Metz, Michael J.
Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615
Miller, Cynthia J; Metz, Michael J
Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.
Miller, Cynthia J.; Metz, Michael J.
Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has…
Lombardi, Doug; Brandt, Carol B.; Bickel, Elliot S.; Burg, Colin
Scientists regularly evaluate alternative explanations of phenomena and solutions to problems. Students should similarly engage in critical evaluation when learning about scientific and engineering topics. However, students do not often demonstrate sophisticated evaluation skills in the classroom. The purpose of the present study was to…
Arnold, Ivo J. M.
This paper measures the impact of timing on student evaluations of teaching effectiveness, using a dataset of close to 3000 observations from Erasmus School of Economics. A special feature of the data is that students were able to complete on-line questionnaires during a time window ranging from one week "before" to one week "after" the final…
The practice of student evaluation of college faculty is discussed in terms of the literature on social ritual. The following arguments that critics have raised are considered: student ratings of professors are neither scientific nor objective; feedback needed by professors to improve the quality of their work and data needed by administrators to…
Runkle, Q.; Haines, T.; Piper, K.; Leach, S.
To assess and evaluate the impact of the Green Capital: Student Capital project, the partnership (the University of the West of England, the University of Bristol, the Students’ Union at UWE, and Bristol Students’ Union) worked with NUS to train a team of students from both universities to lead an evaluation process. There were two key aims for the evaluation: \\ud \\ud • To verify the quantitative outputs of the Green Capital: Student Capital project; \\ud • And to make a qualitative assessment...
This report gives an extensive review of the literature dealing with student evaluation of faculty, and investigates the effect of a previously unexplored variable, students' expectations of the teaching-learning situation. Eight student perceptions of the teaching-learning situation were identified: dogmatic, erotic, moral, therapeutic,…
Saunders, Venetia; Zuzel, Katherine
Graduate employability is a key issue for Higher Education. In this two-part study student employability skills have been evaluated from the perspective of sandwich students and graduates in biomolecular science, and their employers. A strong correlation was found between employer and sandwich student/graduate perceptions of the relative…
Valentine, Sean; Kidwell, Roland E.
Purpose: This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were…
The article demonstrates that physical health of university students is conditioned by the aggregate of morpho-functional indices and depends on the development of physical qualities of students. The evaluation of mass/height indicators of female students demonstrates the increase of total body size and weakness of body build. The testing of physical readiness testified the ambiguity of high-speed and high-speed/power qualities and results of stamina evaluation.
Chan, Cecilia K. Y.; Luk, Lillian Y. Y.; Zeng, Min
Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in…
Travers, Nan L.; Smith, Bernard; Ellis, Leslie; Brady, Tom; Feldman, Liza; Hakim, Kameyla; Onta, Bhuwan; Panayotou, Maria; Seamans, Laurie; Treadwell, Amanda
Very few studies (e.g., Arnold, 1998; Joosten-ten Brinke, et al., 2009) have examined the ways in which evaluators assess students' prior learning. This investigation explored the ways that evaluators described students' prior learning in final assessment reports at a single, multiple-location institution. Results found four themes; audience,…
Punyanunt-Carter, Narissra; Carter, Stacy L.
The goal of this study was to investigate if there is gender bias in student evaluations. Researchers administered a modified version of the teacher evaluation forms to 58 students (male=30; female=28) in a basic introductory communications class. Half the class was instructed to fill out the survey about a male professor, and the other half a female professor. Researchers broke down the evaluation results question by question in order to give a detailed account of the findings. Results revea...
Murphy, John E; Airey, Tatum C; Bisso, Andrea M; Slack, Marion K
To evaluate pharmacy students' perceived benefits of the portfolio process and to gather suggestions for improving the process. A questionnaire was designed and administered to 250 first-, second-, and third-year pharmacy students at the University of Arizona College of Pharmacy. Although the objectives of the portfolio process were for students to understand the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning, overall students perceived the portfolio process as having less than moderate benefit. First-year students wanted more examples of portfolios while second- and third-year students suggested that more time with their advisor would be beneficial. The portfolio process will continue to be refined and efforts made to improve students' perceptions of the process as it is intended to develop the self-assessments skills they will need to improve their knowledge and professional skills throughout their pharmacy careers.
Bramorski, Tom; Madan, Manu S.
In this paper we evaluate effectiveness of course delivery mode on three dimensions: values, networking opportunities and learning. While students and their future employers are two important customers for the business program, we focus on the perception of students regarding the effectiveness of course delivery mode on program performance. The…
Full Text Available The goal of this study was to investigate if there is gender bias in student evaluations. Researchers administered a modified version of the teacher evaluation forms to 58 students (male=30; female=28 in a basic introductory communications class. Half the class was instructed to fill out the survey about a male professor, and the other half a female professor. Researchers broke down the evaluation results question by question in order to give a detailed account of the findings. Results revealed that there is certainly some gender bias at work when students evaluate their instructors. It was also found that gender bias does not significantly affect the evaluations. The results align with other findings in the available literature, which point to some sort of pattern regarding gender bias in evaluations, but it still seems to be inconsequential. DOI: 10.18870/hlrc.v5i3.234
Golding, Clinton; Adam, Lee
Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher's approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups…
Nurse teachers are accustomed to having their performance regularly appraised by their colleagues, but what about appraisal by students? Although this idea may seem alien to some, it has been in operation in the United States and Canada for some years. The author obtained a scholarship from the United Kingdom Directors of Nurse Education Group and visited the University of Texas in Austin to discover how the system operates. Her impressions were favourable, but on return to the UK she found hesitancy and doubt among her colleagues. This article describes her findings in Texas and outlines why she feels the system would be of benefit in the UK.
Researchers use many different metrics for evaluation of performance of student models. The aim of this paper is to provide an overview of commonly used metrics, to discuss properties, advantages, and disadvantages of different metrics, to summarize current practice in educational data mining, and to provide guidance for evaluation of student…
Full Text Available The important question here is, is there real evaluation in educational advance? In other words, if a student has been successful in mathematics or has been unsuccessful in mathematics, is it possible to find the reasons behind his advance or, is it possible to find the reasons behind his advance or weakness? If we want to respond to this significant question, it should be said that factors of educational advance must be divided into 5 main groups. 1-family, 2-teacher, 3- students 4-school and 5-manager of 3 schools It can then be said that a student's score does not just depend on a factor that people have imaged From this, it can be concluded that by using the DEA and SBM models, each student's efficiency must be researched and the factors of the student's strengths and weaknesses must be analyzed.
Asklund, U.; Bendix, Lars Gotfred
In this short paper we discuss the advantages and drawbacks of oral and written evaluation of students. First in more general terms and then followed by details of what we did in our course and our experience. Finally, we outline some topics for further study and discussions......In this short paper we discuss the advantages and drawbacks of oral and written evaluation of students. First in more general terms and then followed by details of what we did in our course and our experience. Finally, we outline some topics for further study and discussions...
Full Text Available In this paper we analyzed the process of student evaluation from “Spiru Haret” University. The process under consideration occurs according to a specific Procedure – Process of student evaluation from the Manual of Quality Assurance Procedures, “Spiru Haret” University, Edition 1, 2012. The goal of this procedure, mentioned in the Manual, is to present the student evaluation procedure by using the Blackboard educational platform and other evaluation techniques of quality learning, based on materials developed by teachers of “Spiru Haret” University, as well as corresponding responsibilities, in order to increase the learning process quality and the exigency degree in the examination process, as well as students’ satisfaction measured by accumulated competences. We appreciate that the purpose of this procedure is first and foremost to ensure transparency and objectivity in exam passing decision. After identifying the weaknesses with the “cause - effect” chart, we have sought to improve student evaluation process using PDCA (Plan-Do-Check-Act method, resulting in the design of a new assessment flowchart.
Abbott, Robert G.
The 8th International Conference on Intelligent Tutoring Systems provides a leading international forum for the dissemination of original results in the design, implementation, and evaluation of intelligent tutoring systems and related areas. The conference draws researchers from a broad spectrum of disciplines ranging from artificial intelligence and cognitive science to pedagogy and educational psychology. The conference explores intelligent tutoring systems increasing real world impact on an increasingly global scale. Improved authoring tools and learning object standards enable fielding systems and curricula in real world settings on an unprecedented scale. Researchers deploy ITS's in ever larger studies and increasingly use data from real students, tasks, and settings to guide new research. With high volumes of student interaction data, data mining, and machine learning, tutoring systems can learn from experience and improve their teaching performance. The increasing number of realistic evaluation studies also broaden researchers knowledge about the educational contexts for which ITS's are best suited. At the same time, researchers explore how to expand and improve ITS/student communications, for example, how to achieve more flexible and responsive discourse with students, help students integrate Web resources into learning, use mobile technologies and games to enhance student motivation and learning, and address multicultural perspectives.
Marília Fernandes Andrade
Full Text Available Abstract OBJECTIVE To investigate the body posture of nursing students before and after clinical practice. METHOD The study was developed in two stages. Initially the body posture of students of the 2nd, 4th, 6th, and 8th periods were assessed through photogrammetry. All images were analyzed in a random and masked manner with CorporisPro® 3.1.3 software. Three evaluations were performed for each angle and then the mean value was calculated. Two years later, when the 4th period students had developed their clinical internships, their body posture was again evaluated. RESULTS The total sample consisted of 112 students. Comparison of their posture with the normality pattern showed that all the angles presented significant differences (p< 0.00, except for the angle of the Thales triangle. Reassessment of these students evidenced significant differences in the angles of the acromioclavicular joint (p=0.03, knee flexion (p< 0.00 and in the tibiotarsal angle (p< 0.00. CONCLUSION All the students presented alterations when compared to the normality values. The segments that presented significant differences between before and after practice were the acromioclavicular angle, knee flexion, and tibiotarsal angle; the latter two were in the rolling position.
Florio, David H.
This article supports Edward Haertel's views on inappropriate use of student test scores in evaluating teachers. Tests scores may identify a few incompetent teachers, but may bring new ailments to schools. The article argues that even the system proposed by Haertal may become subject to abuse by mechanistic or autocratic administrative practices.…
Evaluation feedback as a predictor of students' achievement in technical education. ... The major purpose of evaluation is to assess the strength and weaknesses of the learner. Therefore, for evaluation to be meaningful, students should ...
Tarun, Prashant; Krueger, Dale
In the United States System of Education the growth of student evaluations from 1973 to 1993 has increased from 29% to 86% which in turn has increased the importance of student evaluations on faculty retention, tenure, and promotion. However, the impact student evaluations have had on student academic development generates complex educational…
Jeffrey E. Stake
Full Text Available Haskell (1997 argued that the administrative practice of student evaluation of faculty is a threat to academic freedom. However, before that claim can be substantiated, several prior questions must be addressed: To whom does academic freedom belong? Individual faculty? The academy? Whose actions can violate the right? Can any lines be drawn based on whether the substance or form of classroom behavior is influenced? And still another crucial point is whether a body can violate academic freedom without any intent to interfere with or control the substance of what is said to students.
Juresa, Vesna; Musil, Vera; Sosić, Zvonko; Majer, Marjeta; Pavleković, Gordana
Since 1952, Andrija Stampar School of Public Health, School of Medicine, University of Zagreb, has provided a community health course, based on the medical education approach that the main fields of physicians' action are human settlements and not only consulting rooms and clinics. The aim of the study was to compare community health course students' evaluations immediately after attending the course at the 4th and 6th study years. The survey included 224 4th year medical students attending the community course during the academic year 2007-2008 and 192 same-generation 6th year students (85.7%) during the academic year 2009-2010. Students were required to fill out an evaluation questionnaire about the activities during the community health course using grades from 1-poor to 5-excellent, and to write personal remarks and essay. The academic year 2007-2008 students (n=224) were very satisfied (grades 5 and 4) with preparatory seminar (98% of students), final seminar (97%), course organization (90%) and course contents (89%). The same grades were allocated by 98% of students to public health field research, 94% to work in community nurse service, 93% to work in family practice and health promotion in school and kindergarten, and 87% to water sampling. Satisfaction with the community health course was very emotionally described in final essays: "... work with community nurse service in the poorest part of Croatia has changed my life. I have learned in only few hours to wish less and to give more. Every physician should experience it, because that is real life". Results of the same-generation students (n=192) in the academic year 2009-2010, now at 6th study year, showed them to be still very satisfied (grades 5 and 4) with the activities in the community health course: 94% with health promotion, 92% with work in the community nurse service and family medicine, 86% with course contents, 82% with course organization, 78% with final seminar, 64% with preparatory seminar
Woodward, Scott; Lloyd, Adam; Kimmons, Royce
Advocates for student voice in higher education believe students should have the right and power to engage in much of the decision-making traditionally dominated by instructors or administrators. This qualitative study examines the role of student voice in the evaluation of textbook quality. Evaluators included two graduate students enrolled in a…
A student who tries to be a good presenter needs the ability to evaluate the level of other people's presentations by using criteria. But the way of evaluating is not easy for freshmen. Therefore, in this study, I focused on questions in presentations because it seemed suitable for students to practice their logical thinking, and set the evaluation criteria of questions in order students to evaluate the levels of other people's questions. By this approach, it was confirmed that students' questions got better.
Andrade, Marília Fernandes; Chaves, Érika de Cássia Lopes; Miguel, Michele Rita Oliveira; Simão, Talita Prado; Nogueira, Denismar Alves; Iunes, Denise Hollanda
To investigate the body posture of nursing students before and after clinical practice. The study was developed in two stages. Initially the body posture of students of the 2nd, 4th, 6th, and 8th periods were assessed through photogrammetry. All images were analyzed in a random and masked manner with CorporisPro® 3.1.3 software. Three evaluations were performed for each angle and then the mean value was calculated. Two years later, when the 4th period students had developed their clinical internships, their body posture was again evaluated. The total sample consisted of 112 students. Comparison of their posture with the normality pattern showed that all the angles presented significant differences (pcomposta por 112 estudantes. Comparando-se os estudantes com o padrão de normalidade, todos os ângulos apresentaram diferença significativa (p< 0,00), com exceção do ângulo triângulo de Tales. Reavaliando os mesmos estudantes, houve diferença significativa nos ângulos da articulação acromioclavicular (p=0,03), da flexão de joelhos (p< 0,00) e no ângulo tibiotársico (p< 0,00). Todos os estudantes apresentaram alterações, comparadas aos valores de normalidade. Os segmentos com diferença significativa, comparando-se antes e após a prática, foram o ângulo acromioclavicular, flexo de joelho e ângulo tibiotársico, sendo os dois últimos na posição de rolamento.
G. Z. Efimova
Full Text Available Introduction. Education of a competitive student is a strategically significant problem of the system of higher education in modern social and economic conditions. Personal competitiveness and competitive orientations – priority quality of future expert for successful future professional experience.The aim of the present research is to study factors of competitive orientations formation and criteria for evaluation of competitiveness of student’s youth in the Russian society.Methodology and research methods. Results of theoretical researches of Russian and foreign researchers are generalized; secondary analysis of data based on results of sociological researches and analysis of official statistical data are carried out. The results of the sociological survey undertaken in 2017 on the basis of statistical methods were processed and studied by the instrumentality of IBM SPSS Statistics 23 program; 1196 students of institutions of higher and secondary vocational education of the Tyumen region took part.Results and scientific novelty. It is stated that senior students feel themselves more competitive. It is revealed that a quarter of students who took part in the survey, generally men, count themselves competitive. A continuous distance of goal-setting is recorded among these respondents; in every third case they have plans of professional growth for five and more years that allows them to build attractive competitive strategy.The level of the competitiveness is directly connected with such indicators as “social stratum”, “overall life satisfaction”, “self-esteem of health”, “tendency to lead a healthy lifestyle” and “the level of trust in the surrounding people”. Mostly the students oriented on competition look into the future with confidence and optimism.Respondents focused on the competitiveness were more tend to demonstrate their abilities and cause admiration, have a creative approach towards work, be ready for surprises
Yau, Oliver H. M.; Kwan, Wayne
A study applied the concept of market segmentation to student evaluation of college teaching, by assessing whether there exist several segments of students and how this relates to their evaluation of faculty. Subjects were 156 Australian undergraduate business administration students. Results suggest segments do exist, with different expectations…
This paper presents evidence from a natural-experiment which evaluates the effectiveness of a student mentoring program. The mentoring includes several compulsory, scheduled, faceto- face appointments between a mentor and a student in the first study year. All mentors are graduated and employed by the institution. For the evaluation, I use the fact that the mentoring is only offered to students in an economics and management program, whereas it is not offered to students in an industrial engi...
Sliusarenko, Tamara; Clemmensen, Line Katrine Harder; Ersbøll, Bjarne Kjær
Course evaluations are widely used by educational institutions to assess the quality of teaching. At the course evaluations, students are usually asked to rate different aspects of the course and of the teaching. We propose to apply canonical correlation analysis (CCA) in order to investigate...... the degree of association between how students evaluate the course and how students evaluate the teacher. Additionally it is possible to reveal the structure of this association. Student evaluations data is characterized by high correlations between the variables within each set of variables, therefore two...
Stehle, Sebastian; Spinath, Birgit; Kadmon, Martina
Relating students' evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to…
Using data collected from a nationally-representative sample of college students, the evaluation of high school physics teachers by their students is examined. Confirming earlier work, student evaluations (of both male and female students) exhibit bias with respect to the gender of their teacher. Pedagogical practices that impact student evaluations are explored, but these factors do not change the gender bias effect. We also consider how this evaluative bias is affected by students' career intentions. Grouping students according to their career intentions (e.g. physics majors, engineering majors, and health/medical science majors) shows that physics and engineering majors exhibit this bias to the same extent as the general population, but health/medical science majors exhibit a bias with nearly twice the size as average. The implications of this research for our understanding of physics culture regarding stereotypes and students' gendered expectations of teacher behavior is discussed.
Bourke, Roseanna; MacDonald, Jo
Evaluation research focusing on educational initiatives that impact on the learning and lives of young people must be challenged to incorporate 'student voice'. In a context of conventional evaluation models of government-led initiatives, student voice is a compelling addition, and challenges the nature of traditional forms of evaluation. It…
Hilton, Annette; Dole, Shelley; Hilton, Geoff; Goos, Merrilyn; O'Brien, Mia
Proportional reasoning is a key aspect of numeracy that is not always developed naturally by students. Understanding the types of proportional reasoning that students apply to different problem types is a useful first step to identifying ways to support teachers and students to develop proportional reasoning in the classroom. This paper describes…
This article describes the process of faculty-led development of a student evaluation of teaching instrument at Centurion School of Rural Enterprise Management, a management institute in India. The instrument was to focus on teacher behaviors that students get an opportunity to observe. Teachers and students jointly contributed a number of…
Mercier, Kevin; Doolittle, Sarah
While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…
Forehand, Lena S.; And Others
An instrument for assessing student evaluation skills examined their relationship to psychomotor skills in freshman students. Results do not show technical skills differentiating either self-assessment skills or students' ability to recognize errors. The instrument is also useful for highlighting to faculty those psychomotor skills needing to be…
Nargundkar, Satish; Shrikhande, Milind
Student Evaluations of Instruction (SEIs) from about 6,000 sections over 4 years representing over 100,000 students at the college of business at a large public university are analyzed, to study the impact of noninstructional factors on student ratings. Administrative factors like semester, time of day, location, and instructor attributes like…
Riddle, Emma Jane; Smith, Marilyn; Frankforter, Steven A.
This article presents a rubric for evaluating student performance on written case assignments that require qualitative analysis. This rubric is designed for three purposes. First, it informs students of the criteria on which their work will be evaluated. Second, it provides instructors with a reliable instrument for accurately measuring and…
Stein, Sarah J.; Spiller, Dorothy; Terry, Stuart; Harris, Trudy; Deaker, Lynley; Kennedy, Jo
Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and…
Hanken, Ingrid Maria
This article discusses obstacles that higher education institutions may need to surmount when introducing quality assurance measures such as student evaluation of teaching. It is based on a research study of how student evaluation of one-to-one instrumental tuition is perceived, experienced and practiced by instrumental teachers and their students…
Atek, Engku Suhaimi Engku; Salim, Hishamuddin; Halim, Zulazhan Ab.; Jusoh, Zailani; Yusuf, Mohd Ali Mohd
Student evaluation of teaching (SET) is carried out every semester at Malaysian universities and lecturers are evaluated based on student ratings. But very little is researched about what lecturers actually think about SET and whether it serves any meaningful purpose at all. This quantitative study involving six public universities on the East…
Advocates student self-evaluation as a practice that can impart new vigor to language courses and benefit both student and teacher as well as their relationship. Cautions, however, that self-evaluation procedures must be learned and that students must acquire a clear perception of the relevant criteria and objectives. (MES)
Tangkitvanich, Somkiat; Manasboonphempool, Areeya
The Thai higher education sector has expanded quickly during the past decade, making a transition from an elitist to a mass institution. A driving force behind the expansion was believed to be the Student Loan Fund (SLF), introduced in 1996. During the first 10 years of its operation, the SLF has lent to more than 2.6 million students, with the…
Cheong, Irene Poh-Ai; Treagust, David; Kyeleve, Iorhemen J.; Oh, Peck-Yoke
In this study, a two-tier diagnostic test for understanding malaria was developed and administered to 314 Bruneian students in Year 12 and in a nursing diploma course. The validity, reliability, difficulty level, discriminant indices, and reading ability of the test were examined and found to be acceptable in terms of measuring students'…
Jones, Steve; Allen, Julie
Extensive engagement with current academic sources is expected of all psychology undergraduates. Thirty-eight undergraduate psychology students took part in a series of focus group discussions of their information-searching experiences and skills. The majority of students had not been required to engage with any form of information searching while…
Beitzel, Brian D.
The Student Response to Faculty Instruction (SRFI) is an instrument designed to measure the student perspective on courses in higher education. The SRFI was derived from decades of empirical studies of student evaluations of teaching. This article describes the development of the SRFI and its psychometric attributes demonstrated in two pilot study…
Blair, Erik; Valdez Noel, Keisha
Many higher education institutions use student evaluation systems as a way of highlighting course and lecturer strengths and areas for improvement. Globally, the student voice has been increasing in volume, and capitalising on student feedback has been proposed as a means to benefit teacher professional development. This paper examines the student…
Bitencourt, Almir Galvão Vieira; Neves, Flávia Branco Cerqueira Serra; Durães, Larissa; Nascimento, Diego Teixeira; Neves, Nedy Maria Branco Cerqueira; Torreão, Lara de Araújo; Agareno, Sydney
Because brain death (BD) is a new concept and little divulged, its not well accepted in general population, including doctors and Medical students. This study aims to evaluate the knowledge of a sample of Medical students on the Brazilian BD diagnosis protocol. Descriptive cross-sectional survey that evaluated students from two medical schools in Salvador-BA. We used a questionnaire composed by questions about technical and ethical knowledge contained in the Federal Council of Medicines Resolution nº 1480/97 that establishes the criteria for BD diagnosis. We evaluated 115 Medical students. In 14 questions about the knowledge of BD criteria, the mean of right answers were 6.7 ± 1.8, which were higher among the students that had attended some presentation on BD. Most of the students (87.4%) knew how to identify the candidates to the BD diagnosis protocol. However, only 5.2% and 16.1% of the students answered right, respectively, the clinical and complementary tests that should be accomplished during the diagnosis protocol. Facing a no-donor patient with confirmed diagnosis of BD, 66.4% referred that artificial life support should be suspended. Only 15% of the interviewed students had already evaluated a patient with BD, being this percentage higher among those who had already frequented ICU (38.2% versus 5.1%; p knowledge of the evaluated students on BD diagnosis criteria, mainly in relation to the practical approach of this condition.
Kerime Derya TASCI
Full Text Available This study was conducted as a descriptive study for the purpose of determining the kinds of premenstrual symptoms that Denizli Health Sciences School Nursing Students experience and what they do to treat them. The research population included the 126 female students in the Pamukkale University Denizli Health Sciences School Nursing School. Data collects in the classroom. In the examination of the students' menstrual complaints, 47.5% experienced back pain, 59% experienced abdominal pain, 44.3% experienced irritability, 39.3% experienced breast sensitivity/pain, 41% experienced facial or body acne and 32.8% experienced increased appetite every cycle. An examination of the students' responses about procedures during menstruation, 86.9% stated that having a bath was not contraindicated and 60.7% that aspirin-type analgesics should not be used for dysmenorrhea. 77.9% of the students stated that it was normal to have pain during menstruation and 63.9% that walking is beneficial for decreasing menstrual pain. There was a significant difference in the students' answers based on age group and class for experience of menstrual complaints and procedures used (p<0.05. The students' were lived premenstrual symptoms and they had insufficient knowledge of procedures for relief. [TAF Prev Med Bull 2006; 5(6.000: 434-443
Joseph W Turban
Full Text Available Objectives: Student evaluation of courses is an important component of overall course evaluation. The extent of student participation in the evaluation may be related to the ease of the evaluation process. The standard evaluation format is a paper form. This study examines medical students preference of utilizing Audience Response System compared to a paper method. Methods: Following several medical school lectures, students were queried if they preferred Audience Response System versus a paper method, and if they would prefer using Audience Response System more for future course evaluations. Results: 391 students were queried. Overall response rate was 94%. Using a five point Likert scale, 299 out of 361 (82% responded they agreed, or strongly agreed with the statement “We should use ARS more. . .” When asked which format they preferred to use for evaluation, 299/367 (81% responded Audience Response System, 31 (8% preferred paper, and 37 (10% were not sure, or had no opinion (chi squared = 378.936, df2, p<0.0001. Conclusion: The medical students surveyed showed a strong preference for utilizing Audience Response System as a course evaluation modality, and desired its continued use in medical school. Audience Response System should be pursued as a lecture evaluation modality, and its use in medical school education should be encouraged.
Wade, Mark A.
As in any relationship between buyer and seller, the educational transaction between learner and teacher requires that a level of receptivity be created so that features, advantages and benefits of the transaction can be examined. Student responses to instructor efforts to create a vested covenant in the classroom were evaluated. Teaching methods were altered in two of four course sessions taught by the instructor. When efforts were made to gain student ownership of the class, both student gr...
The aim of this research is to evaluate the burnout levels of sports sciences faculty students in terms of some other variables. 46 Female (Age, M: 20.88 ± 1.86) and 107 male (Age, M: 22.15 ± 2.15) in total 153 students participated in this research. Maslach Burnout Inventory-Student Form (MBI-SF) was used for data collection. Descriptive…
Maizatulliza, M.; Kiely, R.
In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…
This paper proposes a human capabilities approach for evaluating student learning and the social and pedagogical arrangements that support equality in capabilities for all students. It outlines the focus on valuable beings and doings in the capability approach developed by Amartya Sen, and Martha Nussbaum's capabilities focus on human flourishing.…
Smithson, John; Birks, Melanie; Harrison, Glenn; Nair, Chenicheri Sid; Hitchins, Marnie
Purpose: The purpose of this paper is to examine current approaches to interpretation of student evaluation data and present an innovative approach to developing benchmark targets for the effective and efficient use of these data. Design/Methodology/Approach: This article discusses traditional approaches to gathering and using student feedback…
Jenks, R. Stephen; And Others
Arguing that it is difficult to discuss the student's role in faculty selection, evaluation and retention outside the broader context of the student's role in decision making (see Jenks, HE 001 251), the author describes the new unicameral system at the University of New Hampshire and some of the processes the institution went through in achieving…
Ali, Holi Ibrahim Holi; Al Ajmi, Ahmed Ali Saleh
The use of student ratings to measure instructors' teaching performance and effectiveness in tertiary education has been an important but controversial tool in the improvement of teaching quality during the past few decades. This is an attempt to explore non-instructional factors of student evaluations by discussing and reviewing relevant…
As student evaluation of teaching (SET) instruments are increasingly administered online, research has found that the response rates have dropped significantly. Validity concerns have necessitated research that explores student motivation for completing SETs. This study uses Vroom's [(1964). "Work and motivation" (3rd ed.). New York, NY:…
Smith, Michael E.; Zsidisin, George A.; Adams, Laural L.
The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade-offs that may be involved in the selection of various…
Hiller, Katherine M; Waterbrook, Anna; Waters, Kristina
Evaluation of medical students rotating through the emergency department (ED) is an important formative and summative assessment method. Intuitively, delaying evaluation should affect the reliability of this assessment method, however, the effect of evaluation timing on scoring is unknown. A quality-improvement project evaluating the timing of end-of-shift ED evaluations at the University of Arizona was performed to determine whether delay in evaluation affected the score. End-of-shift ED evaluations completed on behalf of fourth-year medical students from July 2012 to March 2013 were reviewed. Forty-seven students were evaluated 547 times by 46 residents and attendings. Evaluation scores were means of anchored Likert scales (1-5) for the domains of energy/interest, fund of knowledge, judgment/problem-solving ability, clinical skills, personal effectiveness, and systems-based practice. Date of shift, date of evaluation, and score were collected. Linear regression was performed to determine whether timing of the evaluation had an effect on evaluation score. Data were complete for 477 of 547 evaluations (87.2%). Mean evaluation score was 4.1 (range 2.3-5, standard deviation 0.62). Evaluations took a mean of 8.5 days (median 4 days, range 0-59 days, standard deviation 9.77 days) to complete. Delay in evaluation had no significant effect on score (p = 0.983). The evaluation score was not affected by timing of the evaluation. Variance in scores was similar for both immediate and delayed evaluations. Considerable amounts of time and energy are expended tracking down delayed evaluations. This activity does not impact a student's final grade. Copyright © 2016 Elsevier Inc. All rights reserved.
