3.52 vs 3.41, p > 0.10) and business (3.82 vs. 3.68, p = 0.018) students not enrolled in the dual-degree program. Dual-degree students were slightly less likely to enter a residency (17% vs. 27%, p = 0.44) than other pharmacy graduates. Among those who elected not to pursue a residency, both mean starting salaries ($111,090 vs. $101,965) and mean total first-year compensation ($127,290 vs. $110,388) were significantly higher for dual-degree graduates compared to the PharmD graduates. Conclusions Students enrolled in the dual-degree program did slightly better academically than students who completed only the MBA or PharmD programs and indicated a high level of satisfaction with the program. Dual-degree graduates reported increased career opportunities and were slated to earn significantly more during their first year in the workforce. These results affirm continuation of our program and make the case for support of similar programs across the nation. PMID:18483594

In-group and role identity influences on the initiation and maintenance of students' voluntary attendance at peer study sessions for statistics.

PubMed

White, Katherine M; O'Connor, Erin L; Hamilton, Kyra

2011-06-01

Although class attendance is linked to academic performance, questions remain about what determines students' decisions to attend or miss class. In addition to the constructs of a common decision-making model, the theory of planned behaviour, the present study examined the influence of student role identity and university student (in-group) identification for predicting both the initiation and maintenance of students' attendance at voluntary peer-assisted study sessions in a statistics subject. University students enrolled in a statistics subject were invited to complete a questionnaire at two time points across the academic semester. A total of 79 university students completed questionnaires at the first data collection point, with 46 students completing the questionnaire at the second data collection point. Twice during the semester, students' attitudes, subjective norm, perceived behavioural control, student role identity, in-group identification, and intention to attend study sessions were assessed via on-line questionnaires. Objective measures of class attendance records for each half-semester (or 'term') were obtained. Across both terms, students' attitudes predicted their attendance intentions, with intentions predicting class attendance. Earlier in the semester, in addition to perceived behavioural control, both student role identity and in-group identification predicted students' attendance intentions, with only role identity influencing intentions later in the semester. These findings highlight the possible chronology that different identity influences have in determining students' initial and maintained attendance at voluntary sessions designed to facilitate their learning. ©2010 The British Psychological Society.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Concerns among first year midwifery students: towards addressing attrition rates.

PubMed

Carolan, Mary C; Kruger, Gina B

2011-01-01

Since 2000, there has been a shift to undergraduate midwifery education in Australia. Midwifery students are generally highly motivated, however attrition rates remain high among first-year students. This study was undertaken in one Australian University against a background of high course demand and high student attrition. Thirty-two first-year midwifery students completed a demographic questionnaire and wrote a reflection in response to the question: What if anything, would make your experience as a first year student better? Data were subjected to thematic content analysis. Findings indicated a need for: greater opportunities to prepare; for more time to study; for greater student supports; and outlined difficulties such as financial and childcare. In conclusion, undergraduate midwifery courses and local conditions vary among institutions. Student feedback is a useful way of identifying local concerns that may impact on student completion rates. This is a necessary first step to the provision of meaningful student support.

Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University

ERIC Educational Resources Information Center

Scruggs, Alisha K.

2012-01-01

This study explored what graduating seniors and university staff perceived contributed to high college completion rates of African American and Hispanic students at George Mason University (Mason). To understand what Mason may have been doing to support African American and Hispanic students toward college completion, in-depth interviews were…

College Students' Persistence and Degree Completion in Science, Technology, Engineering, and Mathematics (STEM): The Role of Non-Cognitive Attributes of Self-Efficacy, Outcome Expectations, and Interest

ERIC Educational Resources Information Center

Aryee, Michael

2017-01-01

The lack of students' persistence (or student's effort to continue their academic studies until degree completion) in Science, Technology, Engineering, and Mathematics (STEM) and the attrition of STEM students as well as the shortage of STEM workers have gathered much attention from policy makers, governmental agencies, higher education…

Reforming Student Aid: How to Simplify Tax Aid and Use Performance Metrics to Improve College Choices and Completion

ERIC Educational Resources Information Center

Reimherr, Patrick; Harmon, Tim; Strawn, Julie; Choitz, Vickie

2013-01-01

Any reform of federal student aid must address the twin challenges of college affordability and completion, which are inextricably linked. Here, CLASP has proposed ways to redirect existing federal student aid spending toward the low- and modest income families who need it most. These are the students for whom federal aid makes a difference in…

Peer learning in the UNSW Medicine program.

PubMed

Scicluna, Helen A; O'Sullivan, Anthony J; Boyle, Patrick; Jones, Philip D; McNeil, H Patrick

2015-10-02

The UNSW Australia Medicine program explicitly structures peer learning in program wide mixing of students where students from two adjoining cohorts complete the same course together, including all learning activities and assessment. The purpose of this evaluation is to explore the student experience of peer learning and determine benefits and concerns for junior and senior students. All medical students at UNSW Australia in 2012 (n = 1608) were invited to complete the Peer Learning Questionnaire consisting of 26 fixed-response items and 2 open-ended items exploring vertical integration and near-peer teaching. Assessment data from vertically integrated and non-vertically integrated courses were compared for the period 2011-2013. We received valid responses from 20 % of medical students (n = 328). Eighty percent of respondents were positive about their experience of vertical integration. Year 1 students reported that second year students provided guidance and reassurance (87.8 %), whilst year 2 students reported that the senior role helped them to improve their own understanding, communication and confidence (84 %). Vertical integration had little effect on examination performance and failure rates. This evaluation demonstrates that vertical integration of students who are one year apart and completing the same course leads to positive outcomes for the student experience of learning. Students benefit through deeper learning and the development of leadership qualities within teams. These results are relevant not only for medical education, but also for other professional higher education programs.

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

PubMed Central

2011-01-01

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

Motivations and Participation in an Astronomy MOOC

NASA Astrophysics Data System (ADS)

Wenger, Matthew; Buxner, Sanlyn; Formanek, Martin; Impey, Chris David

2018-01-01

Student motivation, engagement, and completion are important topics in the study of Massive Open Online Courses (MOOCs). Many science-focused Massive Open Online Courses (MOOCs) appeal to lifelong learners interested in general education as opposed to career development, yet little motivation-related research has been conducted with students in these courses. We present the results of a study that examined the motivations of MOOC students in our class, Astronomy: Exploring Time and Space. We examined trends in motivation and participation for these non-career-focused students. Although we have been able to show that the students in our class are similar, demographically, to other MOOC classes, our research has shown that they have very different motivations from undergraduate students, or MOOC students who are intere “average” MOOC user. Astronomy: Exploring Time and Space students are much more likely to be astronomy hobbyists, or taking the class to satisfy their curiosity and not attempting to change careers or achieve a credential. We were also able to correlate the results of the motivation survey instruments with student engagement with course materials and rates of course completion. We examined the motivations of students using both the validated Science Motivation Questionnaire II by Glynn et. al (2011) and a motivation instrument developed by John Falk for learners in free-choice settings. These allowed us to compare our results with other researchers who have used these instrument in other educational settings, including MOOCs. Students who reported high levels of self-determination were the most likely to complete the course, while high social motivation was a poor predictor of completion and performance.

Small-Group Learning in an Upper-Level University Biology Class Enhances Academic Performance and Student Attitudes Toward Group Work

PubMed Central

Nakonechny, Joanne; Cragg, Jacquelyn J.; Ramer, Matt S.

2010-01-01

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students – even term high achievers –could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom. PMID:21209910

Small-group learning in an upper-level university biology class enhances academic performance and student attitudes toward group work.

PubMed

Gaudet, Andrew D; Ramer, Leanne M; Nakonechny, Joanne; Cragg, Jacquelyn J; Ramer, Matt S

2010-12-29

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students--even term high achievers--could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom.

Educational outcomes of the Harvard Medical School-Cambridge integrated clerkship: a way forward for medical education.

PubMed

Hirsh, David; Gaufberg, Elizabeth; Ogur, Barbara; Cohen, Pieter; Krupat, Edward; Cox, Malcolm; Pelletier, Stephen; Bor, David

2012-05-01

The authors report data from the Harvard Medical School-Cambridge Integrated Clerkship (CIC), a model of medical education in which students' entire third year consists of a longitudinal, integrated curriculum. The authors compare the knowledge, skills, and attitudes of students completing the CIC with those of students completing traditional third-year clerkships. The authors compared 27 students completing the first three years of the CIC (2004-2007) with 45 students completing clerkships at other Harvard teaching hospitals during the same period. At baseline, no significant between-group differences existed (Medical College Admission Test and Step 1 scores, second-year objective structured clinical examination [OSCE] performance, attitudes toward patient-centered care, and plans for future practice) in any year. The authors compared students' National Board of Medical Examiners Subject and Step 2 Clinical Knowledge scores, OSCE performance, perceptions of the learning environment, and attitudes toward patient-centeredness. CIC students performed as well as or better than their traditionally trained peers on measures of content knowledge and clinical skills. CIC students expressed higher satisfaction with the learning environment, more confidence in dealing with numerous domains of patient care, and a stronger sense of patient-centeredness. CIC students are at least as well as and in several ways better prepared than their peers. CIC students also demonstrate richer perspectives on the course of illness, more insight into social determinants of illness and recovery, and increased commitment to patients. These data suggest that longitudinal integrated clerkships offer students important intellectual, professional, and personal benefits.

A quantitative analysis of factors that influence and predict students' intention to major in and complete an undergraduate program in STEM or non-STEM

NASA Astrophysics Data System (ADS)

Yang, Xuemei

2005-11-01

The goal of this study was to explore and understand the factors that influence students' intention to major in and complete an undergraduate program in a science, technology, engineering, or mathematics (STEM) discipline, in a non-STEM field, and how students' gender directly and indirectly affects their success in college. A quantitative study of three thousand four (3004) ACT-tested students who entered a Midwestern, land-grant university as freshmen in fall, 1999 was conducted based on their ACT Assessment information and their enrollment and graduation status after five years. A wide variety of variables were considered and logistic regression, factor analysis, and path analysis were used to analyze the data. The results show that students who intended to major in or completed STEM programs generally have better academic qualifications than their counterparts who intended to major in non-STEM fields. Students who intended to major in or completed STEM programs came from lower income families and smaller communities than those who intended to major in or graduated from non-STEM programs. In this study, gender's direct effect on students' college achievement is eleven times the total of gender's indirect effects through several major factors for students in both STEM fields and non-STEM fields. Perhaps nature has favored females when students' achievement is measured as their college GPA. The results also show that the overall high dropout rate is strongly associated with students' inadequate preparation in high school and family income. Out-of-school accomplishment in community service is a negative influence on their completion of a college degree. ACT scores are not necessary for prediction of college graduation.

Paradoxical Understandings Regarding Adult Undergraduate Persistence

ERIC Educational Resources Information Center

Kasworm, Carol E.

2014-01-01

Historically, characteristics of student persistence and graduation completion were most often linked to strategies which honored the full-time residential younger undergraduate. Adult students have been viewed as high-risk and typically problematic students for continuous enrollment and degree completion. This article explores the key paradoxical…

Teaching Research Skills to Student Pharmacists in One Semester: An Applied Research Elective.

PubMed

Perez, Alexandra; Rabionet, Silvia; Bleidt, Barry

2017-02-25

Objectives. To implement and assess the effectiveness of a 15-week applied research elective that introduced students to secondary database analysis in clinical pharmacy. Design. In small groups, students learned, planned, developed and completed a secondary database study to answer an original research question. During one semester, they completed a basic research proposal and Institutional Review Board application, created and analyzed a National Health and Nutrition Examination Survey (NHANES) sample dataset, and reported the results in an abstract and poster presentation. Assessment. All deliverables resulted in high grades. Mean scores on a survey conducted following completion of the course revealed that students strongly agreed or agreed that they had high levels of confidence about performing research-related tasks. Eight student groups delivered poster presentations at professional conferences. Conclusions. Within one semester, student pharmacists with no or little research experience completed original research projects that contributed to pharmacy practice knowledge. They felt highly confident doing research-related tasks, and successfully disseminated their studies beyond the classroom.

Time to Completion of Web-Based Physics Problems with Tutoring

PubMed Central

Warnakulasooriya, Rasil; Palazzo, David J; Pritchard, David E

2007-01-01

We studied students performing a complex learning task, that of solving multipart physics problems with interactive tutoring on the web. We extracted the rate of completion and fraction completed as a function of time on task by retrospectively analyzing the log of student–tutor interactions. There was a spontaneous division of students into three groups, the central (and largest) group (about 65% of the students) being those who solved the problem in real time after multiple interactions with the tutorial program (primarily receiving feedback to submitted wrong answers and requesting hints). This group displayed a sigmoidal fraction-completed curve as a function of logarithmic time. The sigmoidal shape is qualitatively flatter for problems that do not include hints and wrong-answer responses. We argue that the group of students who respond quickly (about 10% of the students) is obtaining the answer from some outside source. The third group (about 25% of the students) represents those who interrupt their solution, presumably to work offline or to obtain outside help. PMID:17725054

Comparing a number line and audio prompts in supporting price comparison by students with intellectual disability.

PubMed

Bouck, Emily C; Satsangi, Rajiv; Bartlett, Whitney

2016-01-01

Price comparison is an important and complex skill, but it lacks sufficient research attention in terms of educating secondary students with intellectual disability and/or autism spectrum disorder. This alternating treatment design study compared the use of a paper-based number line and audio prompts delivered via an audio recorder to support three secondary students with intellectual disability to independently and accuracy compare the price of three separate grocery items. The study consisted of 22 sessions, spread across baseline, intervention, best treatment, and two different generalization phases. Data were collected on the percent of task analysis steps completed independently, the type of prompts needed, students' accuracy selecting the lowest priced item, and task completion time. With both intervention conditions, students were able to independently complete the task analysis steps as well as accurately select the lowest priced item and decrease their task completion time. For two of the students, the audio recorder condition resulted in the greatest independence and for one the number line. For only one student was the condition with the greatest independence also the condition for the highest rate of accuracy. The results suggest both tools can support students with price comparison. Yet, audio recorders offer students and teachers an age-appropriate and setting-appropriate option. Copyright © 2016 Elsevier Ltd. All rights reserved.

Improved Organizational Outcomes Associated With Incorporation of Early Clinical Experiences for Second-Year Student Pharmacists at an Academic Medical Center.

PubMed

Pinelli, Nicole R; McLaughlin, Jacqueline E; Chen, Sheh-Li; Luter, David N; Arnall, Justin; Smith, Shayna; Roth, Mary T; Rodgers, Philip T; Williams, Dennis M; Amerine, Lindsey B

2017-02-01

To assess the feasibility of engaging second professional year student pharmacists in the medication reconciliation process on hospital and health system pharmacy practice outcomes. Student pharmacists in their second professional year in the Doctor of Pharmacy degree program at our institution were randomly selected from volunteers to participate. Each participant completed training prior to completing three 5-hour evening shifts. Organizational metrics, student pharmacist perception regarding quality of interactions with health care professionals, and pharmacist perceptions were collected. A total of 83 medication histories were performed on complex medical patients (57.0 ± 19.2 years, 51% female, 65% Caucasian, 12 ± 6 medications); of those, 93% were completed within 24 hours of hospital admission. Second professional student pharmacists completed on average 1.9 ± 0.6 medication histories per shift (range 1-3). Student pharmacists identified 0.9 medication-related problems per patient in collaboration with a pharmacist preceptor. Student pharmacists believed the quality of their interactions with health care professionals in the Student Medication and Reconciliation Team (SMART) program was good or excellent. The program has been well received by clinical pharmacists involved in its design and implementation. This study provides evidence that second professional year student pharmacists can assist pharmacy departments in the care of medically complex patients upon hospital admission.

A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study.

PubMed

Liu, Chunfeng; Lim, Renee L; McCabe, Kathryn L; Taylor, Silas; Calvo, Rafael A

2016-09-12

In the interests of patient health outcomes, it is important for medical students to develop clinical communication skills. We previously proposed a telehealth communication skills training platform (EQClinic) with automated nonverbal behavior feedback for medical students, and it was able to improve medical students' awareness of their nonverbal communication. This study aimed to evaluate the effectiveness of EQClinic to improve clinical communication skills of medical students. We conducted a 2-group randomized crossover trial between February and June 2016. Participants were second-year medical students enrolled in a clinical communication skills course at an Australian university. Students were randomly allocated to complete online EQClinic training during weeks 1-5 (group A) or to complete EQClinic training during weeks 8-11 (group B). EQClinic delivered an automated visual presentation of students' nonverbal behavior coupled with human feedback from a standardized patient (SP). All students were offered two opportunities to complete face-to-face consultations with SPs. The two face-to-face consultations were conducted in weeks 6-7 and 12-13 for both groups, and were rated by tutors who were blinded to group allocation. Student-Patient Observed Communication Assessment (SOCA) was collected by blinded assessors (n=28) at 2 time points and also by an SP (n=83). Tutor-rated clinical communications skill in face-to-face consultations was the primary outcome and was assessed with the SOCA. We used t tests to examine the students' performance during face-to-face consultations pre- and postexposure to EQClinic. We randomly allocated 268 medical students to the 2 groups (group A: n=133; group B: n=135). SOCA communication skills measures (score range 4-16) from the first face-to-face consultation were significantly higher for students in group A who had completed EQClinic training and reviewed the nonverbal behavior feedback, compared with group B, who had completed only the course curriculum components (P=.04). Furthermore, at the second face-to-face assessment, the group that completed a teleconsultation between the two face-to-face consultations (group B) showed improved communication skills (P=.005), and the one that had teleconsultations before the first face-to-face consultation (group A) did not show improvement. The EQClinic is a useful tool for medical students' clinical communication skills training that can be applied to university settings to improve students clinical communication skills development.

Computer-based simulation training to improve learning outcomes in mannequin-based simulation exercises.

PubMed

Curtin, Lindsay B; Finn, Laura A; Czosnowski, Quinn A; Whitman, Craig B; Cawley, Michael J

2011-08-10

To assess the impact of computer-based simulation on the achievement of student learning outcomes during mannequin-based simulation. Participants were randomly assigned to rapid response teams of 5-6 students and then teams were randomly assigned to either a group that completed either computer-based or mannequin-based simulation cases first. In both simulations, students used their critical thinking skills and selected interventions independent of facilitator input. A predetermined rubric was used to record and assess students' performance in the mannequin-based simulations. Feedback and student performance scores were generated by the software in the computer-based simulations. More of the teams in the group that completed the computer-based simulation before completing the mannequin-based simulation achieved the primary outcome for the exercise, which was survival of the simulated patient (41.2% vs. 5.6%). The majority of students (>90%) recommended the continuation of simulation exercises in the course. Students in both groups felt the computer-based simulation should be completed prior to the mannequin-based simulation. The use of computer-based simulation prior to mannequin-based simulation improved the achievement of learning goals and outcomes. In addition to improving participants' skills, completing the computer-based simulation first may improve participants' confidence during the more real-life setting achieved in the mannequin-based simulation.

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

PubMed

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Hardigan, Patrick C.; Cohen, Stanley R.

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

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

PubMed Central

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

2015-01-01

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

Grief Experiences Among Female American and Arab Undergraduate College Students.

PubMed

Varga, Mary Alice; McClam, Tricia M; Hassane, Sofoh

2015-01-01

The purpose of this study was to compare the incidence of grief among American and Arab female undergraduate students, the effects of their grief, and risk of prolonged grief disorder. A total of 471 female undergraduate students, 308 (65.4%) from the United Arab Emirates and 163 (34.6%) from the United States, completed a survey about their grief experiences. Students experiencing a significant loss also completed the Prolonged Grief Disorder Questionnaire. Findings revealed that overall approximately 38.4% (n = 181) of all 471 students experienced the loss of a significant person in their lives within the past 24 months; a similar percentage was found in each sub group. Students reported various grief effects with American students experiencing more effects related to sleep, relationships, academics, physical well-being, religion/spirituality, and outlook on life than Arab students. Only a small number (10, 5.52%) of students met the criteria for prolonged grief disorder; however, most students were female Arab students. Limitations of the study and recommendations for future research are provided.

A Correlation of Community College Math Readiness and Student Success

NASA Astrophysics Data System (ADS)

Brown, Jayna Nicole

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

Preparing medical students for obstetrics and gynecology milestone level one: a description of a pilot curriculum

PubMed Central

Morgan, Helen; Marzano, David; Lanham, Michael; Stein, Tamara; Curran, Diana; Hammoud, Maya

2014-01-01

Background The implementation of the Accreditation Council for Graduate Medical Education (ACGME) Milestones in the field of obstetrics and gynecology has arrived with Milestones Level One defined as the level expected of an incoming first-year resident. Purpose We designed, implemented, and evaluated a 4-week elective for fourth-year medical school students, which utilized a multimodal approach to teaching and assessing the Milestones Level One competencies. Methods The 78-hour curriculum utilized traditional didactic lectures, flipped classroom active learning sessions, a simulated paging curriculum, simulation training, embalmed cadaver anatomical dissections, and fresh-frozen cadaver operative procedures. We performed an assessment of student knowledge and surgical skills before and after completion of the course. Students also received feedback on their assessment and management of eight simulated paging scenarios. Students completed course content satisfaction surveys at the completion of each of the 4 weeks. Results Students demonstrated improvement in knowledge and surgical skills at the completion of the course. Paging confidence trended toward improvement at the completion of the course. Student satisfaction was high for all of the course content, and the active learning components of the curriculum (flipped classroom, simulation, and anatomy sessions) had higher scores than the traditional didactics in all six categories of our student satisfaction survey. Conclusions This pilot study demonstrates a practical approach for preparing fourth-year medical students for the expectations of Milestones Level One in obstetrics and gynecology. This curriculum can serve as a framework as medical schools and specific specialties work to meet the first steps of the ACGME's Next Accreditation System. PMID:25430640

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

PubMed

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

2018-06-01

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

Improved understanding of human anatomy through self-guided radiological anatomy modules.

PubMed

Phillips, Andrew W; Smith, Sandy G; Ross, Callum F; Straus, Christopher M

2012-07-01

To quantifiably measure the impact of self-instructed radiological anatomy modules on anatomy comprehension, demonstrated by radiology, gross, and written exams. Study guides for independent use that emphasized structural relationships were created for use with two online radiology atlases. A guide was created for each module of the first year medical anatomy course and incorporated as an optional course component. A total of 93 of 96 eligible students participated. All exams were normalized to control for variances in exam difficulty and body region tested. An independent t-test was used to compare overall exam scores with respect to guide completion or incompletion. To account for aptitude differences between students, a paired t-test of each student's exam scores with and without completion of the associated guide was performed, thus allowing students to serve as their own controls. Twenty-one students completed no study guides; 22 completed all six guides; and 50 students completed between one and five guides. Aggregate comparisons of all students' exam scores showed significantly improved mean performance when guides were used (radiology, 57.8% [percentile] vs. 45.1%, P < .001; gross, 56.9% vs. 46.5%, P = .001; written, 57.8% vs. 50.2%, P = .011). Paired comparisons among students who completed between one and five guides demonstrated significantly higher mean practical exam scores when guides were used (radiology, 49.3% [percentile] vs. 36.0%, P = .001; gross, 51.5% vs. 40.4%, P = .005), but not higher written scores. Radiological anatomy study guides significantly improved anatomy comprehension on radiology, gross, and written exams. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

An Advanced Cardiovascular Pharmacotherapy Course Blending Online and Face-to-Face Instruction

PubMed Central

2009-01-01

Objective To assess the effectiveness of online instruction in a cardiology pharmacotherapy elective. Design Eight drug-focused lectures and 6 introductory presentations were added to a cardiology pharmacotherapy course. Students completed an online quiz after each online drug-focused lecture and scores were compared to quizzes taken at the beginning and end of the course, as well as on a cardiology advanced pharmacy practice experience (APPE). For online introductory presentations, students completed a quiz at the beginning of the next face-to-face session. A survey was conducted at the end of the course to obtain student feedback. Assessment Compared to baseline scores, student learning was demonstrated after online drug-focused lectures by higher quiz scores attained immediately after completing the lecture, at the end of the course, and at the beginning of the APPE. Furthermore, students performed better on quizzes at the beginning of face-to-face sessions if they first completed an online introductory presentation. Students expressed strong support for the online components of the course. Conclusions A blended learning environment with online and face-to-face instruction is an effective way to teach a cardiology pharmacotherapy elective. The online component of this course was well received by students, improved student preparation before attending class, and appeared to enhance long-term cardiovascular drug knowledge. PMID:19564994

Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five.

ERIC Educational Resources Information Center

Shepard, Joan M.

This practicum was designed to increase responsibility for completing and handing in homework among students in grades three, four, and five in a mid-Atlantic school district. Of a total of 128 students in these grades, 28 were identified to learn strategies to aid in completing homework. Nine solution strategies were employed: (1) provide…

Beyond FASFA Completion

ERIC Educational Resources Information Center

Castleman, Ben; Page, Lindsay

2015-01-01

The Free Application for Federal Student Aid (FAFSA)--which students must complete to qualify for most federal, state, and institutional financial aid--is a gateway to college through which many students must pass, particularly those from low- to moderate-income households (King, 2004; Kofoed, 2013). Yet given the complexity of the…

Can Completing a Mental Health Nursing Course Change Students' Attitudes?

PubMed

Hastings, Todd; Kroposki, Margaret; Williams, Gail

2017-05-01

Nursing program graduates rarely choose mental health nursing as a career. A quasi-experimental study was conducted to examine attitudes of 310 nursing students towards persons with mental illness. Students completed surveys on the first and last days of their program's psychiatric mental health nursing course. The pre- and post-test survey analysis indicated that students improved their attitude, knowledge and preparedness to care for persons with mental illness. However, students maintained little interest in working as a mental health nurse. Modifications in mental health nursing courses could be made to improve students' interest in choosing a career in mental health nursing.

Assessing Children's Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales.

PubMed

Power, Thomas J; Dombrowski, Stefan C; Watkins, Marley W; Mautone, Jennifer A; Eagle, John W

2007-06-01

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire - Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented.

Assessing Children’s Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales

PubMed Central

Power, Thomas J.; Dombrowski, Stefan C.; Watkins, Marley W.; Mautone, Jennifer A.; Eagle, John W.

2007-01-01

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire – Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented. PMID:18516211

Student pharmacists' preparedness to evaluate primary literature pre- and post-Advanced Pharmacy Practice Experiences.

PubMed

Momary, Kathryn M; Lundquist, Lisa M

2017-05-01

The primary objective of this study was to assess the effect of formal primary literature evaluation (PLE) during advanced pharmacy practice experiences (APPEs) on student pharmacists' preparedness and knowledge related to literature evaluation. A perception of preparedness survey and knowledge assessment was given to student pharmacists pre- and post-APPEs. Student pharmacists were also asked to characterize their opportunities for formal PLE during APPEs. Literature evaluation experiences, knowledge base and preparedness data were compared between student pharmacists who completed two or more PLE on APPE and those who did not. A total of 211 student pharmacists completed 529 formal PLE during their APPE experiences. Quiz grades and average perception of preparedness increased significantly from pre- to post-APPE regardless of whether student pharmacists had the opportunity for formal PLE on APPE. Student pharmacists who completed two or more PLE on APPE stated they felt more confident in evaluating primary literature after APPE, had greater post-APPE preparedness scores and a trend towards higher post-APPE quiz scores. APPEs provide an important opportunity for student pharmacists to improve their PLE knowledge. Copyright © 2017 Elsevier Inc. All rights reserved.

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

PubMed

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

2015-01-05

To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses. A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire. Ten out of 19 randomly selected medical schools in Egypt. 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year. Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions. Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student-instructor (8; 32%) and student-student (5; 20%) interactions. About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Laboratory exercises to teach clinically relevant chemistry of antibiotics.

PubMed

El Sayed, Khalid A; Chelette, Candace T

2014-03-12

To design, implement, and evaluate student performance on clinically relevant chemical and spectral laboratory exercises on antibiotics. In the first of 2 exercises, second-year pharmacy students enrolled in an integrated laboratory sequence course studied the aqueous stability of ß-lactam antibiotics using a spectral visual approach. In a second exercise, students studied the tendency of tetracycline, rifamycins, and fluoroquinolones to form insoluble chelate complexes (turbidity) with polyvalent metals. On a survey to assess achievement of class learning objectives, students agreed the laboratory activities helped them better retain important information concerning antibiotic stability and interactions. A significant improvement was observed in performance on examination questions related to the laboratory topics for 2012 and 2013 students compared to 2011 students who did not complete the laboratory. A 1-year follow-up examination question administered in a separate course showed >75% of the students were able to identify rifamycins-food interactions compared with <25% of students who had not completed the laboratory exercises. The use of spectral visual approaches allowed students to investigate antibiotic stability and interactions, thus reinforcing the clinical relevance of medicinal chemistry. Students' performance on questions at the 1-year follow-up suggested increased retention of the concepts learned as a result of completing the exercises.

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

PubMed Central

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

2009-01-01

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

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

PubMed

Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

2016-03-25

Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

Impact of an interprofessional communication course on nursing, medical, and pharmacy students' communication skill self-efficacy beliefs.

PubMed

Hagemeier, Nicholas E; Hess, Rick; Hagen, Kyle S; Sorah, Emily L

2014-12-15

To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura's self-efficacy theory as a guiding framework. First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012. Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse. Completion of an interprofessional communications course was associated with a positive impact on health professions students' interpersonal and interprofessional communication self-efficacy beliefs.

The effectiveness of snow cube throwing learning model based on exploration

NASA Astrophysics Data System (ADS)

Sari, Nenden Mutiara

2017-08-01

This study aimed to know the effectiveness of Snow Cube Throwing (SCT) and Cooperative Model in Exploration-Based Math Learning in terms of the time required to complete the teaching materials and student engagement. This study was quasi-experimental research was conducted at SMPN 5 Cimahi, Indonesia. All student in grade VIII SMPN 5 Cimahi which consists of 382 students is used as population. The sample consists of two classes which had been chosen randomly with purposive sampling. First experiment class consists of 38 students and the second experiment class consists of 38 students. Observation sheet was used to observe the time required to complete the teaching materials and record the number of students involved in each meeting. The data obtained was analyzed by independent sample-t test and used the chart. The results of this study: SCT learning model based on exploration are more effective than cooperative learning models based on exploration in terms of the time required to complete teaching materials based on exploration and student engagement.

Critical thinking and reflection exercises in a biochemistry course to improve prospective health professions students' attitudes toward physician-pharmacist collaboration.

