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Sample records for included first-year medical

  1. SLEEP HABITS AMONG FIRST YEAR MEDICAL STUDENTS

    OpenAIRE

    Neera; Varun; Yogesh

    2016-01-01

    Sleep is part of the rhythm of life; without a good sleep the mind is less adaptive, mood is altered and the body loses the ability to refresh. The sleep-wake cycle of medical students is quite different and sleep deprivation, poor sleep quality, occurrence of napping episodes during the day. This study was designed to assess sleep habits in first year medical students. MATERIAL AND METHODS Participants of this study were healthy medical students of first year MBBS course of S...

  2. First-year Medical students' perception of the conventional teaching ...

    African Journals Online (AJOL)

    First-year Medical students' perception of the conventional teaching methods and Problem-based learning curriculum at Walter Sisulu University in Mthatha South ... Journal of African Association of Physiological Sciences ... Medical schools throughout the world have adopted a PBL learning approach in their curriculum.

  3. Perception of professionalism among first year medical students in OIU

    African Journals Online (AJOL)

    Material and methods: The first year medical students at the Faculty of Medicine and Health Sciences, Omdurman Islamic University were taught the Human Rights declaration issued by the United Nations in Dec 1948, The Principals of Islamic Human Rights, basics of medical ethics and the Doctors Figh and University ...

  4. Nutrition Practice and Knowledge of First-Year Medical Students

    Directory of Open Access Journals (Sweden)

    Robyn Perlstein

    2017-01-01

    Full Text Available Objectives. To compare the knowledge of Australian dietary recommendations to the dietary practices of first-year medical students. Design. Over a period of four years, anonymous online surveys were completed by medical students attending a first-year nutrition lecture. Background. There is little information on the nutritional knowledge and dietary practices of medical students. Setting. First-year postgraduate university medical students, Geelong, Victoria, Australia. Participants. Between the years 2012 and 2016, 32%–61% of first-year students completed the survey. Phenomenon of Interest. Student’s knowledge of dietary guidelines and related practices. Analysis. The frequency of response was assessed across the different year cohorts using descriptive statistics. Results. Between 59% and 93% of first-year students correctly identified the recommended daily servings for fruit, and between 61% and 84% knew the vegetable recommendations. In contrast only 40%–46% met the guidelines for fruit and 12%–19% met the guidelines for vegetables. Conclusions and Implications. Discrepancies between students’ nutrition knowledge and behavior can provide learning opportunities. With low rates of fruit and vegetable consumption in medical students, increased awareness of links between nutrition and health, together with encouragement to make behavioral changes, may increase the skills of graduates to support patients in improving dietary intake.

  5. Readmission, mortality, and first-year medical costs after stroke.

    Science.gov (United States)

    Lee, Hsuei-Chen; Chang, Ku-Chou; Huang, Yu-Ching; Hung, Jen-Wen; Chiu, Hsien-Hsueh Elley; Chen, Jin-Jong; Lee, Tsong-Hai

    2013-12-01

    Stroke is the leading cause of adult disability and mortality in Taiwan, resulting in a tremendous burden on the healthcare system. The purpose of this study was to characterize disease burden by evaluating readmissions, mortality, and medical cost during the first year after acute stroke under the National Health Insurance (NHI) program. This retrospective cohort study extracted information about patients hospitalized with acute stroke from claims data of 200,000 randomly sampled NHI enrollees in Taiwan, with a 1-year follow-up duration. The incidence of the first-year adverse events (AEs) indicated by readmissions or mortality, and the amount of the first-year medical cost (FYMC) were assessed with predictive factors explored. Additionally, we also estimated the cost per life and life-year saved. There were 2368 first-ever stroke patients in our study, including those with subarachnoid hemorrhage (SAH) 3.3%, intracerebral hemorrhage (ICH) 17.9%, ischemic stroke (IS) 49.8%, and transient ischemic attack/other ill-defined cerebrovascular diseases (TIA/unspecified) 29.0%; each stroke type was identified with an all-cause AE of 59.0%, 63.0%, 48.6%, and 46.8%, respectively. Readmissions were mainly because of acute recurrent stroke or the late effects of previous stroke, respiratory disease/infections, heart/circulatory disease, and diseases of the digestive system. Advanced age, hemorrhagic stroke type, respiratory distress/infections, and greater comorbidities were predictive of increased AE risk. Admission to neurology/rehabilitation wards, undertaking neurosurgery, or use of inpatient/outpatient rehabilitation was less likely to incur AEs. Initial hospitalization, readmission, and ambulatory care constituted 44%, 29%, and 27%, respectively, of FYMC with the initial length of stay being the most reliable predictor. The FYMCs were NT $217,959, $246,358, $168,003, and $122,084 for SAH, ICH, IS, and TIA/unspecified, respectively. The cost per life saved were estimated

  6. Cardiovascular Risk Factors among First Year Medical Students

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    Raj Krishna Dangol

    2017-12-01

    Full Text Available Introduction: Detection of cardiovascular risk in young age is important to motivate them to modify life styles and seek health care early to lower the chances of acquiring cardiovascular disease in later age. This study was done to assess cardiovascular risk factors among first year medical students. Methods: A cross-sectional study was conducted throughout September and October 2017 in which all first year medical students from a medical college were assessed for the presence of cardiovascular risk factors. Participants’ demography, family history of illness, anthropometric measurements, and blood reports of lipid profile and fasting glucose were acquired. Data were analyzed with Statistical Package for Social Sciences (SPSS-21. Result: There were 99 participants; 55 males and 44 females. One or more risk factors were present in 87 (87.9% participants. Moreover, 67.7% (n = 67 participants had more than one risk factors. Low HDL-cholesterol was the most common (n = 55, 55.6% risk factor followed by elevated triacylglycerol (n = 47, 47.5% and family history of hypertension (n = 45, 45.5%. There was no significant difference in presence of various risk factors between genders. Conclusion: There was higher prevalence of cardiovascular risk factors among first year medical students. Majority of them had more than one risk factors. Low HDL-cholesterol was the most common risk factor. The risk factors were comparable in males and females.

  7. Medication Adherence Survey: A First Year Pharmacy Immersion Students’ Perspective

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    Claudia F Ortiz Lopez

    2016-09-01

    Full Text Available First year pharmacy Immersion students from University of North Carolina Eshelman School of Pharmacy used a three question survey during their rotation at Moses H. Cone Hospital that analyzed patients’ medication adherence. Data collection revealed common trends that have been shown in the literature and areas for improvement. This method of evaluation was used by Phase I Immersion students to gain perspective on the problems we continue to have with medication adherence. Conflict of Interest We do not have any potential conflicts of interest with respect to the research, authorship, and/or publication of this article.   Type: Student Project

  8. Characteristics of first-year students in Canadian medical schools

    Science.gov (United States)

    Dhalla, Irfan A.; Kwong, Jeff C.; Streiner, David L.; Baddour, Ralph E.; Waddell, Andrea E.; Johnson, Ian L.

    2002-01-01

    Background The demographic and socioeconomic profile of medical school classes has implications for where people choose to practise and whether they choose to treat certain disadvantaged groups. We aimed to describe the demographic and socioeconomic characteristics of first-year Canadian medical students and compare them with those of the Canadian population to determine whether there are groups that are over- or underrepresented. Furthermore, we wished to test the hypothesis that medical students often come from privileged socioeconomic backgrounds. Methods As part of a larger Internet survey of all students at Canadian medical schools outside Quebec, conducted in January and February 2001, first-year students were asked to give their age, sex, self-described ethnic background using Statistics Canada census descriptions and educational background. Postal code at the time of high school graduation served as a proxy for socioeconomic status. Respondents were also asked for estimates of parental income and education. Responses were compared when possible with Canadian age-group-matched data from the 1996 census. Results Responses were obtained from 981 (80.2%) of 1223 first-year medical students. There were similar numbers of male and female students (51.1% female), with 65% aged 20 to 24 years. Although there were more people from visible minorities in medical school than in the Canadian population (32.4% v. 20.0%) (p students were less likely than the Canadian population to come from rural areas (10.8% v. 22.4%) (p Canadian population aged 45 to 64), parents' occupation (69.3% of fathers and 48.7% of mothers were professionals or high-level managers, as compared with 12.0% of Canadians) and household income (15.4% of parents had annual household incomes less than $40 000, as compared with 39.7% of Canadian households; 17.0% of parents had household incomes greater than $160 000, as compared with 2.7% of Canadian households with an income greater than $150 000

  9. [Academic achievement, engagement and burnout among first year medical students].

    Science.gov (United States)

    Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

    2015-07-01

    Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

  10. SELF-MEDICATION AMONG FIRST-YEAR NURSING STUDENTS

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    MAGDALENA IORGA

    2016-05-01

    Full Text Available The aim of the study was to identify self-medication practices among nursing students. Material and methods: A number of 89 first-year nursing school students voluntarily answered a questionnaire regarding selfmedication. The data were processed using SPSS 17. Results: Regarding the acquisition of certain drugs, the results are the following: antibiotics (M = 2.29 ± 1.04, analgesics (M = 2.50 ± 1.26, sleeping pills (M = 1.29 ± 1.15, vitamins (M = 3.03 ± 1.10, anti-inflammatory drugs (M = 2.48 ± 1.07 and natural products (M = 3.24 ± 1.17. TV promotion and price do not change students’ choice of a special drug. A total of 94.32% claimed that they store drugs at home and 62.50% declared that they keep drugs out of reach (bags, private car, office, etc. Variables like age and nursing experience had no influence on drug-buying behaviour. The conclusion was that a high number of students from nursing school use drugs with no medical prescription. Vitamins and natural products are the most frequent drugs bought without medical indication

  11. Readmission, mortality, and first-year medical costs after stroke

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    Hsuei-Chen Lee

    2013-12-01

    Conclusion: Half of the patients encountered readmission or death during the first year after stroke. Patients with advanced age, more complications, or comorbidities during initial stay tended to be highly vulnerable to AE occurrence, whereas TIA/unspecified stroke carried no less risk for AEs. FYMC or estimated cost per life saved for IS or TIA/unspecified was lower relative to SAH or ICH; however, their estimated cost per life-year saved became higher because of reduced life expectancy.

  12. Anatomy as the Backbone of an Integrated First Year Medical Curriculum: Design and Implementation

    Science.gov (United States)

    Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E.

    2011-01-01

    Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other…

  13. EVALUATION OF PERSONALITY TYPE OF FIRST YEAR MEDICAL STUDENTS

    OpenAIRE

    Neha S

    2015-01-01

    Even though research in health professional education has confirmed that non - cognitive factors like personality has importance in selection , training and academic performance of the students. To prepare competent medical doctors , medical schools need to monitor and assess the students at regular intervals. Personality typing is a useful tool for counsell ing , motivation and guidance of the students and if considered while developing of course ...

  14. The relationship between academic performance and recreation use among first-year medical students

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    Alexander N. Slade

    2015-03-01

    Full Text Available Introduction: Self-care activities, including exercise, may be neglected by medical students in response to increasing academic demands. Low levels of exercise among medical students may have ripple effects on patient care and counseling. This study investigates the reciprocal role of recreation use and academic performance among first-year medical students. Methods: We combined retrospective administrative data from four cohorts of first-year medical students at the University of Illinois at Urbana-Champaign from 2006 to 2010 (n=408. We estimated regression models to clarify the role of changes in recreation use before examinations on changes in academic performance, and vice versa. Results: The use of recreation facilities by first-year medical students was highly skewed. We found that changes in recreation use before an exam were positively associated with changes in exam performance, and vice versa. Students who make large decreases in their recreation use are likely to decrease their exam scores, rather than increase them. Discussion: Students who make decreases in their recreation, on average, are likely to decrease their exam scores. These findings suggest that medical students may be able to boost their achievement through wellness interventions, even if they are struggling with exams. We find no evidence that decreasing wellness activities will help improve exam performance.

  15. [Predictors of success among first-year medical students at the University of Parakou].

    Science.gov (United States)

    Adoukonou, Thierry; Tognon-Tchegnonsi, Francis; Mensah, Emile; Allodé, Alexandre; Adovoekpe, Jean-Marie; Gandaho, Prosper; Akpona, Simon

    2016-01-01

    Several factors including grades obtained in the Baccalaureate can influence academic performance of first year medical students. The aim of this study was to evaluate the relationship between results achieved by students taking Baccalaureate exam and student academic success during the first year of medical school. We conducted an analytical study that included the whole number of students regularly enrolled in their first year of medical school at the university of Parakou in the academic year 2010-2011. Data for the scores for each academic discipline and distinction obtained in the Baccalaureate were collected. Multivariate analysis using logistic regression and multiple linear regression made it possible to determine the best predictors of success and grade point average obtained by students at the end of the year. SPSS Statistics 17.0 was used to analyse data and a p value p grade point average obtained in the Baccalaureate and honors obtained in the Baccalaureate were associated with their success at the end of the year, but in multivariate analysis only a score in physical sciences > 15/20 was associated with success (OR: 2,8 [1,32-6,00]). Concerning the general average grade obtained at the end of the year, only an honor obtained in the Baccalaureate was associated (standard error of the correlation coefficient: 0,130 Beta =0,370 and p=0,00001). The best predictors of student academic success during the first year were a good grade point average in physical sciences during the Baccalaureate and an honor obtained in the Baccalaureate The inclusion of these elements in the enrollement of first-year students could improve academic performance.

  16. The Relationships among Learning Behaviors, Major Satisfaction, and Study Skills of First-Year Medical Students.

    Science.gov (United States)

    Park, Minjung

    2011-06-01

    This study aims at increasing our understanding of first-year medical students' learning behaviors, major satisfaction, and study skills. We investigate different features of freshmen's behavior in relation to learning and explore the extent to which freshmen were satisfied with their major and perceived their study skills. A total of 106 freshmen participated in this study. At midyear, first-year medical students were asked to complete a questionnaire that included the learning behaviors, major satisfaction, and study skills. The data collected from the survey were analyzed using t-test, ANOVA, chi-square test, correlation analysis, and multiple regression analysis. The study reported that most of freshmen had a lot of difficulties in studying at medical school by lack of prior learning. Despite first-year students, they were studying hard their major. Freshmen spent studying an average of 1 hour or less than 2 hours every day. The study also indicated that of major satisfaction, the overall satisfaction of the department was the highest and the satisfaction in learning environment was the lowest. There were significant differences among the freshmen on the major satisfaction due to admission process, academic performance, and housing type. Of 11 study skills, while freshman highly perceived their teamwork, stress management, and reading skills, their weak study skills identified in this study were writing, note taking, time management, and test taking skills. There were significant differences among the freshmen on the study skills due to gender and academic performance. Finally, freshmen's learning behaviors and major satisfaction were significantly associated with some of study skills. This study may have implications for the academic adjustment and learning processes in the first year. We need to consider variables such as learning behaviors, major satisfaction, and study skills, when discussing about how to maximize the learning potential of medical students

  17. Anatomy as the Backbone of an Integrated First Year Medical Curriculum: Design and Implementation

    Science.gov (United States)

    Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E

    2011-01-01

    Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other first year basic science courses (Biochemistry, Physiology, and Neurobiology) as we progressed toward an integrated curriculum. A team, consisting of the course directors, a curriculum coordinator and the Associate Dean for Educational and Faculty Affairs, was assembled to build the new curriculum. For the initial phase, the original course titles were retained but the lecture order was reorganized around the Human Morphology topic sequence. The material from all four courses was organized into four sequential units. Other curricular changes included placing laboratories and lectures more consistently in the daily routine, reducing lecture time from 120 to 90 minute blocks, eliminating unnecessary duplication of content, and increasing the amount of independent study time. Examinations were constructed to include questions from all courses on a single test, reducing the number of examination days in each block from three to one. The entire restructuring process took two years to complete, and the revised curriculum was implemented for the students entering in 2007. The outcomes of the restructured curriculum include a reduction in the number of contact hours by 28%, higher or equivalent subject examination average scores, enhanced student satisfaction, and a first year curriculum team better prepared to move forward with future integration. PMID:21538939

  18. Associations of pass-fail outcomes with psychological health of first-year medical students in a malaysian medical school.

    Science.gov (United States)

    Yusoff, Muhamad S B

    2013-02-01

    The demanding and intense environment of medical training can create excessive pressures on medical students that eventually lead to unfavorable consequences, either at a personal or professional level. These consequences can include poor academic performance and impaired cognitive ability. This study was designed to explore associations between pass-fail outcome and psychological health parameters (i.e. stress, anxiety, and depression symptoms). A cross-sectional study was conducted on a cohort of first-year medical students in a Malaysian medical school. The depression anxiety stress scale 21-item assessment (DASS-21) was administered to them right after the final paper of the first-year final examination. Their final examination outcomes (i.e. pass or fail) were traced by using their student identity code (ID) through the Universiti Sains Malaysia academic office. A total of 194 (98.0%) of medical students responded to the DASS-21. An independent t-test showed that students who passed had significantly lower stress, anxiety, and depression symptoms than those who failed the first-year final examination (P stress were at 2.43 times higher risk for failing the examination than those who experienced normal to mild stress. Medical students who failed in the final examination had higher psychological distress than those who passed the examination. Those who experienced high stress levels were more likely to fail than those who did not. Reducing the psychological distress of medical students prior to examination may help them to perform better in the examination.

  19. Medicinal plants used as home remedies: a family survey by first year medical students.

    Science.gov (United States)

    Sewani-Rusike, Constance R; Mammen, Marykutty

    2014-01-01

    There is a hierarchical organisation of knowledge in the use of medicinal plants in communities. Medicinal use knowledge starts in the home and is passed on to family members. Next in the hierarchy are neighbours, village elders and finally, traditional healers being the most knowledgeable. For primary health care this hierarchy is actively followed in seeking remedies for ailments. This study was a survey of medicinal plant knowledge from family members of 1(st) year medical students registered at Walter Sisulu University. A total of 206 first year medical students participated in this study in 2010 and 2011. Results revealed 47 species used as home remedies, 32% of which are food plants. Leaves and roots were reported as most commonly used. The top five ailments managed at home were gastrointestinal problems (25 plants), wounds (19 plants), respiratory tract problems (19 plants), infections, including sexually transmitted diseases (19 plants) and pain including headaches (19 plants). Chronic diseases such as hypertension, diabetes, cancer and reproductive ailments also formed a large group of diseases self-managed at home (29 plants). Family members hold knowledge of medicinal plant use. From this study, first year medical students were made aware of the relationship between common ailments and associated home remedies. This study forms a basis for further study of medicinal plants to validate their use as medicinal remedies.

  20. An effective integrated learning programme in the first year of the medical course.

    Science.gov (United States)

    Vyas, R; Jacob, M; Faith, M; Isaac, B; Rabi, S; Sathishkumar, S; Selvakumar, D; Ganesh, A

    2008-01-01

    An integrated approach to teaching medical subjects is an effective educational strategy. Yet, this has not become popular in medical colleges in India. We describe an integrated learning programme to teach the gastrointestinal system in the first year of the medical course. The integrated learning programme was conducted for 3 years (2003-2005). It incorporated elements of problem-based learning, early clinical exposure, lectures and small group laboratory work. Student assessment was formative (for problem-based learning sessions) and summative (using problem-based learning and knowledge tests). Evaluation of the programme was based on feedback from the students and faculty members. Ninety-six per cent of the students obtained more than 60% marks in the problem-based learning test. The mean (SD) score in the knowledge test was 62 (0.89)%. The majority of students received satisfactory and more than satisfactory grades for their performance in the problem-based learning sessions. The feedback from faculty members and students was positive, which highlighted benefits such as integrated learning of the basic sciences, their application to clinical cases and active student learning. The challenges encountered included the higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum. An integrated learning programme is feasible within a conventional medical curriculum of an Indian medical college.

  1. "Pioneers in Physiology": A Project by First-Year Medical Graduates

    Science.gov (United States)

    Sucharita, S.; Avadhany, Sandhya T.

    2011-01-01

    The medical curriculum is vast, and students are expected to learn many subjects at the same time. Medical students are often stressed and find it difficult to cope with the curriculum. In addition, some first-year students find theory and practical classes to be monotonous. One of the difficulties faced by faculty members is, therefore, to…

  2. Factors influencing alcohol and illicit drug use amongst first year medical students

    NARCIS (Netherlands)

    Popescu, Codruta Alina; Bob, Mihai Horatiu; Junjan, Veronica; Armean, Sebastian Mihai; Buzoianu, Anca Dana

    2014-01-01

    The aims of this study were a) to investigate patterns of alcohol, smoking and illicit drug use and b) evaluate the relationship between substance abuse and personality factors in a cohort of 267 first year medical students. 12.3 % (men) and 11.8% (female) medical students reported to be drinking

  3. Associations of Pass-Fail Outcomes with Psychological Health of First-Year Medical Students in a Malaysian Medical School

    Science.gov (United States)

    Yusoff, Muhamad S. B.

    2013-01-01

    Objectives: The demanding and intense environment of medical training can create excessive pressures on medical students that eventually lead to unfavorable consequences, either at a personal or professional level. These consequences can include poor academic performance and impaired cognitive ability. This study was designed to explore associations between pass-fail outcome and psychological health parameters (i.e. stress, anxiety, and depression symptoms). Methods: A cross-sectional study was conducted on a cohort of first-year medical students in a Malaysian medical school. The depression anxiety stress scale 21-item assessment (DASS-21) was administered to them right after the final paper of the first-year final examination. Their final examination outcomes (i.e. pass or fail) were traced by using their student identity code (ID) through the Universiti Sains Malaysia academic office. Results: A total of 194 (98.0%) of medical students responded to the DASS-21. An independent t-test showed that students who passed had significantly lower stress, anxiety, and depression symptoms than those who failed the first-year final examination (P <0.05). Those who experienced moderate to high stress were at 2.43 times higher risk for failing the examination than those who experienced normal to mild stress. Conclusion: Medical students who failed in the final examination had higher psychological distress than those who passed the examination. Those who experienced high stress levels were more likely to fail than those who did not. Reducing the psychological distress of medical students prior to examination may help them to perform better in the examination. PMID:23573390

  4. Support groups for women in medical school: a first-year program.

    Science.gov (United States)

    Hilberman, E; Konanc, J; Perez-Reyes, M; Hunter, R; Scagnelli, J; Sanders, S

    1975-09-01

    This report presents a workable model for a support system for first-year women medical students at the University of North Carolina School of Medicine. The students met in small groups at weekly intervals with women faculty members from the Department of Psychiatry throughout the academic year. Role conflicts which confront these young women professionals entering a "masculine" field as a minority group are described. There is an elaboration of those factors, both personal and institutional, which serve either to promote or deter conflict resolution and the acquisition of a satisfactory professional and female identity. A discussion of group formation and processes and a year-end evaluation are included. Both students and faculty assessed the program as having provided a needed and constructive setting in which to explore the problems and identities of women professionals and to develop close supportive relationships with women colleagues.

  5. A Longitudinal Study in Learning Preferences and Academic Performance in First Year Medical School.

    Science.gov (United States)

    Hu, Yenya; Gao, Hong; Wofford, Marcia M; Violato, Claudio

    2017-12-18

    This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading-writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group. Semi-structured interview results from the SM group showed that students made this transition between the Clinical Anatomy course and the middle of the Medical Neuroscience course, in an effort to improve their performance. This study suggests that the transition from unimodal to multimodality learning among academically struggling students improved their academic performance in the first year of medical school. Therefore, this may be considered as part of academic advising tools for struggling students to improve their academic performances. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  6. Mental problems among first-year conservatory students compared with medical students.

    Science.gov (United States)

    van Fenema, E M; van Geel, C C J

    2014-06-01

    Musical education and the musical profession can be stressful, which may make musicians vulnerable for stress-related disorders. To determine if music students are particularly at risk for mental problems, we used the Standardised Assessment of Personality-Abbreviated Scale (SAPAS) and the Symptom Questionnaire (SQ48S) to compare symptoms in first-year conservatory students (n=33) and first-year medical students (n=43). On the SAPAS, we found that medical students have significantly more difficulty making and keeping friends (p=0.015). Also, we observed a trend that conservatory students lose their temper more easily (p=0.040). Both student groups showed high scores for the personality trait "perfectionism." On the SQ48, we observed a trend that both conservatory and medical students experience more psychological problems than the general population, but there were no significant differences between conservatory students and medical students in the total scores of both questionnaires.

  7. First Year Medical Students Use Library Resources Emphasized During Instruction Sessions

    Directory of Open Access Journals (Sweden)

    Laura Newton Miller

    2014-03-01

    Full Text Available Objective – To determine if library instruction has an effect on resources cited in student reports. Design – Citation analysis. Setting – The study took place in the medical school of a large American university. Subjects - One hundred eighteen of 120 first-year medical student reports were analyzed. Two reports did not include any works cited and were excluded from the study. Methods - Over the course of 3 years, 15 20-minute library instruction sessions were conducted. The sessions, based on five clinical cases presented each year were conducted approximately two weeks before each report due date. Eighty-five case-specific resources were demonstrated, with teaching plans being modified from year to year based on the frequency of citation of a particular resource cited the prior year. A LibGuide online course guide also directed students to specific resources shown in the class, with content updated every year based on citation trends from the previous year. Every citation referenced in a report was then categorized into a those that were discussed during an instruction session, b those found on a course guide, c those accessible through the library, d those available from course material (i.e., PowerPoint presentation, lecture notes, or e those which did not fall under any of the other categories. A citation could be included in multiple categories. Main Results – The 118 reports included 2983 citations. Over the 3 year period, an average of 77.51% of all citations were from library resources, 49.55% of the citations from a resource demonstrated in the class, and 21.68% from resources found in the course guide. Although citations from sources discussed in class did not increase significantly from year to year, the percent of citations from resources on the course guide significantly increased from 19.40% to 25.63%. Conclusion – Medical students cite library resources emphasized during instruction sessions.

  8. Competencies for first year residents - physicians' views from medical schools with different undergraduate curricula.

    Science.gov (United States)

    Fürstenberg, Sophie; Schick, Kristina; Deppermann, Jana; Prediger, Sarah; Berberat, Pascal O; Kadmon, Martina; Harendza, Sigrid

    2017-09-07

    Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and professionalism while other competencies will be refined during postgraduate training. Our study aimed to evaluate the relevance of different competencies for a first year resident required for entrustment decision from the perspective of physicians from medical faculties with different undergraduate medical curricula. Nine hundred fifty-two surgeons and internists from three medical schools with different undergraduate medical curricula were invited to rank 25 competencies according to their relevance for first year residents. The rankings were compared between universities, specialties, physicians' positions, and gender. Two hundred two physicians participated, 76 from Hamburg University, 44 from Oldenburg University, and 82 from Technical University Munich. No significant differences were found regarding the top 10 competencies relevant for first year residents between the universities. 'Responsibility' was the competency with the highest rank overall. Internists ranked 'Structure, work planning and priorities' higher while surgeons ranked 'Verbal communication with colleagues and supervisors' higher. Consultants evaluated 'Active listening to patients' more important than department directors and residents. Female physicians ranked 'Verbal communication with colleagues and supervisors' and 'Structure, work planning and priorities' significantly higher while male physicians ranked 'Scientifically and empirically grounded method of working' significantly higher. Physicians from universities with different undergraduate curricula principally agreed on the competencies relevant for first year residents. Some differences between physicians from different positions, specialties, and gender were

  9. Differences between medical student and faculty perceptions of the competencies needed for the first year of residency.

    Science.gov (United States)

    Fürstenberg, Sophie; Harendza, Sigrid

    2017-11-09

    Different guidelines and frameworks like the CanMEDs model or entrustable professional activities (EPAs) describe competencies required for successful and professional work of residents. Not all competencies are of equal importance for graduates when they start their residency. The aim of this study was to evaluate the relevance of different competencies for a first year resident from the perspective of physicians and medical students. In an online study, 178 of 475 surgeons and internists including residents and attendings and 102 of 728 first and last year undergraduate medical students from the University Medical Center Hamburg-Eppendorf ranked 25 competencies according to their relevance for entrustment decisions in first year residents. The rankings of the competencies by residents and attendings and by first year and last year medical student were compared. Additionally, the rankings were also compared to the literature. Physicians and medical students rated 'Responsibility' as the most important competency for first year residents. Physicians ranked 'Teamwork and collegiality' and 'Structure, work planning and priorities' within the top 10 competencies significantly higher than medical students. The competency ranks between attendings and residents only showed one significant difference between attendings and residents, where 'Coping with mistakes', was ranked significantly higher by residents. Medical students ranked 'Active listening to patients', 'Advising patients' and 'Handling emotions of patients and their relatives' significantly higher than physicians. Final year students ranked 'Structure, work planning and priorities', 'Coping with mistakes', and 'Verbal communication with colleagues and supervisors' significantly higher than first year students. Even though physicians and medical students agree that 'Responsibility' is the most important competency for entrustment decisions in the first year of residency, medical students rate competencies

  10. Differences between medical student and faculty perceptions of the competencies needed for the first year of residency

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    Sophie Fürstenberg

    2017-11-01

    Full Text Available Abstract Background Different guidelines and frameworks like the CanMEDs model or entrustable professional activities (EPAs describe competencies required for successful and professional work of residents. Not all competencies are of equal importance for graduates when they start their residency. The aim of this study was to evaluate the relevance of different competencies for a first year resident from the perspective of physicians and medical students. Methods In an online study, 178 of 475 surgeons and internists including residents and attendings and 102 of 728 first and last year undergraduate medical students from the University Medical Center Hamburg-Eppendorf ranked 25 competencies according to their relevance for entrustment decisions in first year residents. The rankings of the competencies by residents and attendings and by first year and last year medical student were compared. Additionally, the rankings were also compared to the literature. Results Physicians and medical students rated ‘Responsibility’ as the most important competency for first year residents. Physicians ranked ‘Teamwork and collegiality’ and ‘Structure, work planning and priorities’ within the top 10 competencies significantly higher than medical students. The competency ranks between attendings and residents only showed one significant difference between attendings and residents, where ‘Coping with mistakes’, was ranked significantly higher by residents. Medical students ranked ‘Active listening to patients’, ‘Advising patients’ and ‘Handling emotions of patients and their relatives’ significantly higher than physicians. Final year students ranked ‘Structure, work planning and priorities’, ‘Coping with mistakes’, and ‘Verbal communication with colleagues and supervisors’ significantly higher than first year students. Conclusions Even though physicians and medical students agree that ‘Responsibility’ is the most important

  11. Who wants to be a surgeon? A study of 300 first year medical students

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    Ellis Harold

    2007-01-01

    Full Text Available Abstract Background While medicine in general is becoming more female-dominated, women are still under-represented in surgery. Opinion is divided as to whether this is due to lifestyle considerations, disinterest or perceived discrimination. It is not clear at what stage these careers decisions are made. Methods 300 first year medical students at Guy's King's and St Thomas' School of Medicine (GKT were asked their view on possible career choices at this stage. Results While men represented only 38% of the student population, they represented over two-thirds of the students wishing to pursue a career in surgery. Women still opt for general practice and paediatrics. Conclusion Surgery is a disproportionately unpopular career choice of the female first-year medical students of GKT compared to the male students. It appears that the choice is freely made and, at this stage at least, does not represent concerns about compatibility with lifestyle.

  12. Longitudinal predictive validity of emotional intelligence on first year medical students perceived stress

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    Gupta, Richa; Singh, Nikhilesh; Kumar, Ramya

    2017-01-01

    Background Emotional intelligence has been shown to affect academic performance and perceived stress. But conflicting reports suggest that the relationship between academic performance and emotional intelligence may not be straightforward. Hence, this study explored the relationship between emotional intelligence, perceived stress and academic performance. Methods First year medical students were invited to participate in this longitudinal study. At Time 1, before mid-semester examinations, t...

  13. Impact of e-resources on learning in biochemistry: first-year medical students’ perceptions

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    Varghese Joe

    2012-05-01

    Full Text Available Abstract Background E-learning resources (e-resources have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC, Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students’ perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Methods Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Results Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83% and their ability to answer questions in assessments (86% had improved as a result of using these resources. They also said that they found biochemistry interesting (73% and felt motivated to study the subject (59%. Conclusions We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum.

  14. Impact of e-resources on learning in biochemistry: first-year medical students' perceptions.

    Science.gov (United States)

    Varghese, Joe; Faith, Minnie; Jacob, Molly

    2012-05-16

    E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students' perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum.

  15. Impact of e-resources on learning in biochemistry: first-year medical students’ perceptions

    Science.gov (United States)

    2012-01-01

    Background E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students’ perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Methods Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Results Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). Conclusions We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum. PMID:22510159

  16. Knowledge of adverse drug reaction reporting in first year postgraduate doctors in a medical college

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    Upadhyaya P

    2012-06-01

    Full Text Available Prerna Upadhyaya,1 Vikas Seth,2 Vijay V Moghe,1 Monika Sharma,1 Mushtaq Ahmed11Department of Pharmacology, Mahatma Gandhi Medical College, Sitapura, Jaipur, Rajasthan, 2Department of Pharmacology, Hind Institute of Medical Sciences, Safedabad, Barabanki, Lucknow, Uttar Pradesh, IndiaIntroduction: Poor reporting of adverse drug reactions (ADRs by doctors is a major hindrance to successful pharmacovigilance. The present study was designed to assess first-year residents’ knowledge of ADR reporting.Methods: First-year postgraduate doctors at a private medical college completed a structured questionnaire. The responses were analyzed by nonparametric methods.Results: All doctors were aware of the term “adverse drug reactions.” Fifty percent of the doctors reported being taught about ADR reporting during their undergraduate teaching, and 50% had witnessed ADRs in their internship training. Ten percent of patients suffering an ADR observed and reported by doctors required prolonged hospitalization for treatment as a result. Only 40% of interns reported the ADRs that they observed, while 60% did not report them. Twenty-eight percent reported ADRs to the head of the department, 8% to an ADR monitoring committee, and 4% to the pharmacovigilance center. Eighty-six percent of the doctors surveyed felt that a good knowledge of undergraduate clinical pharmacology therapeutics would have improved the level of ADR reporting.Conclusion: The knowledge of first-year doctors regarding ADR reporting is quite poor. There is a dire need to incorporate ADR reporting into undergraduate teaching, and to reinforce this during internships and periodically thereafter.Keywords: ADR reporting, pharmacovigilance, first-year postgraduate doctors

  17. Learning strategies of first year nursing and medical students: a comparative study.

    Science.gov (United States)

    Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Wilson, Ian; Davidson, Patricia M

    2009-12-01

    Interprofessional education (IPE), where two or more professions learn with, from, and about each other to improve collaboration and the quality of care, has been proposed as a curriculum strategy to promote mutual understanding between professions, thus helping to prepare health professionals to work in challenging contemporary health systems. Although there is support for IPE initiatives within health professional education, differences in student motivation and learning strategies are likely to contribute to the success of these initiatives. To explore self-regulated learning strategies used by first year medical and nursing students, and to determine if these strategies were different among nursing students who were high achievers. A comparative survey design. Nursing and medical nursing schools in a large university in the western region of Sydney, Australia. Six hundred and sixty-five first year nursing (n=565) and medical (n=100) students in a large university in the western region of Sydney were surveyed to assess motivational and learning strategies using The Motivated Strategies for Learning Questionnaire (MSLQ). Data relating to sociodemographic characteristics and academic performance were also collected. Nursing students were significantly older than medical students (mean age: 24.4 years versus 19.4 years; pgroup (82% versus 56%; plearning strategies measured: peer learning (p=0.003), help seeking (p=0.008), critical thinking (p=0.058), and time and study environment management (plearning strategies between nursing and medical students that may impact on the success of interprofessional programs.

  18. Developing a Program to Promote Stress Resilience and Self-Care in First Year Medical Students

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    Suzanne Thomas

    2011-06-01

    Full Text Available Background:  Facilitating stress resilience in future physicians is an important role of medical educators and administrators. We developed and piloted an extracurricular program on stress management with first year medical students. Methods:  Presentations on topics related to mental health, help-seeking, and stress resilience were presented (one topic per session. Attendance was voluntary. Attendees were requested to complete anonymous evaluations following each presentation. Primary outcome variables were rates of agreement that the presentation (1 was interesting, (2 provided valuable information, and (3 provided information relevant for the student’s future practice as a physician. Results:  Each of the seven topics was attended on average by approximately half of the student body. Evaluations were positive in that presentations were interesting and provided information useful to maintaining balance during medical school (all had ? 85% rates of agreement. Evaluations by students were variable (41% - 88% rates of agreement on whether each presented information relevant for future practice. Conclusions:  The results indicate that first-year medical students value explicit guidance on ways to bolster stress resilience and self-care during medical school. It is important to clarify with each presentation how the information is relevant to their future practice as a physician.

  19. The impact of gross anatomy laboratory on first year medical students' interest in a surgical career.

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    Pulcrano, Marisa E; Malekzadeh, Sonya; Kumar, Anagha

    2016-09-01

    This study sought to determine the impact of gross anatomy laboratory (GA) on first year medical students' (M1) interest in a surgical career. Secondary objectives included identifying other influences in M1s' career decision making. This prospective study included surveys before and after GA. All M1s enrolled in GA were invited to participate. Sixty students completed both the pre- and post-test surveys. A 5-point Likert-type scale surveyed participants' interests, specific personality traits, experience during the course of GA, and likelihood of pursuing a surgical career. Statistical analysis included Wilcoxon Signed Rank Test and (Polychotomous) Ordinal Logistic Regression Model. Students' desire to work with their hands increased (50 vs. 33.3%) and enjoyment working with instruments and tools similarly increased (50 vs. 41.7%). Likelihood of pursuing a surgical career after gross anatomy increased in 31.7% of students, decreased in 16.7%, and was unchanged in 51.7%. Over 75% of students with a prior interest in surgery and 21% of those who previously felt neutral agreed that they were likely to pursue a career in surgery at the conclusion of the laboratory. Students with a surgeon family member were 0.1976 times as likely to exhibit a positive change in interest (P values 0.024). Gross anatomy may influence up to a third of the class to consider a surgical career, especially those with a prior interest in surgery and those previously feeling ambivalent. Students with a surgeon family member became less likely to enter a surgical career after gross anatomy. Clin. Anat. 29:691-695, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  20. Near-peer mentoring to complement faculty mentoring of first-year medical students in India

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    Satendra Singh

    2014-06-01

    Full Text Available Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52, near-peers (n=57, and new entrants (n=148 admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]. Results: Many respondent faculty (27, 96% and mentees (65, 88% believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33% to 34/74 (46%. Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees; 23 mentees (82% wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

  1. Burnout among medical students during the first years of undergraduate school: Prevalence and associated factors.

    Science.gov (United States)

    Boni, Robson Aparecido Dos Santos; Paiva, Carlos Eduardo; de Oliveira, Marco Antonio; Lucchetti, Giancarlo; Fregnani, José Humberto Tavares Guerreiro; Paiva, Bianca Sakamoto Ribeiro

    2018-01-01

    To evaluate the prevalence and possible factors associated with the development of burnout among medical students in the first years of undergraduate school. A cross-sectional study was conducted at the Barretos School of Health Sciences, Dr. Paulo Prata. A total of 330 students in the first four years of medical undergraduate school were invited to participate in responding to the sociodemographic and Maslach Burnout Inventory-Student Survey (MBI-SS) questionnaires. The first-year group consisted of 150 students, followed by the second-, third-, and fourth-year groups, with 60 students each. Data from 265 students who answered at least the sociodemographic questionnaire and the MBI-SS were analyzed (response rate = 80.3%). One (n = 1, 0.3%) potential participant viewed the Informed Consent Form but did not agree to participate in the study. A total of 187 students (187/265, 70.6%) presented high levels of emotional exhaustion, 140 (140/265, 52.8%) had high cynicism, and 129 (129/265, 48.7%) had low academic efficacy. The two-dimensional criterion indicated that 119 (44.9%) students experienced burnout. Based on the three-dimensional criterion, 70 students (26.4%) presented with burnout. The year with the highest frequency of affected students for both criteria was the first year (p = 0.001). Personal attributes were able to explain 11% (ΔR = 0.11) of the variability of burnout under the two-dimensional criterion and 14.4% (R2 = 0.144) under the three-dimensional criterion. This study showed a high prevalence of burnout among medical students in a private school using active teaching methodologies. In the first years of graduation, students' personal attributes (optimism and self-perception of health) and school attributes (motivation and routine of the exhaustive study) were associated with higher levels of burnout. These findings reinforce the need to establish preventive measures focused on the personal attributes of first-year students, providing better

  2. Burnout among medical students during the first years of undergraduate school: Prevalence and associated factors

    Science.gov (United States)

    Paiva, Carlos Eduardo; de Oliveira, Marco Antonio; Lucchetti, Giancarlo; Fregnani, José Humberto Tavares Guerreiro; Paiva, Bianca Sakamoto Ribeiro

    2018-01-01

    Objective To evaluate the prevalence and possible factors associated with the development of burnout among medical students in the first years of undergraduate school. Method A cross-sectional study was conducted at the Barretos School of Health Sciences, Dr. Paulo Prata. A total of 330 students in the first four years of medical undergraduate school were invited to participate in responding to the sociodemographic and Maslach Burnout Inventory-Student Survey (MBI-SS) questionnaires. The first-year group consisted of 150 students, followed by the second-, third-, and fourth-year groups, with 60 students each. Results Data from 265 students who answered at least the sociodemographic questionnaire and the MBI-SS were analyzed (response rate = 80.3%). One (n = 1, 0.3%) potential participant viewed the Informed Consent Form but did not agree to participate in the study. A total of 187 students (187/265, 70.6%) presented high levels of emotional exhaustion, 140 (140/265, 52.8%) had high cynicism, and 129 (129/265, 48.7%) had low academic efficacy. The two-dimensional criterion indicated that 119 (44.9%) students experienced burnout. Based on the three-dimensional criterion, 70 students (26.4%) presented with burnout. The year with the highest frequency of affected students for both criteria was the first year (p = 0.001). Personal attributes were able to explain 11% (ΔR = 0.11) of the variability of burnout under the two-dimensional criterion and 14.4% (R2 = 0.144) under the three-dimensional criterion. Conclusion This study showed a high prevalence of burnout among medical students in a private school using active teaching methodologies. In the first years of graduation, students’ personal attributes (optimism and self-perception of health) and school attributes (motivation and routine of the exhaustive study) were associated with higher levels of burnout. These findings reinforce the need to establish preventive measures focused on the personal attributes of first-year

  3. Cumulative exposure to medical sources of ionizing radiation in the first year after pediatric heart transplantation.

    Science.gov (United States)

    McDonnell, Alicia; Downing, Tacy E; Zhu, Xiaowei; Ryan, Rachel; Rossano, Joseph W; Glatz, Andrew C

    2014-11-01

    Pediatric heart transplant recipients undergo a variety of radiologic tests with the attendant risk of exposure to ionizing radiation. We sought to quantify and describe the cumulative exposure to all forms of medical radiation during the first year after pediatric heart transplantation and identify factors associated with higher exposure. Pediatric patients who received a heart transplant between January 2009 and May 2012 with follow-up at our institution were retrospectively reviewed. Patients were included if they survived through 1 year and the first coronary angiography. All medical testing using ionizing radiation performed during follow-up was compiled, and exposures were converted to effective dose (mSv). Included were 31 patients who underwent heart transplantation at a median age of 13.6 years (range, 0.3-18.3 years). The median number of radiologic tests performed was 38 (range, 18-154), including 8 catheterizations (range, 2-12), and 28 X-ray images (range, 11-135). Median cumulative effective dose was 53.5 mSv (range, 10.6-153.5 mSv), of which 91% (range, 34%-98%) derived from catheterizations, 31% (range, 8%-89%) of the exposure occurred during the transplant admission, 59% (range, 11%-88%) during planned follow-up, and 3% (0%-56%) during unplanned follow-up. Older age at transplant was a risk factor for increased exposure (p = 0.006). When adjusted for age, a trend toward increased exposure was shown for congenital heart disease as the indication for transplant (p = 0.08), pre-sensitization (p = 0.12), and positive crossmatch (p = 0.09). Pediatric heart transplant patients are exposed to significant amounts of ionizing radiation during the first post-transplant year, most during scheduled catheterization. As survival improves, considering the long-term risks associated with these levels of exposure is important. Copyright © 2014 International Society for Heart and Lung Transplantation. Published by Elsevier Inc. All rights reserved.

  4. Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students

    NARCIS (Netherlands)

    W.S. de Grave; H.G. Schmidt (Henk); H.P.A. Boshuizen (Henny)

    2001-01-01

    textabstractThe Purpose of this study was to examine effects of group discussion of a medical problem on the comprehension of a subsequent problem-relevant text by first year medical students. Forty-eight first-year medical students were randomly assigned to one of two conditions: The experimental

  5. Effect of stress on exam going first year medical students of Tirunelveli

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    Sujatha B

    2016-01-01

    Full Text Available Everybody experience anxiety from time to time. Examinations are a part of academic curriculum. These are often tiresome and extremely stressful for students at any level of education. Stressful feelings can alter the ability to think during examinations. Aims & Objectives:1.To determine the prevalence of anxiety among first year medical students. 2. To find out sex predominance in anxiety among medical students. 3. To determine the association between anxiety and examinations among medical students. 4. To grade the anxiety level among them. A Cross sectional study was carried out among 150 first year medical students of Tirunelveli medical college who had spent more than 6 months in college. The students were assessed during the period with and without examinations. Anthropometric variables of students such as weight, height and BMI were assessed. Prevalence of anxiety was assessed using a structured validated questionnaire. The Hamilton Anxiety Scale(HAM-A with a cut off score for various levels of anxiety was used. The students were subjected to the questionnaire both prior to and during the examination. All 150 students completed the questionnaire. The mean age of students was 18 years. Data were analyzed using paired “t” test A high prevalence of anxiety(p<0.001 among medical students was found. Female students were found to be more prone to anxiety than male students and there was significant association between the prevalence of anxiety and examination period. This study finds a significant number of students with high anxiety scores indicating emotional stress which results in poor academic performance.

  6. Empathy as related to motivations for medicine in a sample of first-year medical students.

    Science.gov (United States)

    Gonçalves-Pereira, Manuel; Trancas, Bruno; Loureiro, José; Papoila, Ana; Caldas-de-Almeida, José Miguel

    2013-02-01

    Professionalism and empathy are crucial in clinical settings. An association would be expected between empathic attitudes and altruistic motivations for a medical education. However, data is scarce in first-year students, and a previous small-scale study did not fully confirm the hypothesis that person-oriented motives would have a strong relationship to empathy. The present study tested this association in a larger sample. 202 first-year medical students (M age = 19.0 yr., SD = 2.7; 67.3% women) were assessed cross-sectionally, using the Vaglum and colleagues' indexes on motives for choosing medicine (security/status, person-orientation, and interest in the natural sciences) and the Jefferson Scale of Physician Empathy for students. There was a weak association between empathy and person-orientation, but the evidence regarding links between empathy and the three motivation scores was low overall. In this Portuguese sample there was not a clear-cut association between empathy and motivations for medical school.

  7. When Contact Is Not Enough: Affecting First Year Medical Students' Image towards Older Persons.

    Science.gov (United States)

    Kusumastuti, Sasmita; van Fenema, Esther; Polman-van Stratum, Eugenie C F; Achterberg, Wilco; Lindenberg, Jolanda; Westendorp, Rudi G J

    2017-01-01

    Many medical schools have initiated care internships to familiarize their students with older persons and to instil a professional attitude. To examine the impact of care internships on the image that first-year medical students have of older persons and to explore the underlying concepts that may play a role in shaping this image. Survey before and after a two-week compulsory care internship using the Aging Semantic Differential (ASD; 32 adjectives) and the Attitudes toward Old People (AOP; 34 positions) questionnaires. Before and after a care internship involving interpersonal contact, 252 and 244 first-year medical students at the Leiden University Medical Centre (LUMC) in the academic year 2012-2013 participated. Descriptive statistics, analyses of variance, and principal component analysis were used; clusters of adjectives and positions were reduced into concepts to examine dominant patterns of views. Changes in image were investigated as mean differences of the total and concept scores. Both the ASD and the AOP questionnaires showed a poor general image of older persons that significantly worsened after the care internship (p < 0.01). The percentage of students considering over 75 years as being old increased from 17.2% to 31.2% (p < 0.01) and those who thought they would find as much satisfaction in care for older as for younger patients decreased from 78.5% to 62.1% (p < 0.001). Exploratory principal component analysis showed particularly low scores on 'comportment' and 'pleasurable interaction' whereas the scores on 'personality traits' and 'habitual behaviour' significantly deteriorated (both p < 0.001). These patterns were irrespective of the student's gender and previous contact experience. Medical schools should carefully consider care internships to ensure that students do not worsen their views on older patients, which may occur due to inadequate contact depth and quality within a rather unsupportive context.

  8. When Contact Is Not Enough: Affecting First Year Medical Students’ Image towards Older Persons

    Science.gov (United States)

    van Fenema, Esther; Polman-van Stratum, Eugenie C. F.; Achterberg, Wilco; Westendorp, Rudi G. J.

    2017-01-01

    Context Many medical schools have initiated care internships to familiarize their students with older persons and to instil a professional attitude. Objective To examine the impact of care internships on the image that first-year medical students have of older persons and to explore the underlying concepts that may play a role in shaping this image. Design Survey before and after a two-week compulsory care internship using the Aging Semantic Differential (ASD; 32 adjectives) and the Attitudes toward Old People (AOP; 34 positions) questionnaires. Participants Before and after a care internship involving interpersonal contact, 252 and 244 first-year medical students at the Leiden University Medical Centre (LUMC) in the academic year 2012–2013 participated. Method Descriptive statistics, analyses of variance, and principal component analysis were used; clusters of adjectives and positions were reduced into concepts to examine dominant patterns of views. Changes in image were investigated as mean differences of the total and concept scores. Results Both the ASD and the AOP questionnaires showed a poor general image of older persons that significantly worsened after the care internship (p < 0.01). The percentage of students considering over 75 years as being old increased from 17.2% to 31.2% (p < 0.01) and those who thought they would find as much satisfaction in care for older as for younger patients decreased from 78.5% to 62.1% (p < 0.001). Exploratory principal component analysis showed particularly low scores on ‘comportment’ and ‘pleasurable interaction’ whereas the scores on ‘personality traits’ and ‘habitual behaviour’ significantly deteriorated (both p < 0.001). These patterns were irrespective of the student’s gender and previous contact experience. Conclusion Medical schools should carefully consider care internships to ensure that students do not worsen their views on older patients, which may occur due to inadequate contact depth and

  9. When Contact Is Not Enough: Affecting First Year Medical Students' Image towards Older Persons.

    Directory of Open Access Journals (Sweden)

    Sasmita Kusumastuti

    Full Text Available Many medical schools have initiated care internships to familiarize their students with older persons and to instil a professional attitude.To examine the impact of care internships on the image that first-year medical students have of older persons and to explore the underlying concepts that may play a role in shaping this image.Survey before and after a two-week compulsory care internship using the Aging Semantic Differential (ASD; 32 adjectives and the Attitudes toward Old People (AOP; 34 positions questionnaires.Before and after a care internship involving interpersonal contact, 252 and 244 first-year medical students at the Leiden University Medical Centre (LUMC in the academic year 2012-2013 participated.Descriptive statistics, analyses of variance, and principal component analysis were used; clusters of adjectives and positions were reduced into concepts to examine dominant patterns of views. Changes in image were investigated as mean differences of the total and concept scores.Both the ASD and the AOP questionnaires showed a poor general image of older persons that significantly worsened after the care internship (p < 0.01. The percentage of students considering over 75 years as being old increased from 17.2% to 31.2% (p < 0.01 and those who thought they would find as much satisfaction in care for older as for younger patients decreased from 78.5% to 62.1% (p < 0.001. Exploratory principal component analysis showed particularly low scores on 'comportment' and 'pleasurable interaction' whereas the scores on 'personality traits' and 'habitual behaviour' significantly deteriorated (both p < 0.001. These patterns were irrespective of the student's gender and previous contact experience.Medical schools should carefully consider care internships to ensure that students do not worsen their views on older patients, which may occur due to inadequate contact depth and quality within a rather unsupportive context.

  10. Evaluation of plasma nitric oxide in academic stress in first year medical students

    Directory of Open Access Journals (Sweden)

    Ajay Kumar

    2014-01-01

    Full Text Available Context: Medical students undergo tremendous stress during various stages of the Bachelor of Medicine, Bachelor of Surgery (MBBS course. Academic examinations have been considered as one of the most acute stresses experienced by the students. Nitric oxide (NO is an important physiological messenger and effector molecule in many biological systems. There is evidence that a sustained overproduction of NO via inducible NO synthase (iNOS is responsible, at least in part, for some of the neurodegenerative changes caused by stress . Aims: To investigate the relationship if any between plasma NO and psychological stress caused by academic pressure in first year MBBS students. Settings and Design: A 2-year prospective longitudinal study. Materials and Methods: A total of 94 first year medical students after informed consent were enrolled in the study. They were evaluated twice during their first year academic program. First evaluation was done 2 months after their joining the MBBS course and second on the day of their first professional university practical exam. On each evaluation, a history was taken, general physical examination done, and a blood sample was drawn for plasma NO, which was measured using Griess reaction. Statistical Analysis Used: For comparison of means of plasma NO values between the two evaluations, the paired Student′s ′t′- test was used. A ′P′ < 0.05 was considered as statistically significant. Results: The mean NO values increased from 14.76 ± 10.30 during first evaluation to 22.07 ± 13.02 during second evaluation. This increase was statistically significant (P = 0.000. Conclusions: Plasma NO showed a statistically significant increase in levels during the time of examination stress. As plasma NO had a positive correlation with stress, this can be considered as a suitable biomarker for academic stress assessment.

  11. Readiness for Self-Directed learning among first year Saudi Medical students: A descriptive study.

    Science.gov (United States)

    Soliman, Mona; Al-Shaikh, Ghadeer

    2015-01-01

    The objectives of the present study was to explore the readiness for Self Directed Learning (SDL) among first year Saudi Medical students enrolled at King Saud University (KSU) and Princess NourahBintAbdulrahman University (PNU) in Saudi Arabia. First year medical students were invited to participate in a descriptive cross sectional study design. Data were collected using a Self-Directed Learner Readiness Scale (SDLRS) which is a self- assessment tool aimed to assess three main components: self-management, desire for learning and self-control. The students responded to each item of the SDLRS on a 5-point Likert scale. Data were analyzed using SPSS, mean, median and total scores were calculated and were compared among student's groups. The mean score for the desire of learning was the highest (4.08± 0.5) of all the three components of the SDLRS followed by self-control (3.9± 0.9), while the least mean score was for self-management (3.7±0.5). Overall, differences between student's groups were not statistically significant. The present study revealed that the overall SDL readiness of participants was good, students were highly motivated for self-learning and had the ability for self-control. However, they need assistance to improve their self-management skills.

  12. The development and evaluation of a community attachment scheme for first-year medical students.

    Science.gov (United States)

    Hannay, David; Mitchell, Caroline; Chung, Man Cheung

    2003-03-01

    This paper describes the development over 14 years of a Community Attachment Scheme for First Year Medical Students in Sheffield, together with feedback from tutors and students. The scheme involves pairs of students visiting families expecting a baby or experiencing an illness. The families are identified by general practitioners who act as tutors together with a behavioural scientist for groups of eight to 10 students. The scheme provides first-year students with practical experience of sociology and psychology in terms of family dynamics and illness behaviour. Assessment is part of the degree examination, and involves a written assignment on the family, together with tutors' assessments. The development of the attachment scheme took place in three phases, which are described together with feedback from tutors and students, as well as changes in methods of assessment. The basis of the Community Attachment Scheme has been self-directed problem-based learning in small groups with continuous assessment, and these principles have now extended to the rest of the medical curriculum in Sheffield, of which the Community Attachment Scheme is an integral part.

  13. Modelling the lay expert for first-year medical students: the actor-patient as teacher.

    Science.gov (United States)

    Nestel, Debra; Muir, Elizabeth; Plant, Marilyn; Kidd, Jane; Thurlow, Sue

    2002-09-01

    Actors are widely used in medical education as simulated patients. In this session, the role of actors was extended to 'simulated students' and facilitators in an introductory communication session. After an initial activity with the entire cohort of first-year students, groups of 20 students worked with either an actor or medical teacher in three activities. The activities aimed to raise students' awareness of the range of communication challenges in medical education and practice. After the session, students completed evaluation forms based on their experiences in the session. The results revealed no difference between students who were facilitated by actors or medical teachers in relation to meeting the learning objectives and their ratings of the usefulness of the activities to support learning. The actors who participated in this session were experienced in working with medical students. Their enhanced role provides students with an opportunity to identify with and reflect on the expertise of a lay teacher and to consider extending their definition of a learning opportunity to more informal encounters.

  14. First year medical students' learning style preferences and their correlation with performance in different subjects within the medical course.

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    Hernández-Torrano, Daniel; Ali, Syed; Chan, Chee-Kai

    2017-08-08

    Students commencing their medical training arrive with different educational backgrounds and a diverse range of learning experiences. Consequently, students would have developed preferred approaches to acquiring and processing information or learning style preferences. Understanding first-year students' learning style preferences is important to success in learning. However, little is understood about how learning styles impact learning and performance across different subjects within the medical curriculum. Greater understanding of the relationship between students' learning style preferences and academic performance in specific medical subjects would be valuable. This cross-sectional study examined the learning style preferences of first-year medical students and how they differ across gender. This research also analyzed the effect of learning styles on academic performance across different subjects within a medical education program in a Central Asian university. A total of 52 students (57.7% females) from two batches of first-year medical school completed the Index of Learning Styles Questionnaire, which measures four dimensions of learning styles: sensing-intuitive; visual-verbal; active-reflective; sequential-global. First-year medical students reported preferences for visual (80.8%) and sequential (60.5%) learning styles, suggesting that these students preferred to learn through demonstrations and diagrams and in a linear and sequential way. Our results indicate that male medical students have higher preference for visual learning style over verbal, while females seemed to have a higher preference for sequential learning style over global. Significant associations were found between sensing-intuitive learning styles and performance in Genetics [β = -0.46, B = -0.44, p learning techniques. Instructors can also benefit by modifying and adapting more appropriate teaching approaches in these subjects. Future studies to validate this observation will be

  15. Effects of Teaching First-Year Medical Students Skills to Read Medical Literature.

    Science.gov (United States)

    Riegelman, Richard K.

    1986-01-01

    A course at George Washington University School of Medicine was evaluated to determine the course's effectiveness, changes in the students' perception of their competence in reading medical literature, the student's knowledge of research study design and statistics, and the effect of the course on the students' journal reading. (Author/MLW)

  16. First year medical student attitudes about advocacy in medicine across multiple fields of discipline: analysis of reflective essays.

    Science.gov (United States)

    Press, Valerie G; Fritz, Cassandra D L; Vela, Monica B

    2015-12-01

    Advocacy is often described as a pillar of the medical profession. However, the impact of advocacy training on medical students' identity as advocates in the medical profession is not well-described. We sought to introduce an advocacy curriculum to a mandatory Health Care Disparities (HCD) course for 88 first year medical students. The 2013 HCD added advocacy curriculum that included: guest lecturers' perspectives on their advocacy experience; reflective essay assignments assessing self-identify as an advocate; advocacy-specific lectures and large group discussions; and participation in small group community projects. A mixed methods approached was used to evaluate 88 first year medical students' advocacy themed reflective essays, independently coded by three investigators, and Likert-response questions were compared to published benchmarked items. The IRB exempted this study. Analysis of student essays revealed that students were better able to identify as an advocate in medicine. The survey also revealed that 86% post-course vs. 73% precourse agreed/strongly agreed with the statement: "I consider myself an advocate" (p=0.006). Exposing all medical students to advocacy within medicine may help shape and define their perceived professional role. Future work will explore adding advocacy and leadership skill training to the HCD course.

  17. First aid and basic life support training for first year medical students.

    Science.gov (United States)

    Altintaş, Kerim Hakan; Yildiz, Ali Naci; Aslan, Dilek; Ozvariş, Sevkat Bahar; Bilir, Nazmi

    2009-12-01

    We developed 24 and 12-h programs for first aid and basic life support (FA-BLS) training for first-year medical students and evaluated the opinions of both the trainers and trainees on the effectiveness of the programs. The trainees were the first-year students of academic years 2000-2001 (316 students) and 2001-2002 (366 students). The evaluations of the participants were collected from short questionnaires created specifically for the study. For the 24-h training program, most of the students stated that FA-BLS sessions met their expectations (85.9%) and they were satisfied with the training (91.1%). Of the participants, 75.6% stated that they could apply FA confidently in real situations simulating the topics they learned in the FA-BLS sessions. For the 12-h training program, 84.4% of the students felt themselves competent in FA-BLS applications. The trainers considered both of the programs as effective.