Purpose: This paper presents a case study of an academic department's experience with evaluation. The purpose is to review the impact of student evaluation of teaching. The paper also introduces a new evaluation scoring method: the University of Zambia Staff Appraisal System (UNZASAS) method. Method: Anonymous ...
And Others; Fiel, Nicholas J.
A long-range plan to evaluate medical students' physical examination skills was undertaken at the Ingham Family Medical Clinic at Michigan State University. The development of the psychomotor skills evaluation model to evaluate the skill of blood pressure measurement, tests of the model's reliability, and the use of the model are described. (JMD)
Legg, Angela M.; Wilson, Janie H.
Touch between people is associated with several outcomes, including reduced stress, more positive mood, enhanced feelings of closeness, and positive behavioral change. However, the potential utility of touch rarely has been examined in a college sample, with teachers touching their students. In the present study, we used instrumental touch…
This study assesses the quality of distance learning (DL) in higher education assessed by considering the Seven Principles of Good Practice (SPGP). The participants were 77 second year students from the Computer and Instructional Technologies Program (CEIT) of a Faculty of Education in Turkey. A questionnaire was ...
Robinson, Robert L
The last decade has brought significant changes to internal medicine clerkships through resident work-hour restrictions and the widespread adoption of hospitalists as medical educators. These key medical educators face competing demands for quality teaching and clinical service intensity. The study reported here was conducted to explore the relationship between clinical service intensity and teaching evaluations of hospitalists by internal medicine clerkship students. A retrospective correlation analysis of clinical service intensity and teaching evaluations of hospitalists by internal medicine clerkship students during the 2009 to 2013 academic years at Southern Illinois University School of Medicine was conducted. Internal medicine hospitalists who supervise the third-year inpatient experience for medical students during the 2009 to 2013 academic years participated in the study. Clinical service intensity data in terms of work relative value units (RVUs), patient encounters, and days of inpatient duty were collected for all members of the hospitalist service. Medical students rated hospitalists in the areas of patient rapport, enthusiasm about the profession, clinical skills, sharing knowledge and skills, encouraging the students, probing student knowledge, stimulating independent learning, providing timely feedback, providing constructive criticism, and observing patient encounters with students. Significant negative correlations between higher work RVU production, total patient encounters, duty days, and learner evaluation scores for enthusiasm about the profession, clinical skills, probing the student for knowledge and judgment, and observing a patient encounter with the student were identified. Higher duty days had a significant negative correlation with sharing knowledge/skills and encouraging student initiative. Higher work RVUs and total patient encounters were negatively correlated with timely feedback and constructive criticism. The results suggest that
Nina B. Namaste
Full Text Available Transformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate learning by addressing the read (course readings, the lived/observed (conversations, interactions, activities, excursions, observations about public portrayals of culture, etc., and the compared (home culture vs. host culture. The hope is to improve students’ experiences so that semesters abroad are consistently deep, enriching, and intellectual as opposed to simply an extended tourist sojourn. This article documents the process by which I designed for and assessed, via an in-depth analysis of students’ texts/writings, students’ transformation of their intercultural competency skills and development. In addition, I compared students’ works from two differing semesters to evaluate whether transformation in intercultural competency is inherent in the nature of study abroad or must be explicitly taught and cultivated. My Scholarship of Teaching and Learning (SoTL project corroborated the almost ten years of research that confirm our fears: exposure to another culture is not enough; studying and living abroad does not necessarily lead to increased intercultural learning. Meaningful, integrative, “learning-laden,” and transformative study abroad experiences hinge on students’ ability to make sense of cognitive dissonance. Intercultural competency assignments, therefore, need to be fully and intentionally designed and integrated into such experiences, and evaluated to document such growth. L’apprentissage transformationnel repose sur la manière de naviguer la dissonance cognitive. Par conséquent, les devoirs qui traitent de la compétence interculturelle ainsi que les expériences n
Axelson, Rick D; Solow, Catherine M; Ferguson, Kristi J; Cohen, Michael B
For medical schools, the increasing presence of women makes it especially important that potential sources of gender bias be identified and removed from student evaluation methods. Our study looked for patterns of gender bias in adjective data used to inform our Medical Student Performance Evaluations (MSPEs). Multigroup Confirmatory Factor Analysis (CFA) was used to model the latent structure of the adjectives attributed to students (n = 657) and to test for systematic scoring errors by gender. Gender bias was evident in two areas: (a) women were more likely than comparable men to be described as ''compassionate,'' ''sensitive,'' and ''enthusiastic'' and (b) men were more likely than comparable women to be seen as ''quick learners.'' The gender gap in ''quick learner'' attribution grows with increasing student proficiency; men's rate of increase is over twice that of women's. Technical and nontechnical approaches for ameliorating the impact of gender bias on student recommendations are suggested.
Martin, Joshua Deckert
Procrastination is a pervasive problem in education. In computer science, procrastination and lack of necessary time management skills to complete programming projects are viewed as primary causes of student attrition. The most effective techniques known to reduce procrastination are resource-intensive and do not scale well to large classrooms. In this thesis, we examine three course interventions designed to both reduce procrastination and be scalable for large classrooms. Reflective writ...
Jackson, M O
Students have come to school for an education and it is their right to evaluate the quality of the education they are receiving. They should not have to demand or even ask for the privilege of saying what they think. Instructors should be providing the opportunity for evaluation by requesting that information from the students. No value judgment can be totally objective, but an instrument composed of mutually agreed upon statements should encourage the greatest possible degree of objectivity. Using one accepted form throughout the school, all students would be considering the same characteristics and traits for every instructor and course evaluated. Each instructor would receive similar information about personal performance and about the course presented. Students would be free to talk to the faculty or to add comments if they so desired; but, a questionnaire used in every course would allow and even encourage responses from every student enrolled. Faculty responsibility would not end with the preparation and implementation of an evaluation instrument. Instructors would have to let the students know their opinions are important and will be considered in curricular and instructional decisions. Faculty and students would be communicating and hopefully fulfilling the needs of and responsibilities to each other.
Dawn, Stefani; Dominguez, Karen D; Troutman, William G; Bond, Rucha; Cone, Catherine
To implement and assess the effectiveness of an activity to teach pharmacy students to critically evaluate clinical literature using instructional scaffolding and a Clinical Trial Evaluation Rubric. The literature evaluation activity centered on a single clinical research article and involved individual, small group, and large group instruction, with carefully structured, evidence-based scaffolds and support materials centered around 3 educational themes: (1) the reader's awareness of text organization, (2) contextual/background information and vocabulary, and (3) questioning, prompting, and self-monitoring (metacognition). Students initially read the article, scored it using the rubric, and wrote an evaluation. Students then worked individually using a worksheet to identify and define 4 to 5 vocabulary/concept knowledge gaps. They then worked in small groups and as a class to further improve their skills. Finally, they assessed the same article using the rubric and writing a second evaluation. Students' rubric scores for the article decreased significantly from a mean pre-activity score of 76.7% to a post-activity score of 61.7%, indicating that their skills in identifying weaknesses in the article's study design had improved. Use of instructional scaffolding in the form of vocabulary supports and the Clinical Trial Evaluation Rubric improved students' ability to critically evaluate a clinical study compared to lecture-based coursework alone.
Grimes, Anthony; Medway, Dominic; Foos, Adrienne; Goatman, Anna
In the context of higher education, this study examines the extent to which affective evaluations of the student experience are influenced by the point at which they are made (i.e. before the experience begins, whilst it is happening and after it has ended). It adopts a between-groups quantitative analysis of the affective evaluations made by 360…
Baker, Ahmad M.
A study of Palestinian university students' evaluations of their teachers' instruction examined the possible biasing effect of their sex, academic class, or expected grade in the course. The results are examined in the context of Arab and Third World higher education and the need to establish standards of evaluation. (MSE)
Wilmot, David Ezekiel [Los Alamos National Laboratory
Many workplaces contain spaces that are considered to be “confined” because their configuration hinders the activities of employees who must enter into, work in, and exit from them. In general, the permit-required confined spaces (PRCSs) Occupational Safety and Health Administration (OSHA) standard requires that Los Alamos National Laboratory (LANL) evaluate the workplace to determine if any spaces are PRCSs. The standard specifies strict procedures for the evaluation and atmospheric testing of a space before and during an entry by workers. The OSHA PRCS standard provides for alternative (less stringent than full-permit) entry procedures in cases where the only hazard in a space is atmospheric and the hazard can be controlled by forced air. At LANL, all confined spaces or potential confined spaces on LANL-owned or -operated property must be identified and evaluated by a confined space evaluator accompanied by a knowledgeable person. This course provides the information needed by confined space evaluators to make judgements about whether a space is a confined space, and if so, whether the space will require a permit for entry.
A. S. van der Merwe
Full Text Available Preparing student nurses for the profession is a complex task for nurse educators; especially when dealing with the development of personal and interpersonal skills, qualities and values held in high esteem by the nursing profession and the community they serve. These researchers developed a model for formative evaluation of students by using the principles of inductive and deductive reasoning. This model was implemented in clinical practice situations and evaluated for its usefulness. It seems that the model enhanced the standards of nursing care because it had a positive effect on the behaviour of students and they were better motivated; the model also improved interpersonal relationships and communication between practising nurses and students.
Full Text Available Robert L Robinson Department of Internal Medicine, Southern Illinois University School of Medicine, Springfield, Illinois, USA Background: The last decade has brought significant changes to internal medicine clerkships through resident work-hour restrictions and the widespread adoption of hospitalists as medical educators. These key medical educators face competing demands for quality teaching and clinical service intensity. Objective: The study reported here was conducted to explore the relationship between clinical service intensity and teaching evaluations of hospitalists by internal medicine clerkship students. Design: A retrospective correlation analysis of clinical service intensity and teaching evaluations of hospitalists by internal medicine clerkship students during the 2009 to 2013 academic years at Southern Illinois University School of Medicine was conducted. Participants: Internal medicine hospitalists who supervise the third-year inpatient experience for medical students during the 2009 to 2013 academic years participated in the study. Measures: Clinical service intensity data in terms of work relative value units (RVUs, patient encounters, and days of inpatient duty were collected for all members of the hospitalist service. Medical students rated hospitalists in the areas of patient rapport, enthusiasm about the profession, clinical skills, sharing knowledge and skills, encouraging the students, probing student knowledge, stimulating independent learning, providing timely feedback, providing constructive criticism, and observing patient encounters with students. Results: Significant negative correlations between higher work RVU production, total patient encounters, duty days, and learner evaluation scores for enthusiasm about the profession, clinical skills, probing the student for knowledge and judgment, and observing a patient encounter with the student were identified. Higher duty days had a significant negative correlation
Özyazıcıoğlu, Nurcan; Aydın, Ayla İrem; Sürenler, Semra; Çinar, Hava Gökdere; Yılmaz, Dilek; Arkan, Burcu; Tunç, Gülseren Çıtak
Medication errors are common and may jeopardize the patient safety. As paediatric dosages are calculated based on the child's age and weight, risk of error in dosage calculations is increasing. In paediatric patients, overdose drug prescribed regardless of the child's weight, age and clinical picture may lead to excessive toxicity and mortalities while low doses may delay the treatment. This study was carried out to evaluate the knowledge of nursing students about paediatric dosage calculations. This research, which is of retrospective type, covers a population consisting of all the 3rd grade students at the bachelor's degree in May, 2015 (148 students). Drug dose calculation questions in exam papers including 3 open ended questions on dosage calculation problems, addressing 5 variables were distributed to the students and their responses were evaluated by the researchers. In the evaluation of the data, figures and percentage distribution were calculated and Spearman correlation analysis was applied. Exam question on the dosage calculation based on child's age, which is the most common method in paediatrics, and which ensures right dosages and drug dilution was answered correctly by 87.1% of the students while 9.5% answered it wrong and 3.4% left it blank. 69.6% of the students was successful in finding the safe dose range, and 79.1% in finding the right ratio/proportion. 65.5% of the answers with regard to Ml/dzy calculation were correct. Moreover, student's four operation skills were assessed and 68.2% of the students were determined to have found the correct answer. When the relation among the questions on medication was examined, a significant relation (correlation) was determined between them. It is seen that in dosage calculations, the students failed mostly in calculating ml/dzy (decimal). This result means that as dosage calculations are based on decimal values, calculations may be ten times erroneous when the decimal point is placed wrongly. Moreover, it
Full Text Available Importance of information systems in supporting business activities and managerial decision making is growing. Decisions related to selecting a suitable information system, including the technological background, human resources, procedures and information belong to one of the most difficult and most responsible ones. As in the case of other types of investments, assets and resources invested into information system should return in a reasonable time. There has been a lot of work done in the research and application of IS evaluation techniques to different kinds of information systems. Such evaluations involve a wide variety of technical and technological considerations made by technical experts, on the other hand impacts on management of the organization or financial impacts can be addressed. The objective of the paper is to reveal the preferences of graduate students related to their information systems evaluation and to propose a general framework for such evaluations. During the experimental period two surveys were carried out within the information systems course – at the beginning when the students were completely uninformed and at the end when the students had the knowledge of individual aspects of information systems, their role within organizations and process of information systems evaluation. The former survey used a simple scoring method whereas the latter relied on formal usage of the Analytical Hierarchy Process. The results show the differences in opinions of the students between these two surveys. Presented criteria hierarchy as well as the importance of individual evaluation criteria can be used for demonstration of attitudes of graduate students of management study programs and as a general framework for information systems evaluation.
Ghilay, Yaron; Ghilay, Ruth
The study examined advantages and disadvantages of computerised assessment compared to traditional evaluation. It was based on two samples of college students (n=54) being examined in computerised tests instead of paper-based exams. Students were asked to answer a questionnaire focused on test effectiveness, experience, flexibility and integrity.…
Moo-Estrella, Jesús; Pérez-Benítez, Hugo; Solís-Rodríguez, Francisco; Arankowsky-Sandoval, Gloria
Increasing evidence suggests that sleep alterations could favor subsequent depression development. In order to identify the simultaneous occurrence of these parameters in young people, in this work we evaluated the prevalence of depressive symptoms, sleep habits, and possible sleep disturbances in college students. Beck Depression Inventory (BDI), Epworth Sleepiness Scale (ESS), and a Sleep Habits Questionnaire were applied to students registered at the Autonomous University of Yucatan, Merida (mean age 20.2 +/- 2.6 years). The final sample was composed of 340 (53%) women and 298 (47%) men. Reliability of the BDI and ESS was assessed by Cronbach's alpha method. Taking 10 as ESS cut-off point, it was found that 31.6% of the students had a high level of sleepiness. Students with depressive symptoms had a greater number of days with somnolence during class (p students without symptoms. In comparison to subjects without depressive symptoms, students with those symptoms rated their sleep quality as poor (p sleep after going to bed (p sleep alterations in a large proportion of the studied subjects, which were more severe in those who showed depressive symptoms. Educating students for appropriate sleep hygiene and encouraging them to seek professional advice to treat sleep disturbances may be useful to prevent depression.
Pau, A K; Collinson, S; Croucher, R
To evaluate dental students' perception of 2 problem-based learning (PBL) modules in Dental Public Health implemented within the context of a traditional formal curriculum. 2 dental community modules were implemented with an 8-month interval between them on the same group of dental undergraduates; the first in Term 2 and the second in Term 4 of a 5-year 15-term dental course. At the end of each module, a semi-structured questionnaire was administered to evaluate the introductory lecture, the fieldwork activity and the organisation of the modules. In both modules, students reported gaining insight into the subject matter, skills in teamwork, making presentations and collecting data. Some students in the 1st module needed more time to fulfil their learning objectives and had difficulty in collecting data. In the 2nd module, students reported that they lacked motivation because of the place of the module within their timetable. Opinions differed about groupwork. The content of and interest generated by fieldwork activity was rated more positively in the 2nd module than the 1st. Less positively rated in the 2nd module was the introductory lecture and module organisation. Implementing PBL within a traditional curriculum does not offer uniform outcomes for students. Optimum group size and adequate time are necessary if students are to benefit from PBL. A consistent and continuous PBL approach should be adopted rather than a sporadic one. Further research should establish the optimum balance between PBL and traditional approaches that would allow students to maximise the benefits of both and to identify those students best equipped to benefit from a 'mixed economy' of learning.
Fleck, Christina; Mullins, Morell E.
Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were…
In devising a form for the evaluation of students preparing to become athletic trainers, it is helpful to have a checklist in which objectives and behavioral responses are organized into categories, such as prevention of injury, first aid, emergency care, treatment, rehabilitation, and taping and wrapping. It is also important to have records and…
Pinto, J. S.; Oliveira, M. P.; Anjo, A. B.; Pais, S. I. Vieira; Isidro, R. O.; Silva, M. H.
Since 1989, the Mathematics Education Project (PmatE--Projecto Matematica Ensino) has developed several strategies to improve the success of students in Mathematics. The most important of these are mathematical games for all grades above primary school. The online evaluation of Mathematics subjects is one of PmatE's goals. The implementation of an…
Woodson, Lorenzo Adrian
Past research has revealed that African American/Black boys are referred for special education evaluation at disproportionately higher rates than boys of other racial/ethnic groups. This correlational study used survey methodology to examine whether student and teacher demographic variables predicted how likely a teacher would refer boy students…
Chu, Hye-Eun; Treagust, David F.; Yeo, Shelley; Zadnik, Marjan
The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students' conceptual understanding of thermal concepts in everyday contexts across several school years and…
Bagley, Sylvia S.
This study focuses on data collected at "Progressive Secondary School" in Southern California, a high school which uses narrative evaluations and other forms of alternative summative assessment on a school wide basis. Through a survey and personal interviews, students were asked to describe what they liked most and least about the use of…
Hammonds, Frank; Mariano, Gina J.; Ammons, Gracie; Chambers, Sheridan
Student evaluations of teaching (SET) are widely used in both North America and the UK as a means of documenting and improving teaching quality. This article discusses current research on SET administration and interpretation in both regions. Sections of the article are dedicated to various problems associated with SETs and how these may be…
Spooren, Pieter; Mortelmans, Dimitri; Thijssen, Peter
Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a…
Polikoff, Morgan S.
As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English…
McCann, Stewart; Gardner, Christopher
The relation of student personality to student evaluations of teaching (SETs) was determined in a sample of 144 undergraduates. Student Big Five personality variables and core self-evaluation (CSE) were assessed. Students rated their most preferred instructor (MPI) and least preferred instructor (LPI) on 11 common evaluation items. Pearson and…
Cullen, Deborah L
Different blends of knowledge, decision making, problem solving,professional behaviors, values, and technical skills are necessary in the changing health care environments in which respiratory therapists practice. Frequently, novice students are expected to perform quickly and efficiently,and it may be forgotten that students are still learning and mastering the foundation pieces of practice. Clinical educators take on the responsibility of student development in addition to overseeing patient care. Normally,these volunteer instructors are role models for respiratory therapy students. The characteristic of initiative when demonstrated by a beginning student is attractive to the clinical instructor, promotes sharing of experiences, and may evolve into a mentor-protege relationship. Some clinical instructors may be underprepared to teach and are uncomfortable with student evaluation. Respiratory therapy facilities in conjunction with academic institutions may consider sponsoring ongoing programs for clinical teachers. Teaching and learning in the clinical environment is more than demonstration of skills and knowledge. Furthermore, it can be debated whether the memorization of facts or of the steps of a skill is more valuable than competency in problem solving, clinical reasoning, or information retrieval. New knowledge is built within a context and is further integrated when grounded by experience. Development of "prediction in practice" or the anticipation of the next necessary actions may be worth integrating into the instructional toolbox. Intuition has been defined as an "understanding without a rationale". This definition separates intuition from rational decision making and presents intuition as a type of innate ability. Reflection when guided by clinical instructors can help deepen critical thinking, as will Socratic questioning on a regular basis. Most clinical staff can agree on the performance of an incompetent student, but discrimination of the levels of
Minoru Nakayama; Kouichi Mutsuura; Hiroh Yamamoto
Studentâ€™s notes are evaluated to trace their learning process in a blended learning course, and the factors affecting the quality of these notes are discussed. As individual note-taking performance may be based on studentâ€™s characteristics, these contributions are also examined. Some factors about per-sonality and the learning experience are sig-nificant, and positively affect the grades given to notes. Lexical features of notes tak-en were extracted using a text analysis tech-nique, and ...
Vinales, James Jude
The number of service users with communication difficulties is increasing. Training in the use of alternative communication and aids, such as Makaton, is valuable and should be made available. to nurses and other healthcare professionals, in particular to students in the first year of their nursing degree. Early introduction of Makaton could encourage staff to be proactive in their communication skills throughout their career and inspire other workers to learn the same techniques. The author discusses the evaluation and use of basic signing in Makaton following a session for children's nursing students at one UK university.
Nevo, Dorit; McClean, Ron; Nevo, Saggi
This paper discusses the relative advantage offered by online Students' Evaluations of Teaching (SET) and describes a study conducted at a Canadian university to identify critical success factors of online evaluations from students' point of view. Factors identified as important by the students include anonymity, ease of use (of both SET survey…
Catano, Victor M.; Harvey, Steve
A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and…
Feistauer, Daniela; Richter, Tobias
The inter-rater reliability of university students' evaluations of teaching quality was examined with cross-classified multilevel models. Students (N = 480) evaluated lectures and seminars over three years with a standardised evaluation questionnaire, yielding 4224 data points. The total variance of these student evaluations was separated into the…
Kuzmanovic, Marija; Savic, Gordana; Popovic, Milena; Martic, Milan
Students' evaluations of teaching are increasingly used by universities to evaluate teaching performance. However, these evaluations are controversial mainly due to the fact that students value various aspects of excellent teaching differently. Therefore, in this paper we propose a new approach to students' evaluations of university…
Fan, Jun-Yu; Wang, Yu Hsin; Chao, Li Fen; Jane, Sui-Whi; Hsu, Li-Ling
Competency-based education is known to improve the match between educational performance and employment opportunities. This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. The study used a quasi-experimental design. A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. The experimental group (n=163) received competency-based education and the control group received traditional instruction (n=149) in a medical-surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. Students who received competency-based education had significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment. Copyright © 2014 Elsevier Ltd. All rights reserved.
Schneider-Kolsky, Michal; Wright, Caroline; Baird, Marilyn
Selection of suitable students into graduate medical and specialist health professional courses can be difficult. Historically, selection of students was primarily based on prior academic performance. Recently, however, more emphasis has been placed on considering broader academic backgrounds and personal characteristics and attitudes of students, but no reliable measurement tool is available to predict student success and satisfaction with their choice of profession. The aim of this study was to survey practising radiation therapists in Australia to seek their opinions regarding suitable selection criteria for graduate entry radiation therapy (RT) students in order to optimize selection procedures for future applicants. Four hundred questionnaires were sent to nine RT centres in three states within Australia. All nine clinics participated in the survey and 189 questionnaires were returned. Results show that the majority of radiation therapists place a high level of importance upon a sound knowledge of physics and mathematics, as well as life experience, and agree that a visit to an RT clinic plus an interview comprise important components of the selection process. Humanities, psychology and a psychometric test were not viewed as essential entry requirements. Experienced radiation therapists placed less value on academic performance in the primary degree and were more likely to include an interview as a selection criterion than junior practitioners. Empathy for patients was identified as the most important personal attribute. It is thus recommended that not only cognitive but also personal skills be evaluated during the selection of prospective radiation therapists.
Full Text Available English for Academic Purposes (EAP and English for Specific Purposes (ESP are developing branches of English as a Foreign Language (EFL instruction in Iran. These branches have a marginal status in the tertiary education, and the Ministry of Science, Research, and Technology’s high commission offers no clear guidance for selecting and developing basic academic instructional materials related to the linguistic or communicative standards expected by teachers (Mazdayasna & Tahririan, 2008. This paper tries to evaluate an ESP textbook written for BSc students of physics entitled, ‘English for the students of physics’, which is prepared by the Center for Studying and Compiling University Books in Humanities (SAMT. The present research was based on qualitative and quantitative research techniques and included two steps. First, internal, external and overall evaluation of the book was carried out based on McDonough & Shaw (1993 model. While conducting the external evaluation of the book, the intended audience, the proficiency level, the context of use, the language, the author's views on language and methodology, the inclusion of a vocabulary list/index, visual features, and the cultural aspects were examined. The internal evaluation included the presentation of the skills, grading and sequencing, discourse skills, listening section, the representation of different learning styles. And in overall evaluation, general suitability of the textbook was assessed. In the second step, six teachers each responded to a 22-item textbook evaluation questionnaire to express their perceptions concerning various aspects of the textbooks. The results revealed the extent of appropriateness of the textbook used by BSc students of physics. Suggestions are offered for the future revision and/or designing the textbooks.
Reisenwitz, Timothy H.
The online administration of student evaluations has its shortcomings, including low participation, or low response rates, and bias. This study examines nonresponse bias in online student evaluations of instruction, that is, the differences between those students who complete online evaluations and those who decide not to complete them. It builds…
Lowenthal, Patrick; Bauer, Christine; Chen, Ken-Zen
Student evaluations of teaching provide a wealth of information about students' experiences in higher education. Colleges and universities, though, as a whole, need to spend more time mining these evaluations to better understand student perceptions of their college coursework. These evaluations are especially helpful to better understand…
Jen, Aaron; Webb, Emily M; Ahearn, Bren; Naeger, David M
The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores. All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest- versus lowest-rated (> or < 1 SD) lectures were identified. A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 ± 0.62. Three tags were significantly positively correlated with lecture score: "interactive"; "fun/engaging"; and "practical/important content" (r = 0.39, r = 0.34, and r = 0.32, respectively; all P < .001). More tags (n = 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: "not interactive"; "poorly structured or unevenly paced"; and "content too detailed or abundant" (r = -0.44, r = -0.39, and r = -0.36, respectively; all P < .001). Analysis of only the highest- and lowest-rated lectures yielded similar results. Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.
Full Text Available This paper highlights the role of Web 2.0 technologies in sourcing ongoing information from university students in an effort to assist faculty in their continuous professional development (PD, with the ultimate goal of incrementally improving teaching and learning. On a semester basis, students use an online program called CoursEvals to provide their opinions about the course and its instructor. The collected data are used to inform the content and delivery of faculty PD workshops. The interactive nature of CoursEvals, with Web features that facilitate information sharing and interoperatibility with Blackboard, a learning/course management system, make it ideal for impacting higher education. Students can complete student evaluation of teaching (SEOT online from any location (university, home, mobile, or overseas. This paper underscores the interactive nature of the feedback process that allows faculty, administration, policy makers, and other stakeholders to participate in the ongoing improvement of teaching and learning. We see how Web 2.0 technologies can impact the teaching/learning nexus in higher education, how online forums and Blackboard bulletin boards have helped popularize Web 2.0 technologies, how online social interactions have escalated through wikis, blogs, emails, instant messaging, and audio and video clips, and how faculty can retrieve their personal SEOT at any time and use the information to self- or peer-evaluate at their convenience. Faculty can compare their SEOT over time to determine stability and monitor their classroom effectiveness. They can also address reliability and validity issues and use the information judiciously without making unnecessary generalizations. Researchers will find useful information supporting the impact of Web 2.0 technologies in higher education.
Stalmeijer, Renée; Whittingham, Jill; de Grave, Willem; Dolmans, Diana
Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and…
Washington Consulting Group, Inc., Washington, DC.
The 17th module in the 17-module self-instructional course on student financial aid administration discusses the evaluation of student aid management in terms of self-evaluation, audit, and program review. The full course offers a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher…
Chesky, Kris; Pair, Marla; Yoshimura, Eri; Landford, Scott
Musician earplugs are marketed and recommended for use in music settings but no studies have evaluated these products with musicians. This study evaluated the influences of earplugs on college students' perception and abilities to communicate in a musical environment, attitudes of earplugs, comfort over time, and the influence of earplugs on ability to play music. College students (N = 323) were provided with earplugs for use during and following an experimental condition designed to mimic a night club. Results underline the challenges of earplugs in environments that are both loud and require verbal interaction. Responses to comfort questions were variable and suggest a multi-factorial set of influences that may include intrinsic variables. Despite these limitations, subjects in this study generally liked the earplugs and believed that they are valuable. However, the earplugs were not viewed favorably by musicians willing to use the earplugs while playing music. This study supports the view that earplugs are subject to many problems and should be considered as a last resort.
Moore, D A; Klingborg, D J
Leadership skills are important for many facets of professional life, but no known leadership training programs exist in North American veterinary schools. It was the purpose of this project to develop, deliver, and evaluate a leadership program for first-year veterinary students. Leadership attributes emphasized in the course included effective communication, openness to learning from others, self-awareness, commitment beyond self-interest, motivation, decision making, understanding issue complexity, and team building. The five-day course was delivered to 21 new veterinary students randomly selected just prior to their first-year orientation in the fall of 2000. Participants ranked themselves higher than non-participants in a post-course evaluation on their ability to be effective leaders. Participants reported an increase in self-confidence and a clearer understanding of their leadership roles. Participants also noted new support systems among co-participants and expressed a new ability to consider complex issues more broadly. Most reported that they frequently used enhanced skills in giving and receiving feedback and team building. Other leadership tools identified as valuable included negotiation, group dynamics, a structured approach to problem solving, time management, and an awareness of personal learning style preferences as a means to improve communication.