PubMed

Van Winkle, Lon J; Cornell, Susan; Fjortoft, Nancy; Bjork, Bryan C; Chandar, Nalini; Green, Jacalyn M; La Salle, Sophie; Viselli, Susan M; Burdick, Paulette; Lynch, Sean M

2013-10-14

To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students' and prospective health professions students' collaboration scores. Pharmacy students and prospective medical, dental, and other health professions students enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective health professions students increased significantly (p<0.001). Having prospective health professions students work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

Effects of Using Personal Genotype Data on Student Learning and Attitudes in a Pharmacogenomics Course

PubMed Central

McDonough, Caitrin W.; Elsey, Amanda R.; Burkley, Benjamin; Cavallari, Larisa H.; Johnson, Julie A.

2016-01-01

Objective. To evaluate the impact of personal genotyping and a novel educational approach on student attitudes, knowledge, and beliefs regarding pharmacogenomics and genomic medicine. Methods. Two online elective courses (pharmacogenomics and genomic medicine) were offered to student pharmacists at the University of Florida using a flipped-classroom, patient-centered teaching approach. In the pharmacogenomics course, students could be genotyped and apply results to patient cases. Results. Thirty-four and 19 student pharmacists completed the pharmacogenomics and genomic medicine courses, respectively, and 100% of eligible students (n=34) underwent genotyping. Student knowledge improved after the courses. Seventy-four percent (n=25) of students reported better understanding of pharmacogenomics based on having undergone genotyping. Conclusions. Completion of a novel pharmacogenomics elective course sequence that incorporated personal genotyping and genomic medicine was associated with increased student pharmacist knowledge and improved clinical confidence with pharmacogenomics. PMID:27756930

Information literacy during entry to practice: information-seeking behaviors in student nurses and recent nurse graduates.

PubMed

Wahoush, Olive; Banfield, Laura

2014-02-01

The ability to locate information pertinent to guide clinical practice is important for quality nursing care and patient safety. To date, little is known about the transfer of information literacy skills as student nurses transition to clinical practice as new graduates. This study begins to address this gap from the perspective of student nurses, recent nurse graduates (RNs), nurse leaders and library staff. To describe the information-seeking behaviors of student nurses and RNs within their clinical settings. This is a descriptive study that included both cross-sectional surveys and key informant interviews. Participants were senior-level undergraduate students and recently graduated RNs (graduated since 2008), and nurse leaders and library staff employed in one of the clinical sites accepting undergraduate students from the McMaster Mohawk and Conestoga BScN program. The study was completed in two large hospital corporations in Hamilton, Ontario, Canada. Student nurses and RNs were invited to complete online surveys to assess their access to and use of information sources and resources within clinical practice. Students completed a survey comprised of five open-ended questions, while RNs completed a survey comprised of 13 fixed choice and open-ended questions. Nurse leaders and library staff participated in qualitative interviews to verify the extent and availability of information resources. Eighteen RNs and 62 students completed their respective surveys. Three categories of information sources and resources were identified: electronic, print and interpersonal. Electronic sources of information were the most used resource by both students and RNs. More RNs reported using interpersonal sources, while students reported using more print sources of information. Recent RN graduates meet the Canadian Association of Schools of Nursing performance indicators related to information access for the entry to practice Nursing Informatics competencies. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Students' Accuracy of Measurement Estimation: Context, Units, and Logical Thinking

ERIC Educational Resources Information Center

Jones, M. Gail; Gardner, Grant E.; Taylor, Amy R.; Forrester, Jennifer H.; Andre, Thomas

2012-01-01

This study examined students' accuracy of measurement estimation for linear distances, different units of measure, task context, and the relationship between accuracy estimation and logical thinking. Middle school students completed a series of tasks that included estimating the length of various objects in different contexts and completed a test…

Analytics to Action: Predictive Model Outcomes and a Communication Strategy for Student Persistence

ERIC Educational Resources Information Center

Miller, Nathan Brad; Bell, Bryan

2016-01-01

Increased federal attention to student completion metrics and uncertain financial forecasts have heightened the tenor of student retention conversations. Improved institutional retention rates will lead to higher completion rates and relieve some funding concerns. To accomplish these improvements, institutions have invested in analytics to better…

Student Approaches to Learning in Relation to Online Course Completion

ERIC Educational Resources Information Center

Balter, Olle; Cleveland-Innes, Martha; Pettersson, Kerstin; Scheja, Max; Svedin, Maria

2013-01-01

This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses…

Financial Aid, Persistence, and Degree Completion in Masters Degree Programs.

ERIC Educational Resources Information Center

Luan, Jing; Fenske, Robert H.

1996-01-01

A study at Arizona State University investigated the relationships between types and amounts of student financial aid, student demographic and academic characteristics, persistence, and degree completion among 472 master's program students over a 4-year period from fall 1985 through summer 1989. Variables found to affect patterns included economic…

Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

ERIC Educational Resources Information Center

Yarrow, Allan; Millwater, Jan

1995-01-01

This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…

Priced Out?

ERIC Educational Resources Information Center

Jones-White, Daniel R.; Radcliffe, Peter M.; Lorenz, Linda M.; Soria, Krista M.

2014-01-01

While the literature on postsecondary student success identifies important academic and social factors associated with student outcomes, one question that persists concerns the influence of financial aid. We use the National Student Clearinghouse's StudentTracker service to develop a more complete model of student success that accommodates…

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Bernardo, Allan B. I.; Ismail, Rosnah

2010-01-01

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

Student and Tutor Variables Related to Student Progress in a Reading Tutorial Program.

ERIC Educational Resources Information Center

Willey, Diane L.

This study was conducted to identify student and tutor variables related to student progress in a structured summer reading tutorial program. High school and college students and adults tutored individually 121 elementary and junior high school students for six weeks. Criterion variables were number of tutoring books completed, residual gain…

Reflections of Social Change. Minnesota Student Survey 1989-1992.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

The Minnesota Student Survey was first administered in 1989 to students in grades 6, 9, and 12, when approximately 90,000 students completed the survey. The survey was administered to approximately 131,000 students in 1992. A comparison of the two administrations revealed that the adolescent student population had changed little between 1989 and…

Do Online Students Exhibit Different Learning Styles

ERIC Educational Resources Information Center

Hausler, Joel; Sanders, John W.; Young, Barbara

2007-01-01

We examined the relationship between learning styles and student type. This research seeks to examine if online students exhibit different learning styles from onsite students; and, if so, what accommodations relating to learning style differences may be made for online students? Students (N = 80) were asked to complete an online survey in order…

Value of audio-enhanced handheld computers over paper surveys with adolescents.

PubMed

Trapl, Erika S; Taylor, H Gerry; Colabianchi, Natalie; Litaker, David; Borawski, Elaine A

2013-01-01

To examine the impact of 3 data collection modes on the number of questions answered, data quality, and student preference. 275 urban seventh-grade students were recruited and randomly assigned to complete a paper survey (SAQ), PDA survey (PDA), or PDA survey with audio (APDA). Students completed a paper debriefing survey. APDA respondents completed significantly more questions compared to SAQ and PDA. PDA and APDA had significantly less missing data than did SAQ. No differences were found for student evaluation. Strong benefits may be gained by the use of APDA for adolescent school-based data collection.

Improved Attitudes to Psychiatry: A Global Mental Health Peer-to-Peer E-Learning Partnership.

PubMed

Keynejad, Roxanne; Garratt, Elisabeth; Adem, Gudon; Finlayson, Alexander; Whitwell, Susannah; Sheriff, Rebecca Syed

2016-08-01

Health links aim to strengthen healthcare systems in low and middle-income countries through mutual exchange of skills, knowledge, and experience. However, student participation remains limited despite growing educational emphasis upon global health. Medical students continue to report negative attitudes to psychiatry in high-income countries, and in Somaliland, the lack of public sector psychiatrists limits medical students' awareness of mental healthcare. The authors describe the design, implementation, and mixed-methods analysis of a peer-to-peer psychiatry e-learning partnership between UK and Somaliland students arising from a global mental health link between the two countries. Medical students at King's College London and Hargeisa and Amoud universities, Somaliland, were grouped into 24 pairs. Participants aimed to complete ten fortnightly meetings to discuss psychiatry topics via the website MedicineAfrica. Students completed initial and final evaluations including Attitudes toward Psychiatry (ATP-30) questions, a stigma questionnaire, and brief evaluations after each meeting. Quantitative findings demonstrated that enjoyment, interest, and academic helpfulness were rated highly by students in Somaliland and moderately by students in the UK. Somaliland students' attitudes to psychiatry were significantly more positive post-participation, whereas UK students' attitudes remained stable. Qualitative findings identified more gains in factual knowledge for Somaliland students, whereas UK students reported more cross-cultural learning. Reasons for non-completion and student-suggested improvements emphasized the need to ensure commitment to the program by participants. This partnership encouraged students to consider global mental health outside the standard medical education environment, through an e-learning format solely utilizing existing resources. This new approach demonstrates potential benefits to students in contrasting locations of brief, focused online peer-to-peer education partnerships, expanding the scope of health links to the medical professionals of the future.

Healthcare students' evaluation of the clinical learning environment and supervision - a cross-sectional study.

PubMed

Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina

2018-03-01

The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development. This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these. The study was performed as a cross-sectional study. The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis. More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning. The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

What Are the Perceptions of Ninth Grade Algebra I Teachers Regarding Preparing Their Students for Success on the CAHSEE in Los Angeles County?

ERIC Educational Resources Information Center

Kwak, Anna B.

2014-01-01

In California, at the time of this study, the CAHSEE determined if a student will graduate with a high school diploma or receive a certificate of completion of high school requirements. Although students may have completed all their high school credits, if they do not pass the CAHSEE, then the student will not receive a high school diploma or a…

Pathways to Improve Student Pharmacists’ Experience in Research

PubMed Central

McClendon, Katie S.; Bell, Allison M.; Ellis, Ashley; Adcock, Kim G.; Hogan, Shirley; Ross, Leigh Ann

2015-01-01

Objective. To describe the implementation of a student research program and to provide outcomes from the initial 4 years’ experience. Design. Students conducted individual research projects in a 4-year longitudinal program (known as Pathway), with faculty member advising and peer mentoring. A prospective assessment compared perceptions of those who completed the Pathway program with those of students who did not. Descriptive statistics, t tests, and analysis of variance (ANOVA) were used. Assessment. The class of 2013 was the first to complete the Pathway program. In the Pathway assessment project, 59% (n=47) of students who responded reached self-set goals. Pathway students agreed that this research experience improved their ability to work/think independently, evaluate literature, and distinguish themselves from other students. Conclusion. The Pathway program helped students understand the research process and reach other self-set goals. PMID:26089567

Pharmacy students' perceptions of natural science and mathematics subjects.

PubMed

Prescott, Julie; Wilson, Sarah Ellen; Wan, Kai-Wai

2014-08-15

To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy. Two hundred fifty-four students completed a survey instrument developed to investigate students' perceptions of the relevance of science and mathematics subjects to a career in pharmacy. Pharmacy students in all 4 years of a master of pharmacy (MPharm) degree program were invited to complete the survey instrument. Students viewed chemistry-based and biology-based subjects as relevant to a pharmacy career, whereas mathematics subjects such as physics, logarithms, statistics, and algebra were not viewed important to a career in pharmacy. Students' experience in pharmacy and year of study influenced their perceptions of subjects relevant to a pharmacy career. Pharmacy educators need to consider how they can help students recognize the importance of scientific knowledge earlier in the pharmacy curriculum.

Pharmacy students' ability to identify plagiarism after an educational intervention.

PubMed

Degeeter, Michelle; Harris, Kira; Kehr, Heather; Ford, Carolyn; Lane, Daniel C; Nuzum, Donald S; Compton, Cynthia; Gibson, Whitney

2014-03-12

Objective. To determine if an educational intervention in a doctor of pharmacy (PharmD) degree program increases pharmacy students' ability to identify plagiarism. Methods. First-year (P1), second-year (P2), and third-year (P3) pharmacy students attended an education session during which types of plagiarism and methods for avoiding plagiarism were reviewed. Students completed a preintervention assessment immediately prior to the session and a postintervention assessment the following semester to measure their ability. Results. Two hundred fifty-two students completed both preintervention and postintervention assessments. There was a 4% increase from preintervention to postintervention in assessment scores for the overall student sample (p<0.05). The mean change was greatest for P1 and P2 students (5% and 4.8%, respectively). Conclusion. An educational intervention about plagiarism can significantly improve students' ability to identify plagiarism.

Performance of High School Students in a Laparoscopic Training Program.

PubMed

Furer, Scott; Alam, Sarah; Rosser, James

2017-01-01

We hypothesized that high school students can be subjected to the same laparoscopic surgical training curriculum used by surgeons and successfully complete it. The goal of this study was to evaluate the appropriateness of early training in minimally invasive surgical techniques. Thirteen high school students, ages 15-18, participated in the validated Top Gun Surgeon Laparoscopic Skills and Suturing program. The students performed 3 preparatory drills 10 times each. The students' scores were then compared to a database of 393 surgeons. Performance graphs were prepared to allow comparison of skills acquisition between the 2 training groups. All 13 students successfully completed the tasks. The Students' performance (expressed as time/percentile range/average percentile) for each task were as follows: rope pass 101.8 seconds/3.8-47.1/11.8; bean drop 149.5 seconds/18.7-96.0/59.4; triangle transfer 303.2 seconds/1.3-16.0/5.8. The students started each drill with slower times, but their average improvement (decreased time to complete tasks) was more rapid than that of the surgeons between the first and second trials for each drill (-83 seconds vs -25 seconds, -120 seconds vs -53 seconds, -100 seconds vs -60 seconds). Average student times compared to average surgeon times during the last trials measured were not significantly different in the triangle transfer and rope pass drills ( P = .40 and .18, respectively). Students' times were significantly faster than surgeons' in the last measured trial of the bean drop ( P = .039). Despite the small sample size, this investigation suggests that high school students can successfully complete skill-building programs in minimally invasive surgery. Further study is needed to evaluate the appropriateness of starting surgical training of future residents at an earlier stage of their careers.

Educational Value of a Medical Student-Led Head and Neck Cancer Screening Event.

PubMed

Freiser, Monika E; Desai, Dipan D; Azcarate, Patrick M; Szczupak, Mikhaylo; Cohen, Erin R; Raffa, Francesca N; George, Joshua S; Lo, Kaming; Nayak, Chetan S; Weed, Donald T; Sargi, Zoukaa B

2016-04-01

To evaluate improvement of medical student knowledge of head and neck cancer (HNC) through participation in HNC screening fairs run by medical students. Prospective cohort study of surveys assessing medical students' knowledge of HNC before and after volunteering at screening fairs. Four screening fairs held at the University of Miami Miller School of Medicine during Oral, Head and Neck Cancer Awareness Week. Medical student screening fair volunteers. Four HNC screening fairs were organized by medical student volunteers. All students completed a preevent survey assessing baseline knowledge and participated in an otolaryngologist-led training session about HNC and the screening examination. During the screening events, students educated guests about HNC and performed physician-guided history and physical examinations. Finally, students completed identical surveys 1 week and 3 months after the event. Thirty-four (n = 34) students completed the preevent surveys. At baseline, 59%, 44%, and 24% named tobacco, alcohol, and human papilloma virus as risk factors, compared with 84%, 81%, and 69% on 3 month follow-up, respectively. Out of 6 analyzed questions, the median total number of correctly answered questions improved from 2 on pretest to 5 at 3 months (P < .0001). Volunteer participation in a HNC screening program improves medical students' knowledge of HNC risk factors and symptoms. This innovative approach to students' education via participation and organization of screening events is a useful method of improving their HNC knowledge. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2016.

Advanced Course Completion Rates among New Mexico High School Students Following Changes in Graduation Requirements. REL 2018-278

ERIC Educational Resources Information Center

Booth, Eric; Shields, Joseph; Carle, Jill

2017-01-01

In 2008 New Mexico changed its graduation requirements for regular education high school students who completed more than their senior year of high school in a New Mexico public school. Students who entered high school in 2009 were the first to have to complete (pass with a D or better) at least one advanced course (a course designated by the New…

Success of students in a college physics course with and without experiencing a high school course

NASA Astrophysics Data System (ADS)

Yager, Robert E.; Krajcik, Joseph S.

High school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre- and posttest measures concerning course content and attitude were given. After the eight-week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high-ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course.

College students and HIV/AIDS: a comparison of nontraditional and traditional student perspectives.

PubMed

Opt, Susan; Loffredo, Donald; Knowles, Laura; Fletcher, Claire

2007-01-01

The authors compared nontraditional college students' knowledge and perceptions of HIV/AIDS and sexual practices with previously reported results about traditional students. Nontraditional students completed an online survey with questions based on national HIV/AIDS surveys. Traditional students completed the same survey with paper and pencil. Overall, the authors found more similarities than differences between the 2 groups. The findings support previous research that suggests that although college students are knowledgeable about HIV and its risks, they express little personal concern about becoming infected. The authors also discuss how apparent differences between nontraditional and traditional students regarding personal concern about becoming infected, relationship status, and information sources may influence the development of effective prevention strategies geared toward nontraditional college students. Institutional leaders need to adapt to these differences, and researchers should undertake additional studies to clarify these differences so that college students may be more effectively educated about HIV/AIDS and encouraged to get tested.

Underlying mechanisms of mistreatment in the surgical learning environment: A thematic analysis of medical student perceptions.

PubMed

Brandford, Elena; Hasty, Brittany; Bruce, Janine S; Bereknyei Merrell, Sylvia; Shipper, Edward S; Lin, Dana T; Lau, James N

2018-02-01

Medical students experience more psychological distress than the general population. One contributing factor is mistreatment. This study aims to understand the mechanisms of mistreatment as perceived by medical students. Students completed anonymous surveys during the first and last didactic session of their surgery clerkship in which they defined and gave examples of mistreatment. Team-based thematic analysis was performed on responses. Between January 2014 and June 2016, 240 students participated in the surgery clerkship. Eighty-nine percent of students completed a survey. Themes observed included (1) Obstruction of Students' Learning, (2) Exploitation of Student Vulnerability, (3) Exclusion from the Medical Team, and (4) Contextual Amplifiers of Mistreatment Severity. The themes observed in this study improve our understanding of the students' perspective on mistreatment as it relates to their role in the clinical learning context, which can serve as a starting point for interventions that ultimately improve students' experiences in the clinical setting. Copyright © 2017 Elsevier Inc. All rights reserved.

Relationship between admission data and pharmacy student involvement in extracurricular activities.

PubMed

Kiersma, Mary E; Plake, Kimberly S; Mason, Holly L

2011-10-10

To assess pharmacy student involvement in leadership and service roles and to evaluate the association between admissions data and student involvement. Doctor of pharmacy (PharmD) students were invited to complete a 56-item online survey instrument containing questions regarding leadership and service involvement, work experiences, perceived contribution of involvement to skill development, and perceived importance of involvement. Responses were linked to admissions data to identify possible associations. Five hundred fourteen (82.4%) pharmacy students completed the survey instrument. Students with higher admissions application and interview scores were more likely to be involved in organizations and hold leadership roles, while students with higher admissions grade point averages were less likely to be involved in organizations and leadership roles. Assessing students' involvement in leadership and service roles can assist in the evaluation of students' leadership skills and lead to modification of curricular and co-curricular activities to provide development opportunities. Student involvement in extracurricular activities may encourage future involvement in and commitment to the pharmacy profession.

Reflecting on some of the challenges facing postgraduate nursing education in South Africa.

PubMed

Essa, Ilhaam

2011-04-01

Considering the dearth of professional nurses in South Africa today, and the fact that postgraduate nursing education can contribute towards enhancing the competences of those in the profession, I shall examine some of the challenges faced by a group of previously enrolled postgraduate nursing students which resulted in their non-completion of a formal qualification. The focus of this investigation was a 2008 cohort of students that did not complete their non-clinical postgraduate diplomas at the institution where I work. Of the 29 students who did not complete their studies, I have selected a group of 8 students through a purposive non-random sample with the objective to ascertain some of the reasons for them not completing their diploma. My aim was to examine some of the reasons as to why postgraduate nursing students do not complete their qualification and to suggest ways as to how the curriculum can be reconstructed as to counteract some of students' pitfalls. Based on my qualitative interpretive analysis, I shall argue that these students did not complete their diplomas on the grounds of, having experienced a lack of institutional and social support; their inability to cope with the demands of academic rigour; their experiences of isolation and exclusion; and, the inability to cope with unimagined realities. My contention is that if postgraduate nursing is not adequately attended to, the possibility that nursing education would not contribute to the transformation of the profession, is highly possible. Copyright © 2010 Elsevier Ltd. All rights reserved.

Persistence in STEM: An investigation of the relationship between high school experiences in science and mathematics and college degree completion in STEM fields

NASA Astrophysics Data System (ADS)

Maltese, Adam V.

While the number of Bachelor's degrees awarded annually has nearly tripled over the past 40 years (NSF, 2008), the same cannot be said for degrees in the STEM (science, technology, engineering and mathematics) fields. The Bureau of Labor Statistics projects that by the year 2014 the combination of new positions and retirements will lead to 2 million job openings in STEM (BLS, 2005). Thus, the research questions I sought to answer with this study were: (1)What are the most common enrollment patterns for students who enter into and exit from the STEM pipeline during high school and college? (2) Controlling for differences in student background and early interest in STEM careers, what are the high school science and mathematics classroom experiences that characterize student completion of a college major in STEM? Using data from NELS:88 I analyzed descriptive statistics and completed logistic regressions to gain an understanding of factors related to student persistence in STEM. Approximately 4700 students with transcript records and who participated in all survey rounds were included in the analyses. The results of the descriptive analysis demonstrated that most students who went on to complete majors in STEM completed at least three or four years of STEM courses during high school, and enrolled in advanced high school mathematics and science courses at higher rates. At almost every pipeline checkpoint indicators of the level of coursework and achievement were significant in predicting student completion of a STEM degree. The results also support previous research that showed demographic variables have little effect on persistence once the sample is limited to those who have the intrinsic ability and desire to complete a college degree. The most significant finding is that measures of student interest and engagement in science and mathematics were significant in predicting completion of a STEM degree, above and beyond the effects of course enrollment and performance. A final analysis, which involved the comparison of descriptive statistics for students who switched into and out of the STEM pipeline during high school, suggested that attitudes toward mathematics and science play a major role in choices regarding pipeline persistence.

Assessment of toxicology knowledge in the fourth-year medical students: Three years of data.

PubMed

Buchanan, Jennie; Windels, Daniel; Druck, Jeffrey; Heard, Kennon

2018-01-01

Pharmacology and toxicology are core content knowledge for physicians. Medical students should demonstrate understanding of general pharmacology and basic treatment of poisoning. The objective of this study was to measure the knowledge of the 4th-year medical students (MS4) on these topics over 3 years. A multiple-choice exam (15 questions) was administered to MS4 students in spring of 2010, 2011, and 2012. Questions were developed by medical toxicologists to evaluate basic knowledge in three areas: pharmacologic effects (PE), treatment of poisoning (TOP), and pharmacokinetics (PK). The students were grouped by intended specialties into pharmacologic intense (anesthesia, emergency medicine, internal medicine, pediatrics, and psychiatry), less pharmacologic intense specialties (dermatology, OB/GYN, ophthalmology, pathology, physical medicine and rehabilitation, radiology, and surgery) and by completion of a pharmacology or toxicology elective. Mean group scores were compared using ANOVA. Totally 332 of 401 (83%) students completed the survey. Mean scores were stable over the three years, higher for students completing a toxicology rotation and for students entering a pharmacologically intense specialty. The external validity is limited to a single medical school with incomplete participation and content was limited by the survey length. Consistent results over the three-year period and correlation of performance with completing a toxicology rotation and intent to enter a pharmacology intensive specialty suggest this survey may correlate with toxicology knowledge. Implementation of required core courses focused on toxicology may improve core content knowledge in fourth year medical students.

Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement

PubMed Central

Gallimore, Casey E.; Pitterle, Michael; Morrill, Josh

2016-01-01

Objective. To evaluate online case simulation vs a paper case on student confidence and engagement. Design. Students enrolled in a pharmacotherapy laboratory course completed a patient case scenario as a component of an osteoarthritis laboratory module. Two laboratory sections used a paper case (n=53); three sections used an online virtual case simulation (n=81). Student module performance was assessed through a submitted subjective objective assessment plan (SOAP) note. Students completed pre/post surveys to measure self-perceived confidence in providing medication management. The simulation group completed postmodule questions related to realism and engagement of the online virtual case simulation. Group assessments were performed using chi-square and Mann Whitney tests. Assessment. A significant increase in all 13 confidence items was seen in both student groups following completion of the laboratory module. The simulation group had an increased change of confidence compared to the paper group in assessing medication efficacy and documenting a thorough assessment. Comparing the online virtual simulation to a paper case, students agreed the learning experience increased interest, enjoyment, relevance, and realism. The simulation group performed better on the subjective SOAP note domain though no differences in total SOAP note scores was found between the two groups. Conclusion. Virtual case simulations result in increased student engagement and may lead to improved documentation performance in the subjective domain of SOAP notes. However, virtual patient cases may offer limited benefit over paper cases in improving overall student self-confidence to provide medication management. PMID:26941442

Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement.

PubMed

Barnett, Susanne G; Gallimore, Casey E; Pitterle, Michael; Morrill, Josh

2016-02-25

To evaluate online case simulation vs a paper case on student confidence and engagement. Students enrolled in a pharmacotherapy laboratory course completed a patient case scenario as a component of an osteoarthritis laboratory module. Two laboratory sections used a paper case (n=53); three sections used an online virtual case simulation (n=81). Student module performance was assessed through a submitted subjective objective assessment plan (SOAP) note. Students completed pre/post surveys to measure self-perceived confidence in providing medication management. The simulation group completed postmodule questions related to realism and engagement of the online virtual case simulation. Group assessments were performed using chi-square and Mann Whitney tests. A significant increase in all 13 confidence items was seen in both student groups following completion of the laboratory module. The simulation group had an increased change of confidence compared to the paper group in assessing medication efficacy and documenting a thorough assessment. Comparing the online virtual simulation to a paper case, students agreed the learning experience increased interest, enjoyment, relevance, and realism. The simulation group performed better on the subjective SOAP note domain though no differences in total SOAP note scores was found between the two groups. Virtual case simulations result in increased student engagement and may lead to improved documentation performance in the subjective domain of SOAP notes. However, virtual patient cases may offer limited benefit over paper cases in improving overall student self-confidence to provide medication management.

Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial.

PubMed

Cobbett, Shelley; Snelgrove-Clarke, Erna

2016-10-01

Clinical simulations can provide students with realistic clinical learning environments to increase their knowledge, self-confidence, and decrease their anxiety prior to entering clinical practice settings. To compare the effectiveness of two maternal newborn clinical simulation scenarios; virtual clinical simulation and face-to-face high fidelity manikin simulation. Randomized pretest-posttest design. A public research university in Canada. Fifty-six third year Bachelor of Science in Nursing students. Participants were randomized to either face-to-face or virtual clinical simulation and then to dyads for completion of two clinical simulations. Measures included: (1) Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale (NASC-CDM) (White, 2011), (2) knowledge pretest and post-test related to preeclampsia and group B strep, and (3) Simulation Completion Questionnaire. Before and after each simulation students completed a knowledge test and the NASC-CDM and the Simulation Completion Questionnaire at study completion. There were no statistically significant differences in student knowledge and self-confidence between face-to-face and virtual clinical simulations. Anxiety scores were higher for students in the virtual clinical simulation than for those in the face-to-face simulation. Students' self-reported preference was face-to-face citing the similarities to practicing in a 'real' situation and the immediate debrief. Students not liking the virtual clinical simulation most often cited technological issues as their rationale. Given the equivalency of knowledge and self-confidence when undergraduate nursing students participate in either maternal newborn clinical scenarios of face-to-face or virtual clinical simulation identified in this trial, it is important to take into the consideration costs and benefits/risks of simulation implementation. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

College Student Internet Use: Convenience and Amusement

ERIC Educational Resources Information Center

Johnson, Genevieve M.

2007-01-01

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

Considering student choice when selecting instructional strategies: a comparison of three prompting systems.

PubMed

Taber-Doughty, Teresa

2005-01-01

Three secondary age students with moderate intellectual disabilities learned to use the system of least prompts, a self-operated picture prompting system, and a self-operated auditory prompting system to use a copy machine and a debit machine. Both the effectiveness and efficiency of these prompting systems were compared. Additionally, student preference of instructional method was examined. The results demonstrated that each prompting system was effective and efficient with varying students when skill acquisition and duration of task performance were measured. All students demonstrated increased independence in completing both tasks. This study found that the preferred prompting systems were more effective in terms of both skill acquisition and duration for completing tasks for students.

Curriculum considerations for enhancing baccalaureate learning for international students.

PubMed

Pardue, Karen T; Haas, Barbara

2003-01-01

International students studying nursing in the United States present unique teaching opportunities and challenges. Student language, culture, and academic expectations are major factors for faculty to consider in delivering international education. An RN to BSN program provides baccalaureate completion study for registered nurses residing in Israel. Students can choose to complete the final semester in the United States. Israeli nursing students demonstrate a strong collectivistic orientation to their academic work. Issues related to English language fluency and academic paper preparation were identified. Success in international teaching endeavors is facilitated when faculty carefully evaluate course materials and assignments. Clarity of language, cultural expectations, and availability of academic resources are important considerations for promoting student success.

Teaching Medical Students to Help Patients Quit Smoking: Outcomes of a 10-School Randomized Controlled Trial.

PubMed

Ockene, Judith K; Hayes, Rashelle B; Churchill, Linda C; Crawford, Sybil L; Jolicoeur, Denise G; Murray, David M; Shoben, Abigail B; David, Sean P; Ferguson, Kristi J; Huggett, Kathryn N; Adams, Michael; Okuliar, Catherine A; Gross, Robin L; Bass, Pat F; Greenberg, Ruth B; Leone, Frank T; Okuyemi, Kola S; Rudy, David W; Waugh, Jonathan B; Geller, Alan C

2016-02-01

Early in medical education, physicians must develop competencies needed for tobacco dependence treatment. To assess the effect of a multi-modal tobacco dependence treatment curriculum on medical students' counseling skills. A group-randomized controlled trial (2010-2014) included ten U.S. medical schools that were randomized to receive either multi-modal tobacco treatment education (MME) or traditional tobacco treatment education (TE). Students from the classes of 2012 and 2014 at ten medical schools participated. Students from the class of 2012 (N = 1345) completed objective structured clinical examinations (OSCEs), and 50 % (N = 660) were randomly selected for pre-intervention evaluation. A total of 72.9 % of eligible students (N = 1096) from the class of 2014 completed an OSCE and 69.7 % (N = 1047) completed pre and post surveys. The MME included a Web-based course, a role-play classroom demonstration, and a clerkship booster session. Clerkship preceptors in MME schools participated in an academic detailing module and were encouraged to be role models for third-year students. The primary outcome was student tobacco treatment skills using the 5As measured by an objective structured clinical examination (OSCE) scored on a 33-item behavior checklist. Secondary outcomes were student self-reported skills for performing 5As and pharmacotherapy counseling. Although the difference was not statistically significant, MME students completed more tobacco counseling behaviors on the OSCE checklist (mean 8.7 [SE 0.6] vs. mean 8.0 [SE 0.6], p = 0.52) than TE students. Several of the individual Assist and Arrange items were significantly more likely to have been completed by MME students, including suggesting behavioral strategies (11.8 % vs. 4.5 %, p < 0.001) and providing information regarding quitline (21.0 % vs. 3.8 %, p < 0.001). MME students reported higher self-efficacy for Assist, Arrange, and Pharmacotherapy counseling items (ps ≤0.05). Inclusion of only ten schools limits generalizability. Subsequent interventions should incorporate lessons learned from this first randomized controlled trial of a multi-modal longitudinal tobacco treatment curriculum in multiple U.S. medical schools. NIH Trial Registry Number: NCT01905618.