  18. Empathy in senior year and first year medical students: a cross-sectional study.

    Science.gov (United States)

    Magalhães, Eunice; Salgueira, Ana P; Costa, Patrício; Costa, Manuel J

    2011-07-29

    The importance of fostering the development of empathy in undergraduate students is continuously emphasized in international recommendations for medical education. Paradoxically, some studies in the North-American context using self-reported measures have found that empathy declines during undergraduate medical training. Empathy is also known to be gender dependent- (highest for female medical students) and related to specialty preference - (higher in patient-oriented than technology-oriented specialties). This factor has not been studied in Portuguese medical schools. This is a cross-sectional study of undergraduate medical students on self-rated measures of empathy collected at entrance and at the conclusion of the medical degree, and on the association of empathy measures with gender and specialty preferences in one medical school in Portugal. Empathy was assessed using the Portuguese adaptation of the Jefferson Scale of Physician Empathy-students version (JSPE-spv) among three cohorts of undergraduate medical students in the first (N = 356) and last (N = 120) year. The construct validity of JSPE-spv was cross-validated with Principal Component Analysis and Confirmatory Factor Analysis. Reliability was assessed using Cronbach' Alpha. Global JSPE-spv score differences were examined by year of medical school, gender and specialty preferences (people-oriented vs technology-oriented specialties). The empathy scores of students in the final year were higher as compared to first year students (F (1,387) = 19.33, p students had higher empathy scores than male students (F (1,387) = 8.82, p students who prefer people-oriented specialties compared to those who favor the technology-oriented specialties (F (1,387) = 2.44, p = .12, ɳ 2p = 0.06; π = 0.06). This cross-sectional study in one medical school in Portugal showed that the empathy measures of senior year students were higher than the scores of freshmen. A longitudinal cohort study is needed to test variations in

  19. Perceived stress in first year medical students - associations with personal resources and emotional distress.

    Science.gov (United States)

    Heinen, Ines; Bullinger, Monika; Kocalevent, Rüya-Daniela

    2017-01-06

    Medical students have been found to report high levels of perceived stress, yet there is a lack of theoretical frameworks examining possible reasons. This cross-sectional study examines correlates of perceived stress in medical students on the basis of a conceptual stress model originally developed for and applied to the general population. The aim was to identify via structural equation modeling the associations between perceived stress and emotional distress (anxiety and depression), taking into account the activation of personal resources (optimism, self-efficacy and resilient coping). Within this cross-sectional study, 321 first year medical students (age 22 ± 4 years, 39.3% men) completed the Perceived Stress Questionnaire (PSQ-20), the Self-Efficacy Optimism Scale (SWOP) and the Brief Resilient Coping Scale (BRCS) as well as the Patient Health Questionnaire (PHQ-4). The statistical analyses used t-tests, ANOVA, Spearman Rho correlation and multiple regression analysis as well as structural equation modeling. Medical students reported higher levels of perceived stress and higher levels of anxiety and depression than reference samples. No statistically significant differences in stress levels were found within the sample according to gender, migration background or employment status. Students reported more self-efficacy, optimism, and resilient coping and higher emotional distress compared to validation samples and results in other studies. Structural equation analysis revealed a satisfactory fit between empirical data and the proposed stress model indicating that personal resources modulated perceived stress, which in turn had an impact on emotional distress. Medical students' perceived stress and emotional distress levels are generally high, with personal resources acting as a buffer, thus supporting the population-based general stress model. Results suggest providing individual interventions for those students, who need support in dealing with the

  20. The Effect of Burnout on Medical Errors and Professionalism in First-Year Internal Medicine Residents.

    Science.gov (United States)

    Kwah, Jason; Weintraub, Jennifer; Fallar, Robert; Ripp, Jonathan

    2016-10-01

    Burnout is a common issue in internal medicine residents, and its impact on medical errors and professionalism is an important subject of investigation. To evaluate differences in medical errors and professionalism in internal medicine residents with and without burnout. A single institution observational cohort study was conducted between June 2011 and July 2012. Burnout was measured using the Maslach Burnout Inventory to generate subscores for the following 3 domains: emotional exhaustion, depersonalization, and sense of personal accomplishment. By convention, burnout was defined as a high emotional exhaustion or depersonalization subscore. Medication prescription error rate was the chosen measure of medical errors. Professionalism was measured cumulatively through examining discharge summaries completed within 48 hours, outpatient charts completed within 72 hours, and the average time to review outpatient laboratory tests. Of a total of 54 eligible first-year residents, 53 (98%) and 32 (59%) completed the initial and follow-up surveys, respectively. Residents with year-end burnout had a lower rate of medication prescription errors (0.553 versus 0.780, P  = .007). Discharge summaries completed within 48 hours of discharge (83.8% versus 84.0%, P  = .93), outpatient charts completed within 72 hours of encounter (93.7% versus 94.3%, P  = .31), and time (minutes) to review outpatient laboratory test results (72.3 versus 26.9, P  = .28) were similar between residents with and without year-end burnout. This study found a small decrease in medical errors in residents with year-end burnout compared to burnout-free residents and no difference in selected measures of professionalism.

  1. Tobacco Smoking Habits Among First Year Medical Students, University of Prishtina, Kosovo: Cross-sectional Study.

    Science.gov (United States)

    Çuperjani, Frederik; Elezi, Shkëlzen; Lila, Albert; Daka, Qëndresë; Dakaj, Qëndrim; Gashi, Sanije

    2015-06-01

    Tobacco smoking remains the leading causes of preventable morbidity and mortality in the world, requiring intensified national and international public health response. World Health Organization (WHO) has urged health professional organizations to encourage and support their members to be models for not using tobacco products and promote tobacco-free culture. Healthcare students are the future authority of the health society, they are in a position to play a vital role and have impact on social norms related to smoking. To determine the prevalence of tobacco smoking among healthcare students of Medical Faculty, University of Prishtina in Kosovo, so that recommendations can be made for its cessation among healthcare providers and thereafter the community. Descriptive cross-sectional study was conducted using self-administrated questionnaire prepared for this purpose. A total of 284 first year healthcare students of Medical Faculty, University of Prishtina in Kosovo were enrolled in the study. The data were analyzed using SPSS 22. All respondents completed the questionnaire, giving a response rate of 100% (general medicine=180, dentistry = 104). The prevalence of students who have ever smoked was 53.2%. However, only 8.9% (9.1% M vs. 8.7% F) of the general medicine students and 5.8% (4.8% M vs. 6.5% F) of dentistry students declared that smoke tobacco every day. Overall, the research shows that the prevalence of occasional smokers among medical students in Kosova is quite high.

  2. Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

    Science.gov (United States)

    Hong, Wei Han; Vadivelu, Jamunarani; Daniel, Esther Gnanamalar Sarojini; Sim, Joong Hiong

    2015-01-01

    Background Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. Aim This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance. Methods The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students’ year-end results were used to measure their academic performance. Results A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students’ academic result was moderate. Conclusions The improvement in students’ metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program. PMID:26314338

  3. Thinking about thinking: changes in first-year medical students' metacognition and its relation to performance.

    Science.gov (United States)

    Hong, Wei Han; Vadivelu, Jamunarani; Daniel, Esther Gnanamalar Sarojini; Sim, Joong Hiong

    2015-01-01

    Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance. The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students' year-end results were used to measure their academic performance. A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students' academic result was moderate. The improvement in students' metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program.

  4. Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

    Directory of Open Access Journals (Sweden)

    Wei Han Hong

    2015-08-01

    Full Text Available Background: Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. Aim: This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance. Methods: The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students’ year-end results were used to measure their academic performance. Results: A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students’ academic result was moderate. Conclusions: The improvement in students’ metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program.

  5. How much basic science content do second-year medical students remember from their first year?

    Science.gov (United States)

    Schneid, Stephen D; Pashler, Hal; Armour, Chris

    2018-01-23

    While most medical students generally perform well on examinations and pass their courses during the first year, we do not know how much basic science content they retain at the start of their second year and how that relates to minimal competency set by the faculty. In the fall of 2014, before starting their second-year courses, 27 medical students volunteered to participate in a study of long-term retention of the basic sciences by taking a "retention exam" after a delay of 5-11 months. The overall mean performance when the students initially answered the 60 multiple choice questions (MCQs) was 82.8% [standard deviation (SD) = 7.4%], which fell to 50.1% (SD = 12.1%) on the retention exam. This gave a mean retention of 60.4% (SD = 12.8%) with the retention for individual students ranging from 37 to 81%. The majority of students (23/27; 85%) fell below the minimal level of competency to start their second year. Medical educators should be more aware of the significant amount of forgetting that occurs during training and make better use of instructional strategies that promote long-term learning such as retrieval practice, interleaving, and spacing.

  6. Longitudinal predictive validity of emotional intelligence on first year medical students perceived stress.

    Science.gov (United States)

    Gupta, Richa; Singh, Nikhilesh; Kumar, Ramya

    2017-08-18

    Emotional intelligence has been shown to affect academic performance and perceived stress. But conflicting reports suggest that the relationship between academic performance and emotional intelligence may not be straightforward. Hence, this study explored the relationship between emotional intelligence, perceived stress and academic performance. First year medical students were invited to participate in this longitudinal study. At Time 1, before mid-semester examinations, they completed the questionnaires on Schutte's Emotional Intelligence Scale (SEIS) and Perceived Stress Scale (PSS) (n = 213). At Time 2, before pre university examinations, students again completed perceived stress scale questionnaire. (n = 138). Academic performance was reported using summative assessment at both T1 and T2. The relationship between academic performance, emotional intelligence and perceived stress was explored using regression analysis. Neither PSS nor SEIS were related to academic performance. However, perceived stress was significantly predicted by SEIS both at T1 (r = 0.333, β = 0.149, p Medical students with higher trait emotional intelligence perceived lesser stress. Therefore, it might be prudent to train medical students to increase their emotional intelligence to promote their well-being.

  7. Computer literacy among first year medical students in a developing country: A cross sectional study

    Directory of Open Access Journals (Sweden)

    Ranasinghe Priyanga

    2012-09-01

    Full Text Available Abstract Background The use of computer assisted learning (CAL has enhanced undergraduate medical education. CAL improves performance at examinations, develops problem solving skills and increases student satisfaction. The study evaluates computer literacy among first year medical students in Sri Lanka. Methods The study was conducted at Faculty of Medicine, University of Colombo, Sri Lanka between August-September 2008. First year medical students (n = 190 were invited for the study. Data on computer literacy and associated factors were collected by an expert-validated pre-tested self-administered questionnaire. Computer literacy was evaluated by testing knowledge on 6 domains; common software packages, operating systems, database management and the usage of internet and E-mail. A linear regression was conducted using total score for computer literacy as the continuous dependant variable and other independent covariates. Results Sample size-181 (Response rate-95.3%, 49.7% were Males. Majority of the students (77.3% owned a computer (Males-74.4%, Females-80.2%. Students have gained their present computer knowledge by; a formal training programme (64.1%, self learning (63.0% or by peer learning (49.2%. The students used computers for predominately; word processing (95.6%, entertainment (95.0%, web browsing (80.1% and preparing presentations (76.8%. Majority of the students (75.7% expressed their willingness for a formal computer training programme at the faculty. Mean score for the computer literacy questionnaire was 48.4 ± 20.3, with no significant gender difference (Males-47.8 ± 21.1, Females-48.9 ± 19.6. There were 47.9% students that had a score less than 50% for the computer literacy questionnaire. Students from Colombo district, Western Province and Student owning a computer had a significantly higher mean score in comparison to other students (p Conclusion Sri Lankan medical undergraduates had a low-intermediate level of computer

  8. Computer literacy among first year medical students in a developing country: A cross sectional study

    Science.gov (United States)

    2012-01-01

    Background The use of computer assisted learning (CAL) has enhanced undergraduate medical education. CAL improves performance at examinations, develops problem solving skills and increases student satisfaction. The study evaluates computer literacy among first year medical students in Sri Lanka. Methods The study was conducted at Faculty of Medicine, University of Colombo, Sri Lanka between August-September 2008. First year medical students (n = 190) were invited for the study. Data on computer literacy and associated factors were collected by an expert-validated pre-tested self-administered questionnaire. Computer literacy was evaluated by testing knowledge on 6 domains; common software packages, operating systems, database management and the usage of internet and E-mail. A linear regression was conducted using total score for computer literacy as the continuous dependant variable and other independent covariates. Results Sample size-181 (Response rate-95.3%), 49.7% were Males. Majority of the students (77.3%) owned a computer (Males-74.4%, Females-80.2%). Students have gained their present computer knowledge by; a formal training programme (64.1%), self learning (63.0%) or by peer learning (49.2%). The students used computers for predominately; word processing (95.6%), entertainment (95.0%), web browsing (80.1%) and preparing presentations (76.8%). Majority of the students (75.7%) expressed their willingness for a formal computer training programme at the faculty. Mean score for the computer literacy questionnaire was 48.4 ± 20.3, with no significant gender difference (Males-47.8 ± 21.1, Females-48.9 ± 19.6). There were 47.9% students that had a score less than 50% for the computer literacy questionnaire. Students from Colombo district, Western Province and Student owning a computer had a significantly higher mean score in comparison to other students (p computer training was the strongest predictor of computer literacy (β = 13.034), followed by using

  9. Opioid overdose prevention training with naloxone, an adjunct to basic life support training for first-year medical students.

    Science.gov (United States)

    Berland, Noah; Fox, Aaron; Tofighi, Babak; Hanley, Kathleen

    2017-01-01

    Opioid overdose deaths have reached epidemic proportions in the United States. This problem stems from both licit and illicit opioid use. Prescribing opioids, recognizing risky use, and initiating prevention, including opioid overdose prevention training (OOPT), are key roles physicians play. The American Heart Association (AHA) modified their basic life support (BLS) algorithms to consider naloxone in high-risk populations and when a pulse is appreciated; however, the AHA did not provide OOPT. The authors' intervention filled this training deficiency by teaching medical students opioid overdose resuscitation with a Train-the-Trainer model as part of mandatory BLS training. The authors introduced OOPT, following a Train-the-Trainer model, into the required basic life support (BLS) training for first-year medical students at a single medical school in a large urban area. The authors administered pre- and post-evaluations to assess the effects of the training on opioid overdose knowledge, self-reported preparedness to respond to opioid overdoses, and attitudes towards patients with substance use disorders (SUDs). In the fall 2014, 120 first-year medical students received OOPT. Seventy-three students completed both pre- and posttraining evaluations. Improvements in knowledge about and preparedness to respond to opioid overdoses were statistically significant (P support dissemination of OOPT as a part of BLS training for all medical students, and potentially all BLS providers.

  10. Survey of first-year medical students to assess their knowledge and attitudes toward organ transplantation and donation.

    Science.gov (United States)

    Mekahli, D; Liutkus, A; Fargue, S; Ranchin, B; Cochat, P

    2009-03-01

    The important shortage of organ donors is still a fundamental public health problem in France. Improving the knowledge and attitudes of health care professionals could help to promote organ donation. The aim of this survey was to evaluate the level of knowledge of medical students and their gaps about organ donation prior to any medical course. A survey was conducted among 571 first-year medical students at a medical faculty in Lyon. Their knowledge, attitudes, personal views, and perceptions toward organ donation and transplantation were investigated prior to any medical course. A 31-item anonymous questionnaire including queries about personal views of organ donation, factual knowledge, and awareness of French law was distributed to the students. To "willingness to donate a kidney to a relative," 97.7% of respondents consented, 0.9% objected, and 1.4% did not answer. Their attitudes toward cadaveric organ donation were different: 81.1% agreed, 13.5% refused, and 5.4% did not answer. Regarding their knowledge about which organs could be transplanted, 95% of the respondents were aware of the possibility to transplant a face and 14% thought that xenotransplantation was performed nowadays. First-year medical students have a good knowledge level regarding the organ donation and transplantation system prior to their medical course. Some gaps remain which could be improved. The results of this study supported a greater emphasis on providing information regarding transplantation in medical schools to improve the knowledge of future health care professionals. A follow-up survey of the participants at the end of their medical course will be interesting to assess the progress of their attitudes.

  11. Comparing gender awareness in Dutch and Swedish first-year medical students - results from a questionaire

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    Andersson Jenny

    2012-01-01

    Full Text Available Abstract Background To ascertain good and appropriate healthcare for both women and men implementation of gender perspectives in medical education is needed. For a successful implementation, knowledge about students' attitudes and beliefs about men, women, and gender is crucial. The aim of this study was to compare attitudes to gender and gender stereotyping among Dutch and Swedish male and female medical students. Methods In this cross-sectional study, we measured the attitudes and assumptions about gender among 1096 first year medical students (616 Dutch and 480 Swedish with the validated Nijmegen Gender Awareness in Medicine Scale (N-GAMS. The response rate was 94% in the Netherlands and 93% in Sweden. Univariate analysis of variance (ANOVA was used to compare the scores between Dutch and Swedish male and female students. Linear regressions were used to analyze the importance of the background variables. Results There were significant differences in attitudes to gender between Dutch and Swedish students. The Swedish students expressed less stereotypical thinking about patients and doctors and the Dutch were more sensitive to gender differences. The students' sex mattered for gender stereotyping, with male students in both countries agreeing more with stereotypical statements. Students' age, father's birth country and mother's education level had some impact on the outcome. Conclusions There are differences between cultures as well as between men and women in gender awareness that need to be considered when implementing gender in medical education. This study suggests that to arouse the students' interest in gender issues and make them aware of the significance of gender in medical work, the examples used in discussions need to be relevant and challenging in the context of the specific country. Due to different levels of knowledge and different attitudes within the student population it is important to create a climate for dialogue where

  12. The deaf strong hospital program: a model of diversity and inclusion training for first-year medical students.

    Science.gov (United States)

    Thew, Denise; Smith, Scott R; Chang, Christopher; Starr, Matt

    2012-11-01

    Recent research indicates that the cultural competence training students receive during medical school might not adequately address the issues that arise when caring for patients of different cultures. Because of their unique communication, linguistic, and cultural issues, incorporating deaf people who use sign language into cultural competence education at medical schools might help to bridge this gap in cross-cultural education. The Deaf Strong Hospital (DSH) program at the University of Rochester School of Medicine and Dentistry, started in 1998, exposes first-year medical students to the issues that are relevant to providing effective patient care and to establishing multicultural sensitivity early in their medical education. Because medical students better acquire cross-cultural competence through hands-on experience rather than through lectures, the DSH program, which includes a role-reversal exercise in which medical students play the role of the patients, provides such a model for other medical schools and health care training centers to use in teaching future health care providers how to address the relevant cultural, linguistic, and communication needs of both their deaf patients and their non-English-speaking patients. This article describes the DSH program curriculum, shares findings from both medical students' short-term and long-term postprogram evaluations, and provides a framework for the implementation of a broader cultural and linguistic sensitivity training program specific to working with and improving the quality of health care among deaf people.

  13. Using Simulation to Improve First-Year Pharmacy Students’ Ability to Identify Medication Errors Involving the Top 100 Prescription Medications

    Science.gov (United States)

    Awdishu, Linda; Namba, Jennifer

    2016-01-01

    Objective. To evaluate first-year pharmacy students’ ability to identify medication errors involving the top 100 prescription medications. Design. In the first quarter of a 3-quarter pharmacy self-care course, a didactic lecture on the most common prescribing and dispensing prescription errors was presented to first-year pharmacy students (P1) in preparation for a prescription review simulation done individually and as a group. In the following quarter, they were given a formal prescription review workshop before a second simulation involving individual and group review of a different set of prescriptions. Students were evaluated based on the number of correctly checked prescriptions and a self-assessment of their confidence in reviewing prescriptions. Assessment. All 63 P1 students completed the prescription review simulations. The individual scores did not significantly change, but group scores improved from 79 (16.2%) in the fall quarter to 98.6 (4.7%) in the winter quarter. Students perceived improvement of their prescription checking skills, specifically in their ability to fill a prescription on their own, identify prescribing and dispensing errors, and perform pharmaceutical calculations. Conclusion. A prescription review module consisting of a didactic lecture, workshop and simulation-based methods to teach prescription analysis was successful at improving first year pharmacy students’ knowledge, confidence, and application of these skills. PMID:27402989

  14. The intuitive use of laryngeal airway tools by first year medical students

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    Fries Michael

    2009-09-01

    Full Text Available Abstract Background Providing a secured airway is of paramount importance in cardiopulmonary resuscitation. Although intubating the trachea is yet seen as gold standard, this technique is still reserved to experienced healthcare professionals. Compared to bag-valve facemask ventilation, however, the insertion of a laryngeal mask airway offers the opportunity to ventilate the patient effectively and can also be placed easily by lay responders. Obviously, it might be inserted without detailed background knowledge. The purpose of the study was to investigate the intuitive use of airway devices by first-year medical students as well as the effect of a simple, but well-directed training programme. Retention of skills was re-evaluated six months thereafter. Methods The insertion of a LMA-Classic and a LMA-Fastrach performed by inexperienced medical students was compared in an airway model. The improvement on their performance after a training programme of overall two hours was examined afterwards. Results Prior to any instruction, mean time to correct placement was 55.5 ± 29.6 s for the LMA-Classic and 38.1 ± 24.9 s for the LMA-Fastrach. Following training, time to correct placement decreased significantly with 22.9 ± 13.5 s for the LMA-Classic and 22.9 ± 19.0 s for the LMA-Fastrach, respectively (p Conclusion Untrained laypersons are able to use different airway devices in a manikin and may therefore provide a secured airway even without having any detailed background knowledge about the tool. Minimal theoretical instruction and practical skill training can improve their performance significantly. However, refreshment of knowledge seems justified after six months.

  15. A Model to Predict Student Failure in the First Year of the Undergraduate Medical Curriculum

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    Gerard J.A. Baars

    2017-06-01

    Discussion: The earliest moment with the highest specificity to predict student failure in the first-year curriculum seems to be at 6 months. However, additional factors are needed to improve this prediction or to bring forward the predictive moment.

  16. Attitude of medical and dental first year students towards teaching methods in a medical college of northern India.

    Science.gov (United States)

    Jain, Aditya; Bansal, Ramta; Singh, Kd; Kumar, Avnish

    2014-12-01

    Teaching in most Asian countries is still dominated by teacher-centered classrooms in which students passively receive information from the teacher. Studies have shown that students' inactivity in traditional teacher-centered classes makes them bored that consequently decrease their concentration and learning. To counter these problems active learning methods are being promoted to enhance their interest in studying. This present study was done to explore effective teaching system from a student's perspective. The aim of the study was to examine the attitude of medical and dental first year students towards teaching methods. The study was undertaken at on 150 Medical and Dental first year students. The study was conducted using general questionnaires along with feedback form to know their opinion about different teaching methodology. A 94.67% of the students were unsatisfied with traditional Lecture teaching. 89.33% favoured combination of traditional lectures and active learning techniques, 74.67% students find active learning methods to be interesting, 77.33% found them as attention seekers, 89.33% are motivated for in-depth study and 85.33% students are motivated for independents learning. 100% students agreed that active learning methods provide opportunities of student interaction while 86.67% students are happy with the teacher-student interaction it provides. Audio-visual aids are the most favoured (94.67%) and test questions are most criticized active teaching method. Our study disclosed that the majority of student's positively believe in using different active learning techniques for classroom activities.

  17. Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative.

    Science.gov (United States)

    Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark

    2016-09-01

    Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.

  18. KNOWLEDGE AND AWARENESS REGARDING HIV/AIDS AMONG FIRST YEAR MEDICAL UNDERGRADUATES: A CROSS SECTIONAL STUDY

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    Sharma Panchsheel, Khan Mohammad Shibly

    2015-10-01

    Full Text Available Background: HIV/AIDS affects the most productive age group, the knowledge of which is clouded with many myths and misconceptions. Objective: To determine the knowledge and awareness about various aspects of HIV/AIDS among the students of MBBS first year. Methodology: The students were asked to fill a pre-designed, structured, semi open ended questionnaire. All efforts were made to ensure the originality of the responses. Statistical Analysis: The data collected so, was analysed, tabulated and presented in the forms of percentages and proportions. Appropriate statistical tests applied, wherever applicable. Results: Among the total of 122 respondents, all of them have heard about HIV/AIDS and that it is caused by a virus. About 43.4% students believed that HIV infection means AIDS. The place where HIV testing is done, was known to about 78%. Knowledge about the routes of spread included; through infected injections (100%, through blood transfusion (98%, Unprotected Sexual contact (97.5%, Infected Mother to child (86%. The respondents were aware that it doesn’t spread through touching/hand shaking (99.2%, sharing food (93.4%, using common cups/glasses (89%, used clothes/towels/soap (88.5%. About 80% responded to have discussed about HIV/AIDS ever with anybody, while about 82% considered safe working with a patient of HIV/AIDS. Conclusion: Most of students were aware about the basic knowledge while they also had a misconception which implies that the students should be equipped more, especially since the beginning of their career.

  19. STUDY OF EFFECT OF BMI AND WAIST CIRCUMFERENCE ON BLOOD PRESSURE IN FIRST YEAR MEDICAL STUDENTS

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    Pedada

    2015-03-01

    Full Text Available The present study is undertaken to evaluate any association between BMI, WC and Blood pressure and any tendency to develop prehypertension. The study comprises of 100 medical students of NRI medical college, Sangivalasa near Visakhapatnam. It was carried out ongirl students with age of 17 ye ars. Their BMI, WC and Blood pressure were determined. The examination included measurement of weight, height of the student to determine BMI, measurement of waist circumference, and measurement of blood pressure by sphygmomanometer. In the present study t he results are consistent with early clinical studies reporting that there is elevated systolic and diastolic blood pressure with increasing BMI and waist circumference and there is tendency to develop prehypertension in students with higher BMI. Modificat ion of life style factors should be emphasized.

  20. Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study.

    Science.gov (United States)

    Judd, Terry; Elliott, Kristine

    2017-10-02

    Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed

  1. Exploring First-Year Undergraduate Medical Students' Self-Directed Learning Readiness to Physiology

    Science.gov (United States)

    Abraham, Reem Rachel; Fisher, Murray; Kamath, Asha; Izzati, T. Aizan; Nabila, Saidatul; Atikah, Nik Nur

    2011-01-01

    Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor…

  2. Medical Conditions in the First Years of Life Associated with Future Diagnosis of ASD in Children

    Science.gov (United States)

    Alexeeff, Stacey E.; Yau, Vincent; Qian, Yinge; Davignon, Meghan; Lynch, Frances; Crawford, Phillip; Davis, Robert; Croen, Lisa A.

    2017-01-01

    This study examines medical conditions diagnosed prior to the diagnosis of autism spectrum disorder (ASD). Using a matched case control design with 3911 ASD cases and 38,609 controls, we found that 38 out of 79 medical conditions were associated with increased ASD risk. Developmental delay, mental health, and neurology conditions had the strongest…

  3. Datagram: Applications Versus Acceptances to 1976-77 First-Year Medical School Class

    Science.gov (United States)

    Cuca, Janet Melei

    1977-01-01

    As part of a forthcoming national study of the medical school admissions process, data on the number of applications for admission and acceptances were obtained from the AAMC Medical Student Information System. The data showed an average 8.83 applications per person, the reduction of which might save anxiety, time, effort, and money. (Author/LBH)

  4. Factors affecting choice of specialty among first-year medical students of four universities in different regions of Turkey.

    Science.gov (United States)

    Dikici, Mustafa Fevzi; Yaris, Fusun; Topsever, Pinar; Tuncay Muge, Filiz; Gurel, Fazil Serdar; Cubukcu, Mahcube; Gorpelioglu, Suleyman

    2008-06-01

    To determine the factors affecting medical students' choice of the specialty of family medicine. The study was conducted in the period from 2004-2006 and comprised 770 first-year medical students from Ondokuz Mayis, Karadeniz Technical, Kocaeli, and Adnan Menderes Universities, Turkey. The questionnaire included questions on demographic data and 6 "yes/no" or open-ended questions on students' career aspirations and the specialty of family medicine. The response rate was 93.1% (n=717, 54.7% male). Nearly all students (n=714, 99.6%) showed an intention to specialize after receiving the medical doctor degree. A total of 187 students (26.2%) showed an intention to work in primary care without specialization "for a temporary period" to "gain some experience." Family medicine was the least preferred specialty (n=7, 0.9%). The most important reasons for the choice of specialty were "better financial opportunities" and "prestige" (n=219, 30.5%), followed by "personal development" (n=149, 20.8%), "more benefits for the patient" (n=128, 17.9%), and "wish to work in an urban area" (n=32, 4.5%). The most preferred specialties were cardiology (n=179, 25.0%), pediatrics (n=121, 16.9%), ophthalmology (n=47, 6.6%), physical therapy and rehabilitation (n=34, 4.7%), and obstetrics and gynecology (n=32, 4.5%). Prestige, money, and personal development are important factors in career decision-making among medical students in Turkey. This should be taken into consideration when conducting reforms at the primary level.

  5. Big fish in a big pond: a study of academic self concept in first year medical students.

    Science.gov (United States)

    Jackman, Kirsty; Wilson, Ian G; Seaton, Marjorie; Craven, Rhonda G

    2011-07-27

    Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Research has shown low academic self-concepts to be associated with negative educational outcomes. Social comparison processes have been implicated as fundamental to the BFLPE. Twenty first-year students in an Australian medical school completed a survey that included academic self-concept and social comparison measures, before and after their first written assessments. Focus groups were also conducted with a separate group of students to explore students' perceptions of competence, the medical school environment, and social comparison processes. The quantitative study did not reveal any changes in academic self-concept or self-evaluation. The qualitative study suggested that the attributions that students used when discussing performance were those that have been demonstrated to negatively affect self-concept. Students reported that the environment was slightly competitive and they used social comparison to evaluate their performance. Although the BFLPE was not evident in the quantitative study, results from the qualitative study suggest that the BFLPE might be operating In that students were using attributions that are associated with lower self-concepts, the environment was slightly competitive, and social comparisons were used for evaluation.

  6. Bridging the gap between textbook and maternity patient: a nurse-developed teaching model for first-year medical students.

    Science.gov (United States)

    Cooksey, Nancy Rumsey

    2010-12-01

    Providing more opportunities for first-year medical students to interact with patients in clinical settings is a current discussion topic in medical student education reform. Early clinical experience helps students bridge the gap between textbook and patient while observing patient-centered care, and serves as a first step for students to develop the skills needed to work cooperatively as members of a multidisciplinary health care team. The author developed a model to provide perinatal education to first-year medical students, consistent with the concept of interprofessional education. Primarily first-year medical students participated in the nurse-developed education model, a component of a noncredit extracurricular, student-run perinatal program at a Midwestern university medical center. Students were placed at the bedsides of hospitalized women to provide support and education to them during perinatal procedures, labor, childbirth, and cesarean delivery. A total of 350 students participated over a period of 13 school calendar years. Students remarked that participation in the program reinforced the importance of their concurrent anatomy and physiology classes. They observed interdependence and cooperation among the members of the health care team caring for women, and their evaluations of their experiences at the bedside were highly positive. Women consistently expressed appreciation for the additional individualized attention and education received from our student and nurse team. Nurses can enhance the learning of first-year medical students in the maternity care clinical setting. This nurse-developed education program provided students with a variety of vivid clinical experiences with maternity patients. © 2010, Copyright the Author. Journal compilation © 2010, Wiley Periodicals, Inc.

  7. Comparing gender awareness in Dutch and Swedish first-year medical students - results from a questionnaire

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    Andersson, J.; Verdonk, P.; Johansson, E.E.; Lagro-Janssen, T.; Hamberg, K.

    2012-01-01

    Background: To ascertain good and appropriate healthcare for both women and men implementation of gender perspectives in medical education is needed. For a successful implementation, knowledge about students' attitudes and beliefs about men, women, and gender is crucial. The aim of this study was to

  8. Empathy levels among first year Malaysian medical students: an observational study

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    Williams B

    2014-05-01

    Full Text Available Brett Williams,1 Sivalal Sadasivan,2 Amudha Kadirvelu,2 Alexander Olaussen11Department of Community Emergency Health and Paramedic Practice, Melbourne, Australia; 2Jeffrey Cheah School of Medicine and Health Sciences, Sunway Campus, Selangor, MalaysiaBackground: The literature indicates that medical practitioners experience declining empathy levels in clinical practice. This highlights the need to educate medical students about empathy as an attribute early in the academic curriculum. The objective of this study was to evaluate year one students' self-reported empathy levels following a 2-hour empathy workshop at a large medical school in Malaysia.Methods: Changes in empathy scores were examined using a paired repeated-measures t-test in this prospective before and after study.Results: Analyzing the matched data, there was a statistically significant difference and moderate effect size between mean empathy scores before and 5 weeks after the workshop (112.08±10.67 versus 117.93±13.13, P<0.0001, d=0.48 using the Jefferson Scale Physician Empathy (Student Version.Conclusion: The results of this observational study indicate improved mean self-reported empathy scores following an empathy workshop.Keywords: empathy, medical students, Malaysia

  9. Analysis of Work Assignments After Medical Ethics Workshop for First-Year Residents at Siriraj Hospital

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    Sakda Sathirareuangchai

    2016-11-01

    Full Text Available Background: Upon entering the residency training program, all 1st year residents at Siriraj Hospital must join medical ethics workshop held by the Division of Postgraduate Studies. At the end of the workshop, the residents were given a work assignment to write a clinical ethics situation they have encountered in their past practice. Methods: This study is an analysis of content described in the work assignments in order to gain the information regarding common medical ethics dilemmas, which the physicians faced in the early days of practice. Results: 740 work assignments were reviewed. The 4 most common ethical principle mentioned in these assign- ments were autonomy (144, 19.5%, palliative care (133, 18.0%, beneficence (121, 16.4%, and confidentiality (110, 14.9%. More than half of the situations described were during their internship (474, 64.1% and tended to distributed equally among community hospital (39.1%, university hospital (28.0%, and general hospital (24.3%. Conclusion: This study should raise the awareness of the medical educator towards these medical ethics issues during curriculum planning.

  10. The correlates of stress, coping styles and psychiatric morbidity in the first year of medical education at a Nigerian University.

    Science.gov (United States)

    Yussuf, A D; Issa, B A; Ajiboye, P O; Buhari, O I

    2013-05-01

    This study was prompted by the heightened concerns about the stress inherent in medical education evident from the incessant requests for suspension of studies due to psychological problems. The objectives of the study were to: (i) survey the students for possible psychological problems at admission, and follow them up till exit for possible changes in morbidity, and (ii) ascertain possible risk factors, and coping strategies. This is a preliminary 2-stage cross-sectional report, which is part of a longitudinal survey. It involves first year medical students of the College of Health Sciences of University of Ilorin between March and April, 2011. Questionnaires used included socio demographic, sources of stress, the general health questionnaire-12 (GHQ-12), Maslach's burnout inventory (MBI), and Brief COPE. Data were analysed using SPSS version 15 at 5% significance level. Chi-square, frequency distributions, Pearson's correlation, Odd ratios, and Confidence Intervals were calculated to determine the levels of risk. 79 students returned completed questionnaires. 12 (15.2%) were ghq-12 cases (i.e., scored ≥ 3). Students who had morbidity were 9 times at risk of being stressed consequent upon 'competing with their peers' and 4 times at risk due to 'inadequate learning materials'. Morbidity was significantly more likely to engender use of 'religion', 4 times less likely to engender use of 'positive reframing' with a trend in the use of 'self blame' as coping strategies. Aside from psychosocial/personal issues in this cohort, academic demand was an additional source of psychological problems thereby causing those who had morbidity to utilize 'religion' and 'positive reframing' to cope. There is therefore an apparent need to incorporate the principle of mental health promotion in medical education.

  11. Looking Back to Move Forward: First-Year Medical Students' Meta-Reflections on their Narrative Portfolio Writings.

    Science.gov (United States)

    Cunningham, Hetty; Taylor, Delphine; Desai, Urmi A; Quiah, Samuel C; Kaplan, Benjamin; Fei, Lorraine; Catallozzi, Marina; Richards, Boyd; Balmer, Dorene F; Charon, Rita

    2017-12-19

    The day-to-day rigors of medical education often preclude learners from gaining a longitudinal perspective on who they are becoming. Furthermore, the current focus on competencies, coupled with concerning rates of trainee burnout and a decline in empathy, have fueled the search for pedagogic tools to foster students' reflective capacity. In response, many scholars have looked to the tradition of narrative medicine to foster "reflective spaces" wherein holistic professional identity construction can be supported. This article focuses on the rationale, content, and early analysis of the reflective space created by the narrative medicine-centered portfolio at the Columbia University College of Physicians and Surgeons. In January 2015, the authors investigated learning outcomes derived from students' "Signature Reflections," end-of-semester meta-reflections of their previous portfolio work. The authors analyzed the Signature Reflections of 97 (of 132) first-year medical students using a constant comparative process. This iterative approach allowed researchers to identify themes within students' writings and interpret the data. The authors identified two overarching interpretive themes-recognition and grappling-and six subthemes. Recognition included comments about self-awareness and empathy. Grappling encompassed the subthemes of internal change, dichotomies, wonder and questioning, and anxiety. Based on the authors' analyses, the Signature Reflection seemed to provide a structured framework that encouraged students' reflective capacity and the construction of holistic professional identity. Other medical educators may adopt meta-reflection, within the reflective space of a writing portfolio, to encourage students' acquisition of a longitudinal perspective on who they are becoming and how they are constructing their professional identity.

  12. Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

    OpenAIRE

    Hong, Wei Han; Vadivelu, Jamunarani; Daniel, Esther Gnanamalar Sarojini; Sim, Joong Hiong

    2015-01-01

    Background: Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition.Aim: This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance.Methods: The Metacognitive Skills Inventory compr...

  13. Medical student in the family health strategy on the first years of college: perception of graduates.

    Science.gov (United States)

    Ricardo, Maria Paula Ferreira; Marin, Maria José Sanches; Otani, Marcia Aparecida Padovan; Marin, Marina Sanches

    2014-12-01

    There is a lack of knowledge about the effective value of the experience gained by medical students who participate in the Family Health Strategy (Estratégia Saúde da Família (ESF)) during the early stages of their medical training. This teaching strategy is based on learning by experiencing the problems that exist in real life. This study proposed to understand the value of this teaching strategy from the viewpoint of the students who had participated, after their graduation. The method adopted was a qualitative study conducted through interviews with students who graduated in the years 2009, 2010 and 2011. The data analysis used the hermeneutic dialectic technique as its model. The graduates considered that this experience enabled them to understand the organization and functioning of the health service and the context of the daily life of the users. This experience facilitated the doctor patient relationship, the development of clinical reasoning and the bond with the user. However the students emphasized that a lack of maturity prevented them gaining a higher level of benefit from the experience. Therefore, although the structure of the course is permeated by advances and challenges, it was concluded that this experience contributed to the student's learning of certain essential elements of medical training.

  14. MEDICAL STUDENT IN THE FAMILY HEALTH STRATEGY ON THE FIRST YEARS OF COLLEGE: PERCEPTION OF GRADUATES

    Directory of Open Access Journals (Sweden)

    Maria Paula Ferreira Ricardo

    2014-12-01

    Full Text Available There is a lack of knowledge about the effective value of the experience gained by medical students who participate in the Family Health Strategy (Estratégia Saúde da Família (ESF during the early stages of their medical training. This teaching strategy is based on learning by experiencing the problems that exist in real life. This study proposed to understand the value of this teaching strategy from the viewpoint of the students who had participated, after their graduation. The method adopted was a qualitative study conducted through interviews with students who graduated in the years 2009, 2010 and 2011. The data analysis used the hermeneutic dialectic technique as its model. The graduates considered that this experience enabled them to understand the organization and functioning of the health service and the context of the daily life of the users. This experience facilitated the doctor patient relationship, the development of clinical reasoning and the bond with the user. However the students emphasized that a lack of maturity prevented them gaining a higher level of benefit from the experience. Therefore, although the structure of the course is permeated by advances and challenges, it was concluded that this experience contributed to the student's learning of certain essential elements of medical training.

  15. A Student-Led Introduction to Lesbian, Gay, Bisexual, and Transgender Health for First-Year Medical Students.

    Science.gov (United States)

    Grosz, Andrea M; Gutierrez, Daniel; Lui, Andrea A; Chang, Julia J; Cole-Kelly, Kathy; Ng, Henry

    2017-01-01

    Lesbian, gay, bisexual, and transgender (LGBT) individuals face significant health disparities. This is in part because many physicians are not sensitive to, and/or are underprepared to address, LGBT-specific concerns. To help meet this need, we, a group of second- and fourth-year medical students with faculty oversight, organized a session on LGBT health for first-year medical students. The three second-year and one fourth-year student authors designed a mandatory session for the 167 first-years at Case Western Reserve University School of Medicine in Cleveland, OH. The 2-hour session consisted of a student-delivered presentation, a patient panel, and a small-group session. Students' LGBT health knowledge and confidence in providing care were assessed anonymously before and after the session, and individuals' pre- and post-session assessments were paired using student-generated identifiers. A total of 73 complete, matched pre-/post-session assessments were received. Students' familiarity with LGBT terminology and demographics increased significantly after the session. Students' perceived preparedness and comfort in providing LGBT-specific care significantly improved in most areas as well. Students strongly praised the session, in particular the patient panel. A student-led educational session on LGBT health can effectively improve first-year medical students' LGBT knowledge and confidence to provide care.

  16. The learning styles and the preferred teaching-learning strategies of first year medical students.

    Science.gov (United States)

    Kharb, Poonam; Samanta, Prajna Paramita; Jindal, Manisha; Singh, Vishram

    2013-06-01

    The purpose of teaching is to facilitate learning and to encourage the learners to learn more effectively. The learning style is an individual's consistent way of perceiving, processing and retaining new information. Educational researchers have shown an increasing interest in the learning styles, the related instructional methods and the andrgogical teaching techniques. This interest is spurred by a desire to help the students to become capable and successful learners. The aim of this study was to determine the preferred learning styles of medical students as well as their preferences of specific teaching-learning methods. A cross sectional study was conducted on 100 first semester medical students who were enrolled at SMS & R, Sharda University, India. The VARK questionnaire, version 7.1 was used to categorize the learning preferences/modes as visual (V), auditory (A), read and write (R) and kinaesthetic (K). The students were also asked to rank the various teaching methodologies viz. lectures, tutorials, demonstrations and practicals/dissections from the most preferred choice to the least preferred one. The majority (61%) of the students had multimodal VARK preferences. Among them, 41%, 14% and 6% preferred the bimodal, trimodal and the quadrimodal ways of information presentation. 39% of the respondents had one strong (unimodal) learning preference. The most common unimodal preference was kinaesthetic, followed by visual, auditory and read and write. The most preferred teaching methodology was practical/dissection (39%) and tutorial was the least preferred one (12%). One single approach to teaching does not work for every student or even for most of the students. The educators' awareness of the various learning styles of the students and their efforts towards matching the teaching and learning styles may help in creating an effective learning environment for all the students.

  17. Team-based learning as a teaching strategy for first-year medical students.

    Science.gov (United States)

    Punja, Dhiren; Kalludi, Shivananda N; Pai, Kirtana M; Rao, Raghavendra K; Dhar, Murali

    2014-01-01

    Teaching programmes in medical education are now routinely employing active learning strategies to enhance the learning process and engage students in higher levels of learning. Team-based learning (TBL) is one active learning strategy that builds on individuals' strengths by allowing them to collaborate and work as a team to achieve a common learning objective. The present study aims to evaluate the impact of TBL on student performance. It also aims to assess students' attitudes towards TBL and the feasibility of its incorporation into the course curriculum. From a class of 241 students, 128 who agreed to participate in the study underwent two sessions of TBL each consisting of Individual and Group Readiness Assurance Tests (IRATs and GRATs). The readiness assurance tests each had 13 multiple choice questions (MCQ). To analyse the impact of TBL supplementation, the median sessional MCQ scores of students who underwent TBL supplementation (group 1) were compared with those who did not undergo the session (group 2). Students' experiences with TBL and their attitudes towards incorporation of TBL into the course curriculum were analysed using a feedback questionnaire that was given to students who underwent TBL. Students belonging to the TBL group performed significantly better than the students who did not undergo TBL (pgroup was seven and non-TBL group was six. The overall mean attitude score obtained from feedback questionnaires was 3.57, which indicates a positive attitude towards TBL. The team-based learning session improved student engagement with course content. The majority of the students felt that TBL supplementation enhanced their understanding of course content and believe that it will help them perform better in their exams.

  18. Computer literacy and attitudes towards e-learning among first year medical students.

    Science.gov (United States)

    Link, Thomas Michael; Marz, Richard

    2006-06-19

    At the Medical University of Vienna, most information for students is available only online. In 2005, an e-learning project was initiated and there are plans to introduce a learning management system. In this study, we estimate the level of students' computer skills, the number of students having difficulty with e-learning, and the number of students opposed to e-learning. The study was conducted in an introductory course on computer-based and web-based training (CBT/WBT). Students were asked to fill out a questionnaire online that covered a wide range of relevant attitudes and experiences. While the great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material, a small percentage lacks basic computer skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak gender difference in available computer infrastructure and Internet access. As for student attitudes toward e-learning, we found that age, computer use, and previous exposure to computers are more important than gender. A sizable number of students, 12% of the total, make little or no use of existing e-learning offerings. Many students would benefit from a basic introduction to computers and to the relevant computer-based resources of the university. Given to the wide range of computer skills among students, a single computer course for all students would not be useful nor would it be accepted. Special measures should be taken to prevent students who lack computer skills from being disadvantaged or from developing computer-hostile attitudes.

  19. The impact of self-concept and college involvement on the first-year success of medical students in China.

    Science.gov (United States)

    Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan

    2015-03-01

    Students' first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students' first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a psychological perspective to synthetically explore the causal relationship of specific types of self-concept and college involvement with academic success of medical students. A longitudinal study was conducted using 519 matriculates at a medical university in mainland China. We conducted the Cooperative Institutional Research Program freshmen survey and the Your First College Year survey to collect data of the pre-college and college academic and social self-concept, college involvement components, and some input characteristics. The academic success was measured by the first-year grade point average. A pathway analysis was conducted and showed the following results. Having high academic self-concept, being engaged in class and putting effort in homework or study directly contributes to increasing college achievement. Students' pre-college achievement and self-concept, faculty interaction, and homework involvement positively affected students' college academic self-concept development, which indirectly improved average grade point. These findings contribute to our understanding of a student's ability to interact with his or her collegiate environment and to experience academic success.

  20. The effectiveness of self-directed learning (SDL) for teaching physiology to first-year medical students.

    Science.gov (United States)

    Pai, Kirtana M; Rao, K Raghavendra; Punja, Dhiren; Kamath, Asha

    2014-01-01

    Self-directed learning (SDL) has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. The primary aim was to find out if there was any benefit of supplementing self-directed learning activity with a traditional lecture on two different topics in physiology for first-year medical students. Two batches of first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) (Batch A and Batch B) comprising 125 students each, received an SDL session on Morphological classification of anaemia. The students belonging to Batch A received a one-hour lecture on the same topic three days prior to the SDL session. The students were given a 10 multiple choice questions (MCQ) test for a maximum of 10 marks immediately following the SDL session. The next topic, Conducting system of the heart, disorders and conduction blocks was taught to both batches in traditional lecture format. This was followed by an SDL session on the same topic for Batch A only. The students were evaluated with a MCQ test for a maximum of 10 marks. The mean test scores on the first topic were 4.38±2.06 (n=119) and 4.17±1.71 (n=118) for Batch A and Batch B, respectively. The mean test scores on the second topic were 5.4± 1.54 (n=112) and 5.15±1.37 (n=107) for Batch A and Batch B, respectively. There was no significant difference between the groups. For first-year medical students, SDL is an effective teaching strategy for learning physiology. However, no additional benefit is gained by supplementing SDL with a lecture to facilitate learning physiology.

  1. Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning (TBL) Strategy in Anatomy.

    Science.gov (United States)

    Inuwa, Ibrahim M

    2012-08-01

    Although team-based learning (TBL) is widely used in medical education, its evaluation from the perspectives of the students exposed to it has been limited. This paper reports on a quantitative and qualitative evaluation of perceptions of first year medical students towards TBL. Lectures in an anatomy course were transformed into a series of TBL sessions for two cohorts of first-year medical students. Each session consisted of pre-class reading, in-class readiness assurance tests, and problem-solving of clinical cases by student teams. At the end of each course, students were surveyed using qualitative and quantitative instruments to assess their perceptions of the strategy. Internal consistency of questionnaire items was determined by a reliability analysis (Cronbach's alpha). Principal component factor analysis and correspondence analysis were conducted on the quantitative data. Open-ended questions were explored by thematic analysis. Students' evaluations indicated that TBL is a welcome alternative to lecture-based teaching; as implemented in this study, it encouraged clinical problem solving and fruitful in-class discussion. Principal component factor analysis identified five factors (Cronbach's alpha 0.602-0.875). However, the majority of students disapproved of mixed gender TBL teams. Most students agreed that the strategy facilitated consistency in their study, generated an increased awareness about self-directed learning, and had a positive impact on their learning attitudes. TBL is a welcome instructional strategy as reported by our first-year medical students. It was perceived to be a better approach compared to content-based lectures. The effect on actual student performance is currently being investigated.

  2. Basic life support skills training in a first year medical curriculum: six years' experience with two cognitive-constructivist designs.

    Science.gov (United States)

    Durak, Halil Ibrahim; Certuğ, Agah; Calişkan, Ayhan; van Dalen, Jan

    2006-03-01

    Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion.

  3. Abortion, contraceptive use, and adolescent pregnancy among first-year medical students at a major public university in Mexico City.

    Science.gov (United States)

    Ortiz-Ortega, Adriana; De La Torre, Guadalupe García; Galván, Fernando; Cravioto, Patricia; Paz, Francisco; Díaz-Olavarrieta, Claudia; Ellertson, Charlotte; Cravioto, Alejandro

    2003-08-01

    If properly trained, medical students could become future opinion leaders in health policy and could help the public to understand the consequences of unwanted pregnancies and of abortions. The objective of this study was to analyze the frequency of unwanted pregnancies and induced abortions that had occurred among women who were first-year medical students at a major public university in Mexico City and to compare the experiences of those women with the experiences of the general population of Mexican females aged 15 to 24. In 1998 we administered a cross-sectional survey to all the first-year medical students at the National Autonomous University of Mexico, which is the largest university in Latin America. For this study we analyzed 549 surveys completed by female students. Out of the 549 women, 120 of them (22%) had been sexually active at some point. Among those 120 sexually active students, 100 of them (83%) had used a contraceptive method at some time, and 19 of the 120 (16%) had been pregnant. Of those 19 women who had been pregnant, 10 of them had had an illegal induced abortion (in Mexico, abortions are illegal except under a small number of extenuating circumstances). The reported abortion rate among the female medical students, 2%, was very low in comparison with the 11% rate for women of similar ages in the Mexican general population. The lower incidence of abortion among the female medical students indicates that when young Mexican women have access to medical information and are highly motivated to avoid unintended pregnancy and abortion, they can do so.

  4. Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.

    Science.gov (United States)

    Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed

    2016-12-01

    Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL. Copyright © 2016 the American Physiological Society.

  5. A Comparison of the Mental Health and Well-Being of Sexual Minority and Heterosexual First-Year Medical Students: A Report From the Medical Student CHANGE Study.

    Science.gov (United States)

    Przedworski, Julia M; Dovidio, John F; Hardeman, Rachel R; Phelan, Sean M; Burke, Sara E; Ruben, Mollie A; Perry, Sylvia P; Burgess, Diana J; Nelson, David B; Yeazel, Mark W; Knudsen, John M; van Ryn, Michelle

    2015-05-01

    Research is lacking on psychological distress and disorder among sexual minority medical students (students who identify as nonheterosexual). If left unaddressed, distress may result in academic and professional difficulties and undermine workforce diversity goals. The authors compared depression, anxiety, and self-rated health among sexual minority and heterosexual medical students. This study included 4,673 first-year students who self-reported sexual orientation in the fall 2010 baseline survey of the Medical Student Cognitive Habits and Growth Evaluation Study, a national longitudinal cohort study. The authors used items from published scales to measure depression, anxiety, self-rated health, and social stressors. They conducted bivariate and multivariate analyses to estimate the association between sexual identity and depression, anxiety, and self-rated health. Of 4,673 students, 232 (5.0%) identified as a sexual minority. Compared with heterosexual students, after adjusting for relevant covariates, sexual minority students had greater risk of depressive symptoms (adjusted relative risk [ARR] = 1.59 [95% confidence interval, 1.24-2.04]), anxiety symptoms (ARR = 1.64 [1.08-2.49]), and low self-rated health (ARR = 1.77 [1.15-2.60]). Sexual minority students were more likely to report social stressors, including harassment (22.7% versus 12.7%, P mental and self-reported health measures. First-year sexual minority students experience significantly greater risk of depression, anxiety, and low self-rated health than heterosexual students. Targeted interventions are needed to improve mental health and well-being.

  6. A Gram Stain Hands-On Workshop Enhances First Year Medical Students' Technique Competency in Comprehension and Memorization.

    Science.gov (United States)

    Delfiner, Matthew S; Martinez, Luis R; Pavia, Charles S

    2016-01-01

    Laboratory diagnostic tests have an essential role in patient care, and the increasing number of medical and health professions schools focusing on teaching laboratory medicine to pre-clinical students reflects this importance. However, data validating the pedagogical methods that best influence students' comprehension and interpretation of diagnostic tests have not been well described. The Gram stain is a simple yet significant and frequently used diagnostic test in the clinical setting that helps classify bacteria into two major groups, Gram positive and negative, based on their cell wall structure. We used this technique to assess which educational strategies may improve students' learning and competency in medical diagnostic techniques. Hence, in this randomized controlled study, we compared the effectiveness of several educational strategies (e.g. workshop, discussion, or lecture) in first year medical students' competency in comprehension and interpretation of the Gram stain procedure. We demonstrated that a hands-on practical workshop significantly enhances students' competency in memorization and overall comprehension of the technique. Interestingly, most students irrespective of their cohort showed difficulty in answering Gram stain-related analytical questions, suggesting that more emphasis should be allocated by the instructors to clearly explain the interpretation of the diagnostic test results to students in medical and health professional schools. This proof of principle study highlights the need of practical experiences on laboratory medical techniques during pre-clinical training to facilitate future medical doctors' and healthcare professionals' basic understanding and competency in diagnostic testing for better patient care.

  7. A Gram Stain Hands-On Workshop Enhances First Year Medical Students' Technique Competency in Comprehension and Memorization.

    Directory of Open Access Journals (Sweden)

    Matthew S Delfiner

    Full Text Available Laboratory diagnostic tests have an essential role in patient care, and the increasing number of medical and health professions schools focusing on teaching laboratory medicine to pre-clinical students reflects this importance. However, data validating the pedagogical methods that best influence students' comprehension and interpretation of diagnostic tests have not been well described. The Gram stain is a simple yet significant and frequently used diagnostic test in the clinical setting that helps classify bacteria into two major groups, Gram positive and negative, based on their cell wall structure.We used this technique to assess which educational strategies may improve students' learning and competency in medical diagnostic techniques. Hence, in this randomized controlled study, we compared the effectiveness of several educational strategies (e.g. workshop, discussion, or lecture in first year medical students' competency in comprehension and interpretation of the Gram stain procedure. We demonstrated that a hands-on practical workshop significantly enhances students' competency in memorization and overall comprehension of the technique. Interestingly, most students irrespective of their cohort showed difficulty in answering Gram stain-related analytical questions, suggesting that more emphasis should be allocated by the instructors to clearly explain the interpretation of the diagnostic test results to students in medical and health professional schools.This proof of principle study highlights the need of practical experiences on laboratory medical techniques during pre-clinical training to facilitate future medical doctors' and healthcare professionals' basic understanding and competency in diagnostic testing for better patient care.

  8. Including sustainability issues in nurse education: A comparative study of first year student nurses' attitudes in four European countries.

    Science.gov (United States)

    Richardson, Janet; Heidenreich, Thomas; Álvarez-Nieto, Carmen; Fasseur, Fabienne; Grose, Jane; Huss, Norma; Huynen, Maud; López-Medina, Isabel M; Schweizer, Angélick

    2016-02-01

    Education in sustainable development is a goal recognised by a large number of countries and a vital concept in healthcare. It is therefore important that nurse education incorporates elements of sustainable development into nursing education curricula. However, there is limited research on student nurses' attitudes towards sustainability and no comparison of attitudes towards sustainability and its inclusion in the nursing curriculum across Europe. This project aims to assess student nurses' attitudes towards sustainability, its relevance to nursing and its inclusion in the nursing curricula. 1. To assess base-line attitudes at the start of nursing and midwifery training; 2. To compare sustainability awareness between students participating in training in a number of European universities. A comparative survey design using the Sustainability Attitudes in Nursing Survey (SANS_2) questionnaire. Nursing classes of Universities and Nursing Schools in four European countries were investigated using a questionnaire consisting of five sustainability-related items. 916 nursing students (UK: 450, Germany: 196, Spain: 124, Switzerland: 146). Standard descriptive and inferential statistical methods were used to establish psychometric quality (Principal Components Analysis, Cronbach's alpha, Pearson correlations) and compare student nurses from the four countries. The reliability of SANS_2 was good (Cronbach's alpha=.82) and the five items loaded on a single factor which explained 58% of variance. ANOVA of the SANS_2 total score showed significant differences between countries with German nursing students showing more sustainability awareness than students from the UK and Spain. SANS_2 is a reliable instrument to assess nursing students' sustainability awareness; there are significant differences in sustainability awareness of students of different European countries. Limitations of the study include non-random sampling, possible method effects and social desirability effects

  9. Experiencing aging or demystifying myths? - impact of different "geriatrics and gerontology" teaching strategies in first year medical students.

    Science.gov (United States)

    Lucchetti, Alessandra Lamas Granero; Lucchetti, Giancarlo; de Oliveira, Isabella Noceli; Moreira-Almeida, Alexander; da Silva Ezequiel, Oscarina

    2017-02-08

    With the aging of the population comes a greater need for geriatric and gerontology teaching. However, there is currently a dearth of investigations on the impact of different educational methodologies for teaching in this area early in medical courses. The present study aims to determine the impact of two educational strategies on the topic "Geriatrics and Gerontology" ("experiencing aging" and "myths of aging") as compared to a control group (no intervention) on the attitudes, empathy and knowledge of first year medical students. An intervention-based study in education was conducted at the beginning of the first year of a medical course. Students submitted to educational strategies were compared against students with no intervention. The two strategies were: "Experiencing Aging" - also known as the "aging game" (simulation of the disabilities and physiological changes of aging), and "Myths of Aging" - a knowledge discussion based on a "quiz show", questioning common myths about aging. All students were assessed on their attitudes towards older persons (Maxwell-Sullivan, UCLA attitudes), empathy (Maxwell-Sullivan), knowledge on facts and positive view about aging (Palmore), and cognitive knowledge. Data were analysed using Student's t, Chi-squared or ANOVA tests. A total of 230 students were assessed. The "experiencing aging" intervention was associated with improvement in empathy but worsening of attitude. The "myths of aging" intervention was associated with an improved attitude overall and positive view about aging but with no change in empathy towards older persons. Educational strategies can influence the attitudes and empathy of students, leading to different outcomes. These data highlight the importance of assessing the outcomes of educational strategies in medical teaching to ascertain in what manner (how), situations (when) and settings (where) these activities should be introduced.