German, A. [Alliance for Residential Building Innovation (ARBI), Davis, CA (United States); Bell, C. [Alliance for Residential Building Innovation (ARBI), Davis, CA (United States); Dakin, B. [Alliance for Residential Building Innovation (ARBI), Davis, CA (United States); Hoeschele, M. [Alliance for Residential Building Innovation (ARBI), Davis, CA (United States)
Building America team Alliance for Residential Building Innovation (ARBI) worked with the University of California, Davis and the developer partner West Village Community Partnership (WVCP) to evaluate performance on 192 student apartments completed in September, 2011 as part of Phase I of the multi-purpose West Village project. West Village is the largest planned zero net energy community in the United States. The campus neighborhood is designed to enable faculty, staff, and students to affordably live near campus, take advantage of environmentally friendly transportation options, and participate fully in campus life. The aggressive energy efficiency measures that are incorporated in the design contribute to source energy reductions of 37% over the B10 Benchmark. These measures include increased wall and attic insulation, high performance windows, high efficiency heat pumps for heating and cooling, central heat pump water heaters (HPWHs), 100% high efficacy lighting, and ENERGY STAR major appliances. The report discusses how measured energy use compares to modeling estimates over a 10-month monitoring period and includes a cost effective evaluation.
German, A.; Bell, C.; Dakin, B.; Hoeschele, M.
Building America team Alliance for Residential Building Innovation (ARBI) worked with the University of California, Davis (UC Davis) and the developer partner West Village Community Partnership (WVCP) to evaluate performance on 192 student apartments completed in September, 2011 as part of Phase I of the multi-purpose West Village project. West Village, the largest planned zero net energy community in the United States. The campus neighborhood is designed to enable faculty, staff and students to affordably live near campus, take advantage of environmentally friendly transportation options, and participate fully in campus life. The aggressive energy efficiency measures that are incorporated in the design contribute to source energy reductions of 37% over the B10 Benchmark. The energy efficiency measures that are incorporated into these apartments include increased wall & attic insulation, high performance windows, high efficiency heat pumps for heating and cooling, central heat pump water heaters (HPWHs), 100% high efficacy lighting, and ENERGY STAR major appliances. Results discuss how measured energy use compares to modeling estimates over a 10 month monitoring period and includes a cost effective evaluation.
Matthew G. Malone
Full Text Available Introducation It is essential for faculty to receive feedback on their teaching for the purpose of improvement as well as promotion. It can be challenging to motivate students to provide feedback to preceptors and fill out evaluation forms when not a clerkship requirement. Furthermore, there is concern that making the evaluations a requirement can compromise the quality of the feedback. The objective of this study was to identify an increase in the number of faculty and resident evaluations completed by students rotating through their Emergency Medicine clerkship following the implementation of a tit-for-tat incentive strategy. Method Prior to the implementation of Tit-for-Tat, students rotating through their emergency medicine clerkship were asked to fill out evaluations of residents and faculty members with whom they worked. These were encouraged but voluntary. Beginning in the 2014–2015 academic year, a tit-for-tat strategy was employed whereby students had to complete a resident or faculty evaluation in order to view the student assessment completed by that resident or faculty preceptor. Results Students submitted 1101 evaluations in the control, with a mean of 3.60 evaluations completed per student and 3.77 evaluations received per preceptor. Following the implementation of tit-for-tat, students submitted 2736 evaluations, with a mean of 8.19 evaluations completed per student and 7.52 evaluations received per preceptor. Both the increase in evaluations completed per student and evaluations received per preceptor were statistically significant with p-value <0.001. Conclusion The tit-for-tat strategy significantly increased the number of evaluations submitted by students rotating through their emergency medicine clerkship. This has served as an effective tool to increase the overall number of evaluations completed, the number of evaluations each instructor received on average and the proportion of students that completed evaluations
Veeck, Ann; O'Reilly, Kelley; MacMillan, Amy; Yu, Hongyan
Midterm student evaluations have been shown to be beneficial for providing formative feedback for course improvement. With the purpose of improving instruction in marketing courses, this research introduces and evaluates a novel form of midterm student evaluation of teaching: the online collaborative evaluation. Working in small teams, students…
Boerboom, Tobias B. B.; Mainhard, Tim; Dolmans, Diana H. J. M.; Scherpbier, Albert J. J. A.; Van Beukelen, Peter; Jaarsma, A. D. (Debbie) C.
Background: Students are a popular source of data to evaluate the performance of clinical teachers. Instruments to obtain student evaluations must have proven validity. One aspect of validity that often remains underexposed is the possibility of effects of between-student differences and teacher and
Desombre, Caroline; Anegmar, Souad; Delelis, Gérald
This study investigated the hypothesis that cognitive performance of students with physical disabilities may be influenced by the evaluators' identity. Students with or without a physical disability completed a logic test and were informed that they would be evaluated by students from their own group (ingroup condition) or from an other group…
White, Geoffry D.
Presents data related to student involvement in biweekly student-led discussion groups in an undergraduate abnormal psychology course. Evaluates the degree to which students felt they benefited from discussion groups composed of similar and dissimilar students. (Author/AV)
Moreno, Megan A; Arseniev-Koehler, Alina; Litt, Dana; Christakis, Dimitri
Current trends suggest that adolescents and young adults typically maintain a social media "portfolio" of several sites including Facebook and Twitter, but little is known regarding how an individual chooses to display risk behaviors across these different sites. The purpose of this study was to investigate college students' displayed alcohol references on both Facebook and Twitter. Among a larger sample of college students from two universities, we identified participants who maintained both Facebook and Twitter profiles. Data collection included evaluation of 5 months of participants' Facebook and Twitter posts for alcohol references, number of social connections (i.e., friends or followers), and number of posts. Phone interviews assessed participants' frequency of Facebook and Twitter use and self-reported alcohol use. Analyses included Fisher's exact test, Wilcoxon matched pair sign test, Friedman rank-sum tests, and logistic regression. Of 112 eligible participants, 94 completed the study. Participants were more likely to display alcohol references on Facebook compared with those on Twitter (76% vs. 34%, p = .02). Participants reported more social connections on Facebook versus Twitter (average 801.2 friends vs. 189.4 followers, p Twitter (94.6% vs. 50%, p Twitter displayed alcohol references, but mediators differed in each model. College students were more likely to display alcohol references on Facebook compared with those on Twitter. Understanding these patterns and predictors may inform prevention and intervention efforts directed at particular social media sites. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Rosa María Brito
Full Text Available Since the 1970s, interest in caring for the environment has gained traction and the environmental education movement has gained momentum. The Talloires Declaration was the first document to incorporate sustainable development into higher education. After that, higher education institutions assumed the social responsibility of training human resources with a sustainable vision. This study aimed to contribute to the design of indicators that could be used to evaluate the efficacy of the sustainability taught at the Universidad Autónoma de Guerrero (Autonomous University of Guerrero in Mexico. We administered a survey to 63 teachers and 511 students from four academic units in high schools, and undergraduate and postgraduate programs. The answers were analyzed using the F-test and the variable descriptions. For the environmental, social and economic indicators, the satisfaction levels of teachers and students were more positive in graduate and undergraduate programs than in the high school. To determine the efficacy of the teaching function in terms of sustainable education, as well as to fulfill the commitments acquired to achieve sustainability, institutional processes need to be strengthened.
Bredtmann, Julia; Crede, Carsten J; Otten, Sebastian
This paper evaluates the effectiveness of the introduction of a Writing Center at a university, which aims at improving students' scientific writing abilities. In order to deal with the presumed limited utility of student feedback surveys for evaluating the effectiveness of educational programs, we use students' actual learning outcomes as our quality measure. Based on this objective measure, different statistical evaluation methods established in the labor market treatment literature are applied. We present and discuss the validity of these methods to evaluate educational programs and compare the results of these approaches to implications obtained using corresponding student surveys. Although almost all students reported the writing courses to be helpful, we find no significant effect of course participation on students' grades. This result highlights the need for institutions not to rely solely on student course evaluations for evidence-based policy decisions. Copyright © 2012 Elsevier Ltd. All rights reserved.
House, Lisa A.; Lynch, Joseph F.; Bane, Mary
For college students, suicide is the second leading cause of death. In this study, we evaluated a gatekeeper training suicide prevention program that emphasizes emotional connectivity with students in crisis and incorporates the collaborative efforts between Housing/Residential Programs and the Counseling Center. Participants consisted of graduate…
Students' evaluations of teaching (SETs) are currently the most commonly used method for evaluating teaching effectiveness in higher education institutions. They aid in evaluating the quality of faculty teaching and provide useful information for administrators, faculty, and students. The majority of SET instruments were developed based on faculty…
Buchert, Stephanie; Laws, Eric L.; Apperson, Jennifer M.; Bregman, Norman J.
We examined the effects of professor reputation versus first impressions on student evaluations of instruction. Students in 19 Psychology courses completed course evaluation surveys either before meeting the instructor or 2 weeks into the semester. Both groups then completed the course evaluation again at the end of the semester. Unlike…
Teaching evaluations are an important measurement tool used by business schools in gauging the level of student satisfaction with the educational services delivered by faculty. The growing use of online teaching evaluations has enabled educational administrators to expand the time period during which student evaluation of teaching (SET) surveys…
Basow, Susan A.; Silberg, Nancy T.
Over 1,000 undergraduates evaluated 16 male and female professors in terms of teaching effectiveness and sex-typed characteristics. Male students gave female professors significantly poorer ratings than male professors on the six teaching evaluation measures. Female students evaluated female professors less favorably than male professors on three…
Rodicio, Héctor García
When searching and using resources on the Web, students have to evaluate Web pages in terms of relevance and reliability. This evaluation can be done in a more or less systematic way, by either considering deep or superficial cues of relevance and reliability. The goal of this study was to examine how systematic students are when evaluating Web…
Smith, Morgan; Warland, Jane; Smith, Colleen
Online role-play has the potential to actively engage students in authentic learning experiences and help develop their clinical reasoning skills. However, evaluation of student learning for this kind of simulation focuses mainly on the content and outcome of learning, rather than on the process of learning through student engagement. This article reports on the use of a student engagement framework to evaluate an online role-play offered as part of a course in Bachelor of Nursing and Bachelor of Midwifery programs. Instruments that measure student engagement to date have targeted large numbers of students at program and institutional levels, rather than at the level of a specific learning activity. Although the framework produced some useful findings for evaluation purposes, further refinement of the questions is required to be certain that deep learning results from the engagement that occurs with course-level learning initiatives. Copyright 2012, SLACK Incorporated.
Alpine, Lucy M; Caldas, Francieli Tanji; Barrett, Emer M
The objective of the study was to investigate student and practice educator evaluations of practice placements using a structured 2 to 1 supervision and implementation model. Cross-sectional pilot study set in clinical sites providing placements for physiotherapy students in Ireland. Students and practice educators completing a 2.1 peer placement between 2013 and 2015 participated. A self-reported questionnaire which measured indicators linked to quality assured placements was used. Three open-ended questions captured comments on the benefits and challenges associated with the 2 to 1 model. Ten students (10/20; 50% response rate) and 10 practice educators (10/10; 100% response rate) responded to the questionnaire. Student responses included four pairs of students and one student from a further two pairs. There was generally positive agreement with the questionnaire indicating that placements using the 2 to 1 model were positively evaluated by participants. There were no significant differences between students and practice educators. The main benefits of the 2 to 1 model were shared learning experiences, a peer supported environment, and the development of peer evaluation and feedback skills by students. A key component of the model was the peer scripting process which provided time for reflection, self-evaluation, and peer review. 2 to 1 placements were positively evaluated by students and educators when supported by a structured supervision model. Clear guidance to students on the provision of peer feedback and support for educators providing feedback to two different students is recommended.
Currie, Kay; McCallum, Jacqueline; Murray, John; Scott, Janine; Strachan, Evelyn; Yates, Lynda; Wright, Marty
Reducing avoidable nursing student attrition is an international challenge. A pattern of falling attendance is recognised as a frequent precursor to withdrawal from nursing programmes. To address concerns regarding nursing student attrition, the Scottish Government implemented a pilot project for a centralised Computerised Absence Management and Monitoring System (CAMMS). The CAMMS adopted an 'assertive outreach' approach, contacting students every two weeks via colour coded letters to tell them whether their attendance was 'excellent', 'good, but potentially causing concern'; or 'warning; attendance concerns/contact academic staff for support'. This article reports key findings from an evaluation of CAMMS. To explore the perceived impact of CAMMS on student support and attrition, from the perspectives of academic and administrative staff and students. Mixed methods evaluation design. Three large geographically dispersed Schools of Nursing in Scotland. 83 students; 20 academic staff; and 3 lead administrators. On-line cohort survey of academic staff and students; structured interviews with lead administrators. Findings reflected a spectrum of negative and positive views of CAMMS. Students who are attending regularly seem pleased that their commitment is recognised. Lecturers who teach larger groups report greater difficulty getting to know students individually and acknowledge the benefit of identifying potential attendance concerns at an early stage. Conversely, some students who received a 'warning' letter were frequently annoyed or irritated, rather than feeling supported. Increased staff workload resulted in negative perceptions and a consequent reluctance to use CAMMS. However, students who were causing concern reported subsequent improvement in attendance. CAMMS has the potential to identify 'at-risk' students at an early stage; however, the system should have flexibility to tailor automatically generated letters in response to individual circumstances, to
mentoring, professional development, student affairs, global programme, ... multinational research report was released in 2014 profiling the educational ... associations play in providing those essential contacts and peer learning opportunities. ... admissions, academic success, student advising and career services to new ...
IASAS) offered a global professional mentoring programme that would link student affairs leaders internationally with new graduates and early career professionals in student services. Protégé participants were primarily new graduates of ...
Huang, Jie; Liang, Pei; Shen, Wei-min; Ye, Youxiang
In practical course teaching based on project object method, the traditional evaluation methods include class attendance, assignments and exams fails to give incentives to undergraduate students to learn innovatively and autonomously. In this paper, the element such as creative innovation, teamwork, document and reporting were put into process evaluation methods, and a process evaluation model was set up. Educational practice shows that the evaluation model makes process evaluation of students' learning more comprehensive, accurate, and fairly.
Maurer, Trent W.
I tested 2 competing theories to explain the connection between students' expected grades and ratings of instructors: cognitive dissonance and revenge. Cognitive dissonance theory holds that students who expect poor grades rate instructors poorly to minimize ego threat whereas the revenge theory holds that students rate instructors poorly in an…
H.G. Schmidt (Henk); D.H.J.M. Dolmans (Diana); A.A. Abdel-Hameed (Ahmed); M.E.M. Mohi Eldin (Magzoub)
textabstractThe assessment of students in community settings faces unique difficulties. Since students are usually posted in small groups in different community settings and since the learning (largely) takes place outside the classroom, assessing student performance becomes an intrinsically complex
Beaudoin, Christina; Parker, Tonya; Tiemersma, Karol; Lewis, Colleen
This article presents the results of a survey of student and faculty perspectives within a university-level instructional physical activity (PA) program. The results revealed that students enrolled in the courses primarily for enjoyment and to stay fit. A majority of students ranked the quality of instruction as excellent, were interested in new…
Acuff, Samuel F; Soltis, Kathryn E; Dennhardt, Ashley A; Berlin, Kristoffer S; Murphy, James G
Heavy drinking among college students is a significant public health concern that can lead to profound social and health consequences, including alcohol use disorder. Behavioral economics posits that low future orientation and high valuation of alcohol (alcohol demand) combined with deficits in alternative reinforcement increase the likelihood of alcohol misuse (Bickel et al., 2011). Despite this, no study has examined the incremental utility of all three variables simultaneously in a comprehensive model METHOD: The current study uses structural equation modeling to test the associations between behavioral economic variables - alcohol demand (latent), future orientation (measured with a delay discounting task and the Consideration of Future Consequences (CFC) scale), and proportionate substance-related reinforcement - and alcohol consumption and problems among 393 heavy drinking college students. Two models are tested: 1) an iteration of the reinforcer pathology model that includes an interaction between future orientation and alcohol demand; and 2) an alternative model evaluating the interconnectedness of behavioral economic variables in predicting problematic alcohol use RESULTS: The interaction effects in model 1 were nonsignificant. Model 2 suggests that greater alcohol demand and proportionate substance-related reinforcement is associated with greater alcohol consumption and problems. Further, CFC was associated with alcohol-related problems and lower proportionate substance-related reinforcement but was not significantly associated with alcohol consumption or alcohol demand. Finally, greater proportionate substance-related reinforcement was associated with greater alcohol demand CONCLUSIONS: Our results support the validity of the behavioral economic reinforcer pathology model as applied to young adult heavy drinking. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.
Full Text Available Abstract Background Evaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data. Methods This qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers. Results Evaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers. Conclusions In addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results.
An important purpose of student evaluation of teaching is to inform an educator's reflection about the strengths and weaknesses of their teaching approaches. Quantitative instruments are one way of obtaining student responses. They have traditionally taken the form of surveys in which students provide their responses to various statements using…
Matos-Diaz, Horacio; Ragan, James F., Jr.
Prior research suggests that student evaluations of teaching may depend on the average grade expected in a class. We hypothesize that, because of risk aversion, student ratings also depend on the distribution of expected grades. As predicted, student ratings at the University of Puerto Rico at Bayamon are significantly and negatively related to…
Braender, Lynn M.; Naples, Michele I.
Practitioners find it difficult to allocate grades to individual students based on their contributions to the team project. They often use classroom observation of teamwork and student peer evaluations to differentiate an individual's grade from the group's grade, which can be subjective and imprecise. We used objective data from student activity…
Students\\' evaluation of teaching and learning methods is often underplayed and misjudged, yet students are the best assessors as they are the consumers of this service (Cassimjee and Brookes 1998, 1). Also, as students are exposed to different teaching methods on a daily basis, most of them are well equipped to ...
Mahrous, Abeer A.; Kortam, Wael
This paper seeks to understand the criteria which students use to evaluate teaching effectiveness. Using structural equation modeling with a sample of business students from Egypt, the findings indicate that the above criteria comprise six factors: organization of the course, fairness of grading, workload difficulty, student-instructor…
Ferenc, Jaroslav; Cervenák, Filip; Bircák, Erik; Juríková, Katarína; Goffová, Ivana; Gorilák, Peter; Huraiová, Barbora; Plavá, Jana; Demecsová, Loriana; Duríková, Nikola; Galisová, Veronika; Gazdarica, Matej; Puškár, Marek; Nagy, Tibor; Nagyová, Sona; Mentelová, Lucia; Slaninová, Miroslava; Ševcovicová, Andrea; Tomáška, Lubomír
As future scientists, university students need to learn how to avoid making errors in their own manuscripts, as well as how to identify flaws in papers published by their peers. Here we describe a novel approach on how to promote students' ability to critically evaluate scientific articles. The exercise is based on instructing teams of students to…
Student evaluations of teaching (SET) have been the principal instrument to elicit students' opinions in higher education institutions. Many decisions, including high-stake ones, are made based on SET scores reported by students. In this respect, reliability of SET scores is of considerable importance. This paper has an argument that there are…
Reynolds, R.; Walker, K.; Speight, C.
This paper describes the development and evaluation of web-based museum trails for university-level design students to access on handheld devices in the Victoria and Albert Museum (V&A) in London. The trails offered students a range of ways of exploring the museum environment and collections, some encouraging students to interpret objects and…
Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K
To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.
Full Text Available When the college student satisfaction survey is considered in the promotion and recognition of instructors, a usual complaint is related to the impact that biased ratings have on the arithmetic mean (used as a measure of teaching effectiveness. This is especially significant when the number of students responding to the survey is small. In this work a new methodology, considering student to student perceptions, is presented. Two different estimators of student rating credibility, based on centrality properties of the student social network, are proposed. This method is established on the idea that in the case of on-site higher education, students often know which others are competent in rating the teaching and learning process.
Kalata, Lindsay R; Abate, Marie A
Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.
Avižonienė, Genovaitė; Gylienė, Rasa
The main objective of the study is to establish how the students evaluate their physical condition and get involved into physical activity; make a research of physical status and physical capacity of the students; establish how adequate is a subjective self evaluation of physical condition and in what way it influences motivation for physical training and physical activity. The survey has showed that the results of majority of the students' physical condition are low, though 86,2% of the stud...
鶴崎, 直樹; 坂井, 猛; 上野, 武; 有馬, 隆文; Tsurusaki, Naoki; Sakai, Takeru; Ueno, Takeshi; Arima, Takafumi
The purpose of this paper was to construct a living quarters environment evaluation method by surveying students' preferences in residences and to apply the evaluation method to the Kyushu University Hakozaki campus so as to inspect the method's efficacy and applicability to a new campus. The obtained results included: 1)information about preferences in residence selection by students attending Kyushu University. 2)proof of efficacy from the viewpoint of students in the Kyushu University Hako...
Sahin, Sevil; Ozdemir, Kevser; Unsal, Alaattin; Temiz, Nazen
Objective: To determine the mobile phone addiction level in university students, to examine several associated factors and to evaluate the relation between the addiction level and sleep quality. Methods: The study is a cross-sectional research conducted on the students of the Sakarya University between 01 November 2012 and 01 February 2013. The study group included 576 students. The Problematic Mobile Phone Use Scale was used for evaluating the mobile phone addiction level and the Pittsburgh ...
Evaluating quality of teaching is important in nearly every higher education institute. The most common way of assessing teaching effectiveness takes place through students. Student Evaluation of Teaching (SET) is used to gather information about students’ experiences with a course and instructor’s performance at some point of semester. SET can be considered as a type of rater mediated performance assessment where students are the raters and instructors are the examinees. When performance as...
Fulgham, Julie Cordell
This study investigated the faculty perception of the use of a student evaluation of faculty instrument. The areas considered were use of the current Student Evaluation of Faculty (SEF) instrument to measure teaching effectiveness; use of the current instrument for annual faculty review; faculty involvement in developing the instrument; utilizing…
Student feedback-based evaluation performs a significant social role in framing perceptions of the quality of teaching in contemporary Australian higher education. Yet its emergence is a relatively recent phenomenon, having only been in widespread application since the mid-1980s. The early manifestations of student feedback-based evaluation came…
Sliusarenko, Tamara; Clemmensen, Line Katrine Harder; Ersbøll, Bjarne Kjær
Extensive research has been done on student evaluations of teachers and courses based on quantitative data from evaluation questionnaires, but little research has examined students' written responses to open-ended questions and their relationships with quantitative scores. This paper analyzes suc...
Many of the studies used to support the claim that student evaluations of teaching are reliable measures of teaching effectiveness have frequently calculated inappropriate reliability coefficients. This paper points to three coefficients that would be appropriate depending on if student evaluations were used for formative or summative purposes.…
Adrian, C. Mitchell; Phelps, Lonnie D.; Totten, Jeffery W.
Use of Student Evaluation of Instruction (SEI) in higher education was originally intended as a source of feedback to faculty, but it has developed into a significant part of faculty performance evaluations. Administrators supporting the use of SEI's as a performance indicator assume students recognize and reward "good teaching." It is…
Potvin, Geoff; Hazari, Zahra
There is a long history of research which confounds the simple interpretation that evaluations in an educational context are purely measures of competency. One such issue is that of gender bias in student evaluations of their teachers. In our prior work, we found that male students underrated female high school teachers in biology and chemistry…
Shellman, Stephen M.; Turan, Kursad
There is a nascent literature on the question of whether active learning methods, and in particular simulation methods, enhance student learning. In this article, the authors evaluate the utility of an international relations simulation in enhancing learning objectives. Student evaluations provide evidence that the simulation process enhances…
Steinke, Dorothea A.
Community college developmental math students (N = 657) from three math levels were asked to place five whole numbers on a line that had only endpoints 0 and 20 marked. How the students placed the numbers revealed the same three stages of behavior that Steffe and Cobb (1988) documented in determining young children's number sense. 23% of the…
Shen, Yide; Li, Lei; Zheng, Guangzhi; Guo, Rong
Collaboration technologies play an increasingly important role in student teamwork in universities. With the proliferation of collaboration systems on the market and the wide range of features they offer, choosing an appropriate system can be an overwhelming task for college students. In this paper, the authors present an empirical study that…
Kusek, Weronika A.
International students are not only important for universities, but even more so to the host communities, towns and regions where higher education institutions are located. This pilot study looked at a public university located in a small college town in Ohio. The study explored the relationship between international students and the local…
Ahmad, Syed Zamberi
The aim of this research is to present the determinants of students' perceptions of quality and experience of study at international branch campuses in Malaysia, a country that is set to become an academic hub in Asia. This study used a multi-method approach for data collection. The respondents comprised 245 students (both undergraduate and…
This brief paper describes a special, informal seminar for international students that used an adjunct instruction model to focus on technical terminology in the field of instructional technology. Foreign students are enrolled concurrently in two linked courses--a language course and a content course with the two courses sharing content base and…
Langdon, G. S.; Balchin, K.; Mufamadi, P.
This paper examines the development of risk awareness among undergraduate students studying mechanical engineering at a South African university. A questionnaire developed at the University of Liverpool was modified and used on students from the first, second and third year cohorts to assess their awareness in the areas of professional…
Norzaidi, Mohd Daud; Salwani, Mohamed Intan
Purpose: Using the extended task-technology fit (TTF) model, this paper aims to examine technology resistance, technology satisfaction and internet usage on students' performance. Design/methodology/approach: The study was conducted at Universiti Teknologi MARA, Johor, Malaysia and questionnaires were distributed to 354 undergraduate students.…
Park, Mihwa; Johnson, Joseph A.
While significant research has been conducted on students' conceptions of energy, alternative conceptions of energy have not been actively explored in the area of environmental science. The purpose of this study is to examine students' alternative conceptions in the environmental science discipline through the analysis of responses of first year…
Corlett, Dan; Sharples, Mike; Bull, Susan; Chan, Tony
This paper describes a 10-month trial of a mobile learning organiser, developed for use by university students. Implemented on a wireless-enabled Pocket PC hand-held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning. The trial set out to identify the…
A five point Likert scale instrument, Students Legal Rights Protection Questionnaire (SLRPQ) was used for data collection and analyzed using the population (one sample t-test), at .05 level of significance. The finding was that there is significant violation of secondary school students' rights (right to dignity of human person, ...
Rohde, J. A.; Clarkson, M.; Houghton, J.; Chen, W.
Science graduate students increasingly seek science communication training, yet many do not have easy access to training programs. Students often rely on a "do it yourself" approach to gaining communication skills, and student created science communication programs are increasingly found at universities and institutions across the U.S. In 2010, graduate students at the University of Washington led a grassroots effort to improve their own communication and outreach by creating "The Engage Program." With a focus on storytelling and public speaking, this graduate level course not only trains students in science communication but also gives them real world experience practicing that training at a public speaker series at Town Hall Seattle. The Engage Program was fortunate in that it was able to find institutional champions at University of Washington and secure funding to sustain the program over the long-term. However, many grassroots communication programs find it difficult to gain institutional support if there is a perceived lack of alignment with university priorities or lack of return on investment. In order to justify and incentivize institutional support for instruction in science communication, student leaders within the program initiated, designed and carried out an evaluation of their own program focused on assessing the impact of student communication, evaluating the effectiveness of the program in teaching communication skills, and quantifying the benefits of communication training to both the students and their institution. Project leaders created the opportunity for this evaluation by initiating a crowdfunding campaign, which has helped to further engage public support of science communication and incentivized student participation in the program, and may also inspire future program leaders to pursue similar program optimizations.
This study evaluates a new taxonomy-based self-assessment scale and examines factors that affect assessment accuracy and course performance. The scale is based on Bloom's Revised Taxonomy and is evaluated by comparing students' self-assessment results with course performance in a programming course. Correlation has been used to reveal possible connections between student information and both self-assessment and course performance. The results show that students can place their knowledge along the taxonomy-based scale quite well and the scale seems to fit engineering students' learning style. Advanced students assess themselves more accurately than novices. The results also show that reflective students were better in programming than active. The scale used in this study gives a more objective picture of students' knowledge than general scales and with modifications it can be used in other classes than programming.
Boerboom, Tobias B B; Mainhard, Tim; Dolmans, Diana H J M; Scherpbier, Albert J J A; Van Beukelen, Peter; Jaarsma, A D C
Students are a popular source of data to evaluate the performance of clinical teachers. Instruments to obtain student evaluations must have proven validity. One aspect of validity that often remains underexposed is the possibility of effects of between-student differences and teacher and student characteristics not directly related to teaching performance. The authors examined the occurrence of such effects, using multilevel analysis to analyse data from the Maastricht clinical teaching questionnaire (MCTQ), a validated evaluation instrument, in a veterinary curriculum. The 15-item MCTQ covers five domains. The authors used multilevel analysis to divide the variance in the domain scores in components related to, respectively, teachers and students. They estimated subsequent models to explore how the MCTQ scores are dependent on teacher and student characteristics. Significant amounts of variance in student ratings were due to between-teacher differences, particularly for learning climate, modelling and coaching. The effects of teacher and student characteristics were mostly non-significant or small. Large portions of variance in MCTQ scores were due to differences between teachers, while the contribution of student and teacher characteristics was negligible. The results support the validity of student ratings obtained with the MCTQ for evaluating teacher performance.
Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Fryer, Caroline E; Hillier, Susan L
Degrees in health disciplines need a balance of theoretical knowledge and sufficient clinical practice to meet registration requirements, in particular those requiring specialist skills such as the use of scalpels and other small instruments, such as podiatry. However, despite this requirement there is a scarcity of literature and research to inform teaching of these particular manual clinical skills. Therefore, the aims of this study were to determine the current approaches being used to teach manual skills, in particular scalpel skills, in university podiatry programs in Australia and New Zealand, and to explore what issues, challenges and innovations exist. A qualitative study, consisting of semi-structured interviews with staff at eight university podiatry programs in Australia and New Zealand was undertaken to determine how these skills are taught and evaluated, and how poor performers are managed. A conventional content analysis technique was used to analyse and code interview data, with the resultant categories reported. Approaches to teaching manual clinical skills, in particular scalpel skills, appear to be consistent between university programs in Australia and New Zealand in utilising didactic-style content, demonstration, physical practice on inanimate objects and real skin, and often the use of supplementary audio-visual material. The main reported differences between programs were in methods and processes of practice, with controversy regarding the use of inanimate objects versus real skin for practice. Despite a lack of research and literature surrounding this topic, the approach to teaching is relatively consistent between programs with greatest disparity being the structure and duration of practice. Key issues for teaching staff in teaching manual skills were students' clinical exposure, motivation, levels of anxiety and dexterity.
Full Text Available Background and purpose: Evaluation of faculty members is a kind of educational evaluation to determine success of faculty members in reaching the educational goals. Regarding the controversy about the validity of this kind of evaluation, this study was done to examine faculty members and students view point about content and implementation of evaluation of faculty members by students and feedback of the results in the second term of academic year 2003-4 in Birjand University of Medicine.Methods: All faculty members and students participated in this descriptive study. Their opinions were studied using two questionnaires for students and faculty members separately, whose content validity were confirmed after a survey from specialists and pilot study and reliability of results werestudied through calculating Cronbach’s alpha coefficient for internal consistency .Data were analyzed through calculating frequencies and K2-test, α=0.05.Results: Of all faculty members, 95% ( 30 from clinical and 30 from non clinical departments were aware of having been evaluated by students, 81.7% of them recognize educational development center of the University as the responsible body for evaluation. 91.7% of them received the feedback of the evaluation results. 45% of them agreed that announcement of evaluation results was helpful to improve teaching. 40% believed that questionnaires were responded without dutifulness andcarefulness by students.Conclusion: The aim of teaching evaluation is to improve teaching by faculty members. But it seems that many faculty members do not regard this evaluation tool so valid for measuring their teaching activities. The inappropriateness of most of the questionnaires, unfair judgment of student, and careless selection of the sample of students who answer the questionnaires are major issues for further development.Key words: EVALUATION, FACULTY MEMBER, STUDENT, MEDICAL UNIVERSITY OF BIRJAND
Watts, Wilda Ellen; Rush, Kathy; Wright, Marjorie
Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination with psychomotor skill development with freshman students. Students were videotaped performing a wound-dressing change; the videotaping was immediately followed by a self-assessment of their performance using a faculty-generated checklist. Comparison of faculty and student ratings revealed the tendency for students to overrate their performance and identified discordance between students and faculty on several steps of the procedure. These evaluation findings are discussed and future directions explored.
Pate, Adam; Bratberg, Jeffrey P.; Robertson, Courtney; Smith, Gregory
Objective. To describe the implementation and effect of an emergency preparedness laboratory activity on student knowledge, willingness to participate in emergency preparedness training, current level of preparedness, and the importance of a pharmacist’s role in disaster response.
Govaerts, S.; Verbert, K.; Duval, E.
In the Technology Enhanced Learning (TEL) domain, visualizations are attracting increased interest. In this paper, we present the Student Activity Meter that visualizes learner activities within online learning environments for learners and teachers to help increase awareness and to support
Full Text Available Abstract Background The Medical Student Research Programme is a national education and grant scheme for medical students who wish to carry out research in parallel with their studies. The purpose of the programme is to increase recruitment of people with a standard medical degree to medical research. The Research Programme was established in 2002 and underwent a thorough evaluation during the spring of 2007. The evaluation should investigate if the programme had fulfilled its objectives of increased recruitment to medical research, in addition to the students' and supervisors' satisfaction of the programme, and unwanted differences between the universities. Methods Data was collected from students, supervisors and administrative staff via web-based questionnaires. Information about admission, implementation, results achieved and satisfaction was analysed and compared between the four Norwegian medical schools. In addition, the position of the scheme in relation to the national Quality Reform of Higher Education was analysed. Results At the end of 2006, the Medical Student Research Programme had recruited 265 medical students to research. These consisted of 214 active students, 35 who had completed their studies and only 17 who had dropped out. Both students and supervisors were generally very satisfied with the scheme, including the curriculum, the results achieved and the administrative service. The majority of students wanted to continue their research towards a PhD and, of those who had completed the Medical Student Research Programme, practically all had published one or several scientific papers. The survey showed only small differences between the four medical schools, despite their choice of somewhat different solutions in terms of administration and organisation. The Medical Student Research Programme satisfies the majority of the demands of the Quality Reform, however as an integrated research programme aimed at a PhD it presupposes
Hunskaar, Steinar; Breivik, Jarle; Siebke, Maje; Tømmerås, Karin; Figenschau, Kristian; Hansen, John-Bjarne
Background The Medical Student Research Programme is a national education and grant scheme for medical students who wish to carry out research in parallel with their studies. The purpose of the programme is to increase recruitment of people with a standard medical degree to medical research. The Research Programme was established in 2002 and underwent a thorough evaluation during the spring of 2007. The evaluation should investigate if the programme had fulfilled its objectives of increased recruitment to medical research, in addition to the students' and supervisors' satisfaction of the programme, and unwanted differences between the universities. Methods Data was collected from students, supervisors and administrative staff via web-based questionnaires. Information about admission, implementation, results achieved and satisfaction was analysed and compared between the four Norwegian medical schools. In addition, the position of the scheme in relation to the national Quality Reform of Higher Education was analysed. Results At the end of 2006, the Medical Student Research Programme had recruited 265 medical students to research. These consisted of 214 active students, 35 who had completed their studies and only 17 who had dropped out. Both students and supervisors were generally very satisfied with the scheme, including the curriculum, the results achieved and the administrative service. The majority of students wanted to continue their research towards a PhD and, of those who had completed the Medical Student Research Programme, practically all had published one or several scientific papers. The survey showed only small differences between the four medical schools, despite their choice of somewhat different solutions in terms of administration and organisation. The Medical Student Research Programme satisfies the majority of the demands of the Quality Reform, however as an integrated research programme aimed at a PhD it presupposes access to PhD courses before the
Alexander, Kate; Bélisle, Marilou; Dallaire, Sébastien; Fernandez, Nicolas; Doucet, Michèle
Many learning resources can help students develop the problem-solving abilities and clinical skills required for diagnostic imaging. This study explored veterinary students' perceptions of the usefulness of a variety of learning resources. Perceived resource usefulness was measured for different levels of students and for academic versus clinical preparation. Third-year (n=139) and final (fifth) year (n=105) students and recent graduates (n=56) completed questionnaires on perceived usefulness of each resource. Resources were grouped for comparison: abstract/low complexity (e.g., notes, multimedia presentations), abstract/high complexity (e.g., Web-based and film case repositories), concrete/low complexity (e.g., large-group "clicker" workshops), and concrete/high complexity (e.g., small-group interpretation workshops). Lower-level students considered abstract/low-complexity resources more useful for academic preparation and concrete resources more useful for clinical preparation. Higher-level students/recent graduates also considered abstract/low-complexity resources more useful for academic preparation. For all levels, lecture notes were considered highly useful. Multimedia slideshows were an interactive complement to notes. The usefulness of a Web-based case repository was limited by accessibility problems and difficulty. Traditional abstract/low-complexity resources were considered useful for more levels and contexts than expected. Concrete/high-complexity resources need to better represent clinical practice to be considered more useful for clinical preparation.
Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina
The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development. This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these. The study was performed as a cross-sectional study. The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis. More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning. The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in
Şen, Emine; Dal, Nursel Alp; Üstün, Çağatay; Okursoy, Algın
The advances in science and technology increasingly lead to the appearance of ethical issues and to the complexity of care. Therefore, it is important to define the ethics position of students studying in health departments so that high quality patient care can be achieved. The aim of this study was to examine the ethics position of the students at Shool of Health of an University in western Turkey. The study design was descriptive and cross-sectional. The study population included 540 first, second, third, and fourth year students from the Departments of Nursing, Midwifery, and Rescue and Disaster Management in the 2013-2014 academic year. Data were collected with a Personal Identification Form and The Ethics Position Questionnaire. Obtained data were analyzed with Chi-square test, Confirmatory Factor Analysis, and Nested Analysis of Variance. Ethical considerations: Before conducting the research, approval was obtained from Ege University Clinical Research Ethics Committee in İzmir and written informed consent was taken from all the participants. There was no significant difference in the mean scores for the Ethics Position Questionnaire between the students in terms of years and fields of study. Although the mean scores for the subscale idealism did not differ between fields of study, the mean scores significantly differed between years of study. However, the mean scores for the subscale relativism did not differ in terms of years and fields of study. Whether students are idealistic or relativistic in terms of ethical judgment will be effective in ethical decision-making skills during patient care. Therefore, we need to define the factors that influence students' ethics position in the future. It is suggested that the courses and practices that teach students to be aware of their ethics position to create an ethical outlook can be placed in the curriculum in health schools.
Gratton, David G; Kwon, So Ran; Blanchette, Derek; Aquilino, Steven A
The aim of this study was to evaluate the effect of digital tooth preparation imaging and evaluation technology on dental students' technical abilities, self-evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, self-evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups' scores from visual assessment and self-evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and self-evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation evaluation technology did not impact the students' prosthodontic technical and self-evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.
In 2010\\/12 an innovative children\\'s palliative care interprofessional educational project funded by the Irish Hospice Foundation was undertaken in a University faculty (Trinity College Dublin). This initiative responded to international educational recommendations to meet the palliative care needs of children. The project involved the development and delivery of 3 standalone modules at Master\\'s level and a substantive research evaluation of the project to examine stakeholders and students perspectives to provide an insight into their experiences and to gather data for future developments. The research evaluation was conducted in two parts, part one sought students\\' evaluation and part two sought stakeholders\\
Hughes, Christine A.; Bauer, Mark C.; Horazdovsky, Bruce F.; Garrison, Edward R.; Patten, Christi A.; Petersen, Wesley O.; Bowman, Clarissa N.; Vierkant, Robert A.
The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates’ interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing and evaluation of Native CREST (Cancer Research Experience & Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (5 females, 2 males) were enrolled during the summers of 2008 - 2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people. PMID:23001889
Hughes, Christine A; Bauer, Mark C; Horazdovsky, Bruce F; Garrison, Edward R; Patten, Christi A; Petersen, Wesley O; Bowman, Clarissa N; Vierkant, Robert A
The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates' interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing, and evaluation of Native CREST (Cancer Research Experience and Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (five females, two males) were enrolled during the summers of 2008-2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people.
This paper specifies 14 benchmarks and exit standards for the introduction of Materials Science and Technology in a secondary school education. Included is the standard that students should be able to name an example of each category of technological materials including metals, glass/ceramics, polymers (plastics) and composites. Students should know that each type of solid material has specific properties that can be measured. Students will learn that all solid materials have either a long range crystalline structure or a short range amorphous structure (i.e., glassy). They should learn the choice of materials for a particular application depends on the properties of the material, and the properties of the material depends on its crystal structure and microstructure. The microstructure may be modified by the methods by which the material is processed; students should explain this by the example of sintering a ceramic body to reduce its porosity and increase its densification and strength. Students will receive exposure to the world of work, post secondary educational opportunities, and in general a learning that will lead to a technologically literate intelligent citizen.
Full Text Available SUMMARY AIM: This study was carried out in order to determine medical faculty students� time management skills. METHOD: This is a cross sectional study and was carried out between 13 -31 May 2010. The universe of the study comprised 513 medical faculty students and data collection was performed by using the Time Management Inventory (TMI from 420 students (%81,9 of the universe. For statistical analyses of data percentage, Kruskal-Wallis, One-way Anova, Mann-Whitney U, Student-t test and Pearson correlation analysis were used. RESULTS: Students� total time management points were minimum 44 and maximum 122. Total points� mean was 79,06±14,07 and also the median was 78 of Time Management Inventory. Total time management points of the fifth class students were higher than the others. There was no correlation between total time management points and ages of the students. Also there is no statistically significant difference between the males and females at the TMI points. CONCLUSION: According to the other studies the medical faculty students� total TMI mean points are low. The reason of this situation may be the pension school that someone else is planning most of students� time and inadequacy of awareness, knowledge and skills about time management. Enhancing awareness with useful knowledge and being full of resource about time management is essential. [TAF Prev Med Bull 2012; 11(1.000: 5-10
Ahmet Naci ÇOKLAR
Full Text Available Taking cognizance of the transformation experienced in education technologies, the concept that comes into prominence in integration of ICTs to education process at present is web 2.0. The main philosophy of web 2.0 technologies is its contribution to content formation of users and high-level interaction between users. One of web 2.0 technologies used widely is social networking sites. In this study, educational use of Facebook, which is a social networking site, was assessed in terms of student views. To that end, 27 students were inserted to an interaction in Facebook environment as a part of a formal lesson for 2 months. The students appraised Facebook positively in aspects of dissemination of information, arousing interest, motivation, presenting interaction opportunity, whereas negatively in terms of being nested with entertainment, problem of control mechanism, excessive informational convergence. The students made suggestions about Facebook in terms of educational usage, providing teacher supervisions, introducing education in Facebook environment and including student performance in this environment into academic assessment process
Nishina, Yuko; Tanigaki, Shizuko
The concept of assertion and conceptual/practical methods of assertion (assertiveness) training were originally developed in the United States and Europe. These principles were embraced and adapted in Japan in 1970's. However, only a few studies relating to assertion (assertiveness) have been undertaken thus far in Japan, especially so in the domain of nursing students in comparison with other countries. The purpose of this study was to design and implement assertion training with nursing students and to clarify its effects. The participants were all volunteers, invited from a class of 3rd year nursing students. Ten students (intervention group) participated in the assertion training comprised of five sessions in February 2006. Fifty-six students (control group) were participated only in the questionnaire. Both groups were asked to complete the same questionnaire twice, before and after the assertion training. The questionnaire measured levels of assertiveness, social skills, self-esteem, social support and satisfaction with university life. The results and variances, both before and after assertion training, between the intervention group and the control group were analyzed. The effectiveness of the assertion training was determined by changes in pre and post training questionnaire scores. The scores for social skills in the control group had a tendency to decline while the scores for social skills in the intervention group remained constant. Although there were no statistically significant results in the intervention group, the present study highlights areas appropriate for further study.
Ahmet Naci Çoklar
Full Text Available Taking cognizance of the transformation experienced in education technologies, the concept that comes into prominence in integration of ICTs to education process at present is web 2.0. The main philosophy of web 2.0 technologies is its contribution to content formation of users and high-level interaction between users. One of web 2.0 technologies used widely is social networking sites. In this study, educational use of Facebook, which is a social networking site, was assessed in terms of student views. To that end, 27 students were inserted to an interaction in Facebook environment as a part of a formal lesson for 2 months. The students appraised Facebook positively in aspects of dissemination of information, arousing interest, motivation, presenting interaction opportunity, whereas negatively in terms of being nested with entertainment, problem of control mechanism, excessive informational convergence. The students made suggestions about Facebook in terms of educational usage, providing teacher supervisions, introducing education in Facebook environment and including student performance in this environment into academic assessment process.
This study evaluated school psychological counseling services based on high school students’ views. Participants were 235 students. “Student Personal Information Form” and “the School Guidance Services Scale” were used for data analysis. MANOVA and multiple regression procedures were used for data analysis. Results showed that students listed the guidance services from the most utilized to the least as follows: consultation, placement, follow-up, public and famil...
Santonja-Medina, Fernando; García-Sanz, M Paz; Martínez-Martínez, Francisco; Bó, David; García-Estañ, Joaquín
This article investigates whether a reflexive portfolio is instrumental in determining the level of acquisition of clinical competences in traumatology, a subject in the 5th year of the degree of medicine. A total of 131 students used the portfolio during their clinical rotation of traumatology. The students' portfolios were blind evaluated by four professors who annotated the existence (yes/no) of 23 learning outcomes. The reliability of the portfolio was moderate, according to the kappa index (0.48), but the evaluation scores between evaluators were very similar. Considering the mean percentage, 59.8% of the students obtained all the competences established and only 13 of the 23 learning outcomes (56.5%) were fulfilled by >50% of the students. Our study suggests that the portfolio may be an important tool to quantitatively analyze the acquisition of traumatology competences of medical students, thus allowing the implementation of methods to improve its teaching.
Kurbel, Karl; Stankov, Ivo; Datsenka, Rastsislau
Factors influencing student evaluation of web-based courses are analyzed, based on student feedback from an online distance-learning graduate program. The impact of different media formats on the perception of the courses by the students as well as on their performance in these courses are examined. In particular, we studied conventional hypertext-based courses, video-based courses and audio-based courses, and tried to find out whether the media format has an effect on how students assess courses and how good or bad their grades are. Statistical analyses were performed to answer several research questions related to the topic and to properly evaluate the factors influencing student evaluation.
Wibbecke, Gerald; Kahmann, Janine; Pignotti, Tanja; Altenberger, Leander; Kadmon, Martina
Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher's reflection and own objectives to improve their teaching as well as data from students ratings. Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher. The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.
Full Text Available Objective: Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher’s reflection and own objectives to improve their teaching as well as data from students ratings.Methods: Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher.Results: The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Conclusion: Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.
Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip
In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.
Kapoor, Smriti; Catton, Rory; Khalil, Hisham
Student-led podcasts were developed by 5th year Peninsula Medical School students as part of an educational grant. The students completed 35 video podcasts using PREZI software, and based on clinical indicative presentations of the Peninsula Medical School curriculum. Third, 4th and 5th year medical students were invited to complete the evaluation of the indicative presentation video podcasts they watched. Both quantitative and qualitative data were collected through anonymized questionnaires. A thematic analysis of qualitative data was carried out. Seven hundred and fifty students were invited to evaluate the podcasts of which 142 responded to the email. One hundred and forty-two students were assigned podcasts, of whom 122 completed the podcast questionnaire (85.9%), with 20 students dropping out for unknown reasons. The majority of the students found the podcasts to be clear, of an appropriate length, targeted at the right academic level and providing a good method of learning. However, there were mixed views in relation to the preference of podcasts over conventional learning methods. The thematic analysis identified positive comments and areas of improvement for the podcasts. Podcasts conducted in an interview style with an engaging voice and images are thought to help maintain student engagement from their perspective. Further evaluation/research is required to help establish the correct depth and breadth of information to be included in podcasts.
Yamashita, Toshiya; Hayashi, Takashi
Guidelines for the diagnosis of reading disorders in elementary school students were published recently in Japan. On the basis of these guidelines, we administrated reading test batteries to 43 Japanese junior high-school students from grade two. The reading test consisted of single sounds, single words, and single sentences. We evaluated the reading speed and the number of reading errors made by the test takers; their performance was compared with the normal value for elementary school students in grade six, as stated in the guidelines. The reading ability of the junior high-school students was not higher than that of the elementary school students. Seven students (16.3%) were found to have reading difficulties (RD group) and they met the criterion for diagnosis of reading disorder as per the guidelines. Three students had difficulties in reading single sounds and single words, but they faced no problems when reading single sentences. It was supposed that the strategies used by the students for reading sentences may have differed from those used for reading single sounds or single words. No significant differences were found between the RD and non-RD group students on scores of scholastic self-evaluation, self-esteem, and depressive symptoms. Therefore, reading difficulty did not directly influence the level of self-evaluation or depression.
Full Text Available Evaluating quality of teaching is important in nearly every higher education institute. The most common way of assessing teaching effectiveness takes place through students. Student Evaluation of Teaching (SET is used to gather information about students’ experiences with a course and instructor’s performance at some point of semester. SET can be considered as a type of rater mediated performance assessment where students are the raters and instructors are the examinees. When performance assessment becomes a rater mediated assessment process, extra measures need to be taken into consideration in order to create more reliable and fair assessment practices. The study has two main purposes; (a to examine the extent to which the facets (instructor, student, and rating items contribute to instructors’ score variance and (b to examine the students’ judging behavior in order to detect any potential source of bias in student evaluation of teaching by using the Many-Facet Rasch Model. The data set includes one thousand 235 students’ responses from 254 courses. The results show that a students greatly differ in the severity while rating instructors, b students were fairly consistent in their ratings, c students as a group and individual level are tend to display halo effect in their ratings, d students are clustered at the highest two categories of the scale and e the variation in item measures is fairly low. The findings have practical implications for the SET practices by improving the psychometric quality of measurement.
Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh
The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.
Full Text Available ntroduction & Objective: The aim of this study was to evaluate stressor factors of educational environment in Hamadan dental school’s students in year 2002.Materials & Methods: The study design was descriptive, cross-sectional and it was accomplished using a questionnaire which was taken from DES (dental environment stress questionnaire. According to restricted number of statistical population all members of population (154 students were evaluated as samples and this study was a survey one. Results: The results of this study indicated that most stressfull factors in dental students has been related to class work with mean score 3.18±0.83 and faculty-student relationship with mean score 3.05±0.83. Female students showed more total stress than male students (2.73 vs. 2.44. The fourth-year students had the most stress rate in all students of different years (3.05 and preclinical and clinical factors were the most stress-inducing factors of these students (3.63.Conclusion: It is concluded that the environment of Hamadan dental school and the process of education in the field of dentistry is potentially stressful. Also there is a reverse relationship between level of stress in students and their academic efficiencies.
Students are more commonly completing coursework online and as such many professors teach online courses. Due to the popularity of online courses and the need for professors to teach in a format varying from the traditional classroom setting, it is important to evaluate whether or not certain teaching approaches, such as establishing rapport,…
Blumberg, P; Sparks, J
This paper documents the evolving uses of the Internet made by public health graduate students and traces the development of their search methods and critical evaluative criteria. Early in the first semester and again six months later, twenty-four graduate students in a problem-based learning curriculum, which emphasizes evidence-based critical thinking skills, were required to describe their most helpful resources and to evaluate these resources critically. The answers were coded for the types of resources the students used, how frequently they were used, and why they were used. Student perception of the usefulness of resources, especially the Internet, and ability to evaluate these resources critically changed greatly. Initially, 96% of the students stated that the Internet was their most helpful resource. Six months later, these students continued to use the Internet; however, it was not their most useful source. At the later point, students had very specific uses for the Internet. Their most frequently used evaluation criterion was the reliability and objectivity of the source of the information. By the end of the first year of study, the majority of the students demonstrated an understanding of the principles of evidence-based practice and applied them to their research and analysis of information resources.
Lemos, Ana R; Sandars, John E; Alves, Palmira; Costa, Manuel J
The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer's dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers' espoused theories and theories-in-use. A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education.
Walvoord, Mark E.; Pleitz, Jacob D.
Our study used a case-control matching design to assess the influence of a voluntary tutoring program in improving first-year students' Grade Point Averages (GPA). To evaluate program effectiveness, we applied case-control matching to obtain 215 pairs of students with or without participation in tutoring, but matched on high school GPA and…
Mau, Ronald R.; Opengart, Rose A.
Student evaluations of teaching (SET) are used by institutions of higher learning in the tenure and promotion process and in awarding merit pay increases. The trend at some institutions has been towards using an online student assessment instrument (SAI) in lieu of the traditional paper-based, in-class assessment. This study examines the…
The purpose of this study was to explore the self-evaluated effects of a web-based portfolio assessment system on various categories of students of motivation. The subjects for this study were the students of two computer classes in a Junior High School. The experimental group used the web-based portfolio assessment system whereas the control…
Guerrero-Lillo, Lisette; Medrano-Díaz, Jorge; Pérez, Carmen; Chacón, Rodrigo; Silva-Urra, Juan; Rodriguez-Morales, Alfonso J
Because information about travel medicine in Chile is lacking, a knowledge, attitudes, and practices evaluation in international travelers and medical students was done. The travelers and medical students did not know the travel medicine and sanitary conditions of their destinations, although they perceived travel-associated health risks, but <10% had any vaccination and 5% got sick during international trips.
A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the…
Blings, Steffen; Maxey, Sarah
In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science…
Fellenz, Martin R.
A key challenge for management instructors using graded groupwork with students is to find ways to maximize student learning from group projects while ensuring fair and accurate assessment methods. This article presents the Groupwork Peer-Evaluation Protocol (GPEP) that enables the assessment of individual contributions to graded student…
Melguizo, Tatiana; Bo, Hans; Prather, George; Kim, Bo
The main objective of the authors' proposed study is to evaluate the effectiveness of math placement policies for entering community college students on these students' academic success in math, and their transfer and graduation rates. The main research question that guides the proposed study is: What are the effects of various basic skills…
This study aims to 1) enable primary school students to develop models that will help them understand and analyze a system, through a learning process based on system dynamics approach, 2) examine and evaluate students' models related to socio-scientific issues using certain criteria. The research method used is a case study. The study sample…
Melton, Bridget; Bland, Helen; Harris, Brandonn; Kelly, Destiny; Chandler, Kristin
The purpose of this study was to evaluate the effectiveness of using an exercise-based app in increasing student motivation, social support, self-efficacy, and enjoyment in a university physical activity class. A convenience sample of 48 college-aged students (28 males, 20 females) from one university located in the Southeastern United States…
Gungor, Sema Nur; Ozer, Dilek Zeren; Ozkan, Muhlis
This study re-evaluated 454 science projects that were prepared by primary school students between 2007 and 2011 within the scope of Science Projects Event for Primary School Students. Also, submitted to TUBITAK BIDEB Bursa regional science board by MNE regional work groups in accordance with scientific research methods and techniques, including…
This summative evaluation is the result of two years' of data reflecting the impact of an ethics class in terms of students' ethical decision-making. The research compares aggregate responses from scenario-based pre- and post-survey open-ended survey questions designed to measure changes in ethical decision-making by comparing students' cognitive…
In this pilot study, the author evaluated the impact of an ethics class in terms of students' ethical decision-making. The research compares aggregate responses from scenario-based pre- and post-survey open-ended survey questions designed to elicit changes in ethical decision-making by comparing students' cognitive and affective perceptions about…
Han, P.K.; Joekes, K.; Elwyn, G.; Mazor, K.M.; Thomson, R.; Sedgwick, P.; Ibison, J.; Wong, J.B.
OBJECTIVE: To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. METHODS: A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental
Miller, Tiffany; Chandler, Laura; Mouttapa, Michele
Background: Approximately half of college students who completed the National College Health Assessment 2013 indicated a greater need for health-related information. University-based smartphone applications may help students better access this information. Purpose: This study describes the needs assessment, development, and formative evaluation of…
Tomas, Louisa; Ritchie, Stephen M.
This paper reports on the challenge of evaluating students' scientific literacy in a writing-to-learn context, as illustrated by our experience with an online science-writing project. In this mixed methods study, year 9 students in a case study class (13-14 year olds, n?=?26) authored a series of two "hybridised" short stories that…
Ding, Xin; Wardell, Don; Verma, Rohit
We compare three control charts for monitoring data from student evaluations of teaching (SET) with the goal of improving student satisfaction with teaching performance. The two charts that we propose are a modified "p" chart and a z-score chart. We show that these charts overcome some of the shortcomings of the more traditional charts…
McClain, Lauren; Gulbis, Angelika; Hays, Donald
Student evaluations of teaching (SETs) are an important point of assessment for faculty in curriculum development, tenure and promotion decisions, and merit raises. Faculty members utilise SETs to gain feedback on their classes and, hopefully, improve them. The question of the validity of student responses on SETs is a continuing debate in higher…
Elander, James; Pittam, Gail; Lusher, Joanne; Fox, Pauline; Payne, Nicola
Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post-1992 universities in London, UK, and evaluated with before-and-after measures of beliefs and attitudes about academic…
Jovanovic, Veljko; Zuljevic, Dragan
The main purpose of this study was to evaluate psychometric properties of the Serbian version of the Multidimensional Students' Life Satisfaction Scale (MSLSS). The research was carried out on a sample of 408 high school students (250 females, 158 males), with the mean age 16.6. The Serbian version of the MSLSS has demonstrated good psychometric…
Hobson, Charles J.; Strupeck, David; Griffin, Andrea; Szostek, Jana; Rominger, Anna S.
A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning…
Walraven, Amber; Brand-Gruwel, Saskia; Boshuizen, Henny P. A.