Relations of Student Perceptions of Teacher Oral Feedback with Teacher Expectancies and Student Self-Concept

ERIC Educational Resources Information Center

Chen, Yi-Hsin; Thompson, Marilyn S.; Kromrey, Jeffrey D.; Chang, George H.

2011-01-01

In this article, the authors investigated the relations of students' perceptions of teachers' oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for…

Perceived Instructor Argumentativeness, Verbal Aggressiveness, and Classroom Communication Climate in Relation to Student State Motivation and Math Anxiety

ERIC Educational Resources Information Center

Lin, Yang; Durbin, James M.; Rancer, Andrew S.

2017-01-01

This study examined how student perceptions of math/statistics instructors' argumentativeness and verbal aggressiveness are related to student perceptions of classroom communication climate, student state motivation, and student math anxiety. A total of 216 completed questionnaires were returned by the student participants (96 males and 120…

College Students' Comfort Level Discussing Death with Faculty and Perceptions of Faculty Support for Grief-Affected Students

ERIC Educational Resources Information Center

Hedman, A. S.

2012-01-01

Students' comfort discussing death with faculty, views regarding faculty's likelihood to provide accommodations to grief-affected students, and perceived empathy of faculty were assessed. Undergraduate students (n = 371) attending a Midwestern university completed the Student Survey on Grief Issues. Twenty-six percent reported the death of at…

Deeper in Debt: Women and Student Loans

ERIC Educational Resources Information Center

Miller, Kevin

2017-01-01

Over the course of the past few decades student loans have become an increasingly common means of paying for a college education. Most students who complete a college program now take on student loans, and the amount of student debt that students assume has increased along with the price of attending college. At this time about 44 million…

Underachievement in Gifted Students: A Case Study of Three College Physics Students in Taiwan

ERIC Educational Resources Information Center

Tsai, Kuei-Fang; Fu, Guopeng

2016-01-01

This case study provides an explanatory account on the underachievement of three gifted students studying physics in a Taiwanese university. The students' physics underachievement was diagnosed by Sato's student-problem analysis chart. These students were invited to complete a questionnaire and a follow-up interview in order to (1) understand the…

Becoming a College Student: An Empirical Phenomenological Analysis of First Generation College Students

ERIC Educational Resources Information Center

Whitehead, Patrick M.; Wright, Robert

2017-01-01

This article is an empirical phenomenological examination of the perceived security that first generation college students have in their identity as college students. First generation college students (FGCS) have been defined as students whose parents or guardians have not completed a 2- or 4-year postsecondary degree. Previous research (Davis,…

Why Students Do Not Prepare for Math Placement Exams: Student Perspectives. CCRC Research Brief. Number 57

ERIC Educational Resources Information Center

Fay, Maggie P.; Bickerstaff, Susan; Hodara, Michelle

2013-01-01

Drawn from surveys completed by 122 students enrolled in developmental math at four community colleges and from seven student focus groups with a total of 34 developmental math students at those same colleges, this research brief illuminates student experiences with and perspectives on the math assessment and placement process. Findings suggest…

University Students' Metacognitive Failures in Mathematical Proving Investigated Based on the Framework of Assimilation and Accommodation

ERIC Educational Resources Information Center

Huda, Nizlel; Subanji; Nusantar, Toto; Susiswo; Sutawidjaja, Akbar; Rahardjo, Swasono

2016-01-01

This study aimed to determine students' metacognitive failure in Mathematics Education Program of FKIP in Jambi University investigated based on assimilation and accommodation Mathematical framework. There were 35 students, five students did not answer the question, three students completed the questions correctly and 27 students tried to solve…

Encouraging Students to Read: What Professors are (and Aren't) Doing about It

ERIC Educational Resources Information Center

Starcher, Keith; Proffitt, Dennis

2011-01-01

Reasons are examined as to why students are reluctant to complete assigned textbook readings on a timely basis. Prior research suggested that lack of student motivation, lack of student knowledge of effective study habits, competing demands on student time, and lack of congruency between student objectives for the course and professor objectives…

Does Seeing What I Say Help Me Know What I Think?: Four Students Revising.

ERIC Educational Resources Information Center

Buechler, Scott

Examination of an average student's and an honors student's essay revisions showed that while both students rewrote toward meaning, the honors student was more aware of the reasons for her revisions. Gradually, through several versions of her paper, the average student discovered her focus and could then complete her introductory paragraph. This…

Focusing on Impact: An Institutional Action Framework for Increasing Community College Student Completion

ERIC Educational Resources Information Center

Quirk-Bailey, Sheila K.

2015-01-01

The historical focus of community college administrators has been student access. Recently, the focus has expanded to include completion as calls for accountability increase and college officials realize that the opportunities they provide go largely unrealized unless students earn credentials. In 2010, Goldrick-Rab demonstrated that the major…

Examining Student Achievement and Interventions for Underprepared Vocational Math Students

ERIC Educational Resources Information Center

Hargens, Diane K.

2013-01-01

Math preparedness is a barrier to completion for many community college vocational students. With President Obama's (2010) challenge to produce more graduates in order to ensure our nation succeeds in the 21st century, community colleges across the country have an increased focus on graduation or completion. This study was conducted to provide…

Unfinished Business: Student Perspectives on Disclosure of Mental Illness and Success in VET--Support Document

ERIC Educational Resources Information Center

Venville, Annie; Street, Annette

2012-01-01

Researchers from La Trobe University are investigating the factors affecting successful course completion for Vocational Education and Training (VET) students with a mental illness. The research aims to: (1) Increase individuals' understanding of the factors contributing to successful course completions by students with disclosed or non-disclosed…

Changes in Leadership Attitudes and Beliefs Associated with the College Experience: A Longitudinal Study

ERIC Educational Resources Information Center

Fischer, Donald V.; Wielkiewicz, Richard M.; Stelzner, Stephen P.; Overland, Maribeth; Meuwissen, Alyssa S.

2015-01-01

Incoming first-year college students completed a leadership survey prior to any formal leadership education. These students were reassessed during the spring of their senior year; 386 students completed both surveys. The differential effect of 33 leadership and demographic variables on change in hierarchical and systemic leadership beliefs were…

Identifying the Factors That Predict Degree Completion for Entirely Online Community College Students

ERIC Educational Resources Information Center

Brock, Kishia R.

2014-01-01

The purpose of this research study was to identify demographic characteristics, academic factors, and student behaviors that contributed to successful degree and certificate completion for entirely online, nontraditional undergraduate students at a large community college. A discrete-time event history analysis was used to model the retention of…

Short Stay Summary Report, Spring 2003.

ERIC Educational Resources Information Center

Okanagan Coll., Kelowan (British Columbia).

This 2003 study was designed to collect data on the outcomes of short stay students, or former students who leave British Columbia's colleges, university colleges, and institutes after completing between 9 and 23 credits. Out of 2,273 former students eligible for surveying, 871 completed the survey, for a response rate of 38%. The survey collected…

34 CFR 668.48 - Report on completion or graduation rates for student-athletes.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) The number of students, categorized by race and gender, who attended that institution during the year... this section who received athletically-related student aid, categorized by race and gender within each... race and gender. (iv) The completion or graduation rate and if applicable, transfer-out rate of the...

34 CFR 668.48 - Report on completion or graduation rates for student-athletes.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) The number of students, categorized by race and gender, who attended that institution during the year... this section who received athletically-related student aid, categorized by race and gender within each... race and gender. (iv) The completion or graduation rate and if applicable, transfer-out rate of the...

34 CFR 668.48 - Report on completion or graduation rates for student-athletes.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) The number of students, categorized by race and gender, who attended that institution during the year... this section who received athletically-related student aid, categorized by race and gender within each... race and gender. (iv) The completion or graduation rate and if applicable, transfer-out rate of the...

34 CFR 668.48 - Report on completion or graduation rates for student-athletes.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) The number of students, categorized by race and gender, who attended that institution during the year... this section who received athletically-related student aid, categorized by race and gender within each... race and gender. (iv) The completion or graduation rate and if applicable, transfer-out rate of the...

34 CFR 668.48 - Report on completion or graduation rates for student-athletes.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) The number of students, categorized by race and gender, who attended that institution during the year... this section who received athletically-related student aid, categorized by race and gender within each... race and gender. (iv) The completion or graduation rate and if applicable, transfer-out rate of the...

Getting Girls EX.I.T.E.D about Project Management

ERIC Educational Resources Information Center

Norstrom, Bjorn; Smith, Carol; Haglund, Annika

2008-01-01

Students are asked to complete projects every day--from a simple PowerPoint presentation to college applications and financial aid forms. Students are expected to complete these projects to certain standards. However, students are often not provided with the tools and skills needed to successfully manage projects, especially complex ones. As…

78 FR 28953 - William D. Ford Federal Direct Loan Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-16

... students since July 1, 2011. Second, the law placed a limit on Direct Subsidized Loan eligibility for new... students to complete their academic programs in a timely manner. Timely completion of programs will allow... student loan debt. This interim final rule implements the required statutory changes. Summary of the Major...

Undergraduate Research Participation and STEM Graduate Degree Aspirations among Students of Color

ERIC Educational Resources Information Center

Strayhorn, Terrell L.

2010-01-01

Increasing the number of students who complete advanced degrees in science, technology, engineering, and mathematics (STEM) fields is a compelling national interest. Although college science and engineering degree completion rates have improved considerably over the past few decades, significant gaps persist among women and students of color. Gaps…

The Effect of Labor Market Conditions and Financial Aid on Doctoral Student Retention

ERIC Educational Resources Information Center

Ampaw, Frimpomaa D.

2010-01-01

Forty-three percent of doctoral students never complete their degree. This dropout is the highest among graduate and professional degree programs. Previous cross sectional studies of doctoral students' retention show the importance of financial aid in predicting degree completion. The studies however, do not estimate the labor market's effect on…

Customized Nudging to Improve FAFSA Completion and Income Verification

ERIC Educational Resources Information Center

Page, Lindsay; Castleman, Benjamin L.

2016-01-01

For most students from low- or moderate-income families, successfully completing the Free Application for Federal Student Aid (FAFSA) is a crucial gateway on the path to college access. However, FAFSA filing and income verification tasks pose substantial barriers to college access for low-income students. In this paper, the authors report on a…

Student Satisfaction with Graduate Supervision in Doctoral Programs Primarily Delivered in Distance Education Settings

ERIC Educational Resources Information Center

Erichsen, Elizabeth Anne; Bolliger, Doris U.; Halupa, Colleen

2014-01-01

There are no universal, precise, or explicit criteria for completing a doctoral degree successfully. Researchers and practitioners have pointed out how difficult and time consuming the supervision of graduate student research can be. When students in doctoral programs complete their degrees via distance delivery, supervision of graduate students…

Factors That Influence Stay Intention of Thai International Students Following Completion of Degrees in China

ERIC Educational Resources Information Center

Lin, Yi; Kingminghae, Worapinya

2017-01-01

Based on data recently collected in China, this study examined factors influencing Thai international students' stay/leave intentions after completion of degrees in Chinese universities. Paying attention to the concrete situations and lived experiences of international students in a more integrated Asia-Pacific region, we found that…

Examining STEM Bachelor's Degree Completion for Students with Differing Propensities at College Entry

ERIC Educational Resources Information Center

Wolniak, Gregory C.

2016-01-01

The study utilized data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) to examine factors that affect 4-year college students' likelihoods of completing a science, technology, engineering, or mathematics (STEM) bachelor's degree within 6 years of entering college. Results highlight the lasting influence of high school…

Using Game Mechanics to Increase Graduate Student Engagement with Library Resources

ERIC Educational Resources Information Center

Manson, Sharon K.

2017-01-01

The purpose of the current study was to determine whether adding gamification to a doctoral level class would improve 1) students' self-reported feelings of motivation, competency, and engagement, and 2) knowledge of the library resources available to complete research. Twenty-one students agreed to participate and completed the pretest survey.…

Rate of Change: AP Calculus Students' Understandings and Misconceptions after Completing Different Curricular Paths

ERIC Educational Resources Information Center

Teuscher, Dawn; Reys, Robert E.

2012-01-01

This study examined Advanced Placement Calculus students' mathematical understanding of rate of change, after studying four years of college preparatory (integrated or single-subject) mathematics. Students completed the Precalculus Concept Assessment (PCA) and two open-ended tasks with questions about rates of change. After adjusting for prior…

The Impact of Higher Education on Mature Age Students.

ERIC Educational Resources Information Center

West, Leo H. T.; And Others

Changes in the working and personal lives of adults as a result of completing a bachelor's degree as a mature-age student were studied in Australia. Also considered were students' progress through the degree, patterns of employment while enrolled, and additional formal higher education after completing (or withdrawing from) the program. The study…

Longitudinal Changes in College Math Students' Implicit Theories of Intelligence

ERIC Educational Resources Information Center

Shively, Rebecca L.; Ryan, Carey S.

2013-01-01

This study examined changes over time in implicit theories of intelligence and their relationships to help-seeking and academic performance. College algebra students completed questionnaires during the second week of classes and 2 weeks before the end of the semester (ns = 159 and 145, respectively; 61 students completed questionnaires at both…

Online Course-Taking and Student Outcomes in California Community Colleges

ERIC Educational Resources Information Center

Hart, Cassandra M. D.; Friedmann, Elizabeth; Hill, Michael

2018-01-01

This paper uses fixed effects analyses to estimate differences in student performance under online versus face-to-face course delivery formats in the California Community College system. On average, students have poorer outcomes in online courses in terms of the likelihood of course completion, course completion with a passing grade, and receiving…

First Impressions and Professor Reputation: Influence on Student Evaluations of Instruction

ERIC Educational Resources Information Center

Buchert, Stephanie; Laws, Eric L.; Apperson, Jennifer M.; Bregman, Norman J.

2008-01-01

We examined the effects of professor reputation versus first impressions on student evaluations of instruction. Students in 19 Psychology courses completed course evaluation surveys either before meeting the instructor or 2 weeks into the semester. Both groups then completed the course evaluation again at the end of the semester. Unlike…

Academic Staff Perceptions of Factors Underlying Program Completion by Australian Indigenous Nursing Students

ERIC Educational Resources Information Center

West, Roianne; Usher, Kim; Foster, Kim; Stewart, Lee

2014-01-01

An increase in the number of Indigenous health professionals is one way to help reduce the poor health outcomes of Australia's Indigenous people. However, while Indigenous students are enrolling in Australian tertiary undergraduate nursing courses in increasing numbers, their completion rates remain lower than non-Indigenous students and many…

Supporting Student Retention and Success: Including Family Areas in an Academic Library

ERIC Educational Resources Information Center

Godfrey, Ian; Rutledge, Lorelei; Mowdood, Alfred; Reed, Jacob; Bigler, Scott; Soehner, Catherine

2017-01-01

Many universities and colleges focus on student retention and completion as a measure of their success. Publications such as the "Chronicle of Higher Education" carry an increasing number of articles dealing with student retention, success, and completion. Academic libraries support this goal through a wide variety of services, teaching,…

Moving at the Speed of Potential: A Mixed-Methods Study of Accelerating Developmental Students in a California Community College

ERIC Educational Resources Information Center

Parks, Paula L.

2014-01-01

Most developmental community college students are not completing the composition sequence successfully. This mixed-methods study examined acceleration as a way to help developmental community college students complete the composition sequence more quickly and more successfully. Acceleration is a curricular redesign that includes challenging…

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

ERIC Educational Resources Information Center

Johnson, LaToya S.

2010-01-01

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

Aboriginal Students and School Mobility in British Columbia Public Schools

ERIC Educational Resources Information Center

Aman, Cheryl

2008-01-01

In British Columbia, K-12 school Aboriginal students' completion rates are far from equivalent to those of their non-Aboriginal peers. In addition, there is a high degree of variability in Aboriginal students' school completion rates across schools and communities. Administrative data associating approximately 1.5 million school census records of…

Extended Opportunity Programs and Services (EOPS): A Quantitative Study of Latino Students' Goal Completion

ERIC Educational Resources Information Center

Barraza, Bertha

2012-01-01

A problem exists with consistency in measuring and tracking students' academic goals in California Community Colleges [CCC]. Effective measurements in CCC that embody academic goals below the associate degree and four-year college articulation agreements, call for attention to determine student academic interests and completion rates. Specific…

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies

NASA Astrophysics Data System (ADS)

Burns, Dana

Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as "at-risk" for failing high school courses. The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed "at-risk" for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.

A comparison of attitudes toward lesbians and gay men among students of helping professions in Crete, Greece: the cases of social work, psychology, medicine, and nursing.

PubMed

Papadaki, Vasileia; Plotnikof, Kyriaki; Gioumidou, Meropi; Zisimou, Vasiliki; Papadaki, Eleni

2015-01-01

This study investigated the attitudes toward lesbians and gay men among social work, psychology, medical, and nursing students in Crete, Greece, using Herek's ATLG scale. No respondents held completely heterosexist attitudes; only 1.6% held completely non-heterosexist attitudes. The 44.96 total ATLG score indicates a slightly positive attitude toward lesbians and gay men. Psychology students scored higher than all others on positive attitudes, followed by social work students, medical students, and nursing students. Gender, having lesbian or gay acquaintances or friends, and religiosity were significant factors influencing students' attitudes, while no impact on attitudes due to the effects of higher education could be discerned. Implications for curriculum design and teaching methods are discussed.

Impact of the Career Explorers Program on High School Students' Perceptions of the Pharmacy Profession

PubMed Central

Stensland, Sheri L.; Warholak, Terri L.; Mattingly, Lisa

2008-01-01

Objective To determine the effect of a 5-week Career Explorers Program (CEP) on high school students' perceptions of pharmacists' characteristics, duties, and training. Methods A 16-item survey instrument with attitudinal, frequency, and relative quantity response options was completed by all CEP students on the first and last day of the program. The survey assessed students' attitudes concerning pharmacist characteristics, duties, and training. Results All students who participated in the CEP in 2003 completed the survey instrument (n = 50). Seventy percent of respondents' answers to the attitudinal subscale questions significantly changed from preassessment to postassessment. Conclusion A 5-week CEP provided high school students with more realistic perceptions of pharmacists' roles, duties, and training before the students entered the pharmacy program. PMID:18698385

Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication.

PubMed

Fayaz, Amir; Mazahery, Azita; Hosseinzadeh, Mohammad; Yazdanpanah, Samane

2015-03-01

Advances in computer science and technology allow the instructors to use instructional multimedia programs to enhance the process of learning for dental students. The purpose of this study was to determine the effect of a new educational modality by using videotapes on the performance of dental students in preclinical course of complete denture fabrication. This quasi-experimental study was performed on 54 junior dental students in Shahid Beheshti University of Medical Sciences (SBMU). Twenty-five and 29 students were evaluated in two consecutive semesters as controls and cases, respectively for the same course. The two groups were matched in terms of "knowledge about complete denture fabrication" and "basic dental skills" using a written test and a practical exam, respectively. After the intervention, performance and clinical skills of students were assessed in 8 steps. Eventually, a post-test was carried out to find changes in knowledge and skills of students in this regard. In the two groups with the same baseline level of knowledge and skills, independent T-test showed that students in the test group had a significantly superior performance in primary impression taking (p= 0.001) and primary cast fabrication (p= 0.001). In terms of anterior teeth set up, students in the control group had a significantly better performance (p= 0.001). Instructional videotapes can aid in teaching fabrication of complete denture and are as effective as the traditional teaching system.

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

PubMed

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

2016-01-01

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

Use of clinical placements as a means of recruiting health care students to underserviced areas in Southeastern Ontario: part 1 - student perspectives.

PubMed

MacRae, Michelle; van Diepen, Kelly; Paterson, Margo

2007-02-01

This two-part study examines the present gap between financial and educational incentives required and the recruitment strategies used to draw health science students to underserviced areas in Southeastern Ontario. Part 1 explores the impact of offering travel stipends, rent-free accommodation and interprofessional educational opportunities to health science students on their willingness to participate in clinical placements in underserviced areas. Mixed-method two-part study using a self-administered questionnaire. Canadian university campus. Four hundred and sixty-eight senior level medical, nursing, occupational therapy, physical therapy and X-ray technology students from a Canadian university and affiliated professional school. The influence of currently established incentives on student willingness to complete a clinical placement in designated underserviced communities in Southeastern Ontario. Based on a 75% response rate, the results demonstrate that, in general, students agree that they are more willing to complete a clinical placement in an underserviced community if provided travel stipends (75%), rent-free housing (92%) and interprofessional educational opportunities (65%). Students also identified 15 additional factors influencing willingness. Students are more willing to complete clinical placements in underserviced communities if provided incentives. The findings of this study support an interprofessional clinical education and recruitment enhancement program in Southeastern Ontario.

Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement

PubMed Central

Yilmaz Soylu, Meryem; Zeleny, Mary G.; Zhao, Ruomeng; Bruning, Roger H.; Dempsey, Michael S.; Kauffman, Douglas F.

2017-01-01

The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing. PMID:28878707

Laboratory Exercises to Teach Clinically Relevant Chemistry of Antibiotics

PubMed Central

Chelette, Candace T.

2014-01-01

Objectives. To design, implement, and evaluate student performance on clinically relevant chemical and spectral laboratory exercises on antibiotics. Design. In the first of 2 exercises, second-year pharmacy students enrolled in an integrated laboratory sequence course studied the aqueous stability of ß-lactam antibiotics using a spectral visual approach. In a second exercise, students studied the tendency of tetracycline, rifamycins, and fluoroquinolones to form insoluble chelate complexes (turbidity) with polyvalent metals. Assessment. On a survey to assess achievement of class learning objectives, students agreed the laboratory activities helped them better retain important information concerning antibiotic stability and interactions. A significant improvement was observed in performance on examination questions related to the laboratory topics for 2012 and 2013 students compared to 2011 students who did not complete the laboratory. A 1-year follow-up examination question administered in a separate course showed >75% of the students were able to identify rifamycins-food interactions compared with <25% of students who had not completed the laboratory exercises. Conclusion. The use of spectral visual approaches allowed students to investigate antibiotic stability and interactions, thus reinforcing the clinical relevance of medicinal chemistry. Students’ performance on questions at the 1-year follow-up suggested increased retention of the concepts learned as a result of completing the exercises. PMID:24672070

The Role of Linguistic Modification in Nursing Education.

PubMed

Moore, Brenda S; Clark, Michele C

2016-06-01

English-as-a-second-language (ESL) nursing students fail to graduate from programs at alarming rates. For many of these students, academic failure results from poor performance on multiple choice examinations, which frequently contain linguistic errors. A remedy for these errors is to linguistically modify examination questions. This study assessed the effects of linguistic modification on examination scores. Scores of ESL and non-ESL nursing students were compared on an experimental multiple choice examination and a control examination. After exclusion, 67 ESL and 252 non-ESL students completed the experimental examination; 68 ESL and 257 non-ESL students completed the control examination. Both ESL and non-ESL students scored higher on the experimental examination than on the control examination. For ESL students, the increase in observed means between the experimental and control examination was 0.6%; for non-ESL students, the increase was 0.48%. [J Nurs Educ. 2016;55(6):309-315.]. Copyright 2016, SLACK Incorporated.

Evaluation of an avatar-based training program to promote suicide prevention awareness in a college setting.

PubMed

Rein, Benjamin A; McNeil, Daniel W; Hayes, Allison R; Hawkins, T Anne; Ng, H Mei; Yura, Catherine A

2018-07-01

Training programs exist that prepare college students, faculty, and staff to identify and support students potentially at risk for suicide. Kognito is an online program that trains users through simulated interactions with virtual humans. This study evaluated Kognito's effectiveness in preparing users to intervene with at-risk students. Training was completed by 2,727 university students, faculty, and staff from April, 2014 through September, 2015. Voluntary and mandatory participants at a land-grant university completed Kognito modules designed for higher education, along with pre- and post-assessments. All modules produced significant gains in reported Preparedness, Likelihood, and Self-Efficacy in intervening with troubled students. Despite initial disparities in reported abilities, after training participants reported being similarly capable of assisting at-risk students, including LGBTQ and veteran students. Kognito training appears to be effective, on a large scale, in educating users to act in a facilitative role for at-risk college students.

A Comparison of Mental Health and Alcohol Use Between Traditional and Nontraditional Students.

PubMed

Trenz, Rebecca C; Ecklund-Flores, Lisa; Rapoza, Kimberly

2015-01-01

To describe differences in life stress, anxiety, depression, and alcohol use between traditional and nontraditional college students. A targeted, stratified sample of college students (N = 1,187; Mage = 23.96, SD = 7.30; female, 67.2%) completed study surveys in Spring 2011. Participants completed demographic information, life stress (Crisis in Family Systems), anxiety (Beck Anxiety Inventory), depression (Center for Epidemiologic Studies Depression Scale), and alcohol use (Alcohol Use Disorders Identification Test-Consumption) surveys during regularly scheduled class times. Fifty-three percent (n = 630) of study participants were nontraditional students. Nontraditional students scored significantly higher than traditional students on life stress (t[1182] = -3.05, p < .01), anxiety (t[1175] = -2.20, p < .05), and depression (t[1174] = -2.22, p < .05). Nontraditional and traditional students did not differ on alcohol use. Interventions for nontraditional college students should address the mental health issues specific to this growing college subpopulation.

Pharmacy Students' Knowledge and Attitudes Regarding Medical Marijuana.

PubMed

Moeller, Karen E; Woods, Barbara

2015-08-25

To determine pharmacy students' knowledge of and attitudes toward medical marijuana and to determine if pharmacy students need additional education on the topic. Pharmacy students were asked to complete a survey on medical marijuana that assessed their knowledge of, medical uses of, adverse effects with, and attitudes toward medical marijuana through 23 Likert-scale questions. Three hundred eleven students completed the survey. Fifty-eight percent of the students felt that medical marijuana should be legalized in all states. However, the majority of students did not feel comfortable answering consumers' questions regarding efficacy, safety, or drug interactions related to the substance. Accurate responses for diseases or conditions for permitted medical marijuana use was low, with only cancer (91%) and glaucoma (57%) identified by more than half the students. With an increasing number of states adopting medical marijuana use, pharmacy schools need to evaluate the adequacy of medical marijuana education in their curriculum.

Professionalism--a required CLS/CLT curricular component.

PubMed

Latshaw, Sandra; Honeycutt, Karen

2010-01-01

Determine the impact of requiring Clinical Laboratory Science (CLS) students to participate in approved professionalism activities as part of a mandatory management course. Quasi-experimental, case study reporting qualitative results of 25 CLS students. During the admission interview, students complete a written response to questions about their perceptions related to professionalism. During the clinical educational year, students are required to complete approved professionalism activities as part of a management course. At the end of the course, students write a reflective paper focusing on their professional activities and how these experiences will influence their future professional practice. Overall themes of student reflections are provided. University of Nebraska Medical Center (UNMC) CLS Program in Omaha. After participating in a mandatory professionalism curricular component requiring active student participation in professional activities, student reflective writings provide evidence this is one successful approach to nurture professional identity within future Clinical Laboratory Science/Clinical Laboratory Technician (CLS/CLT) practitioners.

An evaluation of medical student-led podcasts: what are the lessons learnt?

PubMed

Kapoor, Smriti; Catton, Rory; Khalil, Hisham

2018-01-01

Student-led podcasts were developed by 5th year Peninsula Medical School students as part of an educational grant. The students completed 35 video podcasts using PREZI software, and based on clinical indicative presentations of the Peninsula Medical School curriculum. Third, 4th and 5th year medical students were invited to complete the evaluation of the indicative presentation video podcasts they watched. Both quantitative and qualitative data were collected through anonymized questionnaires. A thematic analysis of qualitative data was carried out. Seven hundred and fifty students were invited to evaluate the podcasts of which 142 responded to the email. One hundred and forty-two students were assigned podcasts, of whom 122 completed the podcast questionnaire (85.9%), with 20 students dropping out for unknown reasons. The majority of the students found the podcasts to be clear, of an appropriate length, targeted at the right academic level and providing a good method of learning. However, there were mixed views in relation to the preference of podcasts over conventional learning methods. The thematic analysis identified positive comments and areas of improvement for the podcasts. Podcasts conducted in an interview style with an engaging voice and images are thought to help maintain student engagement from their perspective. Further evaluation/research is required to help establish the correct depth and breadth of information to be included in podcasts.

An Empirical Look at Professional Selling from a Student Perspective

ERIC Educational Resources Information Center

Bristow, Dennis N.; Amyx, Douglas; Slack, Jennifer; Gulati, Rajesh

2006-01-01

In this article, the authors examined students' perceptions of professional selling. They found significant differences between the perceptions of students who had completed personal selling courses and students who had not. The authors observed differences in students' perceptions of personal selling as a career, the contribution of personal…

Yes, No, Maybe So: College Students' Attitudes Regarding Debt

ERIC Educational Resources Information Center

Zerquera, Desiree D.; McGowan, Brian L.; Ferguson, Tomika L.

2016-01-01

We examined college student attitudes regarding debt. Based on focus group interviews with 31 students from 4 different institutions within a Midwestern university system, data analysis yielded a continuum that captures students' debt approaches while enrolled in college. Findings indicate that students avoided debt completely, made intentional…

Reducing Student Resistance to Active Learning: Strategies for Instructors

ERIC Educational Resources Information Center

Finelli, Cynthia J.; Nguyen, Kevin; DeMonbrun, Matthew; Borrego, Maura; Prince, Michael; Husman, Jennifer; Henderson, Charles; Shekhar, Prateek; Waters, Cynthia K.

2018-01-01

In spite of considerable evidence of the effectiveness of active learning and other contemporary teaching methods, barriers to adoption of those methods, such as possible student resistance, continue to exist. This study addresses student resistance by analyzing data from 1,051 students who completed our Student Response to Instructional Practices…

Students' Presentations: Does the Experience Change Their Views?