  10. Peer-led Stress Prevention Seminars in the First Year of Medical School--A Project Report.

    Science.gov (United States)

    Bugaj, Till Johannes; Mücksch, Christine; Schmid, Carolin; Junne, Florian; Erschens, Rebecca; Herzog, Wolfgang; Nikendei, Christoph

    2016-01-01

    From the beginning of the first year of medical studies, increased psychological stress and elevated burnout prevalence rates can be registered compared to sample populations. Characterized by learning "on an equal footing", the principle of peer-assisted learning (PAL) is widely used in medical education. This report aims to showcase the development and evaluation of peer-led stress prevention seminars for first year medical students after one year of implementation. With each of the three sessions lasting 90 min., the stress prevention seminars took place in small groups (6-10 students) in the period from November 2013 to January 2014 and from November 2014 to December 2014 at the Medical Faculty of Heidelberg. Led by trained peers, the seminar content ranged from psycho-educational elements, i.e. time management strategy development and test anxiety assistance, to relaxation techniques. All seminar sessions were evaluated via questionnaire. All questions were answered on a Likert scale ranging from 1 to 7 (1=strongly agree; 7=strongly disagree). 75 students consented to participate in seminars (65% female; aged 20.5±3.3 years). The series of seminars was averagely given the school grade of 1.2±0.4 (1=very good to 6=unsatisfactory) in WS 2013/14 and 1.5±0.5 in the following year and the peer tutors' competence was evaluated as very high (1.4 to 1.5 approval rate on the Likert scale). The seminar sessions' importance to the students is underlined by their very positive evaluations. This offer seems to have benefited students especially during the demanding transitional phase at the start of their studies. Both the implementation of the preventive measure at an early stage as well as the use of PAL seem to have proven effective. PAL seems to be effective in the field of stress prevention. However, specific efficacy studies are still lacking.

  11. Effect of body mass index on physical self concept, cognition & academic performance of first year medical students.

    Science.gov (United States)

    Agarwal, Shivani; Bhalla, Payal; Kaur, Simran; Babbar, Rashmi

    2013-10-01

    The relationship between obesity and self perception, particularly in children and young adults has important implications for physical and psychosocial health and well-being. A better understanding of this relationship could help target psychology services and public health strategies more effectively. The aim of the present study was to assess the effect of body mass index (BMI) on physical self concept and cognition of the first year medical undergraduate students in a medical college in north India. The relationship between physical self concept and academic performance and presence of any gender differences were also examined. The study was carried out on 18-21 yr old first year M.B.B.S. students of Maulana Azad Medical College, New Delhi, India. Physical self concept was assessed using short version of Physical Self Description Questionnaire (PSDQ-S) which is a psychometrically strong instrument for measuring multiple dimensions of physical self-concept. Cognition was assessed by P300 evoked potentials and academic performance was evaluated on the basis of marks obtained in anatomy, physiology and biochemistry subjects. There was no association between BMI and physical self-concept or between BMI and cognition. Gender differences on physical self-concept were also insignificant. No correlation was seen between physical self-concept and academic performance. The present results suggest that negative consequences of high body mass index on physical self-concept and cognition are not seen in young adults. It may be that academic achievement nullifies the effect on physical self-concept and the effect on cognition accumulates as the age progresses, therefore, appears later in life.

  12. Empathy without borders? Cross-cultural heart and mind-reading in first-year medical students.

    Science.gov (United States)

    Dehning, Sandra; Gasperi, Sarah; Tesfaye, Markos; Girma, Eshetu; Meyer, Sebastian; Krahl, Wolfgang; Riedel, Michael; Möller, Hans-Jürgen; Müller, Norbert; Siebeck, Matthias

    2013-07-01

    This cross-cultural study was designed to examine cultural differences in empathy levels of first-year medical students. A total of 257 students from the academic year 2010/11, 131 at Jimma University, Ethiopia, and 126 at the Ludwig Maximilian University, Munich, Germany, completed the Balanced Emotional Empathy Scale (BEES), the Reading the Mind in the Eyes (RME-R) test, and a questionnaire on sociodemographic and cultural characteristics. Furthermore, we conducted a qualitative analysis of the students' personal views on the definition of empathy and possible influencing factors. Group comparisons and correlation analyses of empathy scores were performed for the entire cohort and for the Jimma and Munich students separately. We used a regression tree analysis to identify factors influencing the BEES. The male students in Jimma (39.1 ± 22.3) scored significantly higher in the BEES than those male students from Munich (27.2 ± 22.6; p = 0.0002). There was no significant difference between the female groups. We found a moderate, positive correlation between the BEES and RME-R test, i.e. between emotional and cognitive empathy, within each university. Nevertheless, the RME-R test, which shows only Caucasian eyes, appears not to be suitable for use in other cultures. The main findings of our study were the influence of culture, religion, specialization choice, and gender on emotional empathy (assessed with the BEES) and cognitive empathy (assessed with the RME-R test) in first-year medical students. Further research is required into the nature of empathy in worldwide medical curricula.

  13. Psychological Health of First-Year Health Professional Students in a Medical University in the United Arab Emirates

    Directory of Open Access Journals (Sweden)

    Kadayam G Gomathi

    2012-05-01

    Full Text Available Objectives: The aim of this study was to assess the psychological health of first-year health professional students and to study sources of student stress. Methods: All first-year students (N = 125 of the Gulf Medical University (GMU in Ajman, United Arab Emirates (UAE, were invited to participate in a voluntary, anonymous, self-administered, questionnaire-based survey in January 2011. Psychological health was assessed using the 12-item General Health Questionnaire. A 24-item questionnaire, with items related to academic, psychosocial and health domains was used to identify sources of stress. Pearson’s chi-squared test and the Mann-Whitney U-test were used for testing the association between psychological morbidity and sources of stress. Results: A total of 112 students (89.6% completed the survey and the overall prevalence of psychological morbidity was found to be 33.6%. The main academic-related sources of stress were ‘frequency of exams’, ‘academic workload’, and ‘time management’. Major psychosocial stressors were ‘worries regarding future’, ‘high parental expectations’, ‘anxiety’, and ‘dealing with members of the opposite sex’. Health-related issues were ‘irregular eating habits’, ‘lack of exercise’, and ‘sleep-related problems’. Psychological morbidity was not significantly associated with any of the demographic factors studied. However, total stress scores and academics-related domain scores were significantly associated with psychological morbidity. Conclusion: Psychological morbidity was seen in one in three first-year students attending GMU. While worries regarding the future and parental expectations were sources of stress for many students, psychological morbidity was found to be significantly associated with only the total stress and the academic-related domain scores.

  14. Psychological health of first-year health professional students in a medical university in the United arab emirates.

    Science.gov (United States)

    Gomathi, Kadayam G; Ahmed, Soofia; Sreedharan, Jayadevan

    2012-05-01

    The aim of this study was to assess the psychological health of first-year health professional students and to study sources of student stress. All first-year students (N = 125) of the Gulf Medical University (GMU) in Ajman, United Arab Emirates (UAE), were invited to participate in a voluntary, anonymous, self-administered, questionnaire-based survey in January 2011. Psychological health was assessed using the 12-item General Health Questionnaire. A 24-item questionnaire, with items related to academic, psychosocial and health domains was used to identify sources of stress. Pearson's chi-squared test and the Mann-Whitney U-test were used for testing the association between psychological morbidity and sources of stress. A total of 112 students (89.6%) completed the survey and the overall prevalence of psychological morbidity was found to be 33.6%. The main academic-related sources of stress were 'frequency of exams', 'academic workload', and 'time management'. Major psychosocial stressors were 'worries regarding future', 'high parental expectations', 'anxiety', and 'dealing with members of the opposite sex'. Health-related issues were 'irregular eating habits', 'lack of exercise', and 'sleep-related problems'. Psychological morbidity was not significantly associated with any of the demographic factors studied. However, total stress scores and academics-related domain scores were significantly associated with psychological morbidity. Psychological morbidity was seen in one in three first-year students attending GMU. While worries regarding the future and parental expectations were sources of stress for many students, psychological morbidity was found to be significantly associated with only the total stress and the academic-related domain scores.

  15. Enhancement of anatomical learning and developing clinical competence of first-year medical and allied health profession students.

    Science.gov (United States)

    Keim Janssen, Sarah A; VanderMeulen, Stephane P; Shostrom, Valerie K; Lomneth, Carol S

    2014-01-01

    Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession students. This study integrated teaching the Lachman test into a first-year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First-year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands-on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post-test and survey. Students with hands-on training performed significantly better than students with lecture-only training in completing the checklist, a post-test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands-on training compared to students receiving lecture-only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands-on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. © 2013 American Association of Anatomists.

  16. Gender correlation of stress levels and sources of stress among first year students in a medical college.

    Science.gov (United States)

    Saxena, Yogesh; Shrivastava, Abha; Singhi, Priyanka

    2014-01-01

    Medical courses in India are very demanding for the students thus making career in medical education very stressful. The study was designed to determine the prevalence of stress levels in 100 first year medical students and to explore the sources of stress & it's relationship across the male and female students. Demographic information and Qualitative data from investigator tailored Medical Student Stress Questionnaire (MSSQ) by self rating under supervision of investigators were subjected to a thematic analysis. Stress perceived was more in males students (82.2%) as compared to females (61.8%) and their MSSQ index score was significantly different (U=985; P=0.02). Moderate to high academic stress was present among 79% of students more so in males with the academic domain score significantly different from that of females (U=883; P=0.007). Females perceived more stress in inter personal domain (12.7%) with the score significantly different from males (U=953.5; P=0.02). Group and Teaching stress was equally present in males and females.

  17. Implementing a nurse-shadowing program for first-year medical students to improve interprofessional collaborations on health care teams.

    Science.gov (United States)

    Jain, Anuja; Luo, Eva; Yang, Jun; Purkiss, Joel; White, Casey

    2012-09-01

    Although physicians and nurses play critical roles in providing team-based collaborative care, the literature on current relationships between physicians and nurses in typical health care settings reveals troublesome characteristics that affect the quality of the patient care that they provide. Studies report communication failures, poor coordination, and fragmented care within and across organizations, which then have been associated with medication errors, patient safety issues, and patient deaths. Because the physician-nurse relationship is a critical component of a high-functioning patient care team, curricular interventions are needed to improve communication between physicians and nurses and to avoid professional conflict that can potentially compromise the quality of the patient care they offer.Currently, medical schools provide students with limited education and training on the roles of other health care professionals. In 2009, to begin addressing this need in the curriculum, the authors implemented a nurse-shadowing program at the University of Michigan Medical School. They set out to help first-year medical students learn more about the role of nurses in health care to positively influence their attitudes toward nurses and improve their understanding of nurses' roles in health care teams. Pre- and postprogram survey results revealed that medical students' attitudes toward nurses improved and their knowledge of the profession increased as a result of this intervention. In this article, the authors provide a description of the half-day program, evidence of its effectiveness, the implications of those findings, and future directions for teaching medical students about effectively working on interprofessional teams.

  18. Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran.

    Science.gov (United States)

    Peyman, Hadi; Sadeghifar, Jamil; Khajavikhan, Javaher; Yasemi, Masood; Rasool, Mohammad; Yaghoubi, Yasemi Monireh; Nahal, Monireh Mohammad Hassan; Karim, Hemati

    2014-08-01

    Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately. The present study aimed to assess the diversity of learning styles amongst medical students of a medical sciences university which was located west of Iran, in 2010. A cross-sectional study which employed VARK learning style's questionnaire was done on 141 first year medical sciences students at Ilam University of Medical Sciences in 2010. Data was collected with use of VARK questionnaire. The validity of the questionnaire was assessed on basis of experts' views and its reliability was calculated by using Cronbach's alpha coefficients (α=0.86). Data were analysed by using SPSS software and Chi-square test. Overall, 41.6% of the samples preferred to use a single learning style (Uni-modal). Of these, 17.7% preferred the Aural style, 17% preferred Reading and Writing, 6.4% preferred Kinesthetic style and 0.7% preferred Visual styles. Among the rest of the 82 students who preferred more than one style (multimodal), 17% chose two modes (bimodal), 13.5% chose three modes (tri-modal), and 27.6% chose four modes (quad-modal). There was a significant difference between educational levels and majors on one hand and choice of quad modal of VARK styles on the other hand (p=0.008). A significant association was also found between participants' genders and selection of visual and reading/writing styles (p=0.03). The preferred learning styles of medical students in the present study were aural and reading/writing. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve educational goals.

  19. E-learning for students in their first year: a French experimentation at the medical school of Grenoble.

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    Renard, Jean-Marie; Pagonis, Daniel; Vuillez, Jean-Philippe; Romanet, Jean-Paul; Sele, Bernard

    2007-01-01

    A local study carried out in the Medical School of Grenoble shows that teaching in the first year in medicine studies satisfies neither the students, nor the teachers. The Faculty of Medicine of Grenoble decided to set up a reform in order to offer a high quality education. This reform leads to a complete reorganization of the curriculum and to the intensive use of new information and communication technologies of information, in particular, the use of multimedia documents. The communication and information technologies team of the Faculty of Medicine of Grenoble carried out an innovating and daring reform to start at the academic year 2006-2007. The new course is built on three activities: self learning on multi-media resources, meetings with teachers for questions-answers sessions and tutorials animated by older students. This article reports the first results for this successful project. In the academic year 2006-2007, are concerned 1290 students, 40 teachers and 8 disciplines.

  20. Community of learners: charting learning in first year graduate entry medical students during problem-based learning (PBL) study.

    Science.gov (United States)

    Orsmond, Paul; Zvauya, R

    2015-05-01

    This study considers social learning practices within and outside the overt curriculum. A thematic approach was used to analyse data from six focus group interviews with 11 graduate entry medical students from a UK university over a year of study. The results indicate that: (1) during their first year of study students form a community of learning practice, (2) this community of practice influences learning inside and outside the overt curriculum, (3) there is a changing community profile over the year of practice, (4) the students' engagement in problem-based learning (PBL) as part of their overt curriculum strongly influences the development of a community of practice and hence learning both inside and outside the overt curriculum. Findings are discussed in terms of Wenger's community of practice framework, the role of distributed cognition and social learning. It is concluded that PBL is an effective approach for academics to enrich students' social learning practices.

  1. Differences in blood pressure measurements in the forearm and upper arm of obese otherwise healthy first year medical students

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    Suganthi V, Navin Rajaratnam, Suzanne Maria D’cruz

    2014-07-01

    Full Text Available Background: The prevalence of obesity is increasing in Indian youth and obesity is associated with complications like systemic hypertension. Often, due to the non-availability of appropriate sized cuffs, standard cuff bladders are used to measure blood pressure in the forearms of obese young adults. Aim: To compare the upper arm arterial blood pressure measured using an appropriate cuff with the forearm arterial blood pressure measured using a standard cuff and conventional sphygmomanometry in obese otherwise healthy first year medical students. Materials and Methods: Blood pressure was measured in 27 obese otherwise healthy first year medical students after five minutes of rest using a mercury sphygmomanometer with the subjects seated and the arm and forearm at heart level, using an appropriate sized cuff for the upper arm according to American Heart Association standards and a standard cuff for the fore arm. Results: A statistically significant difference in both systolic [t-test (paired = -6.921; df = 26; sig = .000 (2- tailed] and diastolic blood pressure [t-test (paired = -8.508; df = 26; sig = .000 (2- tailed] was found, with the blood pressure readings being higher in the forearm. The correlations between upper arm and forearm systolic and diastolic blood pressure were 0.785 (p = .000 and 0.870 (p = .000. Conclusion: Both systolic and diastolic blood pressure measurements were significantly higher in the forearm. Further studies with larger sample size should be conducted to confirm that forearm blood pressure measurements using standard cuff bladders cannot be considered equal to upper arm measurements made using an appropriate sized cuff in all young obese individuals

  2. Does Ultrasound-Enhanced Instruction of Musculoskeletal Anatomy Improve Physical Examination Skills of First-Year Medical Students?

    Science.gov (United States)

    Walrod, Bryant J; Schroeder, Allison; Conroy, Mark J; Boucher, Laura C; Bockbrader, Marcia; Way, David P; McCamey, Kendra L; Hartz, Clinton A; Jonesco, Michael A; Bahner, David P

    2018-01-01

    Ultrasound imaging is commonly used to teach basic anatomy to medical students. The purpose of this study was to determine whether learning musculoskeletal anatomy with ultrasound improved performance on medical students' musculoskeletal physical examination skills. Twenty-seven first-year medical students were randomly assigned to 1 of 2 instructional groups: either shoulder or knee. Both groups received a lecture followed by hands-on ultrasound scanning on live human models of the assigned joint. After instruction, students were assessed on their ability to accurately palpate 4 anatomic landmarks: the acromioclavicular joint, the proximal long-head biceps tendon, and the medial and lateral joint lines of the knee. Performance scores were based on both accuracy and time. A total physical examination performance score was derived for each joint. Scores for instructional groups were compared by a 2-way analysis of variance with 1 repeated measure. Significant findings were further analyzed with post hoc tests. All students performed significantly better on the knee examination, irrespective of instructional group (F = 14.9; df = 1.25; P = .001). Moreover, the shoulder instruction group performed significantly better than the knee group on the overall assessment (t = -3.0; df = 25; P physical examination of soft tissue landmarks. © 2017 by the American Institute of Ultrasound in Medicine.

  3. Peer-led Stress Prevention Seminars in the First Year of Medical School – A Project Report

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    Bugaj, Till Johannes

    2016-02-01

    Full Text Available Introduction: From the beginning of the first year of medical studies, increased psychological stress and elevated burnout prevalence rates can be registered compared to sample populations. Characterized by learning “on an equal footing”, the principle of peer-assisted learning (PAL is widely used in medical education. This report aims to showcase the development and evaluation of peer-led stress prevention seminars for first year medical students after one year of implementation.Project description: With each of the three sessions lasting 90 min., the stress prevention seminars took place in small groups (6-10 students in the period from November 2013 to January 2014 and from November 2014 to December 2014 at the Medical Faculty of Heidelberg. Led by trained peers, the seminar content ranged from psycho-educational elements, i.e. time management strategy development and test anxiety assistance, to relaxation techniques. All seminar sessions were evaluated via questionnaire. All questions were answered on a Likert scale ranging from 1 to 7 (1=strongly agree; 7=strongly disagree.Results: 75 students consented to participate in seminars (65% female; aged 20.5±3.3 years. The series of seminars was averagely given the school grade of 1.2±0.4 (1=very good to 6=unsatisfactory in WS 2013/14 and 1.5±0.5 in the following year and the peer tutors’ competence was evaluated as very high (1.4 to 1.5 approval rate on the Likert scale.Discussion: The seminar sessions’ importance to the students is underlined by their very positive evaluations. This offer seems to have benefited students especially during the demanding transitional phase at the start of their studies. Both the implementation of the preventive measure at an early stage as well as the use of PAL seem to have proven effective.Conclusion: PAL seems to be effective in the field of stress prevention. However, specific efficacy studies are still lacking.

  4. Impact of case-based radiology education on first-year medical students knowledge, perceptions, and interests in the field of radiology

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    Aaron Rohr

    2017-02-01

    Full Text Available Medical training institutions utilize a variety of approaches to present specialty educational material such as radiology. Typically, this material is introduced during the latter years of medical school and includes interactive modules, individual contexts, and case-based learning. This is a quasi-experimental study designed to evaluate the effectiveness of case-based radiology education presented to first-year medical students. Pre- and post-surveys were administered to measure changes in knowledge, perceptions of, and career interest in radiology. The results suggest that the use of case-based learning may improve medical students’ perceived knowledge of radiology and perceived importance of radiologists in the patient care process.

  5. Emotional Condition and Physical Activity of First-year Female Students at Medical College During the Academic Year

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    Nataliia Semenova

    2017-06-01

    Full Text Available The objective isto establish emotional state changes among female students during the academic year regarding available physical activity. Material & methods: the study involved 65 first year femalestudents of medical college at Danylo Halytskyi Lviv National Medical University.  To achieve the tasks set the study relied on the following methods: analysis and synthesis of scientific and technical literature, pedagogical observation, methods of mathematical statistics (t-Student test for independent samples, SAN method. Results: no reliable differences found when comparing indicators of activity and mood at the beginning and end of the academic year. The obtained results of the survey indicate medium and high evaluationof SAN categories at low levels of physical activity. Conclusions: state of health, activity and mood levelswere rated with middle and high scoresbyfemale students. SAN evaluation dynamics has been lowering during the academic year, and the activity level of female students was significantly lower than that ofstate of health as well as mood. The resulting index of activity level as emotional characteristic largely reflects low physical activity of female students.

  6. Progress Testing for Medical Students at the University of Auckland: Results from the First Year of Assessments

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    Steven Lillis

    2014-01-01

    Full Text Available Background Progress testing is a method of assessing longitudinal progress of students using a single best answer format pitched at the standard of a newly graduated doctor. Aim To evaluate the results of the first year of summative progress testing at the University of Auckland for Years 2 and 4 in 2013. SUBJECTS: Two cohorts of medical students from Years 2 and 4 of the Medical Program. Methods A survey was administered to all involved students. Open text feedback was also sought. Psychometric data were collected on test performance, and indices of reliability and validity were calculated. Results The three tests showed increased mean scores over time. Reliability of the assessments was uniformly high. There was good concurrent validity. Students believe that progress testing assists in integrating science with clinical knowledge and improve learning. Year 4 students reported improved knowledge retention and deeper understanding. Conclusion Progress testing has been successfully introduced into the Faculty for two separate year cohorts and results have met expectations. Other year cohorts will be added incrementally. Recommendation Key success factors for introducing progress testing are partnership with an experienced university, multiple and iterative briefings with staff and students as well as demonstrating the usefulness of progress testing by providing students with detailed feedback on performance.

  7. A Comparison of the Mental Health and Well-Being of Sexual Minority and Heterosexual First-Year Medical Students: A Report From Medical Student CHANGES

    Science.gov (United States)

    Przedworski, Julia M.; Dovidio, John F.; Hardeman, Rachel R.; Phelan, Sean M.; Burke, Sara E.; Ruben, Mollie A.; Perry, Sylvia P.; Burgess, Diana J.; Nelson, David B.; Yeazel, Mark W.; Knudsen, John M.; van Ryn, Michelle

    2014-01-01

    Purpose Research is lacking on psychological distress and disorder among sexual minority medical students (students who identify as non-heterosexual). If left unaddressed, distress may result in academic and professional difficulties and undermine workforce diversity goals. The authors compared depression, anxiety, and self-rated health among sexual minority and heterosexual medical students. Method This study included 4,673 first-year students with self-reported sexual orientation data in the fall 2010 baseline survey of the Medical Student Cognitive Habits and Growth Evaluation Study, a national longitudinal cohort study. The authors used items from published scales to measure depression, anxiety, self-rated health, and social stressors. They conducted bivariate and multivariate analyses to estimate the association between sexual identity and depression, anxiety, and self-rated health. Results Of the 4,673 students, 232 (5.0%) identified as a sexual minority. Compared with heterosexual students, after adjusting for relevant covariates, sexual minority students had greater risk of depressive symptoms (adjusted relative risk [ARR] =1.59 [95% CI, 1.24–2.04]) anxiety symptoms (ARR = 1.64 [1.08–2.49]), and low self-rated health (ARR = 1.77 [1.15–2.60]). Sexual minority students were more likely to report social stressors, including harassment (22.7% vs 12.7%, P students experience significantly greater risk of depression, anxiety, and low self-rated health than heterosexual students. Targeted interventions are needed to improve mental health and well-being. PMID:25674912

  8. Evaluation of the first year of a pilot program in community pharmacy: HIV/AIDS medication therapy management for Medi-Cal beneficiaries.

    Science.gov (United States)

    Hirsch, Jan D; Rosenquist, Ashley; Best, Brookie M; Miller, Teresa Ann; Gilmer, Todd P

    2009-01-01

    The advent of combined antiretroviral therapy (ART) has increased treatment effectiveness but created new challenges for patients infected with human immunodeficiency virus (HIV) and for community pharmacists managing patients' drug therapy. The ability of pharmacist-provided medication therapy management (MTM) services to increase medication adherence, improve health outcomes, and reduce overall medical costs has been demonstrated in community pharmacies for chronic diseases such as diabetes and hypertension. However, the effectiveness of pharmacist-provided MTM services in HIV/acquired immune deficiency syndrome (AIDS) has not been well studied. In January 2005, a pilot program to evaluate MTM services for patients with HIV/AIDS began in California, allowing 10 HIV/AIDS specialty pharmacies to receive compensation for the MTM services that they provided to HIV/AIDS patients. To examine the first year of the HIV/AIDS pharmacy MTM compensation pilot program, which described and compared pilot and nonpilot pharmacies with respect to (a) patient characteristics; (b) intermediate outcomes including type and number of ART medication regimens used, rates of adherence and excess medication fills for ART, use of contraindicated ART regimens, and occurrence of opportunistic infections; and (c) pharmacy and medical costs. This was a cohort study examining 2005 Medi-Cal pharmacy and medical claims data for patients with HIV/AIDS who were served by pilot pharmacies versus other pharmacies. The HIV/AIDS patients were Medi-Cal beneficiaries aged 18 years or older as of January 1, 2005, who were continuously enrolled from January 1, 2004, through December 31, 2005, and diagnosed with HIV/AIDS, identified by receipt of at least 1 ART prescription and at least 1 medical claim with a diagnosis (primary or secondary) of HIV/AIDS (ICD-9-CM code 042.0) during both the index period (the year before pilot program implementation, 2004) and the intervention period (the study year, 2005

  9. Effects of ultrasound implementation on physical examination learning and teaching during the first year of medical education.

    Science.gov (United States)

    Dinh, Vi Am; Frederick, Jon; Bartos, Rebekah; Shankel, Tamara M; Werner, Leonard

    2015-01-01

    Increasing emphasis has been placed on point-of-care ultrasound in medical school. The overall effects of ultrasound curriculum implementation on the traditional physical examination skills of medical students are still unknown. We studied the effects on the Objective Standardized Clinical Examination (OSCE) scores of year 1 medical students before and after ultrasound curriculum implementation. An ultrasound curriculum was incorporated into the physical diagnosis course for year 1 medical students in the 2012-2013 academic year. We performed a prospective observational study comparing traditional OSCE scores of year 1 medical students exposed to the ultrasound curriculum (post-ultrasound) versus historic year 1 medical student controls (pre-ultrasound) with no ultrasound exposure. Questionnaire data were also obtained from year 1 medical students and physical diagnosis faculty to assess attitudes toward ultrasound implementation. The final overall OSCE scores were graded with a 5-point Likert-type scale from unsatisfactory to outstanding. There was a significant increase in outstanding scores in the post-ultrasound compared to the pre-ultrasound group (27.0% versus 10.9%; Pphysical diagnosis faculty questionnaire data showed an overall positive response, with most agreeing or strongly agreeing that ultrasound should be included in the future year 1 medical student curriculum. Ultrasound implementation into a physical diagnosis curriculum for year 1 medical students is feasible and may improve their overall traditional physical examination skills. © 2015 by the American Institute of Ultrasound in Medicine.

  10. The Impact of Self-Concept and College Involvement on the First-Year Success of Medical Students in China

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    Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan

    2015-01-01

    Students' first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students' first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a…

  11. The Action Research Program: Experiential Learning in Systems-Based Practice for First-Year Medical Students.

    Science.gov (United States)

    Ackerman, Sara L; Boscardin, Christy; Karliner, Leah; Handley, Margaret A; Cheng, Sarah; Gaither, Thomas W; Hagey, Jill; Hennein, Lauren; Malik, Faizan; Shaw, Brian; Trinidad, Norver; Zahner, Greg; Gonzales, Ralph

    2016-01-01

    Systems-based practice focuses on the organization, financing, and delivery of medical services. The American Association of Medical Colleges has recommended that systems-based practice be incorporated into medical schools' curricula. However, experiential learning in systems-based practice, including practical strategies to improve the quality and efficiency of clinical care, is often absent from or inconsistently included in medical education. A multidisciplinary clinician and nonclinician faculty team partnered with a cardiology outpatient clinic to design a 9-month clerkship for 1st-year medical students focused on systems-based practice, delivery of clinical care, and strategies to improve the quality and efficiency of clinical operations. The clerkship was called the Action Research Program. In 2013-2014, 8 trainees participated in educational seminars, research activities, and 9-week clinic rotations. A qualitative process and outcome evaluation drew on interviews with students, clinic staff, and supervising physicians, as well as students' detailed field notes. The Action Research Program was developed and implemented at the University of California, San Francisco, an academic medical center in the United States. All educational activities took place at the university's medical school and at the medical center's cardiology outpatient clinic. Students reported and demonstrated increased understanding of how care delivery systems work, improved clinical skills, growing confidence in interactions with patients, and appreciation for patients' experiences. Clinicians reported increased efficiency at the clinic level and improved performance and job satisfaction among medical assistants as a result of their unprecedented mentoring role with students. Some clinicians felt burdened when students shadowed them and asked questions during interactions with patients. Most student-led improvement projects were not fully implemented. The Action Research Program is a

  12. Teaching first-year medical students in basic clinical and procedural skills--a novel course concept at a medical school in Austria.

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    Mileder, Lukas; Wegscheider, Thomas; Dimai, Hans Peter

    2014-01-01

    Clerkships are still the main source for undergraduate medical students to acquire necessary skills. However, these educational experiences may not be sufficient, as there are significant deficiencies in the clinical experience and practical expertise of medical students. An innovative course teaching basic clinical and procedural skills to first-year medical students has been implemented at the Medical University of Graz, aiming at preparing students for clerkships and clinical electives. The course is based on several didactic elements: standardized and clinically relevant contents, dual (theoretical and virtual) pre-course preparation, student peer-teaching, small teaching groups, hands-on training, and the use of medical simulation. This is the first course of its kind at a medical school in Austria, and its conceptual design as well as the implementation process into the curriculum shall be described. Between November 2011 and January 2013, 418 students have successfully completed the course. Four online surveys among participating students have been performed, with 132 returned questionnaires. Students' satisfaction with all four practical course parts was high, as well as the assessment of clinical relevance of contents. Most students (88.6%) strongly agreed/agreed that they had learned a lot throughout the course. Two thirds of the students were motivated by the course to train the acquired skills regularly at our skills laboratory. Narrative feedbacks revealed elements contributing most to course success. First-year medical students highly appreciate practical skills training. Hands-on practice, peer-teaching, clinically relevant contents, and the use of medical simulation are valued most.

  13. Change in medical students' readiness for self-directed learning after a partially problem-based learning first year curriculum at the KIST medical college in Lalitpur, Nepal.

    Science.gov (United States)

    Shankar, R; Bajracharya, O; Jha, N; Gurung, S B; Ansari, S R; Thapa, H S

    2011-08-01

    Modern medical education and the requirement for lifelong learning place increasing emphasis on self-directed learning. Studies have not been done on readiness for self-directed learning (SDL) among medical students in Nepal. The present study was carried out to (1) measure and compare readiness for SDL among medical students, and (2) note differences in readiness for SDL according to students' personal characteristics at the beginning and end of the first year of the MBBS course for medical students at the KIST Medical College in Nepal. The study was done using the Self-directed Learning Readiness Scale. Respondents' agreement with each of forty statements pertinent to self-directed learning readiness using a modified Likert-type scale was noted. The mean total and scores on the subcategories 'self-management', 'desire for learning' and 'self-control' were calculated and compared across subgroups of respondents and in January and August 2010 using appropriate parametric and non-parametric tests (pself-management score increased significantly from 48.6 to 50.2 from January to August. There were small increases in the mean desire for learning scores from 46.9 to 47.7 and in the self-control scores from 58 to 59 from January to August, but not in other scores. Self-directed learning scores were lower among these Nepalese students than reported elsewhere in the literature. Total scores and self-management scores improved at the end of the first year, but not scores on desire for learning and self-control.

  14. Enhancement of Anatomical Learning and Developing Clinical Competence of First-Year Medical and Allied Health Profession Students

    Science.gov (United States)

    Keim Janssen, Sarah A.; VanderMeulen, Stephane P.; Shostrom, Valerie K.; Lomneth, Carol S.

    2014-01-01

    Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession…

  15. COMPARISON OF EFFECTIVENESS OF TRADITIONAL AND INTERACTIVE LECTURE METHODS FOR TEACHING BIOCHEMISTRY AMONG FIRST YEAR MEDICAL STUDENTS IN GOVERNMENT MEDICAL COLLEGE, IDUKKI, KERALA

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    Sajeevan K. C

    2016-09-01

    Full Text Available BACKGROUND Traditional lecture is the most common type of teaching learning method used in professional colleges of India. Interactive lecture seems to be an important and feasible teaching learning method to increase the effect of learning in medical education. MATERIALS & METHODS The study was performed from July 2015 to October 2015 among first year medical students in Government Medical College, Idukki. All fifty first year MBBS students of 2014 batch were divided into group A and group B by simple random method. Two topics of translation were taken to both groups by two different lecture methods. The first topic was taught by interactive lecture to group A and traditional lecture to group B on the first day. Pre-test and post-test were done to assess gain in knowledge by two lecture methods. Second topic was taken to both groups on the second day by exchanging lecture methods. Their increase in knowledge was assessed by pre-test and post-test. On the second day, their feedback regarding perceptions and preferences were taken. STATISTICAL ANALYSIS Mean scores of pre and post-test were analysed by paired t test. Level of knowledge gained among two lecture methods was compared by independent t test and qualitative data on feedback was analysed using Chi square test. RESULTS The level of knowledge gained by interactive lectures was significantly higher than traditional lectures. Students agreed that interactive lectures motivated them for self-learning and increased their confidence regarding study materials. It also helped them in the recollection of lecture content and clearing doubt than traditional lectures. CONCLUSIONS Interactive lectures were accepted and considered to be more useful than traditional lectures for teaching biochemistry at Government Medical College, Idukki.

  16. First-Year Medical Students' Conceptual Understanding of and Resistance to Conceptual Change Concerning the Central Cardiovascular System

    Science.gov (United States)

    Mikkila-Erdmann, Mirjamaija; Sodervik, Ilona; Vilppu, Henna; Kaapa, Pekka; Olkinuora, Erkki

    2012-01-01

    Medical students often have initial understanding concerning medical domains, such as the central cardiovascular system (CCVS), when they enter the study programme. These notions may to some extent be in conflict with scientific understanding, which can be seen as a challenge for medical teaching. Hence, the purpose of this study was to analyse…

  17. Evaluation of Retention of Knowledge and Skills Imparted to First-Year Medical Students through Basic Life Support Training

    Science.gov (United States)

    Pande, Sushma; Pande, Santosh; Parate, Vrushali; Pande, Sanket; Sukhsohale, Neelam

    2014-01-01

    Poor awareness among medical graduates about basic life support (BLS) is a matter of great concern. The presence of a trained rescuer is the key determinant of ultimate survival from life-threatening emergencies. To achieve this goal, early exposure to such life-saving skills is the right decision to foster these skills for medical students, which…

  18. Attitudes and preferences concerning interprofessional education of first-year students and experienced medical and nursing staff.

    Science.gov (United States)

    Kolb, Stephan; Vasilakis, Thomas; Stein, Barbara; Stadelmann, Jessica; Münzinger, Angelika; Fley, Gabriele; Hach, Isabel; Jassmann, Marco; Härlein, Jürgen

    2017-03-01

    In order to enhance patient outcome and patient safety in healthcare, interprofessional education (IPE) has over the years become a specific area of interest focusing on teaching concepts, research methods, and implementation strategies. To achieve commitment and positive attitudes as part of the institutional readiness towards IPE, the adoption of change management aspects can support its early implementation. This short report presents results of a baseline survey on attitudes and preferences for IPE among first-year students in medicine and nursing, as well as among chief physicians, nurse directors, and administrative directors at the associated university hospital. For the survey, the UWE-IP (University of the West of England Interprofessional Questionnaire) was used along with ten customised questions. Overall, a high degree of approval for IPE was observed in all participants. Furthermore, participants showed positive attitudes in three of the four UWE-IP subscales. However, neutral to negative attitudes were documented in subscale interprofessional interaction.

  19. Factors affecting the probability of first year medical student dropout in the UK: a logistic analysis for the intake cohorts of 1980-92.

    Science.gov (United States)

    Arulampalam, Wiji; Naylor, Robin; Smith, Jeremy

    2004-05-01

    In the context of the 1997 Report of the Medical Workforce Standing Advisory Committee, it is important that we develop an understanding of the factors influencing medical school retention rates. To analyse the determinants of the probability that an individual medical student will drop out of medical school during their first year of study. Binomial and multinomial logistic regression analysis of individual-level administrative data on 51 810 students in 21 medical schools in the UK for the intake cohorts of 1980-92 was performed. The overall average first year dropout rate over the period 1980-92 was calculated to be 3.8%. We found that the probability that a student would drop out of medical school during their first year of study was influenced significantly by both the subjects studied at A-level and by the scores achieved. For example, achieving 1 grade higher in biology, chemistry or physics reduced the dropout probability by 0.38% points, equivalent to a fall of 10%. We also found that males were about 8% more likely to drop out than females. The medical school attended also had a significant effect on the estimated dropout probability. Indicators of both the social class and the previous school background of the student were largely insignificant. Policies aimed at increasing the size of the medical student intake in the UK and of widening access to students from non-traditional backgrounds should be informed by evidence that student dropout probabilities are sensitive to measures of A-level attainment, such as subject studied and scores achieved. If traditional entry requirements or standards are relaxed, then this is likely to have detrimental effects on medical schools' retention rates unless accompanied by appropriate measures such as focussed student support.

  20. Comparing gender awareness in Dutch and Swedish first-year medical students--results from a questionaire.

    NARCIS (Netherlands)

    Andersson, J.; Verdonk, P.; Johansson, E.E.; Lagro-Janssen, T.; Hamberg, K.

    2012-01-01

    BACKGROUND: To ascertain good and appropriate healthcare for both women and men implementation of gender perspectives in medical education is needed. For a successful implementation, knowledge about students' attitudes and beliefs about men, women, and gender is crucial. The aim of this study was to

  1. Sleep Disturbance and Short Sleep as Risk Factors for Depression and Perceived Medical Errors in First-Year Residents.

    Science.gov (United States)

    Kalmbach, David A; Arnedt, J Todd; Song, Peter X; Guille, Constance; Sen, Srijan

    2017-03-01

    While short and poor quality sleep among training physicians has long been recognized as problematic, the longitudinal relationships among sleep, work hours, mood, and work performance are not well understood. Here, we prospectively characterize the risk of depression and medical errors based on preinternship sleep disturbance, internship-related sleep duration, and duty hours. Survey data from 1215 nondepressed interns were collected at preinternship baseline, then 3 and 6 months into internship. We examined how preinternship sleep quality and internship sleep and work hours affected risk of depression at 3 months, per the Patient Health Questionnaire 9. We then examined the impact of sleep loss and work hours on depression persistence from 3 to 6 months. Finally, we compared self-reported errors among interns based on nightly sleep duration (≤6 hr vs. >6 hr), weekly work hours (sleeping trainees obtained less sleep and were at elevated risk of depression in the first months of internship. Short sleep (≤6 hr nightly) during internship mediated the relationship between sleep disturbance and depression risk, and sleep loss led to a chronic course for depression. Depression rates were highest among interns with both sleep disturbance and short sleep. Elevated medical error rates were reported by physicians sleeping ≤6 hr per night, working ≥ 70 weekly hours, and who were acutely or chronically depressed. Sleep disturbance and internship-enforced short sleep increase risk of depression development and chronicity and medical errors. Interventions targeting sleep problems prior to and during residency hold promise for curbing depression rates and improving patient care. © Sleep Research Society 2017. Published by Oxford University Press on behalf of the Sleep Research Society. All rights reserved. For permissions, please e-mail journals.permissions@oup.com.

  2. Do the medical, dental and nursing students of first year know about hepatits B? A study from a university of North India.

    Science.gov (United States)

    Maroof, Khan Amir; Bansal, Rahul; Parashar, Pawan; Sartaj, Ahmad

    2012-01-01

    To assess the knowledge about hepatitis B among the medical, dental and nursing students of first year in Subharti University, a private medical university of North India. A cross sectional institutional study was conducted among the first year students of medical, dental and nursing colleges of Subharti University. The total subjects studied were 250. Data was collected when the student came up for hepatitis B vaccination in the Department of Community Medicine. Data was entered in MS Excel and analyzed using Epi Info for Windows. Bivariate analysis using Chi-square test was applied. Overall, 83.32% of the study subjects had heard of hepatitis B. Only 42% knew that virus is a cause of hepatitis B. Awareness of mother to child transmission of hepatitis B was present in only 12% of the study subjects. Unsafe blood transfusion as a risk factor of hepatitis B was known by 35.2%, whereas, prevalence of knowledge regarding reused needles and unsafe sex as risk factors was lesser. Forty-four percent of the study subjects were not aware of vaccination against hepatitis B. There was a significant difference in the proportion of students of the different faculties about the correct knowledge about hepatitis B. The knowledge about hepatitis B was very low among the students entering in the medical, dental and nursing profession. This highlights the importance of informed and evidence based education programmes among the students of these healthcare professions.

  3. How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals.

    Science.gov (United States)

    Matheson, C; Matheson, D

    2009-11-01

    To evaluate (1) the extent to which first year doctors (foundation year 1 doctors, F1s) in two teaching hospitals in the Trent Deanery were rated by specialist registrars (SpRs) and consultants as being well prepared for practice; (2) the importance ascribed by SpRs and consultants to the various items of core knowledge, skills and attitudes outlined in the publication of the General Medical Council, Tomorrow's Doctors. SpRs and consultants were asked to rate: how well prepared F1s were in a range of items of core knowledge, skills and attitudes that a new medical graduate must possess as outlined in Tomorrow's Doctors; the importance for a new doctor of each item of core knowledge, skills and attitudes; and how well the medical school had prepared F1s in respect of key generic issues related to their practice. In most of the items of core knowledge, skills and attitudes covering 8 of the 11 topic areas of Tomorrow's Doctors, F1s were seen as not prepared for starting work, especially in regard to clinical and practical skills and the more challenging communication skills. They were best prepared in asking for help and in basic communication skills. Overall, F1s in the study were not well prepared either to perform the tasks that await them or in terms of most of the specific background knowledge and skills necessary for the successful execution of those tasks. The level of preparedness raises important issues about medical training and transition from medical graduate to first year doctor. Further research is needed to determine whether this situation exists in other regions of the UK.

  4. Unto the third generation: evidence for strong familial aggregation of physicians, psychologists, and psychotherapists among first-year medical and psychology students in a nationwide Austrian cohort census.

    Science.gov (United States)

    Tran, Ulrich S; Berger, Nina; Arendasy, Martin E; Greitemeyer, Tobias; Himmelbauer, Monika; Hutzler, Florian; Kraft, Hans-Georg; Oettl, Karl; Papousek, Ilona; Vitouch, Oliver; Voracek, Martin

    2017-05-03

    Medical students present higher numbers of physician relatives than expectable from the total population prevalence of physicians. Evidence for such a familial aggregation effect of physicians has emerged in investigations from the Anglo-American, Scandinavian, and German-speaking areas. In particular, past data from Austria suggest a familial aggregation of the medical, as well as of the psychological and psychotherapeutic, professions among medical and psychology undergraduates alike. Here, we extend prior related studies by examining (1) the extent to which familial aggregation effects apply to the whole nation-wide student census of all relevant (eight) public universities in Austria; (2) whether effects are comparable for medical and psychology students; (3) and whether these effects generalize to relatives of three interrelated health professions (medicine, psychology, and psychotherapy). We investigated the familial aggregation of physicians, psychologists, and psychotherapists, based on an entire cohort census of first-year medical and psychology students (n = 881 and 920) in Austria with generalized linear mixed models. For both disciplines, we found strong familial aggregation of physicians, psychologists, and psychotherapists. As compared with previous results, directionally opposite time trends within disciplines emerged: familial aggregation of physicians among medical students has decreased, whilst familial aggregation of psychologists among psychology students has increased. Further, there were sex-of-relative effects (i.e., more male than female physician relatives), but no substantial sex-of-student effects (i.e., male and female students overall reported similar numbers of relatives for all three professions of interest). In addition, there were age-benefit effects, i.e., students with a relative in the medical or the psychotherapeutic profession were younger than students without, thus suggesting earlier career decisions. The familial

  5. Pilot Study to Assess the Quality of Life, Sleepiness and Mood Disorders among First Year Undergraduate Students of Medical, Engineering and Arts.

    Science.gov (United States)

    Singh, Ruchi; Shriyan, Rhea; Sharma, Renuka; Das, Shobha

    2016-05-01

    College students, who are in a phase of transition from adolescence to adulthood, face numerous challenges. Due to stress overload, students easily fall prey to mood disturbances like stress, anxiety and depression compromising their quality of life. Present study was undertaken to see the effect of choice of professional course on quality of life and mood of the first year students of medical, engineering and arts students. A cross-sectional study was conducted amongst 150 students, 50 participants from each stream. Enrolled subjects were administered questionnaires pertaining to their quality of life (WHOQOL-BREF), mood disorders (DASS-42) and sleepiness (ESS). Medical students showed significantly higher levels of stress (p-value=0.0001), depression (p-value=0.002) and anxiety (p-value=0.002), 30% of medicos labelled their quality of life as very good compared to 48% and 50% of engineering and arts students. A 38% of medical student's reported daytime sleepiness compared to 12% engineering and 6% arts students. Present study shows that medical students are maximally vulnerable to mood disorders and have a poor quality life. As the student community forms the backbone of any nation, we as, educators should try to strengthen each individual by promoting not only physical and mental development but also aiming for overall holistic development.

  6. The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

    Science.gov (United States)

    Bierer, S Beth; Dannefer, Elaine F

    2016-11-01

    The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.

  7. The relationship between learning style preferences and gender, educational major and status in first year medical students: a survey study from iran.

    Science.gov (United States)

    Sarabi-Asiabar, Ali; Jafari, Mehdi; Sadeghifar, Jamil; Tofighi, Shahram; Zaboli, Rouhollah; Peyman, Hadi; Salimi, Mohammad; Shams, Lida

    2015-01-01

    Identifying and employing appropriate learning styles could play an important role in selecting teaching styles in order to improve education. This study aimed to determine the relationship between learning styles preferences and gender, educational major and status in first year students at Isfahan University of Medical Sciences. A cross-sectional study employing the visual-aural-read/write-kinesthetic (VARK) learning style's questionnaire was done on 184 first year students of medicine, pharmacy, dentistry, nursing and health services management at Isfahan University of Medical Sciences in 2012. The validity of the questionnaire was assessed through experts' views and reliability was calculated using Cronbach's alpha coefficients (α = 0.86). Data were analyzed using the SPSS ver.18 software and x(2) test. Out of 184 participants who responded to and returned the questionnaire, 122 (66.3%) were female; more than two-thirds (68.5%) of the enrolled students were at the professional doctorate level (medicine, pharmacy, dentistry) and 31.5% at the undergraduate level (nursing and health services management). Eighty-nine (48.4%) students preferred a single-modal learning style. In contrast, the remaining 95 students (51.6%) preferred multi-modal learning styles. A significant relationship between gender and single modal learning styles (P = 0.009) and between status and learning styles (P = 0.04) was observed. According to the results, male students preferred to use the kinesthetic learning style more than females, while, female students preferred the aural learning style. Knowledge about the learning styles of students at educational institutes is valuable and helps solve learning problems among students, and allows students to become better learners.

  8. The effects of a mid-day nap on the neurocognitive performance of first-year medical residents: a controlled interventional pilot study.

    Science.gov (United States)

    Amin, Mohammad M; Graber, Mark; Ahmad, Khalid; Manta, Dragos; Hossain, Sayeed; Belisova, Zuzana; Cheney, William; Gold, Morris S; Gold, Avram R

    2012-10-01

    Despite shorter duty hours, fatigue remains a problem among medical residents. The authors tested the effect of a short, mid-day nap on the cognitive functioning and alertness of first-year internal medicine (IM) residents during normal duty hours. This was a controlled, interventional study performed between July 2008 and April 2010. The authors recruited a nap group of 18 residents and a rest (control) group of 11 residents. Investigators connected all participants to an ambulatory sleep monitor before the beginning of their shifts in order to monitor rolling eye movements, a proxy for attention failures. At mid-day, both groups took Conner's Continuous Performance Test (CPT II) to evaluate their cognitive functioning and then were placed in a reclining chair designed for napping. The authors instructed nap group residents to nap for up to 20 minutes and chatted with control group residents to prevent them from napping. All residents took the CPT II again immediately after the intervention. Residents' attention failures were recorded until the end of the workday. The authors compared the mean outcome parameters of the two groups through analysis of variance, using effect-of-treatment and baseline covariates. Nap group participants slept a mean of 8.4±3.0 minutes. Compared with controls whose cognitive functioning and number of attention failures did not change from morning to afternoon, the nap group's cognitive functioning improved and their number of attention failures decreased. A short, mid-day nap can improve cognitive functioning and alertness among first-year IM residents.

  9. Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study.

    Science.gov (United States)

    Seluakumaran, Kumar; Jusof, Felicita Fedelis; Ismail, Rosnah; Husain, Ruby

    2011-12-01

    Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.

  10. STUDY OF PRIOR PREPAREDNESS AND AWARENESS REGARDING THE MBBS COURSE AMONGST FIRST YEAR STUDENTS ADMITTED AT RURAL MEDICAL COLLEGE, OF PIMS-DU, LONI

    Directory of Open Access Journals (Sweden)

    Padmanabhan P, Kunkulol R, Jangle SN

    2015-04-01

    Full Text Available Background: Adolescents in India choose career in medicine under the influence and pressure from parents, family members, peers and external sources. There are no measures taken to study whether these medical students understand the demands and priorities of a career in medicine once they decide to choose it. Hence the study was undertaken at PIMS-DU with Ist year MBBS students as participants. Aims: 1 Assess the factors influencing the choice of MBBS. 2 Analyze the prior knowledge and awareness of medical students regarding the course. 3 Their career trend in future. Material and Methods: All newly admitted students present at the orientation programme in September 2014 at PIMS –DU were included as participants. Their written responses to a 14 point questionnaire were entered into a Microsoft Excel Spreadsheet and descriptive analysis was done. Results: A majority of students had their parents and family members in medical profession indicating prior idea amongst the students regarding the course, even when the choice was made at an early stage of academics or without appearing for aptitude tests due to unawareness. Appearance for entrance exams to kept their options wide open but caused unnecessary stress, anxiety and economic burden to parents. However, these participants had limited knowledge about medical curriculum but had decisive ideas regarding future trend in career. Conclusions: Family being strong motivator for career choice for medical students; should encourage students to undertake aptitude tests, career guidance courses and investigate about future prospects to create a strong foundation as MBBS students.

  11. Unto the third generation: evidence for strong familial aggregation of physicians, psychologists, and psychotherapists among first-year medical and psychology students in a nationwide Austrian cohort census

    OpenAIRE

    Tran, Ulrich S.; Berger, Nina; Arendasy, Martin E.; Greitemeyer, Tobias; Himmelbauer, Monika; Hutzler, Florian; Kraft, Hans-Georg; Oettl, Karl; Papousek, Ilona; Vitouch, Oliver; Voracek, Martin

    2017-01-01

    Background Medical students present higher numbers of physician relatives than expectable from the total population prevalence of physicians. Evidence for such a familial aggregation effect of physicians has emerged in investigations from the Anglo-American, Scandinavian, and German-speaking areas. In particular, past data from Austria suggest a familial aggregation of the medical, as well as of the psychological and psychotherapeutic, professions among medical and psychology undergraduates a...

  12. Academic Performance on First-Year Medical School Exams: How Well Does It Predict Later Performance on Knowledge-Based and Clinical Assessments?

    Science.gov (United States)

    Krupat, Edward; Pelletier, Stephen R; Dienstag, Jules L

    2017-01-01

    Number of appearances in the bottom quartile of 1st-year medical school exams were used to represent the extent to which students were having academic difficulties. Medical educators have long expressed a desire to have indicators of medical student performance that have strong predictive validity. Predictors traditionally used fell into 4 general categories: demographic (e.g., gender), other background factors (e.g., college major), performance/aptitude (e.g., medical college admission test scores), and noncognitive factors (e.g., curiosity). These factors, however, have an inconsistent record of predicting student performance. In comparison to traditional predictive factors, we sought to determine the extent to which academic performance in the 1st-year of medical school, as measured by examination performance in the bottom quartile of the class in 7 required courses, predicted later performance on a variety of assessments, both knowledge based (e.g., United States Medical Licensing Examination Step 1 and Step IICK) and clinical skills based (e.g., clerkship grades and objective structured clinical exam performance). Of all predictors measured, number of appearances in the bottom quartile in Year 1 was the most strongly related to performance in knowledge-based assessments, as well as clinically related outcomes, and, for each outcome, bottom-quartile performance accounted for additional variance beyond that of the traditional predictors. Low academic performance in the 1st year of medical school is a meaningful risk factor with both predictive validity and predictive utility for low performance later in medical school. The question remains as to how we can incorporate this indicator into a system of formative assessment that effectively addresses the challenges of medical students once they have been identified.

  13. The effect of life skills education on the mental health of First year student in Ilam university of medical science in 2013 year

    Directory of Open Access Journals (Sweden)

    L Naseri

    2015-12-01

    Full Text Available Introduction: The rapid socio-cultural changes, i.e. changing the structure of the family and human lifestyle can change the humans with various issues. The deals with these changes require psycho-social abilities. In the present paper it had been reviewed the effect of educating life skills on the mental health of students of Ilam University of medical sciences. Methods: This is a quasi-experimental research using post and pre tests. In this study, 61 freshmen were selected through stratified random sampling method in 2013. From this population, 34 ones were in the experimental group and 27 in the control group. For data collection, the general health questionnaire of Goldberg was used. The data were analyzed using SPSS20 software. The univariate analysis of covariance and multivariate analysis of covariance and paired T-test were analyzed. Results: The results showed that based on univariate analysis there was a significant correlation between the experimental and control groups in the scales of physical  symptoms (p = 0.002, social dysfunction symptoms (p = 0.001 and depression symptoms  (p = 0.048, but there was not a significant relationship in the scale of anxiety symptoms (p = 0.174. Multivariate analysis of covariance showed that there are significance deference between the subscales of mental health in experimental and control groups (P=.002. According to the analysis of paired t-test in the experimental group, life skill decreased the mean of scores in posttest compared to the pretest in the scales of the physical (p=0.001, anxiety (p=0.006, social dysfunction (0.017 and depression (p=0.001. Conclusion: Life skills training had an effect on reducing the impact of students' mental health scores. Training of these kinds of skills causes the progress among the freshmen.

  14. Can first-year medical students acquire quality improvement knowledge prior to substantial clinical exposure? A mixed-methods evaluation of a pre-clerkship curriculum that uses education as the context for learning.

    Science.gov (United States)

    Brown, Allison; Nidumolu, Aditya; Stanhope, Alexandra; Koh, Justin; Greenway, Matthew; Grierson, Lawrence

    2018-03-19

    Quality Improvement (QI) training for health professionals is essential to strengthen health systems. However, QI training during medical school is constrained by students' lack of contextual understanding of the health system and an already saturated medical curriculum. The Program for Improvement in Medical Education (PRIME), an extracurricular offered at the Michael G. DeGroote School of Medicineat McMaster University (Hamilton, Canada), addresses these obstacles by having first-year medical students engage in QI by identifying opportunities for improvement within their own education. A sequential explanatory mixed-methods approach, which combines insights derived from quantitative instruments and qualitative interview methods, was used to examine the impact of PRIME on first-year medical students and the use of QI in the context of education. The study reveals that participation in PRIME increases both knowledge of, and comfort with, fundamental QI concepts, even when applied to clinical scenarios. Participants felt that education provided a meaningful context to learn QI at this stage of their training, and were motivated to participate in future QI projects to drive real-world improvements in the health system. Early exposure to QI principles that uses medical education as the context may be an effective intervention to foster QI competencies at an early stage and ultimately promote engagement in clinical QI. Moreover, PRIME also provides a mechanism to drive improvements in medical education. Future research is warranted to better understand the impact of education as a context for later engagement in clinical QI applications as well as the potential for QI methods to be translated directly into education. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  15. The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools

    Science.gov (United States)

    2013-01-01

    Background Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. Methods A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. Results UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. Conclusions This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a

  16. The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools.

    Science.gov (United States)

    McManus, I C; Dewberry, Chris; Nicholson, Sandra; Dowell, Jonathan S

    2013-11-14

    Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome

  17. Rural training and the state of rural health services: effect of rural background on the perception and attitude of first-year medical students at the university of melbourne.

    Science.gov (United States)

    Azer, S A; Simmons, D; Elliott, S L

    2001-08-01

    The aim of this project is to investigate the relationship between medical students' background and their perception of the state of rural health services; willingness to undertake internship training or work as a doctor in a rural hospital; expected benefits and disadvantages of training or working as a doctor in a rural hospital; and factors interfering with acceptance of a job as a doctor in rural areas. A questionnaire-based survey was distributed to 100 first-year medical students attending the Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne at the end of semester 1. The response rate was 97%, including 44 males and 53 females. A strong relationship was found between rural background and an intention to undertake internship training in a rural hospital (86% of students from a rural background expressed this desire vs 30% of students from an urban background). Furthermore, all students from a rural background expressed a desire to work as a doctor in a rural hospital after completing postgraduate training. Compared to urban students, students from a rural background showed a more positive attitude towards health services in rural areas including public hospitals ( P = 0.02), private general practice ( P = 0.004), ambulance service ( P = 0.0002) and baby health centres ( P = 0.005). Citizenship or gender was not significantly related to the perception of any of these services. The ranking of factors interfering with acceptance of a job as a doctor in rural areas were different for rural and urban students. Students from rural backgrounds reported spouse/partner needs (76% vs 49%, P = 0.038) and school availability for children (59% vs 30%, P = 0.023) as barriers more frequently than urban students, respectively). On the other hand, urban students rated the following factors higher: personal factors (76% vs 53%, respectively), education opportunities (56% vs 24%), social/cultural facilities (50% vs 41%) and the need for frequent

  18. Sustainability and First-Year Programs

    Science.gov (United States)

    Messineo, Melinda

    2012-01-01

    To truly impact sustainability practices, campuses need to influence the overall campus culture, including that which is fostered through first-year programs. Institutions of higher education have made a commitment to make a difference for sustainability, not only by changing curriculum, but by changing the entire institutional culture. This…

  19. Global Health Education for Medical Students: When Learning Objectives Include Research.

    Science.gov (United States)

    Bales, Alison M; Oddo, Anthony R; Dennis, David J; Siska, Robert C; VanderWal, Echo; VanderWal, Harry; Dlamini, Nompumelelo; Markert, Ronald J; McCarthy, Mary C

    2017-10-05

    The Luke Commission, a provider of comprehensive mobile health outreach in rural Swaziland, focuses on human immunodeficiency virus testing and prevention, including the performance of over 100 circumcisions weekly. Educational objectives for medical student global health electives are essential. Learning research methodology while engaging in clinical activities reinforces curriculum goals. Medical care databases can produce clinically significant findings affecting international health policy. Engaging in academic research exponentially increased the educational value of student experiences during an international medical elective. Staff of the Luke Commission, a nongovernmental organization, collected and deidentified information from 1500 Swazi male patients undergoing circumcision from January through June of 2014. Medical students designed studies and analyzed these data to produce research projects on adverse event rates, pain perception, and penile malformations. Institutional review board approval was obtained from the home institution and accompanying senior surgical faculty provided mentorship. First-year medical students enrolled in an international medical elective to explore resource availability, cultural awareness, health care provision, and developing world endemic diseases. While in country, students learned research methodology, collected data, and engaged in research projects. Following the trip, students presented posters at over 10 regional and national meetings. All 4 articles are accepted or under consideration for publication by major journals. During international medical electives the combination of clinical experiences and access to databases from health aid organizations provides the foundation for productive medical student research. All participants benefit from the relationships formed by aid organizations, medical students, and patient populations. Global health research has many complexities, but through careful planning and

  20. Nebraska wind resource assessment first year results

    Energy Technology Data Exchange (ETDEWEB)

    Hurley, P.J.F.; Vilhauer, R. [RLA Consulting, Inc., Bothell, WA (United States); Stooksbury, D. [Univ. of Nebraska, Lincoln, NE (United States)

    1996-12-31

    This paper presents the preliminary results from a wind resource assessment program in Nebraska sponsored by the Nebraska Power Association. During the first year the measured annual wind speed at 40 meters ranged from 6.5 - 7.5 m/s (14.6 - 16.8 mph) at eight stations across the state. The site selection process is discussed as well as an overview of the site characteristics at the monitoring locations. Results from the first year monitoring period including data recovery rate, directionality, average wind speeds, wind shear, and turbulence intensity are presented. Results from the eight sites are qualitatively compared with other midwest and west coast locations. 5 figs., 2 tabs.