The World Wide Web (WWW) has become the biggest information source for students while solving information problems for school projects. Since anyone can post anything on the WWW, information is often unreliable or incomplete, and it is important to evaluate sources and information before using them. Earlier research has shown that students have…
Grünkorn, Juliane; Upmeier zu Belzen, Annette; Krüger, Dirk
Research in the field of students' understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation).…
Matthew, Susan M; Ellis, Robert A; Taylor, Rosanne M
Educators seeking to evaluate the quality of students' experiences of clinic-based learning (CBL) face a challenging task. CBL programs provide multiple opportunities for learning and aim to develop a wide range of skills, knowledge, and capacities. While direct observation of learners provides important information about students' proficiency in performing various clinical tasks, more comprehensive measures are required to unpack and identify factors relating to practice readiness as a whole. This study identified variables that have a logical and statistically significant association with learning outcomes across the broad range of attributes expected of new graduate veterinarians. The research revealed that the extent of final-year veterinary students' practice readiness, as assessed by placement supervisors against criteria relevant to new graduate practice, is related to the quality of their conceptions of and approaches to CBL. Students' conceptions of and approaches to CBL were evaluated using quantitative survey instruments, with a 93% response rate (N=100) obtained for the two questionnaires. Descriptive and exploratory statistics were used to link qualitative differences in students' conceptions of and approaches to CBL with performance against criteria relevant to new graduate practice. Students who reported poorer-quality conceptions of and approaches to CBL (n=38) attained lower levels of achievement than students who reported better-quality conceptions of and approaches to CBL (n=55). Evaluation of students' conceptions of and approaches to CBL can be used by educators seeking to evaluate and improve the extent to which CBL programs are achieving their desired goals.
Patrick, Carol Lynn
The purpose of the current study was to examine whether the Big Five personality traits and expected student grades relate to student evaluations of teachers and courses at the college level. Extraversion, openness, agreeableness and conscientiousness were found to be personality traits favoured in instructors, whereas neuroticism was not. A…
Wright, Pamela D.
This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it…
Leavens, Eleanor L.; Leffingwell, Thad R.; Miller, Mary Beth; Brett, Emma I.; Lombardi, Nathaniel
Objective: Research suggests college students rate some alcohol-related consequences less negatively than others, yet it is unclear how or when these differences in perception develop. The current study compared college students' subjective evaluations of alcohol-related consequences that they had and had not experienced in order to test the…
Han, Yumei; Hu, Meizhong; Li, Ling
This exploratory case study applied a formative evaluation framework to evaluate the no-fee teacher education program at Southwest University. The study focused on the students' perspective and their perceptions of the program, both intrinsic and extrinsic. A self-evaluation checklist and a questionnaire were the instruments used to collect data.…
Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M
Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.
Cudney, Elizabeth A.; Ezzell, Julie M.
Educational institutions are consistently looking for ways to prepare students for the competitive workforce. Various methods have been utilized to interpret human differences, such as learning preferences and motivation, in order to make the curriculum more valuable. The objective of this research was to determine the impact of new teaching…
Siegal, Harvey A.; And Others
The Week-end Intervention Program (WIP) used by Wright State University School of Medicine, which assesses the alcohol problems of those convicted of offenses such as drunk driving and then assists in finding treatment, is described. The impact of the program in educating medical students about alcoholism is discussed. (MLW)
Zahra Taheri Kharameh
Full Text Available Background: Spiritual experiences seem to be an important component in Religious and spiritual life of some one. Aim of the present study was to determinate relation between daily spiritual experiences, and psychological variables in students of Qom University of Medical Sciences. Methods: In this descriptive and analytical study, 138 students of the Qom University of Medical Sciences were selected via random sampling methods. These students completed the Daily Spiritual Experiences Scale, Depression, Anxiety, Stress Scale (DASS-21 and General Health Questionnaire (GHQ-12. Data were analyzed in SPSS16 software environment utilizing descriptive statistics and the Independent t-test, ANOVA and Pearson correlation coefficient. Results: Mean and standard deviations of daily spiritual experiences scores was 28.27(4.90. The daily spiritual experiences was associated with mental health (r = -0.22, P-value = 0.01 depression(r = -0.25, P-value = 0.005, and stress (r = -0.23, P-value = 0.01. Conclusion: The findings indicated that spiritual experiences were respectively the most important religious - spiritual components which may affect psychological health in students.
Procidano, Mary E.
Presents a study in which students in an abnormal psychology class rated the usefulness of drafts for two writing assignments. Reports that a research proposal was more effective than a case study in generating interest in psychology and opportunity for creativity. Concludes that writing assignments should reflect important aspects of a…
Cheng, Vivian M. Y.
Infusing creativity elements into regular classroom was an important movement in recent Asian educational reforms. A large-scale research study was conducted in Hong Kong to explore the possibilities, outcomes and difficulties of this kind of curriculum change from students' perspectives. Based mainly on Western creativity literature, this study…
Strom, Paris S.; Thompson, MaryEllen; Strom, Robert D.
Teamwork skills are considered essential in a work environment characterized by diversity and interdependence. Consequently, middle grade teachers arrange cooperative learning so students can acquire experience with solving problems in groups. Teachers also acknowledge that they are frustrated because appropriate instruments are lacking to track…
Bock, Dora E.; Poole, Sonja Martin; Joseph, Mathew
This study focuses on segmentation feasibility within the private college/university market. There is considerable overlap for private and public college/university students with respect to their consideration criteria; however, previous research suggests that there are some criteria that appear to be differentially important based on the type of…
... the appraisal of the severity of general psychopathology and assessing the prevalence of psychiatric morbidity, its seven sub scales measure symptoms indicative of disorder in sleep, intellect, sensation of movement, mood, head, alimentary tract and general well being. A total of 746 students (mean age=21.71, ± =3.98), ...
Fletcher, Stephen H.
The purpose of this study is to provide evidence that students may be doing comparison shopping when it comes to community college placement in English and mathematics courses. Comparisons may occur because of the difference in the placement process across campuses and the variation in the levels of developmental education offered. The…
The Toronto Board of Education Benchmarks are libraries of reference materials that demonstrate student achievement at various levels. Each library contains video benchmarks, print benchmarks, a staff handbook, and summary and introductory documents. This book is about the development and the history of the benchmark program. It has taken over 3…
Вячеслав Порфирьевич Добрица
Full Text Available An algorithm for evaluating of students quality education, which eliminates the disadvantages of the five point scale is discussed in the article. The theory of indistinct sets is the base of the constructed algorithm.
Bock, Frances A.
Describes a study measuring how student expectations of an abnormal psychology course affect their rating of professors. Findings showed a significant impact, especially in relation to popularized topics. Recommends evaluative instruments separating course-related factors from instructor ratings. (CK)
Rogers, Brenda T.
E. Deci's cognitive evaluation theory, which suggests that external rewards undermine intrinsic interest in an activity, is applied to the decline of instrinsic motivation in gifted students. Implications for feedback, rewards, and teacher role are noted. (CL)
Ousey, Karen; Stephenson, John; Cook, Leanne; Kinsey, Laura; Batt, Sarah
This article reports on research to explore if pre-registration nursing students felt prepared to manage patients' skin integrity effectively on registration. Final year nursing students completing adult, child and mental health fields were invited to complete questionnaires to investigate the amount of teaching sessions delivered in university in relation to managing skin integrity during their 3-year training programme, discover if pre-registration nursing students received supplementary management of skin integrity teaching in the clinical areas, explore which member of staff in the clinical areas supported the students' learning in the area of skin integrity. Data was collected on 217 final year students (196 females and 21 males) at two higher education institutions in the north of England. The majority of respondents (n = 146; 68%) reported receiving less than 10 hours formal teaching at university on the subject of skin integrity over their 3-year courses. Of those registered on degree courses, 134 students (71%) reported receiving less than 10 hours formal teaching over their 3-year courses, compared with only 12 students (46%) registered on diploma courses. Some 198 (99%) of respondents reported that their clinical teaching was undertaken by registered nurses all or some of the time. Other health professionals were reported to provide substantially less clinical teaching; with the next largest contribution reported to be provided by specialist nurses, who provided all clinical teaching to 36 respondents (19%) and some clinical teaching to 115 respondents (59%). Some 149 respondents (70%) reported that the teaching they received had developed their knowledge and skills to maintain skin integrity for all patients. Respondents claimed that teaching received had developed their knowledge and skills, reporting an average of 16.9 hours spent in directed study; whereas those who did not claim that teaching they had received had developed their knowledge and
Blumberg, P; Sparks, J
This paper documents the evolving uses of the Internet made by public health graduate students and traces the development of their search methods and critical evaluative criteria. Early in the first semester and again six months later, twenty-four graduate students in a problem-based learning curriculum, which emphasizes evidence-based critical thinking skills, were required to describe their most helpful resources and to evaluate these resources critically. The answers were coded for the typ...
The main purpose of this article is to describe and to evaluate the results of evaluation of the e-learning course, Information Literacy, which is taught by the librarians at the Faculty of Medicine, Masaryk University. In the article the results are discussed to inform about the librarians' experience with tutoring the course. The survey covers the medical students who enrolled on the course between autumn 2008 and autumn 2010. The students were requested to fill the questionnaire designed i...
Sadeghi, Tabandeh; Seyed Bagheri, Seyed Hamid
Clinical evaluation is very important in the educational system of nursing. One of the most common methods of clinical evaluation is evaluation by the teacher, but the challenges that students would face in this evaluation method, have not been mentioned. Thus, this study aimed to explore the experiences and views of nursing students about the challenges of teacher-based clinical evaluation. This study was a descriptive qualitative study with a qualitative content analysis approach. Data were gathered through semi-structured focused group sessions with undergraduate nursing students who were passing their 8 th semester at Rafsanjan University of Medical Sciences. Date were analyzed using Graneheim and Lundman's proposed method. Data collection and analysis were concurrent. According to the findings, "factitious evaluation" was the main theme of study that consisted of three categories: "Personal preferences," "unfairness" and "shirking responsibility." These categories are explained using quotes derived from the data. According to the results of this study, teacher-based clinical evaluation would lead to factitious evaluation. Thus, changing this approach of evaluation toward modern methods of evaluation is suggested. The finding can help nursing instructors to get a better understanding of the nursing students' point of view toward this evaluation approach and as a result could be planning for changing of this approach.
Bednarczyk, Robert A; Chu, Samantha L; Sickler, Heather; Shaw, Jana; Nadeau, Jessica A; McNutt, Louise-Anne
Annual influenza vaccine coverage for young adults (including college students) remains low, despite a 2011 US recommendation for annual immunization of all people 6 months and older. College students are at high risk for influenza morbidity given close living and social spaces and extended travel during semester breaks when influenza circulation typically increases. We evaluated influenza vaccine uptake following an on-campus vaccine campaign at a large, public New York State university. Consecutive students visiting the University Health Center were recruited for a self-administered, anonymous, written survey. Students were asked about recent influenza vaccination, barriers to influenza vaccination, and willingness to get vaccinated to protect other vulnerable individuals they may encounter. Frequencies and proportions were evaluated. Of 653 students approached, 600 completed surveys (92% response proportion); respondents were primarily female (61%) and non-Hispanic white (59%). Influenza vaccine coverage was low (28%). Compared to coverage among non-Hispanic white students (30%), coverage was similar among Hispanic (30%) and other race/ethnicity students (28%) and lowest among non-Hispanic black students (17%). Among the unvaccinated, the most commonly selected vaccination barriers were "Too lazy to get the vaccine" (32%) and "Don't need the vaccine because I'm healthy" (29%); 6% of unvaccinated students cited cost as a barrier. After being informed that influenza vaccination of young, healthy people can protect other vulnerable individuals (e.g., infants, elderly), 71% of unvaccinated students indicated this would increase their willingness to get vaccinated. Influenza vaccine uptake among college students is very low. While making vaccine easily obtained may increase vaccine uptake, college students need to be motivated to get vaccinated. Typically healthy students may not perceive a need for influenza vaccine. Education about vaccinating healthy individuals
Full Text Available Education has an important role in humans’ behaviours. Undergraduate education has headed among factors that influence maturation period before vocational lifes of individuals. The purpose of this study is to determine whether attitudes of university students for handicapped individuals differ according to some variables. This study which was carried out in screening model was done with 1167 people including 646 females 521 males who maintain their education at faculties taking initial teacher training in 2016 spring term at Yuzuncu Yil University. As data collection tool, Attitude Scale for Being Educated of Handicapped Individuals and Personal Information Form, which was developed by Kosterilioglu , was used. As statistical method, Duncan’s multiple range test was used in determining different groups following one-wat analysis of variance. Among these variables, pearson coefficients of correlation were calculated separately in groups in determining relation. In determining relationship between groups and categorical variables , chi square test was used. In calculations, value of p was taken as 0,05 and SPSS statistic program was used for calculations. While point average of attitudes of male students , who maintain their educations at Yuzuncu Yil University, for handicapped people was ascertained as 54.27±23.54, point average of attitudes of female students was determined as 55.86±26.34. A significant difference between male and female students according to gender variable was not seen in attitudes for being educated of handicapped individuals (P>0,05. It was observed that attitudes for being educated of handicapped individuals in starting and end of undergraduate term were higher than intermediate classes (P<0,01. Although a significant difference in kind of high schools from which students graduated was not seen, attitudes of graduates from science and sport high schools were found higher than graduates from other high schools
The article presents the graded analysis of morbidity of students in comparison with adolescents and adults with consideration for gender age and trends in physical health. With maturation, the number of students with good physical health conditions decreases almost twice. The process of education in university can be considered as one of the factors negatively impacting the youth's health. The information indicators of students' health (weight/height indicator; test of Genchi and Ruffier) and organization of health information data bank considered as evaluation criteria in the development of complex target program of students' health promotion during education process.
Su Jin Chae
Full Text Available Purpose We aim to identify what potential bias factors affected students’ overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. Methods This study analyzed students’ ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. Results There was a statistically significant difference between years of study and ratings’ scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05. The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. Conclusion We found significant interactions between year of study and the students’ rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.
Norrie S. Edward
Full Text Available Laboratory experimentation in engineering is an essential part of the three main components in an engineer's formation. The theoretical constructs and models are imparted in lectures and tutorials. Workshop hands-on activity allows the student to acquire an understanding of the interaction of design and manufacture, and the constraints both impose. Characteristics of plant are investigated through experiment, and this aids the learner's understanding of the limitation of models in predicting performance. The learner also gains an appreciation of the nature of errors and of the construction of plant. But while the oil industry has brought prosperity to the North- East, it has also brought unique educational demands: the working arrangements place severe restrictions on part-time student attendance. Technicians work a block of two to four weeks offshore, followed by a similar period of leave. Different companies have different arrangements, and shift-change days.
Chłapowska, Joanna; Pawlaczyk-Kamieńska, Tamara
Non carious lesions, including erosion changes, are becoming increasingly apparent. There are multiple factors involved in the etiology of dental erosion i.a. acids in commercially available drinks. The aim of this study was to determine the frequency of soft drink consumption that promote dental erosion among young adults. The 266 subjects were asked to fill in a questionnaire. The questionnaire inquired questions about consumption of drinks favouring tooth erosion. The students declared frequent drinking of isotonic drinks, energetic drinks, fizzy drinks and coca-cola type drinks. On the basis of a survey of Poznań University of Medical Sciences students it can be determined, that they have relatively high risk of dental erosion. To minimize the risk of dental erosion occurrence in young population there is a need to disseminate knowledge about the etiology.
Klupiec, C; Pope, S; Taylor, R; Carroll, D; Ward, M H; Celi, P
To evaluate the effectiveness of online audiovisual materials to support the acquisition of animal handling skills by students of veterinary and animal science. A series of video clips (Livestock Handling modules) demonstrating livestock handling procedures was created and delivered online to students enrolled in the Faculty of Veterinary Science, University of Sydney. The effectiveness of these modules for supporting student learning was evaluated via an online survey. The survey also sought feedback on how students could be better prepared for handling livestock. The survey indicated that students found the videos a useful part of their learning experience, particularly by familiarising them with correct handling procedures and emphasising the importance of safety when handling livestock. Students also highlighted that online delivery supported flexible learning. Suggested improvements of the Livestock Handling modules centred around broadening the content of the videos and improving the user-friendliness of online access. Student feedback regarding how the Faculty could better prepare them for livestock handling was dominated by requests for more opportunities to practise animal handling using live animals. The Livestock Handling audiovisual tool is a valuable supplementary resource for developing students' proficiency in safe and effective handling of livestock. However, the results also clearly reveal a perception by students that more hands-on experience is required for acquisition of animal handling skills. These findings will inform future development of the Faculty's animal handling program. © 2014 Australian Veterinary Association.
Naik, Rupali K; Borrego, Matthew E; Gupchup, Gireesh V; Dodd, Melanie; Sather, Mike R
To assess pharmacy students' knowledge, attitudes, and evaluation of direct-to-consumer advertising (DTCA). A cross sectional, self-administered, 106-item survey instrument was used to assess first, second, and third professional year pharmacy students' knowledge about DTCA regulations, attitudes toward DTCA, and evaluation of DTC advertisements with different brief summary formats (professional labeling and patient labeling) and in different media sources (print and television). One hundred twenty (51.3%) of the 234 students enrolled participated in the study. The mean percentage knowledge score was 48.7% +/- 12.5%. Based on the mean scores per item, pharmacy students had an overall negative attitude toward DTC advertisements. Students had an overall negative attitude toward television and print advertisements using the professional labeling format but an overall positive attitude toward the print advertisement using the patient labeling format. Lectures discussing DTC advertising should be included in the pharmacy curriculum.
You, So Young; Kim, Nam Cho
To develop a Critical Thinking Skill Test for Nursing Students. The construct concepts were drawn from a literature review and in-depth interviews with hospital nurses and surveys were conducted among students (n=607) from nursing colleges. The data were collected from September 13 to November 23, 2012 and analyzed using the SAS program, 9.2 version. The KR 20 coefficient for reliability, difficulty index, discrimination index, item-total correlation and known group technique for validity were performed. Four domains and 27 skills were identified and 35 multiple choice items were developed. Thirty multiple choice items which had scores higher than .80 on the content validity index were selected for the pre test. From the analysis of the pre test data, a modified 30 items were selected for the main test. In the main test, the KR 20 coefficient was .70 and Corrected Item-Total Correlations range was .11-.38. There was a statistically significant difference between two academic systems (p=.001). The developed instrument is the first critical thinking skill test reflecting nursing perspectives in hospital settings and is expected to be utilized as a tool which contributes to improvement of the critical thinking ability of nursing students.
Christie, Carole; Bowen, Denise; Paarmann, Carlene
This study evaluated the short- and long-term effectiveness of faculty training to enhance clinical evaluation of ethical reasoning and professionalism in a baccalaureate dental hygiene program. Ethics, values, and professionalism are best measured in contexts comparable to practice; therefore, authentic evaluation is desirable for assessing these areas of competence. Methods were the following: 1) a faculty development workshop implementing a core values-based clinical evaluation system for assessing students' professional judgment; 2) subsequent evaluation of the clinical faculty's use of core values for grading and providing written comments related to students' professional judgment during patient care for three academic years; and 3) evaluation of program outcomes assessments regarding clinical learning experiences related to ethics and professionalism domains. Results revealed the clinical faculty's evaluation of professional judgment during patient care was enhanced by training; written comments more frequently related to core values defined in the American Dental Hygienists' Association (ADHA) Code of Ethics; and faculty members reported more confidence and comfort evaluating professional judgment after implementation of this evaluation system and receiving training in its application. Students were more positive in outcomes assessments about their competency and learning experiences related to professionalism and ethics. This article shares one approach for enhancing clinical faculty's authentic evaluation of student competence in ethical reasoning and professionalism.
Cook-Snyder, Denise R
Analyzing and evaluating primary literature data is a common learning objective in undergraduate neuroscience courses. However, students with more clinically focused career goals often dismiss the relevance of evaluating basic neuroscience literature. Here, we describe using case studies to promote student engagement in primary literature in a cellular and molecular neuroscience course. Two example literature-based case studies are provided: Untwisting Pretzel Syndrome, a neurodevelopment case exploring synapse formation in a pretzel syndrome patient, and The Trials of ALS, a neurodegeneration case exploring axon degeneration and repair in an amyotrophic lateral sclerosis patient. These cases were assigned after neurodevelopment and neurodegeneration lectures covering key concepts. Both cases begin by introducing the patient and hypothesizing symptoms and diagnoses, followed by scenes incorporating primary data to illustrate disease pathogenesis and treatments. Students complete questions embedded in these cases as homework, and class time is used to discuss their answers. Discussion emphasizes that there can be multiple "correct" answers, and the best answers are accurate and well-supported. Accordingly, students edit their answers in class, and these annotations are factored into a pass/fail grade on the case. Additional scenes and questions from the same case studies are used on the course's take-home exams, thereby allowing students to practice primary data analysis and evaluation before a graded assignment. Student evaluations support literature-based case studies as an effective learning tool, with students identifying cases as the most valuable aspect of the course, and reporting increased confidence in understanding cellular and molecular neuroscience.
Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad
One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test
Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad
Background: One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. Methods: In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Results: Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation
Šter, Marija Petek; Švab, Igor; Klemenc-Ketiš, Zalika; Kersnik, Janko
The development of the EURACT (European Academy of Teachers in General Practice) Educational Agenda helped many family medicine departments in development of clerkship and the aims and objectives of family medicine teaching. Our aims were to develop and validate a tool for assessment of students' attitudes towards family medicine and to evaluate the impact of the clerkship on students' attitudes regarding the competences of family doctor. In the pilot study, experienced family doctors were asked to describe their attitudes towards family medicine by using the Educational Agenda as a template for brainstorming. The statements were paraphrased and developed into a 164-items questionnaire, which was administered to 176 final-year students in academic year 2007/08. The third phase consisted of development of a final tool using statistical analysis, which resulted in the 60-items questionnaire in six domains which was used for the evaluation of students' attitudes. At the beginning of the clerkship, person-centred care and holistic approach scored lower than the other competences. Students' attitudes regarding the competences at the end of 7 weeks clerkship in family medicine were more positive, with exception of the competence regarding primary care management. The students who named family medicine as his or her future career choice, found holistic approach as more important than the students who did not name it as their future career. With the decision tree, which included students' attitudes to the competences of family medicine, we can successfully predict the future career choice in family medicine in 93.5% of the students. This study reports on the first attempt to develop a valid and reliable tool for measuring attitudes towards family medicine based on EURACT Educational Agenda. The questionnaire could be used for evaluating changes of students' attitudes in undergraduate curricula and for prediction of students' preferences regarding their future professional
Clemmensen, Line Katrine Harder; Sliusarenko, Tamara; Ersbøll, Bjarne Kjær
Universities have varying policies on how and when to perform student evaluations of courses and teachers. More empirical evidence of the consequences of such policies on quality enhancement of teaching and learning is needed. A study (35 courses at the Technical University of Denmark....... The evaluations generally showed positive improvements over the semester for courses with access, and negative improvements for those without access. Improvements related to: Student learning, student satisfaction, teaching activities, and communication showed statistically significant average differences of 0.......1-0.2 points between the two groups. These differences are relatively large compared to the standard deviation of the scores when student effect is removed (approximately 0.7). We conclude that university policies on course evaluations seem to have an impact on the development of the teaching and learning...
Valyrakis, Manousos; Cheng, Ming
This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.
French, Judith C; Bickett, Melissa M; Iocono, Joseph A
Student empowerment of curriculum changes is a double-edged sword. When examining our third-year surgery course every year, we debate where the line is between improving education through student input against allowing the students to design "an easy course." Written student comments on end-of-course evaluations (from the academic years 2006-2007 to 2010-2011) were analyzed using the qualitative approach described by Miles and Huberman. We compared the grouped comments to the course changes that were made over these years to determine what extent were we listening to students. Finally, we took the course changes made and juxtaposed them with student grades and with student course perceptions provided by the end-of-course evaluation analysis. We identified 17 alterations to our curriculum since the year 2007-2008 and of those, 12 are directly related to student comments. Some examples of our changes were a grading-scale alteration, grouping of workshops, and adding a shelf examination review session. The overall course ratings by the students steadily rose over the 5-year period (2.57 to 3.39), while the percentages of A's earned by students decreased over that same time until the year 2010-2011 when the percent of A's earned increased by over 30%. Because of the fact that 12 of 17 course changes can be directly related back to the student comments, we feel confident that we are listening to students. The increase in perception of the course through the first 4 years did not coincide with higher grades. The changes made have been instrumental in the course winning the best clerkship award for the last 4 years. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Morphet, Julia; Hood, Kerry; Cant, Robyn; Baulch, Julie; Gilbee, Alana; Sandry, Kate
The establishment of interprofessional teamwork training in the preprofessional health care curriculum is a major challenge for teaching faculties. Interprofessional clinical placements offer an opportunity for teamwork education, as students in various professions can work and learn together. In this sequential, mixed-method study, focus group and survey techniques were used to evaluate students' educational experiences after 2-week ward-based interprofessional clinical placements. Forty-five senior nursing, medicine, and other health care students cared for patients in hospital wards under professional supervision, with nursing-medicine student "teams" leading care. Thirty-six students attended nine exit focus groups. Five central themes that emerged about training were student autonomy and workload, understanding of other professional roles, communication and shared knowledge, interprofessional teamwork/collaboration, and the "inner circle", or being part of the unit team. The learning environment was described as positive. In a postplacement satisfaction survey (n=38), students likewise rated the educational experience highly. In practicing teamwork and collaboration, students were able to rehearse their future professional role. We suggest that interprofessional clinical placements be regarded as an essential learning experience for senior preprofessional students. More work is needed to fully understand the effect of this interactive program on students' clinical learning and preparation for practice.
Boysen Osborn, Megan; Mattson, James; Yanuck, Justin; Anderson, Craig; Tekian, Ara; Fox, John Christian; Harris, Ilene B
To examine the variability among medical schools in ranking systems used in medical student performance evaluations (MSPEs). The authors reviewed MSPEs from U.S. MD-granting medical schools received by the University of California, Irvine emergency medicine and internal medicine residency programs during 2012-2013 and 2014-2015. They recorded whether the school used a ranking system, the type of ranking system used, the size and description of student categories, the location of the ranking statement and category legend, and whether nonranking schools used language suggestive of rank. Of the 134 medical schools in the study sample, the majority (n = 101; 75%) provided ranks for students in the MSPE. Most of the ranking schools (n = 63; 62%) placed students into named category groups, but the number and size of groups varied. The most common descriptors used for these 63 schools' top, second, third, and lowest groups were "outstanding," "excellent," "very good," and "good," respectively, but each of these terms was used across a broad range of percentile ranks. Student ranks and school category legends were found in various locations. Many of the 33 schools that did not rank students included language suggestive of rank. There is extensive variation in ranking systems used in MSPEs. Program directors may find it difficult to use MSPEs to compare applicants, which may diminish the MSPE's value in the residency application process and negatively affect high-achieving students. A consistent approach to ranking students would benefit program directors, students, and student affairs officers.
Santonja-Medina, Fernando; García-Sanz, M Paz; Martínez-Martínez, Francisco; Bó, David; García-Estañ, Joaquín
This article investigates whether a reflexive portfolio is instrumental in determining the level of acquisition of clinical competences in traumatology, a subject in the 5th year of the degree of medicine. A total of 131 students used the portfolio during their clinical rotation of traumatology. The students’ portfolios were blind evaluated by four professors who annotated the existence (yes/no) of 23 learning outcomes. The reliability of the portfolio was moderate, according to the kappa index (0.48), but the evaluation scores between evaluators were very similar. Considering the mean percentage, 59.8% of the students obtained all the competences established and only 13 of the 23 learning outcomes (56.5%) were fulfilled by >50% of the students. Our study suggests that the portfolio may be an important tool to quantitatively analyze the acquisition of traumatology competences of medical students, thus allowing the implementation of methods to improve its teaching. PMID:26929675
Ozturk, Tugba; Guven, Bulent
Problem solving is not simply a process that ends when an answer is found; it is a scientific process that evolves from understanding the problem to evaluating the solution. This process is affected by several factors. Among these, one of the most substantial is belief. The purpose of this study was to evaluate the beliefs of high school students…
Walraven, Amber; Brand-Gruwel, S.; Boshuizen, H.P.A.
A program for teaching 9th graders course content (history) and how they should evaluate information found on the WWW was designed and tested. Goal of the program was to teach content, evaluations skills, and to achieve transfer of these skills to a different domain. In the design of the program the
Walraven, Amber; Brand-Gruwel, Saskia; Boshuizen, Henny P. A.
A program for teaching 9th graders course content (history) and how they should evaluate information found on the WWW was designed and tested. Goal of the program was to teach content, evaluations skills, and to achieve transfer of these skills to a different domain. In the design of the program the principles of two transfer theories were…
This paper provides recommendations for the development, implementation, and evaluation of a demonstration program designed to assess direct lending as a replacement for the current federal student loan program. It offers a list of principles which the demonstration project should address. Recommendations include: (1) maintenance of student…
Al-Juda, Mefleh Qublan B.
This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students' attitudes towards e-learning. The study uses convenience sampling in which students of the Education…
Silva, Monica; Ross, Ines
Evaluated a 1-year sex education program for low income male high school students in Chile. Findings for 92 students in the baseline year, 1993, and 196 students in the 1998 cohort show a reduction in the percentage of students reporting having had sexual intercourse, changes attitudes toward abstinence, and differences in communication about…
Taqi, Hanan A.; Al-Nouh, Nowreyah A.; Dashti, Abdulmuhsin A.; Shuqair, Khaled M.