ERIC Educational Resources Information Center

Sander, Paul; Sanders, Lalage

2005-01-01

Introduction: Research has shown that students do not like student presentations, yet a case can be made for them. This study seeks to understand the effects that presentations have on students. Method: Within an action research framework, two repeated-measures studies were completed, one with students undertaking assessed presentations the other…

A Model of Student Workload

ERIC Educational Resources Information Center

Bowyer, Kyle

2012-01-01

Student workload is a contributing factor to students deciding to withdraw from their study before completion of the course, at significant cost to students, institutions and society. The aim of this paper is to create a basic workload model for a group of undergraduate students studying business law units at Curtin University in Western…

Finance Students' Experiences of Lecture-Based Active Learning Tasks

ERIC Educational Resources Information Center

McCullough, Kerry; Munro, Nicholas

2018-01-01

Consistent with current higher education concerns with student engagement and the student experience, this study explored third-year undergraduate Finance students' experiences of lecture-based active learning tasks. Finance students from the 2012 and 2014 cohorts from a South African university were invited to complete an anonymous questionnaire…

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

PubMed

Lundgren, Solveig M; Halvarsson, Maud

2009-07-01

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

Elective course in acute care using online learning and patient simulation.

PubMed

Seybert, Amy L; Kane-Gill, Sandra L

2011-04-11

To enhance students' knowledge of and critical-thinking skills in the management of acutely ill patients using online independent learning partnered with high-fidelity patient simulation sessions. Students enrolled in the Acute Care Simulation watched 10 weekly Web-based video presentations on various critical care and advanced cardiovascular pharmacotherapy topics. After completing each online module, all students participated in groups in patient-care simulation exercises in which they prepared a pharmacotherapeutic plan for the patient, recommended this plan to the patient's physician, and completed a debriefing session with the facilitator. Students completed a pretest and posttest before and after each simulation exercise, as well as midterm and final evaluations and a satisfaction survey. Pharmacy students significantly improved their scores on 9 of the 10 tests (p ≤ 0.05). Students' performance on the final evaluation improved compared with performance on the midterm evaluation. Overall, students were satisfied with the unique dual approach to learning and enjoyed the realistic patient-care environment that the simulation laboratory provided. Participation in an elective course that combined self-directed Web-based learning and hands-on patient simulation exercises increased pharmacy students' knowledge and critical-thinking skills in acute care.

Educational Gaming for Pharmacy Students - Design and Evaluation of a Diabetes-themed Escape Room.

PubMed

Eukel, Heidi N; Frenzel, Jeanne E; Cernusca, Dan

2017-09-01

Objective. To design an educational game that will increase third-year professional pharmacy students' knowledge of diabetes mellitus disease management and to evaluate their perceived value of the game. Methods. Faculty members created an innovative educational game, the diabetes escape room. An authentic escape room gaming environment was established through the use of a locked room, an escape time limit, and game rules within which student teams completed complex puzzles focused on diabetes disease management. To evaluate the impact, students completed a pre-test and post-test to measure the knowledge they've gained and a perception survey to identify moderating factors that could help instructors improve the game's effectiveness and utility. Results. Students showed statistically significant increases in knowledge after completion of the game. A one-sample t -test indicated that students' mean perception was statistically significantly higher than the mean value of the evaluation scale. This statically significant result proved that this gaming act offers a potential instructional benefit beyond its novelty. Conclusion. The diabetes escape room proved to be a valuable educational game that increased students' knowledge of diabetes mellitus disease management and showed a positive perceived overall value by student participants.

Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides

PubMed Central

Lieu, Rebekah; Wong, Ashley; Asefirad, Anahita; Shaffer, Justin F.

2017-01-01

High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we created preclass reading guides that provided students with a way to actively engage with the required reading for each day of class. To determine whether reading guide completion before class is associated with increased performance, we surveyed students about their use of reading guides in two sections of a large-enrollment (400+ students) introductory biology course and used multiple linear regression models to identify significant correlations. The results indicated that greater than 80% of students completed the reading guides before class and that full completion of the reading guides before class was significantly positively correlated with exam performance. Reading guides in most cases were used similarly between different student groups (based on gender, ethnicity, and aptitude). These results suggest that optional preclass reading guides may help students stay on track to acquire course content in introductory biology and thus result in improved exam performance. PMID:28747356

Assessment of the core learning objectives curriculum for the urology clerkship.

PubMed

Rapp, David E; Gong, Edward M; Reynolds, W Stuart; Lucioni, Alvaro; Zagaja, Gregory P

2007-11-01

The traditional approach to the surgical clerkship has limitations, including variability of clinical exposure. To optimize student education we developed and introduced the core learning objectives curriculum, which is designed to allow students freedom to direct their learning and focus on core concepts. We performed a prospective, randomized, controlled study to compare the efficacy of core learning objectives vs traditional curricula through objective and subjective measures. Medical students were randomly assigned to the core learning objectives or traditional curricula during the 2-week urology clerkship. Faculty was blinded to student assignment. Upon rotation completion all students were given a 20-question multiple choice examination covering basic urology concepts. In addition, students completed a questionnaire addressing subjective clerkship satisfaction, comprising 15 questions. Between June 2005 and January 2007, 10 core learning objectives students and 10 traditional students completed the urology clerkship. The average +/- SEM multiple choice examination score was 12.1 +/- 0.87 and 9.8 +/- 0.59 for students assigned to the core learning objectives and traditional curricula, respectively (p <0.05). Subjective scores were higher in the core learning objectives cohort, although this result did not attain statistical significance (124.9 +/- 3.72 vs 114.3 +/- 4.96, p = 0.1). Core learning objectives students reported higher satisfaction in all 15 assessed subjective end points. Our experience suggests that the core learning objectives model may be an effective educational tool to help students achieve a broad and directed exposure to the core urological concepts.

Teaching procedural skills to medical students: A pilot procedural skills lab.

PubMed

Katz, Laurence M; Finch, Alexander; McKinnish, Tyler; Gilliland, Kurt; Tolleson-Rinehart, Sue; Marks, Bonita L

2017-01-01

Medical students have limited confidence in performing procedural skills. A pilot study was conducted to evaluate the effect of a multifaceted Procedural Skills Lab (PSL) on the confidence of medical students to perform procedural skills. Twelve 2nd year medical students were randomly selected to participate in a pilot PSL. The PSL students met with an instructor for 2 h once a week for 4 weeks. Students participated in a flipped classroom and spaced education program before laboratory sessions that included a cadaver laboratory. Procedural skills included a focused assessment with sonography in trauma (FAST) scan, cardiac echocardiogram, lumbar puncture, arthrocentesis, and insertion of intraosseous and intravenous catheters. Students in the PSL were asked to rank their confidence in performing procedural skills before and after completion of the laboratory sessions (Wilcoxon ranked-sum test). A web-based questionnaire was also emailed to all 2nd year medical students to establish a baseline frequency for observing, performing, and confidence performing procedural skills (Mann-Whitney U-test). Fifty-nine percent (n = 106) of 180 2nd year medical students (n = 12 PSL students [treatment group], n = 94 [control group]) completed the survey. Frequency of observation, performance, and confidence in performing procedural skills was similar between the control and treatment groups at baseline. There was an increased confidence level (p < 0.001) for performing all procedural skills for the treatment group after completion of the PSL. An innovative PSL may increase students' confidence to perform procedural skills. Future studies will examine competency after a PSL.

Disaster Preparedness Medical School Elective: Bridging the Gap Between Volunteer Eagerness and Readiness.

PubMed

Patel, Vishnu M; Dahl-Grove, Deanna

2016-07-23

Eager medical students may not be prepared for unanticipated complexities of disaster response. This study aimed to answer 2 questions: does an online disaster preparedness curriculum create a convenient method to educate medical students and motivate them to be better prepared to volunteer? An online disaster preparedness elective was created for medical students. Four modules were created using Softchalk and hosted on the Blackboard Learning Management System. Students completed embedded pre-elective, post-lesson, and post-elective surveys. Fifty-five students completed the elective. When posed with the statement, "I feel prepared for an emergency at the University or the immediate area," 70% stated that they disagreed or strongly disagreed before the elective. Subsequently, only 11% claimed to disagree after the elective. At the conclusion of the elective, 13% of students had prepared a personal emergency kit and 28% had prepared a family communication plan for reunification. Students were surveyed on the statement "I would like to be involved in a community disaster response while continuing my medical training." Ninety-four percent claimed to agree or strongly agree before the elective, and 93% stated the same after elective completion. This disaster preparedness elective was envisioned to be a resource for students. Advantages of online availability are ease of student access and minimal demand on faculty resources. A voluntary, self-paced online elective in disaster preparedness has shown to create a stronger interest in disaster participation in medical students. Student readiness to volunteer improved; however, willingness remained stagnant.

Using standardized patient encounters to teach longitudinal continuity of care in a family medicine clerkship.

PubMed

Vest, Bonnie M; Lynch, Abigail; McGuigan, Denise; Servoss, Timothy; Zinnerstrom, Karen; Symons, Andrew B

2016-08-17

Despite demonstrated benefits of continuity of care, longitudinal care experiences are difficult to provide to medical students. A series of standardized patient encounters was developed as an innovative curricular element to address this gap in training for medical students in a family medicine clerkship. The objective of this paper is to describe the development and implementation of the curriculum, evaluate the effectiveness of the curriculum for increasing student confidence around continuity of care and chronic disease management, and explore student opinions of the value of the experience. The encounters simulate continuity of care in typical family medicine practice over four standardized patient visits, providing students with experience in longitudinal relationships, ongoing management of chronic and acute conditions, lifestyle counseling, and the use of an electronic medical record. Perceptions of the curriculum were obtained using a pre-post survey asking students to self-rate experience and confidence in continuity relationships, chronic disease management, and lifestyle counseling. Students were also asked about the overall effectiveness of the encounters for simulating family practice and continuity of care. Open-ended comments were gathered through weekly reflection papers submitted by the students. Of 138 third-year medical students, 137 completed the pre-survey, 126 completed the post-survey, and 125 (91%) completed both the pre- and the post-survey. Evaluation results demonstrated that students highly valued the experience. Complete confidence data for 116 students demonstrated increased confidence pre-post (t(115) = 14.92, p < .001) in managing chronic disease and establishing relationships. Open-ended comments reflected how the experience fostered appreciation for the significance of patient-doctor relationships and continuity of care. This curriculum offers a promising approach to providing students with continuity of care experience. The model addresses a general lack of training in continuity of care in medical schools and provides a standardized method for teaching chronic disease management and continuity relationships.

Clerkship in primary care: a cross-sectional study about expectations and experiences of undergraduates in medicine.

PubMed

Fuchs, Stephan; Klement, Andreas; Lichte, Thomas; Abendroth, Jens

2014-01-01

With the amendment of the medical licensure act (Approbationsordnung) in 2012, a four-week clerkship in primary care (FHV) became mandatory. We investigated the expectations with which students begin the FHV, which criteria are relevant in selecting the location for the FHV, and the experiences the students had during the FHV. In a cross-sectional study, all third-year students at both medical schools in Saxony-Anhalt were surveyed in 2013 about their expectations and experiences regarding the FHV. This is the last cohort for which the FHV is optional. Questions were asked about 29 items addressing six topics (personal information, selection of FHV location, selection of FHV medical practice, expectations, experiences, and specialty selection). Out of a student body of 446, responses were received from N=424 (response rate 95.1%; of which 61.8% female). Of these students, 71 (16.7%) had completed the FHV and 70 (16.5%) were planning to; another 267 students (63%) had not (yet) planned to participate in an FHV. Where a student's parents lived, personal recommendations of a particular medical practice and the attractiveness of the region were the most important criteria for selecting the clerkship site. After completing the FHV, the learning objectives reflected themselves in the experiences of the students in a similar order and significance as in the expectations of students who planned or had not (as of yet) planned to complete the FHV. A relevant influence of the FHV confirming the choice to specialize in general practice or outpatient care was not indicated by those who had completed the FHV. After location and practice, the FHV is selected according to personal criteria and in connection with prioritized learning objectives. From the students' perspective, the most frequently named learning objectives are also identified as acquired experience after completing the FHV. However, the FHV does not have a reinforcing effect on the selection of general practice as a specialty.

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

PubMed

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

2014-01-01

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

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

PubMed Central

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

2014-01-01

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

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

PubMed

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

The role of handouts, note-taking and overhead transparencies in veterinary science lectures.

PubMed

McLennan, M W; Isaacs, G

2002-10-01

To study student and staff views of the role and use of handouts, note-taking and overhead transparencies in veterinary science lectures at the University of Queensland The Nominal Group Technique was used to help develop a questionnaire, which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the 5 years of the veterinary course. The data were analysed using the SAS statistical computer package. Staff and students held different views as to the frequency with which handouts should be used, their educational value, and whether they should be complete or partial. Fewer students than staff agreed that handouts discourage further reading in a subject. Almost all staff and students saw the central functions of note-taking to be provision of notes for subsequent revision and encoding information given by the lecturer. More students than staff however, considered that note-taking in lectures interferes with understanding. Staff and students held similar views as to the uses of overheads in lectures. Interestingly however, more staff than students agreed that overheads often contain too much information. Both students and staff saw the central role of note-taking as providing a set of good notes for revision. Generally students preferred that this information be provided in the form of partial or complete handouts, while staff preferred students to take notes and to read outside lectures. Surprisingly, more staff than students felt that overhead transparencies often contained too much information. Note-taking, handouts and overhead transparencies need to be linked in a coherent educational strategy to promote effective learning.

Age Differences Explain Social Class Differences in Students' Friendship at University: Implications for Transition and Retention

ERIC Educational Resources Information Center

Rubin, Mark; Wright, Chrysalis L.

2015-01-01

The present research tested the hypotheses that (a) working-class students have fewer friends at university than middle-class students and (b) this social class difference occurs because working-class students tend to be older than middle-class students. A sample of 376 first-year undergraduate students from an Australian university completed an…

Relationship between Student Loan Borrowing of Money and Degree Completion for Students at Two-Year Colleges

ERIC Educational Resources Information Center

Easttorp, Karl

2017-01-01

The cost of a college education continues to trend upward and state funding for higher education has trended downward, shifting more of the financial burden to students through student loans. About half of all 2010-2011 financial aid originated from student loans, and total federal student loan borrowing rose 319% between 1990 and 2010.…

Dual Credit Student Enrollment: Does It Contribute to Academic Performance at the Community College?

ERIC Educational Resources Information Center

Johnson, Roscoe A.

2017-01-01

This research compares the academic performance of two groups of students at the community college level of higher education. These two groups are dual credit students and non-dual credit students. The academic records of these students were examined from the years 2010-2014. Students in both groups had completed their formal high school education…

Evaluating the Relationship Between Participation in Student-Run Free Clinics and Changes in Empathy in Medical Students.

PubMed

Modi, Anita; Fascelli, Michele; Daitch, Zachary; Hojat, Mohammadreza

2017-07-01

We explored differences in changes in medical student empathy in the third year of medical school between volunteers at JeffHOPE, a multisite medical student-run free clinic of Sidney Kimmel Medical College (SKMC), and nonvolunteers. Volunteerism and leadership experience at JeffHOPE were documented for medical students in the Class of 2015 (n = 272) across their medical educations. Students completed the Jefferson Scale of Empathy at the beginning of medical school and at the end of the third year. Students who reported participation in other Jefferson-affiliated clinics (n = 44) were excluded from this study. Complete data were available for 188 SKMC students. Forty-five percent of students (n = 85) volunteered at JeffHOPE at least once during their medical educations. Fifteen percent of students (n = 48) were selected for leadership positions involving weekly clinic participation. Nonvolunteers demonstrated significant decline in empathy in medical school ( P = 0.009), while those who volunteered at JeffHOPE at least once over the course of their medical educations did not show any significant decline ( P = 0.07). These findings suggest that medical students may benefit from volunteering at student-run free clinics to care for underserved populations throughout medical school.

Academic Entitlement and Academic Performance in Graduating Pharmacy Students

PubMed Central

Barclay, Sean M.; Stolte, Scott K.

2014-01-01

Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled. Methods. Graduating students at a private health sciences institution were asked to complete an electronic survey instrument that included demographic data, academic performance, and 2 validated academic entitlement instruments. Results. One hundred forty-one of 243 students completed the survey instrument. Fourteen (10%) students scored greater than the median total points possible on 1 or both of the academic entitlement instruments and were categorized as more academically entitled. Less academically entitled students required fewer reassessments and less remediation than more academically entitled students. The highest scoring academic entitlement items related to student perception of what professors should do for them. Conclusion. Graduating pharmacy students with lower levels of academic entitlement were more academically successful than more academically entitled students. Moving from an expert opinion approach to evidence-based decision-making in the area of academic entitlement will allow pharmacy educators to identify interventions that will decrease academic entitlement and increase academic success in pharmacy students. PMID:25147388

Concordance between Self and Standardized Patient Ratings of Medical Students' Communication Skills.

PubMed

Je, Min Ji; Lee, Su Hyun; Lee, Chang Hyung; Kim, Sung Soo

2013-03-01

The purpose of this study was to examine the concordance between self and standardized patient (SP) ratings of medical students' communication skills. Forty-three students interviewed SPs. The students were asked to complete a communication skills questionnaire that comprised 2 measures (empathy and interpersonal communication) before the interview. After each student's interview with the SP, the latter completed the same questionnaire as the students. Based on Lin's concordance coefficient, there was strong disconcordance between students' self-ratings and the SPs' ratings. With regard to empathic communication, more than 50% of students who considered themselves higher than middle level were regarded by SP as low level. On interpersonal communication, 39% of students who assessed themselves as higher than middle level were scored low level by SPs. There was strong disconcordance between students' self-ratings and the SPs' ratings-students tended to overevaluate themselves regarding their communication skills. These differences might result in patient dissatisfaction and noncompliance. Further, it could become a serious hindrance to the development of a good doctor-patient relationship. Medical educators should make sincere efforts to reduce this gap by teaching medical students the importance of the patients' perception of his doctors' communication skills.

A program using medical students to teach high school students about AIDS.

PubMed

Johnson, J A; Sellew, J F; Campbell, A E; Haskell, E G; Gay, A A; Bell, B J

1988-07-01

In the spring of 1987, 20 medical students from the Eastern Virginia Medical School of the Medical College of Hampton Roads were involved in a pilot program to teach about the acquired immune deficiency syndrome (AIDS) to high school senior students in Norfolk, Virginia. The medical students received instruction about AIDS from basic science and clinical faculty members at the medical school in preparation for the project. All participating high school seniors completed a 15-item knowledge test about AIDS prior to the intervention and an equivalent posttest one week after the program was completed. T-test analysis revealed a significant increase in knowledge by students at all five high schools. Responses to 10 subjective posttest questions indicated that the high school students were interested in learning about AIDS and having medical students as their teachers. This program provides an example of how medical institutions can develop a collaborative community education project that contributes to the education of medical students.

Experience and confidence of final year veterinary students in performing desexing surgeries.

PubMed

Gates, M C; Odom, T F; Sawicki, R K

2018-07-01

To describe the level of experience and confidence of veterinary students in performing canine and feline desexing procedures at the end of their final clinical year. A cross-sectional survey was conducted with veterinary students at Massey University in November 2017 after completion of their final clinical year. The questions included career plans after graduation, number of assisted and unassisted desexing procedures performed, approximate time to complete desexing surgeries, level of confidence with different aspects of desexing surgeries, what aspects of their desexing surgery training were most helpful, and what could be done to improve training in desexing surgical skills in veterinary school. The survey was completed by 70/95 (74%) students in their final clinical year. Among respondents, 55/70 (70%) had performed >2 unassisted feline neuters before graduation. However 38/70 (54%) students had never performed an unassisted feline spay, 31/70 (44%) had never performed an unassisted canine neuter, and 44/70 (63%) students had never performed an unassisted canine spay. The median reported times to complete a feline neuter, feline spay, canine neuter, and canine spay were 9, 40, 30 and 60 minutes, respectively. The median level of confidence for these procedures were 9, 6, 7 and 5 (on a scale from 1=least confident to 10=most confident), respectively. The reported time to complete procedures and the confidence in performing procedures did not change markedly with increasing total number of procedures performed. Students were most concerned about their ability to perform the desexing procedures in a reasonable amount of time and to prevent post-operative bleeding from occurring. Students were least concerned with their ability to manage post-operative pain in patients and to select the appropriate suture material. Free-text comments revealed that 62/70 (89%) students wanted more hands-on surgical experience prior to graduation. Many students are currently completing veterinary school with limited experience and low confidence with performing routine canine and feline desexing procedures. Further research is needed to identify the most effective ways for addressing this issue within the constraints of the veterinary curriculum and teaching hospital resources.

Targeting School Factors that Contribute to Youth Alienation: Focused School Counseling Programs

ERIC Educational Resources Information Center

Schulz, Lisa L.

2011-01-01

This article explores students at risk of academic non-completion. Schools and school counselors need to target the factors which put students at risk of academic non-completion to reduce the number of adolescents feeling a sense of alienation from school, from educators, and from learning. The construct of student alienation is examined based on…

An Analysis of Instructor-Created Crossword Puzzles for Student Review

ERIC Educational Resources Information Center

Weisskirch, Robert S.

2006-01-01

This article evaluates the use of instructor-created crossword puzzles as a means of reviewing course material. Students completed one crossword puzzle in class to prepare for an exam, and then they had the opportunity to complete a second crossword puzzle outside of class to prepare for the second exam. Students generally rated the crossword…

Dual Enrollment: A Strategy to Improve College-Going and College Completion among Rural Students

ERIC Educational Resources Information Center

Zinth, Jennifer Dounay

2014-01-01

Research shows that students who participate in dual enrollment are more likely than their peers to finish high school, enter college and complete a degree. This means dual enrollment can greatly benefit students in rural areas, which report lower college-going and postsecondary attainment rates than other locales. However, rural areas face unique…

Motivating Students to Read with Collaborative Reading Quizzes

ERIC Educational Resources Information Center

Quinn, Timothy; Eckerson, Todd

2010-01-01

One of the most important challenges a teacher faces is motivating his or her students to complete reading assignments and to complete them carefully. After all, if students bring to class a basic understanding of the text up for discussion, much deeper learning can occur than if the teacher is forced to spend time explaining the reading to…

A Survey of the Duties and Job Performance of Student Assistants in Access Services

ERIC Educational Resources Information Center

Tolppanen, Bradley P.; Derr, Janice

2009-01-01

The results of a recently conducted Web-based survey of Access Services department supervisors are presented in this article. The survey, which was completed by 94 respondents, identified 19 core tasks completed by student assistants and further found a high overall approval of student assistant job performance. The information generated by the…

Research and Teaching: From Gatekeeper to Gateway: Improving Student Success in an Introductory Biology Course

ERIC Educational Resources Information Center

Scott, Amy N.; McNair, Delores E.; Lucas, Jonathan C.; Land, Kirkwood M.

2017-01-01

Introductory science, math, and engineering courses often have problems related to student engagement, achievement, and course completion. To begin examining these issues in greater depth, this pilot study compared student engagement, achievement, and course completion in a small and large section of an introductory biology class. Results based on…

Enhancing Student Motivation as Evidenced by Improved Academic Growth and Increased Work Completion.

ERIC Educational Resources Information Center

Belcher, Gay; Macari, Nancy

This project evaluated a program for enhancing student motivation as evidenced by improved academic growth and increased work completion. The targeted population consisted of fifth graders in a small school in a medium-sized rural community in the Midwest. The problem of lack of achievement motivation and lack of student concern about academic…

Efficiency in Assessment: Can Trained Student Interns Rate Essays as Well as Faculty Members?

ERIC Educational Resources Information Center

Cole, Tracy L.; Cochran, Loretta F.; Troboy, L. Kim; Roach, David W.

2012-01-01

What are the most efficient and effective methods in measuring outcomes for assurance of learning in higher education? This study examines the merits of outsourcing part of the assessment workload by comparing ratings completed by trained student interns to ratings completed by faculty. Faculty evaluation of students' written work samples provides…

College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

ERIC Educational Resources Information Center

Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

2015-01-01

College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

First-Generation Female College Students' Financial Literacy: Real and Perceived Barriers to Degree Completion

ERIC Educational Resources Information Center

Eitel, Susan J.; Martin, Jennifer

2009-01-01

First-generation female college students (FGFCS) make up a large portion of the diversity in higher education. Unfortunately "access" to education does not translate to success. Persistence and degree completion for these students is often undermined by seemingly insurmountable obstacles. The purposes of this study were to identify the financial…

Cornerstones of Student Success: Institutions Yielding High Return on Investment for Underserved Students. Executive Summary. Policy Research 2017-5

ERIC Educational Resources Information Center

Holt, Janet K.; Duffy, Daniel Q.

2017-01-01

The Illinois Board of Higher Education (IBHE) sought to identify those institutions helping students overcome barriers to college completion and achieve a livable wage. This analysis of Illinois 4-year postsecondary institutions highlights those institutions which fostered degree completion and job success with less debt for underrepresented…

Cornerstones of Student Success: Institutions Yielding High Return on Investment for Underserved Students. Policy Research 2017-5

ERIC Educational Resources Information Center

Holt, Janet K.; Duffy, Daniel Q.

2017-01-01

The Illinois Board of Higher Education (IBHE) sought to identify those institutions helping students overcome barriers to college completion and achieve a livable wage. This analysis of Illinois 4-year postsecondary institutions highlights those institutions which fostered degree completion and job success with less debt for underrepresented…

Video Modeling and Prompting: A Comparison of Two Strategies for Teaching Cooking Skills to Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Taber-Doughty, Teresa; Bouck, Emily C.; Tom, Kinsey; Jasper, Andrea D.; Flanagan, Sara M.; Bassette, Laura

2011-01-01

Self-operated video prompting and video modeling was compared when used by three secondary students with mild intellectual disabilities as they completed novel recipes during cooking activities. Alternating between video systems, students completed twelve recipes within their classroom kitchen. An alternating treatment design with a follow-up and…

Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception

ERIC Educational Resources Information Center

Kelly, Stephanie; Rice, Christopher; Wyatt, Bryce; Ducking, Johnny; Denton, Zachary

2015-01-01

There is global concern regarding the increased prevalence of math anxiety among college students, which is credited for a decrease in analytical degree completion rates and lower self-confidence among students in their ability to complete analytical tasks in the real world. The present study identified that, as expected, displays of instructional…

A Review of the Contemporary International Literature on Student Retention in Higher Education

ERIC Educational Resources Information Center

Aljohani, Othman

2016-01-01

One of the major issues that concerns tertiary institutions around the world is the student retention rate. In general, higher rates of completion give more positive image about the academic, administrative and financial statues of these institutions. However, improving the student completion and retention rates can be a challenging task. One way…

Increasing Adult Learner Persistence and Completion Rates: A Guide for Student Affairs Leaders and Practitioners

ERIC Educational Resources Information Center

Culp, Marguerite McGann, Ed.; Dungy, Gwendolyn Jordan, Ed.

2014-01-01

More than a third of all undergraduate students are 25 or older, and their presence on college and university campuses is growing. However, institutions of higher learning are struggling to meet the needs of, and improve persistence and completion rates for, this significant student population. "Increasing Adult Learner Persistence and…

Reading to Learn or Learning to Read? Engaging College Students in Course Readings

ERIC Educational Resources Information Center

Kerr, Mary Margaret; Frese, Kristen M.

2017-01-01

Despite instructors' belief that class readings are integral to the learning process, only 20-30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete…

Evaluating the Differences in Traditional and Online College Success Courses on Student Achievement at the Community College Level

ERIC Educational Resources Information Center

Seagle, Donna Love

2017-01-01

This quantitative causal-comparative study examined to what extent, if any, there were significant differences in community college student success rates (course grades, semester GPA, and rates of persistence) between those students completing an online college success course and those completing a traditional college success course. Each of the…

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

ERIC Educational Resources Information Center

Yang, Fuyi; Xu, Jianzhong; Tan, Heping; Liang, Ningjian

2016-01-01

Background: As many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation management (i.e., students' efforts to sustain or enhance their motivation in order to complete homework assignments that might be boring or difficult).…

The Generational Impact of Technology on Formal Writing of Rural Middle School Students

ERIC Educational Resources Information Center

Land, Martha Ann

2012-01-01

The purpose of this study was to determine the impact text messages, social networks, Instant Messaging, email, and blogging had on rural middle school students' ability to decipher between formal and informal writing. Students completed self-evaluation logs, completed Formal and Informal Writing Assessments, and were scored on their use of…

Demographic and Predeparture Factors Associated with Drinking and Alcohol-Related Consequences for College Students Completing Study Abroad Experiences

ERIC Educational Resources Information Center

Pedersen, Eric R.; Skidmore, Jessica R.; Aresi, Giovanni

2014-01-01

Objective: Study abroad students are at risk for increased and problematic drinking behavior. As few efforts have been made to examine this at-risk population, the authors predicted drinking and alcohol-related consequences abroad from predeparture and site-specific factors. Participants: The sample consisted of 339 students completing study…

Student Success Reports: College of Alameda, Laney College, Merritt College, and Vista College.

ERIC Educational Resources Information Center

Peralta Community Coll. System, Oakland, CA.

This document analyzes the extent to which the four community colleges in the Peralta district (California) have been successful in terms of student outcomes. Student success is defined as the percentage of successful course completions as compared to unsuccessful course completions. This document looks at the period from the fall of 1993 through…

Just as smart but not as successful: obese students obtain lower school grades but equivalent test scores to nonobese students.

PubMed

MacCann, C; Roberts, R D

2013-01-01

The obesity epidemic in industrialized nations has important implications for education, as research demonstrates lower academic achievement among obese students. The current paper compares the test scores and school grades of obese, overweight and normal-weight students in secondary and further education, controlling for demographic variables, personality, ability and well-being confounds. This study included 383 eighth-grade students (49% female; study 1) and 1036 students from 24 community colleges and universities (64% female, study 2), both drawn from five regions across the United States. In study 1, body mass index (BMI) was calculated using self-reports and parent reports of weight and height. In study 2, BMI was calculated from self-reported weight and height only. Both samples completed age-appropriate assessments of mathematics, vocabulary and the personality trait conscientiousness. Eighth-grade students additionally completed a measure of life satisfaction, with both self-reports and parent reports of their grades from the previous semester also obtained. Higher education students additionally completed measures of positive and negative affect, and self-reported their grades and college entrance scores. Obese students receive significantly lower grades in middle school (d=0.83), community college (d=0.34) and university (d=0.36), but show no statistically significant differences in intelligence or achievement test scores. Even after controlling for demographic variables, intelligence, personality and well-being, obese students obtain significantly lower grades than normal-weight students in the eighth grade (d=0.39), community college (d=0.42) and university (d=0.31). Lower grades may reflect peer and teacher prejudice against overweight and obese students rather than lack of ability among these students.