  1. SPEAR 3: the First Year of Operation

    Energy Technology Data Exchange (ETDEWEB)

    Hettel, R.O.; /SLAC

    2006-02-10

    The first electrons were accumulated in the newly completed 3-GeV SPEAR 3 storage ring on December 15, 2003, five days after the beginning of commissioning. By mid-January of 2004, 100 mA were stored, the maximum current allowed in the first phase of SPEAR 3 operation, and ring characterization and tuning continued until early March when the first photon beam line was opened for users. After the first year of operation the SPEAR 3 beam properties and ring performance had been extensively measured. These include micron stability using slow orbit feedback, an emittance coupling of {approx}0.1% and 50-h lifetimes. The performance of SPEAR 3 during its first year of commissioning and operation and the improvement plans are described.

  2. Investigating First Year Education Students' Stress Level

    Science.gov (United States)

    Geng, Gretchen; Midford, Richard

    2015-01-01

    This paper investigated the stress levels of first-year education students who undertake teaching practicum and theory units during their first year of teacher education program. First, 139 first-year and 143 other years' education students completed the PSS-10 scale, which measures perceived level of stress. Then, 147 first-year education…

  3. Stress in romanian first year nursing students.

    Science.gov (United States)

    Nechita, Florentina; Streba, C T; Vere, C C; Nechita, D; Rogoveanu, I

    2014-01-01

    This study aims to analyze the stress of the students from the nursing department within the Medical Midwife and Nurse School from our University. For this purpose a questionnaire, comprising the factors the students consider important for their academic preparation during the first year, was elaborated and applied to 100 students. The result analysis revealed no significant differences as far as the genders of the subjects were concerned. In the same way, the prior academic background or the student experience did not influence the level of stress. The social and economic factors seem to be involved in choosing a career and thus influence the academic stress. For this purpose, a questionnaire comprising the factors the students consider important for their academic preparation during the first year, was elaborated and applied to 100 students. We used the Students t-test to determine differences between groups and considered pstress equally affects the nursing department students, regardless of their gender or prior studies. Social and economic factors play a role in adapting to a new academic environment, having higher expectations and requirements.

  4. Anatomía Humana: estudio de las reacciones de los estudiantes de primero de medicina ante la sala de disección Human Anatomy: reactions of first year medical students to the dissection room

    Directory of Open Access Journals (Sweden)

    Maribel Miguel Pérez

    2007-06-01

    Full Text Available Introducción: El objetivo de este estudio es reflejar las reacciones físicas y emocionales de los estudiantes de primer curso de Medicina de la Universidad de Barcelona (Campus de Bellvitge ante la sala de disección. Material y métodos: Los estudiantes responden a tres cuestionarios que valoran la intensidad del miedo, las reacciones físicas y psicológicas frente la sala de disección y los métodos de afrontamiento, en dos momentos del curso: al inicio y al final del curso académico. Resultados: Las reacciones más frecuentes fueron la sensación de disgusto, la pérdida del apetito, las imágenes visuales recurrentes de los cadáveres, el insomnio y las pesadillas. Respecto a los métodos de afrontamiento más usados por los estudiantes para contrarrestar las reacciones adversas correspondieron en juntarse y hacer broma con los amigos, estudiar anatomía y pedir consejo a compañeros y profesores. Conclusiones: La sala de disección representa, para los estudiantes del primer curso de medicina, el primer encuentro relacionado con la muerte y ésta, a la vez, implica el desarrollo de mecanismos de adaptación en su futuro profesional. Los profesores de anatomía no solo tienen una mera función docente como transmisores de contenidos, sino que también deberían dar apoyo a la adaptación progresiva de los alumnos a la sala de disección.Introduction: The aim of this study is to record the physical and emotional reactions of the first-year medical students at the University of Barcelona (Campus de Bellvitge to the dissection room. Material and methods: Three questionnaires focusing on degree of fear and psychological and physical reactions were prepared and administered to students before the first dissection session, after the first dissection, and at the end of the course. Results: The most frequent reactions were sensation of disgust, loss of appetite, recurring visual images of cadavers, insomnia and nightmares. To cope with these

  5. Psychische Belastungen durch die Dissektion am Leichnam im anatomischen Präparierkurs bei Erstsemestern des Studienfachs Medizin [Psychological Stress In First Year Medical Students In Response To The Dissection Of A Human Corpse

    Directory of Open Access Journals (Sweden)

    Bernhardt, Veronika

    2012-02-01

    Full Text Available [english] Objectives: Gross anatomy is one of the most important and time consuming subjects in the first preclinical part of medical school in Germany. In October 2007 186 students started the dissection course at Otto-von-Guericke-University Magdeburg. The objective of this study is to analyze the emotional aspect relating to the gross anatomy course. In order to address this issue, we investigated how medical students experience the first confrontation and the following exposure to the dead bodies and whether there are any differences between various groups (age, gender, experience of students.Methods: The study was carried out with a group of 155 first year medical students (112 female, 43 male, 21.4±2.9 years. Self-composed questionnaires were used to distinguish between concerns related to dissection and individual experiences and anxiety because of deceasing or death. In order to detect the changes of attitudes towards the dissection course, one questionnaire was answered by participants in the beginning of the course and one in the end (n=94, 66 female, 28 male. Additionally, personality traits of the students were analyzed using two scales of the “Freiburger Persönlichkeitsinventar (FPI-R”. Results: The self-composed questionnaires showed high reliability. For some students dissection was emotional stress; about 50% became anxious when coping the first confrontation, however, only 12% to large extent. Concerning the anxiety of dissection of individual body parts it was less for limbs, internal organs and skin and increased for head and genitals. Although hypothesized before, the correlation between age, extraversion, emotionality and the extent of anxiety were small. Almost 90% of the students approve the early beginning of the gross anatomy course. The follow-up study showed a marked decline of anxiety.Conclusion: Our results show that about 50% of the students started the course with emotional stress and about one-tenth of them

  6. Correlates of Depression in First-Year College Students

    Science.gov (United States)

    Villatte, Aude; Marcotte, Diane; Potvin, Alexandra

    2017-01-01

    This study aimed to identify and rank the personal, family-related, social, and academic correlates of depressive symptoms in first-year college students. A questionnaire that included the Beck Depression Inventory-II (BDI-II) was administered to 389 first-year college students (mean age = 18.9; SD = 3.38; 59.4% female). Eight variables…

  7. Academic Adjustment Amongst First Year Undergraduate Students ...

    African Journals Online (AJOL)

    A successful academic adjustment of first year students to the university will enable them complete their studies. The work examines the academic adjustment amongst first year students in Anambra State University, Uli (ANSU). Two research questions and two null hypotheses guided to study. Stratified random sampling ...

  8. Visiting The Pediatrician: The First Year

    Science.gov (United States)

    ... Listen Español Text Size Email Print Share Visiting The Pediatrician: The First Year Page Content Article Body Why does my baby need to see the pediatrician so often? You probably will see more ...

  9. Simulation workshops with first year midwifery students.

    Science.gov (United States)

    Catling, Christine; Hogan, Rosemarie; Fox, Deborah; Cummins, Allison; Kelly, Michelle; Sheehan, Athena

    2016-03-01

    Simulated teaching methods enable a safe learning environment that are structured, constructive and reflective. We prepared a 2-day simulation project to help prepare students for their first clinical practice. A quasi-experimental pre-test - post-test design was conducted. Qualitative data from the open-ended survey questions were analysed using content analysis. Confidence intervals and p-values were calculated to demonstrate the changes in participants' levels of understanding/ability or confidence in clinical midwifery skills included in the simulation. 71 midwifery students participated. Students rated their understanding, confidence, and abilities as higher after the simulation workshop, and higher still after their clinical experience. There were five main themes arising from the qualitative data: having a learning experience, building confidence, identifying learning needs, developing communication skills and putting skills into practise. First year midwifery students felt well prepared for the clinical workplace following the simulation workshops. Self-rated understanding, confidence and abilities in clinical midwifery skills were significantly higher following consolidation during clinical placement. Longitudinal studies on the relationship between simulation activities and student's overall clinical experience, their intentions to remain in midwifery, and facility feedback, would be desirable. Copyright © 2015 Elsevier Ltd. All rights reserved.

  10. A STUDY TO ANALYZE VARIOUS FACTORS CONTRIBUTING TO STRESS IN FIRST YEAR MBBS STUDENTS DURING EXAMINATION

    OpenAIRE

    Ganesh, Gajalakshmi; U, Kavitha; B, Anandarajan; M, Chandrasekar

    2012-01-01

    Introduction: Exam stress is a set of responses that includes excessive worry, depression, nervousness and irrelevant thinking to a class of stimuli from an individual’s experience of assessment and outcome. The rationale of this study is to assess the examination related stress among the first year MBBS students by measuring BMI (body mass index) and VAS (Visual  analogue scale) as to determine the factors contributing to exam stress among first year medical students. Methods: The study w...

  11. Milwaukee Parental Choice Program. First Year Report.

    Science.gov (United States)

    Witte, John F.

    A preliminary evaluation and report were conducted of the Milwaukee (Wisconsin) Public Schools' (MPS) Parental Choice Program (PCP) following its first year of operation. The state legislated program provides an opportunity for students meeting specific criteria to attend private, non-sectarian schools in Milwaukee. A payment from public funds…

  12. Effectiveness of Feedback in First Year Physics

    DEFF Research Database (Denmark)

    Bearden, Ian; Voigt, Karen A; Mathiasen, Helle

    How can we provide better and more effective feedback to our students? How can we encourage students to use feedback effectively? We will present results of a study of first year physics students addressing these questions and comparing the effectiveness of written and screencast feedback....

  13. PUSPATI Triga Reactor - First year in operation

    International Nuclear Information System (INIS)

    Nahrul Khair Rashid.

    1983-01-01

    First year operation of RTP reactor was mostly devoted to making in house training, setting up and testing the facilities in preparation for more routine operations. Generally the operations are categorized into 4 main purposes; experiment of research, teaching and training, demonstration, and testing and maintenance. These four purposes are elaborated in detail. Additions and modifications were performed in order to improve the safety of reactor operation. (A.J.)

  14. The effects of using concept mapping as an artifact to engender metacognitive thinking in first-year medical students' problem-based learning discussions: A mixed-methods investigation

    Science.gov (United States)

    Shoop, Glenda Hostetter

    Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students' clinical problem-solving skills, and their ability to critically think through complex diseases. Metacognition is regarded as an important consideration in how we teach medical students these higher-order, critical thinking skills. This study used a mixed-methods research design to investigate if concept mapping as an artifact may engender metacognitive thinking in the medical student population. Specifically the purpose of the study is twofold: (1) to determine if concept mapping, functioning as an artifact during problem-based learning, improves learning as measured by scores on test questions; and (2) to explore if the process of concept mapping alters the problem-based learning intragroup discussion in ways that show medical students are engaged in metacognitive thinking. The results showed that students in the problem-based learning concept-mapping groups used more metacognitive thinking patterns than those in the problem-based learning discussion-only group, particularly in the monitoring component. These groups also engaged in a higher level of cognitive thinking associated with reasoning through mechanisms-of-action and breaking down complex biochemical and physiologic principals. The students disclosed in focus-group interviews that concept mapping was beneficial to help them understand how discrete pieces of information fit together in a bigger structure of knowledge. They also stated that concept mapping gave them some time to think through these concepts in a larger conceptual framework. There was no significant difference in the exam-question scores between the problem-based learning concept-mapping groups and the problem-based learning discussion-only group.

  15. First Year Experience: How We Can Better Assist First-Year International Students in Higher Education

    Science.gov (United States)

    Yan, Zi; Sendall, Patricia

    2016-01-01

    While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students' (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for…

  16. A study on the students feedback on the foundation course in first year MBBS curriculum

    Directory of Open Access Journals (Sweden)

    Srimathi T

    2014-07-01

    Full Text Available Aim of the Study: To study the students feedback on the short orientation course in first year MBBS curriculum, which was introduced in the institution as per the recommendations of Medical Council of India for the Foundation course. Methodology: 250 First year MBBS students were divided into 7 small groups of 35 to 36 each. They attended a short orientation course over a period of 8 days on a rotation basis. The skills taught include Stress and Time Management, language, communication, use of information technology, National health policies, Biohazard safety, Introduction to the preclinical subjects, Medical literature search, First Aid and Basic life support, Medical ethics and professionalism. The results were analyzed on the 8th day by student’s feedback and debate sessions. Results: Positive feedback of 88.5 to 98.5% was recorded regarding the objectives of the course, contents, presentation, future value of the course in the student’s career by a Questionnaire issued to the students. Remedial measures undertaken for negative Feedback. The course enabled self directed learning of the subjects. Conclusion: The Foundation Course at the beginning of the First phase of the course enables the First year students to acquire the basic knowledge and skills required for all the subsequent phases in MBBS course and later on their medical practice and career.

  17. Improving the Retention of First Year Students

    Science.gov (United States)

    Bishop, Graham

    The thesis compares student attrition rates in two UWS Schools for 2004 and 2005. It analyses possible reasons why students discontinue and identifies strategies and approaches to improving the quality of the teaching and learning environment for these students. The thesis focuses on the retention of first year students in the School of Engineering at the University of Western Sydney. Low retention rates are costly to the university, leading to inefficient use of resources, failure to fulfil student aspirations, and intervention between the university and the student. In each chapter, the thesis addresses student retention, satisfaction and performance and the interrelation between them and outlines the measures taken by the School of Engineering to improve these measurements for students commencing in 2006 and proposes many recommendations for further improvements in subsequent years. Each chapter addresses these issues by following the student pathway, commencing with the student leaving High School and entering their chosen university and course of study. At each stage, the relevant issues are addressed which have a direct or indirect impact on student retention, satisfaction and performance. Use is made of reports and papers published by universities and organisations, as outlined in the Literature Review. The research questions provide data through the results obtained from surveys. Typical Retention Rates are 75% for UWS, 81% for the Sector, 76% for the New Generation Universities (NGUs) and 62% for the School of Engineering on which this research is focussed. This thesis confirms the research from many countries that closely links student retention with the quality of teaching and learning. Key issues are: • a sound first year student orientation and welcome by staff; encountering efficient, effective and accurate student. The introduction of a more effective and tailored orientation program in 2007 attracted, at UWS School of Engineering, 92% attendance

  18. Realized Benefits for First-Year Student Peer Educators

    Science.gov (United States)

    Wawrzynski, Matthew R.; Beverly, Andrew M.

    2012-01-01

    This study investigated student-learning outcomes of college peer educators whose primary responsibility or interest was to address health and safety topics on campus, such as alcohol and illicit drug use, tobacco issues, sexual health and safety issues, nutrition, and violence prevention. Participants included 69 first-year college students who…

  19. A Feminist Revisit to the First-Year Curriculum.

    Science.gov (United States)

    Bernstein, Anita

    1996-01-01

    A seminar at Chicago-Kent College of Law (Illinois) that reviews six first-year law school courses by focusing on feminist issues in course content and structure is described. The seminar functions as both a review and a shift in perspective. Courses revisited include civil procedure, contracts, criminal law, justice and the legal system,…

  20. Learning Problems among Male and Female First Year ...

    African Journals Online (AJOL)

    There has been the observation that fresh students in their first year in the university encounter some learning problems. Specific problems investigated in this work include those of concentration ability, memory ability, study time management ability, attention problems, ability to join other students in study group work and ...

  1. Some Mathematical Elements in a First-Year Seminar Course

    Science.gov (United States)

    Pinter, Mike

    2007-01-01

    A first-year seminar general education course provides a good opportunity to search for mathematical topics associated with the popular culture represented in the course's required films and readings. We discuss mathematical connections to several books, including "Life of Pi" and "The Curious Incident of the Dog in the Night-Time," and to the…

  2. Integration of Medical Imaging Including Ultrasound into a New Clinical Anatomy Curriculum

    Science.gov (United States)

    Moscova, Michelle; Bryce, Deborah A.; Sindhusake, Doungkamol; Young, Noel

    2015-01-01

    In 2008 a new clinical anatomy curriculum with integrated medical imaging component was introduced into the University of Sydney Medical Program. Medical imaging used for teaching the new curriculum included normal radiography, MRI, CT scans, and ultrasound imaging. These techniques were incorporated into teaching over the first two years of the…

  3. The First Year of College: Understanding Student Persistence in Engineering

    Science.gov (United States)

    Hayden, Marina Calvet

    This research study aimed to expand our understanding of the factors that influence student persistence in engineering. The unique experiences of engineering students were examined as they transitioned into and navigated their first year of college at a public research university in California. Most students provided similar responses with respect to the way they experienced the transition to college and social life. There was, however, wide student response variation regarding their experience of academic life and academic policies, as well as in their level of pre-college academic preparation and financial circumstances. One key finding was that students' experiences during the first year of college varied widely based on the extent to which they had acquired organizational and learning skills prior to college. The study used a mixed methods approach. Quantitative and qualitative data were collected through an online survey and one-on-one interviews conducted with freshman students near the end of their first year of college. The theoretical foundations of this study included Astin's Theory of Student Involvement and Tinto's Theory of Student Departure. The design of the study was guided by these theories which emphasize the critical importance of student involvement with the academic and social aspects of college during the first year of college.

  4. 78 FR 25304 - Siemens Medical Solutions, USA, Inc., Oncology Care Systems (Radiation Oncology), Including On...

    Science.gov (United States)

    2013-04-30

    ..., USA, Inc., Oncology Care Systems (Radiation Oncology), Including On-Site Leased Workers From Source... Medical Solutions, USA, Inc., Oncology Care Systems (Radiation Oncology), including on- site leased... of February 2013, Siemens Medical Solutions, USA, Inc., Oncology Care Systems (Radiation Oncology...

  5. The First Year of Life' 1307

    African Journals Online (AJOL)

    particularly useful for both teachers and students. My one gripe is that I would like to have seen some reference made to the less classical approaches to analysis of medical data, for instance Bayesian methods and the technique of mathematical modelling. J. M. Juritz. Ear, Nose, and Throat Diseases. A Pocket. Reference".

  6. GENDER DIFFERENCES IN EMOTIONAL INTELLIGENCE AMONG FIRST YEAR MEDICAL STUDENTS

    OpenAIRE

    Kavana G; Smrithi Shetty; Sparshadeep; Shibin Girish; Das

    2012-01-01

    ABSTRACT: BACKGROUND : Emotions are our feelings; if properly used are es sential tools for successful and fulfilling life. Emotional Intellige nce (EI) is defined as “the composite set of capabilities that enable a person to manage himself / herself and others”. Six important facets of Emotional Intelligence are: self–awareness, self–co nfidence, self-control, empathy, motivation and social-competency. The stereotype of women being the more “emotional” sex su...

  7. First year clinical tutorials: students’ learning experience

    Directory of Open Access Journals (Sweden)

    Burgess A

    2014-11-01

    Full Text Available Annette Burgess,1 Kim Oates,2 Kerry Goulston,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. Methods: The study was conducted with one cohort (n=301 of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. Results: The response rate to the questionnaire was 88% (265/301. Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Conclusion: Situated cognition theory provides a valuable lens to view students' experience of learning within the

  8. Oral piercings among first-year university students.

    Science.gov (United States)

    Ventä, Irja; Lakoma, Ani; Haahtela, Sauli; Peltola, Jaakko; Ylipaavalniemi, Pekka; Turtola, Lauri

    2005-05-01

    The aim of the study was to examine oral piercings among first-year university students. First-year university students in 2002 were invited to a dental examination (n = 234; 49 men and 185 women). Students with piercings formed the study group and the rest served as controls. The methods included decayed, missing, and filled teeth (DMF) index, stimulated salivary flow rates, panoramic tomograms, and questionnaires including the Depression Inventory of Beck. Fisher's 2-sided exact test was used for statistical analysis. The prevalence of oral piercings was 3.4%. In the DMF indices, no statistically significant differences existed between the groups. Increased salivary flow rates were noted among students with piercings (63% vs 26%, P piercings is essential.

  9. First year clinical tutorials: students' learning experience.

    Science.gov (United States)

    Burgess, Annette; Oates, Kim; Goulston, Kerry; Mellis, Craig

    2014-01-01

    Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. The study was conducted with one cohort (n=301) of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. The response rate to the questionnaire was 88% (265/301). Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Situated cognition theory provides a valuable lens to view students' experience of learning within the clinical environment. Our findings demonstrate students' appreciation of clinical tutors as role models, the need for consistency in feedback, the importance of structure within tutorials, and the need for tutors to have an understanding of the curriculum and learning objectives for each

  10. First year clinical tutorials: students’ learning experience

    Science.gov (United States)

    Burgess, Annette; Oates, Kim; Goulston, Kerry; Mellis, Craig

    2014-01-01

    Background Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students’ learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students’ experience within their clinical tutorials impacts their knowledge, thinking, and learning. Methods The study was conducted with one cohort (n=301) of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor’s attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. Results The response rate to the questionnaire was 88% (265/301). Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Conclusion Situated cognition theory provides a valuable lens to view students’ experience of learning within the clinical environment. Our findings demonstrate students’ appreciation of clinical tutors as role models, the need for consistency in feedback, the importance of structure within tutorials, and the need for tutors to have an understanding of the

  11. Challenges in validating model results for first year ice

    Science.gov (United States)

    Melsom, Arne; Eastwood, Steinar; Xie, Jiping; Aaboe, Signe; Bertino, Laurent

    2017-04-01

    In order to assess the quality of model results for the distribution of first year ice, a comparison with a product based on observations from satellite-borne instruments has been performed. Such a comparison is not straightforward due to the contrasting algorithms that are used in the model product and the remote sensing product. The implementation of the validation is discussed in light of the differences between this set of products, and validation results are presented. The model product is the daily updated 10-day forecast from the Arctic Monitoring and Forecasting Centre in CMEMS. The forecasts are produced with the assimilative ocean prediction system TOPAZ. Presently, observations of sea ice concentration and sea ice drift are introduced in the assimilation step, but data for sea ice thickness and ice age (or roughness) are not included. The model computes the age of the ice by recording and updating the time passed after ice formation as sea ice grows and deteriorates as it is advected inside the model domain. Ice that is younger than 365 days is classified as first year ice. The fraction of first-year ice is recorded as a tracer in each grid cell. The Ocean and Sea Ice Thematic Assembly Centre in CMEMS redistributes a daily product from the EUMETSAT OSI SAF of gridded sea ice conditions which include "ice type", a representation of the separation of regions between those infested by first year ice, and those infested by multi-year ice. The ice type is parameterized based on data for the gradient ratio GR(19,37) from SSMIS observations, and from the ASCAT backscatter parameter. This product also includes information on ambiguity in the processing of the remote sensing data, and the product's confidence level, which have a strong seasonal dependency.

  12. Returning Persian Gulf Troops: First Year Findings

    Science.gov (United States)

    1992-03-31

    in only four individuals (3 PTSD-positive, 1 PTSD-negative) and included lifetime cannabis abuse (8%), lifetime alcohol abuse (4%), lifetime and...difficulties are identified. This includes psychosis , affective disorder, personality disorders, suicidal or homicidal ideation, problems of impulse

  13. First Year Digital Marketing Plan : Case: Arctos

    OpenAIRE

    Järvelin, Reetta

    2016-01-01

    Digital marketing is becoming increasingly important, as communication through digital chan-nels develops and some aspects of traditional marketing become irrelevant. Digital marketing focuses on current and relevant methods of reaching audiences, making it a valuable marketing asset for businesses. This thesis is a study into the field of digital marketing, including common tools and best practices. The thesis is a project-based thesis, which aims to create a complete digital marketing p...

  14. First years experience of LHC Beam Instrumentation

    CERN Document Server

    Jones, O R

    2011-01-01

    The LHC is equipped with a full suite of sophisticated beam instrumentation which has been essential for rapid commissioning, the safe increase in total stored beam power and the understanding of machine optics and accelerator physics phenomena. This paper will comment on all of these systems and on their contributions to the various stages of beam commissioning. It will include details on: the beam position system and its use for realtime global orbit feedback; the beam loss system and its role in machine protection; total and bunch by bunch intensity measurements; tune measurement and feedback; synchrotron light diagnostics for transverse beam size measurements, abort gap monitoring and longitudinal density measurements. Issues and problems encountered along the way will also be discussed together with the prospect for future upgrades.

  15. Vergence findings and horizontal vergence dysfunction among first year university students in Benin City, Nigeria.

    Science.gov (United States)

    Ovenseri-Ogbomo, Godwin O; Eguegu, Ovigwe Peter

    2016-01-01

    The study was designed to determine the prevalence of vergence dysfunctions among first year university students in Nigeria and to document the measures that define the vergence system of the visual system. A cross-sectional study of first year students of the University of Benin, Benin City, Nigeria, who presented for the mandatory eye examination as part of their medical examinations required for clearance was conducted. A battery of tests that defines the vergence system including near and far phoria, positive and negative fusional vergence amplitudes at far and near, near point of convergence (NPC) and AC/A ratio were measured using conventional clinical protocols. The prevalence of vergence dysfunction among 212 first year university students who satisfied the inclusion criteria and gave consent to participate was 12.7%, with convergence insufficiency being the most common vergence dysfunction. Blurred vision, headache and diplopia were the most frequently reported visual symptoms. There is a considerable prevalence of previously undiagnosed vergence dysfunctions in this population of students. The study underscored the need to carry out a thorough binocular vision assessment as part of the battery of tests administered to newly admitted students in this community to forestall any adverse effect the presence of vergence dysfunctions might have on the academic activity of university students. Copyright © 2016 Spanish General Council of Optometry. Published by Elsevier España, S.L.U. All rights reserved.

  16. Nursing diagnoses determined by first year students: a vignette study.

    Science.gov (United States)

    Hakverdioğlu Yönt, Gülendam; Korhan, Esra Akın; Erdemir, Firdevs; Müller-Staub, Maria

    2014-02-01

    The study aimed to determine the ability of first year students in identifying nursing diagnoses. In a descriptive evaluation study, an expert-validated vignette containing 18 nursing diagnoses was used. The students determined 15 nursing diagnoses. The highest percentages of diagnoses identified were disturbed sleep pattern and nutrition imbalance. Students also considered medical diagnoses as nursing diagnoses: hypertension and tachycardia. Despite the fact that students were only at the end of their first semester and had limited clinical experience, they successfully identified the majority of nursing diagnoses. Patient case study vignettes are recommended for education. To foster students' knowledge and experience, it is also suggested that evaluating nursing diagnoses in clinical practicals becomes a requirement. © 2013 NANDA International, Inc.

  17. How Do Learning Communities Affect First-Year Latino Students?

    Science.gov (United States)

    Huerta, Juan Carlos; Bray, Jennifer J.

    2013-01-01

    Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas…

  18. Implementation and first-year results of an antimicrobial stewardship program at a community hospital.

    Science.gov (United States)

    Bartlett, James M; Siola, Patricia L

    2014-06-01

    The implementation of an antimicrobial stewardship program (ASP) at a small community hospital affiliated with an accountable care organization (ACO) is described, including a report on first-year program outcomes. With no infectious diseases (ID)-trained pharmacists on staff, a 155-bed hospital formed an ASP by restructuring its clinical pharmacy services. One full-time pharmacist led the program; nine full- or part-time pharmacists-none of whom had residency training-shared ASP responsibilities on a weekly rotation. Under a contract with a private medical group, an ID physician reviewed cases with ASP pharmacists for up to two hours each weekday. ASP interventions and tracking and reporting of outcomes were done primarily by pharmacists. Monitoring of pharmacy purchases in the first year of the program indicated an annualized 26% decrease in overall antimicrobial expenditures from prior-year spending, with a nearly 18% decrease in defined daily doses per 1000 patient-days. Total first-year direct cost savings attributed to the ASP were estimated at $145,353. Pharmacist-initiated conversions of patients from i.v. to oral antimicrobial therapy increased by 688% (p acceptance of ASP-recommended interventions (mainly streamlining of therapy, limiting the duration of therapy to a specific stop date, and discontinuation of nonindicated drugs) was 74%. An ASP was implemented at a small ACO-affiliated community hospital by a team of pharmacists without specialized ID training. During the first year of the program, antimicrobial expenditures were reduced and there was a significant increase in pharmacist-initiated i.v.-to-oral conversions. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  19. Extending FDA guidance to include consumer medication information (CMI) delivery on mobile devices.

    Science.gov (United States)

    Sage, Adam; Blalock, Susan J; Carpenter, Delesha

    This paper describes the current state of consumer-focused mobile health application use and the current U.S. Food and Drug Administration (FDA) guidance on the distribution of consumer medication information (CMI), and discusses recommendations and considerations for the FDA to expand CMI guidance to include CMI in mobile applications. Smartphone-based health interventions have been linked to increased medication adherence and improved health outcomes. Trends in smartphone ownership present opportunities to more effectively communicate and disseminate medication information; however, current FDA guidance for CMI does not outline how to effectively communicate CMI on a mobile platform, particularly in regards to user-centered design and information sourcing. As evidence supporting the potential effectiveness of mobile communication in health care continues to increase, CMI developers, regulating entities, and researchers should take note. Although mobile-based CMI offers an innovative mechanism to deliver medication information, caution should be exercised. Specifically, considerations for developing mobile CMI include consumers' digital literacy, user experience (e.g., usability), and the quality and accuracy of new widely used sources of information (e.g., crowd-sourced reviews and ratings). Recommended changes to FDA guidance for CMI include altering the language about scientific accuracy to address more novel methods of information gathering (e.g., anecdotal experiences and Google Consumer Surveys) and including guidance for usability testing of mobile health applications. Copyright © 2016 Elsevier Inc. All rights reserved.

  20. Reaching First-Year Students During Orientation Week

    Directory of Open Access Journals (Sweden)

    Nancy Collins

    2011-11-01

    Full Text Available At the University of Waterloo, librarians have been expanding their outreach to first-year students during orientation week dramatically over the past three years. Efforts have included involvement in department and faculty orientation events, as well as in a campus-wide orientation initiative called “Jumpstart Friday,” which aims to educate new students about the different services on campus that can help them to “jumpstart” their success. Librarians’ increasing participation in varied orientation events has necessitated that librarians streamline their outreach efforts for new students. Most recently, librarians have been designing their communication pieces and presentations with a focus on eliciting interest and positive first impressions about the library. To spark students’ interest in the library they aim to 1 create clear and concise messaging for delivering essential information, 2 demonstrate how the library will fit into students’ lives, and 3 deliver content in a high-energy and upbeat way. In this article, the authors outline the specific outreach approaches that librarians at Waterloo are currently taking in their communications and presentations to first-year students during orientation week.

  1. Abortion, contraceptive use, and adolescent pregnancy among first-year medical students at a major public university in Mexico City El aborto, el uso de anticonceptivos y el embarazo en la adolescencia en estudiantes de medicina de una importante universidad pública en México, D.F.

    Directory of Open Access Journals (Sweden)

    Adriana Ortiz-Ortega

    2003-08-01

    Full Text Available OBJECTIVE: If properly trained, medical students could become future opinion leaders in health policy and could help the public to understand the consequences of unwanted pregnancies and of abortions. The objective of this study was to analyze the frequency of unwanted pregnancies and induced abortions that had occurred among women who were first-year medical students at a major public university in Mexico City and to compare the experiences of those women with the experiences of the general population of Mexican females aged 15 to 24. METHODS: In 1998 we administered a cross-sectional survey to all the first-year medical students at the National Autonomous University of Mexico, which is the largest university in Latin America. For this study we analyzed 549 surveys completed by female students. RESULTS: Out of the 549 women, 120 of them (22% had been sexually active at some point. Among those 120 sexually active students, 100 of them (83% had used a contraceptive method at some time, and 19 of the 120 (16% had been pregnant. Of those 19 women who had been pregnant, 10 of them had had an illegal induced abortion (in Mexico, abortions are illegal except under a small number of extenuating circumstances. The reported abortion rate among the female medical students, 2%, was very low in comparison with the 11% rate for women of similar ages in the Mexican general population. CONCLUSIONS: The lower incidence of abortion among the female medical students indicates that when young Mexican women have access to medical information and are highly motivated to avoid unintended pregnancy and abortion, they can do so.OBJETIVO: Con entrenamiento adecuado, los estudiantes de medicina pueden convertirse en líderes de opinión con futura injerencia sobre las políticas de salud, así como ayudar al público a entender las consecuencias de los embarazos indeseados y del aborto. El objetivo del presente estudio ha sido examinar la frecuencia del embarazo

  2. Estrategia de motivación para estudiantes de primer año de Medicina, Universidad San Sebastián, Concepción, Chile Motivation strategy for first year medical students, Universidad San Sebastián, Concepción, Chile

    Directory of Open Access Journals (Sweden)

    P. Jorquera-Aguayo

    2010-06-01

    explores the relevance of early contact with the patient and the hospital as sources of motivation in the first year. Subjects and methods. All first year medical students (n = 115 were invited to visit a hospital voluntarily. There, the students visited the facilities and held a free conversation with a patient. The views were collected through a free writing. Results. 95 students were enrolled, of whom 68 did the visit. When consulted about the patient experience, students spoke positively of it. The anxiety at the beginning of the conversation was one of the most mentioned aspects as it was the importance of knowing the future workplace. Conclusions. The experience showed a high level of interest in participating. Also, it revealed elements of the student's emotional life, basis of major importance for the medical education. Finally, it is recommend the early relationship with the patient and the hospital as motivational agents in the first year. It is suggested the incorporation of tasks and complementing of the evaluation with tools that allow obtaining objective information on apprenticeship.

  3. Learning Communities: Foundations for First-Year Students' Development of Pluralistic Outcomes

    Science.gov (United States)

    Soria, Krista M.; Mitchell, Tania D.

    2015-01-01

    The purpose of this study was to investigate the associations between first-year undergraduates' (n = 1,701) participation in learning communities and their development of leadership and multicultural competence. The sample included first-year students who were enrolled at six large, public research universities in 2012 and completed the Student…

  4. Integration of medical imaging including ultrasound into a new clinical anatomy curriculum.

    Science.gov (United States)

    Moscova, Michelle; Bryce, Deborah A; Sindhusake, Doungkamol; Young, Noel

    2015-01-01

    In 2008 a new clinical anatomy curriculum with integrated medical imaging component was introduced into the University of Sydney Medical Program. Medical imaging used for teaching the new curriculum included normal radiography, MRI, CT scans, and ultrasound imaging. These techniques were incorporated into teaching over the first two years of the program as a part of anatomy practical sessions, in addition to dedicated lectures and tutorials given by imaging specialists. Surveys were conducted between 2009 and 2012 to evaluate the student acceptance of the integration. Students were asked to rate individual activities as well as provide open-ended comments. The number of students who responded to the surveys varied from 40% to 98%. Over 90% of the respondents were satisfied with the overall quality of teaching in the anatomy units. In summary, 48% to 63% of the responding students thought that the specialist imaging lectures helped them learn effectively; 72% to 77% of students thought that the cross-sectional practical sessions helped them to better understand the imaging modalities of CT, MRI, and ultrasound; 76% to 80% of students considered hands-on ultrasound session to be useful in understanding the application of ultrasound in abdominal imaging. The results also revealed key similarities and differences in student perceptions of the new integrated curriculum for students with both a high and low prior exposure to anatomy. Further evaluation will aid in refining the integrated medical imaging program and providing its future direction. © 2014 American Association of Anatomists.

  5. Students' perceptions and expectations of a first-year psychology ...

    African Journals Online (AJOL)

    The purpose of this study was to explore students' expectations and perceptions of a first-year Psychology course (Psyc 100) at the University of the North. The idea of obtaining information about the students' opinions (especially from those in their first year of study) was spurred by the realisation that students can usefully ...

  6. The first year of implementation of the Child Justice Act

    African Journals Online (AJOL)

    Is the act working for children: The first year of implementation of the Child Justice Act. ... South African Crime Quarterly ... On 1 April 2011 a year had passed since the implementation of the Child Justice Act. This article interrogates the annual report presented to parliament on the first year of implementation of the Act, and ...

  7. A Mathematics Support Programme for First-Year Engineering Students

    Science.gov (United States)

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

    2013-01-01

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

  8. Design grammars as evaluation tools in the first year studio

    DEFF Research Database (Denmark)

    Ibrahim, Mohamed S.; Bridges, Alan; Chase, Scott Curland

    2012-01-01

    This paper describes a teaching experience conducted and carried out as part of the coursework of first year students. The workshop is the third of three workshops planned to take place during the course of the first year studio, aimed at introducing new ways of thinking and introducing students ...

  9. Accessing powerful knowledge: a comparative study of two first year ...

    African Journals Online (AJOL)

    This paper presents a case study of two first year sociology courses run at an elite South African university in order to speak to student perspectives on the sociology curriculum. The paper provides a comparative analysis of the academic experiences of extended degree (ED) students registered on two first year courses, ...

  10. The Relationship between Student Performance in a First Year ...

    African Journals Online (AJOL)

    In 2001, the University of Zimbabwe doubled the intake into first year at the request of the government. An analysis of one affected course, Plant Biology of the first year of the BSc Honours in Agriculture Degree, was carried out due to the high failure rate (39%). There was also a failure rate of 44% for those students with less ...

  11. First Year Experience Courses. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2016

    2016-01-01

    Based on four studies that meet WWC group design standards, "first year experience courses" were found to have potentially positive effects on credit accumulation, degree attainment (college), and general academic achievement (college) for freshman college students. "First year experience courses", often referred to as college…

  12. First-Year Course Requirements and Retention for Community Colleges

    Science.gov (United States)

    Mayo, Teresa

    2013-01-01

    Community colleges educate a diverse group of students. Effective first-year programs should focus on a variety of interventions that improve learning and retention. Students have academic, intellectual, and social challenges during their community college experience. First-year orientation programs should help students adapt. This article…

  13. Improving academic achievement after First year Studentship in the ...

    African Journals Online (AJOL)

    The study therefore recommended that the negative experiences should be part of the orientation given to first year students in the University. Second, that universities should not use the grade point average obtained during the first year to compute the final GPA for graduating students. Keywords:Academic Achievement ...

  14. Ocular hypertension after pediatric cataract surgery: baseline characteristics and first-year report.

    Directory of Open Access Journals (Sweden)

    Haotian Lin

    Full Text Available Monitoring intraocular pressure (IOP is essential for pediatric cataract treatment but always difficult due to lack of cooperation in young children. We present the baseline characteristics and the first-year results of a long-term prospective cohort study, which are aimed to determine the relationship of the incidence of ocular hypertension (OH in children after cataract surgery during the first-year period and the risk of developing late-onset glaucoma. Children were included with the following criteria: they were ≤10 years old and scheduled to undergo cataract surgery with/without intraocular lens implantation; they were compliant with our follow-up protocol, which included monitoring IOP using a Tono-Pen under sedation or anesthesia. Incidence of OH, peak OH value, OH onset time and OH duration within a 12-month period following surgery were measured. In brief, 206 patients (379 eyes were included and OH developed in 66 of 379 (17.4% eyes. The mean follow-up period was 14.0±3.2 months (median, 12 months; range, 10-16 months. Moreover, 33 of 196 (16.8% aphakic eyes and 33 of 183 (18.0% IOL eyes were diagnosed with OH. The peak OH onset times were at 1-week (34/66, 51.5% and 1-month (14/66, 21.2% appointments postsurgery. The peak IOP value in the OH eyes was 29.9±7.5 mmHg (median, 29 mmHg; range, 21-48 mmHg. The duration of OH was 30.9±31.2 days (median, 30 days; range, 3-150 days. OH recurred in 13 eyes with a history of OH diagnosed within 1 month postsurgery (13/54, 24.1%, which needed temporary or long term use of antiglaucoma medications. In conclusion, the incidence of OH in children after cataract surgery was 17.4% during the first-year period. Children who have suffered elevated IOP in the first year after cataract surgery should be followed closely to determine if there is an increased risk of developing late-onset glaucoma.

  15. [Significance of Multi-center Obstetrics Perioperative Team Training Including Various Medical Staffs].

    Science.gov (United States)

    Komasawa, Nobuyasu; Fujita, Daisuke; Nakayama, Mai; Fujiwara, Shunsuke; Mihara, Ryosuke; Okada, Daisuke; Omoto, Haruka; Tanaka, Motoshige; Nishihara, Isao; Minami, Toshiaki

    2016-02-01

    We report the development of a multi-center/multispecialist obstetrics perioperative team training program. Participants were members of the team, including anesthesiologists, obstetricians, and operation nurses. A questionnaire survey was conducted prior to course participation to clarify any questions team members had. The courses included a lecture and simulation training with scenario-based discussions or the use of a simulator. Scenarios included massive bleeding during cesarean section, massive bleeding after vaginal delivery, and emergency cesarean section for premature placental abruption. After each course, participants discussed problems associated with obstetrics medical safety in the context of each theme. Simulation-based perioperative team training with anesthesiologists, obstetricians, and operation nurses may serve as a vehicle to promote perioperative obstetrics patient safety.

  16. International Perspectives on the First-Year Experience in Higher Education. The First-Year Experience Monograph Series No. 52

    Science.gov (United States)

    Nutt, Diane, Ed.; Calderon, Denis, Ed.

    2009-01-01

    Students around the globe have unique first-year experiences but struggle with many of the same challenges. This monograph focuses on their journeys and provides insights for educators interested in learning about how institutions across the globe provide supports to students dealing with first-year transition issues. Based on the successful…

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

    Science.gov (United States)

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

    2018-01-24

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

  18. First-Year Female Students: Perceptions of Friendship.

    Science.gov (United States)

    Ishler, Jennifer L. Crissman; Schreiber, Staci

    2002-01-01

    Examined 91 first-year female students' perceptions of their pre-college and new collegiate friendships. Found that they have difficulty letting go of pre-college friendships and investing in new friendships. (EV)

  19. Physics from the first year of H1 at HERA

    Energy Technology Data Exchange (ETDEWEB)

    Kiesling, C. [Max-Planck-Institut fuer Physik, Muenchen (Germany)

    1994-12-01

    In this report the author summarizes the results from the H1 experiment at HERA, using the data from the first year of running, 1992, when an integrated luminosity of 25 nb{sup {minus}1} has been recorded. These results include photoproduction, the measurement of the deep inelastic scattering, both for neutral current reactions and the search for physics beyond the Standard Model. Apart from the measurement of a moderate rise in the total photoproduction cross section, clear evidence is seen for hard interactions in single particle spectra and jet production, requiring a {open_quotes}resolved{close_quotes} photon as expected in QCD. The investigation of the global properties of hadronic final states in deep inelastic scattering demonstrates the need for further improvement of present QCD models. Evidence is found for a class of events with diffractive characteristics, exhibiting a large gap of hadronic energy flow about the proton direction. The proton structure function F{sub 2}{sup p}(x, Q{sup 2}) has been measured for neutral current events for Bjorken x in the range 10{sup {minus}4} - 10{sup {minus}2} and Q{sup 2} > 5 GeV{sup 2}, showing a steep rise towards small x. Furthermore, using 1993 data, a measurement of the cross section for charged current events is presented, clearly demonstrating, for the first time, the propagator effect of the W boson. Finally, new limits on leptoquarks, leptogluons, and excited electrons have been determined.

  20. Physics from the first year of H1 at HERA

    International Nuclear Information System (INIS)

    Kiesling, C.

    1994-08-01

    In this report we summarize the results from the H1 experiment at HERA, using the data from the first year of running, 1992, where an integrated luminosity of 25 nb -1 has been recorded. These results include photoproduction, the measurement of the deep inelastic scattering, both for neutral current reactions, and the search for physics beyond the standard model. Apart from the measurement of a moderate rise in the total photoproduction cross section, clear evidence is seen for hard interactions in single particle spectra and jet production, requiring a ''resolved'' photon as expected is QCD. The investigation of the global properties of hadronic final states in deep inelastic scattering demonstrates the need for further improvement of present QCD models. Evidence is found for a class of events with diffractive characteristics, exhibiting a large gap of hadronic energy flow about the proton direction. The proton structure function F 2 p (x,Q 2 ) has been measured for neutral current events for Bjorken x in the range 10 -4 - 10 -2 and Q 2 > 5 GeV 2 , showing a steep rise towards small x. Furthermore, using 1993 data, a measurement of the cross section for charged current events is presented, clearly demonstrating, for the first time, the propagator effect of the W boson. Finally, new limits on leptoquarks, leptogluons, and excited electrons have been determined. (orig.)

  1. First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

    Directory of Open Access Journals (Sweden)

    Tanya Chichekian

    2016-05-01

    Full Text Available This longitudinal study of six first-year teachers focused on conceptualizations of inquiry-based pedagogy, self-efficacy for inquiry-based teaching, and its actual enactment. Data included a self-report survey of self-efficacy for inquiry-based instruction, individual interviews at the beginning and end of the year, and five distributed classroom observations. At year’s end, self-efficacy for inquiry teaching declined, as did frequencies of concepts teachers used to describe inquiry enactment. Inquiry descriptions reflected a set of interrelated procedures more than inquiry as conceptual knowledge. Novice teachers were observed least enacting pedagogical actions that required enabling students to communicate findings and the most in student engagement; however, over time frequencies of student engagement declined. Consistent patterns were observed between shifts in self-efficacy and inquiry enactment and shifts between self-efficacy and conceptualizations of inquiry enactment. We found beginning steps toward links between teacher’s conceptualizations and classroom practice.

  2. First Year Distance Transition Pedagogy: Synchronous online classrooms

    Directory of Open Access Journals (Sweden)

    Wendy Fasso

    2013-04-01

    Full Text Available The design and facilitation of distance online courses for first year students must consider both first year, and distance pedagogy. One technology with the promise to meet the needs of first year distance students is the synchronous online classroom. Teacher practice as they transition from face to face to distance environments is influenced by their private theories about technology and pedagogy. Any limitations posed by these private theories may limit in turn the technological, pedagogical and content knowledge of the teachers – TPACK. This paper reports on the case of a regional university as it transitions to online, distance learning in the first year context, with a particular focus on pedagogy in the online classroom. It contributes to the first year pedagogy literature by considering the influences of existing practice of university teachers in the transition to distance learning with a particular focus on synchronous web-based tutorials. It provides recommendations to other institutions in terms of transition strategies, the pedagogical and learning benefits that are enabled and professional development needs of teachers. Normal 0 false false false EN-AU ZH-CN X-NONE

  3. Outcomes of Isolated Antenatal Hydronephrosis at First Year of Life

    Directory of Open Access Journals (Sweden)

    Mutaz Orabi

    2018-03-01

    Full Text Available Objectives: To compare the grade of hydronephrosis between the antenatal and first postnatal ultrasound (US and their clinical outcomes. Methods: This retrospective study included all cases of isolated hydronephrosis detected by antenatal US from August 2005 to February 2011. Hydronephrosis was classified based on the standard criteria into mild, moderate, or severe. Cases associated with other major congenital anomalies were excluded. All patients were followed-up postnatally and outcomes available were analyzed at one year of age. Results: A total of 105 cases were included out of which 83 (79.0% were males and 22 (20.9% were females with a median gestational age of 38 weeks. First postnatal US of 105 cases showed that 20 (19.0% were free of hydronephrosis, 39 (37.1% had mild, 29 (27.6% moderate, and 17 (16.1% had severe hydronephrosis. Half (50.4% of hydronephrosis cases improved in their clinical presentation while 13.3% showed deterioration and 36.3% remained the same. Almost half of all cases (52 cases were diagnosed by US at the end of first year without any effect on renal function. Conclusions: Antenatal and postnatal US are sensitive tools for detecting hydronephrosis as well as for postnatal counseling. Fetal anatomy US is usually done at 18 weeks gestation and if this reveals any evidence of hydronephrosis, the patient is followed according to the severity. Postnatal US is not done routinely for cases where hydronephrosis resolves completely during pregnancy. Although newborns with antenatal hydronephrosis due to secondary causes are at greater risk for renal impairment, surgical intervention reserves renal function.

  4. Case studies of first-year critical science teachers

    Science.gov (United States)

    Love, Kurt A.

    technical controls (i.e. district-wide curriculum, state testing, district-wide common assessments, and state standards) and bureaucratic controls (i.e. mandates from administration that reinforce compliance to the technical controls) (Edwards, 1979; Irwin, 1996), sociocultural cues from administrators, colleagues, and students, and were made seemingly impenetrable via intensification, or high workloads that prevent reflective and critical thinking (Apple, 1988; Irwin, 1996). The internalized hegemonic pressures included their own feelings of internalized domination, surplus powerlessness (driven by feelings of isolation and self-blame) (Irwin, 1996; Lerner, 1986), and internalized dispositional views of their students (driven by feelings that their students were not capable of critical social thinking). Each of their case studies focus on how the philosophical differences between the first-year teachers and the sociocultural contexts contrasted providing constant tension for each of the three teachers in terms of their decision-making and their teaching practices. The technical controls seemed to be at the root of most of the external hegemonic pressures and even their internal hegemonic pressures. This paper will focus on the philosophical underpinnings of the state standards in science, the statewide tests, the district curricula, and district-wide common assessments that drove the teachers' practices. The philosophical foundations of their sociocultural contexts were: (1) knowledge as static and objectified, (2) curricular knowledge as the preferred knowledge, (3) standardized testing as a preferred method of gaining data about students' understandings of content, (4) uniform, decontextualized information as "neutral" facts and preferred knowledge, and (5) the summative view of 1-4 as a schooling process that produces learning that is preferred. The first-year teachers' philosophies together contrasted the philosophies of their sociocultural contexts. The first-year

  5. Factors predictive of depression in first-year college students.

    Science.gov (United States)

    Brandy, Julie M; Penckofer, Sue; Solari-Twadell, Phyllis A; Velsor-Friedrich, Barbara

    2015-02-01

    Starting college is a challenging time for first-year students and is often accompanied by emotions such as depression, which can negatively affect academic performance and quality of life. This descriptive correlational study examined stress, coping, depressive symptomology, spirituality, and social support in a convenience sample of first-year students (N = 188) from two private colleges. Results indicated that 45% of students demonstrated greater than average levels of stress and 48% reported clinically significant depressive symptomology. Significant relationships existed between depressive symptoms and stress (p depressive symptoms and social support (p students should be considered for decreasing depressive symptoms to enhance their college experience. \\ Copyright 2015, SLACK Incorporated.

  6. GLOBE Mission Earth: The evaluation of the first year's implementation.

    Science.gov (United States)

    Adaktylou, N. E.; Hedley, M. L.; Darche, S.; Harris-Stefanakis, E.; Silberglitt, M. D.; Struble, J.; Bingham, P.; Czajkowski, K.

    2017-12-01

    Here we present the evaluation findings for the first year of implementation of the `Mission Earth' Program.`Mission Earth' proposes the systematic embedding of GLOBE (Global Learning and Observations to Benefit the Environment) resources and NASA assets into the curricula of schools along the K-12 continuum, leveraging existing partnerships and networks. The main goal of the program is to create developmentally appropriate, vertically-integrated K-12 materials and activities,, supported by high quality professional development and ongoing support, engaging teachers from all grades. Its team consists of 5 geographically distributed universities and research institutions that have developed a curriculum progression following research-based best practices, have conducted the year's trainings for selected cohorts of teachers. The evaluation is a continuous process over the program's five year duration to examine implementation and opportunities for improvement. A broad set of data collection tools include a diagnostic component (needs assessment for teachers, capacity assessment for the school environment) and an assessment of implementation component (surveys for teachers and trainers, pre- and post tests for students, classroom observations, teacher interviews, portfolios). The tools used are validated instruments or ones modified to serve the program needs. The patterns emerging from the data provided information on: i) the quality of the intervention as to its design and content, ii) the alignment with the needs of the participants, iii) the implementation phase, iii) changes in the content knowledge of the students and their attitudes toward science, iv) changes in the facility of teachers to teach science in their classrooms after the professional development and materials provided, v) challenges and facilitators of implementation. Based on findings the program evaluation identifies additions/adjustments to be adopted in the following year.

  7. The evaluation of first aid and basic life support training for the first year university students.

    Science.gov (United States)

    Altintaş, Kerim Hakan; Aslan, Dilek; Yildiz, Ali Naci; Subaşi, Nüket; Elçin, Melih; Odabaşi, Orhan; Bilir, Nazmi; Sayek, Iskender

    2005-02-01

    In Turkey, the first aiders are few in quantity and yet they are required in many settings, such as earthquakes. It was thought that training first year university students in first aid and basic life support (FA-BLS) techniques would serve to increase the number of first aiders. It was also thought that another problem, the lack of first aid trainers, might be addressed by training medical students to perform this function. A project aimed at training first year university students in FA-BLS was conducted at Hacettepe University. In the first phase, medical student first aid trainers (MeSFAT) were trained in FA-BLS training techniques by academic trainers and in the second phase, first year university students were trained in FA-BLS techniques by these peer trainers under the academic trainers' supervision. The purpose of this study was to assess the participants' evaluation of this project and to propose a new program to increase the number of first aiders in the country. In total, 31 medical students were certified as MeSFATs and 12 of these trained 40 first year university students in FA-BLS. Various questionnaires were applied to the participants to determine their evaluation of the training program. Most of the participants and the authors considered the program to be successful and effective. This method may be used to increase the number of first aid trainers and first aiders in the community.

  8. [An integrated approach including paediatric and forensic medical expertise on suspicion of child abuse].

    Science.gov (United States)

    Schouten, M C M; Karst, W A; van der Stel, H F; Teeuw, A H; van de Putte, E M

    2016-01-01

    A false accusation of child abuse has a major impact on child and family. Conversely, a missed diagnosis of child abuse may have significant and lifelong consequences for the child. For health professionals the assessment of the nature of the injury and differentiating between accidental and inflicted injury, disease manifestation or a physiological phenomenon can be challenging. For adequate determination of the cause of injury, an integrated approach including paediatric knowledge and forensic medical expertise is essential. Therefore, a national expertise centre for child abuse (LECK) was established in the Netherlands in 2014. The first results of this integrated approach are described and illustrated with three case reports. Case A, a 7-month-old boy with an accidental humerus fracture. Case B, an 8-year-old boy with a false positive suspicion of child abuse who was eventually diagnosed with Henoch-Schönlein syndrome. Case C, boy of 3 months with bruises and a metaphyseal fracture of the femur, both highly suspected of being inflicted injury.

  9. Musculoskeletal disorders among first-year Ghanaian students in a ...

    African Journals Online (AJOL)

    Musculoskeletal disorders among first-year Ghanaian students in a nursing college. Jubilant Kwame Abledu, Eric Bekoe ... in the Ghanaian population. Keywords: Musculoskeletal disorders, nursing students, functional impairment. ..... tics and taught ergonomics on the prevalence of mus- culoskeletal disorders amongst ...

  10. First Year Engagement & Retention: A Goal-Setting Approach

    Science.gov (United States)

    Tuffley, David; Antonio, Amy

    2013-01-01

    First year students face a daunting range of challenges as they make the transition to university life. Their experiences in the first months of university have a defining influence on their success or otherwise in their studies. The purpose of this paper is to report on the results of a case study that tests the efficacy of a student engagement…

  11. First-Year Students' Perspectives on Intercultural Learning

    Science.gov (United States)

    Lee, Amy; Williams, Rhiannon D.; Shaw, Marta A.; Jie, Yiyun

    2014-01-01

    Faculty can play a critical role in supporting students' intercultural development, but studies indicate that instructors report a lack of formal understanding about how to maximize this opportunity. Through the investigation of 115 first-year students' written reflections, this study provides faculty with students' perspectives on intercultural…

  12. Motor skills of first year students in Human Movement Studies ...

    African Journals Online (AJOL)

    should also be a clear distinction between movement activities as part of the formal academic programme and activities as part of an extra mural activity plan. Keywords: Motor skills; Movement; Physical development; First year students. South African Journal for Research in Sport, Physical Education and Recreation Vol.

  13. The Work Values of First Year Spanish University Students

    Science.gov (United States)

    Cortés-Pascual, P. A.; Cano-Escoriaza, J.; Orejudo, S.

    2014-01-01

    This study analyzes the work values of 2,951 first-year university students in Spain enrolled in degree programs within the five major areas of university studies. For our research, participants were asked to respond to a Scale of Work Values in which intrinsic, social, and pragmatic extrinsic values as well as extrinsic values related to…

  14. Incorporating a Creative Component in First-Year Law

    Science.gov (United States)

    Kleefeld, John C.; Farnese, Patricia L.

    2015-01-01

    For some students, law school leads to a perception of legal education as favouring technical proficiency and structural similarity over innovation and creativity, leading to disengagement in learning. To address this, we offered a creative option in two first-year law courses, worth 20% of the grade. Students who chose this option created a…

  15. Identifying Attrition Risk Based on the First Year Experience

    Science.gov (United States)

    Naylor, Ryan; Baik, Chi; Arkoudis, Sophia

    2018-01-01

    Using data collected from a recent national survey of Australian first-year students, this paper defines and validates four scales--belonging, feeling supported, intellectual engagement and workload stress--to measure the student experience of university. These scales provide insights into the university experience for both groups and individual…

  16. Immigration Reform in Its First Year. CIS Paper 4.

    Science.gov (United States)

    North, David S.

    This document assesses the preliminary impact of the first year of the Immigration Reform and Control Act of 1986 (IRCA). The act had three primary goals: (1) to discourage illegal immigration into the United States and to encourage the departure of recent illegal immigrants; (2) to permit the legalization of illegal immigrants who have been in…

  17. Monitoring and Analysing Attendance in First Year University Mathematics Tutorials

    Science.gov (United States)

    Higgins, Patrick; Read, Wayne

    2012-01-01

    As part of an innovative tutorial structure introduced to a first year university mathematics subject, an attendance monitoring system was implemented. The system collected data that was used to investigate the relationship between student attendance and assessment performance which is reported here. The implementation of this system also assisted…

  18. Writing-to-Learn in First-Year Biological Sciences

    Science.gov (United States)

    Paszkowski, Cynthia; Haag, Margaret

    2008-01-01

    In 2006-2007, we established a writing exercise in two large first-year biology courses. Overall, our exercise, which consisted of multiple drafts of a 500-word essay, offered students a good introduction to how editorial feedback can improve content and style in scientific writing. We discuss our goals, procedures, outcome, and students'…

  19. First-year University Students' Productive Knowledge of Collocations ...

    African Journals Online (AJOL)

    The present study examines productive knowledge of collocations of tertiary-level second language (L2) learners of English in an attempt to make estimates of the size of their knowledge. Participants involved first-year students at North-West University who sat a collocation test modelled on that developed by Laufer and ...

  20. Maternal Behavior and Infant Weight Gain in the First Year

    Science.gov (United States)

    Worobey, John; Lopez, Maria Islas; Hoffman, Daniel J.

    2009-01-01

    Objective: To examine the relative contributions of maternal characteristics and behaviors in predicting infant weight gain over the first year of postpartum life. Design: Longitudinal study of maternal feeding style throughout infancy. Setting: A Special Supplemental Nutrition Program for Women, Infants, and Children center. Participants:…

  1. On flipping the classroom in large first year calculus courses

    Science.gov (United States)

    Jungić, Veselin; Kaur, Harpreet; Mulholland, Jamie; Xin, Cindy

    2015-05-01

    Over the course of two years, 2012--2014, we have implemented a 'flipping' the classroom approach in three of our large enrolment first year calculus courses: differential and integral calculus for scientists and engineers. In this article we describe the details of our particular approach and share with the reader some experiences of both instructors and students.

  2. The Challenges of Clinical Practice as Experienced by First Year ...

    African Journals Online (AJOL)

    Nursing students internalise the art of nursing through clinical practice. The study was exploratory-descriptive and sought to answer the question, "what are the clinical practice experiences and coping strategies of first year general nursing students" ?. The objectives of the study were to: identify the students' ...

  3. Freshmen Marketing: A First-Year Experience with Experiential Learning

    Science.gov (United States)

    Greene, Henry

    2011-01-01

    This paper describes an experiential learning activity designed for a New England university freshmen course, BUS101-Marketing First-Year Experience (FYE). The purpose of the activity is to teach basic principles of marketing, develop a general perspective of business, and provide FYE activities that facilitate the college transition. The specific…

  4. Factors affecting Mathematics achievement of first-year secondary ...

    African Journals Online (AJOL)

    This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were ...