In the context of students' evaluation of teachers in higher education, this paper examines the perspectives of students and faculty members in the English Department in the college of Basic education (CBE) in the State of Kuwait. The study is based on a survey that covered 320 students and 19 members of staff in the English department. The study…
Eukel, Heidi N; Frenzel, Jeanne E; Cernusca, Dan
Objective. To design an educational game that will increase third-year professional pharmacy students' knowledge of diabetes mellitus disease management and to evaluate their perceived value of the game. Methods. Faculty members created an innovative educational game, the diabetes escape room. An authentic escape room gaming environment was established through the use of a locked room, an escape time limit, and game rules within which student teams completed complex puzzles focused on diabetes disease management. To evaluate the impact, students completed a pre-test and post-test to measure the knowledge they've gained and a perception survey to identify moderating factors that could help instructors improve the game's effectiveness and utility. Results. Students showed statistically significant increases in knowledge after completion of the game. A one-sample t -test indicated that students' mean perception was statistically significantly higher than the mean value of the evaluation scale. This statically significant result proved that this gaming act offers a potential instructional benefit beyond its novelty. Conclusion. The diabetes escape room proved to be a valuable educational game that increased students' knowledge of diabetes mellitus disease management and showed a positive perceived overall value by student participants.
Kirsch, Daniel J; Doerfler, Leonard A; Truong, Debbie
To describe diagnostic and psychotropic medication prescription characteristics among college students referred by college counseling centers for psychopharmacologic evaluation. Participants were 540 college students referred by 6 college counseling centers in Massachusetts between November 2005 and May 2011. Students completed self-report measures of depression, anxiety, suicidal ideation and attempts, and substance use. Information regarding DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th edition) diagnosis, previous history of medication prescription, and current psychotropic medication(s) prescribed by the consulting psychiatrist was obtained from medical records. Depression, anxiety, and attention-deficit/hyperactivity disorder (ADHD) were the most common psychiatric problems identified in students. Half of these students had been prescribed mediation prior to evaluation. Antidepressant medication was the most frequently prescribed medication. A large proportion of students reported previous thoughts of suicide, and 12% had made at least 1 suicide attempt. Depression, anxiety, and ADHD are common among students referred by college counseling centers for medication evaluation and treatment.
Shield, Renée R; Farrell, Timothy W; Nanda, Aman; Campbell, Susan E; Wetle, Terrie
The Alpert Medical School of Brown University began to integrate geriatrics content into all preclerkship courses and key clerkship cases as part of a major medical school curriculum redesign in 2006. This study evaluates students' responses to geriatrics integration within the curriculum using journals kept by volunteer preclerkship and clerkship students between 2007 and 2010. The journals were used to assess the quality of curricular integration of geriatrics didactic and clinical content, to gather information for shaping the evolving curriculum, and to elicit students' responses about their professional development and caring for older adults. Student "journalers" wrote narrative reactions to and evaluations of aging-related content and exposure to older patients in response to written semistructured questions. An interdisciplinary team (including a health services researcher, gerontologist, medical anthropologist, and 2 geriatricians) used qualitative analysis to code the 405 journal entries. The team identified 10 themes within the following domains: (a) evaluation of efforts to integrate geriatrics within the medical school curriculum, (b) recognition and application of geriatrics principles, (c) student attitudes and cultural experiences regarding aging and the care of older patients, and (d) personal and professional development over time. Themes emerging within these domains reflect the effectiveness of geriatrics integration within the new curriculum as well as students' professional development. Journaling provides a novel and effective method for capturing medical students' responses to curricular content in real time, allowing for midcourse corrections and identifying key components of their professional development.
Vogt, Marjorie A; Schaffner, Barbara H
Nursing education is challenged to prepare students for complex healthcare needs through the integration of teamwork and informatics. Technology has become an important teaching tool in the blended classroom to enhance group based learning experiences. Faculty evaluation of classroom technologies is imperative prior to adoption. Few studies have directly compared various technologies and their impact on student satisfaction and learning. The purpose of this study was to evaluate technology enhanced teaching methods on the learning and satisfaction of graduate students in an advanced pharmacology class using an unfolding case study. After IRB approval, students were randomly assigned to one of three groups: blogging group, wiki group or webinar group. Students completed the evolving case study using the assigned interactive technology. Student names were removed from the case studies. Faculty evaluated the case study using a rubric, while blinded to the assigned technology method used. No significant difference was found on case study grades, the range of grades on the assignment demonstrated little differences between the methods used. Students indicated an overall positive impact related to networking and collaboration on a satisfaction survey. Impact of technology methods needs to be explored in other areas of graduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.
Dharma Rao V, Pramod Kumar Reddy M, Rajaneesh Reddy M, HanumiahA, Shyam Sunder P, Narasingha Reddy T, Kishore Babu SPV
Full Text Available The assessment of student’s clinical competence is of paramount importance, and there are several means of evaluating student performance in medical examinations. The OSCE is an approach to student assessment in which aspects of clinical competence are evaluated in a comprehensive, consistent and structured manner with close attention to the objectivity of the process. The faculty of general medicine in collaboration with other clinical departments, Mamata Medical College, Khammam first implemented the objective structured clinical examination (OSCE in the final MBBS Part-II examination during the internal assessment examination for the 2011-2012 academic years. The study was set out to explore student acceptance of the OSCE as part of an evaluation of final MBBS students. A self-administered questionnaire was completed by successive groups of students immediately after the OSCE. Main outcome measures were student perception of examination attributes, which included the quality of instructions and organization, the quality of performance, authenticity and transparency of the process, and usefulness of the OSCE as an assessment instrument compared to other formats. There was an overwhelming acceptance of OSCE in general medicine with respect to comprehensiveness (90% transparency (90% & authenticity of required tasks. Students felt that it was a useful form of examination. Student’s feedback was invaluable in influencing faculty teaching curriculum direction and appreciation of student opinion and overall the students were agreeable with newer form of OSCE. The majority of the students felt that OSCE is a fair assessment tool compared to traditional long and short cases and it covers a wide range of knowledge and clinical skills in general medicine.
Strand, Kari; Carlsen, Liv B; Tveit, Bodil
To evaluate the impact of a partnership learning programme designed to support undergraduate nursing students' competence in speaking with patients about spiritual issues. Spiritual care is an oft-neglected and underexposed area of nursing practice. Despite the increasing amount of research on spiritual care in educational programmes, little is known about nursing students' experiences with existential/spiritual talks and the process of learning about spiritual care in the clinical placement. The project used a qualitative evaluation design to evaluate the impact of a partnership-initiated intervention focusing on student learning of spiritual care in a hospital ward. Data were collected through three focus group interviews with bachelor of nursing students from one Norwegian university college and supplemented with notes. Data were analysed by means of qualitative interpretative content analysis. The intervention was found to enhance students' competence in spiritual talks. The students developed an extended understanding of spirituality, became more confident in speaking with patients about spiritual issues and more active in grasping opportunities to provide spiritual care. Participating nurses significantly contributed to the students' learning process by being role models, mentoring the students and challenging them to overcome barriers in speaking with patients about spiritual issues. The partnership learning programme proved to be a useful model in terms of enhancing students' confidence in speaking with patients about spiritual concerns. Collaboration between nursing university colleges and clinical placements could help nursing students and clinical nurses to develop competencies in spiritual care and bridge the gap between academic education and clinical education, to the benefit of both. © 2016 John Wiley & Sons Ltd.
Stupans, Ieva; McGuren, Therese; Babey, Anna Marie
Student rating instruments are recognised to be valid indicators of effective instruction, providing a valuable tool to improve teaching. However, free-form text comments obtained from the open-ended question component of such surveys are only infrequently analysed comprehensively. We employed an innovative, systematic approach to the analysis of…
Wilkins, Stephen; Huisman, Jeroen
In many countries and regions around the world international students now weigh up the potential advantages and disadvantages of undertaking their higher education at an international branch campus rather than at a home campus located in a traditional destination such as the United States or United Kingdom. The aim of the research is to identify…
Full Text Available This article is based on a qualitative research in an elementary school at São Paulo, Brazil, and discusses the academic evaluation of pupils, searching if teacher’s opinions about masculinity and femininity affect her/his judgments. The text concludes that it is time to reflect upon these topics in the educational field, because gender inequalities and hierarchies are powerful interferences on the evaluation processes used in most Brazilian elementary schools.
José Luis Navarro
Evaluation is one of the components of the educational process that has begun to become increasingly relevant as a result of new educational approaches to learning opportunities. The field of arts education has its educational idiosyncrasies, most perilously “the subjectivity” involved in production and artistic creation attempting to achieve “beauty” or “musicality.” For this reason, the overall educational process, and evaluation of music in particular, should be studied in order to avoid p...
Talbott, Vanessa A; Marks, Joshua A; Bodzin, Adam S; Comeau, Jason A; Maxwell, Pinckney J; Isenberg, Gerald A; Martin, Niels D
To prepare students pursuing surgical careers, we devised a senior subinternship curriculum supplement that focused on the acquisition of technical skills required of surgical residents. We hypothesized that more assertive students, those that accomplished more of the curriculum, would perform better on a technical skills Objective Structured Clinical Examination (OSCE). Senior medical students rotating on their first general surgery subinternship were administered a 6-station OSCE on the first day of their subinternship and again during the final week of the month-long rotation. A self-directed, 38-task "scavenger hunt" representing common intern level clinical skills, procedures, and patient care activities was provided to each student. The study was performed at Jefferson Medical College, a large, private medical school in Philadelphia, PA. Forty-nine senior students completed surgical subinternships between July 2009 and September 2010, and participated both in the pre-/post-OSCEs and the scavenger hunt. Students performed significantly better on the post-rotation OSCE than on the pre-rotation OSCE; 70.2% ± 8.1% vs. 60.4% ± 12.0%, p Assertiveness scores from the "scavenger hunt" did not correlate with final OSCE scores (r = -0.328, p = 0.25), and were negatively correlated with the change between pre- and post-OSCE scores (r = -0.573, p assertiveness scores were determined by the number of tasks completed over the course of the rotation. As surgical education becomes more streamlined with evolving work hour restrictions, medical school education is playing an increasingly pivotal role in preparing students for internship. In our study, individual assertiveness in completing structured self-directed learning tasks did not directly predict the acquisition of proficiency in technical skills. We feel assertiveness is overshadowed by other factors that may carry more weight in terms of technical skills acquisition. Further studies are required to delineate these
Hemmer, Paul A; Dadekian, Gregory A; Terndrup, Christopher; Pangaro, Louis N; Weisbrod, Allison B; Corriere, Mark D; Rodriguez, Rechell; Short, Patricia; Kelly, William F
Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008-2009 academic year. The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives. Single-teacher written and transcribed verbal comments about student performance were masked and reviewed by a panel of experts who, by consensus, (1) determined whether RIME was used, (2) counted the number of RIME utterances, and (3) assigned a grade based on the comments. Analysis included descriptive statistics and Pearson correlation coefficients. The authors reviewed 293 individual teacher narratives regarding the performance of 49 students. Attendees explicitly used RIME more frequently than non-attendees (69.8 vs. 40.4 %; p sessions used RIME terminology more frequently and provided more accurate grade recommendations than teachers who did not attend. Formal evaluation sessions may provide frame-of-reference training for the RIME framework, a method that improves the validity and reliability of workplace assessment.
Smedema, Susan Miller; Chan, Fong; Yaghmaian, Rana A.; Cardoso, Elizabeth DaSilva; Muller, Veronica; Keegan, John; Dutta, Alo; Ebener, Deborah J.
This study examined the factorial structure of the construct core self-evaluations (CSE) and tested a mediational model of the relationship between CSE and life satisfaction in college students with disabilities. We conducted a quantitative descriptive design using exploratory and confirmatory factor analysis and multiple regression analysis.…
Brackett, Marc A.; Floman, James L.; Ashton-James, Claire; Cherkasskiy, Lillia; Salovey, Peter
The evaluation of student work is a central aspect of the teaching profession that can affect students in significant ways. Although teachers use multiple criteria for assessing student work, it is not yet known if emotions are a factor in their grading decisions as has been found in other instances of professional evaluations. Reason to believe…
Bartlett, Maggie; Pritchard, Katie; Lewis, Leo; Hays, Richard B; Mckinley, Robert K
One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011-2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context. Objectives were to evaluate the rural teaching from the perspectives of four groups: patients, general practice tutors, community hospital staff and students. Learning outcomes (as measured by objective structured clinical examinations) of students learning in rural practices in the final year were compared with those in other practices. Data were gathered from a variety of sources. Students' scores in cohort-wide clinical assessment were compared with those in other locations. Semi-structured interviews were conducted with general practice tutors and community hospital staff. Serial focus groups explored the perceptions of the students, and questionnaires were used to gather the views of patients. Patients reported positive experiences of students in their consultations, with 97% expressing willingness to see students. The majority of patients considered that teaching in general practice was a good thing. They also expressed altruistic ideas about facilitating learning. The tutors were enthusiastic and perceived that teaching had positive impacts on their practices despite negative effects on their workload. The community hospital staff welcomed students and expressed altruistic ideas about helping them learn. There was no significant difference between the rurally placed students' objective
Candra Permana, Fahmi; Rosmansyah, Yusep; Setiawan Abdullah, Atje
Students activity on social media can provide implicit knowledge and new perspectives for an educational system. Sentiment analysis is a part of text mining that can help to analyze and classify the opinion data. This research uses text mining and naive Bayes method as opinion classifier, to be used as an alternative methods in the process of evaluating studentss satisfaction for educational institution. Based on test results, this system can determine the opinion classification in Bahasa Indonesia using naive Bayes as opinion classifier with accuracy level of 84% correct, and the comparison between the existing system and the proposed system to evaluate students satisfaction in learning process, there is only a difference of 16.49%.
Lecours, Alexandra; Therriault, Pierre-Yves
The few studies aiming to evaluate prevention interventions provided by occupational therapists in health at work were conducted in work settings. However, to intervene in primary prevention, developing occupational therapy interventions with students learning a trade is relevant. The objective is to evaluate workshops designed and set up by…
Malon, Michelle; Cortes, Dina; Greisen, Gorm
and examination for pediatric medicine.MethodsMedical students on a pediatric clerkship at the University of Copenhagen assessed eight short pediatric video cases during autumn 2011 and spring 2012. Two independent observers evaluated a subset of records in a pilot study. A blind evaluation was made...
Berk, Ronald A.
Recently, student outcomes have bubbled to the top of debates about how to evaluate teaching in community and liberal arts colleges, universities, and professional schools, but even more international attention has been riveted on how outcomes are being used to evaluate teachers and administrators K-12 (Harris, 2012; Rowen & Raudenbush, 2016;…
Karvounidis, T.; Chimos, K.; Bersimis, S.; Douligeris, C.
In this work, Web 2.0 technologies in higher education are evaluated using students' perceptions, satisfaction, performance and behaviour. The study evaluates the Web 2.0 tools as stand-alone entities as well in terms of their cross-operability and integration (confluence) to synergistic contributions towards the enhancement of student…
Oon, Pey-Tee; Spencer, Benson; Kam, Chester Chun Seng
Student evaluations of teaching (SET) are used globally by higher education institutions for performance assessment of academic staff and evaluation of course quality. Higher education institutions commonly develop their own SETs to measure variables deemed relevant to them. However, "home-grown" SETs are rarely assessed…
This paper explores the factors that affect students' evaluation of economic instruction using a sample of 1300 completed rating instruments at a comprehensive four-year mid-western public university. The study uses factor analysis to determine the validity and reliability of the evaluation instrument in assessing instructor or course…
Morley, Donald D.
This article reports and demonstrates two SPSS macros for calculating Krippendorff's alpha and intraclass reliability coefficients in repetitive situations where numerous coefficients are needed. Specifically, the reported SPSS macros were used to evaluate the interrater agreement and reliability of student evaluations of teaching in thousands of…
This study compares student evaluations of instruction that were collected in-class with those gathered through an online survey. The two modes of administration were compared with respect to response rate, psychometric characteristics and mean ratings through different statistical analyses. Findings indicated that in-class evaluations produced a…
Instructors in higher education are very familiar with the Likert scale Students' Evaluation of Teaching (SET) used to evaluate teaching. Researchers have raised concerns about biases affecting the results of SET surveys, as well as their validity and reliability and use in high-stakes decision making. Here, we demonstrate that Q methodology,…
O'Donohue, W. J., Jr.; Wergin, Jon F.
During a three-month clinical clerkship in medicine 175 medical students were evaluated. A proficiency assessment process was developed that included preceptor evaluation of on-the-job performance as well as oral and written examinations. Data analysis showed small correlations among the three measurements of competence. (Author/LBH)
Champagne, Matthew V.
A 2012 survey of higher education found that 27% of colleges and universities were "mobile ready", that is, allowing students to complete course evaluations via mobile devices, and 26% of schools planned to allow the use of mobile devices for course evaluations within the next year. The purpose of this study was to prepare for this…
Grammatikopoulos, Vasilis; Linardakis, M.; Gregoriadis, A.; Oikonomidis, V.
The aim of the current study was to provide a valid and reliable instrument for the evaluation of the teaching effectiveness in the Greek higher education system. Other objectives of the study were (a) the examination of the dimensionality and the higher-order structure of the Greek version of Students' Evaluation of Educational Quality (SEEQ)…
Rogers, P L; Jacob, H; Thomas, E A; Harwell, M; Willenkin, R L; Pinsky, M R
To determine whether fourth-year medical students can learn the basic analytic, evaluative, and psychomotor skills needed to initially manage a critically ill patient. Student learning was evaluated using a performance examination, the objective structured clinical examination (OSCE). Students were randomly assigned to one of two clinical scenarios before the elective. After the elective, students completed the other scenario, using a crossover design. Five surgical intensive care units in a tertiary care university teaching hospital. Forty fourth-year medical students enrolled in the critical care medicine (CCM) elective. All students evaluated a live "simulated critically ill" patient, requested physiologic data from a nurse, ordered laboratory tests, received data in real time, and intervened as they deemed appropriate. Student performance of specific behavioral objectives was evaluated at five stations. They were expected to a) assess airway, breathing, and circulation in appropriate sequence; b) prepare a manikin for intubation, obtain an acceptable airway on the manikin, demonstrate bag-mouth ventilation, and perform acceptable laryngoscopy and intubation; c) provide appropriate mechanical ventilator settings; d) manage hypotension; and e) request and interpret pulmonary artery data and initiate appropriate therapy. OSCEs were videotaped and reviewed by two faculty members masked to time of examination. A checklist of key behaviors was used to evaluate performance. The primary outcome measure was the difference in examination score before and after the rotation. Secondary outcomes included the difference in scores at each rotation. The mean preelective score was 57.0%+/-8.3% compared with 85.9%+/-7.4% (ppsychomotor skills necessary to initially manage critically ill patients. After an appropriate 1-month CCM elective, students' thinking and application skills required to initially manage critically ill patients improved markedly, as demonstrated by an OSCE
Sword, David O; Thomas, K Jackson; Wise, Holly H; Brown, Deborah D
Sophisticated high-fidelity human simulation (HFHS) manikins allow for practice of both evaluation and treatment techniques in a controlled environment in which real patients are not put at risk. However, due to high demand, access to HFHS by students has been very competitive and limited. In the present study, a basic CPR manikin with a speaker implanted in the chest cavity and internet access to a variety of heart and breath sounds was used. Students were evaluated on their ability to locate and identify auscultation sites and heart/breath sounds. A five-point Likert scale survey was administered to gain insight into student perceptions on the use of this simulation method. Our results demonstrated that 95% of students successfully identified the heart and breath sounds. Furthermore, survey results indicated that 75% of students agreed or strongly agreed that this manner of evaluation was an effective way to assess their auscultation skills. Based on performance and perception, we conclude that a simulation method as described in this paper is a viable and cost-effective means of evaluating auscultation competency in not only student physical therapists but across other health professions as well.
Full Text Available The aim of the research was to evaluate the effectiveness of the Integrative Teaching Programme in enhancing school students' well-being and in lowering their level of school's anxiety1. In total, 608 students with different kinds of learning difficulties (aged from 10 till 19 from 17 schools from different administrative districts of Latvia participated in the implementation of this project. Participants filled out a specially developed questionnaire at the beginning and at the end of one school year. Among other scales integrated in Student's Questionnaire, students filled in a School Anxiety scale and Student's well-beingscale. Results show, that after realization of the Integrative Teaching Programme, a significant decrease was found in the students' school's anxiety level, and significant increase in theirs' well-being level. Developed Integrative Teaching Programme is an effective tool for enhancing students' self-regulation ability, self-confidence, social competence etc. Development of these skills and interaction with teachers and classmates in creative, stimulating and free atmosphere can decrease school's anxiety and as result enchase students' subjective well-being which is a necessary step for integrating students with learning difficulties in normal school life.
Mohammad Alauddin; Temesgen Kifle
While the student evaluation of teaching (SET) has been an intensely researched area in higher education there has been little research using the individual student responses on their perceptions of instructorsâ€™ effectiveness (TEVAL) score. This research delivers a methodological breakthrough as it fills this gap by employing individual student responses from an elite Australian university and partial proportional odds model to investigate the influence of studentsâ€™ perceptions of instruc...
Jillian R. Griffiths
Full Text Available The Joint Information Systems Committee (JISC Information Environment (IE, a development from the DNER - Distributed National Electronic Resource, is intended to help users in the UK academic sector maximise the value of published information resources by developing a coherent environment out of the confusing array of systems and services currently available. The EDNER Project (Formative Evaluation of the DNER is funded to undertake ongoing evaluation of the developing IE over the full three years of the JISC 5/99 Learning & Teaching and Infrastructure Programme i.e. from 2000 to 2003. The EDNER Project is led by the Centre for Research in Library & Information Management (CERLIM at the Manchester Metropolitan University; the Centre for Studies in Advanced Learning Technologies (CSALT at Lancaster University is a partner. This paper reports on work in progress and some of the initial findings of the evaluation team.
Full Text Available Background: Pharmacists are under pressure to provide patient centered care within increasingly culturally diverse settings. Pharmacy schools play an important role in educating learners regarding culture and its impact on patient care. Objectives: The objectives of this study were to determine if a novel cultural competency learning activity, which involved students from two culturally and ethnically different pharmacy schools learning together using videoconference education activities, improved: (1 student knowledge and confidence pertaining to cultural competency concepts, (2 attitudes and perceptions towards being a culturally competent pharmacist, and (3 academic performance related to cultural competency case studies. Methods: Pharmacy students from Qatar University in Doha, Qatar (n=25 and the University of Saskatchewan in Saskatoon, Canada (n=85 participated in a cultural competency activity comprised of small group work on a patient case study, followed by tutorial discussions. Some Canadian students (n=31/85 worked collaboratively (via video conference with the students from Qatar. The evaluation used a convergent mixed methods design comprised of: (1 a pre and post session survey measuring student knowledge and confidence; (2 pre and post session student self-reflections; and, (3 student academic performance on care plans and an observed structured clinical exam (OSCE. Results: The survey identified small but statistically significant (p<0.05 improvements in knowledge and confidence with respect to 11 of the 12 questionnaire items in the students from Canada and 2 of the 12 items in the students from Qatar. The self-reflections found that 44.4% (n=36/81 of students who completed the pre and post reflective questions reported a change in knowledge and attitudes regarding cultural competency, but a reason for the change was not evident. Student grades on the cultural competency care plans and the OSCE were not different between the
Yoo, Moon Sook; Yoo, Il Young; Lee, Hyejung
An opportunity for a student to evaluate his or her own performance enhances self-awareness and promotes self-directed learning. Using three outcome measures of competency of procedure, communication skills, and learning motivation, the effects of self-evaluation using a video recording of the student's Foley catheterization was investigated in this study. The students in the experimental group (n = 20) evaluated their Foley catheterization performance by reviewing the video recordings of their own performance, whereas students in the control group (n = 20) received written evaluation guidelines only. The results showed that the students in the experimental group had better scores on competency (p communication skills (p performance developed by reviewing a videotape appears to increase the competency of clinical skills in nursing students. Copyright 2010, SLACK Incorporated.
Rodger, Sylvia; Mickan, Sharon; Marinac, Julie; Woodyatt, Gail
This report outlines the teamwork learning outcomes of an interprofessional workshop conducted with a cohort of 81 graduate-entry students of occupational therapy, physiotherapy, speech pathology, and audiology. This four-hour workshop was based around a case scenario of a child with developmental coordination disorder. This report describes and evaluates the development of knowledge and skills of teamwork that were facilitated through this workshop. Students completed questionnaires before and after the workshop about their knowledge of teamwork, requisites for working together, the utility of the workshop, and learning outcomes. The evaluation indicated that the workshop was successful from the students' perspectives in confirming the importance of teamwork and the processes of communication and collaborative goal setting. Students refined their own professional roles and developed an appreciation of the contribution of other professions and parents. This recognition of the comparative value of different professional contributions in providing holistic patient care is one of the starting points for education about interprofessional teamwork.
Full Text Available In search of better, traditional learning universities have expanded their ways to deliver knowledge and integrate cost effective e-learning systems. Universities' use of information and communication technologies has grown tremendously over the last decade. To ensure efficient use of the e-learning system, the Arab Open University (AOU in Bahrain was the first to use e-learning system there, aimed to evaluate the good and bad practices, detect errors and determine areas for further improvements in usage. This study critically evaluated the students' perception of the elearning system in Bahrain and recommended changes to improve students' e-learning usage. Results of the study indicated that, in general, students have favourable perceptions toward using the e-learning system. This study has shown that technology acceptance is the most variable, factor that contributes to students' perception and satisfaction of the e-learning system.
Full Text Available Programme evaluation is an essential part of any specific teaching and learning programme. The results of the evaluation, among others, would inform the relevance of the courses offered to the students in relation to their future in the working world This research study was an evaluation conducted to determine the extent to which the structure of a Diploma in English programme prepares students for the working world as well as the extent to which the graduates produced meet the requirements of the industry. The evaluation was carried out by investigating the performance of 69 students undergoing their industrial training. The data were collected through surveys and interviews. In addition to the students, 35 site supervisors were also surveyed and interviewed. The results revealed that the Diploma in English students were prepared for the working world and they had the qualities required by the industry. The results of the study also highlighted some issues on the additional courses needed for the betterment of the programme. Based on the findings of this research study, some changes were introduced in the programme which enforces the significance of the evaluation conducted.
Aoun Bahous, Sola; Salameh, Pascale; Salloum, Angelique; Salameh, Wael; Park, Yoon Soo; Tekian, Ara
Students evaluations of their learning experiences can provide a useful source of information about clerkship effectiveness in undergraduate medical education. However, low response rates in clerkship evaluation surveys remain an important limitation. This study examined the impact of increasing response rates using a compulsory approach on validity evidence. Data included 192 responses obtained voluntarily from 49 third-year students in 2014-2015, and 171 responses obtained compulsorily from 49 students in the first six months of the consecutive year at one medical school in Lebanon. Evidence supporting internal structure and response process validity was compared between the two administration modalities. The authors also tested for potential bias introduced by the use of the compulsory approach by examining students' responses to a sham item that was added to the last survey administration. Response rates increased from 56% in the voluntary group to 100% in the compulsory group (P two consecutive years. Testing for non-response bias in the voluntary group showed that females were more frequent responders in two clerkships. Testing for authority-induced bias revealed that students might complete the evaluation randomly without attention to content. While increasing response rates is often a policy requirement aimed to improve the credibility of ratings, using authority to enforce responses may not increase reliability and can raise concerns over the meaningfulness of the evaluation. Administrators are urged to consider not only response rates, but also representativeness and quality of responses in administering evaluation surveys.
Original Research Article. Symptoms-Based ... cravings, 22.33 % (46); and angular stomatitis 18.97 % (39). ... . Pregnancy fallouts in an overall surplus iron constraint is about 1000 mg . .... Evaluation of the Health-related Quality of Life of.
Brockx, Bert; Spooren, Pieter; Mortelmans, Dimitri
The use of student evaluation of teaching (SET) to evaluate and improve teaching is widespread amongst institutions of higher education. Many authors have searched for a conclusive understanding about the influence of student, course, and teacher characteristics on SET. One hotly debated discussion concerns the interpretation of the positive and…
Jain, G. Panka; Gurupur, Varadraj P.; Schroeder, Jennifer L.; Faulkenberry, Eileen D.