Building professional competence in dental hygiene students through a community-based practicum.

PubMed

Yoon, M N; Compton, S M

2017-11-01

As Canadians age, there is an increased need for oral health professionals specializing in services for this unique population. Dental hygiene students require exposure to this population to develop professional competencies. This study investigated the dimensions of professional competence that were developed through a practicum for dental hygiene students in long-term care settings while working with older adults. Nine dental hygiene students were recruited across two cohorts. All students completed reflective journals describing their practicum experiences. Five students also participated in an audio-recorded focus group and completed a pre-focus group questionnaire. Additionally, the practicum course coordinator completed an audio-recorded interview. Transcripts and journals were coded using a constant comparative approach and themes were identified. Students described developing client-focused skills, such as effective verbal and non-verbal communication with older adults with dementia. Context-based learning was also a large part of the competency development for the practicum students. Understanding the care environment within which these residents lived helped students to understand and empathize why oral health may not be prioritized. Students also developed an understanding of the work of other health professionals in the settings and improved their abilities to communicate with other healthcare providers. However, students recognized that the utility of those interprofessional skills in private practice may be limited. Dental hygiene students developed personal and ethical competencies during practicum that are highly transferrable across professional settings. Exposure of students to older adult populations in long-term care may increase the likelihood of dental hygienists working in this area. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Learning environment: the impact of clerkship location on instructional quality.

PubMed

Prunuske, Jacob P; Deci, David M

2013-03-01

Students provide variable feedback on instructional quality at ambulatory training sites. We hypothesized several strengths and weaknesses of placing students at resident and non-resident training sites, including differences in faculty behaviors, patient characteristics, work environment, learning opportunities, and levels of student engagement. We systematically assessed for differences in learning quality between clerkship sites with and without residents. Students completed the MedED IQ, a validated survey assessing four domains of instructional quality, after completing a required primary care rotation. We calculated descriptive and summary statistics and two sample tests of proportion analyzing student agreement with each MedEd IQ item with respect to the presence or absence of resident learners. Of 149 total, 113 (75.8%) students completed the MedEd IQ site survey. A greater percentage of students at resident training sites (25.8%) than at non-resident sites (7.3%) agreed with the statement "The opportunities were too diverse, preventing me from developing proficiency." A greater percentage of students at resident training sites (19.4%) than at non-resident sites (1.2%) agreed with the statement "The health care team was not supportive of my learning." There were no differences between sites with or without residents on 14 items measuring preceptor actions or seven items measuring student involvement. Ambulatory clerkship sites with and without residents provide comparable quality learning experiences and precepting. Students placed at resident training sites may be overwhelmed with diverse opportunities and have a less supportive learning environment than students placed at non-resident sites. Future research should evaluate the impact of health care team development programs designed to foster a more supportive training environment for medical students. Ways of aligning residency and medical student education goals within the training setting should be explored.

Are graduate students rational? Evidence from the market for biomedical scientists.

PubMed

Blume-Kohout, Margaret E; Clack, John W

2013-01-01

The U.S. National Institutes of Health (NIH) budget expansion from 1998 through 2003 increased demand for biomedical research, raising relative wages and total employment in the market for biomedical scientists. However, because research doctorates in biomedical sciences can often take six years or more to complete, the full labor supply response to such changes in market conditions is not immediate, but rather is observed over a period of several years. Economic rational expectations models assume that prospective students anticipate these future changes, and also that students take into account the opportunity costs of their pursuing graduate training. Prior empirical research on student enrollment and degree completions in science and engineering (S&E) fields indicates that "cobweb" expectations prevail: that is, at least in theory, prospective graduate students respond to contemporaneous changes in market wages and employment, but do not forecast further changes that will arise by the time they complete their degrees and enter the labor market. In this article, we analyze time-series data on wages and employment of biomedical scientists versus alternative careers, on completions of S&E bachelor's degrees and biomedical sciences PhDs, and on research expenditures funded both by NIH and by biopharmaceutical firms, to examine the responsiveness of the biomedical sciences labor supply to changes in market conditions. Consistent with previous studies, we find that enrollments and completions in biomedical sciences PhD programs are responsive to market conditions at the time of students' enrollment. More striking, however, is the close correspondence between graduate student enrollments and completions, and changes in availability of NIH-funded traineeships, fellowships, and research assistantships.

Medical student sexuality: how sexual experience and sexuality training impact U.S. and Canadian medical students' comfort in dealing with patients' sexuality in clinical practice.

PubMed

Shindel, Alan W; Ando, Kathryn A; Nelson, Christian J; Breyer, Benjamin N; Lue, Tom F; Smith, James F

2010-08-01

To determine factors associated with students' comfort in addressing patients' sexuality in the clinical context. The authors invited students enrolled in MD-degree-granting and osteopathic medical schools in the United States and Canada to participate in an anonymous Internet survey between February and July 2008. The survey assessed ethnodemographic factors and sexual history. Respondents also completed the Center for Epidemiologic Studies Depression Scale. Male respondents completed the International Index of Erectile Function and the Premature Ejaculation Diagnostic Tool. Female respondents completed the Female Sexual Function Index and the Index of Sex Life. The authors used descriptive statistics, ANOVA, and multivariable logistic regression to analyze responses. The authors' analyses included 2,261 completed survey responses: 910 from men, 1,343 from women, and 8 from individuals who self-identified as "other" gendered. Over 53% of respondents (n = 1,206) stated that they felt they had not received sufficient training in medical school to address sexual concerns clinically. Despite this, 81% of students (n = 1,827) reported feeling comfortable dealing with their patients' sexuality issues. Students with limited sexual experience, students at risk for sexual problems, and students who felt that they had not been trained adequately were less likely to report being comfortable talking to patients about sexual health issues. Perception of inadequate sexuality training in medical school and personal issues pertaining to sex may be associated with students' difficulty in addressing patients' sexuality. Adequate training is preeminently associated with feeling comfortable addressing patients' sexuality and should be a priority for medical education.

Assessing Academic Self-Efficacy, Knowledge, and Attitudes in Undergraduate Physiology Students

PubMed Central

Woolcock, Andrew D.; Creevy, Kate E.; Coleman, Amanda E.; Moore, James N.; Brown, Scott A.

2016-01-01

Academic self-efficacy affects the success of students in the sciences. Our goals were to develop an instrument to assess the self-efficacy and attitudes toward science of students in an undergraduate physiology course. We hypothesized 1) that our instrument would demonstrate that students taking this course would exhibit greater self-efficacy and more positive attitudes toward science than students in a non-science undergraduate course, and 2) that the physiology students’ self-efficacy and attitudes would improve after completing the course. A 25-question survey instrument was developed with items investigating demographic information, self-efficacy, content knowledge, confidence, and attitudes regarding science. Students in either an undergraduate physiology course (Group P) or a history course (Group H) completed the survey. Forty-eight students in Group P completed both PRE- and POST-class surveys, while 50 students in Group H completed the pre-class survey. The academic self-efficacy of Group P as assessed by the PRE-survey was significantly higher than Group H (p=0.0003). Interestingly, there was no significant difference between groups in content knowledge in the PRE-survey. The self-efficacy of Group P was significantly higher as assessed by the POST-survey, when compared to the PRE-survey (p<0.0001) coincident with an improvement (p<0.001) in content knowledge for Group P in the POST-survey. This study established a survey instrument with utility in assessing self-efficacy, attitudes, and content knowledge. Our approach has applicability to studies designed to determine the impact of instructional variables on academic self-efficacy, attitudes, and confidence of students in the sciences. PMID:27713903

A virtual patient software program to improve pharmacy student learning in a comprehensive disease management course.

PubMed

Douglass, Mark A; Casale, Jillian P; Skirvin, J Andrew; DiVall, Margarita V

2013-10-14

To implement and assess the impact of a virtual patient pilot program on pharmacy students' clinical competence skills. Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students' posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes.

A Module on Death and Dying to Develop Empathy in Student Pharmacists

PubMed Central

Olin, Jacqueline L.; Thornton, Phillip L.; Dolder, Christian R.; Hanrahan, Conor

2011-01-01

Objective To implement an integrated module on death and dying into a 15-week bioethics course and determine whether it increased student pharmacists’ empathy. Design Students participated in a 5-week death and dying module that included presentation of the film Wit, an interactive lecture on hospice, and a lecture on the ethics of pain management. Assessment Fifty-six students completed the 30-item Balanced Emotional Empathy Scale (BEES) before and after completing the module and wrote a reflective essay. Students demonstrated an appreciation of patient-specific values in their essay. Quantitative data collected via BEES scores demonstrated significant improvement in measured empathy. Conclusion A 5-week instructional model on death and dying significantly increased student empathy. PMID:21769147

Using Communication Technology to Enhance Interprofessional Education Simulations.

PubMed

Shrader, Sarah; Kostoff, Matthew; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick

2016-02-25

To determine the impact of simulations using an alternative method of communication on students' satisfaction, attitudes, confidence, and performance related to interprofessional communication. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum.

Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

PubMed Central

Ebert-May, Diane

2010-01-01

We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation. PMID:21123693

General Dissociation Scale and Hypnotizability with African American College Students.

ERIC Educational Resources Information Center

Sapp, Marty; Hitchcock, Kim

The purpose of this study was to assess the reliability of the General Dissociation Scale with African American college students, and provide additional data on how to assess hypnotizability with these students. Two-hundred and two undergraduate African American college students participated in this study. Students completed the HGSHS:A, a measure…

Successful Developmental Math Students in Traditional Format and Online Delivery: A Comparative Study

ERIC Educational Resources Information Center

Thomas, Jeremy Lloyd

2016-01-01

The purpose of this study was to compare student performance in online and traditional classroom based developmental math courses at Texas community colleges. This study specifically examined: (a) student performance in both delivery methods, (b) students who successfully completed the developmental math course, and (c) student performance in the…

Student Perceptions Matter: Early Signs of Undergraduate Student Retention/attrition

ERIC Educational Resources Information Center

Campbell, Corbin M.; Mislevy, Jessica L.

2013-01-01

Along with the massification of higher education and increasing costs, the pressure on institutions to retain all students to degree completion has been mounting. Early identification of students who are at risk of leaving an institution may help institutions to target and retain these students. This study investigated whether freshmen behaviors,…

Program Director Perspectives on Athletic Training Student Motivation to Complete Their Professional Athletic Training Degrees

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Dodge, Thomas M.

2013-01-01

Context: Student motivation has been linked to persistence until graduation for athletic training students. There is little research, however on ways athletic training programs (ATPs) foster student motivation. Objective: To expand upon the existing literature regarding retention of students in ATPs, specifically examining the concept of student…

Reasons for Synthetic THC Use among College Students

ERIC Educational Resources Information Center

Vidourek, Rebecca A.; King, Keith A.; Burbage, Michelle L.

2013-01-01

Synthetic THC, also known as fake marijuana, is used by college students in the United States. The present study examined reasons for recent synthetic THC use among college students (N = 339). Students completed a 3-page survey during regularly scheduled class times. Results indicated students reported using synthetic THC for curiosity, to get…

One-Minute Paper: Student Perception of Learning Gains

ERIC Educational Resources Information Center

Anderson, Deborah; Burns, Shari

2013-01-01

The purpose of this study was to determine students' perceptions of learning gains when using the one-minute paper. Thirty-one students from the Physical Therapy (PT) and Nurse Anesthesia (NA) programs participated in this study. Students completed the one-minute paper in three classes. An email to students clarified the "muddy" points…

Relations between Faculty Use of Online Academic Resources and Student Class Attendance

ERIC Educational Resources Information Center

Kinlaw, C. Ryan; Dunlap, Linda L.; D'Angelo, Jeffrey A.

2012-01-01

We investigated connections between faculty use of online resources and student class attendance. Of particular interest was whether online submission of course assignments is detrimental to attendance. Students and faculty at a small, liberal arts college completed surveys about student attendance patterns, student reasons for non-attendance,…

Student Engagement in the Educational Interface: Understanding the Mechanisms of Student Success

ERIC Educational Resources Information Center

Kahu, Ella R.; Nelson, Karen

2018-01-01

Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the need for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of…

Linguistic Multi-Competence of Fiji School Students and Their Conversational Partners

ERIC Educational Resources Information Center

Hopf, Suzanne C.; McLeod, Sharynne; McDonagh, Sarah H.

2018-01-01

This study explored linguistic multi-competence in Fiji students and their conversational partners through a description of linguistic diversity in one school community. Students' caregivers (n = 75), teachers (n = 25) and year 4 students (n = 40) in an urban school of Fiji completed paper-based questionnaires regarding: 75 students, 75 mothers,…

Adding Color to Conflict: Disruptive Students' Drawings of Themselves with Their Teachers

ERIC Educational Resources Information Center

McGrath, Kevin Francis; Van Bergen, Penny; Sweller, Naomi

2017-01-01

Building on work examining teachers' perceptions of the student-teacher relationship, this study investigated how young students draw themselves with their teachers. Fourteen kindergarten and first-grade teachers each nominated 2 disruptive and 2 well-behaved students. Students then completed 1 drawing of themselves with their classroom teacher…

Breaking down Barriers: Academic Obstacles of First-Generation Students at Research Universities

ERIC Educational Resources Information Center

Stebleton, Michael J.; Soria, Krista M.

2012-01-01

The purpose of this study was to examine the perceived academic obstacles of first-generation students in comparison to non-first-generation students. Using the Student Experience in the Research University (SERU) completed by approximately 58,000 students from six research universities, the researchers used nonparametric bootstrapping to analyze…

A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion

ERIC Educational Resources Information Center

Raynor, Samantha L.

2017-01-01

Investigating the validity and applicability of student success theories for minority students uncovers the nuance and context of student experiences. This study examines the validity and applicability of student engagement and involvement for Latino students. Specifically, this study employs a critical quantitative lens to question current…

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

NASA Astrophysics Data System (ADS)

Gold, A. U.; Harris, S. E.

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed knowledge of the greenhouse effect (e.g. direction of re-emission of infrared energy from greenhouse gas) are significantly more likely to be answered correctly by students who also produce expert-like concept sketch items than by students who don't include this aspect in their sketch and don't answer the multiple choice questions correctly. This difference is not as apparent for less technical multiple-choice questions (e.g. type of radiation emitted by Sun). Our findings explore the formation of student's mental models throughout different interventions and how well the different assessment techniques used in this study represent the student understanding of the overall concept.

Oceanography and Geoscience Scholars at Texas A&M University Funded through the NSF S-STEM (Scholarships in Science, Technology, Engineering and Mathematics) Program

NASA Astrophysics Data System (ADS)

Richardson, M. J.; Gardner, W. D.

2016-02-01

Over the last seven years we have led the creation and implementation of the Oceanography and Geoscience Scholars programs at Texas A&M University. Through these programs we have been able to provide scholarship support for 92 undergraduates in Geosciences and 29 graduate students in Oceanography. Fifty-seven undergraduate scholars have graduated in Geosciences: 30 undergraduate students in Meteorology, 7 in Geology, and 20 in Environmental Geosciences. Two students have graduated in other STEM disciplines. Twenty-four students are in the process of completing their undergraduate degrees in STEM disciplines. Twenty-three students have graduated with MS or PhD degrees in Oceanography and five PhD students are completing their dissertations. As specified in the program solicitation all of the scholars are academically talented students with demonstrated financial need as defined by the FAFSA (Free Application for Federal Student Aid). We have endeavored to recruit students from underrepresented groups. One-third of the undergraduate scholars were from underrepresented groups; 28% of the graduate students. We will present the challenges and successes of these programs.

Assessing the Effectiveness of E-learning Integration in College Physics in the Alamo Community Colleges District

NASA Astrophysics Data System (ADS)

Zhou, Qiaoying

Academic achievement and student participation in physics are lower than desired. Research has shown that there is a shortage of college students entering science and technology fields such as physics. E-learning may provide the technology-oriented Net Generation learner an option for taking courses such as physics in a course modality with which they are most comfortable thus garnering more participation and higher academic achievement. A quantitative ex-post facto study was performed to compare face-to-face and E-learning modalities on course completion and physics achievement for an entire introductory physics course. The theoretical framework for this study was based on the constructivist theory of education that implies a student-centered learning process. The sample consisted of 116 students enrolled in introductory physics courses at four 2-year community colleges in Texas. Course completion, SAT scores, Force Concept Inventory examination scores, as well as demographic information and employment information were examined. Linear and ordinal multiple regression analysis were used to determine if course modality is predictive of physics achievement while controlling for general scholastic aptitude, current employment, the presence of children in the home, and teacher evaluations. The results showed that students in the E-learning course performed better on the Force Concept Inventory than those in the traditional course both in the multiple regression analysis, beta = .61, p < .001, and in the ordinal regression analysis, Wald(1) = 18.83, p < .001. A chi-square test was used to determine if course completion rates differ between students in the two course modalities. The results showed no difference in course completion rates between students in the two course modalities, chi 2(1, n = 116) = 1.02, p = .312. It was concluded that students in an E-learning course modality had higher physics achievement but were no more likely to complete the introductory physics course than students were in a face-to-face modality. It was recommended that other colleges and universities should develop and test E-learning courses for introductory physics, that larger sample sizes should be used in future studies, and that additional outcome variables including the likelihood that a student chooses physics as a major or the likelihood that a student completes a physics degree should be examined.

Proprietary Schools and Student Financial Aid.

ERIC Educational Resources Information Center

Wilms, Wellford W.

1983-01-01

Literature concerning U.S. proprietary vocational schools and student financial aid is reviewed, focusing on public and interprofessional attitudes, industry reforms, the schools as businesses, enrollments, student characteristics, program characteristics and costs, completions, job placement, earnings, federal student aid, aid recipients, and…

The effect of online collaborative learning on middle school student science literacy and sense of community

NASA Astrophysics Data System (ADS)

Wendt, Jillian Leigh

This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a pretest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) Physical Science assessment and the Classroom Community Scale. Students in the control group received in-class assignments that were completed collaboratively in a face-to-face manner. Students in the experimental group received in-class assignments that were completed online collaboratively through the Edmodo educational platform. Both groups were members of intact, traditional face-to-face classrooms. The students were then post tested. Results pertaining to the MOSART assessment were statistically analyzed through ANCOVA analysis while results pertaining to the Classroom Community Scale were analyzed through MANOVA analysis. Results are reported and suggestions for future research are provided.

Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?

PubMed Central

Cogan, John G.

2009-01-01

We present an inquiry-based, hands-on laboratory exercise on enzyme activity for an introductory college biology course for science majors. We measure student performance on a series of objective and subjective questions before and after completion of this exercise; we also measure performance of a similar cohort of students before and after completion of an existing, standard, “direct” exercise over the same topics. Although student performance on these questions increased significantly after completion of the inquiry exercise, it did not increase after completion of the control, standard exercise. Pressure to “cover” many complex topics as preparation for high-stakes examinations such as the Medical College Admissions Test may account for persistence of highly efficient, yet dubiously effective “cookbook” laboratory exercises in many science classes. PMID:19255136

Integration of a Community Pharmacy Simulation Program into a Therapeutics Course.

PubMed

Shin, Jaekyu; Tabatabai, Daryush; Boscardin, Christy; Ferrone, Marcus; Brock, Tina

2018-02-01

Objective. To demonstrate the feasibility of integrating the computer simulation, MyDispense, into a therapeutics course and to measure its effects on student perception and learning. Methods. We conducted a prospective study with an experimental phase and an implementation phase. In the first phase, students were randomized to complete a therapeutics case using MyDispense or traditional paper methods in class. In the second phase, all students completed two therapeutic cases using MyDispense in class with the option to complete four additional outside-of-class cases using MyDispense. Students completed pre- and post-tests in class and three surveys. Results. In the experimental phase, mean test scores increased from pre- to post-test for both MyDispense and traditional paper groups, but the difference between the groups was not statistically significant. Students in the traditional paper group reported statistically significant gains in confidence compared to the MyDispense group. In the implementation phase, mean test scores again increased, however, student perception of the use of MyDispense for therapeutics was negative. Completing the optional outside-of-class cases, however, was positively and significantly correlated with the midterm and final examination scores. Conclusion. Implementation of MyDispense in therapeutics may be feasible and has positive effects (eg, correlation with exam scores, capacity for immediate feedback, and potential for effective self-study). With short-term use and in the absence of assessment methods that also require seeking information from patients, students prefer to learn via traditional paper cases.

Positive Effects of Restricting Student Note-Taking in a Capstone Psychology Course: Reducing the Demands of Divided Attention in the Classroom

ERIC Educational Resources Information Center

Long, Gerald M.

2014-01-01

Two versions of a senior-level capstone course with differing note-taking strategies were compared. In one semester, a traditional student note-taking format was used; in another semester, student note-taking was rendered unnecessary by providing students with complete instructor notes. Student performance in the course as well as student opinions…

Using Psychological Constructs from the Music Model of Motivation to Predict Students' Science Identification and Career Goals: Results from the U.S. and Iceland

ERIC Educational Resources Information Center

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

2017-01-01

We investigated students' perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a…

Impact of supervised student optometry consultations on the patient experience.

PubMed

Bentley, Sharon A; Trevaskis, Jane E; Woods, Craig A; Guest, Daryl; Watt, Kathleen G

2018-03-01

Understanding patient perceptions of having students involved in their clinical care is important as we strive to develop optimal models of care that integrate teaching with the best possible experience for the patient. The aim was to ascertain the impact of supervised optometry student consultations on the patient experience. A survey comprising 45 questions was mailed to consecutive adult patients who had undergone a comprehensive eye examination at the Australian College of Optometry over a four-week period. Responses were received from 193 patients who had a student involved in their care (44 per cent response rate; 156 completed correctly) and 177 who did not have a student involved (32 per cent response rate; 105 completed correctly). There was no significant difference in overall patient satisfaction between the teaching and non-teaching clinics (p = 0.18). Over 87 per cent of patients in the teaching clinic felt completely comfortable with a student examining them, 44 per cent felt their care was better because a student was involved and 97 per cent rated the overall performance of the student as very good or good. Although 12 per cent would rather have seen only the optometrist and three per cent would not be happy to have a student involved in their eye care again, 100 per cent believed it is important for students to work with patients. The most common reason for student acceptance was the importance of students needing opportunities to learn. The main reasons for unwillingness to have a student involved in future were the additional time taken and prolonged testing. The findings of this study suggest that most patients view supervised student involvement in their optometric care as an important and highly positive experience. However, efforts should be made to avoid excessively long consultations and prolonged testing. Concerns about patient satisfaction and acceptance are largely unwarranted and should not prevent optometry students being involved in patient care. © 2017 Optometry Australia.

Ecologic study of children's use of a computer nutrition education program.

PubMed

Matheson, D; Achterberg, C

2001-01-01

The purpose of this research was to describe the context created by students as they worked in groups on a nutrition computer-assisted instruction (CAI) program. Students worked on the program in groups of three. Observational methods were used to collect data from students in two sixth-grade classrooms that were part of an experimental program designed to restructure the educational process. Thirty-two students, from 12 groups, were observed as they completed the program. The groups were assigned by the teachers according to standard principles of cooperative learning. Students completed "Ship to Shore," a program designed specifically for this research. The program required three to five 50-minute classroom periods to complete. The objectives of the program were to change children's knowledge structure of basic nutrition concepts and to increase children's critical thinking skills related to nutrition concepts. We collected observational data focused on three domains: (1) student-computer interaction, (2) student-student interaction, and (3) students' thinking and learning skills. Grounded theory methods were used to analyze the data. Specifically, the constant-comparative method was used to develop open coding categories, defined by properties and described by dimensions. The open coding categories were in turn used in axial coding to differentiate students' learning styles. Five styles of student interaction were defined. These included (1) dominant directors (n = 6; 19%), (2) passive actors (n = 5; 16%), (3) action-oriented students (n = 7; 22%), (4) content-oriented students (n = 8; 25%), and (5) problem solvers (n = 5; 16%). The "student style" groups were somewhat gender specific. The dominant directors and passive actors were girls and the action-oriented and content-oriented students were boys. The problem solvers group was mixed gender. Children's responses to computer-based nutrition education are highly variable. Based on the results of this research, nutrition educators may recommend that nutrition CAI programs be implemented in mixed gender groups.

Diversity, attrition and transition into nursing.

PubMed

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

2008-10-01

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

Associations between baccalaureate nursing students' perceptions of educational environment and HESI scores and GPA.

PubMed

Payne, Leslie K; Glaspie, Tina

2014-06-01

Students' perceptions of their educational environment have been found to be related to their approaches to learning and learning outcomes. Educational environment is just beginning to be researched in nursing education with the vast majority of studies focusing on the clinical educational environment. Perception of educational environment has been shown to influence student implementation of a specific learning style and influences educational outcomes such as program completion and GPA. There is a need for sound research that explores the relationship, if any, between perceptions of environment and outcomes. To explore the relationship between baccalaureate nursing student (BSN) perception of educational environment (SPEE) and objective learning outcomes. Retrospective correlational descriptive study. Private School of Nursing in the Southwest. Convenience sample of 62 graduating baccalaureate students. All graduating BSN students were invited to complete the Dundee Ready Education Environment Measure (DREEM) through the online survey application Qualtrics. A total of 62 students completed the DREEM survey. These results were compared with each student's GPA and HESI score. A total of 62 students completed the survey for an overall response rate of 57%. There was no correlation between total SPEE and nursing grade point average (NGPA) or HESI exit scores. Based on this study at this institution, it appears that students' performance was not influenced by SPEE. One of the major implications of this study is the possibility that an "acceptable" SPEE (one that is neither exceptional nor terrible) may not significantly influence student outcomes. Exploring this relationship has theoretical as well as practical implications as educators seek to determine the effectiveness of educational interventions. Student perception of learning environment is measured in various ways at the majority of institutions. It has been assumed that an educational environment that is ranked high by students result in increased learning. However, as the science of nursing education advances, educators need to determine if and how these perceptions relate to actual learning outcomes. As academicians, we need to be concerned with the relationship between learning outcomes and environment in order to create the most effective learning environment. © 2013.

Short communication: Characteristics of student success in an undergraduate physiology and anatomy course.

PubMed

Gwazdauskas, F C; McGilliard, M L; Corl, B A

2014-10-01

Several factors affect the success of students in college classes. The objective of this research was to determine what factors affect success of undergraduate students in an anatomy and physiology class. Data were collected from 602 students enrolled in the Agriculture and Life Sciences (ALS) 2304 Animal Physiology and Anatomy course from 2005 through 2012. The data set included 476 females (79.1%) and 126 males (20.9%). Time to complete exams was recorded for each student. For statistical analyses, students' majors were animal and poultry sciences (APSC), agricultural sciences, biochemistry, biological sciences, dairy science, and "other," which combined all other majors. All analyses were completed using the GLIMMIX procedure of SAS (SAS Institute Inc., Cary, NC). Gender, major, matriculation year, major by year interaction, gender by year interaction, and time to complete the exam affected final course grade. The significant gender effect was manifested in the final grade percentage of 75.9 ± 0.4 for female students compared with 72.3 ± 0.6 for male students. Junior males had final course grades comparable with those of females, but sophomore and senior males had lower final course grades than other combinations. Biology majors had a final grade of 82.4 ± 0.6 and this grade was greater than all other majors. Students classified as "other" had a final score of 74.4 ± 0.8, which was greater than agricultural science majors (69.5 ± 0.9). The APSC grade (72.6 ± 0.5) was higher than the agricultural science majors. Junior students had significantly greater final grades (76.1 ± 0.5) than sophomores (73.3 ± 0.6) and seniors (72.9 ± 0.9). All biology students had greater final grades than all other majors, but biochemistry juniors had greater final course grades than APSC, agricultural science, and dairy science juniors. "Other" seniors had greater final course grades than agricultural science seniors. The regression for time to complete the exam was curvilinear and suggests that highest exam scores were at about 90-min completion time. It may be that some male students need better preparation for anatomy and physiology and their educational preparation should mimic that of female students more in terms of advance-placement biology in high school. These results suggest that biology majors might be better prepared for animal anatomy and physiology than other students. Copyright © 2014 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Improving the Comprehension of Students with Significant Developmental Disabilities: Systematic Instruction on the Steps for Completing and Using a Graphic Organizer

ERIC Educational Resources Information Center

Britt, Alexander P.

2015-01-01

A single-subject, multiple-baseline across participants design was used to examine the functional relation between systematic instruction and the ability to complete a graphic organizer and recall facts about informational texts by students with significant development disabilities. Four high school students enrolled in an adapted academic program…

Developmental Math Students and College-Level Coursework. Data Notes. Volume 1, Number 8, November/December 2006

ERIC Educational Resources Information Center

Clery, Sue

2006-01-01

Using data from Achieving the Dream: Community Colleges Count, this issue examines the percentages and numbers of students who attempted and completed both developmental and college-level math. The analysis reveals that a large portion of students either do not attempt or do not complete developmental math coursework. Furthermore, the data show…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Scholarly Capacities, Habits of Mind, and Dispositions: Case Studies of Education Doctoral Students in a Dissertation Proposal Seminar

ERIC Educational Resources Information Center

McArthur, Dana Lynn

2011-01-01

The completion of a formal proposal for a dissertation research project is a standard requirement as a prelude to the process of conducting research and writing a doctoral dissertation for students who complete a doctoral degree in most academic fields including all the branches of the field of education. Many students satisfactorily complete…

Differences in Student Misbehavior after Completing In-School Suspension between Rural High School and Suburban High School Students

ERIC Educational Resources Information Center

Welch, Martin Ervind

2010-01-01

This study investigated the differences that exist in rural and suburban high school student misbehavior after completing in-school suspension (ISS) in Alabama's Mobile County Public School System. The independent variables of rural or suburban, gender, and ethnicity were used to determine the differences of the various groups. The archival…

Increasing Homework Completion of Middle School Students by Using Parental Involvement Strategies and Establishing Routines

ERIC Educational Resources Information Center

Haas, Rebecca; Reiley, Kimberly

2008-01-01

The purpose of this action research project report was to increase the homework completion rate of middle school students through the use of interventions. The participants in this study came from one public middle school. The participants were thirty-four 6th grade students in language arts, respectively. The intervention took place from…

Changes in Sun Tanning Attitudes and Behaviors of U.S. College Students from 1995 to 2005

ERIC Educational Resources Information Center

Pettijohn, Terry F., II; Pettijohn, Terry F.; Geschke, Kaela S.

2009-01-01

To investigate changes in U.S. college student sun tanning attitudes and behaviors over the last decade, participants completed sun tanning attitude and behavior surveys in 1995 (n=151) and a different sample of participants completed surveys in 2005 (n=208). Consistent with predictions, results indicated that college students were more likely to…

Comparing the Factors That Predict Completion and Grades among For-Credit and Open/MOOC Students in Online Learning

ERIC Educational Resources Information Center

Almeda, Ma. Victoria; Zuech, Joshua; Utz, Chris; Higgins, Greg; Reynolds, Rob; Baker, Ryan S.