  5. Linguistic Attention in Rhetorical Genre Studies and First Year Writing

    Science.gov (United States)

    Aull, Laura

    2015-01-01

    Since Carolyn Miller's Genre as Social Action, North American Rhetorical Genre Studies (RGS) has facilitated analysis of how typified rhetorical actions constitute the contexts and communities in which writers write. In first-year writing (FYW) specifically, RGS approaches have focused on macro-level textual constructs, like the audience and…

  6. Cocurricular Arts Programming and an Integrative First-Year Experience

    Science.gov (United States)

    Creech, James; Zomorodian, Maryam

    2017-01-01

    Engagement with the arts is a fundamental element of a liberal education, especially in the first year of college. Liberal education seeks to form critical, creative citizens who can participate actively in "the various conversations that constitute a culture." The intellectual growth sparked by the arts serves many of the essential…

  7. An Innovative Learning Model for Computation in First Year Mathematics

    Science.gov (United States)

    Tonkes, E. J.; Loch, B. I.; Stace, A. W.

    2005-01-01

    MATLAB is a sophisticated software tool for numerical analysis and visualization. The University of Queensland has adopted Matlab as its official teaching package across large first year mathematics courses. In the past, the package has met severe resistance from students who have not appreciated their computational experience. Several main…

  8. Decreasing Authority Dependence during the First Year of College

    Science.gov (United States)

    Magolda, Marcia B. Baxter; King, Patricia M.; Taylor, Kari B.; Wakefield, Kerri M.

    2012-01-01

    Annual interviews with 228 students at 6 diverse campuses in the Wabash National Study of Liberal Arts Education reveal 123 students' developmental growth away from authority dependence between the beginning of the first and second years of college. In the first year of college, 86% of participants relied solely on external authorities to define…

  9. Trove: The First Year January 2010 - January 2011

    OpenAIRE

    Holley, Rose

    2011-01-01

    The report provides an overview of Trove development, contributor activity, marketing and promotion, and usage during the first year of service. Trove is a single discovery service (search engine) for Australians managed by the National Library of Australia. Trove aggregates over 100 million unique Australian resources.

  10. On Flipping the Classroom in Large First Year Calculus Courses

    Science.gov (United States)

    Jungic, Veselin; Kaur, Harpreet; Mulholland, Jamie; Xin, Cindy

    2015-01-01

    Over the course of two years, 2012-2014, we have implemented a "flipping" the classroom approach in three of our large enrolment first year calculus courses: differential and integral calculus for scientists and engineers. In this article we describe the details of our particular approach and share with the reader some experiences of…

  11. First Year Teaching Experiences of Early Childhood Urban Teachers.

    Science.gov (United States)

    Guyton, Edith

    The first-year teaching experiences of urban teachers were studied to conceptualize the reality faced by urban teachers and to determine the implications of the urban environment for teacher education. Subjects were four graduates of a teacher education program that gave no particular attention to the urban context beyond placement for student…

  12. First-Year Seminar Faculty: Recruitment, Supports, Motivators, and Challenges

    Science.gov (United States)

    Sobel, Karen

    2018-01-01

    The majority of universities and four-year colleges in the USA currently offer first-year seminars in at least one format. These programs often pride themselves in recruiting from among their institutions' best teachers to lead the seminars. In reality, this process of recruitment to teach in the program, as well as retention of faculty members…

  13. Opportunity to Learn First Year Mathematics in Teacher Training ...

    African Journals Online (AJOL)

    kofimereku

    Final year students and a lecturer in educational measurement and statistics from the Department of Educational Foundations, University of Cape. Coast designed and validated the instrument. In the development of the questionnaire, literature on mathematics and the mathematics syllabus for first year students of teacher ...

  14. An Intervention to Improve Academic Literacies in a First Year ...

    African Journals Online (AJOL)

    Therefore, within a first year biology course at a South African University, an intervention that focused on the academic literacy practices in biology was introduced. The intervention was designed around the assignment of writing a lab report. This paper describes this intervention and how it impacted on one student's ...

  15. First-year seminar intervention: Enhancing firstyear mathematics ...

    African Journals Online (AJOL)

    First-year seminar intervention: Enhancing firstyear mathematics performance at the University of Johannesburg. Melanie Jacobs, Estherna Pretorius. Abstract. South Africa has opened up access to higher education over the past 20 years. The massive increase in enrolments (with almost 70% first-generation students) ...

  16. Promoting Conceptual Change in First Year Students' Understanding of Evaporation

    Science.gov (United States)

    Costu, Bayram; Ayas, Alipasa; Niaz, Mansoor

    2010-01-01

    We constructed the PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of the classical POE (Predict-Observe-Explain) activity, to promote conceptual change, and investigated its effectiveness on student understanding of the evaporation concept. The sample consisted of 52 first year students in a primary science…

  17. First-Year University Chemistry Textbooks' Misrepresentation of Gibbs Energy

    Science.gov (United States)

    Quilez, Juan

    2012-01-01

    This study analyzes the misrepresentation of Gibbs energy by college chemistry textbooks. The article reports the way first-year university chemistry textbooks handle the concepts of spontaneity and equilibrium. Problems with terminology are found; confusion arises in the meaning given to [delta]G, [delta][subscript r]G, [delta]G[degrees], and…

  18. Integrated Chemistry and Biology for First-Year College Students

    Science.gov (United States)

    Abdella, Beth R. J.; Walczak, Mary M.; Kandl, Kim A.; Schwinefus, Jeffrey J.

    2011-01-01

    A three-course sequence for first-year students that integrates beginning concepts in biology and chemistry has been designed. The first two courses that emphasize chemistry and its capacity to inform biological applications are described here. The content of the first course moves from small to large particles with an emphasis on membrane…

  19. Implementing first-year assessment principles: An analysis of selected scholarly literature

    Directory of Open Access Journals (Sweden)

    Theda Thomas

    2018-03-01

    Full Text Available Assessment plays an important role in students’ learning as students often frame their learning around their assessment tasks. Well-designed assessment can be used to facilitate first-year students making their social and academic transition to university. In 2009, Professor David Nicol prepared a framework for first-year assessment practices that included 12 principles. In this study, these principles were revisited and used to analyse papers from 2013 to 2016 in the journals: ‘Assessment & Evaluation in Higher Education’, ‘The International Journal of First Year in Higher Education’ and ‘Student Success’. The purpose of the study was to determine how current literature addresses Nicol’s first-year assessment principles, whether there were any issues in implementing them and whether anything new is emerging in the field. Based on this analysis, proposals are made for modifying the principles and recommendations are made for future research.

  20. Altruism: Should it be Included as an Attribute of Medical Professionalism?

    Directory of Open Access Journals (Sweden)

    Joanne Harris

    2018-03-01

    Next steps: For many, the future of the medical profession lies in abandoning altruism as part of its defining qualities and adopting a new ethical definition of professionalism that fits with the complexities of modern society

  1. Echocardiographic evaluation of left ventricle mechanical parameters in infants of the first year of life

    Directory of Open Access Journals (Sweden)

    Yu. S. Sinelnikov

    2017-11-01

    Full Text Available Aim. The study focused on the analysis of the measurement range of left ventricle mechanics (strain, strain rate, rotation, rotation rate, twisting, untwisting, torsion in healthy infants of the first year of life to obtain their baseline values.Methods. The study included 125 healthy infants aged 5 days to 12 months (average 5.9±3.9 months. The Аcuson S 2000 machine (Siemens Medical Systems, Mountain View, CA, USA was used to perform echocardiography. The indicators of left ventricle longitudinal strain (% and strain rate (s–1, radial strain and strain rate (% and s–1, circumferential strain and strain rate (% and s–1, basal and apical rotation in systole and diastole (° and rotation rate (°/s, twisting (°, untwisting (°, twisting and unwinding rate (°/s and torsion (°/cm were measured and analyzed. Results. It was found out that the values of the longitudinal strain and strain rate inversely correlate with the pumping function (stroke volume index and diastolic function (filling pressures and the untwisting rate. The parameters of the circular and radial strain tended to depend on the left ventricle mass index, interventricular septum/left ventricle posterior wall thicknesses. Left ventricle twisting and untwisting would increase in healthy infants from the newborn period to the first year of life. Left ventricle torsion range was determined by the twist values and not by left ventricular geometry.Conclusion. The obtained data on the values of longitudinal, circumferential and radial left ventricle strain and strain rate can be used as reference ranges to evaluate the mechanical left ventricular function in infants of the first year of life.Received 27 January 2017. Accepted 15 June 2017.Funding: The study did not have sponsorship.Conflict of interest: The authors declare no conflict of interest.Author contributionsConception and study design: Yu.S. Sinelnikov, E.N. OrekhovaData collection and analysis: M.A. Polevshikova, T

  2. Electrocardiographic abnormalities in the first year after heart transplantation.

    Science.gov (United States)

    Pickham, David; Hickey, Kathleen; Doering, Lynn; Chen, Belinda; Castillo, Carmen; Drew, Barbara J

    2014-01-01

    Describe ECG abnormalities in the first year following transplant surgery. Analysis of 12-lead ECGs from heart transplant subjects enrolled in an ongoing multicenter clinical trial. 585 ECGs from 98 subjects showed few with abnormal cardiac rhythm (99% of ECGs were sinus rhythm/tachycardia). A majority of subjects (69%) had either right intraventricular conduction delay (56%) or right bundle branch block (13%). A second prevalent ECG abnormality was atrial enlargement (64% of subjects) that was more commonly left atrial (55%) than right (30%). Right intraventricular conduction delay or right bundle branch block is prevalent in heart transplant recipients in the first year following transplant surgery. Whether this abnormality is related to acute allograph rejection or endomyocardial biopsy procedures is the subject of the ongoing clinical trial. Atrial enlargement ECG criteria (especially, left atrial) are also common and are likely due to transplant surgery with subsequent atrial remodeling. © 2013 Elsevier Inc. All rights reserved.

  3. Building Connections in the First-year Undergraduate Experience

    Directory of Open Access Journals (Sweden)

    June Countryman

    2013-12-01

    Full Text Available Concerned about the success rate of new students in our program we designed and implemented a compulsory set of experiences which aim to support students in their transition from high school to university by 1 developing their sense of belonging to a community of learners and by 2 articulating with them the interrelationships among their first year core courses. We initiated various strategies which we have refined in response to student feedback over the past three years. In this paper we describe the pedagogical moves that constitute our initiative and the lessons we learned. We explore essential academic and personal issues that first-year students in all programs face. We share our research findings and address the big ideas that could be applied to any discipline or multi-disciplinary program.

  4. An instrument for broadened risk assessment in antenatal health care including non-medical issues.

    NARCIS (Netherlands)

    A.A. Vos (Amber); M.J. van Veen (Mieke); E. Birnie (Erwin); S. Denktaş (Semiha); E.A.P. Steegers (Eric); G.J. Bonsel (Gouke)

    2015-01-01

    markdownabstractGrowing evidence on the risk contributing role of non-medical factors on pregnancy outcomes urged for a new approach in early antenatal risk selection. The evidence invites to more integration, in particular between the clinical working area and the public health domain. We developed

  5. Prospective evaluation of dermatologic surgery complications including patients on multiple antiplatelet and anticoagulant medications.

    Science.gov (United States)

    Bordeaux, Jeremy S; Martires, Kathryn J; Goldberg, Dori; Pattee, Sean F; Fu, Pingfu; Maloney, Mary E

    2011-09-01

    Few prospective studies have evaluated the safety of dermatologic surgery. We sought to determine rates of bleeding, infection, flap and graft necrosis, and dehiscence in outpatient dermatologic surgery, and to examine their relationship to type of repair, anatomic location of repair, antibiotic use, antiplatelet use, or anticoagulant use. Patients presenting to University of Massachusetts Medical School Dermatology Clinic for surgery during a 15-month period were prospectively entered. Medications, procedures, and complications were recorded. Of the 1911 patients, 38% were on one anticoagulant or antiplatelet medication, and 8.0% were on two or more. Risk of hemorrhage was 0.89%. Complex repair (odds ratio [OR] = 5.80), graft repair (OR = 7.58), flap repair (OR = 11.93), and partial repair (OR = 43.13) were more likely to result in bleeding than intermediate repair. Patients on both clopidogrel and warfarin were 40 times more likely to have bleeding complications than all others (P = .03). Risk of infection was 1.3%, but was greater than 3% on the genitalia, scalp, back, and leg. Partial flap necrosis occurred in 1.7% of flaps, and partial graft necrosis occurred in 8.6% of grafts. Partial graft necrosis occurred in 20% of grafts on the scalp and 10% of grafts on the nose. All complications resolved without sequelae. The study was limited to one academic dermatology practice. The rate of complications in dermatologic surgery is low, even when multiple oral anticoagulant and antiplatelet medications are continued, and prophylactic antibiotics are not used. Closure type and use of warfarin or clopidogrel increase bleeding risk. However, these medications should be continued to avoid adverse thrombotic events. Copyright © 2011 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

  6. Incorporating a Creative Component in First-Year Law

    Directory of Open Access Journals (Sweden)

    John C. Kleefeld

    2015-06-01

    Full Text Available For some students, law school leads to a perception of legal education as favouring technical proficiency and structural similarity over innovation and creativity, leading to disengagement in learning. To address this, we offered a creative option in two first-year law courses, worth 20% of the grade. Students who chose this option created a diversity of artistic works, including short stories, visual arts, literary criticism, culinary art, music and lyric composition, film, a blog, a video game, and a board game. Some of these works were of startling originality; all engaged in law in unconventional ways. We assessed the work using a rubric with descriptors relating both to artistic merit and legal knowledge or law studies. Later, we surveyed all 30 students who had submitted a creative project. The survey instrument used both open-ended questions and a set of statements that students rated on a 1-5 Likert scale. When asked to rank whether the project positively contributed to their law school experience, the response was overwhelmingly in agreement. The students said that completing a creative project developed their understanding of property or tort law, the two subjects in which the option was offered; that it helped them to develop practical legal skills; and that, for some, it contributed to a sense of belonging and community, thereby assisting with overcoming some of the alienation associated with law school. Based on our experience, we enthusiastically encourage other law schools to try offering a creative option to their students, particularly in first year. Pour certains étudiants, les facultés de droit conduisent à une perception des études légales qui favorise la compétence technique et la similarité structurelle plutôt que l’innovation et la créativité, ce qui a pour résultat un désengagement envers l’apprentissage. Pour répondre à ce problème, nous avons proposé une option de créativité dans deux cours de

  7. University First Year Advisors: A network approach for first year student transition and retention. A Practice Report.

    Directory of Open Access Journals (Sweden)

    Geraldine Box

    2012-03-01

    Full Text Available Focussing expressly on student support and retention, improving the first year experience has been addressed by Murdoch University through the implementation of a School discipline-specific network of professional First Year Advisors (FYAs. FYA initiatives, both broad-based and varied, have been developed in alignment with the changing needs of students as identified throughout the semesters. A combination of outreach telephone campaigns and face-to-face student support enables FYAs to conduct a "just in time" approach to positively increase student engagement, and ultimately, retention. With a bespoke database, FYAs and academic staff have been able to streamline the process of reporting students in need of support, and gather data relating to student retention. The FYA program is yet to be formally evaluated although initial feedback and student consultation is promising. This paper outlines the program's development, current initiatives and expected outcomes.  

  8. First year Health Psychology students perception of responsibility as a value in their professors

    OpenAIRE

    José Antonio Pomares Alfonso; Ana María Molina Gómez

    2010-01-01

    Background: as teachers are able to express in their conduct and relationships with the students values such as responsibility, love for their country and profession, honesty and sense of justice, among others, they will enhance their preparation as a learning motive. Objective: to assess the perception of first year Health Psychology students on their professor’s responsibility value. Methods: a descriptive study conducted at the University of Medical Sciences of Cienfuegos in March, 2010 th...

  9. Do we have to Include HCI Issues in Clinical Trials of Medical Devices?

    DEFF Research Database (Denmark)

    Nielsen, Lene; Christensen, Lars Rune; Sabers, Anne

    2017-01-01

    Digital devices play an important role in medical treatment and will in the future play a larger role in connection to cures of health-related issues. Traditionally medicine has been tested by clinical double blind, randomized trials to document the efficacy and safety profile. When it comes...... to the use of digital devices in treatments the protocols from the field of medicine is adopted. The question is whether or not this evidence based approach is useful when dealing with digital devices and whether the understanding of the efficiency of a treatment can be obtained without also looking...... at usability and lifestyle issues. Based on a case study of epilepsy, a literature study of protocols for investigating treatments using digital medical devices, the set-up of studies, the design of a current protocol for clinical trials, and finally preliminary results, we discuss if clinical trials have...

  10. An instrument for broadened risk assessment in antenatal health care including non-medical issues

    Directory of Open Access Journals (Sweden)

    Amber Amanda Vos

    2015-03-01

    Full Text Available Introduction: Growing evidence on the risk contributing role of non-medical factors on pregnancy outcomes urged for a new approach in early antenatal risk selection. The evidence invites to more integration, in particular between the clinical working area and the public health domain. We developed a non-invasive, standardized instrument for comprehensive antenatal risk assessment. The current study presents the application-oriented development of a risk screening instrument for early antenatal detection of risk factors and tailored prevention in an integrated care setting.Methods: A review of published instruments complemented with evidence from cohort studies. Selection and standardization of risk factors associated with small for gestational age, preterm birth, congenital anomalies and perinatal mortality. Risk factors were weighted to obtain a cumulative risk score. Responses were then connected to corresponding care pathways. A cumulative risk threshold was defined, which can be adapted to the population and the availability of preventive facilities. A score above the threshold implies multidisciplinary consultation between caregivers.Results: The resulting digital score card consisted of 70 items, subdivided into four non-medical and two medical domains. Weighing of risk factors was based on existing evidence. Pilot-evidence from a cohort of 218 pregnancies in a multi-practice urban setting showed a cut-off of 16 points would imply 20% of all pregnant women to be assessed in a multidisciplinary setting. A total of 28 care pathways were defined.Conclusion: The resulting score card is a universal risk screening instrument which incorporates recent evidence on non-medical risk factors for adverse pregnancy outcomes and enables systematic risk management in an integrated antenatal health care setting.

  11. An instrument for broadened risk assessment in antenatal health care including non-medical issues

    Directory of Open Access Journals (Sweden)

    Amber Amanda Vos

    2015-03-01

    Full Text Available Introduction: Growing evidence on the risk contributing role of non-medical factors on pregnancy outcomes urged for a new approach in early antenatal risk selection. The evidence invites to more integration, in particular between the clinical working area and the public health domain. We developed a non-invasive, standardized instrument for comprehensive antenatal risk assessment. The current study presents the application-oriented development of a risk screening instrument for early antenatal detection of risk factors and tailored prevention in an integrated care setting. Methods: A review of published instruments complemented with evidence from cohort studies. Selection and standardization of risk factors associated with small for gestational age, preterm birth, congenital anomalies and perinatal mortality. Risk factors were weighted to obtain a cumulative risk score. Responses were then connected to corresponding care pathways. A cumulative risk threshold was defined, which can be adapted to the population and the availability of preventive facilities. A score above the threshold implies multidisciplinary consultation between caregivers. Results: The resulting digital score card consisted of 70 items, subdivided into four non-medical and two medical domains. Weighing of risk factors was based on existing evidence. Pilot-evidence from a cohort of 218 pregnancies in a multi-practice urban setting showed a cut-off of 16 points would imply 20% of all pregnant women to be assessed in a multidisciplinary setting. A total of 28 care pathways were defined. Conclusion: The resulting score card is a universal risk screening instrument which incorporates recent evidence on non-medical risk factors for adverse pregnancy outcomes and enables systematic risk management in an integrated antenatal health care setting.

  12. First-year dental students' motivation and attitudes for choosing the dental profession.

    Science.gov (United States)

    Avramova, Nadya; Yaneva, Krassimira; Bonev, Boyko

    2014-01-01

    To determine first-year dental students' current motivation and attitudes for choosing the dental profession at the Faculty of Dental Medicine, Medical University - Sofia, Bulgaria. An anonymous questionnaire, consisting of 12 questions about students' socio-demographic profile and their motivation for choosing dentistry, was administered to 119 first-year dental students at the Faculty of Dental Medicine of the Medical University of Sofia. The study was conducted at the beginning of the 2012-2013 academic year. The data was processed and analyzed with the following software: Microsoft Windows Server 2008 R2; Microsoft SQL Server 2008; Internet Information Server 7.5.; Microsoft SharePoint Server 2010. The majority of the students (73%) were self-motivated for choosing dentistry as a career; 61% of them did not have relatives in the medical profession; 43% chose dental medicine because it is a prestigious, humane and noble profession; 50% - for financial security; 59% - because of the independence that it provides. There were no significant differences in the motivation between males and females. Independence, financial security and 'prestige' were the predominant motivating factors in this group of first-year dental students. Determining the reasons for choosing dentistry has important implications for the selection and training of students as well as for their future job satisfaction. Copyright © 2014 by Academy of Sciences and Arts of Bosnia and Herzegovina.

  13. First-year dental students’ motivation and attitudes for choosing the dental profession

    Directory of Open Access Journals (Sweden)

    Nadya Avramova

    2014-11-01

    Full Text Available Objective. To determine first-year dental students’ current motivation and attitudes for choosing the dental profession at the Faculty of Dental Medicine, Medical University – Sofia, Bulgaria. Material and methods. An anonymous questionnaire, consisting of 12 questions about students’ socio-demographic profile and their motivation for choosing dentistry, was administered to 119 first-year dental students at the Faculty of Dental Medicine of the Medical University of Sofia. The study was conducted at the beginning of the 2012-2013 academic year. The data was processed and analyzed with the following software: Microsoft Windows Server 2008 R2; Microsoft SQL Server 2008; Internet Information Server 7.5.; Microsoft SharePoint Server 2010. Results. The majority of the students (73% were self-motivated for choosing dentistry as a career; 61% of them did not have relatives in the medical profession; 43% chose dental medicine because it is a prestigious, humane and noble profession; 50% – for financial security; 59% – because of the independence that it provides. There were no significant differences in the motivation between males and females. Conclusion. Independence, financial security and ‘prestige’ were the predominant motivating factors in this group of first-year dental students. Determining the reasons for choosing dentistry has important implications for the selection and training of students as well as for their future job satisfaction.

  14. Antiretroviral changes during the first year of therapy

    Directory of Open Access Journals (Sweden)

    Antonio Carlos Policarpo Carmo Sá Bandeira

    Full Text Available Summary Introduction: The Brazilian HIV/AIDS management and treatment guideline (PCDT, published in 2013, recommends and standardizes the use of highly active antiretroviral therapy (HAART in all adult patients, in spite of LTCD4 count. This study aimed to analyze the first year of HAART use in patients from a reference center on HIV/AIDS management in Fortaleza, Ceará. Method: This descriptive study reviewed all prescription forms of antiretroviral regimens initiation and changes from January to July 2014. All antiretroviral regimen changes that occurred during the first year of therapy were evaluated. Data were analyzed with SPSS version 20. Mean, standard deviation and frequency, Student’s t and Mann-Whitney tests calculations were used, with significance at p<0.05. Results: From 527 patients initiating HAART, 16.5% (n=87 had a regimen change in the first year. These patients were mostly male (59.8%; n=52, aged 20 to 39 years, with only one HAART change (72.4%; n=63. Efavirenz was the most often changed drug, followed by tenofovir, zidovudine and lopinavir/ritonavir. Mean time of HAART changes was 120 days, with adverse reactions as the most prevalent cause. HAART was effective in decreasing viral load since second month of treatment (p=0.003 and increasing LTCD4 lymphocytes since fifth month (p<0.001. Conclusion: The main cause of initial HAART changes was adverse reaction and most patients had only one change in the HAART regimen. HAART prescription was in accordance to the PCDT from 2013.

  15. The first year of SN 2004dj in NGC 2403

    OpenAIRE

    Vinko, J.; Takats, K.; Sarneczky, K.; Szabo, Gy. M.; Meszaros, Sz.; Csorvasi, R.; Szalai, T.; Gaspar, A.; Pal, A.; Csizmadia, Sz.; Kospal, A.; Racz, M.; Kun, M.; Csak, B.; Furesz, G.

    2006-01-01

    New BVRI photometry and optical spectroscopy of the Type IIp supernova 2004dj in NGC 2403, obtained during the first year since discovery, are presented. The progenitor cluster, Sandage 96, is also detected on pre-explosion frames. The light curve indicates that the explosion occured about 30 days before discovery, and the plateau phase lasted about +110 \\pm 20 days after that. The plateau-phase spectra have been modelled with the SYNOW spectral synthesis code using H, NaI, TiII, ScII, FeII a...

  16. Fate of patients during the first year of dialysis

    Directory of Open Access Journals (Sweden)

    Selma Siham El Khayat

    2013-01-01

    Full Text Available Care in dialysis is often associated with significant morbidity and mortality during the first year. Knowledge of its magnitude and causes could improve the prognosis of these patients. The aim of this study was to evaluate the survival and morbidity during the first year of dialysis for patients who initiated their dialysis between January 1, 2009 and December 31, 2009 and to study their possible correlation with baseline status at the beginning of treatment. A multi-center retrospective study was conducted in 11 dialysis centers. Clinical data at the beginning of dialysis and during the following year were collected. Mortality and morbidity risk factors were assessed by comparing different groups. Statistical analysis was performed with SPSS version 11. This study involved 134 patients, 79 men and 55 women, of whom 132 were on hemodialysis and two patients were on peritoneal dialysis. The mean age at initiation of treatment was 54.37 ± 18.09 years. Initial causes of nephropathy were dominated by diabetes (44.02% and hypertension (11.19%. Among these patients, 39.55% had never received prior nephrological follow-up and 64.92% had started renal replacement therapy on an emergency basis. The initial clinical state was dominated by the presence of hypertension (50.74%, diabetes (44.02%, coronary insufficiency (13.43% and heart failure (7.46%. Only 26.86% of the incident patients showed no comorbidity. During the first year of follow-up, 37.31% of the patients experienced at least one episode of comorbidity. Hospitalization was necessary in about half of these cases (17.91% of all patients. The overall mortality rate was 14.17%. One patient received a kidney transplant. The mortality rate in the first year of dialysis was lower in our study than in other series. Regular nephrological follow-up of these patients before they reach end-stage could have a significant influence on survival in dialysis.

  17. Ethical precepts for medical volunteerism: including local voices and values to guide RHD surgery in Rwanda.

    Science.gov (United States)

    Coors, Marilyn E; Matthew, Thomas L; Matthew, Dayna B

    2015-10-01

    At the invitation of the Rwandan Government, Team Heart, a team of American healthcare professionals, performs volunteer rheumatic heart disease (RHD) surgery in Rwanda every year, and confronts ethical concerns that call for cultural sensitivity. This article describes how five standard bioethical precepts are applied in practice in medical volunteerism related to RHD surgery in Rwanda. The content for the applied precepts stems from semiscripted, transcribed conversations with the authors, two Rwandan cardiologists, a Rwandan nurse and a Rwandan premedical student. The conversations revealed that the criteria for RHD surgical selection in Rwanda are analogous to the patient-selection process involving material scarcity in the USA. Rwandan notions of benefit and harm focus more attention on structural issues, such as shared benefit, national reputation and expansion of expertise, than traditional Western notions. Harm caused by inadequate patient follow-up remains a critical concern. Gender disparities regarding biological and social implications of surgical valve choices impact considerations of justice. Individual agency remains important, but not central to Rwandan concepts of justice, transparency and respect, particularly regarding women. The Rwandan understanding of standard bioethical precepts is substantively similar to the traditionally recognised interpretation with important contextual differences. The communal importance of improving the health of a small number of individuals may be underestimated in previous literature. Moreover, openness and the incorporation of Rwandan stakeholders in difficult ethical choices and long-term contributions to indigenous medical capacity appear to be valued by Rwandans. These descriptions of applied precepts are applicable to different medical missions in other emerging nations following a similar process of inclusion. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted

  18. Rates and Predictors of Suicidal Ideation During the First Year After Traumatic Brain Injury

    Science.gov (United States)

    Bombardier, Charles H.; Fann, Jesse R.; Temkin, Nancy R.; Barber, Jason K.; Dikmen, Sureyya S.

    2014-01-01

    Objectives. We examined rates of suicidal ideation (SI) after traumatic brain injury (TBI) and investigated whether demographic characteristics, preinjury psychiatric history, or injury-related factors predicted SI during the first year after injury. Methods. We followed a cohort of 559 adult patients who were admitted to Harborview Medical Center in Seattle, Washington, with a complicated mild to severe TBI between June 2001 and March 2005. Participants completed structured telephone interviews during months 1 through 6, 8, 10, and 12 after injury. We assessed SI using item 9 of the Patient Health Questionnaire (PHQ-9). Results. Twenty-five percent of the sample reported SI during 1 or more assessment points. The strongest predictor of SI was the first PHQ-8 score (i.e., PHQ-9 with item 9 excluded) after injury. Other significant multivariate predictors included a history of a prior suicide attempt, a history of bipolar disorder, and having less than a high school education. Conclusions. Rates of SI among individuals who have sustained a TBI exceed those found among the general population. Increased knowledge of risk factors for SI may assist health care providers in identifying patients who may be vulnerable to SI after TBI. PMID:24832143

  19. DIGITAL NATIVE: A STUDY ON THE FIRST-YEAR STUDENT

    Directory of Open Access Journals (Sweden)

    Deny Efita Nur Rakhmawati

    2015-12-01

    Full Text Available The digital native generation emergent triggers the educational practitioner to develop a new way of approaching the teaching practice in the classroom. As it is claimed that this generation has a unique characteristics and way of learning. Therefore, this paper explore the experience of the first year student of English language and letters department in using technology. Students were asked about their access to, use of and preferences for a wide range of established and emerging technologies and technology based tools using a questioner developed to assess their level of digital nativity. The results show that many first year students are highly tech-savvy. However, each student’s experience on the use of technologies and tools (e.g. computers, mobile phones show considerable variation. The findings are analyzed using the Prensky’s theory on the ‘Digital Natives’ and the implications for using technology to support teaching and learning in higher education. The reported data indicate that for a range of emerging technologies were used intensively by the students. Furthermore, the majority of the respondents also claimed that they used the tools and technology to support their study. However, it is inconclusive as how the student integrate the tools and technology in their study.

  20. The Lula Government’s First Year: The Difficult Transition

    Directory of Open Access Journals (Sweden)

    Sonia Fleury

    2004-05-01

    Full Text Available In this article, the author analyses the first year of Luiz Inácio Lula da Silva’s Government and highlights the importance of this Government for the process of democratic consolidation in Brazil. The contradiction between maintaining an orthodox economic policy and the expectations of creating conditions for development and social inclusion have marked the first year of this Government, subordinating all public policies to the logic of controlling inflation, paying off public debt, and increasing credibility in the international market. The reality of this macroeconomic policy and the costs imposed on the Brazilian society reveal the discrepancies between the financial economy and the real economy. The public policies of the Lula Government have been marked by economic restrictions and conflicts between the different forces that make up the governing coalition. The Government introduced innovative measures with the creation of different channels of participation and social agreement. In 2004, the Government will have to confront the challenges involved in going from a monetarist policy to a policy ofdevelopment and distribution of income.

  1. Unintended pregnancy during the first year after breast cancer diagnosis.

    Science.gov (United States)

    Güth, Uwe; Huang, Dorothy Jane; Bitzer, Johannes; Moffat, Rebecca

    2016-08-01

    Young women experience high levels of anxiety and distress during cancer diagnosis and therapy, and it can be devastating to become pregnant in this vulnerable state. Pregnancy during cancer treatment is strongly discouraged, as radiotherapy and chemotherapy administered during the first trimester of pregnancy result in increased congenital malformations. In this study, we analysed an unselected, consecutive cohort of young breast cancer (BC) patients with regard to unintended pregnancy during the first year after BC diagnosis. We analysed all patients who were ≤40 years of age at initial BC diagnosis (n = 100, mean age at diagnosis: 35.9 years), according to data from the Basel Breast Cancer Database. The frequency of unintended pregnancy was assessed, and particular attention was given to patients' obstetric and reproductive history. Forty-two percent of the cohort (mean age 36.5 years) were identified as not at risk of unintended pregnancy during the first year after BC diagnosis. However, 58% of the cohort (mean age 35.6 years) were using an ineffective contraceptive method and thus were at risk of unintended pregnancy. The rate of unintended pregnancy was 3.5% in this group (two patients). Oncologists should be aware that the use of reliable contraception should be discussed before starting, and also during, adjuvant therapy. Oncologists should consider actively referring young BC patients to a gynaecologist to ensure proper contraceptive counselling.

  2. Psychosocial function in the first year after childhood stroke.

    Science.gov (United States)

    Greenham, Mardee; Anderson, Vicki; Hearps, Stephen; Ditchfield, Michael; Coleman, Lee; Mackay, Mark T; Monagle, Paul; Gordon, Anne L

    2017-10-01

    Childhood stroke disrupts brain development and emerging neural networks. Motor, cognitive, and language deficits are well recognized, yet little is known about psychosocial function after childhood stroke. This study aims to describe psychosocial function within the first year after childhood stroke, and to identify factors associated with outcome. Thirty-seven children were involved in a prospective, longitudinal study investigating recovery over the first year after childhood stroke. Children's social functioning was assessed at 6-months and 12-months poststroke and psychological function at 12-months poststroke, using standardized measures. Mean social function was poorer at both 6-months and 12-months poststroke, compared to prestroke. Psychological problems were more common than expected, with emotional difficulties and hyperactivity-inattention most significantly affected. Poorer social function was associated with older age at onset, acute neurological impairment, and prestroke social impairment. Social and psychological problems were associated with parent mental health. While not all children are affected, psychosocial impairment affects a significant minority after childhood stroke. Older age at onset, acute neurological impairment, prestroke social problems, and poorer parent mental health were associated with deficits. Identifying early predictors of poorer outcome will facilitate early intervention. Of particular importance is parent mental health, suggesting support for families may improve child outcome. © 2017 Mac Keith Press.

  3. Pregnancy Prevention Motivation of Young Women in their First Years of Marriage

    Directory of Open Access Journals (Sweden)

    SH Tashi

    2012-05-01

    Full Text Available

    Background and Objectives: Nowadays the use of enlightened experiences in research domain can lead us to understand the reality of human behavior which is of paramount importance in clinical fields.The first years of marriage are important due to acquiring new experiences (for example parenthood, making use of contraceptive methods and family planning programs. Exploitation of these experiences might elucidate the complexity of beliefs surrounding fertility behavior.

    The aim of this study was to examine young women’s motivation for pregnancy prevention in the first years of marriage. Methods: This study used a qualitative and phenomenological design. Women surveyed by purposeful sampling were in the first years of marriage. Depth and non-structured interview were used for data collection. 11 women took part in this study. Data were gathered using unstructured interview and analyzed with colaizzi method. Reliability and validity of data were confirmed by conformity of results through participants and team analysis. Results: The findings of research were classified in 61 codes, 7 subcategories and 2 categories that formed our main concept. Conclusion: This study indicated that pregnancy-preventing motivations in the first years of marriage depend on cognitive, economic, cultural and medical factors.

     

  4. Patterns of Substance Use Across the First Year of College and Associated Risk Factors

    Directory of Open Access Journals (Sweden)

    Seung Bin eCho

    2015-10-01

    Full Text Available Starting college is a major life transition. This study aims to characterize patterns of substance use across a variety of substances across the first year of college and identify associated factors. We used data from the first cohort (N=2056, 1240 females of the Spit for Science sample, a study of incoming freshmen at a large urban university. Latent transition analysis was applied to alcohol, tobacco, cannabis, and other illicit drug uses measured at the beginning of the fall semester and midway through the spring semester. Covariates across multiple domains - including personality, drinking motivations and expectancy, high school delinquency, peer deviance, stressful events, and symptoms of depression and anxiety - were included to predict the patterns of substance use and transitions between patterns across the first year. At both the fall and spring semesters, we identified three subgroups of participants with patterns of substance use characterized as: 1 use of all four substances; 2 alcohol, tobacco, and cannabis use; and 3 overall low substance use. Patterns of substance use were highly stable across the first year of college: most students maintained their class membership from fall to spring, with just 7% of participants in the initial low substance users transitioning to spring alcohol, tobacco, and cannabis users. Most of the included covariates were predictive of the initial pattern of use, but covariates related to experiences across the first year of college were more predictive of the transition from the low to alcohol, tobacco, and cannabis user groups. Our results suggest that while there is an overall increase in alcohol use across all students, college students largely maintain their patterns of substance use across the first year. Risk factors experienced during the first year may be effective targets for preventing increases in substance use.

  5. First year clinical tutorials: students’ learning experience

    OpenAIRE

    Burgess, Annette; Oates,R Kim; Goulston,Kerry; Mellis,Craig

    2014-01-01

    Annette Burgess,1 Kim Oates,2 Kerry Goulston,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and ...

  6. Physical and mental health perspectives of first year undergraduate rural university students.

    Science.gov (United States)

    Hussain, Rafat; Guppy, Michelle; Robertson, Suzanne; Temple, Elizabeth

    2013-09-15

    University students are often perceived to have a privileged position in society and considered immune to ill-health and disability. There is growing evidence that a sizeable proportion experience poor physical health, and that the prevalence of psychological disorders is higher in university students than their community peers. This study examined the physical and mental health issues for first year Australian rural university students and their perception of access to available health and support services. Cross-sectional study design using an online survey form based on the Adolescent Screening Questionnaire modeled on the internationally recognised HEADSS survey tool. The target audience was all first-year undergraduate students enrolled in an on-campus degree program. The response rate was 41% comprising 355 students (244 females, 111 males). Data was analysed using standard statistical techniques including descriptive and inferential statistics; and thematic analysis of the open-ended responses. The mean age of the respondents was 20.2 years (SD 4.8). The majority of the students lived in on-campus residential college style accommodation, and a third combined part-time paid work with full-time study. Most students reported being in good physical health. However, on average two health conditions were reported over the past six months, with the most common being fatigue (56%), frequent headaches (26%) and allergies (24%). Mental health problems included anxiety (25%), coping difficulties (19.7%) and diagnosed depression (8%). Most respondents reported adequate access to medical doctors and support services for themselves (82%) and friends (78%). However the qualitative comments highlighted concerns about stigma, privacy and anonymity in seeking counselling. The present study adds to the limited literature of physical and mental health issues as well as barriers to service utilization by rural university students. It provides useful baseline data for the

  7. The Experiences of First-Year Music Teachers: A Literature Review

    Science.gov (United States)

    Conway, Colleen

    2015-01-01

    The purpose of this literature review is to examine research focused on first-year music educators in an effort to present recommendations for preservice music teacher education and research. The three bodies of literature presented include the following: challenges faced by beginning music teachers, views of beginning music teachers concerning…

  8. The Co-Occurrence of Alcohol Use and Gambling Activities in First-Year College Students

    Science.gov (United States)

    Martens, Matthew P.; Rocha, Tracey L.; Cimini, M. Dolores; Diaz-Myers, Angelina; Rivero, Estela M.; Wulfert, Edelgard

    2009-01-01

    Objective: Both alcohol use and gambling are behaviors that can be problematic for many college students; however, it is not clear whether the relationship between the 2 exists for students who have recently entered college. Participants: The sample included 908 first-year college students who were surveyed in fall 2005, approximately 1 month…

  9. Building Professionalism and Employability Skills: Embedding Employer Engagement within First-Year Computing Modules

    Science.gov (United States)

    Hanna, Philip; Allen, Angela; Kane, Russell; Anderson, Neil; McGowan, Aidan; Collins, Matthew; Hutchison, Malcolm

    2015-01-01

    This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner…

  10. Teaching Gender: Australian First-Year University Student Views of "Ms."

    Science.gov (United States)

    Burns, Edgar; Tulloch, Ian; Shamsullah, Ardel

    2016-01-01

    Negative "push-back" from a group of first-year undergraduate sociology students during a class discussion of gender and feminism included rejecting personal use of the title Ms. Teaching team members asked themselves: how general is this response among other student groups in the same one-semester subject? A short in-class survey…

  11. Navigating Common Challenges and Pitfalls in the First Years of Special Education: Solutions for Success

    Science.gov (United States)

    Collins, Lauren W.; Sweigart, Chris A.; Landrum, Timothy J.; Cook, Bryan G.

    2017-01-01

    During the first years of teaching, new special education teachers (SETs) face many unique challenges as they work to establish themselves as professionals. Upon entering the classroom on the first day of instruction, SETs are expected to be prepared, and they are presented with a daunting list of responsibilities and expectations, including the…

  12. Hierarchizing caries risk factors among first-year university students in Nice (France): a cross-sectional study

    OpenAIRE

    Ceinos, Romain; Bertrand, Marie-France; Cucchi, Céline; Lupi, Laurence

    2017-01-01

    Background The purpose of this study was to rank the risk factors for dental caries among first-year university students in Nice (France). Methods All first-year students are required to undergo a compulsory preventive medical examination. Among these students, volunteers were offered a dental visit. Information was collected through an interview followed by an oral examination. We assessed the volunteers’ oral hygiene habits (daily toothbrushing frequency, type of toothbrush used, frequency ...

  13. First year results of the High Altitude Water Cherenkov observatory

    International Nuclear Information System (INIS)

    Carramiñana, Alberto

    2016-01-01

    The High Altitude Water Cherenkov (HAWC) γ-ray observatory is a wide field of view (1.8 Sr) and high duty cycle (> 95% up-time) detector of unique capabilities for the study of TeV gamma-ray sources. Installed at an altitude of 4100m in the Northern slope of Volcan Sierra Negra, Puebla, by a collaboration of about thirty institutions of Mexico and the United States, HAWC has been in full operations since March 2015, surveying 2/3 of the sky every sidereal day, monitoring active galaxies and mapping sources in the Galactic Plane to a detection level of 1 Crab per day. This contribution summarizes the main results of the first year of observations of the HAWC γ-ray observatory. (paper)

  14. First year results of the High Altitude Water Cherenkov observatory

    Science.gov (United States)

    Carramiñana, Alberto

    2016-10-01

    The High Altitude Water Cherenkov (HAWC) γ-ray observatory is a wide field of view (1.8 Sr) and high duty cycle (> 95% up-time) detector of unique capabilities for the study of TeV gamma-ray sources. Installed at an altitude of 4100m in the Northern slope of Volcan Sierra Negra, Puebla, by a collaboration of about thirty institutions of Mexico and the United States, HAWC has been in full operations since March 2015, surveying 2/3 of the sky every sidereal day, monitoring active galaxies and mapping sources in the Galactic Plane to a detection level of 1 Crab per day. This contribution summarizes the main results of the first year of observations of the HAWC γ-ray observatory.

  15. [Sleep patterns of first-year nursing students].

    Science.gov (United States)

    Furlani, Renata; Ceolim, Maria Filomena

    2005-01-01

    This exploratory and descriptive study aimed at describing sleep patterns of first-year university students at the beginning of their course. The study was conducted at Campinas State University, Brazil. Data were collected in two points of time using Pittsburgh Sleep Quality Index. Results showed that students report sleep of better quality and increased length during vacations, when they kept sleep habits in conformity to chronotype. After classes started a greater number of subjects reported poor sleep quality and daytime lack of enthusiasm. Those changes could be due to the submission of subjects to schedules imposed by the university or to the irregularity of sleep habits assumed. Possible relationship between those sleep-changes and academic performance stresses the importance of ongoing studies on this issue.

  16. The first year: A cultural shift towards improving student progress

    Directory of Open Access Journals (Sweden)

    Becky Jobe

    2016-03-01

    Full Text Available Student attrition has been a primary focus among higher education institutions for nearly 50 years, yet overall retention and graduation rates continue to be of significant concern. Despite increased attention, ongoing struggles of colleges and universities to effectively address potential barriers to student progress are well-documented.  Part of the challenge lies in garnering widespread organizational commitment that establishes student progress as an institutional priority.  Along with leadership commitment, broad institutional involvement and adherence to a systematic approach to testing new, innovative solutions are necessary to better position the institution to make clear, evidence-based decisions that improve the student experience. The purpose of this manuscript is to detail one university’s cultural shift towards establishing a clear student progress strategy (with particular focus on the first year, and the methodological approach that laid the foundation for a multi-year study of initiatives that resulted in improved student satisfaction, performance, and retention.

  17. From Principles to Practice with Class in the First Year

    Directory of Open Access Journals (Sweden)

    Sam Tobin-Hochstadt

    2013-12-01

    Full Text Available We propose a bridge between functional and object-oriented programming in the first-year curriculum. Traditionally, curricula that begin with functional programming transition to a professional, usually object-oriented, language in the second course. This transition poses obstacles for students, and often results in confusing the details of development environments, syntax, and libraries with the fundamentals of OO programming that the course should focus on. Instead, we propose to begin the second course with a sequence of custom teaching languages which minimize the transition from the first course, and allow students to focus on core ideas. After working through the sequence of pedagogical languages, we then transition to Java, at which point students have a strong command of the basic principles. We have 3 years of experience with this course, with notable success.

  18. First Year Experiences in School of Mechanical Engineering Kanazawa University

    Science.gov (United States)

    Kinari, Toshiyasu; Kanjin, Yuichi; Furuhata, Toru; Tada, Yukio

    This paper reports two lectures of the first year experience, ‧Lecture on Life in Campus and Society‧ and ‧Freshman Seminar‧ and discusses their effects. Both lectures have been given freshmen of the school of mechanical engineering, Kanazawa University in H20 spring term. The former lecture is aimed at freshmen to keep on a proper way in both social and college life. It consists of normal class and e-learning system lectures. E-learning system examination requires students to review the whole text book and that seems to have brought better results in the survey. The latter seminar is aimed at freshmen to get active and self-disciplined learning way through their investigation, discussion, presentation, writing work, and so on.

  19. Challenges to first-year secondary science teachers

    Science.gov (United States)

    Horton, Nancy Carnell

    1997-12-01

    The purpose for conducting this study was to determine the challenges and needs of first year secondary science teachers and the procedures that can be of help in improving teaching performance. The general objective of the study was to secure information that might be useful in the development of more effective teacher preparation and teacher induction programs. The study utilized a structured focus-group format. The focus-group was composed of 20 secondary science teachers and 2 teacher education faculty who chose to attend a seminar at the Alabama Science Teachers Association annual convention. The researcher used questions and open-ended sentence stems to generate unrestricted responses and detailed descriptions of personal thoughts and experiences of the participants. Analysis of the data showed a correlation between the experiences of the participants and the findings in the research. The participants cited the problems of teaching heterogeneous groups, lack of adequate facilities, little administrative support, scheduling and time management problems, and the lack of peer support as challenges that presented the most problem for them. The participants agreed that the challenges to science teachers were unique in that the science teacher must be prepared to teach and oversee the utilization of the hands-on learning experience in their classroom. Related to teacher preparation programs, the participants felt that more direct contact with the students and training in scheduling and curriculum planning would better prepare them for their own classroom. Class management, group activities, dealing with at-risk student, and coping skills were also discussed as topics that should be addressed in teacher preparation programs. Opinions were expressed regarding methods that could be utilized by the schools or school systems to aid the first year teacher in the induction process.

  20. Solid Foundations: Building Success for First-Year Seminars through Instructor Training and Development. Monograph Series, Number 29.

    Science.gov (United States)

    Hunter, Mary Stuart, Ed.; Skipper, Tracy L., Ed.

    This book's 10 chapters offer support and information on effective training of instructors of first-year college seminars. The included chapters are: (1) "Instructor Training: Rationale, Results, and Content Basics" (Joseph B. Cuseo); (2) "Teaching and Today's Changing First-Year Students" (M. Lee Upcraft and Pamela S. Stephens); (3) "What We Know…

  1. Change Management Model for Implementing an Effective First-Year Experience Program in the Community College Setting

    Science.gov (United States)

    Tucker, Joy C.

    2015-01-01

    This study provides evidence that systematic management of change can facilitate the implementation of first-year experience programming that leads to improved results in retention and student success for community college students. The study includes four major themes: (a) first-year experience, (b) change management, (c) change leadership, and…

  2. What Does It Mean for a Student to Understand the First-Year Calculus? Perspectives of 24 Experts

    Science.gov (United States)

    Sofronas, Kimberly S.; DeFranco, Thomas C.; Vinsonhaler, Charles; Gorgievski, Nicholas; Schroeder, Larissa; Hamelin, Chris

    2011-01-01

    This article presents the views of 24 nationally recognized authorities in the field of mathematics, and in particular the calculus, on student understanding of the first-year calculus. A framework emerged that includes four overarching end goals for understanding of the first-year calculus: (a) mastery of the fundamental concepts and-or skills of…

  3. Figures and First Years: Examining first-year Calculus I student ability to incorporate figures into technical reports

    Science.gov (United States)

    Antonacci, Nathan; Rogers, Michael; Pfaff, Thomas

    This three-year study focused on first-year Calculus I students and their abilities to incorporate figures into technical reports. Students were handed guidelines as part of their Multidisciplinary Sustainability Education Module meant to aid them in crafting effective figures. Figure-specific questionnaires were added in the class to gain insight into the quantitative literacy skills students possessed both before starting their course and after its completion. Reviews of the figures in 78 technical reports written by 106 students showed repeated failure to refer to figures in discussion sections and use them in evidence-based arguments. Analysis of quantitative literacy skills revealed that the students could both read and interpret figures, suggesting that issues with literacy were not the main contributor to the sub-par graphs.

  4. Migration path for structured documentation systems including standardized medical device data.

    Science.gov (United States)

    Kock, Ann-Kristin; Ingenerf, Josef; Halkaliev, Stoyan; Handels, Heinz

    2012-01-01

    A standardized end-to-end solution has been implemented with the aim of supporting the semantic integration of clinical content in institution spanning applications. The approach outlined is a proof-of-concept design. It has shown that the standards chosen are suitable to integrate device data into forms, to document the results consistently and finally enable semantic interoperability. In detail the implementation includes a standardized device interface, a standardized representation of data entry forms and enables the communication of structured data via HL7 CDA. Because the proposed method applies a combination of standards semantic interoperability and the possibility of a contextual interpretation at each stage can be ensured.

  5. Medical students are afraid to include abortion in their future practices: in-depth interviews in Maharastra, India.

    Science.gov (United States)

    Sjöström, Susanne; Essén, Birgitta; Gemzell-Danielsson, Kristina; Klingberg-Allvin, Marie

    2016-01-12

    Unsafe abortions are estimated to cause eight per-cent of maternal mortality in India. Lack of providers, especially in rural areas, is one reason unsafe abortions take place despite decades of legal abortion. Education and training in reproductive health services has been shown to influence attitudes and increase chances that medical students will provide abortion care services in their future practice. To further explore previous findings about poor attitudes toward abortion among medical students in Maharastra, India, we conducted in-depth interviews with medical students in their final year of education. We used a qualitative design conducting in-depth interviews with twenty-three medical students in Maharastra applying a topic guide. Data was organized using thematic analysis with an inductive approach. The participants described a fear to provide abortion in their future practice. They lacked understanding of the law and confused the legal regulation of abortion with the law governing gender biased sex selection, and concluded that abortion is illegal in Maharastra. The interviewed medical students' attitudes were supported by their experiences and perceptions from the clinical setting as well as traditions and norms in society. Medical abortion using mifepristone and misoprostol was believed to be unsafe and prohibited in Maharastra. The students perceived that nurse-midwives were knowledgeable in Sexual and Reproductive Health and many found that they could be trained to perform abortions in the future. To increase chances that medical students in Maharastra will perform abortion care services in their future practice, it is important to strengthen their confidence and knowledge through improved medical education including value clarification and clinical training.

  6. Seria a residência médica emocionalmente prejudicial? Um estudo sobre burnout e características de personalidade de residentes do primeiro ano de ortopedia Is medical internship emotionally deleterious? A study on burnout and personality characteristics of first-year orthopaedic interns

    Directory of Open Access Journals (Sweden)

    Daniela Arroyo Esquivel

    2009-12-01

    Full Text Available O objetivo deste artigo foi o de identificar dificuldades emocionais por meio de um estudo de caso prospectivo. Os participantes foram 13 residentes homens do primeiro ano de Ortopedia. Houve a administração do MBI (burnout no 1 (=T0, 6 (=T1 e 12 (=T2 meses do primeiro ano de residência; Rorschach administrado em T0 and T2. Rorschach: os participantes apresentaram sensibilidade ao estresse; entretanto não se tornaram emocionalmente frios nem distantes. Os sintomas depressivos diminuíram e passaram a expressar uma necessidade maior por contato humano e relações de cooperação. MBI: 1 Exaustão emocional: T0=17,6 / T1=28,7/ T2 = 24,6; 2 Depersonalização: T0=9,6 / T1=15,9 / T2=15,3; 3 Realização profissional: T0=31,2/ T1= 25,2 / T2=26,6. O estresse situational aumentou em decorrência da intensidade e do ritmo da residencia, contudo os residentes não se apresentaram emocionalmente defendidos.The objective of this paper was to identify the emotional difficulties through a prospective case study. The participants were 13 first-year male orthopaedic interns. Administration of MBI (burnout in the 1st (=T0, 6th (=T1 and 12th (=T2 months of the first year of internship; and the Rorschach Test, in T 0 and T 2 . Rorschach: They seem to be sensitive to stress, but that does not make them cold or distant. They become more self-aware, their depressive aspects diminish and they start to express a greater need for human contact and for the establishment of cooperative relationships. MBI: 1 Emotional exhaustion: T0 =17.6 / T1=28.7/ T2 = 24.6. 2 Depersonalisation: T0=9.6 / T1=15.9 / T2=15.3. 3 Personal accomplishment: T0=31.2/ T1= 25.2 / T2 =26.6. Situational stress increases in accordance with the intensity and pace of the training activities, although the interns do not seem to be emotionally defended. The training program does not oppress them.

  7. Pharmacological Interventions Including Medical Injections for Neck Pain: An Overview as Part of the ICON§ Project

    Science.gov (United States)

    Peloso, Paul M; Khan, Mahweesh; Gross, Anita R; Carlesso, Lisa; Santaguida, Lina; Lowcock, Janet; MacDermid, Joy C; Walton, Dave; Goldsmith, Charlie H; Langevin, Pierre; Shi, Qiyun

    2013-01-01

    Objectives: To conduct an overview (review-of-reviews) on pharmacological interventions for neck pain. Search Strategy: Computerized databases and grey literature were searched from 2006 to 2012. Selection Criteria: Systematic reviews of randomized controlled trials (RCT) in adults with acute to chronic neck pain reporting effects of pharmacological interventions including injections on pain, function/disability, global perceived effect, quality of life and patient satisfaction. Data Collection & Analysis: Two independent authors selected articles, assessed risk of bias and extracted data The GRADE tool was used to evaluate the body of evidence and an external panel provided critical review. Main Results: We found 26 reviews reporting on 47 RCTs. Most pharmacological interventions had low to very low quality methodologic evidence with three exceptions. For chronic neck pain, there was evidence of: a small immediate benefit for eperison hydrochloride (moderate GRADE, 1 trial, 157 participants);no short-term pain relieving benefit for botulinum toxin-A compared to saline (strong GRADE; 5 trial meta-analysis, 258 participants) nor for subacute/chronic whiplash (moderate GRADE; 4 trial meta-analysis, 183 participants) including reduced pain, disability or global perceived effect; andno long-term benefit for medial branch block of facet joints with steroids (moderate GRADE; 1 trial, 120 participants) over placebo to reduce pain or disability; Reviewers' Conclusions: While in general there is a lack of evidence for most pharmacological interventions, current evidence is against botulinum toxin-A for chronic neck pain or subacute/chronic whiplash; against medial branch block with steroids for chronic facet joint pain; but in favour of the muscle relaxant eperison hydrochloride for chronic neck pain. PMID:24155805

  8. [Addictive substance use among first-year university students].

    Science.gov (United States)

    Jiménez-Muro Franco, Adriana; Beamonte San Agustín, Asunción; Marqueta, Adriana; Gargallo Valero, Pilar; Nerín de la Puerta, Isabel

    2009-01-01

    To analyze several factors and attitudes related to drug use among first-year Spanish university students, with special reference to tobacco. Descriptive study using voluntary and anonymous questionnaire. sex, age, family environment, tobacco, cannabis and alcohol use, attitudes in favour of or against smoking, perceived danger of drugs and perceptions of friends behaviour. 2445 students, 1014 (42%) men and 1431 (58%) women, mean age 19 years. Women in this study see smoking as appealing, believe it helps them stay slim and claim that it makes them feel good. Of the total sample (men and women), 16.5% use cannabis daily, occasionally or at weekends, while 10.4% state that their friends have tried or use other drugs. In this sample women and men have different perceptions about tobacco. Level of tolerance and permissiveness with regard to alcohol contributes to the fact that young people perceive less risk in relation smoking. Starting smoking tobacco early may make the use of alcohol and other drugs more likely.

  9. How we Know: Spectroscopy in the First Year and Beyond

    Science.gov (United States)

    Ooms, Kristopher J.

    2015-06-01

    Chemical educators face the never ending challenge of showing students that the content written in their textbook arises from a rich interplay of experimentation, imagination and a desire to understand and impact the world. We have found that asking three simple questions - What do we know, How do we know it, Why do we care - is an effective strategy to guide the content and pedagogy within our chemistry classes. Of these three questions What we know is the most thoroughly covered and with the growing use of rich context teaching, the Why we care is becoming more central to our chemistry teaching. How are we doing on telling students How we know? Spectroscopy is at the core of our ability to answer questions about how we know things about the molecular world. Yet the teaching of spectroscopy is not a central part of student's early chemistry learning, often being left to the later stages of degrees and courses. For example, a brief look at common North American general chemistry text books reveals almost no discussion of spectroscopic techniques and their centrality to understanding chemistry. In this talk I will discuss efforts to bring spectroscopy into the first year course and some of the repercussions this has for the whole chemistry undergraduate curriculum. The goal is to make students better aware of where the ideas in chemistry arise from, the strengths and weaknesses of spectroscopic experiments, and how our models of the molecular world are built on rigorous experimentation.

  10. A career exploration assignment for first-year pharmacy students.

    Science.gov (United States)

    Sholy, Lydia; Zeenny, Rony

    2013-11-12

    To develop, implement, and assess student-learning outcomes from an assignment designed to expose first-year pharmacy students (P1) to a wide range of pharmacy career pathways. Students enrolled in a required Pharmacy Practice and Ethics course at the Lebanese American University chose 1 pharmacist career to investigate from a suggested list of 28 career pathways. Students completed a literature review on the selected career, interviewed a pharmacist practicing that career path in Lebanon, wrote a paper, and prepared and delivered a summary presentation to their classmates about the career pathway. Students peer evaluated their classmates after each presentation. More than 85% of the students scored ≥70% on the assignment based on their achievement of student learning outcomes. Responses on an anonymous questionnaire showed that more than 94.6% of students were satisfied with the extent to which the course allowed them to meet the established learning outcomes. A career exploration assignment provided pharmacy students with an opportunity to widen their knowledge and understanding of the different career pathways that are available for them.

  11. Awake Craniotomy: First-Year Experiences and Patient Perception.

    Science.gov (United States)

    Joswig, Holger; Bratelj, Denis; Brunner, Thomas; Jacomet, Alfred; Hildebrandt, Gerhard; Surbeck, Werner

    2016-06-01

    Awake craniotomy for brain lesions in or near eloquent brain regions enables neurosurgeons to assess neurologic functions of patients intraoperatively, reducing the risk of permanent neurologic deficits and increasing the extent of resection. A retrospective review was performed of a consecutive series of patients with awake craniotomies in the first year of their introduction to our tertiary non-university-affiliated neurosurgery department. Operation time, complications, and neurologic outcome were assessed, and patient perception of awake craniotomy was surveyed using a mailed questionnaire. There were 24 awake craniotomies performed in 22 patients for low-grade/high-grade gliomas, cavernomas, and metastases (average 2 cases per month). Mean operation time was 205 minutes. Failure of awake craniotomy because of intraoperative seizures with subsequent postictal impaired testing or limited cooperation occurred in 2 patients. Transient neurologic deficits occurred in 29% of patients; 1 patient sustained a permanent neurologic deficit. Of the 18 patients (82%) who returned the questionnaire, only 2 patients recalled significant fear during surgery. Introducing awake craniotomy to a tertiary non-university-affiliated neurosurgery department is feasible and resulted in reasonable operation times and complication rates and high patient satisfaction. Copyright © 2016 Elsevier Inc. All rights reserved.