In this paper, we describe a tool coined as artificial intelligence-based student learning evaluation tool (AISLE). The main purpose of this tool is to improve the use of artificial intelligence techniques in evaluating a student's understanding of a particular topic of study using concept maps. Here, we calculate the probability distribution of…
Zapko, Karen A; Ferranto, Mary Lou Gemma; Blasiman, Rachael; Shelestak, Debra
The National League for Nursing (NLN) has endorsed simulation as a necessary teaching approach to prepare students for the demanding role of professional nursing. Questions arise about the suitability of simulation experiences to educate students. Empirical support for the effect of simulation on patient outcomes is sparse. Most studies on simulation report only anecdotal results rather than data obtained using evaluative tools. The aim of this study was to examine student perception of best educational practices in simulation and to evaluate their satisfaction and self-confidence in simulation. This study was a descriptive study designed to explore students' perceptions of the simulation experience over a two-year period. Using the Jeffries framework, a Simulation Day was designed consisting of serial patient simulations using high and medium fidelity simulators and live patient actors. The setting for the study was a regional campus of a large Midwestern Research 2 university. The convenience sample consisted of 199 participants and included sophomore, junior, and senior nursing students enrolled in the baccalaureate nursing program. The Simulation Days consisted of serial patient simulations using high and medium fidelity simulators and live patient actors. Participants rotated through four scenarios that corresponded to their level in the nursing program. Data was collected in two consecutive years. Participants completed both the Educational Practices Questionnaire (Student Version) and the Student Satisfaction and Self-Confidence in Learning Scale. Results provide strong support for using serial simulation as a learning tool. Students were satisfied with the experience, felt confident in their performance, and felt the simulations were based on sound educational practices and were important for learning. Serial simulations and having students experience simulations more than once in consecutive years is a valuable method of clinical instruction. When
Melvin, L; Connolly, K; Pitre, L; Dore, K L; Wasi, P
Written and verbal communication skills are important skills for all physicians. While verbal skills are taught and assessed in medical school, medical students report limited instruction in written communication skills. This study examined the impact of a curriculum delivered during a 6-week clinical rotation in Internal Medicine on the objective assessment of medical students' written communication skills. The curriculum consisted of two educational programmes: a medical student communication tutorial and a resident feedback workshop. The study was conducted from March 2012 to January 2013 at McMaster University in Hamilton, Ontario, Canada. The study featured three arms: (1) control, (2) medical student communication tutorial alone and (3) student tutorial and resident feedback workshop. Data were collected on 126 students during 6-week Internal Medicine clerkship rotations. Students' written consultation notes were collected prior to the educational programmes and at 6 weeks. Blinded faculty assessors used an independently validated Assessment Checklist to evaluate consultation notes. Consultation note scores improved from week 1 to week 6 across all study arms. However, the change was statistically significant only in arm 3, featuring both the medical student tutorial and the resident feedback workshop, with mean scores improving from 4.75 (SD=1.496) to 5.56 (SD=0.984) out of 7. The mean difference between week 1 and week 6 was significantly different (0.806, p=0.002, 95% CI 0.306 to 1.058). The combination of a resident feedback workshop with medical student written communication tutorial improves objective evaluations of consultation note scores over student tutorial alone. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
Ferudun SEZGİN,; Hasan KAVGACI ,; Ali Çağatay KILINÇ
This study aimed to examine the self evaluations of educational administration and supervision graduate students about their own qualifications in the context of National Qualifications Framework for Higher Education in Turkey (NQF-HETR) in a descriptive way. In this respect, this study was designed as a qualitative research. Participants consisted of 15 master and 6 doctoral students who had completed the courses at educational administration and supervision graduate program. To collect the ...
Full Text Available Preliminary results of the experience of student-made clinical biochemistry blogs were reported at SBBq-2010 (abstract K-5. Herein, five teaching-semesters and the opinion of former students were evaluated. Since the teaching-semester of 2008-1, Basic Biochemistry (BioBio students should prepare blog-assignments on clinical issues. Students' acceptance was evaluated through 6-point Likert-type questionnaires. Positive responses were those marking 4 to 6. A total of 348 BioBio students from five teaching-semesters answered the questionnaire; 77% of them agreed that preparing blogs was enjoyable, having a positive effect on their formation. Moreover, 81% of students agreed that BioBio blogs are relevant learning tools and 78% believedthat BioBio blogs boosted interest for biochemistry. Moreover, students' acceptance 1 year after taking BioBio was evaluated. Students (n=50 were dividedin (i those who had attended BioBio only, and (ii those who had also taken Advanced Biochemistry, together with blog tutoring. In the first group, 72% agreed that the information acquired during blog elaboration was useful atthe time of interview; 76% judged that blog elaboration boosted interest for the discipline. For thosein the second group evaluations were 100% and 82%, respectively. Results show maintenance of acceptance over 1 year and effective interest for blog-assignment for thosein basic and advanced biochemistry classes.
Schiekirka, Sarah; Raupach, Tobias
Background Student ratings are a popular source of course evaluations in undergraduate medical education. Data on the reliability and validity of such ratings have mostly been derived from studies unrelated to medical education. Since medical education differs considerably from other higher education settings, an analysis of factors influencing overall student ratings with a specific focus on medical education was needed. Methods For the purpose of this systematic review, online databases (Pu...
Stewart, Patricia; Greene, Debbie; Coke, Sallie
Techniques to help decrease students' stress and anxiety during a nursing program can be beneficial to their overall health and mental well-being. A quasi-experimental design was used to examine if a peer evaluation technique during clinical skill practice sessions decreases anxiety prior to skill performance evaluation with nursing faculty. Participant feedback supports the integration of a peer evaluation technique when learning clinical skills.
Martin, Stanley I; Way, David P; Verbeck, Nicole; Nagel, Rollin; Davis, John A; Vandre, Dale D
High-quality audiovisual recording technology enables medical students to listen to didactic lectures without actually attending them. The authors wondered whether in-person attendance affects how students evaluate lecturers. This is a retrospective review of faculty evaluations completed by first- and second-year medical students at the Ohio State University College of Medicine during 2009-2010. Lecture-capture technology was used to record all lectures. Attendance at lectures was optional; however, all students were required to complete lecturer evaluation forms. Students rated overall instruction using a five-option response scale. They also reported their attendance. The authors used analysis of variance to compare the lecturer ratings of attendees versus nonattendees. The authors included additional independent variables-year of student, student grade/rank in class, and lecturer degree-in the analysis. The authors analyzed 12,092 evaluations of 220 lecturers received from 358 students. The average number of evaluations per lecturer was 55. Seventy-four percent (n = 8,968 evaluations) of students attended the lectures they evaluated, whereas 26% (n = 3,124 evaluations) viewed them online. Mean lecturer ratings from attendees was 3.85 compared with 3.80 by nonattendees (P ≤ .05; effect size: 0.055). Student's class grade and year, plus lecturer degree, also affected students' evaluations of lecturers (effect sizes: 0.055-0.3). Students' attendance at lectures, year, and class grade, as well as lecturer degree, affect students' evaluation of lecturers. This finding has ramifications on how student evaluations should be collected, interpreted, and used in promotion and tenure decisions in this evolving medical education environment.
Jensen, Murray; Mattheis, Allison; Johnson, Brady
Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619
Branday J Michael
Full Text Available Abstract Background The Faculty of Medical Sciences, University of the West Indies first implemented the Objective Structured Clinical Examination (OSCE in the final MB Examination in Medicine and Therapeutics during the 2000–2001 academic year. Simultaneously, the Child Health Department initiated faculty and student training, and instituted the OSCE as an assessment instrument during the Child Health (Paediatric clerkship in year 5. The study set out to explore student acceptance of the OSCE as part of an evaluation of the Child Health clerkship. Methods A self-administered questionnaire was completed by successive groups of students immediately after the OSCE at the end of each clerkship rotation. Main outcome measures were student perception of examination attributes, which included the quality of instructions and organisation, the quality of performance, authenticity and transparency of the process, and usefulness of the OSCE as an assessment instrument compared to other formats. Results There was overwhelming acceptance of the OSCE in Child Health with respect to the comprehensiveness (90%, transparency (87%, fairness (70% and authenticity of the required tasks (58–78%. However, students felt that it was a strong anxiety-producing experience. And concerns were expressed regarding the ambiguity of some questions and inadequacy of time for expected tasks. Conclusion Student feedback was invaluable in influencing faculty teaching, curriculum direction and appreciation of student opinion. Further psychometric evaluation will strengthen the development of the OSCE.
Tsui, Chi-Yan; Treagust, David
While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two-tier multiple-choice instrument for diagnosing grades 10 and 12 students' understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students' understanding of genetics in a case-based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two-tier diagnostic instrument is useful in probing students' understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach's alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two-tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed.
Altintaş, Kerim Hakan; Aslan, Dilek; Yildiz, Ali Naci; Subaşi, Nüket; Elçin, Melih; Odabaşi, Orhan; Bilir, Nazmi; Sayek, Iskender
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.
Bates, Lucy S W; Warman, Sheena; Pither, Zoe; Baillie, Sarah
Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.
Full Text Available It is generally accepted that the use of iPad enhances students’ engagement in the classroom. However, assessing the benefits of using iPad in teaching laboratory sessions have seen less attention, due to the hands-on nature of these courses. To do this assessment, iPad was applied in teaching two pilot sessions of the General Chemistry Lab, and students’ evaluation was compared to that of other students in sections taught by conventional teaching techniques. The evaluation was based on the students’ assessment of their achievements in meeting the main course outcomes, which indicated that the students in the classes taught using iPad showed more satisfaction with the course, and believed that they have better achieved the outcomes of the course compared to the conventional classes. Furthermore, the comparison process included the overall students’ quantitative performance, which showed insignificant difference between the two classes, with slightly better performance of students in normal classes in quizzes, whereas final exam marks were almost the same for both the iPad piloted students and conventional class students. The differences in quizzes results were attributed to the normal variation in the students’ academic merits. In addition, the piloted students were asked about their experience of using iPad in class and their satisfaction by using different iPad Apps. The feedback was collected and analysed, and the results showed that the students generally enjoyed using iPad in the class and appreciated all Apps.
Cannick, Gabrielle F.; Horowitz, Alice M.; Garr, David R.; Reed, Susan G.; Neville, Brad W.; Day, Terry A.; Woolson, Robert F.; Lackland, Daniel T.
Although communications competency is recommended by the American Dental Education Association, only a few (n=5) dental schools report evaluating students’ skills using a competency examination for communication. This study used an objective structured clinical examination (OSCE) to evaluate dental students’ competency in interpersonal and tobacco cessation communication skills. All students were evaluated on their interpersonal communication skills at baseline and at six months post-OSCE by standardized patients and on their tobacco cessation communication skills by two independent raters. First- and second-year dental students (n=104) were randomized to a control or intervention group. One month after the baseline OSCE, students in the intervention group participated in a two-hour training session in which faculty members communicated with a standardized patient during a head and neck examination and counseled the patient about tobacco cessation. There were no statistically significant differences from baseline to post-test between the intervention and control group students as measured by the OSCE. However, among first-year students, both the intervention (n=23) and control (n=21) groups significantly increased in tobacco cessation communication scores. Second-year students in both intervention (n=24) and control (n=28) groups declined in interpersonal communication skills from baseline to post-test. Overall, this one-shot intervention was not successful, and results suggest that a comprehensive communication skills training course may be more beneficial than a single, brief training session for improving dental students’ communication skills. PMID:17761627
De Mauro, L M; Oliveira, L B; Bergamaschi, C De Cássia; Ramacciato, J C; Motta, R H L
The study evaluated the theoretical knowledge and practical ability of students in paediatric dentistry concerning basic life support (BLS) and cardiopulmonary resuscitation (CPR) in children and babies. Seventy paediatric dentistry students answered a questionnaire and also performed a simulation of the manoeuvres of BLS and CPR on baby and child manikins. The results showed that 41 (58%) students had never received BLS training. When questioned about the correct ratio of compression and ventilation during CPR, most students answered incorrectly. For the CPR of babies in the presence of a first responder only 19 (27.1%) answered correctly (30 × 2), and for babies with two rescuers, 23 (32.8%) answered correctly (15 × 2); in relation to the correct rhythm of chest compressions, 38 (54.4%) answered incorrectly; when asked if they felt prepared to deal with a medical emergency in their dental surgeries, only 12 (17.1%) stated "yes". In the practice evaluation, 51 (73%) students who had been assessed in CPR manoeuvres for children and 55 (78%) in the manoeuvres for babies scored inadequately. The evaluated students did not have adequate knowledge about CPR in children and babies.
Parratt, Jenny A; Fahy, Kathleen M; Hastie, Carolyn R
Midwives should be skilled team workers in maternity units and in group practices. Poor teamwork skills are a significant cause of adverse maternity care outcomes. Despite Australian and International regulatory requirements that all midwifery graduates are competent in teamwork, the systematic teaching and assessment of teamwork skills is lacking in higher education. How do midwifery students evaluate participation in team-based academic assignments, which include giving and receiving peer feedback? First and third year Bachelor of Midwifery students who volunteered (24 of 56 students). Participatory Action Research with data collection via anonymous online surveys. There was general agreement that team based assignments; (i) should have peer-marking, (ii) help clarify what is meant by teamwork, (iii) develop communication skills, (iv) promote student-to-student learning. Third year students strongly agreed that teams: (i) are valuable preparation for teamwork in practice, (ii) help meet Australian midwifery competency 8, and (iii) were enjoyable. The majority of third year students agreed with statements that their teams were effectively coordinated and team members shared responsibility for work equally; first year students strongly disagreed with these statements. Students' qualitative comments substantiated and expanded on these findings. The majority of students valued teacher feedback on well-developed drafts of the team's assignment prior to marking. Based on these findings we changed practice and created more clearly structured team-based assignments with specific marking criteria. We are developing supporting lessons to teach specific teamwork skills: together these resources are called "TeamUP". TeamUP should be implemented in all pre-registration Midwifery courses to foster students' teamwork skills and readiness for practice. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.
We assess the preconceptions of Japanese students about force and motion. The Force and Motion Conceptual Evaluation is a research-based, multiple-choice assessment of students' conceptual understanding of Newton's laws of motion and energy conservation. It is administered to determine the effectiveness of introductory mechanics curricula. In this study, the test was given to engineering students at the beginning of the first lecture of an introductory mechanics course for several years. Some students had minimal high school physics education, whereas the others had completed high school physics programs. To probe the students' preconceptions, we studied their test answers for each of the following categories: velocity, acceleration, Newton's first and second laws, Newton's third law, and energy conservation. We find that preconceptions, such as F ∝ mv, are prevalent among the students, regardless of their level of high school physics education. In the case of a collision between two objects, two preconceptions—a mass-dependent model and an action-dependent model—are prevalent. Typically, students combine the two models, with action dependency outweighing mass dependency. In the case of a sled sliding down a hill without friction at two heights and inclinations, a quarter of students used the height-dependent model to answer questions regarding speed and kinetic energy.
Bond, Kathy S; Jorm, Anthony F; Kitchener, Betty A; Reavley, Nicola J
The role and demands of studying nursing and medicine involve specific stressors that may contribute to an increased risk for mental health problems. Stigma is a barrier to help-seeking for mental health problems in nursing and medical students, making these students vulnerable to negative outcomes including higher failure rates and discontinuation of study. Mental Health First Aid (MHFA) is a potential intervention to increase the likelihood that medical and nursing students will support their peers to seek help for mental health problems. This study aimed to evaluate the effectiveness of a tailored MHFA course for nursing and medical students. Nursing and medical students self-selected into either a face-to-face or online tailored MHFA course. Four hundred and thirty-four nursing and medical students completed pre- and post-course surveys measuring mental health first aid intentions, mental health literacy, confidence in providing help, stigmatising attitudes and satisfaction with the course. The results of the study showed that both the online and face-to-face courses improved the quality of first aid intentions towards a person experiencing depression, and increased mental health literacy and confidence in providing help. The training also decreased stigmatizing attitudes and desire for social distance from a person with depression. Both online and face-to-face tailored MHFA courses have the potential to improve outcomes for students with mental health problems, and may benefit the students in their future professional careers.
Korn, Liat; Ben-Ami, Noa; Azmon, Michal; Einstein, Ofira; Lotan, Meir
This study evaluated the effectiveness of a health promotion (HP) intervention program among physiotherapy undergraduate students in an academic institution by examining pre- and post-intervention health perceptions and behaviors compared to a control group (non-physiotherapy students). Participants completed questionnaires on their health perceptions and behaviors at T1 (April 2009–May 2009) before the intervention program was initiated, and at T2 (April 2015–May 2015) after the intervention program was implemented for several years. At T1, 1,087 undergraduate students, including 124 physiotherapy students, participated. At T2, 810 undergraduate students, including 133 physiotherapy students participated. Self-reported health-related perceptions and behaviors were compared in the study group (physiotherapy students) over time (T1 versus T2), and between the study group and the control group (non-physiotherapy students) pre-intervention (T1) and post-intervention (T2). Findings showed more positive perceptions and behaviors at T2 compared to T1 in the study group (51.0% at T2 versus 35.2% at T1; p<0.05). There was no significant difference at T2 compared to T1 in health perceptions reported by the control group (37.8% at T2 versus 32.8% at T1; non-significant difference). Our findings demonstrated the effectiveness of the intervention program. PMID:28735335
Karina K. Kedzior
Full Text Available University education is increasingly becoming international. Therefore, it is important that universities prepare their new students for the challenges of an intercultural academic environment. The aim of the current study was to quantitatively evaluate the effectiveness of an intercultural peer-to-peer training offered to all new incoming students at Jacobs University Bremen, Germany. The training aims to facilitate the social and academic integration of students at this international university. A total of 117 first-year undergraduate students completed a pen-and-paper questionnaire with 47 items one semester (6 months after attending the intercultural training. The results suggest that participants liked the structure of the training and the use of senior students as peer trainers. It appears that the training improved the awareness of the effects of culture (own and other on the social life of students. However, the training was less adequate at preparing the participants for the student-centered academic culture at this university. In light of its cost-effectiveness, the intercultural training could be easily adopted for use at other universities as part of the campus-wide orientation activities. However, regardless of their culture, all new university students require more assistance to academically adapt to and succeed in multicultural classrooms.
Nursing students with high levels of self-esteem and a strong ego-identity maintain a level of self-integrity that enables them to participate successfully in shared group values and interests while simultaneously meeting their own needs. Self-esteem and ego-identity are associated with academic achievement, major (area of study) satisfaction, and life satisfaction in undergraduate students. This study evaluated a brief group program for Korean nursing students that focused on promoting positive self-esteem and ego-identity development. Twenty-three Korean nursing school students participated. Changes in the students' ego-identity and self-esteem were quantitatively examined. Scores for ego-identity and self-esteem increased significantly for the students who participated in the group, while scores in the control group remained the same. The program is judged as an effective method for nursing educators or college mental health providers to utilize in order to promote affirmative ego-identity and self-esteem in nursing students. Additionally, the program contributes to helping students achieve developmental goals during their college life. © 2016 John Wiley & Sons Australia, Ltd.
Cheng, Shu Hui; Sun, Zih-Jie; Lee, I Hui; Shih, Chi-Chen; Chen, Kao Chin; Lin, Shih-Hsien; Lu, Feng-Hwa; Yang, Yi-Ching; Yang, Yen Kuang
Premenstrual syndrome (PMS) is a common condition, and for 5% of women, the influence is so severe as to interfere with their mental health, interpersonal relationships, or studies. Severe PMS may result in decreased occupational productivity. The aim of this study was to investigate the influence of perception of PMS on evaluation of work performance. A total of 1971 incoming female university students were recruited in September 2009. A simulated clinical scenario was used, with a test battery including measurement of psychological symptoms and the Chinese Premenstrual Symptom Questionnaire. When evaluating employee performance in the simulated scenario, 1565 (79.4%) students neglected the impact of PMS, while 136 (6.9%) students considered it. Multivariate logistic regression showed that perception of daily function impairment due to PMS and frequency of measuring body weight were significantly associated with consideration of the influence of PMS on evaluation of work performance. It is important to increase the awareness of functional impairments related to severe PMS.
Fernández-Peña, Rosario; Fuentes-Pumarola, Concepció; Malagón-Aguilera, M Carme; Bonmatí-Tomàs, Anna; Bosch-Farré, Cristina; Ballester-Ferrando, David
Adapting university programmes to European Higher Education Area criteria has required substantial changes in curricula and teaching methodologies. Reflective learning (RL) has attracted growing interest and occupies an important place in the scientific literature on theoretical and methodological aspects of university instruction. However, fewer studies have focused on evaluating the RL methodology from the point of view of nursing students. To assess nursing students' perceptions of the usefulness and challenges of RL methodology. Mixed method design, using a cross-sectional questionnaire and focus group discussion. The research was conducted via self-reported reflective learning questionnaire complemented by focus group discussion. Students provided a positive overall evaluation of RL, highlighting the method's capacity to help them better understand themselves, engage in self-reflection about the learning process, optimize their strengths and discover additional training needs, along with searching for continuous improvement. Nonetheless, RL does not help them as much to plan their learning or identify areas of weakness or needed improvement in knowledge, skills and attitudes. Among the difficulties or challenges, students reported low motivation and lack of familiarity with this type of learning, along with concerns about the privacy of their reflective journals and about the grading criteria. In general, students evaluated RL positively. The results suggest areas of needed improvement related to unfamiliarity with the methodology, ethical aspects of developing a reflective journal and the need for clear evaluation criteria. Copyright © 2016 Elsevier Ltd. All rights reserved.
Begley, Cecily M; White, Patricia
Studies on Irish nursing and midwifery professions have demonstrated that stress and bullying are frequent problems that may lead to depression and low self-esteem. Self-esteem is linked to social anxiety and is therefore related to fear of negative evaluation. It is important to study nursing students' feelings about self-esteem and negative evaluation, and to assess whether or not both these constructs change as students progress through their preregistration education programme. This study explored nursing students' perceived levels of self-esteem and their fear of negative evaluation prior to, and nearing the completion of, their 3-year preregistration programme. A descriptive, quantitative, comparative survey design was used. All students in the first intake of 1995 in two general nursing schools in Southern Ireland agreed to take part (n = 72). A questionnaire developed from the Rosenberg Self-esteem Scale and the Watson and Friend Fear of Negative Evaluation Scale was used to collect data at the start of their programme and again 2 months before completion. In general, students' reported self-esteem rose as they neared the end of their education programme and their fear of negative evaluation decreased; however, their overall self-esteem levels at their highest were only average. Many of the studies examining self-esteem have produced contradictory results. An examination of the organizational factors that contribute to self-esteem may increase our understanding of the phenomenon. Self-esteem is a complex, multifaceted phenomenon. While there is no single factor that can increase or decrease a person's self-esteem, this study has explored the potential impact of the fear of negative evaluation on self-esteem. Nursing students' self-esteem might be increased by expansion of intrinsic job characteristics, improving their job satisfaction and providing frequent positive feedback.
Schiekirka, Sarah; Raupach, Tobias
Student ratings are a popular source of course evaluations in undergraduate medical education. Data on the reliability and validity of such ratings have mostly been derived from studies unrelated to medical education. Since medical education differs considerably from other higher education settings, an analysis of factors influencing overall student ratings with a specific focus on medical education was needed. For the purpose of this systematic review, online databases (PubMed, PsycInfo and Web of Science) were searched up to August 1st, 2013. Original research articles on the use of student ratings in course evaluations in undergraduate medical education were eligible for inclusion. Included studies considered the format of evaluation tools and assessed the association of independent and dependent (i.e., overall course ratings) variables. Inclusion and exclusion criteria were checked by two independent reviewers, and results were synthesised in a narrative review. Twenty-five studies met the inclusion criteria. Qualitative research (2 studies) indicated that overall course ratings are mainly influenced by student satisfaction with teaching and exam difficulty rather than objective determinants of high quality teaching. Quantitative research (23 studies) yielded various influencing factors related to four categories: student characteristics, exposure to teaching, satisfaction with examinations and the evaluation process itself. Female gender, greater initial interest in course content, higher exam scores and higher satisfaction with exams were associated with more positive overall course ratings. Due to the heterogeneity and methodological limitations of included studies, results must be interpreted with caution. Medical educators need to be aware of various influences on student ratings when developing data collection instruments and interpreting evaluation results. More research into the reliability and validity of overall course ratings as typically used in the
Cardone, Franco; Cheung, Daphne; Han, Angela; Born, Karen B; Alexander, Lisa; Levinson, Wendy; Wong, Brian M
Resource stewardship is being increasingly recognized as an essential competency for physicians, but medical schools are just beginning to integrate this into education. We describe the evaluation of Choosing Wisely Canada's Students and Trainees Advocating for Resource Stewardship (STARS) campaign, a student-led campaign to advance resource stewardship education in medical schools across Canada. We evaluated the campaign 6 months after its launch, in November 2015. STARS students were administered a telephone survey eliciting a description of the initiatives that they had implemented or planned to implement at their schools to promote resource stewardship, and exploring their perceptions of facilitators of and barriers to successful implementation of their initiatives. We used a mixed-methods approach to analyze and summarize the data. Twenty-seven (82%) of the 33 eligible students representing all 17 medical schools responded. In 14 schools (82%), students led various local activities (e.g., interest groups, campaign weeks) to raise awareness about resource stewardship among medical students and faculty. Students contributed to curriculum change (both planned and implemented) at 10 schools (59%). Thematic analysis revealed key program characteristics that facilitated success (e.g., pan-Canadian student network, local faculty champion) as well as barriers to implementing change (e.g., complex processes to change curriculum, hierarchical nature of medical school). This student-led campaign, with support from local faculty and Choosing Wisely Canada staff, led to awareness-building activities and early curricula change at medical schools across Canada. Future plans will build on the initial momentum created by the STARS campaign to sustain and spread local initiatives. Copyright 2017, Joule Inc. or its licensors.
Golden, Daniel W., E-mail: firstname.lastname@example.org [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States); Spektor, Alexander [Department of Radiation Oncology, Brigham and Women' s Hospital and Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts (United States); Rudra, Sonali; Ranck, Mark C. [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States); Krishnan, Monica S.; Jimenez, Rachel B.; Viswanathan, Akila N. [Department of Radiation Oncology, Brigham and Women' s Hospital and Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts (United States); Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J. [Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois (United States)
Purpose: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. Methods and Materials: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Students completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1 = not at all, 5 = extremely). Likert scores are reported as (median [interquartile range]). Results: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as “quite useful” to “extremely useful” (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. Conclusions: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency.
Sapsaprang, Siwaporn; Setabutr, Dhave; Kulalert, Prapasri; Temboonnark, Panipak; Poachanukoon, Orapan
The prevalence of allergic rhinitis (AR) in Thailand continues to rise. We report the prevalence and evaluate its impact upon quality of life (QoL) in students on a metropolitan campus. From March 2013 to February 2014, 222 students from Thammasat University Medical School were evaluated using the International Study of Asthma and Allergies in Childhood Questionnaire (ISAAC) questionnaire and the rhinoconjunctivitis QoL questionnaire (Rcq-36) to assess subjective symptoms. Those students with clinical symptoms of AR underwent skin prick testing (SPT) using 5 common allergens found in Thailand. The association between AR and QoL was then determined using a paired t test. A total of 222 students were enrolled in the study; 86 (38.7%) were men. There were 183 (81.9%) students with AR symptoms and 130 (71.4%) students with positive results for SPT. The students' QoL as defined by the Rcq-36 revealed a significant worsening in students who self-reported rhinitis symptoms within the past 12 months. Compared to the non-AR group, in those with AR, eye symptoms were significantly more common. The prevalence of AR at a college campus was 58.5%. The presence of rhinitis symptoms was the highest predictor of the presence of AR, with 67.7% having subsequent positive SPT. Students with AR had poorer scores in every dimension of QoL as defined by the Rcq-36 when compared to their non-AR counterparts. Educational performances among the 2 groups were unaffected. © 2015 ARS-AAOA, LLC.
Golden, Daniel W.; Spektor, Alexander; Rudra, Sonali; Ranck, Mark C.; Krishnan, Monica S.; Jimenez, Rachel B.; Viswanathan, Akila N.; Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J.
Purpose: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. Methods and Materials: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Students completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1 = not at all, 5 = extremely). Likert scores are reported as (median [interquartile range]). Results: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as “quite useful” to “extremely useful” (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. Conclusions: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency
Gazza, Elizabeth A; Matthias, April
As increasing numbers of students enroll in online education, institutions of higher education are responsible for delivering quality online courses and programs. Agencies that accredit institutions and programs require evidence of program quality, including student satisfaction. A large state university in the Southeastern United States transitioned an online nursing education degree completion, or Registered Nurse-to-Bachelor of Science in Nursing, program to an online accelerated format in order to meet the needs of working nurses and ultimately, increase the number of nurses prepared at the baccalaureate level. This article describes a descriptive, cross-sectional study that evaluated the effectiveness of the new online accelerated program using the quality indicator of student satisfaction. Ninety-one (32%) of the 284 students who were enrolled or had been enrolled in a course within the online accelerated degree completion program between fall 2013 session 1 and summer 2014 session participated in the study. The electronic Noel-Levitz Priorities Survey for Online Learners™ was used to measure student satisfaction with the program and associated services. Results provided insight into the students' satisfaction with the new program format and served as the basis for an interdepartmental program enhancement plan aimed at maintaining and enhancing student satisfaction and overall program quality. Findings indicated that measuring and evaluating student satisfaction can provide valuable information about the effectiveness of an online program. Recommendations for using the measurement tool in online program planning and studying student satisfaction in relation to retention and program completion were identified. Copyright © 2016 Elsevier Ltd. All rights reserved.