2018-01-01

Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reason, there has been considerable interest in predicting which students will succeed in online courses and which will receive poor grades or drop out prior to completion. Effective intervention depends…

The Impact of Settable Test Item Exposure Control Interface Format on Postsecondary Business Student Test Performance

ERIC Educational Resources Information Center

Truell, Allen D.; Zhao, Jensen J.; Alexander, Melody W.

2005-01-01

The purposes of this study were to determine if there is a significant difference in postsecondary business student scores and test completion time based on settable test item exposure control interface format, and to determine if there is a significant difference in student scores and test completion time based on settable test item exposure…

Why Do Students Choose Not to Follow All Instructions When Completing Assessment Tasks?

ERIC Educational Resources Information Center

Fleet, Wendy

2013-01-01

As academics we often assume that allocating marks to a task will influence student decision-making when it comes to completing that task. Marks are used by lecturers to indicate the relative importance of each of the criteria used for marking the assessment task and we expect the student to respond to the marks' allocation. This Postcard suggests…

Teaching statistics in biology: using inquiry-based learning to strengthen understanding of statistical analysis in biology laboratory courses.

PubMed

Metz, Anneke M

2008-01-01

There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts and opportunity for students to perform statistical analysis in a biological context. Learning gains were measured with an 11-item statistics learning survey instrument developed for the course. Students showed a statistically significant 25% (p < 0.005) increase in statistics knowledge after completing introductory biology. Students improved their scores on the survey after completing introductory biology, even if they had previously completed an introductory statistics course (9%, improvement p < 0.005). Students retested 1 yr after completing introductory biology showed no loss of their statistics knowledge as measured by this instrument, suggesting that the use of statistics in biology course work may aid long-term retention of statistics knowledge. No statistically significant differences in learning were detected between male and female students in the study.

First-Year Athletes' Student Development and Their University Residence.

ERIC Educational Resources Information Center

Saidla, Debie D.; And Others

1994-01-01

Investigated relationships between aspects of student athletes' psychosocial development and perceptions of university residence environment. Student athletes (n=53) enrolled in first-year orientation class completed Student Developmental Task and Lifestyle Inventory and University Residence Environment Scale. Findings revealed that student…

Simultaneous anatomical sketching as learning by doing method of teaching human anatomy.

PubMed

Noorafshan, Ali; Hoseini, Leila; Amini, Mitra; Dehghani, Mohammad-Reza; Kojuri, Javad; Bazrafkan, Leila

2014-01-01

Learning by lecture is a passive experience. Many innovative techniques have been presented to stimulate students to assume a more active attitude toward learning. In this study, simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomy to the medical students. We reconstructed a fun interactive model of teaching anatomy as simultaneous anatomic sketching. To test the model's instruction effectiveness, we conducted a quasi- experimental study and then the students were asked to write their learning experiences in their portfolio, also their view was evaluated by a questionnaire. The results of portfolio evaluation revealed that students believed that this method leads to deep learning and understanding anatomical subjects better. Evaluation of the students' views on this teaching approach was showed that, more than 80% of the students were agreed or completely agreed with this statement that leaning anatomy concepts are easier and the class is less boring with this method. More than 60% of the students were agreed or completely agreed to sketch anatomical figures with professor simultaneously. They also found the sketching make anatomy more attractive and it reduced the time for learning anatomy. These number of students were agree or completely agree that the method help them learning anatomical concept in anatomy laboratory. More than 80% of the students found the simultaneous sketching is a good method for learning anatomy overall. Sketch drawing, as an interactive learning technique, is an attractive for students to learn anatomy.

Midwifery student reactions to workplace violence.

PubMed

Shapiro, Jesse; Boyle, Malcolm J; McKenna, Lisa

2018-02-01

Workplace violence, incidents against people in their workplaces, is a growing problem in Australia causing untold personal suffering as well as costing Australian businesses in productivity. Midwives have been highlighted as a group particularly at risk, yet in Australia there is little research into workplace violence against midwives and even less into midwifery students. This study aimed to explore Australian midwifery students' responses to workplace violence as well as to gauge the impact of workplace violence on them. Cross-sectional survey design was employed. Second and third year students were invited to participate at the end of a scheduled lecture. Fifty-two female midwifery students who had completed their work placement completed a survey indicating their immediate responses to workplace violence as well as the Impact of Event Scale. Data were analysed using descriptive statistics. Most students notified a co-worker immediately after a workplace violence incident, yet few completed an incident form or received official debriefing. There is a need for the reporting of workplace violence against midwifery students to be made easier to access thereby ensuring they can receive the assistance they require. Midwifery students need to understand the processes and supports in place for managing instances of workplace violence. Clinical placements can impact on midwifery students' future careers. Universities need to prepare students for the possibility of workplace violence and arm them with appropriate strategies for safely dealing with it. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Predictors of Associate's Degree Completion in Engineering and Engineering Technologies

NASA Astrophysics Data System (ADS)

Reys-Nickel, Lynsey L.

The purpose of this ex post facto study was to describe completers and non-completers of associate's degree programs in engineering and engineering technologies and determine whether and to what extent completion in these programs is a function of selected student-related variables and institutional variables. Data from the 2004/2009 Beginning Postsecondary Students Longitudinal Study (BPS: 04/09) of associate's degree completers and non-completers in engineering and engineering technologies were accessed and analyzed through PowerStats, a web-based data analysis tool from National Center for Education Statistics (NCES). Descriptive data indicated that, proportionally, engineering and engineering technologies completers were mostly White, married, middle income, employed part-time, enrolled full-time, did not hold a high school diploma or certificate, completed Trigonometry/Algebra II, had a father who's highest education level was an associate's degree, but did not know their mother's highest level of education, completed remedial coursework, and started college with the goal of earning an associate's degree. While more males enrolled in the programs, males and females demonstrated similar completion rates, proportionally--with females showing a slightly higher percentage of completion. Results from the logistic regression further indicated that the variables significant to completion in associate's degree programs in engineering and engineering technologies were gender and enrollment size. Findings suggested that female students were more likely to earn the degree, and that the larger the institution, the more likely the student would become a completer. However, since a major limitation of the study was the small weighted sample size, the results of the study are inconclusive in terms of the extent to which the findings can be generalized to the population of students in associate's degree programs in engineering and engineering technologies. This study fills a gap in the literature of what is known about engineering and engineering technician students. It also contributes to the body of research on an understudied STEM educational and professional pathway, the associate's degree in engineering and engineering technologies.

Development, implementation and evaluation of a terminal and hospice care educational online module for preclinical students.

PubMed

Tse, Chung Sang; Ellman, Matthew S

2017-03-01

To explore the application of an online learning tool to teach preclinical medical students terminal and hospice care in a blended curricula. We created and evaluated a 30 min interactive online module at the Yale School of Medicine. Second-year medical students were randomly assigned to complete the online module or not (control group) prior to attending a required half-day hospice clinical experience. We assessed the students' knowledge and attitudes with a 23-item survey. 152 students (response rate 51%) participated in this study from 2012 to 2014. 56% (n=85) completed the online module, 37% (n=56) did not and 7% (n=11) did not indicate whether they had completed the module or not. Students who completed the online module prior to the hospice experience scored higher (p<0.05, two-way analysis of variance) on 5 out of 8 of the multiple choice questions pertaining to hospice and palliative care, but their attitudes were similar to those who did not complete the online module. Overall, the students felt somewhat uncomfortable caring for dying patients although they regarded it as a physician's duty and felt that palliative/hospice care education is important in medical school. When combined with a mentored clinical hospice experience, an online module appears to enhance the teaching of the dying process and terminal care for preclinical medical students. This online module may prove useful for other institutions. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students' Critical-Thinking Skills.

PubMed

Cone, Catherine; Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin

2016-04-25

Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT.

Online cultural competency education for millennial dental students.

PubMed

Evans, Lorraine; Hanes, Philip J

2014-06-01

Teaching cultural competence is now an educational requirement for U.S. dental curricula to meet 2013 accreditation standards. The question now is, given time restrictions, limited resources, and budget constraints faced by the majority of dental schools, how can they provide effective cultural competency education to prepare future dental professionals? An additional concern regarding instruction is the recent focus on techniques to engage Millennial learners since this generation is characterized as technologically savvy with a preference for multimedia and general dislike of traditional lectures. With these issues in mind, Georgia Regents University developed Healthy Perspectives, an online, interactive course in cultural competence designed to engage Millennial students. Both before and after the course, the students were asked to complete a modified version of the Clinical Cultural Competency Questionnaire. Of the eighty-eight students in the course (eighty-one first-year dental students and seven entering radiology students), seventy-one completed the questionnaire both before and after the course, for an 81 percent response rate. Seventy-five students also completed the course evaluation. The pre and post questionnaires showed statistically significant gains for students across the four primary areas of self-awareness, knowledge, attitudes, and skills. Student evaluations of the course were generally positive, particularly regarding content, but somewhat surprisingly their assessment of the interactive components (which were designed to meet generational expectations) was ambivalent.

Medical students as health coaches: Implementation of a student-initiated Lifestyle Medicine curriculum.

PubMed

Polak, Rani; Finkelstein, Adi; Axelrod, Tom; Dacey, Marie; Cohen, Matan; Muscato, Dennis; Shariv, Avi; Constantini, Naama W; Brezis, Mayer

2017-11-10

By 2020, the World Health Organization predicts that two-thirds of all diseases worldwide will be the result of lifestyle choices. Physicians often do not counsel patients about healthy behaviors, and lack of training has been identified as one of the barriers. Between 2010 and 2014, Hebrew University developed and implemented a 58-h Lifestyle Medicine curriculum spanning five of the 6 years of medical school. Content includes nutrition, exercise, smoking cessation, and behavior change, as well as health coaching practice with friends/relatives (preclinical years) and patients (clinical years). This report describes this development and diffusion process, and it also presents findings related to the level of acceptance of this student-initiated Lifestyle Medicine (LM) curriculum. Students completed an online semi-structured questionnaire after the first coaching session (coaching questionnaire) and the last coaching session (follow-up questionnaire). Nine hundred and twenty-three students completed the coaching questionnaire (296 practices were with patients, 627 with friends /relatives); and 784 students completed the follow-up questionnaire (208 practices were with patients, 576 with friends /relatives). They reported overall that health coaching domains included smoking cessation (263 students), nutrition (79), and exercise (117); 464 students reported on combined topics. Students consistently described a high acceptance of the curriculum and their active role in coaching. Further, most students reported that they were eager to address their own health behaviors. We described the development and acceptance of a student-initiated comprehensive LM curriculum. Students perceived LM as an important component of physicians' professional role and were ready to explore it both as coaches and in their personal lives. Thus, medical school deans might consider developing similar initiatives in order to position medical schools as key players within a preventive strategy in healthcare policy.

Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

PubMed

Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

2016-09-01

Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

Development of a community pharmacy human papillomavirus vaccine program for underinsured university students along the United States/Mexico border.

PubMed

Navarrete, Jacquelyn P; Padilla, Margie E; Castro, Louise P; Rivera, José O

2014-01-01

To describe the development and implementation of a human papillomavirus (HPV) vaccine patient assistance program (PAP) for university students, and to acquire information on the number who accessed the program and completed the series. University of Texas at El Paso University Student Health Clinic Pharmacy, Fall 2011-Spring 2014. A community pharmacy located within the university student health clinic providing services to an underinsured student population. Existing evidence shows the benefit of using PAP in community pharmacies but is nonspecific regarding the use of PAP for vaccines in an uninsured and underinsured Hispanic student population. The implementation of this unique HPV vaccine program in a community setting aims to increase awareness, access, and rates. Primary measures included results from a needs-assessment questionnaire that were used to implement the HPV vaccine program. After implementation, utilization data were collected on the number of students who qualified and enrolled in the HPV PAP and the number of students who completed the HPV series. The preliminary data from a needs assessment indicated that a majority (72.1%, n = 80) of students did not understand how HPV is transmitted. A total of 89 students qualified for PAP. The majority were women (81%). A total of 71 students (79.8%) received their second dose and 43 (48.3%) completed the series. Although pharmacists continue to provide vaccine services, minorities such as the Hispanic population continue to be underimmunized. Students may not be taking the proper precautions to prevent the acquisition of HPV. For these reasons services such as this HPV vaccine program are warranted. Pharmacists need to continue to educate and advocate on the importance of vaccines and how they prevent disease.

A Psychometric Evaluation of the Learning Styles Questionnaire: 40-Item Version

ERIC Educational Resources Information Center

Klein, Britt; McCall, Louise; Austin, David; Piterman, Leon

2007-01-01

Sixty-six English-speaking postgraduate distance-education medical students completed the Learning Styles Questionnaire (LSQ: 40-item version). This was completed while attending a residential workshop at the beginning of the semester, and 44 of these students completed the same LSQ questionnaire 5 months later at the completion of the semester.…

Isaac Newton and Student College Completion

ERIC Educational Resources Information Center

Tinto, Vincent

2013-01-01

Success in college is built upon classroom success, but success in the classroom does not in itself ensure college completion. Completion arises from success in a sequence of classes one after another over time. It does so most frequently when students are presented with coherent course pathways to degree completion, are able to gain degree credit…

Effects of Interspersed Brief Problems on Students' Endurance at Completing Math Work

ERIC Educational Resources Information Center

Montarello, Staci; Martens, Brian K.

2005-01-01

An alternating treatments design was used to compare the effects of baseline, interspersed brief problems, and interspersed brief problems plus token reinforcement on students' endurance while completing math worksheets. By pairing the completion of brief problems with token reinforcement, the role of problem completion as a conditioned reinforcer…

Negative Impact of Employment on Engineering Student Time Management, Time to Degree, and Retention: Faculty, Administrator, and Staff Perspectives

ERIC Educational Resources Information Center

Tyson, Will

2012-01-01

Interviews with faculty, administrators, staff, and students at four engineering programs reveal the role of undergraduate student employment on retention and timely degree completion among engineering students. Dueling narratives reveal how student approaches to earning an engineering degree differ greatly from faculty, administrator, and staff…

Simplifying Student Aid: The Case for an Easier, Faster, and More Accurate FAFSA

ERIC Educational Resources Information Center

Executive Office of the President, 2009

2009-01-01

Each year, more than 16 million college students and their families complete the Free Application for Federal Student Aid (FAFSA). They spend hours answering needlessly complicated and intrusive questions that undermine the fundamental goal of student aid: to help more students attend and graduate from college. In this report the Council of…

Knowledge of Dental Health and Oral Hygiene Practices of Taiwanese Visually Impaired and Sighted Students

ERIC Educational Resources Information Center

Chang, Chien-Huey Sophie; Shih, Yeng-Hung

2004-01-01

This study investigated the dental health knowledge and oral hygiene practices of 95 students with visual impairments and 286 sighted students in Taiwan. It found that the students with visual impairments were less knowledgeable about dental health and less frequently completed oral hygiene practices than did the sighted students.

Academic Skills of the Returning Adult Student. Report of a Pilot Study.

ERIC Educational Resources Information Center

Sewall, Timothy J.

A study examined the academic skills, study habits, and attitudes of returning adult students and compared them to those of younger, traditional-aged students at the University of Wisconsin-Superior. To gather data for the study, researchers asked 432 students aged 25 and older and 500 traditional-aged students to complete the following four…

Training, Inclusion, and Behaviour: Effect on Student-Teacher and Student-SEA Relationships for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Brown, Jacqueline A.; McIntosh, Kent

2012-01-01

Little is known about factors that affect teacher and special educational assistants' (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating…

Deeper in Debt: Women and Student Loans. Executive Summary and Recommendations

ERIC Educational Resources Information Center

Miller, Kevin

2017-01-01

This document provides a summary of and recommendations from the larger report, "Deeper in Debt: Women and Student Loans" (ED580345). Over the course of the past few decades student loans have become an increasingly common means of paying for a college education. Most students who complete a college program now take on student loans, and…

Inking and Thinking: Honors Students and Tattoos

ERIC Educational Resources Information Center

Dundes, Lauren; Francis, Antonia

2016-01-01

This study examines whether academically accelerated students in a college Honors program are as likely as other students to acquire a tattoo and to spend the same amount of time contemplating this decision. A convenience sample of 71 honors students and 135 non-honors students completed a survey at a small mid-Atlantic liberal arts college in…

How Much Hope Is Enough? Levels of Hope and Students' Psychological and School Functioning

ERIC Educational Resources Information Center

Marques, Susana C.; Lopez, Shane J.; Fontaine, Anne Marie; Coimbra, Susana; Mitchell, Joanna

2015-01-01

This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11-17) completed measures of hope, school engagement, life satisfaction, self-worth, and mental health. Academic achievement was obtained from students' school records. Based on their hope scores, students were divided…

We, the People of the World...Student Perspectives. Special Programs in Citizenship Education: Comparative Legal Systems. Student Manual.

ERIC Educational Resources Information Center

Montgomery, Marjorie, Ed.; Moulden, Richard G., Ed.

A compilation of student impressions of legal systems and constitutions in different countries, this booklet contains examples of student work completed at a 5-day law related education institute in Washington, D.C. in 1990. The institute brought together students representing seven different countries (China, France, United Kingdom, the…

A National Study of Student Early Alert Programs at Two-Year Institutions of Higher Education

ERIC Educational Resources Information Center

Fletcher, Darla Michelle Keel

2012-01-01

Approximately half of students at the community college level leave the institution before degree completion. Community college students are more likely than four-year students to be first-generation students, attend school part-time, be less prepared academically, work full-time, have family responsibilities, and have entered college later in…

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

ERIC Educational Resources Information Center

Paechter, Manuela; Maier, Brigitte

2010-01-01

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

The Impact of Contextual Factors on the Use of Students' Conceptions

ERIC Educational Resources Information Center

Saglam, Yilmaz; Karaaslan, Emre Harun; Ayas, Alipasa

2011-01-01

This study aimed to investigate the impacts of contextual factors on the use of students' conceptions. A total of 106 students received a questionnaire involving open-ended questions on acid-base and equilibrium concepts. Of these students, 16 students who provided complete and accurate responses to the questions participated in an interview. In…

An Investigation of Self-Esteem and School Achievement of Taiwanese Secondary Students.

ERIC Educational Resources Information Center

Hong, Zuway-R; Veach, Patricia McCarthy; Lawrenz, Frances

This study investigated factors related to Taiwanese senior high school students' self-esteem. A total of 1,672 students (779 boys, 893 girls) in Kaohsiung City in Taiwan completed a Chinese version of the Secondary Student Questionnaire (SSQ; Z. Hong, 2001). In addition, interviews were conducted with six students from three different high…

Understanding the Engagement of Transfer Students in Four-Year Institutions: A National Study

ERIC Educational Resources Information Center

Ghusson, Martina

2016-01-01

The purpose of this study is to examine whether transfer status and type matter for student engagement and if so, what student characteristics affect this relationship. Data from senior students at four-year institutions across the United States who completed the National Survey for Student Engagement (NSSE) in 2009 were used. Descriptive…

Assessing Students' Use of LinkedIn in a Business and Professional Communication Course

ERIC Educational Resources Information Center

Slone, Amanda Ruth; Gaffney, Amy L. H.

2016-01-01

This paper examined the practice of using LinkedIn as a tool for teaching students how to create a professional online presence. A descriptive analysis of student LinkedIn profiles revealed that students included some basic requirements, but many students still neglected to fully complete the profile, thereby leaving out some important information…

Student Annotation Form To Capture Reflections on Work Samples in Portfolios.

ERIC Educational Resources Information Center

Brookhart, Susan M.

Evidence is presented for the validity and reliability of a student annotation form used to collect student reflections on work samples in portfolios. The form was designed to be general enough to apply to many grades and subjects and simple enough for students at all levels to complete. The annotation forms asked students to indicate how…

The Impact of Intrinsic and Extrinsic Motivation on the Academic Achievement of Non-Traditional Undergraduate Students

ERIC Educational Resources Information Center

Arce, Alma Lorenia

2017-01-01

Non-traditional students have become a growing component of the student population in today's college systems. Research has shown that non-traditional students are less likely to achieve academically and complete their degree programs compared to traditional students. The purpose of this quantitative, correlational study was to investigate the…

Interview with a Cyber-Student: A Look behind Online Cheating

ERIC Educational Resources Information Center

Davis, Julia

2014-01-01

This case study offers insights into the motivation and experiences of a cyber-student, an individual who completes all or portions of an online class for the registered student. The cyber-student shares information on the inner-workings of online companies specializing in matching cyber-students with potential clients. A portrait of both a…

A Tailored Wellness Intervention for College Students Using Internet-Based Technology: A Pilot Study

ERIC Educational Resources Information Center

Quartiroli, Alessandro; Zizzi, Sam

2012-01-01

The purpose of this study was to develop and pilot a theory-based, computer-tailored feedback system for healthy behaviors for college students at a large, public university, aiming to enhance student wellness. A total of 1300 college students were contacted. Sixty-two students completed the eight week intervention. The participants were randomly…

Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach

ERIC Educational Resources Information Center

Xiong, Yao; Li, Hongli; Kornhaber, Mindy L.; Suen, Hoi K.; Pursel, Barton; Goins, Deborah D.

2015-01-01

Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC students' completion rate is usually very low. The current study examines the relations among…

Student Perceptions on Using Guided Reading Questions to Motivate Student Reading in the Flipped Classroom

ERIC Educational Resources Information Center

Brown, Charles A.; Danvers, Kreag; Doran, David T.

2016-01-01

Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and…

Classroom Environment Influence on Student Self-Efficacy in Mathematics

ERIC Educational Resources Information Center

Croissant, Hillary P.

2014-01-01

This study aimed to find the characteristics of public school math classrooms and how they influence self-efficacy of students. Data were collected on math students in grades 4 through 12 in a North Texas school district. Two surveys were administered to students in the district. Within 10 days, the students completed a classroom environment…

Teaching Students to Create Undiscovered Ideas

ERIC Educational Resources Information Center

Anthony, Kelly Jean; Frazier, Wendy Michelle

2009-01-01

Science curricula often guide us to teach students just the facts, but our students need to be prepared for life in the 21st century. Since technology is developing rapidly, we do not know what new technologies, resources, and information our students will be working with when they complete school. If we want our students to be truly prepared for…

Should You Allow Your Students to Grade Their Own Homework?

ERIC Educational Resources Information Center

Simkin, Mark G.

2015-01-01

Allowing students to grade their own homework promises several advantages to both students and instructors. But does such a policy make sense? This paper reports the results of an experiment in which eight separate assignments completed by approximately 80 students were first graded by the students using a grading rubric, and then re-graded by a…

Transport of Gas and Solutes in Permeable Estuarine Sediments

DTIC Science & Technology

2008-01-01

and determination of transport rates, dispersion and interfacial flux of solutes and colloidal material. Participating Scientists and students ...Scientists and students participating in this work are Dr. Markus Huettel (PI), Dr. Parthasarathi Chakraborty (Postdoc), Sucharita Chakraborty (graduate... student ), Veronica Cruz (undergraduate student ) and Allison Rau (undergraduate student ). WORK COMPLETED Two field campaigns were conducted, the

Self-efficacy and self-esteem in third-year pharmacy students.

PubMed

Yorra, Mark L

2014-09-15

To identify the experiential and demographic factors affecting the self-efficacy and self-esteem of third-year pharmacy (P3) students. A 25-item survey that included the Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year. The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)≥3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores (p<0.05) compared to students with lower GPAs. Students who had completed more than the required amount of pharmacy experiences had higher levels of self-efficacy and self-esteem (p<0.05). Ethnicity also was related to students' levels of self-efficacy and self-esteem. Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem.

Math-oriented fields of study and the race gap in graduation likelihoods at elite colleges.

PubMed

Gelbgiser, Dafna; Alon, Sigal

2016-07-01

This study examines the relationship between chosen field of study and the race gap in college completion among students at elite colleges. Fields of study are characterized by varying institutional arrangements, which impact the academic performance of students in higher education. If the effect of fields on graduation likelihoods is unequal across racial groups, then this may account for part of the overall race gap in college completion. Results from a large sample of students attending elite colleges confirm that fields of study influence the graduation likelihoods of all students, above and beyond factors such as students' academic and social backgrounds. This effect, however, is asymmetrical: relative to white students, the negative effect of the institutional arrangements of math-oriented fields on graduation likelihood is greater for black students. Therefore, the race gap is larger within math-oriented fields than in other fields, which contributes to the overall race gap in graduation likelihoods at these selective colleges. These results indicate that a nontrivial share of the race gap in college completion is generated after matriculation, by the environments that students encounter in college. Consequently, policy interventions that target field of study environments can substantially mitigate racial disparities in college graduation rates. Copyright © 2016 Elsevier Inc. All rights reserved.

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.

Can medical students recognize depression? A survey at the Zagreb School of Medicine.

PubMed

Kuzman, Martina Rojnic; Bosnjak, Dina; Vokal, Petra; Kuharic, Josip; Brkic, Ivana; Kuzman, Tomislav; Dujmovic, Josip

2014-06-01

The objective of this study was to investigate medical students' knowledge and attitudes towards depression. Students attending their final year at Zagreb School of Medicine completed a set of standardized questionnaires, including attitudes towards psychiatric medication, attitudes towards depression, and personality inventory. In total, 199 students completed the questionnaire (response rate 77 %). Most medical students were only partially able to correctly identify major symptoms of depression, but did suggest referral to mental health specialists as the most appropriate course of action. They recognized social and biological causes of depression. Degree of correct identification of symptoms of depression correlated positively with non-stigmatizing attitudes towards depression and negatively with stigmatizing attitudes towards depression. Students' attitudes toward depression may influence their recognition of symptoms of depression. Incorporation of these findings in development of undergraduate medical curricula may improve students' recognition of depression.

Factors detracting students from applying for an obstetrics and gynecology residency.

PubMed

Gariti, Dominique L; Zollinger, Terrell W; Look, Katherine Y

2005-07-01

This study compares perception about the characteristics of obstetrics-gynecology (OG) of medical students who choose to pursue a residency in OG and those students who choose to enter another specialty. Fourth-year medical students were asked to complete a survey addressing their perceptions about OG. Responses were compared of (1) those entering OG to those entering other specialties, (2) those entering OG to those who seriously considered entering OG but chose another discipline, and (3) males to females. Chi-square tests were used for the comparisons. Of the 267 eligible students, 137 (51.1%) completed the survey. Clerkship satisfaction was rated as high by 88.9% of students choosing OG vs 10.2% (P<.0005) of those who chose another discipline. The emerging predominance of female providers detracted 38.5% of males vs 10.2% of females (P<.0005). Student perception of an OG clerkship may detract them from pursuing OG as a career.

The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students.

PubMed

Abar, Beau; Carter, Kermit L; Winsler, Adam

2009-04-01

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic achievement, and risk behavior. Participants also completed youth report measures of parental religiosity and perceived maternal parenting style. Correlational analyses show authoritative parenting to be associated with high levels of academic performance and study skills. Additional correlations revealed that highly religious students tend to perform well academically, study better, and engage in fewer risk behaviors than youth less committed to religion. Although no direct relations were observed between parenting style and student religiosity, maternal parenting style was found to moderate relations between parental and student religiosity. Findings are discussed in terms of their relevance to the population studied.

Assessing medical students' self-regulation as aptitude in computer-based learning.

PubMed

Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

2011-03-01

We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.

a Study of Women Engineering Students and Time to Completion of First-Year Required Courses at Texas A&M University

NASA Astrophysics Data System (ADS)

Kimball, Jorja; Cole, Bryan; Hobson, Margaret; Watson, Karan; Stanley, Christine

This paper reports findings on gender that were part of a larger study reviewing time to completion of course work that includes the first two semesters of calculus, chemistry, and physics, which are often considered the stumbling points or "barrier courses" to an engineering baccalaureate degree. Texas A&M University terms these courses core body of knowledge (CBK), and statistical analysis was conducted on two cohorts of first-year enrolling engineering students at the institution. Findings indicate that gender is statistically significantly related to completion of CBK with female engineering students completing required courses faster than males at the .01 level (p = 0.008). Statistical significance for gender and ethnicity was found between white male and white female students at the .01 level (p = 0.008). Descriptive analysis indicated that of the five majors studied (chemical, civil, computer, electrical, and mechanical engineering), women completed CBK faster than men, and African American and Hispanic women completed CBK faster than males of the same ethnicity.

An Analysis of Attitudes toward Statistics: Gender Differences among Advertising Majors.

ERIC Educational Resources Information Center

Fullerton, Jami A.; Umphrey, Don

This study measures advertising students' attitudes toward statistics. Subjects, 275 undergraduate advertising students from two southwestern United States universities, completed a questionnaire used to gauge students' attitudes toward statistics by measuring 6 underlying factors: (1) students' interest and future applicability; (2) relationship…

Nonintellective Variables and Nontraditional College Students: A Domain-Based Investigation of Academic Achievement

ERIC Educational Resources Information Center

Warden, David N; Myers, Charlsie A.

2017-01-01

The relationship between domain-specific nonintellective variables and academic achievement among nontraditional students was explored to address uninvestigated factors and clarify distinctions between nontraditional and traditional student achievement. College students (nontraditional n = 72, traditional n = 67) completed an online survey…

Assessing time-management skills in terms of age, gender, and anxiety levels: a study on nursing and midwifery students in Turkey.

PubMed

Kaya, Hatice; Kaya, Nurten; Palloş, Aylin Öztürk; Küçük, Leyla

2012-09-01

The success of university students depends on their ability to utilize time properly and completely. Students are required to learn to manage time so that they are able to apply the same degree of efficiency in the profession they choose after completing their education. This descriptive, cross-sectional study was conducted to determine nursing and midwifery students' time management skills in terms of their age, gender, and anxiety levels. The study population consisted of 1002 students, of which 584 students were selected for sampling. A Student Information Form, Time Management Inventory, and State-Trait Anxiety Inventory were used to collect data. Among the students, 89.9% were female, and the average age was 20.58 years (SD = 2.10). The average score of the Time Management Inventory was 87.79 (SD = 11.78), the mean score of the State Anxiety Inventory was 40.11 (SD = 10.84), and that of the Trait Anxiety Inventory was 43.95 (SD = 7.98). Nursing and midwifery students' time management skills are at mid-level point. Female students were able to manage time better than male students and the time management skills of the students decreased as the anxiety level increased. Copyright © 2012 Elsevier Ltd. All rights reserved.