  12. Interdisciplinary robotics project for first-year engineering degree students

    Directory of Open Access Journals (Sweden)

    Mercedes Aznar

    2015-06-01

    Full Text Available The acquisition of both transversal and specific competences cannot be achieved using conventional methodologies. New methodologies must be applied that promote the necessary competences for proper professional development. Interdisciplinary projects can be a suitable tool for competence-based learning. A priori, this might be complicated, as subjects are traditionally studied at the university level in isolated compartments, with a fragmented structure. Taking advantage of the creation of new degree programs in Mechanical Engineering and Electronic Engineering and Industrial Automation, in the 2010-11 academic year we decided to add an interdisciplinary project (IP to our teaching methodology. The importance of this project lies in the fact that it requires the participation of all the courses in all the academic years in the degree program. The present article explains the methodology used in the interdisciplinary project and how it was implemented in the first year of the Mechanical Engineering and Electronic Engineering and Industrial Automation degree programs. Furthermore, an evaluation is conducted of all four years of the interdisciplinary project, revealing the main problems with its execution and how they have been addressed.

  13. Excretion of faecal viruses during the first year of life.

    Science.gov (United States)

    Harbour, J; Shipp, A P; Waller, D K; Higgins, P G

    1980-01-01

    Four hundred faecal samples, collected at approximately weekly intervals during the first year of life from nine babies, were examined for the presence of viruses. Only nine (2.3%) samples contained a virus detectable by electron microscopy, and on all but one occasion only one type of virus was present and that in small numbers. Thirty (7.5%) of the specimens contained an enterovirus other than poliovirus, and these represetned 10 infections in four of the children. All three types of poliovirus, probably vaccine derived, were excreted by each child, and one or more types were present in 87 (21.8%) of the samples. There was no evidence to suggest that any of the illnesses suffered by the children had been caused by faecal viruses. Infection with these viruses was uncommon in the first three months of life but more than 40% of faecal samples obtained from children between the ages of 3 months and 1 year contained a faecal virus. PMID:6253530

  14. Peculiarities of endurance development for first year students

    Directory of Open Access Journals (Sweden)

    A.G. Pochernina

    2014-06-01

    Full Text Available Purpose: to determine the dynamics of the specific endurance first-year students in the classroom of physical education. Material : the study involved 20 students. Conducted educational testing: seed of lifting in supine position, hang on bent arms, jumping from sitting up with the stop, run 30m, bending and straightening the arms in emphasis lying, tilt forward from a sitting position, shuttle run, broad jump start. Results : found that the passage of the training module volleyball observed development of specific endurance and all motor abilities. Established that the manifestation and development of motor skills are interrelated. Since force is a functional foundation for the development of other skills, flexibility - the foundation of all mechanical movements. Without the development of strength, speed, coordination abilities impossible to develop endurance. Therefore, it is inappropriate and incorrect receipt of unidirectional only specific endurance (dynamic power and static, speed-power. Conclusions: indicated the need to achieve functional specialization of the body in the direction which is necessary for high-level manifestation of certain motor skills.

  15. Developing information literacy with first year oral health students.

    Science.gov (United States)

    Ford, P J; Foxlee, N; Green, W

    2009-02-01

    In this time of rapid expansion of the scientific knowledge base, subject matter runs the risk of becoming outdated within a relatively short time. Instead of adding more content to already crowded curricula, the focus should be on equipping students to adapt to their changing world. The ability to access, evaluate and apply new knowledge for the benefit of patients has been acknowledged as an important goal for dental education. Information literacy is key to achieving this. An information literacy programme for first year oral health students was instituted. This was integrated within a biosciences course and linked with its assessment. Small group instruction reinforced by the use of a tailored online Assignment Guide was used in the context of a specific task. Effectiveness was measured in terms of assessment outcome, processes used and student experience. Twenty-seven students participated in the intervention which was effective in enhancing foundation literacy skills and confidence of students in accessing and evaluating information sources in the context of a clinical problem. Improvement in higher level literacy skills required to articulate this information in the synthesis of a scientific review was not demonstrated. Integration of this information literacy programme within the learning activities and assessment of a basic sciences course resulted in significantly enhanced information literacy skills. As this is highly relevant for higher education students in general, the wider promotion of information literacy should be encouraged.

  16. Polypharmacy including falls risk-increasing medications and subsequent falls in community-dwelling middle-aged and older adults.

    Science.gov (United States)

    Richardson, Kathryn; Bennett, Kathleen; Kenny, Rose Anne

    2015-01-01

    polypharmacy is an important risk factor for falls, but recent studies suggest only when including medications associated with increasing the risk of falls. a prospective, population-based cohort study. 6,666 adults aged ≥50 years from The Irish Longitudinal study on Ageing. participants reported regular medication use at baseline. Any subsequent falls, any injurious falls and the number of falls were reported 2 years later. The association between polypharmacy (>4 medications) or fall risk-increasing medications and subsequent falls or injurious falls was assessed using modified Poisson regression. The association with the number of falls was assessed using negative binomial regression. during follow-up, 231 falls per 1,000 person-years were reported. Polypharmacy including antidepressants was associated with a greater risk of any fall (adjusted relative risk (aRR) 1.28, 95% CI 1.06-1.54), of injurious falls (aRR 1.51, 95% CI 1.10-2.07) and a greater number of falls (adjusted incident rate ratio (aIRR) 1.60, 95% CI 1.19-2.15), but antidepressant use without polypharmacy and polypharmacy without antidepressants were not. The use of benzodiazepines was associated with injurious falls when coupled with polypharmacy (aRR 1.40, 95% CI 1.04-1.87), but was associated with a greater number of falls (aIRR 1.32, 95% CI 1.05-1.65), independent of polypharmacy. Other medications assessed, including antihypertensives, diuretics and antipsychotics, were not associated with outcomes. in middle-aged and older adults, polypharmacy, including antidepressant or benzodiazepine use, was associated with injurious falls and a greater number of falls. © The Author 2014. Published by Oxford University Press on behalf of the British Geriatrics Society. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  17. Social Media and Myeloproliferative Neoplasms (MPN): Analysis of Advanced Metrics From the First Year of a New Twitter Community: #MPNSM.

    Science.gov (United States)

    Pemmaraju, Naveen; Utengen, Audun; Gupta, Vikas; Kiladjian, Jean-Jacques; Mesa, Ruben; Thompson, Michael A

    2016-12-01

    The social media platform Twitter has provided the hematology/oncology community with unprecedented, novel methods of interpersonal communication and increased ability for the dissemination of important updates in a rapidly moving field. The advent, and subsequent success, of disease-specific Twitter communities have further enabled interested healthcare stakeholders to become quickly organized around a unique set of rare medical conditions, such as hematologic malignancies, that, historically, generally lack large amounts of reliable online information. One example is the Twitter community #MPNSM (myeloproliferative neoplasms on social media), which was started approximately one and half years ago and has served as a recognized venue for discussion among many members of the MPN community, including patients, researchers, providers, and advocacy organizations. This article will focus on understanding the impact of the founding of this community via the analysis of advanced Twitter metrics of user experience, from the first year of use for this novel healthcare hashtag.

  18. Experiences of flourishing and languishing during the first year at university.

    Science.gov (United States)

    Knoesen, Riané; Naudé, Luzelle

    2017-09-04

    The theoretical framework utilised in the current study included Keyes's mental health continuum, as well as the dimensions of emotional, psychological and social well-being. The aim of this study was to explore students experiences of flourishing and languishing during their first year at university. A nominal group technique was utilised in order to obtain data regarding the experiences of 22 first-year students and was thereafter analysed by means of thematic analysis. Various dimensions of emotional, psychological and social well-being were highlighted as essential in experiencing either flourishing or languishing during students first year at university. Although students experienced both flourishing and languishing, it is evident that students are more vulnerable to languishing during the beginning of their university career. Facing the big unknown, being confronted with practical difficulties, finding academics overwhelming, experiencing social isolation and being a victim of crime were prominent. Students however, learn to flourish when they achieve academic mastery, experience personal growth and independence and secure a social support system. The first year is seen as fundamental to student success at university, therefore the promotion of mental health during this year can be valuable in ensuring flourishing experiences during students' academic journey.

  19. Peer tutoring in patient-centred interviewing skills: experience of a project for first-year students.

    Science.gov (United States)

    Nestel, Debra; Kidd, Jane

    2003-07-01

    Peer tutoring is a potentially valuable resource in higher education. There are few published accounts of the impact of peer tutoring in medical education. College-wide experience of peer tutoring together with difficulties recruiting medical teachers for a communication programme led to the development of a peer-tutoring project. This paper reports the impact on first-year medical students of peer tutoring in patient-centred interviewing. After attending a preparatory workshop, third-year medical students co-facilitated their first-year colleagues in a session:Interviewing a Simulated Patient. First-year students completed written evaluations immediately after the session and two months later randomly selected students were assessed in patient-centred interviews. The impact of the peer-tutoring experience was evaluated by comparing these outcomes for students in groups co-facilitated by peer tutors with those who worked in groups facilitated by medical teachers. The eight learning objectives were completely met by more than 56% of students. However, there were statistically significant differences for four objectives with more students in groups facilitated by medical teachers completely meeting these objectives. Although the seven educational techniques used in the session were rated favourably by all students, two were rated as more effective in achieving the learning objectives by students in groups facilitated by medical teachers. Free-text comments revealed no differences between groups. Two months after the session, there were no differences between students in terms of interviewing skills as rated by trained observers and simulated patients, whilst simulated patients were more satisfied with interviews from students facilitated by peer tutors (p Peer tutors can support the acquisition of basic patient-centred interviewing skills in first-year medical students when contributing to one session of a structured programme. First-year students were receptive and

  20. The first year of SN 2004dj in NGC 2403

    Science.gov (United States)

    Vinkó, J.; Takáts, K.; Sárneczky, K.; Szabó, Gy. M.; Mészáros, Sz.; Csorvási, R.; Szalai, T.; Gáspár, A.; Pál, A.; Csizmadia, Sz.; Kóspál, A.; Rácz, M.; Kun, M.; Csák, B.; Fürész, G.; DeBond, H.; Grunhut, J.; Thomson, J.; Mochnacki, S.; Koktay, T.

    2006-07-01

    New BV RI photometry and optical spectroscopy of the Type IIp supernova 2004dj in NGC 2403, obtained during the first year since discovery, are presented. The progenitor cluster, Sandage 96, is also detected on pre-explosion frames. The light curve indicates that the explosion occurred about 30d before discovery, and the plateau phase lasted about +110 +/- 20 d after that. The plateau-phase spectra have been modelled with the SYNOW spectral synthesis code using H, NaI, TiII, ScII, FeII and BaI lines. The SN distance is inferred from the expanding photosphere method and the standard candle method applicable for SNeIIp. They resulted in distances that are consistent with each other as well as earlier Cepheid and Tully-Fisher distances. The average distance, D = 3.47 +/- 0.29 Mpc is proposed for SN 2004dj and NGC 2403. The nickel mass produced by the explosion is estimated as ~0.02 +/- 0.01 Msolar. The spectral energy distribution of the progenitor cluster is reanalysed by fitting population synthesis models to our observed BV RI data supplemented by U and JHK magnitudes from the literature. The χ2 minimization revealed a possible `young' solution with cluster age Tcl = 8 Myr, and an `old' solution with Tcl = 20-30 Myr. The `young' solution would imply a progenitor mass M > 20 Msolar, which is higher than the previously detected progenitor masses for Type II SNe. Based on observations obtained at David Dunlap Observatory (Canada), F. L. Whipple Observatory (USA), Konkoly Observatory and Szeged Observatory (Hungary). E-mail: vinko@physx.u-szeged.hu

  1. The transition to self-regulated learning for first-year dental students: threshold concepts.

    Science.gov (United States)

    Bowman, M

    2017-08-01

    Research shows that when students arrive at university they are often not prepared for independent learning. New students enter a period of transition during their first year, which is often characterised by emotional destabilisation, as they move towards becoming more self-regulating in their new learning environment. In this small-scale qualitative study, data from an in-depth pair interview were triangulated with data from a questionnaire, to explore participants' experiences of self-regulated learning in the first year of a Dental Surgery course. Five threshold concepts relating to learning in transition emerged from the analysis of the data. These concepts were as follows: learning how to learn using a range of self-chosen sources instead of a single textbook, learning how to organise incoming information without guidance, distinguishing between main ideas and detail during revision, coping with a heavy workload, and knowing what to expect from examinations and coursework. Strong emotions (feeling confused, overwhelmed and scared) were associated with negotiating these threshold concepts. However, the study illustrates how the participants adopted new cognitive and metacognitive strategies to become more self-regulating over time. The findings of the study suggest that lecturers, tutors, study advisers and peers all have an important role to play in explicitly guiding first-year students as they grapple with troublesome threshold concepts relating to self-regulated learning. Furthermore, structural changes to the content-heavy, lecture-based curricula often associated with first-year Medical and Dental courses would help ease students' transition to independent learning, which may make an impact on student attainment. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  2. First-Year Maternal Employment and Child Development in the First Seven Years.

    Science.gov (United States)

    Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane

    2010-08-01

    Using data from the first 2 phases of the NICHD Study of Early Child Care, we examine the links between maternal employment in the first 12 months of life and cognitive, social, and emotional outcomes for children at age 3, age 4½, and first grade. Drawing on theory and prior research from developmental psychology as well as economics and sociology, we address three main questions. First, what associations exist between first-year maternal employment and cognitive, social, and emotional outcomes for children over the first seven years of life? Second, to what extent do any such associations vary by the child's gender and temperament, or the mother's occupation? Third, to what extent do mother's earnings, the home environment (maternal depressive symptoms, sensitivity, and HOME scores), and the type and quality of child care mediate or offset any associations between first-year employment and child outcomes, and what is the net effect of first-year maternal employment once these factors are taken into account? We compare families in which mothers worked full time (55%), part time (23%), or did not work (22%) in the first year for non-Hispanic white children (N=900) and for African-American children (N=113). Comparisons are also made taking into account the timing of mothers' employment within the first year. A rich set of control variables are included. OLS and SEM analyses are constructed. With regard to cognitive outcomes, first, we find that full-time maternal employment in the first 12 months of life (but not part-time employment) is associated with significantly lower scores on some, but not all, measures of cognitive development at age 3, 4 ½, and first grade for non-Hispanic white children, but with no significant associations for the small sample of African-American children Part-time employment in the first year is associated with higher scores than full-time employment for some measures. Employment in the second and third year of life is not associated

  3. Preparedness of Entering Pediatric Dentistry Residents: Advanced Pediatric Program Directors' and First-Year Residents' Perspectives.

    Science.gov (United States)

    Rutkauskas, John; Seale, N Sue; Casamassimo, Paul; Rutkauskas, John S

    2015-11-01

    For children to receive needed oral health care, adequate training at both the predoctoral and postdoctoral levels of dental education is required, but previous studies have found inadequacies in predoctoral education that lead to general dentists' unwillingness to treat certain young populations. As another way of assessing predoctoral preparation, the aim of this study was to determine the perspectives of first-year residents and pediatric program directors about residents' preparedness to enter advanced education programs in pediatric dentistry. Surveys were sent to all 74 U.S. program directors and 360 first-year residents. The survey focused on procedures related to prevention, behavior management, restorative procedures, pulp therapy, sedation, and surgery, as well as treating patients funded by Medicaid and with special health care needs. Among the first-year residents, 173 surveys were returned for a 48% response rate; 61 directors returned surveys for an 82% response rate. Only half of the residents (55%) reported feeling adequately prepared for their first year in residency; less than half cited adequate preparation to place stainless steel crowns (SSCs) (42%) and perform pulpotomies (45%). Far fewer felt adequately prepared to provide treatment for children six months to three years of age, including examinations (29%), infant oral exams (27%), and children with severe caries (37%). The program directors were even less positive about the adequacy of residents' preparation. Only 17% deemed them adequately prepared to place SSCs and 13% to perform pulpotomies. Approximately half reported their first-year residents were inadequately prepared to treat very young children and children with severe caries (55% each). This study found that the perceived inadequacy of predoctoral education in pediatric dentistry was consistent at both the learner and educator levels, supporting previous studies identifying inadequacies in this area.

  4. First year physics practicals in distance education in South Africa

    Science.gov (United States)

    Cilliers, Johanna Albertha

    Although the merits of practical work in physics is often questioned, it remains part of physics curricula word- wide. In distance education the incorporation of practical work into the curriculum is considerably complicated by the unique logistics of the setting and the high cost involved. The research reported in this thesis emanated from the need to improve the practical work module for first year physics at the University of South Africa, one of the largest distance education universities in the world. Specifically, the home-based component which, up to the commencement of the research had been entirely text-based, needed to be addressed. To this end it was necessary to identify a valid and attainable set of objectives and to determine the characteristics, abilities and needs of the students in the target group. A survey polling the viewpoints of South African physics lecturers and students about the objectives of practical work was conducted and an extensive student profile comprising a biographic, cognitive and affective component was compiled. Biographically, the target group is unique in the sense that it consists mainly of adult learners, a large percentage of whom study in a second language. The cognitive component of the profile covered aptitude, proficiency in English, mathematics and the integrated science process skills and level of cognitive development, all of which were investigated for possible influence on performance in practical work. On an affective level, students displayed a very positive attitude towards practical work, seated mainly in their need for concrete exploration of the theory. A practical work module structured around an experiential learning cycle adapted to the distance education environment was subsequently designed. The study material developed for the module comprised an interactive study guide on data processing and experimental procedure, a home experiment kit with accompanying workbook and a laboratory manual. From the

  5. Cardiovascular system state of the first year students

    Directory of Open Access Journals (Sweden)

    Kosynskyi E. О.

    2010-05-01

    Full Text Available Approaches to definition of a level of state of health of students are shown. 94 students (48 girls and 46 youths of basic medical group took part in an experiment. The state of the cardiovascular system was probed on indexes by frequencies of heart-throbs, arteriotony, index of Robinson, adaptation potential of circulation of blood. It is marked that at the beginning of school year students have a low level of functioning of the cardiovascular system. At 73,5 % girls and 62,2 % youth is expose tachycardia. At 8,2 % girls and 26,7 % youth is expose the enhanceable norm of systole arteriotony.

  6. HEALTH CONDITION OF THE FIRST YEAR INFANTS IN MIGRANT FAMILIES

    Directory of Open Access Journals (Sweden)

    V.Yu. Albitsky

    2006-01-01

    Full Text Available A complex clinical social study of health status, life style and conditions of infants aged 3 months to 1 year in migrant families living in Pushkino district of Moscow region for more than 2 years was carried out. The study has revealed that children in migrant families fall behind in physical development, most of them show a delay of psychomotor development, the level of revealed pathology is significantly higher vs. children of famia lies permanently residing in the area. The data acquired indicate the need of intent attention to the children in migrant families from both medical and social authorities.Key words: children, health status, physical development, children's condition.

  7. Health care in the first year after international adoption.

    Science.gov (United States)

    Schulte, Elaine E; Springer, Sarah H

    2005-10-01

    After international adoption, routine screenings for infectious and nutritional diseases, lead exposure, and vision and hearing difficulties are early priorities for children's postadoptive health care. Specific health concerns raised before adoption should also be reviewed after children arrive home with their families. Once appropriate postadoptive screenings and immunizations have been initiated, the challenge for the primary care provider is to determine the intervals and content of future follow-up visits. Clinical decision making is influenced by a specific child's age, acute medical needs, and developmental assessments.

  8. An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

    Directory of Open Access Journals (Sweden)

    Kumar Yelamarthi

    2016-12-01

    Full Text Available Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

  9. Listening to the Silences: A Teacher’s First Year in Words and Music

    Directory of Open Access Journals (Sweden)

    Charles Vanover

    2016-07-01

    Full Text Available Listening to the Silences is an ethnodrama – an example of verbatim theatre that evokes a teacher’s first year in the Chicago Public Schools (CPS based on the words voiced during a series of four interviews sessions conducted by the author. The protagonist, Indiana Ingelside, spent her first year in CPS in an African American school in one of Chicago’s poorest neighborhoods. The show is intended to help the audience reflect on the beginning teacher’s experiences of working in that setting. The script evokes the challenges of teaching within environments shaped by social policies that do not address, and frequently exacerbate, the poverty, racism, and other forms of injustice that shape the lives of children and families of color. The article begins with the complete playscript and then concludes with an afterword that describes what the author learned from developing and producing the show. Photos from the Philadelphia workshops are included.

  10. A First-Year Course in the "Lawyering Process".

    Science.gov (United States)

    Brest, Paul

    1982-01-01

    An experimental program at Stanford University called "Lawyering Process" is described. The goals of the course include: (1) introducing legal planning and basic interpersonal skills; (2) examining the concepts of "professionalism"; (3) placing legal research and writing assignments in the context of law practice; and (4)…

  11. First-Year Hands-On Design Course: Implementation & Reception

    Science.gov (United States)

    Butterfield, Anthony E.; Branch, Kyle; Trujillo, Edward

    2015-01-01

    To incorporate active and collaborative teaching methods early in our curriculum, we have developed a freshman design laboratory. The course introduces numerous core concepts and lab skills, by way of seven teaching modules, including spectrometer construction and a collaborative project with seniors. Survey data show students enjoyed and learned…

  12. Musculoskeletal disorders among first-year Ghanaian students in a ...

    African Journals Online (AJOL)

    Objective: To estimate the prevalence and extent of MSDs among a sample of freshmen in a nursing college in Ghana. Methods: A semi-structured self-reported questionnaire including the Nordic Musculoskeletal Questionnaire (NMQ) was used to collect information on age, gender and musculoskeletal complaints among a ...

  13. Finding First-Year Success in Extension: Navigating Stakeholders Needs and Institutional Expectations

    Directory of Open Access Journals (Sweden)

    Donald A. Llewellyn

    2013-06-01

    Full Text Available Functioning within a defined administrative framework and meeting the needs of the stakeholders are essential in an Extension appointment. The first day of employment starts the promotion and tenure clock. It is the responsibility of the new Extension professional to take immediate steps to move forward with development of programming and application of the skill set that they bring to the job. Finding success in the first year of an Extension appointment revolves around understanding the expectations of the institution and the needs of the stakeholders. Once the institutional expectations and programming needs are understood, formulating a strategy that includes plans of work and logic models, measurement of outcomes and impacts, team building, professional development, peer mentoring, grant writing, and scholarship will provide a foundation for first year success in Extension. A willingness to follow a timely and systematic approach to meeting the expectations of the institution and stakeholders will provide for an efficient transition and relieve many of the stressors associated with a new appointment. This paper is based primarily on the author’s first year experience as an Extension faculty member and summarizes several best practices.

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

    Science.gov (United States)

    Kizito, Rita; Munyakazi, Justin; Basuayi, Clement

    2016-01-01

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

  15. Development and Evaluation of a Learning Intervention Targeting First-Year Resident Defibrillation Skills.

    Science.gov (United States)

    Jeffers, Justin; Eppich, Walter; Trainor, Jennifer; Mobley, Bonnie; Adler, Mark

    2016-04-01

    The aim of the study was to evaluate an educational intervention targeting the acquisition and retention of critical core skills of defibrillation in first-year pediatric residents using simulation-based training and deliberate practice. From January 2011 to April 2012, a total of 23 first-year pediatric residents participated in a pretest-posttest study. An initial survey evaluated previous experience, training, and comfort. The scoring tool was designed and validated using a standard setting procedure and 60% was determined to be the minimum passing score. The 1-hour educational intervention included a brief video describing the defibrillator, 10 to 15 minutes of hands-on time with the defibrillator, and 30 minutes of simulation-based scenarios using deliberate practice with real-time feedback. The number of subjects who achieved competency in defibrillation skills increased from 8 to 16 of 23 (35% vs 70%, P defibrillation (282-189 s, P defibrillation skills by first-year pediatric residents. In the process, we uncovered educational gaps in cardiopulmonary resuscitation and other resuscitation skills that need to be addressed in future educational interventions and training.

  16. First year engineering students: Perceptions of engineers and engineering work amongst domestic and international students

    Directory of Open Access Journals (Sweden)

    Dawn Bennett

    2015-03-01

    Full Text Available Despite being well ahead of many other disciplines in establishing strong and evidence-based research and practice, engineering in many countries still experiences high rates of student and graduate attrition. One possible reason for this is that students enter engineering study without understanding the realities of either their degree program or engineering work, and without a sense of motivation and commitment. The research reported here aimed to extend understanding of first year engineering students’ thinking about their competencies, identity, self-efficacy, motivation, and career. The study involved over 1,100 first year engineering students enrolled in a common first year unit. Responses were coded using the Engineers Australia graduate competencies as a framework, and this paper reports findings from the most diverse cohort of students (n=260, of whom 49% were international students with English as their second language. The research identified differences between international and domestic students’ perceptions of self and of career competencies, possibly related to self-esteem. Implications include improved confidence and motivation to learn as students consider their strengths, interests and goals. Further, the research raises the need for analysis of international students’ cultural and educational background to determine how different cohorts of international students self-appraise and how they associate learning with their future careers.

  17. First year nursing students use of social media within education: Results of a survey.

    Science.gov (United States)

    Price, Ann M; Devis, Kate; LeMoine, Gayle; Crouch, Sarah; South, Nicole; Hossain, Rosa

    2018-02-01

    Social media rapidly disseminates information but is a controversial learning platform in nurse education. This study aimed to explore how students viewed the use of Twitter, and other social media, in their first year of a nursing degree. The aim of this study was to evaluate first year student nurses' use of social media, before and after commencing a pre-registration programme, where Twitter was used in a module. A cross-sectional approach using a descriptive survey was completed. An online survey, that included Likert scale and open questions, was open for one month in 2016. All students on Nursing Undergraduate Degrees, in Adult, Child and Mental Health, who were in the first year of their programme were eligible to participate. 121 students took part with a response rate of 32%. Most students were positive about using social media as they found it an engaging way to promote discussion and share information. Students use of Twitter changed in the first year with 19.8% using it once or more per week on commencement of the programme which increased to 45.5%; other social media platforms remained static. Most students (57.8%) understood the purpose of using Twitter although 14% reported that it was not used within their module; thus, not all students gained experience of using the social media. 81% of students said that using Twitter had been beneficial to increase awareness of nursing issues within their course. However, there were areas that students found difficult such as time, and not knowing what to say. The study suggests that teaching about social media, and incorporating it into learning activities, may be beneficial for students. However, more research into the subject using an experimental design to assess changes over time would be useful. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. Alcohol Involvement and Participation in Residential Learning Communities Among First-Year College Students*

    Science.gov (United States)

    McCABE, SEAN ESTEBAN; BQYD, CAROL J.; CRANFORD, JAMES A.; SLAYDEN, JANIE; LANGE, JAMES E.; REED, MARK B.; KETCHIE, JULIE M.; SCOTT, MARCIA S.

    2008-01-01

    Objective Residential learning communities (RLCs) on U.S. college campuses are assumed to build connections between formal teaming opportunities and students’ living environment. The objective of this longitudinal study was to examine the association between living in RLCs and alcohol misuse among first-year undergraduate students. Method A Web-based survey was self-administered to a stratified random sample of 923 first-year undergraduate students (52.7% women) attending a large Midwestern research university. The sample included 342 students who lived and participated in RLCs (termed RLC) and 581 students who did not participate in RLCs (termed non-RLC) First-year students were asked about their drinking behaviors before college, during their first semester, and approximately 6 months later during their second semester. Results RLC students reported lower rates of drinking than non-RLC students before college. RLC students reported lower rates of drinking and fewer alcohol-related consequences than non-RLC students during the first and second semesters. Maximum drinks in 1 day increased from precollege to first semester, and this increase was larger among non-RLC students than RLC students. The number of drinks per occasion and alcohol-related consequences increased between first semester and second semester for all students regardless of RLC status. Conclusions Lower rates of alcohol misuse among RLC students predate their entrance into college, and the increase in drinking from precollege to first semester is lower in magnitude among RLC students RLCs’ influence involves selection and socialization processes. These findings have implications for prevention and intervention efforts aimed at incoming first-year undergraduate students. PMID:17690806

  19. Effective physiology teaching methods: from the perspective of first year MBBS students.

    Science.gov (United States)

    Nagothu, Rajani Santhakumari; Reddy Indla, Yogananda; Paluru, Rajesh

    2016-01-01

    Students who took admission in first year MBBS course used to study physiology, anatomy and biochemistry for one and half years. Since a decade the first year course duration was reduced to one year unaltering the syllabus in the three basic subjects. So students are focusing on the easy ways to clear the university exams by accepting the concise books, which is dampening the real quality of the subject knowledge. This study is aimed at understanding the best methods of physiology teaching in the lecture gallery, from the student's perspective. The present study was undertaken at a private medical college in southern part of India in Telangana state, on 100 students who took admission in first year MBBS course, in the academic year 2015-2016. Out of 100, 36 are boys and 64 are girl students. Distributed a question paper which is having 2 sets of questions. First question is having three statements regarding the teaching methods namely; chalk and blackboard teaching, over head projection teaching and power point teaching. Students were asked to choose the best statement which they prefer. Second question is consisting of combination of teaching methods and they are; chalk and blackboard with over head projection teaching method, chalk and blackboard with power point presentation. Again the students were asked to choose one of the 2 statements in 2 nd question. Students preference of teaching methods for understanding of physiology in percentage; chalk and blackboard-54, over head projection teaching-4, power point presentation-32, chalk and blackboard with over head projection-26, chalk and blackboard with power point presentation-64. Majority of the students are in favor of a combination of chalk and blackboard with power point presentation for better understanding of physiology, next is chalk and blackboard teaching alone.

  20. Validating strengths use and deficit correction behaviour scales for South African first-year students

    Directory of Open Access Journals (Sweden)

    Karina Mostert

    2017-01-01

    Research purpose: To examine the validity, measurement invariance and reliability of the proactive strengths use and deficit correction scales for South African first-year university students. Motivation for the study: In order to cope in the demanding university environment, first-year university students need to develop and apply proactive strategies, including using their strengths and developing in their areas of weaknesses. Several studies have indicated that proactive behaviour, specifically strengths use and deficit correction behaviour, lead to favourable outcomes such as higher engagement, lower burnout and more life satisfaction. Therefore, it is important to validate scales that measure these constructs for first-year students. Research design, approach and method: A cross-sectional research approach was used. A sample of South African first-year university students aged between 18 and 23 years (N = 776 was collected. The two scales were tested for their factor structure, measurement invariance, reliability, and convergent and criterion validity. Main findings: A two-factor structure was found for the strengths use and deficit correction behaviour scales. Measurement invariance testing showed that the two scales were interpreted similarly by participants from different campuses and language groups. Cronbach’s alpha coefficients (α ≥ 0.70 indicated that both scales were reliable. In addition, the scales demonstrated convergent validity (comparing them with a general strengths use and proactive behaviour scale. Strengths use and deficit correction behaviour both predicted student burnout, student engagement and life satisfaction, with varying strengths of the relationships for strengths use and deficit correction behaviour. Practical implications: Strengths use and deficit correction behaviour could enable students to manage study demands and enhance well-being. Students will experience favourable outcomes from proactively using strengths and

  1. Nuclear medicine in the first year of life.

    Science.gov (United States)

    Treves, S Ted; Baker, Amanda; Fahey, Frederic H; Cao, Xinhua; Davis, Royal T; Drubach, Laura A; Grant, Frederick D; Zukotynski, Katherine

    2011-06-01

    Nuclear medicine has an important role in the care of newborns and children less than 1 y old. Patients in this age group present with a spectrum of diseases different from those of older children or adults. These patients can benefit from the full range of nuclear medicine studies. In these young children, nuclear medicine studies are more likely to be used to evaluate a wide range of congenital conditions but also can be helpful for evaluating acquired conditions such as infection, cancer, and trauma. This review first will cover the general aspects of nuclear medicine practice with these patients, including the special considerations that can help achieve successful diagnostic imaging. These topics will include clinical indications, imaging technology, instrumentation, software, positioning and immobilization, sedation, local and general anesthesia, radiopharmaceutical doses, radiation risk, and dose reduction. The review then will discuss the specific nuclear medicine studies that typically are obtained in patients in this age group. With extra care and attention to the special needs of this population, nuclear medicine departments can successfully study patients less than 1 y old.

  2. LHCb: First year of running for the LHCb calorimeter system

    CERN Multimedia

    Guz, Y

    2011-01-01

    The LHCb experiment is dedicated to precision measurements of CP violation and rare decays of B hadrons at the Large Hadron Collider (LHC) at CERN (Geneva) [1, 2]. LHCb is a single-arm spectrometer with a forward angular coverage from approximately 10 mrad to 300 mrad. It comprises a calorimeter system composed of four subdetectors [3]. It selects transverse energy hadron, electron and photon candidates for the first trigger level (L0), which makes a decision 4µs after the interaction. It provides the identification of electrons, photons and hadrons as well as the measurement of their energies and positions. The set of constraints resulting from these functionalities defines the general structure and the main characteristics of the calorimeter system and its associated electronics. A classical structure of an electromagnetic calorimeter (ECAL) followed by a hadron calorimeter (HCAL) has been adopted. In addition the system includes in front of them the Scintillating Pad Detector (SPD) and Pre-Showe...

  3. Atopic sensitization in the first year of life.

    Science.gov (United States)

    Depner, Martin; Ege, Markus J; Genuneit, Jon; Pekkanen, Juha; Roponen, Marjut; Hirvonen, Maija-Riitta; Dalphin, Jean-Charles; Kaulek, Vincent; Krauss-Etschmann, Susanne; Riedler, Josef; Braun-Fahrländer, Charlotte; Roduit, Caroline; Lauener, Roger; Pfefferle, Petra I; Weber, Juliane; von Mutius, Erika

    2013-03-01

    There is conflicting evidence on whether allergen-specific memory is primed prenatally, whether this priming affects persistent immunologic effects, and whether it is modulated by the first environmental exposures in infancy. We sought to explore the course of atopic sensitization between birth and 12 months of age. Specific IgE levels for 6 food and 13 common inhalant allergens were assessed in cord blood and 1-year blood samples in the Protection against Allergy-Study in Rural Environments (PASTURE) birth cohort including 793 children from rural regions of 5 European countries. Detailed information on children's health, nutrition, and farm-related exposures was gathered by using a pregnancy questionnaire, 2 questionnaires at 2 and 12 months of age, and a diary covering the time in between. Sensitization was more common at 12 months of age than at birth for almost all specificities. On an individual level, persistent sensitization to the same allergens was rare (1%), whereas transient (only at birth, 11%) and incident (only at 12 months, 34%) sensitization was seen in substantial proportions of children. Associations of transient sensitization with maternal sensitization differed with the allergen specificities, with the strongest associations for food allergens (odds ratio [OR], 10.6; 95% CI, 6.0-18.6) and the weakest associations for seasonal allergens (OR, 1.64; 95% CI, 0.94-2.86). Associations of maternal sensitization with incident sensitization were also seen. Incident sensitization was related to distinct prenatal and postnatal environmental exposures of mother and child, such as consumption of cereals for incident sensitization to seasonal allergens (OR, 0.66; 95% CI, 0.50-0.88). IgE sensitization patterns change between birth and 12 months and are related to maternal and environmental influences. Copyright © 2013 American Academy of Allergy, Asthma & Immunology. Published by Mosby, Inc. All rights reserved.

  4. First-year response to rhGH therapy in children with CKD: a National Cooperative Growth Study Report.

    Science.gov (United States)

    Mahan, John D; Warady, Bradley A; Frane, James; Rosenfeld, Ron G; Swinford, Rita D; Lippe, Barbara; Davis, D Aaron

    2010-06-01

    A clear definition of the appropriate growth response during recombinant human growth hormone (rhGH) treatment has never been established in the pediatric chronic kidney disease (CKD) population. We present here data from Genentech's National Cooperative Growth Study (NCGS) on the first-year growth response in prepubertal children with CKD. Using NCGS data, we constructed response curves for the first year of rhGH therapy in 270 (186 males, 84 females) naïve-to-treatment, prepubertal children with CKD prior to transplant or dialysis. Data from both genders were combined because gender was not significantly related to height velocity (p = 0.51). Response to rhGH was expressed as height velocity (HV) in cm/year. Mean, mean + or - 1SD, and mean - 2SD for HV during the first year of rhGH treatment as well as pretreatment HV were plotted versus age. Age-specific HV plots for rhGH-treated children with CKD are presented. At all ages, the first-year mean HV was greater than the mean pretreatment HV. The mean - 2SD for HV in children on rhGH treatment was similar to the mean pretreatment HV. These growth plots will be useful to clinicians for assessing a patient's first-year growth response. We propose that a HV below the mean - 1SD is an inadequate response. These curves may help identify patients with a suboptimal growth response due to confounding medical factors and/or non-compliance.

  5. Including limitations in news coverage of cancer research: effects of news hedging on fatalism, medical skepticism, patient trust, and backlash.

    Science.gov (United States)

    Jensen, Jakob D; Carcioppolo, Nick; King, Andy J; Bernat, Jennifer K; Davis, LaShara; Yale, Robert; Smith, Jessica

    2011-05-01

    Past research has demonstrated that news coverage of cancer research, and scientific research generally, rarely contains discourse-based hedging, including caveats, limitations, and uncertainties. In a multiple message experiment (k = 4 news stories, N = 1082), the authors examined whether hedging shaped the perceptions of news consumers. The results revealed that participants were significantly less fatalistic about cancer (p = .039) and marginally less prone to nutritional backlash (p = .056) after exposure to hedged articles. Participants exposed to articles mentioning a second researcher (unaffiliated with the present study) exhibited greater trust in medical professions (p = .001). The findings provide additional support for the inclusion of discourse-based hedging in cancer news coverage and suggest that news consumers will use scientific uncertainty in illness representations.

  6. Metabolic and body composition changes in first year following traumatic amputation.

    Science.gov (United States)

    Eckard, Carly S; Pruziner, Alison L; Sanchez, Allison D; Andrews, Anne M

    2015-01-01

    Body composition and metabolism may change considerably after traumatic amputation because of muscle atrophy and an increase in adiposity. The purpose of this study was to quantify changes in weight, body composition, and metabolic rate during the first year following traumatic amputation in military servicemembers. Servicemembers without amputation were included for comparison. Participants were measured within the first 12 wk after amputation (baseline) and at 6, 9, and 12 mo after amputation. Muscle mass, fat mass, weight, and metabolic rate were measured at each time point. There was a significant increase in weight and body mass index in the unilateral group between baseline and all follow-up visits (p amputation.

  7. Neonatal BCG vaccination has no effect on recurrent wheeze in the first year of life

    DEFF Research Database (Denmark)

    Thøstesen, Lisbeth Marianne; Stensballe, Lone Graff; Pihl, Gitte Thybo

    2017-01-01

    are not fully understood, but a shift from a TH2 to a TH1 response has been suggested as a possible explanation. Objective: We hypothesized that BCG at birth would reduce the cumulative incidence of RW during the first year of life. Methods: The Danish Calmette Study is a multicenter randomized trial conducted...... (relative risk, 1.07; 95% CI, 0.89-1.28). Supplementary analyses were made, including an analysis of baseline risk factors for development of RW. Conclusion: Neonatal BCG had no effect on the development of RW before 13 months of age....

  8. Patterns of first-year survival among infants with selected congenital anomalies in Texas, 1995-1997.

    Science.gov (United States)

    Nembhard, W N; Waller, D K; Sever, L E; Canfield, M A

    2001-11-01

    Few registry-based studies have investigated survival among infants with congenital anomalies. We conducted a registry-based study to examine patterns and probability of survival during the first year of life among infants with selected congenital anomalies. Data from the Texas Birth Defects Monitoring Division were merged with linked birth-infant death files for 2,774 infants born January 1, 1995 to December 31, 1997, with at least 1 of 23 common anomalies. Deaths before the first birthday were assessed from infant death files. Kaplan-Meier was used to estimate first-year survival; first-year survival was assessed for specific anomalies and by the number of life-threatening anomalies. Overall, 80.8% of infants with these 23 anomalies survived the first year of life. We observed the highest survival rates for infants with gastroschisis (92.9%, 95% CI = 86.8, 96.3), trisomy 21 (92.3%, 95% CI = 89.5, 94.4) or cleft lip with or without cleft palate (87.6%, 95% CI = 84.0, 90.5). Infants with intermediate survival rates included those with microcephaly (79.7%; 95% CI = 73.6, 84.6), tetralogy of Fallot (75.0%; 95% CI = 65.5, 82.2), or with diaphragmatic hernia (72.8%; 95% CI = 61.8, 81.2). As expected, all infants with anencephaly and almost all infants with trisomy 13 or trisomy 18 died during the first year of life. First-year survival declined as the number of co-occurring life-threatening anomalies increased. Overall, first-year survival for infants with congenital anomalies was high. Additional population-based studies are needed to quantify improvements in first-year survival. Copyright 2001 Wiley-Liss, Inc.

  9. The First Year of Global Cleft Surgery Education Through Digital Simulation: A Proof of Concept.

    Science.gov (United States)

    Plana, Natalie M; Diaz-Siso, J Rodrigo; Culnan, Derek M; Cutting, Court B; Flores, Roberto L

    2018-04-01

    Parallel to worldwide disparities in patient access to health care, the operative opportunities of surgical trainees are increasingly restricted across the globe. Efforts have been directed toward enhancing surgical education outside the operating room and reducing the wide variability in global trainee operative experience. However, high costs and other logistical concerns may limit the reproducibility and sustainability of nonoperative surgical education resources. A partnership between the academic, nonprofit, and industry sectors resulted in the development of an online virtual surgical simulator for cleft repair. First year global access patterns were observed. The simulator is freely accessible online and includes 5 normal and pathologic anatomy modules, 5 modules demonstrating surgical markings, and 7 step-by-step procedural modules. Procedural modules include high-definition intraoperative footage to supplement the virtual animation in addition to include multiple-choice test questions. In its first year, the simulator was accessed by 849 novel users from 78 countries; 70% of users accessed the simulator from a developing nation. The Internet shows promise as a platform for surgical education and may help address restrictions and reduce disparities in surgical training. The virtual surgical simulator presented may serve as the foundation for the development of a global curriculum in cleft repair.

  10. The Impact of First-Year Seminars on College Students' Life-Long Learning Orientations

    Science.gov (United States)

    Padgett, Ryan D.; Keup, Jennifer R.; Pascarella, Ernest T.

    2013-01-01

    Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study measured the impact of first-year seminars on college students' life-long learning orientations. The findings suggest that first-year seminars enhance students' life-long learning orientations and that the effect of first-year seminars is mediated through…

  11. Engaging and Empowering First-Year Students through Curriculum Design: Perspectives from the Literature

    Science.gov (United States)

    Bovill, Catherine; Bulley, Cathy J.; Morss, Kate

    2011-01-01

    There is an increasing value being placed on engaging and empowering first-year students and first-year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first-year curriculum design linked to student engagement and empowerment. We present…

  12. Readiness and expectations questionnaire : a cross-cultural measurement instrument for first-year university students

    NARCIS (Netherlands)

    Jansen, Ellen; Andre, Stefanie; Suhre, Cor

    The readiness and expectations questionnaire (REQ) assesses first-year students' expectations and preparedness for their first year in university. This measurement instrument is useful for educational policy and curriculum development; it can also be used to predict the outcomes of the first year of

  13. First-Year Cadets' Conceptions of General Education Writing at a Senior Military College

    Science.gov (United States)

    Rifenburg, J. Michael; Forester, Brian

    2018-01-01

    This study investigates conceptions first-year cadets at a US senior military college bring to general education writing courses, often termed first-year composition (FYC). Using a mixed methods research design, we received survey responses from 122 cadets and conducted semi-structured in-person interviews with four first-year cadets. Our data…

  14. Understanding Weight Management Perceptions in First-Year College Students Using the Health Belief Model

    Science.gov (United States)

    Das, Bhibha M.; Evans, Ellen M.

    2014-01-01

    Objective: To examine weight management barriers, using the Health Belief Model, in first-year college students. Participants: First-year college students (n = 45), with data collected in April, May, and November 2013. Methods: Nominal group technique sessions (n = 8) were conducted. Results: First-year students recognize benefits to weight…

  15. Readiness and expectations questionnaire : A cross-cultural measurement instrument for first-year university students

    NARCIS (Netherlands)

    Jansen, E.; André, S.C.H.; Suhre, C.

    2013-01-01

    The readiness and expectations questionnaire (REQ) assesses first-year students’ expectations and preparedness for their first year in university. This measurement instrument is useful for educational policy and curriculum development; it can also be used to predict the outcomes of the first year of

  16. Mentoring and Retention in First-Year Teachers: A Mixed-Methods Study

    Science.gov (United States)

    Morina, Sam F., Jr.

    2010-01-01

    This study collected relevant information from first-year teacher proteges about mentorship effectiveness and anticipated turnover. The primary goal of this study was to examine a first-year-teacher mentoring program to determine its perceived effectiveness for first-year-teacher proteges and to examine their perceptions of the essential…

  17. First-Year Medical Students' Naïve Beliefs about Respiratory Physiology

    Science.gov (United States)

    Badenhorst, Elmi; Mamede, Silvia; Abrahams, Amaal; Bugarith, Kishor; Friedling, Jacqui; Gunston, Geney; Kelly-Laubscher, Roisin; Schmidt, Henk G.

    2016-01-01

    The present study explored the nature and frequency of physiology naïve beliefs by investigating novices' understanding of the respiratory system. Previous studies have shown considerable misconceptions related to physiology but focused mostly on specific physiological processes of normal respiration. Little is known about novices' broader…

  18. COMPARISON OF PROBLEM BASED LEARNING WITH TRADITIONAL LECTURES AMONG FIRST YEAR MEDICAL STUDENTS IN PHYSIOLOGY

    OpenAIRE

    Evelyn

    2015-01-01

    BACKGROUND: Problem based learning has emerged as an effective teaching learning method. Students taught by the problem based learning method have better problem solving skills and better long-term memory than those taught by traditional lectures. OBJECTIVE: To compare the effectiveness of problem based learning with that of traditional lecture method. METHODOLOGY: First MBBS students (n=127) were divided into two groups. One group was taught a topic from Applied Physiolog...

  19. African-American and Latina Women Seeking Public Health Services: Cultural Beliefs regarding Pregnancy, including Medication-taking Behavior

    Directory of Open Access Journals (Sweden)

    Luz Dalia Sanchez, MD, MCP, MHA, PhD

    2011-01-01

    Full Text Available Objective: to describe cultural beliefs and medication-taking-behavior about pregnancy in African-American and Latina women. Design: qualitative study using phenomenological methodology; face-to-face, semi structured interviews and focus group. Thematic analysis was done to obtain themes consistent with the research objective. Setting: Maricopa County, Arizona, Department of Public-health Programs, November 2008 through April 2009.Participants: women seeking public-health services in the greater Phoenix, Arizona.Results: fifteen adult women representing two ethnic groups (seven African-Americans and eight Latinas participated. Themes derived from the interview data included: “The Dilemma: To Become or Not to Become Pregnant;” “The Ideal Stress-free World: Support System;” “Changing Worlds: Wanting Dependency;” and “The Health care System: Disconnection from Pregnancy to Postpartum.”Conclusions: based on the cultural themes: 1. pregnancies were not planned; 2. healthy life-style changes were not likely to occur during pregnancy; 3. basic facts about the biology of sexual intercourse and pregnancy were not understood, and there was no usage of any preconceptional or prenatal medications; and 4. professional health care was not desired or considered necessary (except during delivery. These cultural beliefs can contribute to negative birth outcomes, and need to be considered by pharmacists and other health-care providers. The information gained from this study can guide the implementation of educational programs developed by pharmacists that are more sensitive to the cultural beliefs and points of view of these particular women. Such programs would thus be more likely to be favorably received and utilized.

  20. Retrospective cohort study shows that the risks for retinopathy of prematurity included birth age and weight, medical conditions and treatment.

    Science.gov (United States)

    Ali, Aliaa A; Gomaa, Nancy A S; Awadein, Ahmed R; Al-Hayouti, Huda H; Hegazy, Ahmed I

    2017-12-01

    This study described the characteristics and risk factors of neonates who developed retinopathy of prematurity (ROP) and severe treatable ROP in two Egyptian neonatal intensive care units (NICUs). This retrospective cohort study comprised 108 preterm neonates who were screened for ROP after being admitted to the two NICUs run by Cairo University Hospital from June 2014 to May 2015. Patients were examined using digital fundus photography and indirect ophthalmoscopy was performed if ROP was detected. Retinopathy of prematurity occurred in 75 patients. Late-onset sepsis, ventilation and hypercapnia were independently associated with ROP. Patients who developed severe treatable ROP had a younger gestational age (GA) than patients who did not develop ROP or developed mild or moderate ROP (29 weeks, range 27-33 weeks versus 32 weeks, range 28-36 weeks, p = 0.002) and a lower birthweight (1200 g, range 980-1590 g versus 1460 g, range 770-2475 g, p = 0.029). The risk factors associated with severe treatable ROP included the duration of admission, the duration of incubator oxygen, late-onset sepsis, intraventricular haemorrhage, total parenteral nutrition and the duration of caffeine citrate therapy. This study showed that the risks for ROP were wide-ranging and included GA and weight, medical conditions and treatment. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  1. Neonatal BCG vaccination has no effect on recurrent wheeze in the first year of life: A randomized clinical trial.

    Science.gov (United States)

    Thøstesen, Lisbeth Marianne; Stensballe, Lone Graff; Pihl, Gitte Thybo; Kjærgaard, Jesper; Birk, Nina Marie; Nissen, Thomas Nørrelykke; Jensen, Aksel Karl Georg; Aaby, Peter; Olesen, Annette Wind; Jeppesen, Dorthe Lisbeth; Benn, Christine Stabell; Kofoed, Poul-Erik

    2017-12-01

    Recurrent wheeze (RW) is frequent in childhood. Studies have suggested that BCG vaccination can have nonspecific effects, reducing general nontuberculosis morbidity, including respiratory tract infections and atopic diseases. The mechanisms behind these nonspecific effects of BCG are not fully understood, but a shift from a T H 2 to a T H 1 response has been suggested as a possible explanation. We hypothesized that BCG at birth would reduce the cumulative incidence of RW during the first year of life. The Danish Calmette Study is a multicenter randomized trial conducted from 2012-2015 at 3 Danish hospitals. The 4262 newborns of 4184 included mothers were randomized 1:1 to BCG (SSI strain 1331) or to a no-intervention control group within 7 days of birth; siblings were randomized together as one randomization unit. Exclusion criteria were gestational age of less than 32 weeks, birth weight of less than 1000 g, known immunodeficiency, or no Danish-speaking parent. Information was collected through telephone interviews and clinical examinations at 3 and 13 months of age; data collectors were blind to randomization group. RW was defined in several ways, with the main definition being physician-diagnosed and medically treated RW up to 13 months of age. By 13 months, 211 (10.0%) of 2100 children in the BCG group and 195 (9.4%) of 2071 children in the control group had received a diagnosis of RW from a medical doctor and received antiasthma treatment (relative risk, 1.07; 95% CI, 0.89-1.28). Supplementary analyses were made, including an analysis of baseline risk factors for development of RW. Neonatal BCG had no effect on the development of RW before 13 months of age. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

  2. Relationship between anticipatory socialization experiences and first-year veterinary students' career interests.

    Science.gov (United States)

    Kedrowicz, April A; Fish, Richard E; Hammond, Sarah

    2015-01-01

    The purpose of this project was to explore first-year veterinary students' anticipatory socialization-life, education, and social experiences that assist in preparation for professional occupations-and determine what relationship exists between those experiences and career interests. Seventy-three first-year veterinary students enrolled in the Careers in Veterinary Medicine course completed the Veterinary Careers survey. Results show that students' anticipatory vocational socialization experiences are significantly related to their stated career interests. The career interests with the highest percentage of students expressing "a great deal of interest" included specialty private practice (37%), research and teaching in an academic setting (33%), and international veterinary medicine (31%). The career interests with the highest percentage of students expressing "no interest at all" included the military (50%), equine private practice (42%), and the pharmaceutical industry (41%). Less than half of the students (42%) stated that they reconsidered their career path after the first semester of veterinary school, but the majority (87%) developed a better understanding of how to pursue a nontraditional career path should they choose to do so.

  3. [Attitudes and behaviour concerning cigarette smoking among the students of the first year at the Health Department].

    Science.gov (United States)

    Kowalska, Alina; Rzeźnicki, Adam; Drygas, Wojciech

    2006-01-01

    Smoking is still very common in Poland. Our country is among the leading countries with the greatest consumption of cigarettes. It is estimated that currently, there are about 40% smokers among men and 20% among women. In the future, most of the graduates from the Health Department will take care of the promotion of healthy life style and health education in the society. It is important that their theoretical knowledge be supported by proper health bases. A health centre worker who is inhaling smoke and at the same time encouraging quitting smoking is by no means credible. The aim of this work was to establish the participation of those students who are inhaling tobacco smoke that is among the students of the three departments of daily students of the Health Department. There were 108 female students who underwent the survey among the first year students of the Heath Department of Medical University of Lodz. The tool used was a survey. In the research carried out between 1st and 15th March 2006, 104 students (96.3%) took part. Among those who handed the surveys back, there were 32 males (30.8%) and 72 women (69.2%). In the group of respondents, which included 104 people, 33 (31.7%) stated that in January and February 2006 smoked cigarettes and 71 people (68.3%) claimed that within that time they did not smoke a single cigarette. Among the smokers, there were 11 males (f = 0.33) and 22 women (f = 0.67), whereas in the non-smokers' group, there were 21 male students (f = 0.30) and 50 female students (f = 0.70). In the past, there were 55 surveyed who inhaled tobacco smoke (52.9%), whereas 49 surveyed (47.1%) stated that they had never smoked in the past. In the smokers' group, there were 18 male students (f = 0.30) and 37 female students (f = 0.70). Among those who claimed they had never smoked before, there were 14 male students (f = 0.30) and 35 female students studies of the Health Department of Medical University of Lodz inhaled tobacco smoke. In comparison with

  4. First-year outcomes of incident peritoneal dialysis patients in the United States.

    Science.gov (United States)

    Pulliam, Joseph; Li, Nien-Chen; Maddux, Franklin; Hakim, Raymond; Finkelstein, Frederic O; Lacson, Eduardo

    2014-11-01

    Patterns of early outcomes in peritoneal dialysis (PD) are not well studied and dialysis providers need to establish a baseline of key outcomes for continuous quality improvement initiatives. Retrospective cohort study. Incident PD patients from Fresenius Medical Care, North America from January 1 through December 31, 2009. Case-mix, comorbid illness, and baseline laboratory values. Death, hospitalization, peritonitis, and switch to hemodialysis (HD) within the first year on PD therapy. Event rates and outcome predictors. Of 1,677 incident PD patients, 1,313 started on PD therapy and 367 switched from HD therapy within the first 90 days. Normalized first-year event rates for mortality, switch to HD therapy, peritonitis, and hospitalization were 10, 27, 42, and 128 per 100 patient-years, respectively. 336 of 463 (72.6%) first peritonitis episodes and 637 of 939 (67.8%) first hospitalizations occurred within the first 6 months of PD treatment. Black race, higher body mass index, non-Hispanic ethnicity, peripheral vascular disease, and low weekly Kt/V associated with peritonitis risk. Dialysis vintage, female sex, diabetes, congestive heart failure, peripheral vascular disease, and history of limb amputation along with lower laboratory values for albumin, hemoglobin, and phosphorus and weekly Kt/V associated with hospitalization. Switchers to HD therapy (n=350) used central venous catheters 81.4% of the time as initial access (still 78.3% at 90 days later) because of lack of permanent access. Residual confounding from unmeasured variables and exclusion of patients with a training day but who never started home PD therapy. Despite low first-year mortality, incident PD patients had high morbidity, particularly within the first 3-6 months. Increased focus to identify patients at greatest risk for peritonitis and hospitalization, as well as evaluation of care processes and implementation of preventive strategies, is required. Access planning for transition to HD therapy

  5. A phenomenographic study of students' experiences with transition from pre-college engineering programs to first-year engineering

    Science.gov (United States)

    Salzman, Noah

    Recent national dialogues on the importance of preparing more students for careers in Science, Technology, Engineering, and Mathematics has driven the development of formal and informal learning opportunities for children and adolescents to explore engineering. Despite the growth of these programs, relatively little research exists on how participation in these programs affects students who choose to pursue further study in engineering. The present study addressed this gap through an exploration of the different ways that First-Year Engineering students experience the transition from pre-college engineering to undergraduate engineering studies. Given the focus of this research on students' experiences, phenomenography was chosen to explore the phenomenon of transition from pre-college to first-year engineering at a large, public Midwestern university. This facilitated understanding the range of variation in the ways that students experienced this transition. Twenty-two students with different amounts of participation in a variety of different engineering programs were selected to be interviewed using a purposeful maximum variation sampling strategy. The interviews were guided by a semi-structured interview protocol that encouraged the participants to reflect on their pre-college engineering experiences, their experiences in First-Year Engineering, and the transition between the two domains. The interviews were analyzed using phenomenographic methods to develop an outcome space consisting of five qualitatively different but related ways of experiencing the transition from pre-college to First-Year Engineering. These categories of description included Foreclosure, Frustration, Tedium, Connection, and Engaging Others. With the exception of the first category which was characterized by a lack of passion and commitment to engineering, the remaining four categories formed a hierarchical relationship representing increasing integration in First-Year Engineering. The

  6. Average annual crestal bone loss of ITI implants following the first year of loading

    Directory of Open Access Journals (Sweden)

    A Hosseinzadeh

    2006-07-01

    Full Text Available BACKGROUND: Long term success of dental implants directly depends on marginal bone resorption. The aim of this study was to determine the annual average bone loss on the mesial and distal aspects of implants following the first year of implantation. METHODS: This was a descriptive analytical study of patients treated with ITI (International Team of Implantology implants at the Dental School of Isfahan University of Medical Sciences from 1998-2002 (1377-81. A total of 15 patients with 41 implants were selected by convenience sampling method. The height of the alveolar bone was measured using panoramic radiography before and after loading with calipers to determine the average bone loss. Other information such as pocket depth, bleeding index, plaque index, gingival recession, was obtained by clinical examinations. The mean bone loss on the mesial & distal sides was analyzed by ANOVA at 0.05 level of significance. RESULTS: The average bone loss on the proximal sides of ITI implants obtained annually after the first year of loading was 0.084 ± 0.035 mm with slight difference on the mesial (0.092 ± 0.035 and distal (0.072 ± 0.033 sides. There was negligible difference between male and female patients. The average survival rate for thirty three months was 95.1%. CONCLUSION: The average bone loss on the mesial and distal sides of ITI implants compared with other studies was satisfactory. Survival and success rates were acceptable. KEYWORDS: Dental implants, bone resorption, survival rate, dental plaque index.

  7. Update on medical and regulatory issues pertaining to compounded and FDA-approved drugs, including hormone therapy.

    Science.gov (United States)

    Pinkerton, JoAnn V; Pickar, James H

    2016-02-01

    We review the historical regulation of drug compounding, concerns about widespread use of non-Food and Drug Admiistration (FDA)-approved compounded bioidentical hormone therapies (CBHTs), which do not have proper labeling and warnings, and anticipated impact of the 2013 Drug Quality and Security Act (DQSA) on compounding. US government websites were searched for documents concerning drug compounding regulation and oversight from 1938 (passage of Federal Food, Drug, and Cosmetic Act [FDCA]) through 2014, including chronologies, Congressional testimony, FDA guidelines and enforcements, and reports. The FDCA and DQSA were reviewed. PubMed and Google were searched for articles on compounded drugs, including CBHT. Congress explicitly granted the FDA limited oversight of compounded drugs in a 1997 amendment to the FDCA, but the FDA has encountered obstacles in exercising that authority. After 64 patient deaths and 750 adversely affected patients from the 2012 meningitis outbreak due to contaminated compounded steroid injections, Congress passed the DQSA, authorizing the FDA to create a voluntary registration for facilities that manufacture and distribute sterile compounded drugs in bulk and reinforcing FDCA regulations for traditional compounding. Given history and current environment, concerns remain about CBHT product regulation and their lack of safety and efficacy data. The DQSA and its reinforcement of §503A of the FDCA solidifies FDA authority to enforce FDCA provisions against compounders of CBHT. The new law may improve compliance and accreditation by the compounding industry; support state and FDA oversight; and prevent the distribution of misbranded, adulterated, or inconsistently compounded medications, and false and misleading claims, thus reducing public health risk.