Hawaii Student / Teacher Astronomy Research program (HI STAR): 10 years of high school students exploring the universe

NASA Astrophysics Data System (ADS)

Mathews, Geoffrey; Armstrong, James; Nassir, Michael A.; Kaichi, Carolyn

2017-01-01

For the past decade, the Hawaii Student / Teacher Astronomy Research program (HI STAR) at UH Manoa’s Institute for Astronomy has trained astronomy-enthusiastic high school students in research, data analysis and science presentation skills. Every summer, a selected group of 8th-to-12th-grade students attend a week-long residential astronomy "camp" in Honolulu, Hawaii. The students experience the profession of astronomy by learning scientific skills such as imaging and spectroscopy, data-reduction, and data analysis. The week culminates with presention of a research project guided by professional astronomer mentors. During the following six months, each student continues to work with a mentor to complete a research project for submission to their local science fair. From 2012 - 2015, ~80% of students completed their long-term projects. Many have performed well; in each of 2015 and 2016, 5 alumni progressed to the International Science and Engineering Fair. Here we present the current structure of HI STAR and plans for the future.

StrengthsFinder Signature Themes of Talent in Doctor of Pharmacy Students in Five Midwestern Pharmacy Schools.

PubMed

Janke, Kristin K; Farris, Karen B; Kelley, Katherine A; Marshall, Vincent D; Plake, Kimberly S; Scott, Steven A; Sorensen, Todd D; Yee, Gary C

2015-05-25

To describe student pharmacists' Signature Themes from the Clifton StrengthsFinder across 5 Midwestern pharmacy institutions and to compare themes by gender, institution, and undergraduate population. Student pharmacists completed the StrengthsFinder 2.0 assessment and received their top 5 Signature Themes. Themes were organized and examined by domains (Executing, Influencing, Relationship Building, Strategic Thinking). The distribution of the themes was compared between student pharmacists and undergraduates and themes and domains were compared by institution and gender. Although results varied by institution, the top 5 themes among the 1244 of 1250 students (99.5%) who completed the assessment were: Achiever, Harmony, Learner, Responsibility, and Empathy. Female student pharmacists had more themes in Executing and Relationship Building, while males had more themes in Influencing and Strategic Thinking. Pharmacy students exhibit more Executing domain talents and fewer Influencing domain talents compared with undergraduates. Signature Themes were consistent among student pharmacists across 5 Midwestern colleges of pharmacy.

Basic life support and cardiopulmonary resuscitation training for pharmacy students and the community by a pharmacy student committee.

PubMed

Goddard, Kara B; Eppert, Heather D; Underwood, Elizabeth L; McLean, Katie Maxwell; Finks, Shannon W; Rogers, Kelly C

2010-08-10

To create a self-sufficient, innovative method for providing cardiopulmonary resuscitation (CPR) education within a college of pharmacy using a student-driven committee, and disseminating CPR education into the community through a service learning experience. A CPR committee comprised of doctor of pharmacy (PharmD) students at the University of Tennessee College of Pharmacy provided CPR certification to all pharmacy students. The committee developed a service learning project by providing CPR training courses in the community. Participants in the course were required to complete an evaluation form at the conclusion of each training course. The CPR committee successfully certified more than 1,950 PharmD students and 240 community members from 1996 to 2009. Evaluations completed by participants were favorable, with 99% of all respondents (n = 351) rating the training course as either "excellent" or "good" in each of the categories evaluated. A PharmD student-directed committee successfully provided CPR training to other students and community members as a service learning experience.

Relationship Between Admission Data and Pharmacy Student Involvement in Extracurricular Activities

PubMed Central

Plake, Kimberly S.; Mason, Holly L.

2011-01-01

Objectives. To assess pharmacy student involvement in leadership and service roles and to evaluate the association between admissions data and student involvement. Methods. Doctor of pharmacy (PharmD) students were invited to complete a 56-item online survey instrument containing questions regarding leadership and service involvement, work experiences, perceived contribution of involvement to skill development, and perceived importance of involvement. Responses were linked to admissions data to identify possible associations. Results. Five hundred fourteen (82.4%) pharmacy students completed the survey instrument. Students with higher admissions application and interview scores were more likely to be involved in organizations and hold leadership roles, while students with higher admissions grade point averages were less likely to be involved in organizations and leadership roles. Conclusions. Assessing students’ involvement in leadership and service roles can assist in the evaluation of students’ leadership skills and lead to modification of curricular and co-curricular activities to provide development opportunities. Student involvement in extracurricular activities may encourage future involvement in and commitment to the pharmacy profession. PMID:22102745

Redesign of a required undergraduate pharmacy management course to improve student engagement and concept retention.

PubMed

Perepelkin, Jason

2012-12-12

To change the structure of a required pharmacy management course to make it more interactive and engaging for students. The course is a required component of undergraduate curriculum and is completed over 2 semesters during the students' third year. Changes included requiring students to lead classroom discussions and complete a business plan in groups. A questionnaire centering on methods of delivery, course content, and outcomes was distributed in 2 academic years, with 74.7% of students responding. Even though the redesigned course required more time, there was strong support for the course among students because they realized the content contributed to their learning. A major course redesign is a big commitment by faculty members, but if done through consultations with former and current students, it can be rewarding for all involved. Students overwhelmingly embraced the changes to the course as they realized the restructuring and the resulting increase in workload were necessary to raise the relevance of the course to their future professional practice.

Student knowledge and confidence in an elective clinical toxicology course using active-learning techniques.

PubMed

Thomas, Michael C; Macias-Moriarity, Liliairica Z

2014-06-17

To measure changes in students' knowledge and confidence scores after completing an elective clinical toxicology course in an accelerated doctor of pharmacy (PharmD) program. Various active-learning techniques were used to create a learner-centered environment. Approximately two-thirds of the course used student-led presentations. Some of those not presenting were assigned to be evaluators, responsible for asking the presenter a question or writing quiz questions based on the presented material. Other learner-centered activities included weekly quizzes and discussions at the conclusion of each presented topic. A test instrument designed to measure students' knowledge and associated level of confidence on each item was administered at the beginning and end of the course. Students' knowledge and confidence scores increased significantly from pretest to posttest. Students' increased confidence and knowledge scores were well correlated after course completion, indicating students were better able to self-assess these areas. These findings suggest that confidence could be an additional measure of students' metacognitive skill development.

Are Graduate Students Rational? Evidence from the Market for Biomedical Scientists

PubMed Central

Blume-Kohout, Margaret E.; Clack, John W.

2013-01-01

The U.S. National Institutes of Health (NIH) budget expansion from 1998 through 2003 increased demand for biomedical research, raising relative wages and total employment in the market for biomedical scientists. However, because research doctorates in biomedical sciences can often take six years or more to complete, the full labor supply response to such changes in market conditions is not immediate, but rather is observed over a period of several years. Economic rational expectations models assume that prospective students anticipate these future changes, and also that students take into account the opportunity costs of their pursuing graduate training. Prior empirical research on student enrollment and degree completions in science and engineering (S&E) fields indicates that “cobweb” expectations prevail: that is, at least in theory, prospective graduate students respond to contemporaneous changes in market wages and employment, but do not forecast further changes that will arise by the time they complete their degrees and enter the labor market. In this article, we analyze time-series data on wages and employment of biomedical scientists versus alternative careers, on completions of S&E bachelor's degrees and biomedical sciences PhDs, and on research expenditures funded both by NIH and by biopharmaceutical firms, to examine the responsiveness of the biomedical sciences labor supply to changes in market conditions. Consistent with previous studies, we find that enrollments and completions in biomedical sciences PhD programs are responsive to market conditions at the time of students' enrollment. More striking, however, is the close correspondence between graduate student enrollments and completions, and changes in availability of NIH-funded traineeships, fellowships, and research assistantships. PMID:24376573

Radiation Oncology Medical Student Clerkship: Implementation and Evaluation of a Bi-institutional Pilot Curriculum

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

Golden, Daniel W., E-mail: dgolden@radonc.uchicago.edu; Spektor, Alexander; Rudra, Sonali

Purpose: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. Methods and Materials: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Studentsmore » completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1 = not at all, 5 = extremely). Likert scores are reported as (median [interquartile range]). Results: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as “quite useful” to “extremely useful” (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. Conclusions: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency.« less

Measuring the Impact of Cultural Competence Training for Dental Hygiene Students.

PubMed

Daugherty, Heather N; Kearney, Rachel C

2017-10-01

Purpose: The purpose of this study was to measure the change in levels of knowledge of providing culturally competent care and self-assessed cultural competence of senior level dental hygiene students after the implementation of an online cultural competence training module. Methods: Twenty-eight members of the senior class of 31 dental hygiene students (N=28) volunteered to participate in this IRB approved study at the Ohio State University School of Dentistry. The students took the online Inventory for Assessing the Process of Cultural Competence- Student Version (IAPCC-SV), to assess their self-perceived cultural competence. Upon completion of the pre-test, students then completed the United States Department of Health and Human Services (HHS) Office of Minority Health (OMH) Cultural Competency Program for Oral Health Professionals; a three-module online training program designed to measure increased knowledge of cultural competence. Three weeks following the initial pre-test and upon completion of the Cultural Competency Program for Oral Health Professionals online learning modules, students re-took the IAPCC-SV. Results: Twenty-eight senior dental hygiene students completed the IAPCC-SV pre-test, the OMH e-learning modules and the IAPCC-SV post-test. The average score on the pre-test was 55.14±7.54 and the average score on the post-test was 61.33±7.86. There was a significant difference in pre-test and post-test scores (p<0.001). There were also significant differences in the constructs of knowledge of cultural competence (p<0.001) and skill (p<0.001). Conclusion: The HHS OMH Cultural Competency Program for Oral Health Professionals was effective for increasing dental hygiene students' levels of knowledge of cultural competence. Copyright © 2017 The American Dental Hygienists’ Association.

The Patient Educator Presentation in Dental Education: Reinforcing the Importance of Learning About Rare Conditions.

PubMed

Edwards, Paul C; Graham, Jasmine; Oling, Rebecca; Frantz, Kate E

2016-05-01

The aim of this study was to determine whether a patient educator presentation (PEP) on pemphigus vulgaris would increase second-year dental students' awareness of the importance of learning about rare conditions and improve their retention of rare disease knowledge. The study involved students' subjective assessments of a PEP experience at two U.S. dental schools. In this mixed methods study, cross-sectional data were obtained by surveys and in-depth interviews. Questions focused on students' assessment of the messages acquired from the PEP and its likely impact on their future clinical care. At University 1, students completed paper surveys with open-ended questions and participated in a focus group. At University 2, students completed an online survey consisting of rating scale and open-ended questions. Responses to open-ended questions were categorized into themes. At University 1, 79 students (out of a possible 102; response rate 77.5%) completed the survey, and an additional ten students participated in a focus group. At University 2, 30 students (out of a possible 104; response rate 28.8%) completed the survey. At Universities 1 and 2, 88% and 100%, respectively, of respondents stated the PEP would influence their future clinical decision making. The vast majority of respondents (94% and 100% at University 1 and University 2, respectively) were of the opinion that the personal testimonial from a patient would help them recall information about pemphigus vulgaris in five years' time. Respondents from both universities commented that the PEP emphasized the importance of not dismissing a patient's concerns. These results suggest that a presentation by a patient with a rare condition can be an effective educational tool for preclinical dental students.

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

NASA Astrophysics Data System (ADS)

Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

Teaching and learning about chronic conditions management for undergraduate medical students: utilizing the patient-as-teacher approach.

PubMed

McKinlay, E; McBain, L; Gray, B

2009-09-01

This study was undertaken to evaluate the impact on medical student learning of a revised chronic conditions teaching programme based on the chronic care model utilizing patients-as-teachers. A qualitative questionnaire was completed by students at the start of a primary healthcare rotation to determine existing impressions/understandings about chronic conditions. Following the revised teaching programme, a reflective essay about a home-visit to a person with chronic conditions was completed by students at the end of the rotation. Analysis of the questionnaire at the start of the rotation showed students have some knowledge of the differences between acute and chronic care, have rather negative impressions of what it means to have chronic conditions and know little of overall patient management including the work of an interdisciplinary team. Analysis of the reflective essays completed by students at the end of the rotation showed an increased understanding of chronic conditions, what it means to have a chronic condition and who supports management. A structured chronic conditions teaching programme including patient-as-teacher is an effective way of building knowledge and changing students' impressions of what it means to have a chronic condition.

Emphasizing Bloom's Affective Domain to Reduce Pharmacy Students' Stigmatizing Attitudes.

PubMed

Muzyk, Andrew J; Lentz, Katie; Green, Cynthia; Fuller, Steve; May, D Byron; Roukema, Lorae

2017-03-25

Objective. To create a learning environment using Bloom's affective domain as a framework that would reduce third-year pharmacy students' stigmatizing attitudes toward patients with mental illness. Design. Prior to the start of the module, students were asked to complete the 27-question Attribution Questionnaire Short Form (AQ-27). The teaching approach and in-class activities were designed to allow students' to experience the major categories within Bloom's affective domain. The module used patient cases, interactive-learning activities, and reflective discussions to augment pharmacological and therapeutic knowledge with a humanistic understanding of mental illness. Students were asked to retake the AQ-27 after completing the module. Assessment. Paired responses on the AQ-27 were reported for 74 of 104 students, which represents a response rate of 71.2%. Students' scores changed significantly on nine of the 27 questions. Students' attitudes pre- to post-module revealed a significant increase in the help construct, while there was a significant decrease in the dangerousness and fear constructs. Conclusion. Designing and implementing a course along the continuum of Bloom's affective domain resulted in appropriate changes in students' attitudes toward patients with mental illness.

Prior Work and Educational Experience Are Not Associated With Successful Completion of a Master's-Level, Distance Education Midwifery Program.

PubMed

Niemczyk, Nancy A; Cutts, Alison; Perlman, Dana B

2018-03-01

In order to increase and diversify the midwifery workforce, admissions criteria for midwifery education programs must not contain unnecessary barriers to entry. Once accepted, students need to successfully complete the program. Many admissions criteria commonly used in midwifery education programs in the United States are not evidence based and could be unnecessary barriers to education. The primary objective of this study was to identify factors known during the admission process that were related to successful completion or failure to complete a midwifery program educating both student nurse-midwives (SNMs) and student midwives (SMs); a secondary objective was to quantify reasons for program noncompletion. This master's-level, distance education program educates a diverse group of both SNMs and SMs. A pilot, retrospective cohort study examined all students matriculating at the program from fall 2012 on and scheduled to graduate by summer 2016 (N = 58). Demographic information, admissions information, academic records, and advising notes were reviewed. Reasons for noncompletion were identified, and characteristics were compared between students who did and did not complete the program. Program completion was not significantly associated with students' status as nurses prior to admission, labor and delivery nursing experience, length of nursing experience, nursing degree held, presence of children at home, working while in school, or undergraduate grade point average. Being a nurse, years of nursing experience, type of nursing degree, or labor and delivery nursing experience were not associated with completion of this midwifery program. © 2018 by the American College of Nurse-Midwives.

Rising levels of New Zealand medical student debt.

PubMed

Verstappen, Antonia; Poole, Phillippa

2017-06-16

There is little recent data on the debt levels accrued by New Zealand medical graduates. We aimed to quantify the level of student loan debt accrued by medical graduates upon completion of their medical degree, and to investigate the association of New Zealand Government Student Loan (GSL) debt with gender and age. At graduation each year from 2006-2015, students from one New Zealand medical programme were invited to complete a career intention survey that included information on levels of GSL debt and the number of income sources used. The overall response rate was 83.8%. On average, 92% of domestic students reported having some student loan debt, with 28% a debt of $90,000 or more. The proportion of students reporting a student loan debt of $90,000 or more increased over the period of the study (P<0.0001). While older students were more likely to have a larger student loan debt than younger students, there was no difference in debt levels by gender. Students with larger student loans were more likely to rely on a larger number of financial sources to fund their studies. New Zealand medical students are carrying higher levels of student loan debt year on year. The effect of this on the future medical workforce is not certain; however, this could be negative if graduates choose to enter careers that are more highly paid over areas of high need. The full impact of large loans on individuals and the health system will take years to determine.

Medical students' and patients' perceptions of patient-centred attitude.

PubMed

Hur, Yera; Cho, A Ra; Choi, Chang Jin

2017-03-01

Patient-centred care can increase patient satisfaction and lead to better clinical outcomes for them, such as improved physical status and higher health-related quality of life. However, doctors' and patients' views on patient-centred attitude might differ and could be affected by culture and the community environment. To clarify the differences in primary care patients' and senior medical students' perceptions of medical students' patient-centred attitude. A total of 1,025 subjects-827 patients from primary care institutions and 198 fourth-year medical students from a medical college in South Korea-completed the Patient Practitioner Orientation Scale (PPOS). The students completed the self-reported questionnaire at the end of their clinical clerkship. Descriptive statistics, t-tests, and one-way analysis of variances were conducted in SPSS version 21.0. Firstly, sharing subscale scores were higher among patients than among medical students (students, 3.61 vs. patients, 3.76; p<0.001), but secondly, caring subscale scores were higher among medical students (students, 4.18 vs. patients, 3.82; p<0.001). Thirdly, PPOS total scores were higher among medical students (students, 3.90 vs. patients, 3.79; p=0.001). Finally, male students had the lowest sharing scores (F=6.811, p<0.001) and female students showed the highest PPOS total scores (F=5.805, p=0.001). Significant differences between medical students' and patients' perceptions of medical students' patient-centred attitudes suggest the necessity of educational efforts to overcome the gap between the groups.

Disconnections Between Teacher Expectations and Student Confidence in Bioethics

NASA Astrophysics Data System (ADS)

Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

2008-09-01

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course ( n = 111) and by faculty in the College of Biology and Agriculture faculty ( n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.

Virtual Communities of Practice: A Netnographic Study of Peer-to-Peer Networking Support among Doctoral Students

ERIC Educational Resources Information Center

Allen, Ila R.

2014-01-01

Obtaining a PhD can be one of the most fulfilling achievements in academia, but for the doctoral student, the journey can lead to attrition prior to the completion of a degree. Research indicated that institutional policies and practices can directly affect doctoral students in completing the dissertation due to lack of structure and support.…

Educating Students about Suicide: A Framework for the Use of "Fotonovelas" on College Campuses

ERIC Educational Resources Information Center

Rao, Satya P.; Taani, Murad; Lozano, Valerie; Kennedy, Elizabeth England

2015-01-01

There are more than 1,000 suicides on college campuses every year, with rates of completed suicide ranging between 0.5-7.5 per 100,000 among students. In addition to the prevalence of suicide ideation, attempts, and completions, students at high risk of suicide often do not seek help. As a major public health problem, suicide prevalence has not…

34 CFR 668.6 - Reporting and disclosure requirements for programs that prepare students for gainful employment...

Code of Federal Regulations, 2013 CFR

2013-07-01

... Classification of Instructional Program (CIP) code of that program; and (C) If the student completed a program during the award year— (1) The name and CIP code of that program, and the date the student completed the... program, by name and CIP code, offered by the institution under § 668.8(c)(3) or (d), the total number of...

34 CFR 668.6 - Reporting and disclosure requirements for programs that prepare students for gainful employment...

Code of Federal Regulations, 2014 CFR

2014-07-01

... Classification of Instructional Program (CIP) code of that program; and (C) If the student completed a program during the award year— (1) The name and CIP code of that program, and the date the student completed the... program, by name and CIP code, offered by the institution under § 668.8(c)(3) or (d), the total number of...

34 CFR 668.6 - Reporting and disclosure requirements for programs that prepare students for gainful employment...

Code of Federal Regulations, 2011 CFR

2011-07-01

... Classification of Instructional Program (CIP) code of that program; and (C) If the student completed a program during the award year— (1) The name and CIP code of that program, and the date the student completed the... program, by name and CIP code, offered by the institution under § 668.8(c)(3) or (d), the total number of...

34 CFR 668.6 - Reporting and disclosure requirements for programs that prepare students for gainful employment...

Code of Federal Regulations, 2012 CFR

2012-07-01

... Classification of Instructional Program (CIP) code of that program; and (C) If the student completed a program during the award year— (1) The name and CIP code of that program, and the date the student completed the... program, by name and CIP code, offered by the institution under § 668.8(c)(3) or (d), the total number of...

Engaging Students in a Large Lecture: An Experiment Using Sudoku Puzzles

ERIC Educational Resources Information Center

Brophy, Caroline; Hahn, Lukas

2014-01-01

In this paper, we describe an in-class experiment that is easy to implement with large groups of students. The experiment takes approximately 15-20 minutes to run and involves each student completing one of four types of Sudoku puzzles and recording the time it takes to completion. The resulting data set can be used as a teaching tool at an…

An Examination of the Impact of Major Changing Patterns on the Academic Performance and Career Decision-Making Self-Efficacy of First Generation College Students

ERIC Educational Resources Information Center

McLean, Carrie Frederick

2016-01-01

Career development studies show that First Generation College Students (FCGS) have unique career development needs, less college knowledge, and the increased likelihood that they will not complete college. There is evidence in the research that changing majors could impact a student's ability to complete college successfully, especially if they…

A Randomized Intervention Study to Evaluate Whether Electronic Messaging Can Increase Human Papillomavirus Vaccine Completion and Knowledge among College Students

ERIC Educational Resources Information Center

Richman, Alice R.; Maddy, LaDonna; Torres, Essie; Goldberg, Ellen J.

2016-01-01

Objective: To evaluate an intervention aimed at increasing human papillomavirus (HPV) vaccine completion of the 3-dose series and knowledge. Participants: Two hundred sixty-four male and female US college students 18-26 years old who were receiving HPV vaccine dose 1. Methods: Students were randomly assigned to the intervention or control group.…

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

PubMed

Ouyang, Wenli; Cuddy, Monica M; Swanson, David B

2015-09-01

Prior to graduation, US medical students are required to complete clinical clerkship rotations, most commonly in the specialty areas of family medicine, internal medicine, obstetrics and gynecology (ob/gyn), pediatrics, psychiatry, and surgery. Within a school, the sequence in which students complete these clerkships varies. In addition, the length of these rotations varies, both within a school for different clerkships and between schools for the same clerkship. The present study investigated the effects of clerkship sequence and length on performance on the National Board of Medical Examiner's subject examination in internal medicine. The study sample included 16,091 students from 67 US Liaison Committee on Medical Education (LCME)-accredited medical schools who graduated in 2012 or 2013. Student-level measures included first-attempt internal medicine subject examination scores, first-attempt USMLE Step 1 scores, and five dichotomous variables capturing whether or not students completed rotations in family medicine, ob/gyn, pediatrics, psychiatry, and surgery prior to taking the internal medicine rotation. School-level measures included clerkship length and average Step 1 score. Multilevel models with students nested in schools were estimated with internal medicine subject examination scores as the dependent measure. Step 1 scores and the five dichotomous variables were treated as student-level predictors. Internal medicine clerkship length and average Step 1 score were used to predict school-to-school variation in average internal medicine subject examination scores. Completion of rotations in surgery, pediatrics and family medicine prior to taking the internal medicine examination significantly improved scores, with the largest benefit observed for surgery (coefficient = 1.58 points; p value < 0.01); completion of rotations in ob/gyn and psychiatry were unrelated to internal medicine subject examination performance. At the school level, longer internal medicine clerkships were associated with higher scores on the internal medicine examination (coefficient = 0.23 points/week; p value < 0.01). The order in which students complete clinical clerkships and the length of the internal medicine clerkship are associated with their internal medicine subject examination scores. Findings may have implications for curriculum re-design.

Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

PubMed Central

Malone, Amelia S.; Fuchs, Lynn S.

2016-01-01

The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-grade students; (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors; and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students (n = 227) completed a 9-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65% of) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed. PMID:26966153

The Value of an Elective in Business and Leadership for Medical Students.

PubMed

Agarwal, Ankit; Anderson, Jade; Sarfaty, Suzanne; Rimer, Edward; Hirsch, Ariel E

2015-01-01

This report describes the impact of the implementation of an elective in business and leadership targeted to preclinical medical students. Of the 42 students who completed the elective, 30 (71%) completed the survey. Students reported that they had a better understanding of the U.S. healthcare system (p <.01), had a better understanding of the role of physician-leaders (p <.01), and were more inclined to pursue managerial positions in medicine during their career (p <.01). We determined that an elective in business and leadership in medicine is a valuable addition to the standard undergraduate medical curriculum to enhance medical student exposure to the principles of the business of medicine and physician leadership.

Student Emotions in Conversation-Based Assessments

ERIC Educational Resources Information Center

Lehman, Blair A.; Zapata-Rivera, Diego

2018-01-01

Students can experience a variety of emotions while completing assessments. Some emotions can get in the way of students performing their best (e.g., anxiety, frustration), whereas other emotions can facilitate student performance (e.g., engagement). Many new, non-traditional assessments, such as automated conversation-based assessments (CBA), are…

Psychosocial Predictors of Taiwanese Secondary Students' Self-Esteem

ERIC Educational Resources Information Center

Hong, Zuway-R; Veach, Patricia McCarthy; Lawrenz, Frances

2004-01-01

This study investigated the relationships between psychosocial factors and self-esteem for 1,672 Taiwanese senior high school students (779 boys, 893 girls). Students from Kaohsiung City, Taiwan, completed a Chinese version of the Secondary Student Questionnaire (SSQ), which measures self-esteem, depression, anxiety, stereotyped thinking,…

Mental Health and Substance Use of Sexual Minority College Athletes

ERIC Educational Resources Information Center

Kroshus, Emily; Davoren, Ann Kearns

2016-01-01

Objective: Assess the mental health and substance use of sexual minority collegiate student-athletes in the United States, as compared with heterosexual college students and heterosexual student-athletes. Participants: Undergraduate students (N = 196,872) who completed the American College Health Association's National College Health Assessment…

Check It Out! Using Checklists to Support Student Learning

ERIC Educational Resources Information Center

Rowlands, Kathleen Dudden

2007-01-01

Kathleen Dudden Rowlands recommends using checklists to support student learning and performance. Well-designed checklists identify steps students can take to complete complex tasks, which scaffolds students' metacognitive development and fosters the confidence and independence needed for internalizing these steps for future tasks. (Contains 7…

Perceptions of Mattering in the Doctoral Student and Advisor Relationship

ERIC Educational Resources Information Center

Schneider, Holly Anne

2015-01-01

The advising relationship has been acknowledged as one of the most important factors in doctoral student persistence and attrition. Less researched are psychosocial factors that contribute to doctoral student persistence and completion. Preliminary research including measures of psychosocial factors on doctoral student success found…

The Effectiveness of California Community Colleges on Selected Performance Measures.

ERIC Educational Resources Information Center

California Community Colleges, Sacramento. Office of the Chancellor.

This report presents selected performance measures of California's community colleges during the 1993-94 academic year in the areas of student access (measured by student enrollment and participation rates), student success (measured by student goals, persistence, completion rates, and employment information), staff composition (measured by…

An Exploratory Investigation of College Students' Views of Marketing Internships

ERIC Educational Resources Information Center

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

2016-01-01

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

University Experiences and Women Engineering Student Persistence

NASA Astrophysics Data System (ADS)

Ayers, LoAnn Debra Gienger

Riverside University (a pseudonym), like many universities, has not significantly increased the number of women who graduate with bachelor's degrees in engineering. The purpose of the study is to understand how the university experiences of women students influence the decision to persist in an undergraduate engineering degree and to understand the role of self-perception in how the students perceive experiences as supporting or hindering their persistence in the major. Archival data, documents and artifacts, observations, individual interviews, and a focus group with women engineering students provide insights into students' perceived barriers and supports of student success. Analysis of the data results in two major themes. First, students' self-confidence and self-efficacy influence how women assimilate university experiences as either supportive or diminishing of academic success. Second, university policies and practices shape the campus environment within which student experiences are formed and influence a student's level of institutional, academic, and social integration. The results of the study indicate opportunities for university leadership to enhance strategies that positively shape students' institutional, academic and social integration as precursors toward increasing the number of women students who successfully complete undergraduate engineering degrees at Riverside University. Future research is indicated to better understand how gender and gender identity intersects with other demographic factors, such as socio-economic status, immigration status, and life stage (e.g., traditional versus non-traditional students), to support or deter the persistence of engineering students to degree completion.

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

PubMed

Habibian, Mina; Seirawan, Hazem; Mulligan, Roseann

2011-08-01

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

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Prather, E. E.; Consiglio, D.; Rudolph, A. L.; Brissenden, G.

2011-09-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory astronomy courses (Astro 101). We report here on the analysis of how individual student characteristics affect student learning in these classes, and whether the demonstrated positive effect of interactive learning strategies on student learning differs based on these characteristics. This analysis was conducted using data from nearly 2000 students enrolled in 69 Astro 101 classes taught across the country. These students completed a 15-question demographic survey, in addition to completing the 26-question Light and Spectroscopy Concept Inventory (LSCI) pre- and post-instruction. The LSCI was used to determine student learning via a normalized gain calculated for each student. A multivariate regression analysis was conducted to determine how ascribed characteristics (personal demographic and family characteristics), obtained characteristics (academic achievement and student major), and the use of interactive learning strategies predict student learning in these classes. The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual characteristics. In addition, we find that the positive effects of interactive learning strategies are the same for strong and weak students, men and women, across ethnicities, and regardless of primary language. The research strongly suggests all students benefit from interactive learning strategies.

Effects of an interdisciplinary volunteer experience on students' knowledge of and attitudes toward the health care team.

PubMed

Gallagher, Heather; Cooper, Maryann; Durand, Cheryl

2010-01-01

To assess the effect of an interdisciplinary, volunteer clinical experience completed by physician assistant (PA), pharmacy, and nursing students and whether the experience will change students' knowledge of, or attitudes toward, a team approach to health care. Surveys were conducted before and after the project using a 5-point Likert scale that measured the impact of the project on a nonrandom sample of PA, pharmacy, and nursing students who completed a minimum of four hours of service at Head Start preschool sites in southern New Hampshire. Students were recruited through email announcements and a lunchtime information session describing the program. Presurveys were completed using Blackboard before the student's scheduled participation day. Postsurveys were completed onsite at the end of the volunteer time. Surveys were blinded using a number and letter code. Students' knowledge (survey questions 1-4) and attitudes (survey questions 5-7) toward the health care team were evaluated in several areas including the importance of working in a team, knowledge level of other team members, awareness of community agencies as part of the team, and the importance of communication within the health care team. Paired t-tests were used to determine whether significant changes occurred in attitudes or knowledge as a result of the interdisciplinary volunteer experience. Approval of the study protocol was granted by the college's institutional review board. Statistically significant increases were noted in awareness of community resources, understanding of the strengths and skills of other members of the health care team, and experiences in working with other disciplines. Student attitudes toward a team approach to health care did not significantly change as a result of this experience. Enabling students to interact with other disciplines and to provide care to patients significantly increased students' awareness of community resources as well as their understanding of the strengths and skills of other members of the health care team. Students also gained experience working in a health care team. This demonstrates that a volunteer experience involving interdisciplinary collaboration can be used to enhance students' knowledge of the health care team.