  8. Maternal stress, physical activity, and body mass index during new mothers' first year postpartum.

    Science.gov (United States)

    Vernon, Marlo M; Young-Hyman, Deborah; Looney, Stephen W

    2010-09-01

    We evaluated associations of parenting stress, including depressive symptoms, with 51 first-time mothers' light and moderate physical activity and body mass index during the first year postpartum. The Parenting Stress Index and 24-hour physical activity recalls were completed during the first year postpartum (mean time elapsed since birth: 6 months). Direct relationships between identified variables were tested, and then hierarchical linear regression was used to assess hypothesized relationships among body mass index, physical activity, and parenting stress. Effects of parenting stress on the relationships between postpartum body mass index, light physical activity, and moderate physical activity were evaluated after controlling for factors known to be associated with overweight and low levels of physical activity in women. Mean postpartum body mass index = 27.4 kg/m² ± 7.7, range = 18-50 kg/m². Mean reported hours of light physical activity = 11.2 ± 3.0, and moderate physical activity = 4.5 ± 3.0 per day. Postpartum body mass index was not associated with parenting stress, but was positively related to higher pre-pregnancy body mass index (r = .89, p body mass index (β = .27, p body mass index (β = -.27, p body mass index (R² = .89, p body mass index (β = .99, p stress and depressive symptoms in addition to physical activity are needed to prevent development of overweight in new mothers.

  9. Figures and First Years: An Analysis of Calculus Students' Use of Figures in Technical Reports

    Directory of Open Access Journals (Sweden)

    Nathan J. Antonacci

    2017-07-01

    Full Text Available This three-year study focused on first-year Calculus I students and their abilities to incorporate figures in technical reports. In each year, these calculus students wrote a technical report as part of the Polar Bear Module, an educational unit developed for use in partner courses in biology, computer science, mathematics, and physics as part of the Multidisciplinary Sustainability Education (MSE project at Ithaca College. In the first year of the project, students received basic technical report guidelines. In year two, the report guidelines changed to include explicit language on how to incorporate figures. In year three, a grading rubric was added to the materials provided to one of the two classes. In all three years, the students performed below expectations in their use of graphs in their reports. Reviews of the figures in the 78 technical reports written by the 106 students showed repeated deficiencies in the figures and how the students used them in the discussion sections and in evidence-based arguments. In year three the student’s quantitative literacy (QL skills were assessed using an extract from a QL assessment instrument published in Numeracy. The results indicated that the students could both read and interpret figures, suggesting that issues with QL were not the main contributor to student difficulty with written discussion about graphs. The study underscores the need that explicit instructional attention be given to developing student knowhow in the use of figures in technical reports.

  10. Pacifier use and the occurrence of otitis media in the first year of life.

    Science.gov (United States)

    Warren, J J; Levy, S M; Kirchner, H L; Nowak, A J; Bergus, G R

    2001-01-01

    The purpose of this study was to assess pacifier use as a risk factor for otitis media during the first year of life. A volunteer cohort of 1,375 infants was recruited from eight hospital postpartum units in Iowa. Parents were asked to provide detailed information on their child's health at 6 weeks, 3, 6, 9 and 12 months of age. Questions were posed concerning occurrence of specific childhood illnesses, including otitis media, at each time point, as well as other factors. Over 70% of children were reported to have experienced one or more episodes of otitis media during their first year of life, with its occurrence much more common during the second six months. Multivariate analyses using Generalized Estimating Equations assessed factors associated with otitis media during the entire 12-month period. These analyses showed that pacifier use, age, male sex, greater number of childcare days, and higher family incomes were significantly associated with occurrence of otitis media. Multivariate analyses found that the occurrence of otitis media was associated with pacifier use, one of few modifiable risk factors for otitis media.

  11. Beyond statistical methods: teaching critical thinking to first-year university students

    Science.gov (United States)

    David, Irene; Brown, Jennifer Ann

    2012-12-01

    We discuss a major change in the way we teach our first-year statistics course. We have redesigned this course with emphasis on teaching critical thinking. We recognized that most of the students take the course for general knowledge and support of other majors, and very few are planning to major in statistics. We identified the essential aspects of a first-year statistics course, given this student mix, focusing on a simple question, 'Given this is the last chance you have to teach statistics, what are the essential skills students need?' We have moved from thinking about statistics skills needed for a statistician to skills needed to participate in today's society. We have changed the way we deliver the course with less emphasis on lectures and more on alternative resources including on-line tutorials, Excel, computer-based skills testing, web-based learning materials and smaller group activities such as study groups and example classes. Feedback from students shows that they are very receptive and enthusiastic.

  12. Including sustainability issues in nurse education: A comparative study of first year student nurses' attitudes in four European countries

    NARCIS (Netherlands)

    Richardson, Janet; Heidenreich, Thomas; Álvarez-Nieto, Carmen; Fasseur, F; Grose, Jane; Huss, N; Huynen, Maud; López-Medina, IM; A, Schweizer

    2016-01-01

    INTRODUCTION: Education in sustainable development is a goal recognised by a large number of countries and a vital concept in healthcare. It is therefore important that nurse education incorporates elements of sustainable development into nursing education curricula. However, there is limited

  13. Body Image, Self-Esteem, and Health-Related Behaviors among Male and Female First Year College Students

    Science.gov (United States)

    Lowery, Sarah E.; Kurpius, Sharon E. Robinson; Befort, Christie; Blanks, Elva Hull; Sollenberger, Sonja; Nicpon, Megan Foley; Huser, Laura

    2005-01-01

    This study examined the relationships among self-esteem, body image, and health-related behaviors of 267 female and 156 male first-year college students. Data were collected in 23 classrooms. Instruments included a demographic sheet, the Objectified Body Consciousness Scale, the Weight and Appearance Visual Analogue Scales, the Contour Drawing…

  14. College Students' Experiences of Childhood Developmental Traumatic Stress: Resilience, First-Year Academic Performance, and Substance Use

    Science.gov (United States)

    Arnekrans, Allison K.; Calmes, Stephanie A.; Laux, John M.; Roseman, Christopher P.; Piazza, Nick J.; Reynolds, Jennifer L.; Harmening, Debra; Scott, Holly L.

    2018-01-01

    Developmental trauma--distressing childhood experiences that include mistreatment, interpersonal violence, abuse, assault, and neglect--is associated with substance use and poor academic performance. The authors investigated the links between developmental trauma, grade point average, substance use, and resilience among first-year college students…

  15. Giving priority to evidence in science teaching: A first-year elementary teacher's specialized practices and knowledge

    NARCIS (Netherlands)

    Avraamidou, Lucy; Zembal-Saul, Carla

    2005-01-01

    The purpose of this qualitative case study was to examine the nature of a first-year elementary teacher's specialized practices and knowledge for giving priority to evidence in science teaching and to explore the possible sources from which this knowledge was generated. Data included three

  16. An Institutional Approach to First-Year Adjustment: The "Projeto FEUP" Case Study of a Portuguese University

    Science.gov (United States)

    Mouraz, Ana; Sousa, Armando

    2016-01-01

    This article intends to debate the institutional modes of first-year adjustment to higher education. Specifically, the aim is to analyze and consider the need to include social and academic integration activities in the curricular programs. The presented contributions are based on the investigations over the case study course that was studied…

  17. Educational Analysis of a First Year Engineering Physics Experiment on Standing Waves: Based on the ACELL Approach

    Science.gov (United States)

    Bhathal, Ragbir; Sharma, Manjula D.; Mendez, Alberto

    2010-01-01

    This paper describes an educational analysis of a first year physics experiment on standing waves for engineering students. The educational analysis is based on the ACELL (Advancing Chemistry by Enhancing Learning in the Laboratory) approach which includes a statement of educational objectives and an analysis of student learning experiences. The…

  18. Predisposition for Empathy, Intercultural Sensitivity, and Intentions for Using Motivational Interviewing in First Year Pharmacy Students.

    Science.gov (United States)

    Ekong, Gladys; Kavookjian, Jan; Hutchison, Amber

    2017-10-01

    Objective. To assess first-year pharmacy (P1) students' predispositions (eg, perceptions for empathy, intercultural sensitivity, and motivational interviewing (MI) as a patient-centered communication skillset) and identify potential curricula content/communication skills training needs. Methods. A cross-sectional survey was used to collect students' self-reported perceptions for empathy, intercultural sensitivity, counseling contexts, and projected future MI use. Relationships between variables were explored and logistic regression was used to evaluate intention for using MI in future patient encounters. Results. There were 134 students who participated. Higher predisposition for empathy and for intercultural sensitivity were significantly correlated. Significant predictors for applying MI in future patient encounters were sex, confidence with counseling skills, and current use of MI. Conclusion. Results suggest the need to incorporate innovative training strategies in communication skills curricula. Potential areas include empathy, intercultural sensitivity and significant predictor variables for future MI use. Further investigation in other schools is needed.

  19. PLANETARY CANDIDATES FROM THE FIRST YEAR OF THE K2 MISSION

    Energy Technology Data Exchange (ETDEWEB)

    Vanderburg, Andrew; Latham, David W.; Bieryla, Allyson; Berlind, Perry; Calkins, Michael L.; Esquerdo, Gilbert A.; Welsh, Sophie; Johnson, John Asher [Harvard–Smithsonian Center for Astrophysics, 60 Garden St., Cambridge, MA 02138 (United States); Buchhave, Lars A., E-mail: avanderburg@cfa.harvard.edu [Centre for Star and Planet Formation, Natural History Museum of Denmark and Niels Bohr Institute, University of Copenhagen, Øster Voldgade 5-7, DK-1350 Copenhagen K (Denmark)

    2016-01-15

    The Kepler Space Telescope is currently searching for planets transiting stars along the ecliptic plane as part of its extended K2 mission. We processed the publicly released data from the first year of K2 observations (Campaigns 0, 1, 2, and 3) and searched for periodic eclipse signals consistent with planetary transits. Out of the 59,174 targets that we searched, we detect 234 planetary candidates around 208 stars. These candidates range in size from gas giants to smaller than the Earth, and range in orbital periods from hours to over a month. We conducted initial reconnaissance spectroscopy of 68 of the brighter candidate host stars, and present high-resolution optical spectra for these stars. We make all of our data products, including light curves, spectra, and vetting diagnostics available to users online.

  20. The Test of Logical Thinking as a predictor of first-year pharmacy students' performance in required first-year courses.

    Science.gov (United States)

    Etzler, Frank M; Madden, Michael

    2014-08-15

    To investigate the correlation of scores on the Test of Logical Thinking (TOLT) with first-year pharmacy students' performance in selected courses. The TOLT was administered to 130 first-year pharmacy students. The examination was administered during the first quarter in a single session. The TOLT scores correlated with grades earned in Pharmaceutical Calculations, Physical Pharmacy, and Basic Pharmacokinetics courses. Performance on the TOLT has been correlated to performance in courses that required the ability to use quantitative reasoning to complete required tasks. In the future, it may be possible to recommend remediation, retention, and/or admission based in part on the results from the TOLT.

  1. Disease Activity During Pregnancy and the First Year Postpartum in Women With Systemic Lupus Erythematosus.

    Science.gov (United States)

    Götestam Skorpen, Carina; Lydersen, Stian; Gilboe, Inge-Margrethe; Skomsvoll, Johan Fredrik; Salvesen, Kjell Å; Palm, Øyvind; Koksvik, Hege Suorza Svean; Jakobsen, Bente; Wallenius, Marianne

    2017-08-01

    Disease activity measured by validated methods has been sparsely examined during and after pregnancy in women with systemic lupus erythematosus (SLE). The aim of this study was to describe the longitudinal course of disease activity during pregnancy and the first year postpartum using the Lupus Activity Index in Pregnancy (LAI-P). RevNatus is a nationwide Norwegian prospective observational register including women diagnosed with inflammatory rheumatic diseases. LAI-P is a modified version of the LAI, with a good ability to assess disease activity in pregnant women with SLE. These indexes were used to assess disease activity at 6 visits (in trimesters 1, 2, and 3, and at 6 weeks, 6 months, and 12 months postpartum). The longitudinal course of disease activity was analyzed using an ordinal logistic mixed model. A total of 757 visits (145 pregnancies) in women with SLE were included in the analysis. More than half (51.6%) of the disease activity scores indicated remission, and only 6.3% indicated moderate disease activity. The model showed a statistically significant and clinically relevant change in disease activity over time, and a higher disease activity 6 and 12 months postpartum compared to the third trimester and 6 weeks postpartum. The majority of women had low or no disease activity at conception and during pregnancy, with higher disease activity at 6 and 12 months after delivery. This points to the importance of tight disease control not only before and during pregnancy but also in the first year postpartum. © 2016, American College of Rheumatology.

  2. Students' first year experience of a BSc (Hons) in nursing: a pilot study.

    Science.gov (United States)

    Gale, Julia; Ooms, Ann; Newcombe, Paul; Marks-Maran, Di

    2015-01-01

    All new nurses in England from 2013 will be educated at the point of registration to the degree level. A study was undertaken into the first-year experience of one cohort on the new degree programme at one university. The aim of the study was to evaluate nursing students' experience during the first year of the degree programme in terms of their engagement with the programme, its impact and value and their overall satisfaction. A mixed method qualitative and quantitative survey design was used. One cohort of students at one university in south west London was studied. In total 96 out of 256 students completed the online survey questionnaire (response rate=37.5%). Data were collected through an online questionnaire survey comprising Likert-style, demographic and open-ended questions. Data were analysed using SPSS version 19 and through the framework method. Students' responses were largely positive. Areas of concern expressed included assessment timings and juggling personal/family commitments with academic workload. Although some experienced a degree of stress in year 1 the majority indicated that stress was not a problem; some experienced little or no stress at all. Students were positive about the quality of teaching, support received, and their relationships with academic staff. Satisfaction with year 1 was high. A small percentage considered leaving during year 1. Factors that made them stay included personal motivation to succeed, family support and help from academic staff and mentors. Overall attrition rate is low. As nursing in England moves to an all-graduate profession at the point of registration it is timely to evaluate issues like attrition, the students' engagement with their academic and practice experience, the impact on them of their assignments/assessments, stressors, their perceptions of quality, what makes them stay and their overall satisfaction. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Occurrence of Anaemia in the First Year of Inflammatory Bowel Disease in a European Population-based Inception Cohort-An ECCO-EpiCom Study

    DEFF Research Database (Denmark)

    Burisch, Johan; Vegh, Zsuzsanna; Katsanos, Konstantinnos H.

    2017-01-01

    with more extensive disease and those from Eastern European countries, and CD patients with penetrating disease or colonic disease location, had higher risks of anaemia. CD and UC patients in need of none or only mild anti-inflammatory treatment had a lower risk of anaemia. In a significant proportion......Background and aims: Anaemia is an important complication of inflammatory bowel disease (IBD). The aim of this study was to determine the prevalence of anaemia and the practice of anaemia screening during the first year following diagnosis in a European prospective population-based inception cohort....... Methods: Newly diagnosed IBD patients were included and followed prospectively for one year in 29 European and 1 Australian centre. Clinical data including demographics, medical therapy, surgery and blood samples were collected. Anaemia was defined according to the World Health Organization. Results...

  4. Development of a 2-h suicide prevention program for medical staff including nurses and medical residents: A two-center pilot trial.

    Science.gov (United States)

    Nakagami, Yukako; Kubo, Hiroaki; Katsuki, Ryoko; Sakai, Tomomichi; Sugihara, Genichi; Naito, Chisako; Oda, Hiroyuki; Hayakawa, Kohei; Suzuki, Yuriko; Fujisawa, Daisuke; Hashimoto, Naoki; Kobara, Keiji; Cho, Tetsuji; Kuga, Hironori; Takao, Kiyoshi; Kawahara, Yoko; Matsumura, Yumi; Murai, Toshiya; Akashi, Koichi; Kanba, Shigenobu; Otsuka, Kotaro; Kato, Takahiro A

    2018-01-01

    Suicide is a crucial global health concern and effective suicide prevention has long been warranted. Mental illness, especially depression is the highest risk factor of suicide. Suicidal risk is increased in people not only with mental illness but also with physical illnesses, thus medical staff caring for physically-ill patients are also required to manage people with suicidal risk. In the present study, we evaluated our newly developed suicide intervention program among medical staff. We developed a 2-h suicide intervention program for medical staff, based on the Mental Health First Aid (MHFA), which had originally been developed for the general population. We conducted this program for 74 medical staff members from 2 hospitals. Changes in knowledge, perceived skills, and confidence in early intervention of depression and suicide-prevention were evaluated using self-reported questionnaires at 3 points; pre-program, immediately after the program, and 1 month after program. This suicide prevention program had significant effects on improving perceived skills and confidence especially among nurses and medical residents. These significant effects lasted even 1 month after the program. Design was a single-arm study with relatively small sample size and short-term follow up. The present study suggests that the major target of this effective program is nurses and medical residents. Future research is required to validate the effects of the program with control groups, and also to assess long-term effectiveness and actual reduction in suicide rates. Copyright © 2017 Elsevier B.V. All rights reserved.

  5. The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study

    Science.gov (United States)

    Hyndman, Brendon P.; Pill, Shane

    2016-01-01

    There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching…

  6. Interprofessional education day - an evaluation of an introductory experience for first-year students.

    Science.gov (United States)

    Singer, Zachary; Fung, Kevin; Lillie, Elaine; McLeod, Jennifer; Scott, Grace; You, Peng; Helleman, Krista

    2018-02-09

    Interprofessional health care teams have been shown to improve patient safety and reduce medical errors, among other benefits. Introducing interprofessional concepts to students in full day events is an established model that allows students to learn together. Our group developed an academic day for first-year students devoted to an introductory interprofessional education (IPE) experience, 'IPE Day'. In total, 438 students representing medicine, dentistry, pharmacy and optometry gathered together, along with 25 facilitators, for IPE Day. Following the day's program, students completed the evaluation consisting of the Interprofessional Collaborative Competencies Attainment Survey and open-ended questions. Narrative responses were analyzed for content and coded using the Canadian Interprofessional Health Collaborative competency domains. Three hundred and eight evaluations were completed. Students reported increased self-ratings of competency across all 20 items (p < 0.05). Their comments were organized into the six domains: interprofessional communication, collaborative leadership, role clarification, patient-centred care, conflict resolution, and team functioning. Based on these findings, we suggest that this IPE activity may be useful for improving learner perceptions about their interprofessional collaborative practice competence.

  7. Effect of a Simulation Exercise on Restorative Identification Skills of First Year Dental Hygiene Students.

    Science.gov (United States)

    Lemaster, Margaret; Flores, Joyce M; Blacketer, Margaret S

    2016-02-01

    This study explored the effectiveness of simulated mouth models to improve identification and recording of dental restorations when compared to using traditional didactic instruction combined with 2-dimensional images. Simulation has been adopted into medical and dental education curriculum to improve both student learning and patient safety outcomes. A 2-sample, independent t-test analysis of data was conducted to compare graded dental recordings of dental hygiene students using simulated mouth models and dental hygiene students using 2-dimensional photographs. Evaluations from graded dental charts were analyzed and compared between groups of students using the simulated mouth models containing random placement of custom preventive and restorative materials and traditional 2-dimensional representations of didactically described conditions. Results demonstrated a statistically significant (p≤0.0001) difference: for experimental group, students using the simulated mouth models to identify and record dental conditions had a mean of 86.73 and variance of 33.84. The control group students using traditional 2-dimensional images mean graded dental chart scores were 74.43 and variance was 14.25. Using modified simulation technology for dental charting identification may increase level of dental charting skill competency in first year dental hygiene students. Copyright © 2016 The American Dental Hygienists’ Association.

  8. Introducing sensitive issues and self-care strategies to first year midwifery students.

    Science.gov (United States)

    Cummins, Allison M; Wight, Raechel; Watts, Nicole; Catling, Christine

    2018-02-15

    first year midwifery students learn early in semester about situations in midwifery where a high level of emotion is expressed, such as taking a sexual history, being faced with the body image changes of pregnancy and working with women in the extreme pain of labour. Commencing students usually have not had exposure to the realities of studying and working in midwifery, and often have an idealised view of midwifery that may lead to attrition from the course. We aimed to equip students with personal and professional tools to discuss sensitive issues in midwifery and promote self-care through the development of two workshops. The first workshop focussed on sensitive issues in midwifery and the second on self-care strategies. quantitative and qualitative data were collected pre and post workshops using a survey. the workshops were developed at one university in New South Wales, Australia. Beginning first year midwifery students MEASUREMENTS: feeling more comfortable, confident and knowledgeable was measured using a paired t-test from the responses on a pre and post workshop survey. Content analysis was performed on the qualitative survey responses. there were significant increases in the students feeling more comfortable to discuss sensitive issues in midwifery following the first workshop. They found meeting new people, respecting opinions, normalizing confronting topics to be valuable and useful. The second workshop found significant differences in being more confident and knowledgeable to access and try new self-care strategies in both their personal and professional life. Students discussed learning to be more mindful in order to prepare for stressful situations. They became aware of their feeling and thoughts when under stress and said they would practice techniques including meditation. the workshops assisted the students to develop peer support, self-care strategies and coping mechanisms when faced with the intimate and sometimes confronting nature of midwifery

  9. Building and Deploying Remotely Operated Vehicles in the First-Year Experience

    Science.gov (United States)

    O'Brien-Gayes, A.; Fuss, K.; Gayes, P.

    2007-12-01

    Coastal Carolina University has committed to improving student retention and success in Mathematics and Science through a pilot program to engage first-year students in an applied and investigative project as part of the University's First-Year Experience (FYE). During the fall 2007 semester, five pilot sections of FYE classes, consisting of students from the College of Natural and Applied Sciences are building and deploying Remotely Operated Vehicles (ROVs). These ROV-based classes are designed to: accelerate exploration of the broad fields of science and mathematics; enlist interest in technology by engaging students in a multi-stepped, interdisciplinary problem solving experience; explore science and mathematical concepts; institute experiential learning; and build a culture of active learners to benefit student success across traditional departmental boundaries. Teams of three students (forty teams total) will build, based on the MIT Sea Perch design, and test ROVs in addition to collecting data with their ROVs. Various accessories attached to the vehicles for data collection will include temperature and light sensors, plankton nets and underwater cameras. The first-year students will then analyze the data, and the results will be documented as part of their capstone projects. Additionally, two launch days will take place on two campus ponds. Local middle and high school teachers and their students will be invited to observe this event. The teams of students with the most capable and successful ROVs will participate in a workshop held in November 2007 for regional elementary, middle and high school teachers. These students will give a presentation on the building of the ROVs and also provide a hands-on demonstration for the workshop participants. These activities will ensure an incorporation of service learning into the first semester of the freshmen experience. The desired outcomes of the ROV-based FYE classes are: increased retention at the postsecondary

  10. Using Hybridization and Specialization to Enhance the First-Year Experience in Community Colleges: A National Picture of High-Impact Practices in First-Year Seminars

    Science.gov (United States)

    Young, Dallin George; Keup, Jennifer R.

    2016-01-01

    This chapter draws from national data to explore unique attributes of first-year seminars in community college contexts as well as high-impact practices that are often connected to them. Findings point to areas of opportunity for practice and directions for future research to better understand how community colleges can be poised to meet the…

  11. First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology

    Directory of Open Access Journals (Sweden)

    Tanya Louise Brown

    2017-05-01

    Full Text Available National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-ofclass coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses.

  12. First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology.

    Science.gov (United States)

    Brown, Tanya L; Brazeal, Kathleen R; Couch, Brian A

    2017-04-01

    National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses.

  13. Intellectual Curiosity in Action: A Framework to Assess First-Year Seminars in Liberal Arts Settings

    Science.gov (United States)

    Kolb, Kenneth H.; Longest, Kyle C.; Barnett, Jenna C.

    2014-01-01

    Fostering students' intellectual curiosity is a common goal of first-year seminar programs--especially in liberal arts settings. The authors propose an alternative method to assess this ambiguous, value-laden concept. Relying on data gathered from pre- and posttest in-depth interviews of 34 students enrolled in first-year seminars, they construct…

  14. Individual and Relational Predictors of Adjustment in First-Year College Students.

    Science.gov (United States)

    Holmbeck, Grayson N.; Wandrei, Mary L.

    1993-01-01

    Assessed differential predictive utility of home-leaving status, family functioning, separation-individuation issues, cognitive constructions of home-leaving process, and personality variables for adjustment during first year of college. Findings from 286 first-year students revealed that separation-individuation, family relations, and personality…

  15. First-Year Teachers' Support Networks: Intentional Professional Networks and Diverse Professional Allies

    Science.gov (United States)

    Baker-Doyle, Kira J.

    2012-01-01

    In this article the author describes a mixed-methods study of first-year urban teachers' social support networks. Social Network Analysis (SNA) data on the support networks of 24 first-year teachers provided a background context and framework for the case study analysis of 4 of the teachers. Findings of the analysis identified 2 important networks…

  16. Non-adherence to the Use of Tamoxifen in the First year by the ...

    African Journals Online (AJOL)

    Non-adherence to the Use of Tamoxifen in the First year by the Breast Cancer Patients in an African Population. ... study was to determine the rate and contributory factors to non adherence rate to tamoxifen during the first year of usage in patients with breast cancer in LAUTECH teaching hospital (LTH) Osogbo , Nigeria .

  17. An Investigation of First-Year Engineering Student and Instructor Perspectives of Learning Analytics Approaches

    Science.gov (United States)

    Knight, David B.; Brozina, Cory; Novoselich, Brian

    2016-01-01

    This paper investigates how first-year engineering undergraduates and their instructors describe the potential for learning analytics approaches to contribute to student success. Results of qualitative data collection in a first-year engineering course indicated that both students and instructors\temphasized a preference for learning analytics…

  18. Exploring Collaboratively Written L2 Texts among First-Year Learners of German in Google Docs

    Science.gov (United States)

    Abrams, Zsuzsanna

    2016-01-01

    Grounded in research on collaborative writing and computer-mediated writing the present study examines the computer-mediated collaborative writing process among first-year learners of German as a second language (L2) at a US university. The data come from 28 first-year learners of German at a US university, who wrote hypothesized endings to a…

  19. First-Year Students' Use of Social Network Sites to Reduce the Uncertainty of Anticipatory Socialization

    Science.gov (United States)

    Anderson, Isolde K.; Lerstrom, Alan; Tintle, Nathan

    2014-01-01

    This study surveyed 399 incoming first-year students at two colleges in the Midwest on their use of social network sites before college entry and its impact on various dimensions of the first-year experience. Significant correlations were found for two pairs of variables: (a) students who used social network sites before arriving on campus…

  20. Assessment for Learner Self-Regulation: Enhancing Achievement in the First Year Using Learning Technologies

    Science.gov (United States)

    Nicol, David

    2009-01-01

    While there is considerable research on the first-year experience, much less has been written about the impact of assessment and feedback practices on that experience. This paper explores how formative assessment and feedback might be used to enhance the first-year experience and enable students to develop the skills needed for self-regulated…

  1. First-Year Seminar (FYS)--The Advantages That This Course Offers

    Science.gov (United States)

    Jaijairam, Paul

    2016-01-01

    First-Year Seminar (FYS) is an introductory class offered to first-year students to help them acclimate to the college environment, develop effective strategies for studying, and learn techniques that will allow them to swiftly complete small assignments and sizable research projects. In 2014, approximately 80 percent of universities offered FYS,…

  2. Supporting Students in the Margins: Establishing a First-Year Experience for LGBTQA Students

    Science.gov (United States)

    Squire, Dian; Norris, Lauren

    2014-01-01

    This paper describes the creation of a comprehensive First-Year Experience program for lesbian, gay, bisexual, transgender, queer, and ally (LGBTQA) students. Background information on First-Year Experience programs, LGBTQA populations, and the benefits of providing this program are described. The authors discuss how to plan and implement this…

  3. The Synergy of and Readiness for High-Impact Practices during the First Year of College

    Science.gov (United States)

    Hansen, Michele JoAnn; Schmidt, Lauren

    2017-01-01

    Students often participate in a myriad of academic support programs offered during the first year of college. This study is an investigation of the effects of participation in multiple high-impact educational practices on academic success outcomes (cumulative GPAs and persistence rates) among 2,028 first-year students. Results suggest that the…

  4. How wide is the gap between high school and first-year chemistry at ...

    African Journals Online (AJOL)

    The aim of the study was to identify the nature and extent of the gap between high school and first-year chemistry at the University of the Witwatersrand. The investigation was done at the macro and micro levels. At the macro level high school physical science and first-year chemistry syllabuses were compared. The testing ...

  5. Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student

    Science.gov (United States)

    Samo, Damianus Dao; Darhim; Kartasasmita, Bana G.

    2018-01-01

    The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department;…

  6. The Impact of Mentor Leadership Styles on First-Year Adult Student Retention

    Science.gov (United States)

    Smith Staley, Charlesetta

    2012-01-01

    This quantitative study explored the leadership styles of mentors for retained first-year adult students to analyze whether the prevalent style had a higher impact on first-year adult student retention. The Multifactor Leadership Questionnaire (MLQ) 5x was used to collect data on the mentors' leadership styles from the perspective of retained…

  7. When will I succeed in my first-year diploma? Survival analysis in Dutch higher education

    NARCIS (Netherlands)

    Bruinsma, Marjon; Jansen, Ellen P. W. A.

    2009-01-01

    The goal of this study was to illustrate survival analysis with higher education data and gain insight into a limited set of factors that predict when students passed their first-year examination at a Dutch university. Study participants consisted of 565 first-year students in four departments. Data

  8. Using the LASSI to Predict First Year College Achievement: Is a Gender-Specific Approach Necessary?

    Science.gov (United States)

    Bender, David S.; Garner, Joanna K.

    2010-01-01

    LASSI responses were combined with SAT and GPA information from 342 first year college students to examine relationships between study habits, motivation, gender and achievement. Gender pervasively influenced the results. Despite lower SAT scores, females attained higher first year college GPAs. LASSI [Learning and Study Skills Inventory]…

  9. "MathePraxis"--Connecting First-Year Mathematics with Engineering Applications

    Science.gov (United States)

    Harterich, Jorg; Kiss, Christine; Rooch, Aeneas; Monnigmann, Martin; Darup, Moritz Schulze; Span, Roland

    2012-01-01

    First-year engineering students often complain about their mathematics courses as the significance of the difficult and abstract calculus to their field of study remains unclear. We report on the project "MathePraxis", a feasibility study which was designed as a means to give first-year students some impression about the use of…

  10. First-Year College Students' Strengths Awareness and Perceived Leadership Development

    Science.gov (United States)

    Soria, Krista M.; Roberts, Julia E.; Reinhard, Alex P.

    2015-01-01

    The purpose of this study was to examine whether first-year college students' strengths awareness is associated with their perceived leadership development. The institution in this study offered all first-year students the Clifton StrengthsFinder assessment and strengths-related programming. The results of hierarchical regression analysis of two…

  11. Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

    Science.gov (United States)

    Lowe, M. Sara; Booth, Char; Stone, Sean; Tagge, Natalie

    2015-01-01

    The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question "What impact does librarian intervention in first-year courses have on IL performance in student work?" Statistical results indicate that students in courses with…

  12. First year growth in relation to prenatal exposure to endocrine disruptors - a Dutch prospective cohort study

    NARCIS (Netherlands)

    de Cock, M.; de Boer, M.R.; Lamoree, M.H.; Legler, J.; van de Bor, M.

    2014-01-01

    Growth in the first year of life may already be predictive of obesity later in childhood. The objective was to assess the association between prenatal exposure to various endocrine disrupting chemicals (EDCs) and child growth during the first year. Dichloro-diphenyldichloroethylene (DDE),

  13. The Role of Preceptors in First-Year Student Engagement in Introductory Courses

    Science.gov (United States)

    Black, Katherine A.; Voelker, Joseph C.

    2008-01-01

    The preceptor program at the University of Hartford was designed to increase engagement among first-year students and to provide role-modelpan>ing opportunities for upper-class students. Data from the first two years of the program were examined. In the first year, 611 undergraduate students in 40 introductory-level courses (26 with preceptors, 14…

  14. Prospective longitudinal evaluation of lung function during the first year of life after extracorporeal membrane oxygenation

    NARCIS (Netherlands)

    Hofhuis, W.; Hanekamp, M.N.; Ijsselstijn, H.; Nieuwhof, E.M.; Hop, W.C.J.; Tibboel, D.; Jongste, J.C. de; Merkus, P.J.F.M.

    2011-01-01

    OBJECTIVE: To collect longitudinal data on lung function in the first year of life after extracorporeal membrane oxygenation and to evaluate relationships between lung function and perinatal factors. Longitudinal data on lung function in the first year of life after extracorporeal membrane

  15. Adjustment to College in Nonresidential First-Year Students: The Roles of Stress, Family, and Coping

    Science.gov (United States)

    Gefen, Dalia R.; Fish, Marian C.

    2013-01-01

    This study explored factors related to college adjustment in nonresidential first-year students. It was hypothesized that stress, family functioning, and coping strategies would predict academic, personal-emotional, and social adjustment in addition to institutional attachment. The sample comprised 167 first-year college students (ages 18-23)…

  16. Effects of Identity Processing Styles on Academic Achievement of First Year University Students

    Science.gov (United States)

    Seabi, Joseph; Payne, Jarrod

    2013-01-01

    Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university…

  17. Developing Effective Guidelines for Faculty Teaching First-Year University Students

    Science.gov (United States)

    Carter, Irene; Leslie, Donald; Moore, Sarah

    2010-01-01

    First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and…

  18. First-Year Faculty of Color: Narratives about Entering the Academy

    Science.gov (United States)

    Cole, Eddie R.; McGowan, Brian L.; Zerquera, Desiree D.

    2017-01-01

    The experiences of first-year, tenure-track faculty have been missing in the literature about new or junior faculty. Furthermore, the extant literature about new faculty does not offer a critical outlook on how oppressive institutional structures shape how first-year faculty of color approach faculty work. Drawing from analytical narratives, the…

  19. Prevalence and Risk Factors of Wheeze in Dutch Infants in Their First Year of Life

    NARCIS (Netherlands)

    Visser, Chantal A. N.; Garcia-Marcos, Luis; Eggink, Jenny; Brand, Paul L. P.

    Factors operating in the first year of life are critical in determining the onset and persistence of wheezing in preschool children. This study was designed to examine the prevalence and risk factors of wheeze in the first year of life in Dutch infants. This was a population-based survey of

  20. Challenges in the First Year of Teaching: Lessons Learned in an Elementary Education Resident Teacher Program

    Science.gov (United States)

    Gourneau, Bonni

    2014-01-01

    It is well known that the first years of teaching are a challenge for all beginning teachers. According to the National Commission on Teaching and America's Future's study (2010) first-year teacher attrition has been steadily increasing and many leave the profession even before they are proficient educators who know how to work with colleagues to…

  1. Suggestions for Implementing First Year Experience Learning Communities in Teacher Education Programs

    Science.gov (United States)

    Hintz, Kathryn; Genareo, Vincent

    2017-01-01

    This article describes the creation of a First Year Experience learning community in a teacher education program. The First Year Experience model was adopted by the university because of declining enrollment, retention, and graduation rates and has been generally successful in the education department. With little information available for teacher…

  2. Interventions to Improve Teaching and Learning in First Year Mathematics Courses

    Science.gov (United States)

    Engelbrecht, Johann; Harding, Ansie

    2015-01-01

    In keeping with the national mandate of increasing graduates in the sciences in South Africa, a concerted effort in improving the first year experience becomes imperative. First year mathematics courses commonly provide the base knowledge necessary for progression in different degree programmes at university. Success in mathematics courses…

  3. Financial Aid and First-Year Collegiate GPA: A Regression Discontinuity Approach

    Science.gov (United States)

    Curs, Bradley R.; Harper, Casandra E.

    2012-01-01

    Using a regression discontinuity design, we investigate whether a merit-based financial aid program has a causal effect on the first-year grade point average of first-time out-of-state freshmen at the University of Oregon. Our results indicate that merit-based financial aid has a positive and significant effect on first-year collegiate grade point…

  4. Exploring lecturers' views of first-year health science students' misconceptions in biomedical domains.

    Science.gov (United States)

    Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G

    2015-05-01

    Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge about the human body. This explorative study analysed lecturers' perceptions of first-year health science students' misconceptions in anatomy and physiology to gain a deeper understanding of how and why misconceptions could potentially arise, by attempting to link sources of misconceptions with four schools of thought, namely theories on concept formation, complexity, constructivism and conceptual change. This was a qualitative study where ten lecturers involved in teaching anatomy and physiology in the health science curricula at the University of Cape Town were interviewed to explore perceptions of students' misconceptions. Analytical induction was used to uncover categories within the interview data by using a coding system. A deeper analysis was done to identify emerging themes that begins to explore a theoretical understanding of why and how misconceptions arise. Nine sources of misconceptions were identified, including misconceptions related to language, perception, three dimensional thinking, causal reasoning, curricula design, learning styles and moving between macro and micro levels. The sources of misconceptions were then grouped together to assist educators with finding educational interventions to overcome potential misconceptions. This explorative study is an attempt in theory building to understand what is at the core of biomedical misconceptions. Misconceptions identified in this study hold implications for educators as not all students have the required building blocks and cognitive skills to successfully navigate their way through biomedical courses. Theoretical insight into the sources of misconceptions can

  5. Predictors of sleep disturbances in the first year of life: a longitudinal study.

    Science.gov (United States)

    Sette, Stefania; Baumgartner, Emma; Ferri, Raffaele; Bruni, Oliviero

    2017-08-01

    The aim of this study was to identify early predictors of nocturnal awakenings and short sleep duration during the first year of life, in terms of sleep habits and patterns. We also analyzed the trend of nocturnal awakenings and total sleep duration from 3 to 12 months of age. The parents of 704 infants (49.3% female) were interviewed during their first year of life. The interview included questions on infant sleep (eg, sleep habits, sleep duration, number of nocturnal awakenings) and maternal perception of infant sleep difficulties. The study results indicate that most of the infants at risk, with three or more nocturnal awakenings or ≤10 h of total sleep duration in the early months of life, tend to display a similar pattern of sleep problems at 12 months. The main early predictors of sleep problems at 12 months were sleep duration, sleep initiation method, and nocturnal awakenings. More specifically, infants with three or more nocturnal awakenings or ≤10 h of total sleep duration at 12 months were those with a higher number of awakenings during the night and a shorter sleep duration, at both three and six months. In addition, infants at risk for sleep problems at 12 months had an independent sleep initiation method at three months, whereas these same infants had a nonindependent sleep initiation method at six months. Our study identified the early predictors of sleep problems at 12 months. Caregivers should identify these early symptoms in infants to prevent possible sleep difficulties in later years. Copyright © 2017 Elsevier B.V. All rights reserved.

  6. Effect of simulation on the ability of first year nursing students to learn vital signs.

    Science.gov (United States)

    Eyikara, Evrim; Baykara, Zehra Göçmen

    2018-01-01

    The acquisition of cognitive, affective and psychomotor knowledge and skills are required in nursing, made possible via an interactive teaching method, such as simulation. This study conducted to identify the impact of simulation on first-year nursing students' ability to learn vital signs. A convenience sample of 90 first-year nursing students enrolled at a University, Ankara, in 2014-2015. Ninety students enrolled for lessons on the "Fundamentals of Nursing" were identified using a simple random sampling method. The students were taught vital signs theory via traditional methods. They were grouped into experimental 1, experimental 2 and control group, of 30 students each. Students in the experimental 1 group attended sessions on simulation and those in the experimental 2 group sessions on laboratory work, followed by simulation. The control group were taught via traditional methods and only attended the laboratory work sessions. The students' cognitive knowledge acquisition was evaluated using a knowledge test before and after the lessons. The ability to measure vital signs in adults (healthy ones and patients) was evaluated using a skill control list. A statistically significant difference was not observed between the groups in terms of the average pre-test scores on knowledge (p>0.050). Groups exposed to simulation obtained statistically significantly higher scores than the control group in post-test knowledge (psimulation to measure vital signs in healthy adults and patients was more successful than that the control group (pSimulation had a positive effect on the ability of nursing students to measure vital signs. Thus, simulation should be included in the mainstream curriculum in order to effectively impart nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Peer to peer mentoring: Outcomes of third-year midwifery students mentoring first-year students.

    Science.gov (United States)

    Hogan, Rosemarie; Fox, Deborah; Barratt-See, Georgina

    2017-06-01

    Undergraduate midwifery students commonly experience anxiety in relation to their first clinical placement. A peer mentoring program for midwifery students was implemented in an urban Australian university. The participants were first-year mentee and third-year mentor students studying a three-year Bachelor degree in midwifery. The program offered peer support to first-year midwifery students who had little or no previous exposure to hospital clinical settings. Mentors received the opportunity to develop mentoring and leadership skills. The aim was to explore the benefits, if any, of a peer mentoring program for midwifery students. The peer mentoring program was implemented in 2012. Sixty-three peer mentors and 170 mentees participated over three academic years. Surveys were distributed at the end of each academic year. Quantitative survey data were analysed descriptively and qualitative survey data were analysed thematically using NVivo 10 software. Over 80% of mentors and mentees felt that the program helped mentees adjust to their midwifery clinical placement. At least 75% of mentors benefited, in developing their communication, mentoring and leadership skills. Three themes emerged from the qualitative data, including 'Receiving start-up advice'; 'Knowing she was there' and 'Wanting more face to face time'. There is a paucity of literature on midwifery student peer mentoring. The findings of this program demonstrate the value of peer support for mentees and adds knowledge about the mentor experience for undergraduate midwifery students. The peer mentor program was of benefit to the majority of midwifery students. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  8. An examination of the impact of a first year experience course on STEM persistence

    Science.gov (United States)

    Welchert, Tammy S.

    A review of STEM literature indicates that increased attention is being paid to STEM initiatives particularly with K-12 teachers and programs designed to foster interest in STEM fields at the secondary education level, both of which feed the STEM pipeline. The President of the United States, Barack Obama, Presidents of Higher Education Institutions, and an increased global awareness of the shortfall of workers in the STEM pipeline are driving the increased attention. Recognition that an inability to meet STEM workforce demands may jeopardize the position of the United States as a world leader is significant. The purpose of this study was to examine the impact of a first year experience course, Biology 115: First Year Seminar, specifically with regards to academic performance and retention, and to evaluate how the impact changes when course instruction was delivered in a 16-week versus an 8-week model. Three sample groups (N = 596) consisting of first time college freshmen declared as biology majors from 2005-2012 at the University of Missouri-Kansas City were selected for participation. Data was collected from student's high school and college transcripts and college applications by the Office of Institutional Research. A three phase analysis including descriptive statistics and t-tests, principle component analysis, and binary logistic regression were performed using a hierarchical model informed by Alexander Astins' Input-Environment-Output model. The majority of students were female, residents of the State of Missouri, and White. Analysis results indicated that students enrolled in the Biology 115 course earned higher grade point averages, were in better academic standing, and were retained at a higher level than the control group. Additionally, students enrolled in the course in the 8-Week model earned higher grade point averages and had higher retention from Year 1 to Year 2 and retention as biology majors over the 16-week model.

  9. Meaning of caring to 7 novice physical therapists during their first year of clinical practice.

    Science.gov (United States)

    Greenfield, Bruce H; Anderson, Adam; Cox, Brittany; Tanner, Michelle Coryell

    2008-10-01

    Caring has been identified as a rules-based approach to good patient care, as a core value in physical therapist professional behavior, as a part of experienced and expert practice, as a virtue, and as a moral orientation. Previous research showed that experienced and expert female physical therapists value compassion and caring in clinical practice. However, little is known about how novice physical therapists care for their patients. The purpose of this study was to explore the meaning of caring from the perspectives of novice physical therapists. Seven novice physical therapists (with less than 1 year of clinical experience) working in either an outpatient or an inpatient facility were recruited. A qualitative method (phenomenology) was used, with data being obtained from retrospective interviews of the novice physical therapists regarding their experiences in the clinic. Three common themes relating to the nature of caring emerged: learning to care (with the following subthemes: barriers to caring, the "difficult" patient, finding a balance, and time constraints), patients as subjects, and the culture of the clinic. The novice physical therapists in this study expressed difficulty in dealing with difficult patients, with time management, and with balancing their professional and personal lives. However, despite the barriers to caring, many of these participants viewed caring not just as a rules-based approach but as a core value and, in some cases, a moral orientation that guided their first year of clinical practice. The findings suggest that caring requires certain skills and attitudes that accrue over time and that physical therapist education programs should integrate learning experiences (including clinical experiences) throughout the curriculum that foster caring behaviors in order to prepare students for the first-year transition in the clinic. In addition, experienced clinicians should appreciate how their clinic's culture and their behaviors can help

  10. School nurses' experiences of delivering the UK HPV vaccination programme in its first year

    Directory of Open Access Journals (Sweden)

    Bedford Helen

    2011-08-01

    Full Text Available Abstract Background In the United Kingdom (UK in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Methods Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. Results All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Conclusion Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further

  11. School nurses' experiences of delivering the UK HPV vaccination programme in its first year.

    Science.gov (United States)

    Hilton, Shona; Hunt, Kate; Bedford, Helen; Petticrew, Mark

    2011-08-24

    In the United Kingdom (UK) in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further exploration.

  12. Maternal morbidity in the first year after childbirth in Mombasa Kenya; a needs assessment

    Directory of Open Access Journals (Sweden)

    Luchters Stanley MF

    2009-11-01

    Full Text Available Abstract Background In sub-Saharan Africa, few services specifically address the needs of women in the first year after childbirth. By assessing the health status of women in this period, key interventions to improve maternal health could be identified. There is an underutilised opportunity to include these interventions within the package of services provided for woman-child pairs attending child-health clinics. Methods This needs assessment entailed a cross-sectional survey with 500 women attending a child-health clinic at the provincial hospital in Mombasa, Kenya. A structured questionnaire, clinical examination, and collection of blood, urine, cervical swabs and Pap smear were done. Women's health care needs were compared between the early (four weeks to two months after childbirth, middle (two to six months and late periods (six to twelve months since childbirth. Results More than one third of women had an unmet need for contraception (39%, 187/475. Compared with other time intervals, women in the late period had more general health symptoms such as abdominal pain, fever and depression, but fewer urinary or breast problems. Over 50% of women in each period had anaemia (Hb Trichomonas vaginalis and 11% (54/496 HIV infection. Conclusion Throughout the first year after childbirth, women had high levels of morbidity. Interface with health workers at child health clinics should be used for treatment of anaemia, screening and treatment of reproductive tract infections, and provision of family planning counselling and contraception. Providing these services during visits to child health clinics, which have high coverage both early and late in the year after childbirth, could make an important contribution towards improving women's health.

  13. Are hookups replacing romantic relationships? A longitudinal study of first-year female college students.

    Science.gov (United States)

    Fielder, Robyn L; Carey, Kate B; Carey, Michael P

    2013-05-01

    To assess the prevalence and frequency of sexual hookups across the first year of college and to compare rates of hookups and romantic relationship sex. We surveyed 483 first-year female college students (mean age, 18.1 years; range, 18-21 years, 64% white) monthly over the first year of college about the frequency of sexual behavior in the context of hookups and romantic relationships. The prevalence of hookups involving oral or vaginal sex was 34% before college and 40% during the first year, compared with 58% and 56%, respectively, with romantic partners. Fewer than one in five participants (7%-18%) had a sexual hookup each month, whereas 25%-38% had sex in the context of relationships each month. Hooking up varies in frequency over the first year in college, but remains less common than sex in the context of relationships. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  14. Focusing on first year assessment: Surface or deep approaches to learning?

    Directory of Open Access Journals (Sweden)

    Sharn Donnison

    2012-08-01

    Full Text Available This paper investigates the assessment and learning approaches that some first year students employ to assist them in their transition into their first year of study and extends our previous work on first year student engagement and timely academic support (Penn-Edwards & Donnison, 2011. It is situated within the First Year transition and student engagement literature and specifically speaks to concepts of learning within that body of literature. In this paper we argue that while students are in the transitional period of their studies, the use of assessment as a motivator for learning (surface approach is valid first year pedagogy and forms an initial learning stage in the student’s progress towards being lifelong learners. 

  15. Use of web services for computerized medical decision support, including infection control and antibiotic management, in the intensive care unit.

    Science.gov (United States)

    Steurbaut, Kristof; Van Hoecke, Sofie; Colpaert, Kirsten; Lamont, Kristof; Taveirne, Kristof; Depuydt, Pieter; Benoit, Dominique; Decruyenaere, Johan; De Turck, Filip

    2010-01-01

    The increasing complexity of procedures in the intensive care unit (ICU) requires complex software services, to reduce improper use of antibiotics and inappropriate therapies, and to offer earlier and more accurate detection of infections and antibiotic resistance. We investigated whether web-based software can facilitate the computerization of complex medical processes in the ICU. The COSARA application contains the following modules: Infection overview, Thorax, Microbiology, Antibiotic therapy overview, Admission cause with comorbidity and admission diagnosis, Infection linking and registration, and Feedback. After the implementation and test phase, the COSARA software was installed on a physician's office PC and then on the bedside PCs of the patients. Initial evaluation indicated that the services had been integrated easily into the daily clinical workflow of the medical staff. The use of a service oriented architecture with web service technology for the development of advanced decision support in the ICU offers several advantages over classical software design approaches.

  16. Medical students are afraid to include abortion in their future practices : in-depth interviews in Maharastra, India

    OpenAIRE

    Sjöström, Susanne; Essen, Birgitta; Gemzell-Danielsson, Kristina; Klingberg-Allvin, Marie

    2016-01-01

    BACKGROUND: Unsafe abortions are estimated to cause eight per-cent of maternal mortality in India. Lack of providers, especially in rural areas, is one reason unsafe abortions take place despite decades of legal abortion. Education and training in reproductive health services has been shown to influence attitudes and increase chances that medical students will provide abortion care services in their future practice. To further explore previous findings about poor attitudes toward abortion amo...

  17. Quebec and climate change : 2006-2012 action plan first year results

    International Nuclear Information System (INIS)

    2007-06-01

    This brochure was released by the Quebec government in order to provide the first year results of the Quebec and Climate Change Action Plan. The plan implemented 24 actions for the reduction of greenhouse gas (GHG) emissions. The measures are expected to reduce emissions by 10 megatonnes by 2012. A federal government grant of $350 million is also being used to reduce GHGs by a further 3.8 megatonnes. A $1.2 billion budget has been financed through a duty levied on fossil fuels. The plan included a comprehensive energy efficiency and new technologies program; programs to encourage marine transport as well as a program to develop innovative public transportation initiatives. The plan also included the creation of an industrial research chair in cellulose ethanol as well as 2 demonstration plants for the production of cellulose ethanol. A program has also been introduced to support municipalities who wish to adopt bylaws prohibiting vehicle idling. A draft regulation has also been prepared concerning the mandatory reporting of releases of contaminants into the atmosphere. The plan will include awareness raising and assistance activities. Funding has also been given to the development of local climate models. It was concluded that the Quebec government is preparing to meet the environmental challenges of the future. 4 figs

  18. [Association between use of antibacterial agents in the first year of life and childhood asthma: a Meta analysis].

    Science.gov (United States)

    Xie, Meng-Yao; Yuan, Yong-Hua; Liu, Li-Mei; Gu, Rong; Zhao, Xiao-Dong

    2016-10-01

    To evaluate the association between the use of antibacterial agents in the first years of life and childhood asthma. The Chinese and English databases CNKI, Wanfang Data, VIP, PubMed, and EBSCO were searched for prospective cohort studies on the association between the use of antibacterial agents in the first years of life and childhood asthma. Stata12.0 software was used to analyze the association through a Meta analysis. The articles with a high quality score and adjusted effective values for factors for lower respiratory tract infection were pooled, and a total of 8 studies were included. The results of the Meta analysis showed that the use of antibacterial agents in the first years of life increased the risk of childhood asthma (OR=1.14, 95%CI: 1.10-1.17, Pfirst years of life, those who used more than 4 times had an increased risk of asthma (OR=1.28, 95%CI: 1.19-1.38, Pfirst years of life increases the risk of childhood asthma. High-risk children who use antibacterial agents have an increased risk of asthma. The increased frequency of use of antibacterial agents in the first years of life is associated with an increased risk of childhood asthma, but the detailed dose relationship needs further investigation.

  19. Three-tiered support: Individual, school and institution-wide initiatives through a first year advisor network through a first year advisor network

    Directory of Open Access Journals (Sweden)

    Helen Kemp

    2013-08-01

    Full Text Available The First Year Advisor Network (FYAN at Murdoch University has a three-tiered approach offering (i individual, (ii school-based and (iii institution-wide student access to support that addresses the diverse needs of the contemporary student population. The programs, campaigns and open-door policy of the FYAN, along with the unique structure of the network, have been developed to provide these varied points of access to student support. Importantly, First Year Advisors (FYAs act as a generalised support for all students and as a hub to accessing specialised support at the University. This paper highlights the range of initiatives developed by the FYAN and emphasises that while outreach contact is a successful way to promote access to support, many students still self identify as at-risk and will access FYAs for direct and referral advice.

  20. The Test of Logical Thinking as a Predictor of First-Year Pharmacy Students’ Performance in Required First-Year Courses

    Science.gov (United States)

    Madden, Michael

    2014-01-01

    Objectives. To investigate the correlation of scores on the Test of Logical Thinking (TOLT) with first-year pharmacy students’ performance in selected courses. Methods. The TOLT was administered to 130 first-year pharmacy students. The examination was administered during the first quarter in a single session. Results. The TOLT scores correlated with grades earned in Pharmaceutical Calculations, Physical Pharmacy, and Basic Pharmacokinetics courses. Conclusion. Performance on the TOLT has been correlated to performance in courses that required the ability to use quantitative reasoning to complete required tasks. In the future, it may be possible to recommend remediation, retention, and/or admission based in part on the results from the TOLT. PMID:25147393

  1. A fourth generation approach to transition in the first year in higher education: First year in higher education community of practice (FYHECoP

    Directory of Open Access Journals (Sweden)

    Sorrel Penn-Edwards

    2014-03-01

    Full Text Available We  propose that higher education institutions move beyond the third generation approach to transition pedagogy (Kift, Nelson, & Clarke, 2010 to a fourth generation approach. We argue that higher education institutions are, as Abraham Lincoln extols, of the people, by the people, for the people and that all major stakeholders:  educationalists; social groups; and civic bodies should be involved in supporting the transition of the higher education first year student. We suggest that university-community partnerships, specifically, those involving the wider social/civic community, have an integral part to play at each point in the progression of the student through undergraduate studies. Our fourth generation approach extends Kift’s (2008 exhortation that the first year experience is “everybody’s business” by being characterised and driven by a social and civic “community of practice” (Wenger, 1998.

  2. First-Year Residents Outperform Third-Year Residents after Simulation-Based Education in Critical Care Medicine

    Science.gov (United States)

    Singer, Benjamin D.; Corbridge, Thomas C.; Schroedl, Clara J.; Wilcox, Jane E.; Cohen, Elaine R.; McGaghie, William C.; Wayne, Diane B.

    2012-01-01

    Introduction Prior research shows that gaps exist in internal medicine residents’ critical care knowledge and skills. The purpose of this study was to compare the bedside critical care competency of first-year residents who received a simulation-based educational intervention plus clinical training to third-year residents who received clinical training alone. Methods During their first three months of residency, a group of first-year residents completed a simulation-based educational intervention. A group of traditionally-trained third-year residents who did not receive simulation-based training served as a comparison group. Both groups were evaluated using a 20-item clinical skills assessment at the bedside of a patient receiving mechanical ventilation at the end of their medical intensive care unit rotation. Scores on the skills assessment were compared between groups. Results Simulator-trained first-year residents (n=40) scored significantly higher compared to traditionally-trained third-year residents (n=27) on the bedside assessment, 91.3% (95% CI 88.2% to 94.3%) vs. 80.9% (95% CI 76.8% to 85.0%), P = simulation-based educational intervention demonstrated higher clinical competency than third-year residents who did not undergo simulation training. Critical care competency cannot be assumed after clinical ICU rotations; simulation-based curricula can help ensure residents are proficient to care for critically ill patients. PMID:23222546

  3. Behavioral assessment of language brain processing in the first year of life.

    Science.gov (United States)

    Guzzetta, Francesco

    2014-09-01

    An up-to-date review of the behavioral assessments of language development in the first year of life is reported. After recalling the anatomical bases of the early development of the auditory system, the different stages of language development during the first year of life are considered: discrimination, transition and perception. The different kinds of behavioral assessment during the course of the first year are then described by stressing their indications and limitations. Copyright © 2014 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

  4. Risk behaviors and drug use: a latent class analysis of heavy episodic drinking in first-year college students.

    Science.gov (United States)

    Chiauzzi, Emil; Dasmahapatra, Pronabesh; Black, Ryan A

    2013-12-01

    Examining individual characteristics may not yield an understanding of the complex array of factors that affect college student alcohol use. Utilizing a latent class analysis, the present study investigated an alcohol and drug use database of first-year college students at 89 U.S. colleges and universities (N = 21,945). These data were collected between December, 2010 and September, 2011. This study identified: (1) classes based on alcohol consumption, alcohol-related behaviors, and past-year use of illegal drugs and nonmedical use of prescriptions medications (NMUPM); (2) demographic covariates of these classes; and (3) differential social norms awareness, perceived harmfulness of illegal drugs and NMUPM, and protective strategies. Four classes were identified: (1) Low Risk Drinking/Low Prevalence Drug Use (Class 1); (2) Lower Intake Drinking/Moderate Prevalence Drug Use (Class 2); (3) Moderate Risk Drinking/Moderate Prevalence Drug Use (Class 3); and (4) High Risk Drinking/High Prevalence Drug Use (Class 4). Classes differed in self-reported typical week drinking, estimated peak blood alcohol content over the past 2 weeks, high-risk alcohol use, negative alcohol-related consequences, driving under the influence or riding with drinking drivers, alcohol-related protective behaviors, and past-year substance use. Of particular interest was the identification of a latent class (Class 2) composed primarily of females with a relatively low alcohol intake, but with a high probability of past-year other substance use. This group reported negative alcohol-related consequences despite their relatively low intake. To our knowledge, this is the first latent class analysis of college student alcohol use that includes a drug use indicator and compares social norms awareness, harmfulness perceptions, and alcohol-related protective behaviors between classes. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  5. First-Year Students’ Research Challenges: Does Watching Videos on Common Struggles affect Students’ Research Self-Efficacy?

    Directory of Open Access Journals (Sweden)

    Savannah L. Kelly

    2017-12-01

    Full Text Available Abstract Objective – The purpose of this quantitative study was to measure the impact of providing research struggle videos on first-year students’ research self-efficacy. The three-part video series explicated and briefly addressed common first-year roadblocks related to searching, evaluating, and caring about sources. The null hypothesis tested was that students would have similar research self-efficacy scores, regardless of exposure to the video series. Methods – The study was a quasi-experimental, nonequivalent control group design. The population included all 22 sections (N = 359 of First-Year Writing affiliated with the FASTrack Learning Community at the University of Mississippi. Of 22 sections, 12 (N = 212 served as the intervention group exposed to the videos, while the other 10 (N = 147 served as the control group. A research self-efficacy pretest – posttest measure was administered to all students. In addition, all 22 sections, regardless of control or intervention status, received a face-to-face one-shot library instruction session. Results – As a whole, this study failed to reject the null hypothesis. Students exposed to the research struggle videos reported similar research self-efficacy scores as students who were not exposed to the videos. A significant difference, however, did exist between all students’ pretest and posttest scores, suggesting that something else, possibly the in-person library session, did have an impact on students’ research self-efficacy. Conclusion – Although students’ research self-efficacy may have increased due to the presence of an in-person library session, this current research was most interested in evaluating the effect of providing supplemental instruction via struggle videos for first-year students. As this was not substantiated, it is recommended that researchers review the findings and limitations of this current study in order to identify more effective approaches in providing

  6. Does the Pedagogy for the Teaching of First Year Undergraduate Laboratory Practicals Still Meet the Needs of the Curriculum?