Debt Profiles of Model Students: The Projected Debt of Highly Productive Students and Its Economic Impact

ERIC Educational Resources Information Center

Fincher, Mark E.

2017-01-01

A common misperception suggests that a high-achieving student can easily complete a degree with very limited debt, and that students with high levels of debt are thus underachievers. This assumption is supported by memories of previous decades when it was realistically possible for most students to work their way through college. This view,…

Glendale Community College Student Views, 1999. Results of the 1999 Spring Student Survey.

ERIC Educational Resources Information Center

Karpp, Edward R.

This report presents the results of Glendale Community College's 1999 Spring Student Survey. More than 2,800 students completed this survey. Class scheduling issues were emphasized in the survey. Less than one-fourth of credit students reported they had problems getting the classes they wanted in the spring semester. This was a small decrease from…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

The Land of Confusion? High School Students and Their Use of the World Wide Web for Research.

ERIC Educational Resources Information Center

Lorenzen, Michael

2002-01-01

Examines high school students' use of the World Wide Web to complete assignments. Findings showed the students used a good variety of resources, including libraries and the World Wide Web, to find information for assignments. However, students were weak at determining the quality of the information found on web sites. Students did poorly at…

Changes in LASSI Scores Among Reading and Study Skills Students at the United States Military Academy.

ERIC Educational Resources Information Center

Ince, Elizabeth J.; Priest, Robert

1998-01-01

Describes administration of the Learning and Study Strategies Inventory (LASSI) to three groups of United States Military Academy students in order to evaluate changes in student performance as a result of taking a student-success course (RS101). LASSI measures students' affective growth upon completion of the RS101 course and their growth in…

Student Service Learning (SSL): Give a Little Time...Make a Big Difference. 2014-2015 Guide for Students and Parents

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2014

2014-01-01

Student Service Learning (SSL) provides students the opportunity to actively participate in the community and build the skills they need to be successful students and citizens. This booklet provides information about the Maryland State Department of Education SSL graduation mandate. Completing 75 SSL hours is a requirement for high school…

Graduation and Attrition of Black Students at North Carolina State University.

ERIC Educational Resources Information Center

Council, Kathryn A.

The graduation and attrition patterns of black students at North Carolina State University are reported in an effort to provide data pertinent to minority students. Black students were identified after 1969 by means of an ethnic card completed during the registration process. The report is based on all black students (N=80) who entered NCSU as new…

A Quantitative Study on Student Emergency Financial Assistance: The Impact on Community College Student Success, Persistence, and Completion Rates

ERIC Educational Resources Information Center

Benz, Abigail

2016-01-01

Financial instability is a common fiscal burden for many community college students and can serve as primary barrier to educational success (Quaye & Harper, 2015). Although traditional financial aid is structured to assist students in financing college expenses, many low-income students often face financial emergencies beyond the scope of…

Graduate Student Fellowship Program Effects on Attitude and Interest toward Science of Middle School Students

ERIC Educational Resources Information Center

Lindner, James R.; Rayfield, John; Briers, Gary; Johnson, Larry

2012-01-01

The purpose of this study was to describe the effects of a graduate student fellowship program on middle school students' attitude toward science and their interest in science. Using a descriptive and correlational research design, data were collected from 588 middle school students (grades 6, 7, and 8). Participants completed a pretest and a…

Student Performance and Success Factors in Learning Business Statistics in Online vs. On-Ground Classes Using a Web-Based Assessment Platform

ERIC Educational Resources Information Center

Shotwell, Mary; Apigian, Charles H.

2015-01-01

This study aimed to quantify the influence of student attributes, coursework resources, and online assessments on student learning in business statistics. Surveys were administered to students at the completion of both online and on-ground classes, covering student perception and utilization of internal and external academic resources, as well as…

The Influence of Perceived Parenting on Substance Use during the Transition to College: A Comparison of Male Residential and Commuter Students

ERIC Educational Resources Information Center

Sessa, Frances M.

2005-01-01

Differences between residential and commuter first-year male college students were examined with respect to students' perceptions of the parent-child relationship and its influence on students' use of alcohol and marijuana. Fifty residential and 57 commuter students completed questionnaires to assess their perceptions of parenting and the…

Perceptions of Teachers and Students Regarding the Frequency, Sources, and Solutions to Student Misbehavior.

ERIC Educational Resources Information Center

Baron, Mark A.

The lack of student discipline continues to be a major concern among educators and the general public. A researcher-developed opinion survey concerning the frequency of, sources of, and interventions for student misbehavior was completed by a sample of 312 students and 106 teachers from four private American-type schools located in Caracas,…

Exploring the development of cultural awareness amongst post-graduate speech-language pathology students.

PubMed

Howells, Simone; Barton, Georgina; Westerveld, Marleen

2016-06-01

Speech-language pathology programs globally need to prepare graduates to work with culturally and linguistically diverse populations. This study explored the knowledge, perceptions and experiences related to development of cultural awareness of graduate-entry Master of Speech Pathology students at an Australian university. Sixty students across both year-levels completed a cultural awareness survey at the beginning of the semester. To explore how clinical placement influenced students' knowledge and perceptions, year-2 students completed written reflections pre- and post-placement (n = 7) and participated in focus groups post-placement (n = 6). Survey results showed student interest in working with culturally and linguistically diverse populations was high (over 80%) and confidence was moderate (over 50%). More than 80% of students reported awareness of their own cultural identities, stereotypes and prejudices. Content analysis of focus group and written reflection data identified key concepts comprising of: (1) context-university, and clinical placement site; (2) competencies-professional and individual; and (3) cultural implications-clients' and students' cultural backgrounds. Findings suggest clinical placement may positively influence cultural awareness development and students' own cultural backgrounds may influence this more. Further exploration of how students move along a continuum of cultural development is warranted.

Exposure and attitudes toward interprofessional teams: a three-year prospective study of longitudinal integrated clerkship versus rotation-based clerkship students.

PubMed

Myhre, Douglas L; Woloschuk, Wayne; Pedersen, Jeanette Somlak

2014-05-01

This study explored exposure to, and attitudes toward, interprofessional (IP) teams between third-year longitudinal integrated clerkship (LIC) and traditional rotation-based clerkship (RBC) students at the University of Calgary medical school. Students completed a survey pre-post 32-week LIC or 6-week rural, regional or urban RBC family medicine rotations. Pre and post rotation surveys were completed by 213 (48%) students (LIC = 33/34; rural = 76/152; regional = 24/46; urban = 80/208). More LIC students (76%) reported participating on six or more IP teams than RBC students (rural = 38%; regional = 25%; urban = 21%). At pre rotation, the mean attitude to IP teams score of LIC and rural RBC students was high and did not differ. At post rotation, the mean attitude score of LIC students was significantly greater than the mean reported by rural RBC students. Only LIC students reported a significant pre-post rotation increase in attitude. Exposure to IP teams, possibly facilitated by a longer duration of rotation, appears to be an important factor in affecting attitude to IP teams.

Digital Games, Gender and Learning in Engineering: Do Females Benefit as Much as Males?

NASA Astrophysics Data System (ADS)

Joiner, Richard; Iacovides, Jo; Owen, Martin; Gavin, Carl; Clibbery, Stephen; Darling, Jos; Drew, Ben

2011-04-01

The aim of this paper was to explore whether there is a gender difference in the beneficial effects of Racing Academy, which is a video game used to support undergraduate students learning of Mechanical Engineering. One hundred and thirty-eight undergraduate students (15 females and 123 males) participated in the study. The students completed a pre-test a week before they started using Racing Academy. The pre-test consisted of a test of students' knowledge of engineering, and a measure of students' motivation towards studying engineering. A week after using Racing Academy the students completed a post-test which was identical to the pre-test, except it also included a measure of how frequently they used Racing Academy and how motivating the students found playing Racing Academy. We found that after playing Racing Academy the students learnt more about engineering and there was no gender difference in the beneficial effect of Racing Academy, however there is some evidence that, female students found Racing Academy more motivating than male students. The implications for the use and design of video games for supporting learning for both males and females are discussed.

Undergraduate nursing students' level of assertiveness in Greece: a questionnaire survey.

PubMed

Deltsidou, Anna

2009-09-01

A number of studies of nursing and midwifery have found stress and bullying to be frequent problems. Those suffering from bullying and stress need to have high levels of assertiveness to resist and to cope successfully. Hence, it was considered vital to assess the assertiveness level of nursing students throughout their training curriculum. The study population was composed of nursing students in different semesters at one school in Central Greece (n=298) who agreed to complete a questionnaire on assertiveness level assessment, which had been translated into Greek and adapted to this population. All students present in class completed the questionnaire, representing 80% of the total population of active students. Mean assertiveness scores between semesters were compared by ANOVA and comparisons between the responses of the first semester students and responses of advanced semester students were done by Pearson's chi square. The main finding of this study was that the assertiveness levels displayed by students increase slightly in advanced semesters by comparison to those displayed by first-semester students. Assertive behavior should be encouraged through learning methods. Nurses should preferably obtain this training throughout their studies. Instructors have an essential role in the improvement and achievement of assertiveness training curriculums for undergraduate nursing students.

Heavier drinking American college students may self-select into study abroad programs: An examination of sex and ethnic differences within a high-risk group.

PubMed

Pedersen, Eric R; LaBrie, Joseph W; Hummer, Justin F; Larimer, Mary E; Lee, Christine M

2010-09-01

As with other heavier drinking groups, heavier drinking American college students may self-select into study abroad programs with specific intentions to use alcohol in the foreign environment. This cross-sectional study used a sample of 2144 students (mean age=20.00, SD=1.47) to explore differences in alcohol use and related negative consequences among (1) students intending to study abroad while in college, (2) students not intending to study abroad, and (3) students reporting prior study abroad participation. Results revealed that participants with no intention to study abroad drank less and experienced fewer alcohol-related consequences than participants intending to study abroad. In addition, students reporting prior completion of study abroad programs drank more and reported more hazardous alcohol use than those not intending to study abroad. Ethnic and sex differences existed; with White students, males, and females intending to study abroad and non-White students who previously completed study abroad programs demonstrating the most risk. These findings provide empirical support that study abroad students may be a heavier drinking subgroup necessitating intervention prior to beginning programs abroad. Copyright 2010 Elsevier Ltd. All rights reserved.

Heavier drinking American college students may self-select into study abroad programs: An examination of sex and ethnic differences within a high-risk group

PubMed Central

Pedersen, Eric R.; LaBrie, Joseph W.; Hummer, Justin F.; Larimer, Mary E.; Lee, Christine M.

2010-01-01

As with other heavier drinking groups, heavier drinking American college students may self-select into study abroad programs with specific intentions to use alcohol in the foreign environment. This cross-sectional study used a sample of 2144 students (mean age = 20.00, SD = 1.47) to explore differences in alcohol use and related negative consequences among (1) students intending to study abroad while in college, (2) students not intending to study abroad, and (3) students reporting prior study abroad participation. Results revealed that participants with no intention to study abroad drank less and experienced fewer alcohol-related consequences than participants intending to study abroad. In addition, students reporting prior completion of study abroad programs drank more and reported more hazardous alcohol use than those not intending to study abroad. Ethnic and sex differences existed; with White students, males, and females intending to study abroad and non-White students who previously completed study abroad programs demonstrating the most risk. These findings provide empirical support that study abroad students may be a heavier drinking subgroup necessitating intervention prior to beginning programs abroad. PMID:20510524

Student Mental Models of the Greenhouse Effect: Retention Months After Interventions

NASA Astrophysics Data System (ADS)

Harris, S. E.; Gold, A. U.

2013-12-01

Individual understanding of climate science, and the greenhouse effect in particular, is one factor important for societal decision-making. Ideally, learning opportunities about the greenhouse effect will not only move people toward expert-like ideas but will also have long-lasting effects for those individuals. We assessed university students' mental models of the greenhouse effect before and after specific learning experiences, on a final exam, then again a few months later. Our aim was to measure retention after students had not necessarily been thinking about, nor studying, the greenhouse effect recently. How sticky were the ideas learned? 164 students in an introductory science course participated in a sequence of two learning activities and assessments regarding the greenhouse effect. The first lesson involved the full class, then, for the second lesson, half the students completed a simulation-based activity and the other half completed a data-driven activity. We assessed student thinking through concept sketches, multiple choice and short answer questions. All students generated concept sketches four times, and completed a set of multiple choice (MCQs) and short answer questions twice. Later, 3-4 months after the course ended, 27 students ('retention students') completed an additional concept sketch and answered the questions again, as a retention assessment. These 27 students were nearly evenly split between the two contrasting second lessons in the sequence and included both high and low-achieving students. We then compared student sketches and scores to 'expert' answers. The general pattern over time showed a significant increase in student scores from before the lesson sequence to after, both on concept sketches and MCQs, then an additional increase in concept sketch score on the final exam (MCQs were not asked on the final exam). The scores for the retention students were not significantly different from the full class. Within the retention group, there was also no difference in scores based on which contrasting lesson a student did. Students in both of the contrasting lessons scored significantly higher on the retention test than on the initial pre-test. Their concept sketch scores on the retention test were slightly lower than their scores on the final exam (not significantly), but matched their post-lesson-sequence scores. Their MCQ scores were slightly higher on the retention test than on the post-lesson-sequence test (also not significantly). These results imply that students both learned and retained new ideas about the greenhouse effect for at least a few months after the end of the course and did not regress to their pre-lesson ideas. Further analysis should show which particular aspects of student mental models changed over the full temporal sequence.

A comparison of cognitive skills between completes and dropouts in a college physics course

NASA Astrophysics Data System (ADS)

Hudson, H. T.

Separate tests of mathematics skills, proportions and translations between words, and mathematical expression given the first week of class were correlated with performance for students who completed a college physics course (completes) and students who dropped the course (drops). None of the measures used discriminated between completes and drops as groups. However, the correlations between score on the test of math skills and on both of the measures involving mathematical reasoning (proportions, and translations) were dramatically different for the two groups. For the completes, these correlations were slightly negative, but not significant. For the drops, the correlation was positive and signficant at the p < 0.01 level. This suggests the possibility that the students who complete the course tend to have independent cognitive skills for the mechanical mathematical operations and for questions requiring some degree of reasoning, while, in contrast, the same skills for students at high risk for dropping overlap significantly. The study also found that when students are given the results of mathematics skills tests in a diagnostic mode, with feedback on specific areas of weakness and time to remediate with self study, the correlation between mathematics and physics is lower than previously reported values.Received: 2 April 1985

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

PubMed Central

Nestel, Debra; Tierney, Tanya

2007-01-01

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

Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross-Sectional Study.

PubMed

Brown, Ted; Williams, Brett; Etherington, Jamie

2016-12-01

This study investigated whether occupational therapy students' emotional intelligence and personality traits are predictive of specific aspects of their fieldwork performance. A total of 114 second and third year undergraduate occupational therapy students (86.6% response rate) completed the Genos Emotional Intelligence Inventory (Genos EI) and the Ten-Item Personality Inventory (TIPI). Fieldwork performance scores were obtained from the Student Practice Evaluation Form Revised (SPEF-R). Linear regressions were completed with the SPEF-R domains being the dependent variables and the Genos EI and TIPI factors being the independent variables. Regression analysis results revealed that the Genos EI subscales of Emotional Management of Others (EMO), Emotional Awareness of Others (EAO), Emotional Expression (EEX) and Emotional Reasoning (ERE) were significant predictors of various domains of students' fieldwork performance. EAO and ERE were significant predictors of students' Communication Skills accounting for 4.6% of its variance. EMO, EAO, EEX and ERE were significant predictors of students' Documentation Skills explaining 6.8% of its variance. EMO was a significant predictor of students' Professional Behaviour accounting for 3.2% of its variance. No TIPI factors were found to be significant predictors of the SPEF-R domains. Occupational therapy students' emotional intelligence was a significant predictor of components of their fieldwork performance while students' personality traits were not. The convenience sampling approach used, small sample size recruited and potential issue of social desirability of the self-reported Genos EI and TIPI data are acknowledged as study limitations. It is recommended that other studies be completed to investigate if any other relevant constructs or factors are predictive of occupational therapy students' fieldwork performance. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests.

PubMed

Schwartz, Sarah M; Evans, Cathy; Agur, Anne M R

2015-01-01

Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating students using untimed examinations. There is currently no consensus in the literature regarding whether untimed examinations provide a benefit to test performance in clinical anatomy. This study aimed to determine the impact of timed versus untimed practical tests on Master of Physical Therapy student anatomy performance and test anxiety. Test anxiety was measured using the State-Trait Anxiety Inventory (STAI). Differences in performance, anxiety scores, and time taken were compared using paired sample Student's t-tests. Eighty-one of the 84 students completed the study and provided feedback. Students performed significantly higher on the untimed test (P = 0.005), with a significant reduction in test anxiety (P < 0.001). Students who were unsuccessful on the timed test showed the greatest improvement on the untimed test ( x¯ = 20.4 ±10%). Eighty-three percent (n = 69) of students preferred the untimed test, 8.4% (n = 7) the timed test, and 8.4% (n = 7) had no preference. Students took on average eight minutes longer on the untimed test. This study found that physical therapy students perform better on untimed tests, which may be related to a reduction in test anxiety. If the intended goal of evaluating health care professional students is to determine fundamental competencies, these factors should be considered when designing future curricula. © 2014 American Association of Anatomists.

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

PubMed

Nestel, Debra; Tierney, Tanya

2007-03-02

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

Team-based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork.

PubMed

Huitt, Tiffany W; Killins, Anita; Brooks, William S

2015-01-01

As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving skills, communication, and teamwork. However, its documented use in the laboratory setting and physical therapy education is limited. We used TBL as a substitute for one-third of cadaveric dissections in the gross anatomy laboratories at two Doctor of Physical Therapy programs to study its effect on both students' perceptions and academic performance. We surveyed students at the beginning and completion of their anatomy course as well as students who had previously completed a traditional anatomy course to measure the impact of TBL on students' perceptions of teamwork. We found that the inclusion of TBL in the anatomy laboratory improves students' attitudes toward working with peers (P < 0.01). Non-TBL students had significantly lower attitudes toward teamwork (P < 0.01). Comparison of academic performance between TBL and non-TBL students revealed that students who participated in TBL scored significantly higher on their first anatomy practical examination and on their head/neck written examination (P < 0.001). When asked to rate their role in a team, a 10.5% increase in the mean rank score for Problem Solver resulted after the completion of the TBL-based anatomy course. Our data indicate that TBL is an effective supplement to cadaveric dissection in the laboratory portion of gross anatomy, improving both students' grades and perceptions of teamwork. © 2014 American Association of Anatomists.

A Study of Predictors of College Completion among SEEK Immigrant Students

ERIC Educational Resources Information Center

Nazon, Marie C.

2010-01-01

This study examined the strength of the relationship between eight situational and demographic variables and college completion among immigrant students in SEEK, an educational opportunity program. The eight variables studied as possible predictors of college completion included household composition, length of residency, English as a primary…

Explaining the Socio-Economic Status School Completion Gap

ERIC Educational Resources Information Center

Polidano, Cain; Hanel, Barbara; Buddelmeyer, Hielke

2013-01-01

Relatively low rates of school completion among students from low socio-economic backgrounds is a key driver of intergenerational inequality. Linking data from the Programme for International Student Assessment with data from the Longitudinal Survey of Australian Youth, we use a decomposition framework to explain the gap in school completion rates…

Honesty in Critically Reflective Essays: An Analysis of Student Practice

ERIC Educational Resources Information Center

Maloney, Stephen; Tai, Joanna Hong-Meng; Lo, Kristin; Molloy, Elizabeth; Ilic, Dragan

2013-01-01

In health professional education, reflective practice is seen as a potential means for self-improvement from everyday clinical encounters. This study aims to examine the level of student honesty in critical reflection, and barriers and facilitators for students engaging in honest reflection. Third year physiotherapy students, completing summative…

The Differential Effects of Financial Aid on Degree Completion by Gender

ERIC Educational Resources Information Center

Gross, Jacob P. K.; Berry, Matthew; Reynolds, Pauline

2015-01-01

Financial aid and student success are interrelated and essential components of strategic enrollment management. From an economic perspective, by reducing the price students pay, financial aid affects student demand for education. However, financial aid also has nonmonetary effects. For example, students receiving institutional scholarships may…

Persistence Factors among Online Graduate Students with Disabilities

ERIC Educational Resources Information Center

Verdinelli, Susana; Kutner, Debbi

2016-01-01

Students with disabilities face a number of obstacles to complete graduate education. Adult learners with disabilities are enrolling in online graduate programs at increasing numbers, yet they tend to graduate at lower rates than students without disabilities. Research indicates that students with disabilities tend to prefer and excel in the…

Why Underprepared Students Drop out College

ERIC Educational Resources Information Center

Mattison, Helen

2012-01-01

Many students are entering college underprepared and do not earn a degree because of the many barriers they encounter. The purpose of this study was to identify reasons underprepared students did not complete college and to examine strategies, resources, and programs that underprepared students could have used to persist in college. The…

Student Motivation Associated with Fitness Testing in the Physical Education Context

ERIC Educational Resources Information Center

Jaakkola, Timo Tapio; Sääkslahti, Arja; Yli-Piipari, Sami; Manninen, Mika; Watt, Anthony; Liukkonen, Jarmo

2013-01-01

The purpose of the study was to analyze students' motivation in relation to their participation in fitness testing classes. Participants were 134 Finnish Grade 5 and 8 students. Students completed the contextual motivation and perceived physical competence scales before the fitness testing class and the situational motivation questionnaire…

What Happens to Community College Dual Enrollment Students?

ERIC Educational Resources Information Center

Windham, Patricia

As a result of research indicating that the dual enrollment (DE) students at Florida's community colleges experience problems upon transferring to state universities, Pensacola Junior College (PJC) and Tallahassee Community College (TCC) conducted follow-up studies of DE students. PJC examined outcomes for students who successfully completed DE…

Students' Educational Activities During Clerkship.

ERIC Educational Resources Information Center

O'Sullivan, Patricia S.; And Others

1997-01-01

Logs completed by 201 medical students in third-year clerkships at nine community-based hospitals indicated students received 6.5 hours of teaching with an instructor daily, spending 4.9 more hours in clerkship-related learning. Most teaching was by full-time faculty and residents. In half their educational activities, students participated with…

Experiences of Students with Visual Impairments in Canadian Higher Education

ERIC Educational Resources Information Center

Reed, Maureen; Curtis, Kathryn

2012-01-01

Introduction: This article presents a study of the higher education experiences of students with visual impairments in Canada. Methods: Students with visual impairments and the staff members of disability programs were surveyed and interviewed regarding the students' experiences in entering higher education and completing their higher education…

Next-Term Student Performance Prediction: A Recommender Systems Approach

ERIC Educational Resources Information Center

Sweeney, Mack; Rangwala, Huzefa; Lester, Jaime; Johri, Aditya

2016-01-01

An enduring issue in higher education is student retention to successful graduation. National statistics indicate that most higher education institutions have four-year degree completion rates around 50%, or just half of their student populations. While there are prediction models which illuminate what factors assist with college student success,…

Enhancing Student Engagement in One Institution

ERIC Educational Resources Information Center

Leach, Linda

2016-01-01

Student engagement is important to further and higher education institutions: it is understood to be a proxy for quality teaching and governments attach a proportion of funding to student retention and completion. Many institutions are taking part in student engagement surveys, using the data generated to initiate changes to policies and practice.…

Student Endodontic Performance with and without Numerical Requirements.

ERIC Educational Resources Information Center

Lee, Charles Q.; And Others

1994-01-01

A study compared dental student performance in clinical endodontics under two instructional approaches, one in which number of procedures completed by students (n=79) was measured and one (n=84 students) emphasizing total patient care and stricter accounting of clinical treatment time. Results indicated the latter group treated fewer teeth but…

Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

ERIC Educational Resources Information Center

Hildenbrand, Susan M.; Arndt, Katrina

2016-01-01

This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

Students' Instructional Dissent and Relationships with Faculty Members' Burnout, Commitment, Satisfaction, and Efficacy

ERIC Educational Resources Information Center

Frisby, Brandi N.; Goodboy, Alan K.; Buckner, Marjorie M.

2015-01-01

Extending research on instructional dissent beyond student reports, this study examined the potential for students' expressed dissent to have deleterious effects on faculty members. Instructors (N = 113) completed surveys about students' instructional dissent regarding their classes and reported their own burnout, commitment, satisfaction, and…

Student Outcomes Survey: Self-Reported Graduate Model Review. Technical Paper

ERIC Educational Resources Information Center

Sanders, Ben

2018-01-01

The National Student Outcomes Survey (SOS) collects information about students who completed their vocational education and training (VET) in the previous calendar year. The gathered information on the surveyed VET students includes their reasons for training, employment outcomes, satisfaction with training, and further study outcomes. The survey…

School Violence in Bedouin Schools in Israel: A Re-Examination

ERIC Educational Resources Information Center

Elbedour, Salman; ElBassiouny, Amanda; Bart, William M.; Elbedour, Hammad

2013-01-01

Students in Bedouin schools in Israel completed a survey in which they indicated how frequent abusive teacher behaviors occurred in their classrooms; responses indicated that abusive teacher behaviors occur often. Female students tended to register higher levels of punitive teacher behaviors than male students and secondary school students tended…

Motivating First-Generation Students to Academic Success and College Completion

ERIC Educational Resources Information Center

Petty, Tanjula

2014-01-01

Institutions play an important role in motivating students by understanding intrinsic and extrinsic factors that motivate students to remain in college. Postsecondary institutions should provide a range of programs to help these students face their challenges and weaknesses. Colleges and universities should escalate the process of creating bridge…

Academic Advising: Does It Really Impact Student Success?

ERIC Educational Resources Information Center

Young-Jones, Adena D.; Burt, Tracie D.; Dixon, Stephanie; Hawthorne, Melissa J.

2013-01-01

Purpose: This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process. Design/methodology/approach: Student participants (n = 611) completed a survey exploring their expectations of and experience with academic advising.…

Attendance Policies and Student Grades

ERIC Educational Resources Information Center

Risen, D. Michael

2007-01-01

The details described in this case study examine the issues related to attendance policies and how such policies might be legally used to affect student grades. Concepts discussed should cause graduate students in educational administration to reflect on the issues presented from various points of view when the students complete an analysis of the…

Listening to Students and Faculty: The Value to Developmental Education Leaders

ERIC Educational Resources Information Center

Clifton, Connie J.

2013-01-01

Helping students complete developmental course sequences and graduate from college is one of the biggest challenges facing community college leaders and educators. The majority of entering students need one or more developmental courses yet most of these students never finish the developmental sequence. Colleges are continuously developing new…

Student Perceptions on Live-Case Projects: Undergraduate Marketing Research

ERIC Educational Resources Information Center

Gundala, Raghava Rao; Singh, Mandeep; Baldwin, Andrew

2014-01-01

This paper is an investigation into undergraduate students' perceptions on use of live projects as a teaching pedagogy in marketing research courses. Students in undergraduate marketing research courses from fall 2009 to spring 2013 completed an online questionnaire consisting of 17 items. The results suggested that student understanding of…

Helping the Transition: Mentorship to Support International Students in Canada

ERIC Educational Resources Information Center

Thomson, Clint; Esses, Victoria M.

2016-01-01

We developed a program that paired newcomer international students with Canadian student mentors. These pairs met weekly throughout a semester and international student participants completed measures at both the beginning and end of the program. We found that program participants experienced positive changes in sociocultural and psychological…

In Their Own Words: Student Stories of Seeking Learning Support

ERIC Educational Resources Information Center

Brown, Mark; Hughes, Helen; Keppell, Mike; Hard, Natasha; Smith, Liz

2013-01-01

Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as…

The Characteristics of the Effective Teacher in Cyprus Public High School: The Students' Perspective.

ERIC Educational Resources Information Center

Koutsoulis, Michalis

This study examined the teacher characteristics that students considered important in defining teacher effectiveness, focusing on human characteristics, communication skills, and teaching and production characteristics. Students from 25 high schools in Cyprus completed the Classroom Culture Description Questionnaire. Overall, students listed 94…

Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

ERIC Educational Resources Information Center

Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

Using Kolb's Experiential Learning Cycle in Chapter Presentations

ERIC Educational Resources Information Center

Stokes-Eley, Stephanie

2007-01-01

Student-led chapter presentations provide an excellent opportunity for instructors to evaluate a student's comprehension of the assigned chapter, as well as the student's ability to present and convey information in a public forum. Although several instructors realize the benefits of requiring students to complete chapter presentations either as…

Fostering Students' Development of the Concept of Angles Using Technology

ERIC Educational Resources Information Center

Richardson, Sue Ellen; Koyunkaya, Melike Yigit

2017-01-01

We have used "GeoGebra," a dynamic geometry software environment, to explore how Year 4 students understand definitions of angles. Seven students defined angle and then completed several activities adapted for the dynamic environment. Afterward, students again shared their definitions of angles. We found that even a short investigation…

Middle School Students' Perceptions Regarding the Motivation and Effectiveness of Homework

ERIC Educational Resources Information Center

Burriss, Kathleen G.; Snead, Donald

2017-01-01

The purpose of this study was to understand students' perspectives on the role of homework. Middle school students (N = 506) volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed that students identified several instructional and noninstructional reasons for…

A Coursework Support System for Offering Challenges and Assistance by Analyzing Students' Web Portfolios

ERIC Educational Resources Information Center

Li, Liang-Yi; Chen, Gwo-Dong

2009-01-01

Students can practice skills and acquire knowledge by doing coursework. However, in conventional coursework activities, each student is assigned the same exercises, without considering learners' diversity. Moreover, students typically have difficulty in receiving assistance for completing their exercises after class. Therefore, some students…

Non-Medical Prescription Drug Use among University Students

ERIC Educational Resources Information Center

Vidourek, Rebecca A.; King, Keith A.; Knopf, Ellen E.

2010-01-01

Background: Non-medical prescription drug use is an increasing problem among university students. Purpose: The present study investigated university students' involvement in non-medical prescription drug (NMPD) use and associations between use and other risky behaviors. Methods: A sample of 363 university students completed a four page survey…

Teacher and Student Intrinsic Motivation in Project-Based Learning

ERIC Educational Resources Information Center

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Are Your Students Problem Performers or Problem Solvers?

ERIC Educational Resources Information Center

Barlow, Angela T.; Duncan, Matthew; Lischka, Alyson E.; Hartland, Kristin S.; Willingham, J. Christopher

2017-01-01

When presented with a problem in mathematics class, students often function as problem performers rather than problem solvers (Rigelman 2007). That is, rather than understanding the problem, students focus on using an operation to complete it. Students' tendencies to act as problem performers can prevent them from suggesting problem-solving…