    Directory of Open Access Journals (Sweden)

    Ann Hopper

    2014-06-01

    Full Text Available This work examines the teaching approach for chemistry laboratory practicals for first year undergraduate students to determine if the underpinning pedagogical strategy meets the requirements for these students for the remainder of their undergraduate programme. This is based on the knowledge, skills, content and learning outcomes for undergraduate chemistry courses. This work aims to enhance the first year experience of chemistry education by facilitating greater student engagement and “deeper” learning of relevant content during practical laboratory experiences by focusing on the learners’ needs. During this research, a survey of undergraduate science students from 2nd, 3rd and 4th years was carried out to determine if first year chemistry practicals facilitated the development of skills needed in further science education. It concluded that overall there was a positive response to first year laboratory practicals, that students engaged with them and felt they assisted with skills required for subsequent years of undergraduate study. Participants were most satisfied with the organic chemistry experiments while, for the physical/analytical chemistry experiments, the results obtained reiterated difficulties with mathematical calculations that are accepted as an issue in other aspects of third level STEM (Science, Technology, Engineering and Mathematics subjects. As a result of these findings, modifications that were made to the laboratory practical element included a pre-populated workbook supplied to the students and the introduction of pre-laboratory questions to be completed by each student before each session to reduce cognitive load and improve the students’ knowledge and understanding of 2 the purpose and potential outcomes of each laboratory practical. Also, the total first year chemistry syllabus was re-organised, as was the scheduling of the experiments to synchronise the theory lectures with the experiments as far as was

  7. New Frontiers for Student Affairs Professionals: Teaching and the First-Year Experience

    Science.gov (United States)

    Hunter, Mary Stuart; Murray, Kathleen A.

    2007-01-01

    The first-year experience movement opens a window of opportunity for student affairs professionals to extend their educational endeavors into the classroom, thus allowing entrance into segments of campus once reserved exclusively for faculty.

  8. Factors determining social participation in the first year after kidney transplantation : A prospective study

    NARCIS (Netherlands)

    van der Mei, Siirike F.; van Son, Willem J.; van Sonderen, Eric L. P.; de Jong, Paul E.; Groothoff, Johan W.; van den Heuvel, Wim J. A.

    2007-01-01

    Background. This study describes changes in social participation in the first year after kidney transplantation and examines the influence of clinical factors, health status, transplantation-related symptoms, and psychological characteristics on change in social participation. Methods. A prospective

  9. Photochemical Reactions of Tris (Oxalato) Iron (III): A First-Year Chemistry Experiment.

    Science.gov (United States)

    Baker, A. D.; And Others

    1980-01-01

    Describes a first-year chemistry experiment that illustrates the fundamental concepts of a photoinduced reaction. Qualitative and quantitative parts of the photoreduction of potassium ferrioxalate are detailed. (CS)

  10. Controls on Arctic sea ice from first-year and multi-year survival rates

    Energy Technology Data Exchange (ETDEWEB)

    Hunke, Jes [Los Alamos National Laboratory

    2009-01-01

    The recent decrease in Arctic sea ice cover has transpired with a significant loss of multi year ice. The transition to an Arctic that is populated by thinner first year sea ice has important implications for future trends in area and volume. Here we develop a reduced model for Arctic sea ice with which we investigate how the survivability of first year and multi year ice control the mean state, variability, and trends in ice area and volume.

  11. Women In Engineering Learning Community: What We Learned The First Year

    OpenAIRE

    LaBoone, Kimberly; Lazar, Maureen; Watford, Bevlee

    2007-01-01

    The College of Engineering at Virginia Tech reflects national trends with respect to women in engineering. With first year enrollments hovering around 17%, the retention through graduation of these women is critical to increasing the number of women in the engineering profession. When examining year to year retention rates, it is observed that the largest percentage of women drop out of engineering during or immediately following their first year. It is therefore believed that efforts to incr...

  12. First-year Engineering Education with the Creative Electrical Engineering Laboratory

    Science.gov (United States)

    Tsukamoto, Takehiko; Sugito, Tetsumasa; Ozeki, Osamu; Ushiroda, Sumio

    The Department of Electrical and Electronic Engineering in Toyota National College of Technology has put great emphasis on fundamental subjects. We introduced the creative electrical engineering laboratory into the first-year engineering education since 1998. The laboratory concentrates on the practice exercise. The final questionnaire of students showed that our first-year education is very effective to promote students motivation and their scholastic ability in engineering.

  13. The relationship between automatic assessment of oral proficiency and other indicators of first year students' linguistic abilities

    CSIR Research Space (South Africa)

    De Wet, Febe

    2012-11-01

    Full Text Available psycholinguistic processing, like the role of working memory, and sociolinguistic factors, like the role of context, in the oral production of language. Secondly, and at the same time, it requires of researchers from very different disciplinary backgrounds..., postgraduate students (Van der Walt et al. 2008). In this case, however, the instrument was used with first-year students. Since students come from a variety of language backgrounds it was decided to include a wider variety of language samples, varying...

  14. First year nursing students’ experiences of social media during the transition to university: a focus group study

    OpenAIRE

    Moorley, CR

    2016-01-01

    Background: Social media platforms are useful for creating communities, which can then be utilised as a mean for supportive, professional and social learning. Objective: To explore first year nursing student experiences with social media in supporting student transition and engagement into higher education. Design: Qualitative focus groups. Methods: Ten 1st yearBachelor of Nursing students were included in three face-to-face focus groups. Data were analysed using qualitative thematic content ...

  15. First-year plant density of seeded vegetation on amended lead-zinc chat tailing

    International Nuclear Information System (INIS)

    Norland, M.R.; Veith, D.L.

    1991-01-01

    Mining of lead and zinc sulfides began in the Kansas portion of the Tri-State Mining District in 1976 and continued until the 1950s when a decrease in the demand for lead and zinc forced operations to shut down. As a result of this shallow underground mining, chat tailing and other mine wastes were deposited on the soil surface or as mine waste piles. In 1983, the U.S. EPA added 285 km of Cherokee County, Kansas, to the National Priorities List due to the risks to human health and the environment by heavy metal contamination. In 1985, the EPA declared the Cherokee County portion of the Tri-State District to be a Superfund Site and began remedial action investigations at the Galena, Kansas subsite. The Bureau of Mines is evaluating site stabilization techniques in Galena, to minimize wind and water erosion, infiltration and percolation through the mine wastes. Vegetation and the use of locally available organic wastes are being tested as site stabilization techniques. A 4x3x3 factorial experiment arranged in a randomized complete block was initiated in 1990. Four organic waste materials (composted yard waste, composted cattle manure, spent mushroom compost and turkey litter) were applied with inorganic fertilizer. Control plots were included in the design. A total of 39 combinations were assigned to 2.5 by 4 m test plots at random and each combination was replicated three times. All experimental plots were seeded with a mix of introduced or native and cool or warm season grasses and leguminous forbs. First-year results of this long-term study suggest that the type of organic waste material used as a soil amendment has a significant effect on first-year plant density. Applications of composted cattle manure, composted yard waste and spent mushroom compost resulted in mean plant densities of 90, 83 and 76 plants M-2 which are significantly higher than the mean plant density of control plots and plots amended with turkey litter, 37 and 21 plants M-2

  16. [Peculiarities of the psychological status of first-year students in terms of university education].

    Science.gov (United States)

    Buduk-ool, L K; Khovalyg, A M

    2016-01-01

    Peculiarities There was performed the study of the mental status of first-year students enrolled in the Tuvan state University. There were detected levels of reactive and personal anxiety, adaptive capacity, the level of social and psychological adaptation and aggression. Adaptation potential in students is within limits of the satisfactory one, there was no detected person with poor adaptive capacity and failure of adaptation, that indicates to the genetically fixed ability of the students’ body to adapt to living conditions. In a state of psychological adjustment there was revealed the more higher level of anxiety in Tuvan students, which is caused by the poor living conditions. More satisfactory condition is typical for the social and psychological adaptation, since in all students values of test scales are within normal limits.There were shown gender differences in adaptation and psychological status of students. Boys have more lower indices of indirect and verbal aggression, anger, resentment, suspicion, guilt. Girls are characterized by higher hostility, at that it even exceeds standard values. In the group of students with a high personal anxiety no differences in adaptive capacities were found, and in students with moderate personal anxiety there were significantly more boys with stress adaptation than girls. Analysis of the socio-psychological adaptation of first-year students shows that in all students values of the test scales are normal, but in young men, indices are higher that indicates to a more successful socialization in the environment of the university. Correlation analysis of indices of aggressiveness and socio-psychological adaptation revealed weak negative relationships between index of aggressiveness with maladaptiveness, non-acceptance of others, emotional comfort in boys. In girls “aggressiveness” positively correlates with the such indices as acceptance of others and adaptation. Factor analysis in young men revealed the first factor

  17. Efficacy of alcohol interventions for first-year college students: a meta-analytic review of randomized controlled trials.

    Science.gov (United States)

    Scott-Sheldon, Lori A J; Carey, Kate B; Elliott, Jennifer C; Garey, Lorra; Carey, Michael P

    2014-04-01

    Alcohol use established during the first-year of college can result in adverse consequences during the college years and beyond. In this meta-analysis, we evaluated the efficacy of interventions to prevent alcohol misuse by first-year college students. Studies were included if the study reported an individual- or group-level intervention using a randomized controlled trial, targeted 1st-year college students, and assessed alcohol use. Forty-one studies with 62 separate interventions (N = 24,294; 57% women; 77% White) were included. Independent raters coded sample, design, methodological features, and intervention content. Weighted mean effect sizes, using fixed- and random-effects models, were calculated. Potential moderators, determined a priori, were examined to explain variability in effect sizes. Relative to controls, students receiving an intervention reported lower quantity and frequency of drinking and fewer problems (d(+)s = 0.07-0.14). These results were more pronounced when the interventions were compared with an assessment-only control group (d(+)s = 0.11-0.19). Intervention content (e.g., personalized feedback) moderated the efficacy of the intervention. Behavioral interventions for 1st-year college students reduce alcohol consumption and alcohol-related problems. Interventions that include personalized feedback, moderation strategies, expectancy challenge, identification of risky situations, and goal-setting optimize efficacy. Strategies to prevent alcohol misuse among first-year students are recommended.

  18. The Palomar Transient Factory Survey Camera: first year performance and results

    Science.gov (United States)

    Law, N. M.; Dekany, R. G.; Rahmer, G.; Hale, D.; Smith, R.; Quimby, R.; Ofek, E. O.; Kasliwal, M.; Zolkower, J.; Velur, V.; Henning, J.; Bui, K.; McKenna, D.; Nugent, P.; Jacobsen, J.; Walters, R.; Bloom, J.; Surace, J.; Grillmair, C.; Laher, R.; Mattingly, S.; Kulkarni, S.

    2010-07-01

    The Palomar Transient Factory (PTF) is a new fully-automated, wide-field survey conducting a systematic exploration of the optical transient sky. The transient survey is performed using a new 8.1 square degree, 101 megapixel camera installed on the 48-inch Samuel Oschin Telescope at Palomar Observatory. The PTF Camera achieved first light at the end of 2008, completed commissioning in July 2009, and is now in routine science operations. The camera is based on the CFH12K camera, and was extensively modified for use on the 48-inch telescope. A field-flattening curved window was installed, the cooling system was re-engineered and upgraded to closed-cycle, custom shutter and filter exchanger mechanisms were added, new custom control software was written, and many other modifications were made. We here describe the performance of these new systems during the first year of Palomar Transient Factory operations, including a detailed and long term on-sky performance characterization. We also describe lessons learned during the construction and commissioning of the upgraded camera, the photometric and astrometric precision currently achieved with the PTF camera, and briefly summarize the first supernova results from the PTF survey.

  19. Addressing culture shock in first year midwifery students: Maximising the initial clinical experience.

    Science.gov (United States)

    Cummins, Allison M; Catling, Christine; Hogan, Rosemarie; Homer, Caroline S E

    2014-12-01

    Many Bachelor of Midwifery students have not had any exposure to the hospital setting prior to their clinical placement. Students have reported their placements are foreign to them, with a specialised confusing 'language'. It is important to provide support to students to prevent culture shock that may lead to them leaving the course. To assist first year midwifery students with the transition into clinical practice by providing a preparatory workshop. An action research project developed resources for a workshop held prior to students' first clinical placement. Four phases were held: Phase one involved holding discussion groups with students returning from clinical practice; Phase two was the creation of vodcasts; Phase three was integration of resources into the clinical subject and phase four was the evaluation and reflection on the action research project. Evaluations of the workshops were undertaken through surveying the students after they returned from their clinical placement. A descriptive analysis of the evaluations was performed. Students rated the workshop, vodcasts and the simulated handover positively. Further recommendations were that complications of labour and birth be included in their first semester as students were unexpectedly exposed to this in their first clinical placement. The students evaluated the workshop positively in reducing the amount of culture shock experienced on the first clinical placement. In addition the students provided further recommendations of strategies that would assist with clinical placement. Copyright © 2014 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  20. Psychological and sociocultural adjustment of first-year international students: Trajectories and predictors.

    Science.gov (United States)

    Hirai, Reiko; Frazier, Patricia; Syed, Moin

    2015-07-01

    Despite the increasing number of international students in U.S. universities, the temporal course of international students' adjustment has not been adequately tested, and only 1 study to date has examined multiple trajectories of adjustment. Therefore, the first goal of the current study was to explore multiple trajectories of adjustment among first-year international students using a broader range of adjustment measures (i.e., psychological distress, positive psychological adjustment, sociocultural adjustment). The second goal was to identify important predictors of trajectories. A wide range of individual and interpersonal predictor variables was examined, including academic stress and perceived control over academic stress, personality, social relationships, and language-related factors. Undergraduate and graduate international students in their first semester at a large midwestern university participated in this 5-wave longitudinal study (N = 248) that spanned 1 academic year. Multiple trajectories emerged, and the trajectories varied across the 3 adjustment measures. Average trajectories masked the trajectories of small groups of students who maintained or increased in terms of adjustment difficulties across outcomes. Contrary to popular theories, the U-shape adjustment trajectory (characterized by initial euphoria, distress, and then recovery) did not emerge. The most consistent predictors of adjustment trajectories were perceived present control over academic stress and Neuroticism. (c) 2015 APA, all rights reserved).

  1. Inquiry-based learning to improve student engagement in a large first year topic

    Directory of Open Access Journals (Sweden)

    Masha Smallhorn

    2015-08-01

    Full Text Available Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

  2. Progressive frontal morphology changes during the first year of a modified Pi procedure for scaphocephaly.

    Science.gov (United States)

    Raposo-Amaral, Cassio Eduardo; Denadai, Rafael; Takata, João Paulo Issamu; Ghizoni, Enrico; Buzzo, Celso Luiz; Raposo-Amaral, Cesar Augusto

    2016-02-01

    The purpose of this study was to quantify the changes in frontal morphology in patients with scaphocephaly treated with a modified Pi procedure. Consecutive scaphocephalic patients (n = 13) who underwent surgery before 12 months of age that had more than 1 year of follow-up and standard preoperative, 3-month, and 1-year photographs were included. Anthropometric measurements were used to document the craniofacial index. Computerized photogrammetric analyses of five craniofacial angles (bossing angle, nasofrontal angle, angle of facial convexity, and angle of total facial convexity) were also performed. Comparisons of the preoperative and postoperative direct anthropometric measurements of the cephalic index showed a significant (all p < 0.05) increase in the postoperative period, with no significant differences in early versus late postoperative period comparisons. Comparisons of the preoperative and postoperative computerized photogrammetric measurements of the craniofacial angles showed a significant (all p < 0.05) reduction (bossing angle, angle of facial convexity, and angle of total facial convexity) and increase (nasofrontal angle) in the early and late postoperative periods. Frontal morphology significantly changed over the first year of the modified Pi procedure.

  3. Mathematical ability of first year undergraduate paramedic students-A before and after study.

    Science.gov (United States)

    Eastwood, Kathryn; Boyle, Malcolm; Kim, Visal; Stam, Nathan; Williams, Brett

    2015-11-01

    An ability to accurately perform drug calculations unassisted is an essential skill for all health professionals, with various occupational-specific stressors exacerbating mathematical deficiencies. The objective of this study was to determine the unaided mathematic ability of first year undergraduate paramedic students before and after mathematical and drug calculation tutorials. Students were administered a questionnaire containing demographic, drug calculation and arithmetic questions during week one of the semester before the tutorials. During the semester students participated in three 2-hour tutorials which included both mathematical and drug calculation questions without assistance of computational devices. At the end of semester was a summative drug calculation examination of which five key questions were compared to similar questions from the first questionnaire. Descriptive statistics describe the demographic data with a paired t-test comparing the questionnaire and exam results. Drug calculation and mathematical ability was markedly improved following the tutorials, mean score of correct answers before 1.74 (SD 1.4) and after 4.14 (SD 0.93), pability to complete mathematical and drug calculations without the assistance of computational devices. This improved significantly following appropriate education and practice. Further research is required to determine the retention of this ability over time. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Journal of Open Source Software (JOSS): design and first-year review

    Science.gov (United States)

    Smith, Arfon M.

    2018-01-01

    JOSS is a free and open-access journal that publishes articles describing research software across all disciplines. It has the dual goals of improving the quality of the software submitted and providing a mechanism for research software developers to receive credit. While designed to work within the current merit system of science, JOSS addresses the dearth of rewards for key contributions to science made in the form of software. JOSS publishes articles that encapsulate scholarship contained in the software itself, and its rigorous peer review targets the software components: functionality, documentation, tests, continuous integration, and the license. A JOSS article contains an abstract describing the purpose and functionality of the software, references, and a link to the software archive. JOSS published more than 100 articles in its first year, many from the scientific python ecosystem (including a number of articles related to astronomy and astrophysics). JOSS is a sponsored project of the nonprofit organization NumFOCUS and is an affiliate of the Open Source Initiative.In this presentation, I'll describes the motivation, design, and progress of the Journal of Open Source Software (JOSS) and how it compares to other avenues for publishing research software in astronomy.

  5. Evaluation of World Wide Web-based Lessons for a First Year Dental Biochemistry Course

    Directory of Open Access Journals (Sweden)

    Dr. Alan E. Levine

    2002-11-01

    Full Text Available First year dental students at The University of Texas Dental Branch at Houston (Dental Branch are required to take a basic biochemistry course. To facilitate learning and allow student self-assessment of their progress, WWW-based lessons covering intermediary metabolism were developed as a supplement to traditional lectures. Lesson design combined text, graphics, and animations and included learner control, links to other learning resources, and practice exercises and exams with immediate feedback. Results from an on-line questionnaire completed by students in two different classes showed that they completed 50% of the lessons and spent an average of 4 hrs. on-line. A majority of the students either agreed or strongly agreed that practice exercises were helpful, that the ability to control the pace of the lessons was important, that the lesson structure and presentation was easy to follow, that the illustrations, animations, and hyperlinks were helpful, and that the lessons were effective as a review. The very positive response to the WWW-based lessons indicates the usefulness of this approach as a study aid for dental students.

  6. The consolidation of infants' nocturnal sleep across the first year of life.

    Science.gov (United States)

    Henderson, Jacqueline M T; France, Karyn G; Blampied, Neville M

    2011-08-01

    This review investigates development in the durations of infants' capabilities for sustained sleep across their first year, a matter of interest to clinicians, parents and researchers. It describes three aspects of sleep development: longest sustained sleep period (sleep sustained without awakening), longest self-regulated sleep period (behavioural quietude including sleep and quiet awakenings), and sleeping through the night (a predetermined nocturnal period). Clear trends were evident despite methodological differences making comparison between studies difficult. The most marked changes were across the first 4 months, particularly ages 1 and 2 months. Minimal changes followed through to 9 months and a small increase in all but the longest sustained sleep period, until age 12 months. Moore and Ucko's early, yet influential definition for sleeping through the night (24:00-05:00 h) may have underestimated infants' capacities for uninterrupted sleep. Infants do meet more stringent criteria and most can sleep 8 h by age 6 months and 9 or more hours thereafter. These findings have implications for clinicians addressing parental concerns around developmentally appropriate expectations of infant sleep. Researchers now have sufficient evidence to identify developmentally sensitive timing for preventive interventions for infant sleep disturbance. Copyright © 2010 Elsevier Ltd. All rights reserved.

  7. Relationships between high-stakes clinical skills exam scores and program director global competency ratings of first-year pediatric residents

    Directory of Open Access Journals (Sweden)

    Erik E. Langenau

    2011-09-01

    Full Text Available Responding to mandates from the Accreditation Council for Graduate Medical Education (ACGME and American Osteopathic Association (AOA, residency programs have developed competency-based assessment tools. One such tool is the American College of Osteopathic Pediatricians (ACOP program directors’ annual report. High-stakes clinical skills licensing examinations, such as the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation (COMLEX-USA Level 2-PE, also assess competency in several clinical domains.The purpose of this study is to investigate the relationships between program director competency ratings of first-year osteopathic residents in pediatrics and COMLEX-USA Level 2-PE scores from 2005 to 2009.The sample included all 94 pediatric first-year residents who took COMLEX-USA Level 2-PE and whose training was reviewed by the ACOP for approval of training between 2005 and 2009. Program director competency ratings and COMLEX-USA Level 2-PE scores (domain and component were merged and analyzed for relationships.Biomedical/biomechanical domain scores were positively correlated with overall program director competency ratings. Humanistic domain scores were not significantly correlated with overall program director competency ratings, but did show moderate correlation with ratings for interpersonal and communication skills. The six ACGME or seven AOA competencies assessed empirically by the ACOP program directors’ annual report could not be recovered by principal component analysis; instead, three factors were identified, accounting for 86% of the variance between competency ratings.A few significant correlations were noted between COMLEX-USA Level 2-PE scores and program director competency ratings. Exploring relationships between different clinical skills assessments is inherently difficult because of the heterogeneity of tools used and overlap of constructs within the AOA and ACGME core competencies.

  8. Prevalence of pain medication prescriptions in France, Germany, and the UK - a cross-sectional study including 4,270,142 patients.

    Science.gov (United States)

    Jacob, Louis; Kostev, Karel

    2018-01-01

    The goal of the present study was to analyze the prevalence of pain medication prescriptions in general practices in France, Germany, and the UK. This study included all patients aged ≥18 years followed in 2016 in general practitioner practices in France, Germany and the UK. The primary outcome was the prevalence of patients receiving prescriptions for pain medications in France, Germany, and the UK in 2016. The following drugs were included in the analysis: anti-inflammatory and antirheumatic products, non-steroids and analgesics including opioids, antimigraine preparations, and other analgesics and antipyretics. Demographic variables included age and gender. This study included 4,270,142 patients. The prevalences of pain medication prescriptions were 57.3% in France, 29.6% in Germany, and 21.7% in the UK. Although this prevalence generally remained consistent between age groups in France (54.3%-60.3%), it increased with age in Germany (18-30 years: 23.8%; >70 years: 35.8%) and in the UK (18-30 years: 9.3%; >70 years: 43.8%). Finally, the prevalence of pain medication prescriptions was higher in women than in men in all three countries. Paracetamol was prescribed to 82.3% and 60.1% of patients receiving pain medication in France and the UK, respectively, whereas ibuprofen was prescribed to 46.5% of individuals in Germany. The prevalence of pain medication prescriptions was higher in France than in Germany and the UK. Further research is needed to gain a better understanding of the differences in the prescription patterns between these three European countries.

  9. A suitcase full of astrophysics: The first year of ultraprecise photometry from the MOST space mission

    Science.gov (United States)

    Matthews, J. M.

    2004-12-01

    Viewing the Universe in new ways has always yielded surprising discoveries. Astronomers are accustomed to extending the limits of wavelength coverage, light-gathering power, and angular resolution. The MOST (Microvariability & Oscillations of STars) mission - a suitcase-sized microsatellite housing an optical photometer of small (15-cm) aperture which deliberately blurs its stellar images for stability - forges its advances in totally different regions of parameter space. MOST is the only existing observatory on Earth or in space which can monitor stars several times per minute with almost no interruptions for weeks at a time, reaching photometric precisions of a few micromagnitudes (ppm). These demonstrated levels of time sampling and ultraprecise photometry enable the MOST Science Team to explore with unprecedented sensitivity acoustic (p-mode) oscillations and granulation behaviour in other stars, to search for reflected light from giant close-in exoplanets, and discover other phenomena associated with stellar variability. I will summarise the first year of full scientific operations of the MOST mission. Results at press time include: (1) the first photometric detection of solar-like oscillations in a star other than the Sun, eta Boo; (2) a surprising null detection of oscillations in Procyon, constraining theories of stochastic excitation by convective turbulence; (3) real-time observations of differential rotation in a young active G5 dwarf, {κ }1 Ceti; and (4) newly discovered pulsators caught in the nets of MOST's Secondary Science and Guide Star fields, including a binary δ Scuti star with more than 40 frequencies. Results which should be ready for presentation by January 2005 will include: a comparison of the granulation frequency spectra of a sample of solar-type stars for direct comparison to the Sun, continuous monitoring of the exoplanet system 51 Pegasi to search for the reflected light signal from the close-in exoplanet, and I expect, a few other

  10. Adherence in patients in the first year after kidney transplantation and its impact on graft loss and mortality : a cross-sectional and prospective study

    NARCIS (Netherlands)

    Prihodova, Lucia; Nagyova, Iveta; Rosenberger, Jaroslav; Majernikova, Maria; Roland, Robert; Groothoff, Johan W.; van Dijk, Jitse P.

    2014-01-01

    Aims. To explore the predictive value of adherence to their immunosuppressive medication in kidney transplant recipients in the first year after kidney transplantation as a determinant of graft loss and mortality up to 12 years (prospective analysis) and its association with sociodemographic and

  11. Patient Medication Use: Interpreting the Results of a Patient Medication Safety Survey by Phase I Immersion Pharmacy Students

    Directory of Open Access Journals (Sweden)

    Michael Li

    2016-09-01

    Full Text Available A medication safety survey was created during our first year pharmacy rotations in order to assess and gain insight to how safe patients are with their medications at home. The patient population was from the nursing units and emergency department of Moses Cone Hospital in Greensboro, NC. The survey questions covered the topics including how the patients take their medications, medication storage, medication disposal, as well as medication adherence.   Type: Student Project

  12. Working out of health related power lifting training program for first year students with muscular skeletal apparatus affections

    Directory of Open Access Journals (Sweden)

    Qiang San Zhen

    2015-10-01

    Full Text Available Purpose: substantiation and working out of program for health improvement of first year students with muscular skeletal apparatus affections by power lifting means. Material: in experiment, which lasted one year, 24 first year students with muscular skeletal apparatus affections participated (two groups, 12 persons in each. The students’ age was 18-20 years old. Results: optimal correlation of specific and non-specific loads - 60%:40% was found. The worked out complex of exercises for training of bench press barbell technique includes the following: special warming up exercises, exercises on special simulators and exercises with weights. As general physical training it is recommended to use complex of commonly accepted exercises. Conclusions: application of the worked out program ensures formation of steady interest to physical exercises’ practicing, strengthening of health, replenishment of motor skills’ base, training of motor qualities and functional fitness. Besides, it facilitates more effective students’ social adaptation in collective.

  13. Occurrence of Anaemia in the First Year of Inflammatory Bowel Disease in a European Population-based Inception Cohort-An ECCO-EpiCom Study.

    Science.gov (United States)

    Burisch, Johan; Vegh, Zsuzsanna; Katsanos, Konstantinnos H; Christodoulou, Dimitrios K; Lazar, Daniela; Goldis, Adrian; O'Morain, Colm; Fernandez, Alberto; Pereira, Santos; Myers, Sally; Sebastian, Shaji; Pedersen, Natalia; Olse, Jóngerð; Rubek Nielsen, Kári; Schwartz, Doron; Odes, Selwyn; Almer, Sven; Halfvarson, Jonas; Turk, Niksa; Cukovic-Cavka, Silvja; Nikulina, Inna; Belousova, Elena; Duricova, Dana; Bortlik, Martin; Shonová, Olga; Salupere, Riina; Barros, Louisa; Magro, Fernando; Jonaitis, Laimas; Kupcinskas, Limas; Turcan, Svetlana; Kaimakliotis, Ioannis; Ladefoged, Karin; Kudsk, Karen; Andersen, Vibeke; Vind, Ida; Thorsgaard, Niels; Oksanen, Pia; Collin, Pekka; Dal Piaz, Giulia; Santini, Alessia; Niewiadomski, Ola; Bell, Sally; Moum, Bjørn; Arebi, Naila; Kjeldsen, Jens; Carlsen, Katrine; Langholz, Ebbe; Lakatos, Peter Laszlo; Munkholm, Pia; Gerdes, Lars Ulrik; Dahlerup, Jens Frederik

    2017-10-01

    Anaemia is an important complication of inflammatory bowel disease [IBD]. The aim of this study was to determine the prevalence of anaemia and the practice of anaemia screening during the first year following diagnosis, in a European prospective population-based inception cohort. Newly diagnosed IBD patients were included and followed prospectively for 1 year in 29 European and one Australian centre. Clinical data including demographics, medical therapy, surgery and blood samples were collected. Anaemia was defined according to the World Health Organization criteria. A total of 1871 patients (Crohn's disease [CD]: 686, 88%; ulcerative colitis [UC]: 1,021, 87%; IBD unclassified [IBDU] 164. 81%) were included in the study. The prevalence of anaemia was higher in CD than in UC patients and, overall, 49% of CD and 39% of UC patients experienced at least one instance of anaemia during the first 12 months after diagnosis. UC patients with more extensive disease and those from Eastern European countries, and CD patients with penetrating disease or colonic disease location, had higher risks of anaemia. CD and UC patients in need of none or only mild anti-inflammatory treatment had a lower risk of anaemia. In a significant proportion of patients, anaemia was not assessed until several months after diagnosis, and in almost half of all cases of anaemia a thorough work-up was not performed. Overall, 42% of patients had at least one instance of anaemia during the first year following diagnosis. Most patients were assessed for anaemia regularly; however, a full anaemia work-up was frequently neglected in this community setting. Copyright © 2017 European Crohn’s and Colitis Organisation (ECCO). Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com

  14. Factors associated with the academic success of first year health science students.

    Science.gov (United States)

    Mills, Christina; Heyworth, Jane; Rosenwax, Lorna; Carr, Sandra; Rosenberg, Michael

    2009-05-01

    The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the Bachelor of Health Science at The University of Western Australia since the inception of the course in the year 2000. Factors found to be associated with successful academic performance were high matriculation score, female sex, non-Indigenous status, attendance at a government secondary school, upfront payment of university fees and completion of secondary school English Literature. The most influential factor on first year academic performance was a high matriculation score. Retention into second year was found to be influenced by participation in the university mentor scheme, non-Indigenous status and first year university marks. The factor of most influence on student retention was first year university marks. Valuable information about the performance and retention of first year Bachelor of Health Science students is provided in this study which is relevant to the operational priorities of any university.

  15. Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training.

    Science.gov (United States)

    Marchalot, Antoine; Dureuil, Bertrand; Veber, Benoit; Fellahi, Jean-Luc; Hanouz, Jean-Luc; Dupont, Hervé; Lorne, Emmanuel; Gerard, Jean-Louis; Compère, Vincent

    2017-11-22

    Blended learning, which combines internet-based platform and lecturing, is used in anaesthesiology and critical care teaching. However, the benefits of this method remain unclear. We conducted a prospective, multicentre, non-randomised work between 2007 and 2014 to study the effect of blended learning on the results of first year anaesthesia and critical care residents in comparison with traditional teaching. Blended learning was implemented in Rouen University Hospital in 2011 and residents affiliated to this university corresponded as the blended learning group. The primary outcome was the resident's results as measured with multiple-choice questions between blended learning and control groups after beginning blended learning (post-interventional stage). The secondary outcomes included residents' results between pre and post-interventional stages and homework's time. Moreover, comparison between control and blended learning group before beginning blended learning (pre-interventional stage) was performed. From 2007 to 2014, 308 residents were included. For the pre-interventional period, the mean score in the blended learning group (n=53) was 176 (CI 95% 163 to 188) whereas the mean score in the control group (n=106) was 167 (CI 95% 160 to 174) (no difference). For the post-interventional period, the mean score in blended learning group (n=54) was 232 on 300 (CI95% 227-237) whereas the mean score in the control group (n=95) is 215 (CI95% 209-220) (Pflipped classroom) on the anaesthesia and critical care residents' knowledge by increasing their homework's time. Copyright © 2017. Published by Elsevier Masson SAS.

  16. Long-term pain relief with optimized medical treatment including antioxidants and step-up interventional therapy in patients with chronic pancreatitis.

    Science.gov (United States)

    Shalimar; Midha, Shallu; Hasan, Ajmal; Dhingra, Rajan; Garg, Pramod Kumar

    2017-01-01

    Abdominal pain is difficult to treat in patients with chronic pancreatitis (CP). Medical therapy including antioxidants has been shown to relieve pain of CP in the short-term. Our aim was to study the long-term results of optimized medical and interventional therapy for pain relief in patients with CP with a step-up approach. All consecutive patients with CP were included prospectively in the study. They were treated medically with a well-balanced diet, pancreatic enzymes, and antioxidants (9000 IU beta-carotene, 0.54 g vitamin C, 270 IU vitamin E, 600 µg organic selenium, and 2 g methionine). Endoscopic therapy and/or surgery were offered if medical therapy failed. Pain relief was the primary outcome measure. A total of 313 patients (mean age 26.16 ± 12.17; 244 males) with CP were included; 288 (92%) patients had abdominal pain. The etiology of CP was idiopathic in 224 (71.6%) and alcohol in 82 (26.2%). At 1-year follow-up, significant pain relief was achieved in 84.7% of patients: 52.1% with medical therapy, 16.7% with endoscopic therapy, 7.6% with surgery, and 8.3% spontaneously. The mean pain score decreased from 6.36 ± 1.92 to 1.62 ± 2.10 (P pain free at those follow-up periods. Significant pain relief is achieved in the majority of patients with optimized medical and interventional treatment. © 2016 Journal of Gastroenterology and Hepatology Foundation and John Wiley & Sons Australia, Ltd.

  17. Engaging First-year University Students in Research: Promise, Potentials, and Pitfalls

    Directory of Open Access Journals (Sweden)

    Sarah L. Sangster

    2016-06-01

    Full Text Available In 2014, the Undergraduate Research Initiative at the University of Saskatchewan implemented a pilot project to organize, support, and promote curriculum-based research experience as an integral aspect of participating first-year courses. The framework for the course-based initiative was the research arc; usually in groups, students in these classes would develop a research question, investigate it using discipline-appropriate methodologies, and disseminate the results. Nine classes (Agriculture, Animal Bioscience, Environmental Science, Women’s and Gender Studies, Psychology, Kinesiology, and Interdisciplinary Studies participated in this program pilot. There were four key agents in the program: faculty instructors, research coaches, students in participating first-year classes, and university administrative staff. This preliminary evaluation of the pilot suggests that first-year undergraduate research experiences have potential to benefit the undergraduate student participants as well as the faculty and research coaches involved. The primary benefits that faculty reported experiencing included an increased interest in ways to engage learners, reexamination of and reflection on their teaching strategies, the pragmatic support of a research coach helping with their work load, and an invigoration of their research. The primary benefits to research coaches included enhancement of their professional skills, experience in lesson planning and facilitation, CV building, and an ideology shift in how to best facilitate learning for undergraduate students. The most prominent benefits for undergraduate students appeared to be that they gained a better idea about how researchers think and work, that they increased their understanding of how research works, and that their own research and professional skills had improved. Early, bottom-up evaluation identified characteristics of implementation that appear to best facilitate achievement of the initiative

  18. Importance to include the term superficial musculoaponeurotic system in medical subject headings and in the international anatomical nomenclature.

    Science.gov (United States)

    Ferreira, Lydia Massako; Locali, Rafael Fagionato; Lapin, Guilherme Abbud Franco; Hochman, Bernardo

    2011-06-01

    To investigate the relevance of the term superficial musculoaponeurotic system (SMAS) and demonstrate that this term is important enough to be added to the MeSH database and listed in International Anatomical Nomenclature. Terms related to SMAS were selected from original articles retrieved from the ISI Web of Science and MEDLINE (PubMed) databases. Groups of terms were created to define a search strategy with high-sensitivity and restricted to scientific periodicals devoted to plastic surgery. This study included articles between January 1996 and May 2009, whose titles, abstracts, and keywords were searched for SMAS-related terms and all occurrences were recorded. A total of 126 original articles were retrieved from the main periodicals related to plastic surgery in the referred databases. Of these articles, 51.6% had SMAS-related terms in the abstract only, and 25.4% had SMAS-related terms in both the title and abstract. The term 'superficial musculoaponeurotic system' was present as a keyword in 19.8% of the articles. The most frequent terms were 'SMAS' (71.4%) and superficial musculoaponeurotic system (62.7%). The term SMAS refers to a structure relevant enough to start a discussion about indexing it as a keyword and as an official term in Terminologia Anatomica: International Anatomical Terminology.

  19. First Year English at The College of The Bahamas: Student Perceptions

    Directory of Open Access Journals (Sweden)

    Raymond Austin Oenbring

    2016-10-01

    Full Text Available The report presents the findings of a student exit survey of the largest first-year writing course at the College of the Bahamas, a study designed to measure students’ perception of learning in the course. To facilitate comparison, the survey instrument generally followed publicly-available survey studies of first-year composition students at other pots-secondary institutions. While exit survey suggests that students perceive the course as a whole to be beneficial for their development as academic writers, there is some evidence that students over-represented their learning in the class in their responses to the survey. Based on the data, the authors make several suggestions for improving student experience and outcomes in first-year writing courses at the College of the Bahamas.

  20. Predictors of motor developmental milestones during the first year of life

    DEFF Research Database (Denmark)

    Flensborg-Madsen, Trine; Mortensen, Erik Lykke

    2017-01-01

    Studies suggest that both pre- and postnatal factors are predictors of age of attaining milestones in infancy. However, no studies evaluate the comparative strength of these predictors and the amount of the variance in development they explain. This study aimed to conduct a systematic evaluation...... of a broad selection of possible predictors of age at milestone attainment and to identify factors that explain significant inter-individual variance. Mothers of 5765 children of the Copenhagen Perinatal Cohort (1959-61) recorded 12 developmental milestones prospectively during the child's first year of life...... in the first year, were significantly associated with milestone attainment in the first year of life. Variables within the domain of Pregnancy and delivery explained the largest proportion of variance in milestone attainment compared to the other domains. What is known: • Younger age at attainment of motor...

  1. Method and apparatus for enhanced sensitivity filmless medical x-ray imaging, including three-dimensional imaging

    Science.gov (United States)

    Parker, Sherwood

    1995-01-01

    A filmless X-ray imaging system includes at least one X-ray source, upper and lower collimators, and a solid-state detector array, and can provide three-dimensional imaging capability. The X-ray source plane is distance z.sub.1 above upper collimator plane, distance z.sub.2 above the lower collimator plane, and distance z.sub.3 above the plane of the detector array. The object to be X-rayed is located between the upper and lower collimator planes. The upper and lower collimators and the detector array are moved horizontally with scanning velocities v.sub.1, v.sub.2, v.sub.3 proportional to z.sub.1, z.sub.2 and z.sub.3, respectively. The pattern and size of openings in the collimators, and between detector positions is proportional such that similar triangles are always defined relative to the location of the X-ray source. X-rays that pass through openings in the upper collimator will always pass through corresponding and similar openings in the lower collimator, and thence to a corresponding detector in the underlying detector array. Substantially 100% of the X-rays irradiating the object (and neither absorbed nor scattered) pass through the lower collimator openings and are detected, which promotes enhanced sensitivity. A computer system coordinates repositioning of the collimators and detector array, and X-ray source locations. The computer system can store detector array output, and can associate a known X-ray source location with detector array output data, to provide three-dimensional imaging. Detector output may be viewed instantly, stored digitally, and/or transmitted electronically for image viewing at a remote site.

  2. Precollege Predictors of Incapacitated Rape Among Female Students in Their First Year of College

    Science.gov (United States)

    Carey, Kate B.; Durney, Sarah E.; Shepardson, Robyn L.; Carey, Michael P.

    2015-01-01

    Objective: The first year of college is an important transitional period for young adults; it is also a period associated with elevated risk of incapacitated rape (IR) for female students. The goal of this study was to identify prospective risk factors associated with experiencing attempted or completed IR during the first year of college. Method: Using a prospective cohort design, we recruited 483 incoming first-year female students. Participants completed a baseline survey and three follow-up surveys over the next year. At baseline, we assessed precollege alcohol use, marijuana use, sexual behavior, and, for the subset of sexually experienced participants, sex-related alcohol expectancies. At the baseline and all follow-ups, we assessed sexual victimization. Results: Approximately 1 in 6 women (18%) reported IR before entering college, and 15% reported IR during their first year of college. In bivariate analyses, precollege IR history, precollege heavy episodic drinking, number of precollege sexual partners, and sex-related alcohol expectancies (enhancement and disinhibition) predicted first-year IR. In multivariate analyses with the entire sample, only precollege IR (odds ratio = 4.98, p < .001) remained a significant predictor. However, among the subset of sexually experienced participants, both enhancement expectancies and precollege IR predicted IR during the study year. Conclusions: IR during the first year of college is independently associated with a history of IR and with expectancies about alcohol’s enhancement of sexual experience. Alcohol expectancies are a modifiable risk factor that may be a promising target for prevention efforts. PMID:26562590

  3. A Shared Multi-Disciplinary Creativity Requirement for First Year Students

    Directory of Open Access Journals (Sweden)

    Marilyn Plotkins

    2018-03-01

    Full Text Available Even though interest in embedding creativity into tertiary curricula has grown internationally, little scholarship exists about implementation strategies or the efficacy of linking creativity pedagogies to first-year experience programs. This practice report describes how Suffolk University in Boston, Massachusetts, inserted a new creativity requirement for first-year students as a part of curriculum reform in the College of Arts and Sciences and in the Sawyer Business School in spite of considerable resistance.  It will demonstrate the uniqueness of the approach and suggest anticipated outcomes in advance of a comprehensive assessment process now underway.

  4. Engaging first-year students in meaningful library research a practical guide for teaching faculty

    CERN Document Server

    Flaspohler, Molly

    2011-01-01

    Aimed at teaching professionals working with first-year students at institutions of higher learning, this book provides practical advice and specific strategies for integrating contemporary information literacy competencies into courses intended for novice researchers. The book has two main goals - to discuss the necessity and value of incorporating information literacy into first-year curricula; and to provide a variety of practical, targeted strategies for doing so. The author will introduce and encourage teaching that follows a process-driven, constructivist framework as a way of engaging f

  5. Integrating cultural competency throughout a first-year physician assistant curriculum steadily improves cultural awareness.

    Science.gov (United States)

    Beck, Barbra; Scheel, Matthew H; De Oliveira, Kathleen; Hopp, Jane

    2013-01-01

    This study tracked student self-assessments of cultural awareness at regular intervals during the first year of a master's of science physician assistant (PA) program to test effectiveness of a cultural competency component in the curriculum. Students completed a cultural awareness survey at the beginning of the program and retook the survey at approximately 4-month intervals throughout the first year. Regression analyses confirmed positive linear relationships between survey number and score on 31 of 31 items. Cultural awareness among PA students benefits from repeated exposures to lessons on cultural competency. Schools attempting to develop or expand cultural awareness among students should consider presenting material in multiple courses across terms.

  6. Genetic testing in benign familial epilepsies of the first year of life: clinical and diagnostic significance.

    Science.gov (United States)

    Zara, Federico; Specchio, Nicola; Striano, Pasquale; Robbiano, Angela; Gennaro, Elena; Paravidino, Roberta; Vanni, Nicola; Beccaria, Francesca; Capovilla, Giuseppe; Bianchi, Amedeo; Caffi, Lorella; Cardilli, Viviana; Darra, Francesca; Bernardina, Bernardo Dalla; Fusco, Lucia; Gaggero, Roberto; Giordano, Lucio; Guerrini, Renzo; Incorpora, Gemma; Mastrangelo, Massimo; Spaccini, Luigina; Laverda, Anna Maria; Vecchi, Marilena; Vanadia, Francesca; Veggiotti, Pierangelo; Viri, Maurizio; Occhi, Guya; Budetta, Mauro; Taglialatela, Maurizio; Coviello, Domenico A; Vigevano, Federico; Minetti, Carlo

    2013-03-01

    To dissect the genetics of benign familial epilepsies of the first year of life and to assess the extent of the genetic overlap between benign familial neonatal seizures (BFNS), benign familial neonatal-infantile seizures (BFNIS), and benign familial infantile seizures (BFIS). Families with at least two first-degree relatives affected by focal seizures starting within the first year of life and normal development before seizure onset were included. Families were classified as BFNS when all family members experienced neonatal seizures, BFNIS when the onset of seizures in family members was between 1 and 4 months of age or showed both neonatal and infantile seizures, and BFIS when the onset of seizures was after 4 months of age in all family members. SCN2A, KCNQ2, KCNQ3, PPRT2 point mutations were analyzed by direct sequencing of amplified genomic DNA. Genomic deletions involving KCNQ2 and KCNQ3 were analyzed by multiple-dependent probe amplification method. A total of 46 families including 165 affected members were collected. Eight families were classified as BFNS, 9 as BFNIS, and 29 as BFIS. Genetic analysis led to the identification of 41 mutations, 14 affecting KCNQ2, 1 affecting KCNQ3, 5 affecting SCN2A, and 21 affecting PRRT2. The detection rate of mutations in the entire cohort was 89%. In BFNS, mutations specifically involve KCNQ2. In BFNIS two genes are involved (KCNQ2, six families; SCN2A, two families). BFIS families are the most genetically heterogeneous, with all four genes involved, although about 70% of them carry a PRRT2 mutation. Our data highlight the important role of KCNQ2 in the entire spectrum of disorders, although progressively decreasing as the age of onset advances. The occurrence of afebrile seizures during follow-up is associated with KCNQ2 mutations and may represent a predictive factor. In addition, we showed that KCNQ3 mutations might be also involved in families with infantile seizures. Taken together our data indicate an important

  7. Supporting New Zealand graduate midwives to stay in the profession: An evaluation of the Midwifery First Year of Practice programme.

    Science.gov (United States)

    Dixon, Lesley; Calvert, Susan; Tumilty, Emma; Kensington, Mary; Gray, Elaine; Lennox, Sue; Campbell, Norma; Pairman, Sally

    2015-06-01

    the transition from undergraduate midwifery student to working as a confident midwife can be challenging for many newly qualified midwives. Supporting a smooth transition may have a positive impact on the confidence and retention of the new graduates within the workforce. In New Zealand the Midwifery First Year of Practice programme (MFYP) was introduced in 2007 as a structured programme of support for new graduate midwives for the whole of their first year of practice. The main components of the programme include support during clinical practice, provision of a funded mentor midwife chosen by the new graduate midwife, financial assistance for education and a requirement to undertake a quality assessment and reflection process at the end of the first year. the aim of this study was to explore the retention of new graduates in midwifery practice following participation in the Midwifery First Year of Practice programme. data was obtained from the register of MFYP participants between the years 2007 and 2010. This data was cross referenced with the Midwifery Council of New Zealand register and workforce data for 2012. between the years 2007 and 2010 there were 441 midwives who graduated from a midwifery pre-registration education programme in New Zealand. Of these 415 participated in the MFYP programme. The majority were of New Zealand European ethnicity with 10% identifying as Māori. The mean age of participants reduced from 36.4 (SD 7.3) in 2007 to 33.4 (SD 8.1) in 2010. The overall retention rate for new graduate midwives who had participated in the MFYP programme was 86.3%, with 358 midwives still practising in 2012. there is good retention of new graduate midwives within New Zealand and the MFYP programme would appear to support retention. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Multicenter Collaborative Quality Assurance Program for the Province of Ontario, Canada: First-Year Results

    International Nuclear Information System (INIS)

    Létourneau, Daniel; McNiven, Andrea; Jaffray, David A.

    2013-01-01

    Purpose: The objective of this work was to develop a collaborative quality assurance (CQA) program to assess the performance of intensity modulated radiation therapy (IMRT) planning and delivery across the province of Ontario, Canada. Methods and Materials: The CQA program was designed to be a comprehensive end-to-end test that can be completed on multiple planning and delivery platforms. The first year of the program included a head-and-neck (H and N) planning exercise and on-site visit to acquire dosimetric measurements to assess planning and delivery performance. A single dosimeter was used at each institution, and the planned to measured dose agreement was evaluated for both the H and N plan and a standard plan (linear-accelerator specific) that was created to enable a direct comparison between centers with similar infrastructure. Results: CQA program feasibility was demonstrated through participation of all 13 radiation therapy centers in the province. Planning and delivery was completed on a variety of infrastructure (treatment planning systems and linear accelerators). The planning exercise was completed using both static gantry and rotational IMRT, and planned-to-delivered dose agreement (pass rates) for 3%/3-mm gamma evaluation were greater than 90% (92.6%-99.6%). Conclusions: All centers had acceptable results, but variation in planned to delivered dose agreement for the same planning and delivery platform was noted. The upper end of the range will provide an achievable target for other centers through continued quality improvement, aided by feedback provided by the program through the use of standard plans and simple test fields

  9. Status and Evolution of the Journal of Astronomy & Earth Science Education's First Year

    Science.gov (United States)

    Slater, Timothy F.

    2016-01-01

    The Journal of Astronomy & Earth Science Education (JAESE.org) is a recently created, peer-reviewed journal designed to serve the discipline-based astronomy, planetary, and geo-sciences education research community. JAESE's first issue was published on December 31, 2014 and has published two volumes and three issues since that time, encompassing 15 peer-reviewed articles. By far, the median article topic has been focused on planetarium education research, while there has only been one article on solid Earth geosciences education research. Although there is not yet an even distribution of topics across the field, there is a relatively even distribution among author demographics. Authors include a range of both junior and senior members of the field. There have been slightly female authors than male authors. Submissions are distributed to two or three reviewers with authors' names redacted from the manuscript. The average time to complete the first round of peer-review reviewers is 6.2-weeks. There have been too few manuscripts to reliably publish a "percentage acceptance rate." Finally, the majority of recently completed astronomy education research doctoral dissertations have been published in JAESE. Taken together, JAESE's guiding Editorial Advisory Board judges this to be a successful first year. In a purposeful effort to make JAESE authors' scholarly works as widely accessible as possible, JAESE adopted an open-access business model. JAESE articles are available to read free-of-charge over the Internet, delivered as PDFs. To date, the most common way articles are downloaded by readers is through Google Scholar. Instead of charging readers and libraries recurring subscription fees, JAESE charges authors a nominal submission fee and a small open-access fee, averaging about $500 USD. These charges are similar to the traditional page charges typically charged to authors or their institutions by scientific journals, making JAESE an attractive publishing venue for

  10. Family, children and teachers’ expectations about the first year of the nine-year Elementary School

    Directory of Open Access Journals (Sweden)

    Valéria Silva Ferreira

    2013-01-01

    Full Text Available The Pedagogical Master Plan, for the nine-year Elementary School, should consider the socio-cultural and educational conditions of the children in the community as a guide to improve the quality of education. According to MEC guidelines (BRAZIL, 2004, one should not restrict the development of the six year old children exclusively to learning how to read. We know that family involvement with the school life of their children, maintaining constant contact with teachers and satisfied with the educational work, brings significant effects on student’s learning (SCHEERENS; BOSKER, 1977; SCHEERENS , 2000. The current policy of MEC shows interest in mobilizing the involvement of the family and the school as a strategy for building an education of quality. This article discusses the results of a research that investigated the expectations of the involved actors (parents or guardians, children and teachers regarding the anticipation of the enrollment age into Elementary School and the differences and similarities of these actors expectations. Parents and children were interviewed in their homes, in order to observe the literacy environment, and the first year teachers. What we observed in most homes is that the literate environment does not go beyond those that are part of everyday life of all households. The families hope that the school promotes a better and decent future for their children, countering the “myth of parental omission” (LAIHRE, 2004, p. 334. They try to assist their children with their homework and they demonstrate difficulties with their academic tasks, including two mothers who said they were illiterate.

  11. Individual lifestyle profile of first-year dental students from the University of Aracatuba, Brazil - 2015

    Directory of Open Access Journals (Sweden)

    Tânia Adas Saliba

    2017-08-01

    Full Text Available Introduction: Lifestyle is a factor related to the wellbeing of the individual which alters his or her morbidity and mortality. Objective: To analyze the lifestyle of young people who entered the dentistry program in 2015 and its association with demographic factors. Materials and methods: A cross-sectional analytical observational study was conducted with 114 first-year dental students. The data were collected with two instruments: Individual Lifestyle profile (ILP which evaluated nutrition, physical activity, preventative behavior, social relationship and stress control; and a validated questionnaire that included sociodemographic variables, working condition and the departure from home on the basis of entering higher education. Maximum likelihood statistical tests and U of Mann-Withney were applied, considering a significance α = 0.05. Results: The majority of participants were women with an average age of 20.06 (± 2.65 and 18.96 (± 1.78 in the night and day courses, respectively. 81.57%, left home to enter the university and 7% carried out a paid activity. They presented an undesirable lifestyle profile in relation to nutrition, physical activity and stress control. Nutrition was influenced by the socioeconomic profile (P = 0.014. The consumption of alcohol and tobacco (p = 0.017 and the time dedicated to rest (P = 0.018 were significantly higher in students of in the night program. Conclusion: The lifestyle of young people who entered dentistry was not the desirable one. Living away from parents and the financial dependency of students are factors that affect their lifestyle.

  12. Unpacking First Year University Students’ Mathematical Content Knowledge Through Problem Solving

    Directory of Open Access Journals (Sweden)

    Parmjit Singh

    2006-06-01

    Full Text Available Current calls for reform of education include suggested changes in the mathematics content courses required for university education programs. One suggestion is the inclusion of more complex problem solving activities. The context of this study was a homogeneous group of first year college students majoring in engineering. The researchers investigated the use of problem solving as a vehicle for these students’ to: unpack previously learned mathematics; assess understanding; reconstruct understandings; and connect mathematical concepts for deeper understanding. The researchers considered what students bring with them to the college mathematics content classroom based on their national examination grades (SPM. They found that the students have an instrumental understanding rather than a relational understanding (Skemp, 1976, where they were not able to unpack their mathematical content knowledge and apply it to new contextual situations. The study adds to the accumulation of evidence regarding the nature of students’ understanding of basic mathematical concepts and some critical factors to be taken into account in facilitating their development. Secondly, the grades obtained in the national examination of Sijil Pelajaran Malaysia (SPM for mathematics did not indicate their mathematical knowledge in problem solving. This study also indicates that there was no difference in about 50% of the test items performance between “A Math students” and “Non A Math Student” on the problem solving test. In summary, this study seems to indicate that that majority of this college freshmen have learnt how to do numerical computation at the expense of learning how to think and to unpack their mathematical content knowledge.

  13. Development of a non-heart-beating donor program and results after the first year.

    Science.gov (United States)

    Meneses, J C; Gámez, P; Mariscal, A; Marrón, C; Díaz-Hellín, V; Cortes, M; de Pablo, A; Lopez, E; Perez, V; Gonzalez, O; Juarros, L; Martinez, I; Hermoso, F; Avila, R; Zuluaga, M; de Nicolás, J L M

    2012-09-01

    Our lung transplant unit began activity in October 2008. We have performed 37 lung transplants with a hospital mortality of 2.7% (n = 1). The need for a greater number of donors and the presence of an already existent non-heart-beating donor (NHBD) program for abdominal grafts and tissues encouraged us to consider assessing lung grafts from these donors. It was necessary to develop a new multiorgan preservation methodology, "bithermia preservation." The clinical experience with which during the first year June 2010 to July 2011, including 15 NHBDs is presented herein. The chest x-ray was normal in 6 donors (40%) and 7 had pulmonary infiltrates. Bronchoscopy was normal in 8 donors (53%) but 3 had abundant bleeding airway secretions and signs of bronchoaspiration. Preservation procedures were performed in 6 donors. Pulmonary functional evaluation in 4 donors showed gas measurements to be adequate in 75% of cases. Three double-lung grafts were judged to be valid for implantation, among which we performed 3 lung transplantations, 1 bilateral and 2 unilaterals, while 2 grafts were offered to the National Transplant Organization for other units. No transplant suffered primary graft dysfunction; all 3 showed excellent function allowing early extubation in 2 cases. There was no in-hospital mortality. All 3 patients are alive and leading normal lives; none has bronchiolitis obliterans syndrome. In conclusion, the "bithermia preservation" methodology achieved adequate lung preservation in NHBDs, allowing liver, kidneys, and lungs to be obtained from the same donor. Copyright © 2012 Elsevier Inc. All rights reserved.

  14. First-year Progress and Future Directions of the USA National Phenology Network

    Science.gov (United States)

    Weltzin, J. F.; Losleben, M. V.

    2008-12-01

    Background Periodic plant and animal cycles driven by seasonal variations in climate (i.e., phenology) set the stage for dynamics of ecosystem processes, determine land surface properties, control biosphere-atmosphere interactions, and affect food production, health, conservation, and recreation. Phenological data and models have applications related to scientific research, education and outreach, as well as to stakeholders interested in agriculture, tourism and recreation, human health, and natural resource conservation and management. The predictive potential of phenology requires a new data resource-a national network of integrated phenological observations and the tools to access and analyze them at multiple scales. The USA National Phenology Network (USA-NPN) is an emerging and exciting partnership between federal agencies, the academic community, and the general public to monitor and understand the influence of seasonal cycles on the Nation's resources. The USA-NPN will establish a wall-to-wall science and monitoring initiative focused on phenology as a tool to understand how plants, animals and landscapes respond to climate variation, and as a tool to facilitate human adaptation to ongoing and potential future climate change. Results The National Coordinating Office of the USA-NPN began operation in August 2007 at the University of Arizona, Tucson, AZ. This first year of operation produced many new phenology products and venues for phenology research and citizen involvement, as well as identification of future directions for the USA NPN. Products include a new web-site (www.usanpn.org) that went live in June 2008; the web-site includes a tool for on-line data entry, and serves as a clearinghouse for products and information to facilitate research and communication related to phenology. The new core Plant Phenology Program includes profiles for 185 vetted local, regional, and national plant species with descriptions and monitoring protocols, as well as

  15. Flipped Library Instruction Does Not Lead to Learning Gains for First-Year English Students

    Directory of Open Access Journals (Sweden)

    Kimberly Miller

    2017-09-01

    Full Text Available A Review of: Rivera, E. (2017. Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1, 18-27. http://dx.doi.org/10.1080/13614533.2016.1244770 Abstract Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes. Design – Quasi-experimental. Setting – Private suburban university with 7,000 graduate and undergraduate students. Subjects – First-year English students. Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities. Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000, Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.” Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works

  16. Perceived Helpfulness of Peer Editing Activities: First-Year Students' Views and Writing Performance Outcomes

    Science.gov (United States)

    Ludemann, Pamela M.; McMakin, Deborah

    2014-01-01

    The perceived value of peer editing to students is unclear. To investigate, first-year students (N = 35) completed a writing attitudes scale and first writing assignment in September 2012. The expected writing requirements were explained and handouts provided, as well as subsequent instructor feedback and grades. A second writing assignment was…

  17. Preparation of CdS Nanoparticles by First-Year Undergraduates

    Science.gov (United States)

    Winkelmann, Kurt; Noviello, Thomas; Brooks, Stephen

    2007-01-01

    The first year undergraduates use a simple method to synthesize 5-nm CdS nanoparticles in a water-in-oil microemulsion. The quantum size effect, the relationship between colors, optical absorbance, band-gap energy and the CdS particles affected by the formation of micelles are observed.

  18. Six-Word Memoirs: A Content Analysis of First-Year Course Learning Outcomes

    Science.gov (United States)

    Rubin, Lisa

    2016-01-01

    First-year courses prepare students for the transition to, and success in, college. Institutions are interested in assessing student learning outcomes to achieve institutional goals and maintain accreditation. Though it may be difficult to measure student learning and success, colleges aim to assess student learning in the classroom by setting…

  19. Measuring the Academic Self-Efficacy of First-Year Accounting Students

    Science.gov (United States)

    Byrne, Marann; Flood, Barbara; Griffin, Julie

    2014-01-01

    This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…

  20. When Twitter Meets Advocacy: A Multicultural Undergraduate Research Project from a First-Year Seminar

    Science.gov (United States)

    Maben, Sarah; Helvie-Mason, Lora

    2017-01-01

    Two professors share how they combined Web 2.0, multicultural themes, and undergraduate research in a first-year seminar. The professors explain the "perfect storm" of a project in which undergraduate students collected and analyzed tweets from advocates for various multicultural causes to produce their first collegiate research project.…