Harrell, Johnna C.; Reglin, Gary
Problem was the community college recognized a decline in student retention rates from 2009 to 2012 in the School of Nursing. Purpose of this program evaluation was to evaluate a faculty advising program (FAP) in the School of Nursing at a community college in regard to students' satisfaction and retention. Evaluation period was from Fall 2012 to…
Students' opinions continue to be a significant factor in the evaluation of teaching in higher education institutions. The purpose of this study was to psychometrically assess short students evaluation of teaching (SET) forms using the UAE University form as a model. The study evaluated the form validity, reliability, the overall question, and…
Chen, Chi Yuan; Wang, Shu-Yin; Yang, Yi-Fang
The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student's final grades and course fail…
Full Text Available [This paper is part of the Focused Collection on Gender in Physics.] There is a long history of research which confounds the simple interpretation that evaluations in an educational context are purely measures of competency. One such issue is that of gender bias in student evaluations of their teachers. In our prior work, we found that male students underrated female high school teachers in biology and chemistry while all students underrated female high school teachers in physics. In the current work, we independently checked and extended this earlier work to examine the effect of physics identity on student evaluations and gender bias. Employing multiple regression on survey data from a representative sample of 6772 college students across the U.S., attending both 2-year and 4-year post-secondary institutions (including STEM and non-STEM majors, we find the core physics effect is unchanged despite a gap between studies of nearly 10 years. Namely, both male and female students underrate their female high school physics teachers, even after controlling for physics grades and classroom experiences. Our new focus on physics identity reveals that students with a strong physics identity show a larger gender bias in favor of male teachers than those with less of a physics identity. These results may help to explain how structures that privilege certain groups and marginalize others are prevalent amongst the youngest members of a defined physics community and may serve to uphold the status quo as these young members traverse to higher levels of physics community membership. Furthermore, biased evaluative feedback structures may be one of the propagators of women’s lower competency beliefs in physics, a result that has been found by many prior studies.
Cook-Snyder, Denise R.
Analyzing and evaluating primary literature data is a common learning objective in undergraduate neuroscience courses. However, students with more clinically focused career goals often dismiss the relevance of evaluating basic neuroscience literature. Here, we describe using case studies to promote student engagement in primary literature in a cellular and molecular neuroscience course. Two example literature-based case studies are provided: Untwisting Pretzel Syndrome, a neurodevelopment case exploring synapse formation in a pretzel syndrome patient, and The Trials of ALS, a neurodegeneration case exploring axon degeneration and repair in an amyotrophic lateral sclerosis patient. These cases were assigned after neurodevelopment and neurodegeneration lectures covering key concepts. Both cases begin by introducing the patient and hypothesizing symptoms and diagnoses, followed by scenes incorporating primary data to illustrate disease pathogenesis and treatments. Students complete questions embedded in these cases as homework, and class time is used to discuss their answers. Discussion emphasizes that there can be multiple “correct” answers, and the best answers are accurate and well-supported. Accordingly, students edit their answers in class, and these annotations are factored into a pass/fail grade on the case. Additional scenes and questions from the same case studies are used on the course’s take-home exams, thereby allowing students to practice primary data analysis and evaluation before a graded assignment. Student evaluations support literature-based case studies as an effective learning tool, with students identifying cases as the most valuable aspect of the course, and reporting increased confidence in understanding cellular and molecular neuroscience. PMID:29371850
Potvin, Geoff; Hazari, Zahra
[This paper is part of the Focused Collection on Gender in Physics.] There is a long history of research which confounds the simple interpretation that evaluations in an educational context are purely measures of competency. One such issue is that of gender bias in student evaluations of their teachers. In our prior work, we found that male students underrated female high school teachers in biology and chemistry while all students underrated female high school teachers in physics. In the current work, we independently checked and extended this earlier work to examine the effect of physics identity on student evaluations and gender bias. Employing multiple regression on survey data from a representative sample of 6772 college students across the U.S., attending both 2-year and 4-year post-secondary institutions (including STEM and non-STEM majors), we find the core physics effect is unchanged despite a gap between studies of nearly 10 years. Namely, both male and female students underrate their female high school physics teachers, even after controlling for physics grades and classroom experiences. Our new focus on physics identity reveals that students with a strong physics identity show a larger gender bias in favor of male teachers than those with less of a physics identity. These results may help to explain how structures that privilege certain groups and marginalize others are prevalent amongst the youngest members of a defined physics community and may serve to uphold the status quo as these young members traverse to higher levels of physics community membership. Furthermore, biased evaluative feedback structures may be one of the propagators of women's lower competency beliefs in physics, a result that has been found by many prior studies.
Full Text Available Julia Morphet,1 Kerry Hood,2 Robyn Cant,2 Julie Baulch,3 Alana Gilbee,3 Kate Sandry4 1School of Nursing and Midwifery, Monash University, Frankston, Victoria, Australia; 2School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia; 3Southern Clinical School, Monash University, Monash Health, Clayton, Victoria, Australia; 4Dandenong Emergency Department, Monash Health, David St, Dandenong, Victoria, Australia Abstract: The establishment of interprofessional teamwork training in the preprofessional health care curriculum is a major challenge for teaching faculties. Interprofessional clinical placements offer an opportunity for teamwork education, as students in various professions can work and learn together. In this sequential, mixed-method study, focus group and survey techniques were used to evaluate students' educational experiences after 2-week ward-based interprofessional clinical placements. Forty-five senior nursing, medicine, and other health care students cared for patients in hospital wards under professional supervision, with nursing-medicine student "teams" leading care. Thirty-six students attended nine exit focus groups. Five central themes that emerged about training were student autonomy and workload, understanding of other professional roles, communication and shared knowledge, interprofessional teamwork/collaboration, and the "inner circle", or being part of the unit team. The learning environment was described as positive. In a postplacement satisfaction survey (n=38, students likewise rated the educational experience highly. In practicing teamwork and collaboration, students were able to rehearse their future professional role. We suggest that interprofessional clinical placements be regarded as an essential learning experience for senior preprofessional students. More work is needed to fully understand the effect of this interactive program on students' clinical learning and preparation for practice
Villarosa-Hurlocker, Margo C; Whitley, Robert B; Capron, Daniel W; Madson, Michael B
College students with social anxiety disorder experience more alcohol-related negative consequences, regardless of the amount of alcohol they consume. Social anxiety refers to psychological distress and physiological arousal in social situations due to an excessive fear of negative evaluation by others. The current study examined within-group differences in alcohol-related negative consequences of students who met or exceeded clinically-indicated social anxiety symptoms. In particular, we tested a sequential mediation model of the cognitive (i.e., fear of negative evaluation) and behavioral (protective behavioral strategies) mechanisms for the link between social anxiety disorder subtypes (i.e., interaction and performance-type) and alcohol-related negative consequences. Participants were 412 traditional-age college student drinkers who met or exceeded the clinically-indicated threshold for social anxiety disorder and completed measures of fear of negative evaluation, protective behavioral strategies (controlled consumption and serious harm reduction), and alcohol-related negative consequences. Fear of negative evaluation and serious harm reduction strategies sequentially accounted for the relationship between interaction social anxiety disorder and alcohol-related negative consequences, such that students with more severe interaction social anxiety symptoms reported more fear of negative evaluation, which was related to more serious harm reduction strategies, which predicted fewer alcohol-related negative consequences. Future directions and implications are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.
Sahin, Sevil; Ozdemir, Kevser; Unsal, Alaattin; Temiz, Nazen
To determine the mobile phone addiction level in university students, to examine several associated factors and to evaluate the relation between the addiction level and sleep quality. The study is a cross-sectional research conducted on the students of the Sakarya University between 01 November 2012 and 01 February 2013. The study group included 576 students. The Problematic Mobile Phone Use Scale was used for evaluating the mobile phone addiction level and the Pittsburgh Sleep Quality Index for assessing the sleep quality. Mann-Whitney U test, Kruskal-Wallis test and Spearman's Correlation Analysis were used for analyzing the data. The study group consisted of 296 (51.4%) females and 208 (48.6%) males. The mean age was 20.83 ± 1.90 years (min:17, max:28). The addiction level was determined to be higher in the second-year students, those with poor family income, those with type A personality, those whose age for first mobile phone is 13 and below and those whose duration of daily mobile phone use is above 5 hours (p phone addiction level (p addiction level. It was concluded that referring the students with suspected addiction to advanced healthcare facilities, performing occasional scans for early diagnosis and informing the students about controlled mobile phone use would be useful.
Full Text Available This paper presents an evaluative approach designed to provide a cycle of continuous improvement to retain Indigenous students during their first year of higher education. The evaluation model operates in conjunction with a student academic enrichment program that is premised on valuing and respecting each student's background and life experience whilst building capability for learning success. Data collected will be used for continual improvement of a newly developed innovative academic enrichment program that caters to the needs of Indigenous students. The defining mechanisms of the model for measuring the first year experience are particularly meaningful for the Australian Centre For Indigenous Knowledges and Education as it moves into its inaugural year of operation in 2012. This preeminent time requires a flexible model to receive timely feedback in a reflexive environment where students guide the process as they continue their journey of accumulating knowledge and leave behind their contribution in shaping the landscape for future first year Indigenous students.
Seguino, Alessandro; Seguino, Ferruccio; Eleuteri, Antonio; Rhind, Susan M
Veterinary surgeons working on farms and food-processing establishments play a fundamental role in safeguarding both public health and the welfare of animals under their care. An essential part of veterinary public health (VPH) undergraduate training in the UK involves students undertaking placements within abattoirs, a practice that remains vital to the educational experience of future veterinary professionals. However, several issues have adversely affected the ability of students to gain such extramural placements. For this reason, the Virtual Slaughterhouse Simulator (VSS) was developed to strengthen and enhance undergraduate VPH teaching at the Royal (Dick) School of Veterinary Studies, enabling students to explore a realistic abattoir work environment with embedded educational activities. The aim of this research project was to evaluate the VSS as a teaching and learning tool for training and educating veterinary students. Ninety-eight final-year veterinary students engaged with the prototype VSS, followed by assessment of their knowledge and behavior when faced with a "real-life" abattoir situation. Further evaluation of their experiences with the VSS was carried out using questionnaires and focus groups. The results of this investigation show that there is the potential for the VSS to enhance the student learning experience in basic abattoir procedures. This innovative tool provides a visually based learning resource that can support traditional lectures and practical classes and can also be used to stimulate interactive problem-solving activities embedded in the relevant context.
Lenson, Shane; Mills, Jason
The clinical education of paramedic students is an international concern. In Australia, student placements are commonly undertaken with local district ambulance services, however these placements are increasingly limited. Clinical placements within inter-professional settings represent an innovative yet underdeveloped area of investigation. This paper addresses that gap by reporting a pilot evaluation of paramedic student clinical placements in a specialised obstetrics setting. Using a case study approach, the evaluation aimed to identify paramedic psychomotor skills that could be practised in this setting, and understand the nature of key learning events. A purposive sample of paramedic students was recruited following completion of the obstetrics placement. A combination of student reflection and assessed psychomotor skills data were collected from clinical placement logs. Content analysis of all data was conducted inductively and deductively, as appropriate. Findings indicated a comprehensive range of psychomotor skills can be practised in this setting, with over thirty psychomotor skills identified directly related to the paramedic curriculum; and seven psychomotor skills indirectly related. The themes finding confidence in maternity care, watching the experts, and putting theory into practice provide narrative insight into the clinical learning experience of paramedic students in this setting. Further research is recommended to build upon this pilot. Copyright © 2018 Elsevier Ltd. All rights reserved.
Daniel T. L. Shek
Full Text Available With higher education, university graduates are important elements of the labor force in knowledge-based economies. With reference to the mental health and developmental problems in university students, there is a need to review university’s role in nurturing holistic development of students. Based on the positive youth development approach, it is argued that promoting intrapersonal competencies is an important strategy to facilitate holistic development of young people in Hong Kong. In The Hong Kong Polytechnic University, a course entitled Tomorrow’s Leader focusing on positive youth development constructs to promote student well-being will be offered on a compulsory basis starting from 2012/13 academic year under the new undergraduate curriculum structure. The proposed course was piloted in 2010/11 school year. Different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation, process evaluation, and qualitative evaluation, are being carried out to evaluate the developed course. Preliminary evaluation findings based on the piloting experience in 2010/11 academic year are presented in this paper.
Full Text Available Anonymous student evaluations of teaching (SETs are used by colleges and universities to measure teaching effectiveness and to make decisions about faculty hiring, firing, re-appointment, promotion, tenure, and merit pay. Although numerous studies have found that SETs correlate with various teaching effectiveness irrelevant factors (TEIFs such as subject, class size, and grading standards, it has been argued that such correlations are small and do not undermine the validity of SETs as measures of professors’ teaching effectiveness. However, previous research has generally used inappropriate parametric statistics and effect sizes to examine and to evaluate the significance of TEIFs on personnel decisions. Accordingly, we examined the influence of quantitative vs. non-quantitative courses on SET ratings and SET based personnel decisions using 14,872 publicly posted class evaluations where each evaluation represents a summary of SET ratings provided by individual students responding in each class. In total, 325,538 individual student evaluations from a US mid-size university contributed to theses class evaluations. The results demonstrate that class subject (math vs. English is strongly associated with SET ratings, has a substantial impact on professors being labeled satisfactory vs. unsatisfactory and excellent vs. non-excellent, and the impact varies substantially depending on the criteria used to classify professors as satisfactory vs. unsatisfactory. Professors teaching quantitative courses are far more likely not to receive tenure, promotion, and/or merit pay when their performance is evaluated against common standards.
Uttl, Bob; Smibert, Dylan
Anonymous student evaluations of teaching (SETs) are used by colleges and universities to measure teaching effectiveness and to make decisions about faculty hiring, firing, re-appointment, promotion, tenure, and merit pay. Although numerous studies have found that SETs correlate with various teaching effectiveness irrelevant factors (TEIFs) such as subject, class size, and grading standards, it has been argued that such correlations are small and do not undermine the validity of SETs as measures of professors' teaching effectiveness. However, previous research has generally used inappropriate parametric statistics and effect sizes to examine and to evaluate the significance of TEIFs on personnel decisions. Accordingly, we examined the influence of quantitative vs. non-quantitative courses on SET ratings and SET based personnel decisions using 14,872 publicly posted class evaluations where each evaluation represents a summary of SET ratings provided by individual students responding in each class. In total, 325,538 individual student evaluations from a US mid-size university contributed to theses class evaluations. The results demonstrate that class subject (math vs. English) is strongly associated with SET ratings, has a substantial impact on professors being labeled satisfactory vs. unsatisfactory and excellent vs. non-excellent, and the impact varies substantially depending on the criteria used to classify professors as satisfactory vs. unsatisfactory. Professors teaching quantitative courses are far more likely not to receive tenure, promotion, and/or merit pay when their performance is evaluated against common standards.
Copeland, H Liesel; Kinzy, Terri Goss
Many interdisciplinary Ph.D. programs admit students of different educational backgrounds who receive a first year of a general curriculum education. However, student preparation for this curriculum varies, and methods are needed to provide academic support. Graduate student peer tutoring was piloted as an initiative funded by a National Institutes of Health (NIH) Initiative for Minority Student Development award to the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School (UMDNJ-RWJMS) and is now offered to all students in the interdisciplinary Molecular Biosciences Ph.D. program between Rutgers, The State University of New Jersey, and UMDNJ-RWJMS. Tutoring occurs individually or in small groups and has grown over the past 5 years in the number of students tutored and hours of tutoring. The program was evaluated by surveying and interviewing both tutors and students concerning process variables (e.g. awareness, frequency) and impact variables (e.g. perceived benefits, motivators), as well as by assessing changes in exam scores for the four core courses of the first-year graduate curriculum. Copyright © 2005 International Union of Biochemistry and Molecular Biology, Inc.
Winer, Jenna Nicole; Nakagawa, Keisuke; Conrad, Patricia A; Brown, Lauren; Wilkes, Michael
This study evaluates whether medical and veterinary students' attitudes toward "One Health" and interprofessional education changed after participating in a joint small group learning exercise focused on risk factors associated with zoonotic disease. A survey was distributed to third-year medical students (n = 98) and second-year veterinary students (n = 140), each with a 95% response rate. Overall, 92% of veterinary students and 73% of medical students agreed or strongly agreed that "One Health" was relevant to their desired specialty. Students from both schools largely agreed that interprofessional education should be a goal of the curriculum for their school, and that interprofessional approaches strengthen their overall education. Students reported increased confidence in their communication skills and improved ability to contribute to One Health collaborative teams. This educational intervention, built around a patient case, focused on a variety of learning objectives including skills (such as communication), knowledge (of zoonotic toxoplasmosis) and attitudes (toward collaborative learning and practice). By sparking an interest in One Health during their early professional education, we sought to encourage a new generation of physicians and veterinarians to adopt a more collaborative spirit to their clinical practice, which will ultimately benefit human, animal and environmental health.
Cormack, Carrie L; Jensen, Elizabeth; Durham, Catherine O; Smith, Gigi; Dumas, Bonnie
The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent. Cohort of advanced practice nursing students in four progressive clinical semesters. Graduate advanced practice nursing students (N = 54). Descriptive statistics and Jonckheere's Trend Test were used to evaluate OSCE's scores from graded rubric, standardized patient survey scores, student reflection and preceptor evaluation. We identified all students passed the four OSCEs during a first attempt or second attempt. Scaffolding OSCE's over time allowed faculty to identify cohort weakness and create subsequent learning opportunities. Standardized patients' evaluation of the students' performance in the domains of knowledge, skills and attitudes, showed high scores of 96% in all OSCEs. Students' self-reflection comments were a mix of strengths and weaknesses in their self-evaluation, demonstrating themes as students progressed. Preceptor evaluation scores revealed the largest increase in knowledge and learning skills (NONPF domain 1), from an aggregate average of 90% in the first clinical course, to an average of 95%. The 360 Degree Evaluation Model provided a comprehensive evaluation of the student and critical information for the faculty ensuring individual student and cohort data and ability to analyze cohort themes. Copyright © 2018 Elsevier Ltd. All rights reserved.
Obrecht, Michael; Porteous, Nancy; Haddock, Blair
Describes the authors' experiences in organizing bilingual evaluation case competitions for the National Capital Chapter of the Canadian Evaluation Society for three years. Competition structure, eligibility, judging, contestant recruiting, and preparing cases are outlined. (SLD)
San Miguel, Caroline; Rogan, Fran
The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. Copyright © 2015 Elsevier Ltd. All rights reserved.
Scherer, Yvonne K; Foltz-Ramos, Kelly; Fabry, Donna; Chao, Ying-Yu
Limited evidence exists as to the most effective ways to provide simulation experiences to maximize student learning. This quasi-experimental study investigated 2 different strategies repeated versus 1 exposure and participation versus observation on student outcomes following exposure to a high-fidelity acute asthma exacerbation of asthma scenario. Immediate repeated exposure resulted in significantly higher scores on knowledge, student satisfaction and self-confidence, and clinical performance measures than a single exposure. Significant intergroup differences were found on participants' satisfaction and self-confidence as compared with observers. Implications for nurse educators include expanding the observer role when designing repeated exposure to simulations and integrating technical, cognitive, and behavioral outcomes as a way for faculty to evaluate students' clinical performance. Published by Elsevier Inc.
Keselman, Alla; Quasem, Sanjana; Kelly, Janice E; Dutcher, Gale A
This paper presents a qualitative evaluation of a graduate-level internship for Latino and Native American library science students or students who are interested in serving those populations. The authors analyzed semi-structured interviews with thirteen internship program graduates or participants. The analysis suggests that the program increased participants' interest in health sciences librarianship and led to improved career opportunities, both in health sciences libraries and other libraries with health information programming. It also highlights specific factors that are likely to contribute to the strength of career pipeline programs aiming to bring Latino and Native American students and students who are interested in serving those communities into health librarianship. Exposing graduate-level interns to a broad range of health sciences librarianship tasks, including outreach to Latino and Native American communities and formal mentorship, is likely to maximize interns' interests in both health sciences librarianship and service to these communities.
Wahlstrom, M.; And Others
Evaluation and assessment procedures of Ontario, Canada principals and teachers at the Intermediate level (grades 7 and 8) were examined. Extensive questionnaires were returned by 134 principals and 225 teachers divided across the subject areas of English, Mathematics, Science, Languages, History, Home Economics or Shop, Arts, and Physical…
Markey, G C
We report a prospective study of clinical observed performance evaluation (COPE) for 197 medical students in the pre-qualification year of clinical education. Psychometric quality was the main endpoint. Students were assessed in groups of 5 in 40-min patient encounters, with each student the focus of evaluation for 8 min. Each student had a series of assessments in a 25-week teaching programme. Over time, several clinicians from a pool of 16 surgical consultants and registrars evaluated each student by direct observation. A structured rating form was used for assessment data. Variance component analysis (VCA), internal consistency and inter-rater agreement were used to estimate reliability. The predictive and convergent validity of COPE in relation to summative OSCE, long case, and overall final examination was estimated. Median number of COPE assessments per student was 7. Generalisability of a mean score over 7 COPE assessments was 0.66, equal to that of an 8 x 7.5 min station final OSCE. Internal consistency was 0.88-0.97 and inter-rater agreement 0.82. Significant correlations were observed with OSCE performance (R = 0.55 disattenuated) and long case (R = 0.47 disattenuated). Convergent validity was 0.81 by VCA. Overall final examination performance was linearly related to mean COPE score with standard error 3.7%. COPE permitted efficient serial assessment of a large cohort of final year students in a real world setting. Its psychometric quality compared well with conventional assessments and with other direct observation instruments as reported in the literature. Effect on learning, and translation to clinical care, are directions for future research.
Silva, Úrsula Aparecida Escalero; Department of Restorative Dentistry – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.; da Silva, Emílie; Department of Restorative Dentistry – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.; Okida, Ricardo; Department of Restorative Dentistry – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.; Sundefeld, Maria; Department of Biostatistics – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.; Fagundes, Ticiane Cestari; Department of Restorative Dentistry – Araçatuba Dental School – UNESP – Univ Estadual Paulista – Araçatuba – São Paulo – Brazil.
Objective: The aim of this study was to evaluate the clinical performance of class V restorations made by undergraduate students and determine the factors that might influence retention of restorations. Material and Methods: A survey of the clinical records created between 2007 and 2009 was used to collect data on patients with dental restorations. The USPHS (United States Public Health Service) criteria were used to perform evaluations by direct clinical observation. Statistical analyses wer...
Kim L. Askew
Full Text Available Introduction: To determine if there is any correlation between any of the 10 individual components of a global rating index on an emergency medicine (EM student clerkship evaluation form. If there is correlation, to determine if a weighted average of highly correlated components loses predictive value for the final clerkship grade. Methods: This study reviewed medical student evaluations collected over two years of a required fourth-year rotation in EM. Evaluation cards, comprised of a detailed 10-part evaluation, were completed after each shift. We used a correlation matrix between evaluation category average scores, using Spearman’s rho, to determine if there was any correlation of the grades between any of the 10 items on the evaluation form. Results: A total of 233 students completed the rotation over the two-year period of the study. There were strong correlations (>0.80 between assessment components of medical knowledge, history taking, physical exam, and differential diagnosis. There were also strong correlations between assessment components of team rapport, patient rapport, and motivation. When these highly correlated were combined to produce a four-component model, linear regression demonstrated similar predictive power in terms of final clerkship grade (R2 =0.71, CI95=0.65–0.77 and R2 =0.69, CI95=0.63–0.76 for the full and reduced models respectively. Conclusion: This study revealed that several components of the evaluation card had a high degree of correlation. Combining the correlated items, a reduced model containing four items (clinical skills, interpersonal skills, procedural skills, and documentation was as predictive of the student’s clinical grade as the full 10-item evaluation. Clerkship directors should be aware of the performance of their individual global rating scales when assessing medical student performance, especially if attempting to measure greater than four components.
Korkmaz, Murat; Esen, Binnaz Kiran
The aim of this study is to design and evaluate a peer-training program about changing students' internet use habits. This study was conducted with students from two different elementary schools in Mersin, Turkey, who were enrolled in 7th or 8th grade in the 2009-2010 academic year. A total of 24 students participated in the program, 12 of whom…
Pogrund, Rona L.; Darst, Shannon; Boland, Teryl
Introduction: The results of a 2009-2010 program evaluation study that examined parents, teachers of students with visual impairments, administrators, and students regarding overall satisfaction with and effectiveness of the short-term programs at a residential school for students who are blind and visually impaired are described. The findings are…
The present study examined growth in writing quality associated with feedback provided by an automated essay evaluation system called PEG Writing. Equal numbers of students with disabilities (SWD) and typically-developing students (TD) matched on prior writing achievement were sampled (n = 1196 total). Data from a subsample of students (n = 655)…
Background The internet is increasingly being used worldwide in imparting medical education and improving its delivery. It has become an important tool for healthcare professionals training but the data on its use by medical students in developing countries is lacking with no study on the subject from Pakistan. This study was, therefore, carried out with an aim to evaluate the pattern of internet access and utilization by medical students in Pakistan. Methods A structured pre-tested questionnaire was administered to a group of 750 medical students in clinical years studying at various public and private medical colleges in Lahore. The questions were related to patterns of internet access, purpose of use and self reported confidence in performing various internet related tasks, use of health related websites to supplement learning and the problems faced by students in using internet at the institution. Results A total of 532 medical students (70.9%) returned the questionnaire. The mean age of study participants was 21.04 years (SD 1.96 years). Majority of the respondents (84.0%) reported experience with internet use. About half of the students (42.1%) were using internet occasionally with 23.1%, 20.9% and 13.9% doing so frequently, regularly and rarely respectively. About two third of the students (61.0%) stated that they use internet for both academic and professional activities. Most of the participants preferred to use internet at home (70.5%). Self reported ability to search for required article from PubMed and PakMedinet was reported by only 34.0% of the entire sample. Students were moderately confident in performing various internet related tasks including downloading medical books from internet, searching internet for classification of diseases and downloading full text article. Health related websites were being accessed by 55.1% students to supplement their learning process. Lack of time, inadequate number of available computers and lack of support from
Teranes, J. L.; Kohne, L.
The NSF foundation-wide REU program exists to help attract and retain a diverse pool of talented undergraduate students in STEM fields. These goals are particularly relevant in earth and marine sciences because relatively few minority students traditionally seek careers in these fields and only account for an extremely small percentage of Ph.D. degrees earned. The Scripps Undergraduate Research Fellowship (SURF) REU program is a 10-week summer program currently in its third year of funding. The SURF program invites 10-15 undergraduate students from across the country to Scripps to participate in high quality collaborative research with Scripps faculty and researchers. Program components also include research seminars, career and graduate school preparation, GRE-prep courses, field trips and social activities. The project's goal, broadly, is to increase the participation of underrepresented minorities in marine science and related disciplines at a national level. Our program includes a comprehensive evaluation and assessment plan to help us understand the impact of this REU experience on the student participant. Our assessment consists of paired pre- and post-survey questions to estimate student growth in the following areas as related to earth and marine sciences: (1) increased knowledge and skills (2) increased confidence in ability to conduct research (3) improved attitudes and interest in the field and (4) more ambitious career goals. Assessment results from the last two cohorts have helped refine our recruitment and selection strategies. In the first year of our program, we focused almost exclusively on recruiting underrepresented minority students; over of the participants represented ethic groups considered to be underrepresented in STEM fields. However, participants did not demonstrate overall significant pre/post gains in any of the goal areas, mostly because pre-survey scores indicated that the students were already very strong in all goal areas. In years
The present paper describes the design, implementation and evaluation of a cryptography module for final-year software engineering students. The emphasis is on implementation architectures and practical cryptanalysis rather than a standard mathematical approach. The competitive continuous assessment process reflects this approach and rewards…
Lucas, Rebecca; James, Alana I.
Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic,…
Royal, Kenneth D.; Gonzalez, Liara M.
The purpose of this study was to evaluate the psychometric properties of a newly developed instrument intended to measure faculty competence as it pertains to their role as advisors, particularly in medical and professional programs. A total of 166 students completed the Faculty Advisor's Skills and Behaviors Inventory (FASBI). The psychometric…
Weng, Cathy; Weng, Apollo; Tsai, Kevin
The primary purpose of this study was to uncover determines of students' intention to adopt online teaching evaluation at the end of semester by proposing a research model based on the Theory of Planned Behavior (TPB). The second purpose was to investigate the efficacy of the theory for predicting such intention. Besides users' attitude and…
Crumbley, D. Larry; Reichelt, Kenneth J.
Purpose: Student evaluation of teaching (SET) questionnaires are used in many countries, although much current research questions the validity of these surveys. US research indicates that more than 90 percent of academic accounting departments use this performance measurement. This paper aims to focus on the validity of SET data.…
Kocakulah, Mustafa Sabri
This study aims to develop and apply a rubric to evaluate the solutions of pre-service primary science teachers to questions about Newton's Laws of Motion. Two groups were taught the topic using the same teaching methods and administered four questions before and after teaching. Furthermore, 76 students in the experiment group were instructed…
Explores the possibilities of the paperless classroom achieved through e-mail strategies and the use of Blackboard, an e-learning software platform. Claims that the system can be an efficient method for storing and evaluating papers and communicating with students. Concludes that the system allows the author to create a permanent electronic paper…
van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, Klaas
This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts…
Lemos, M. S.; Queiros, C.; Teixeira, P. M.; Menezes, I.
The authors describe the development and validation of a multidimensional instrument of students' evaluation of university teaching (the Pedagogical Questionnaire of the University of Porto). The goal was to develop an instrument based on a sound psychometric analysis and simultaneously supported by the learning theory. Based on the data from 4875…
Kaysi, Feyzi; Bavli, Bünyamin; Gürol, Aysun
The study evaluates the flight simulators course which was opened to fulfill the intermediate staff need of the sector. To collect data, Qualitative techniques were applied. Within this scope, the case study method was employed in the study. The study group consisted of students and instructors. In-depth and focus group interviews were conducted…
Maskit, Ditza; Orland-Barak, Lily
This article presents and discusses the findings of a study which focused on student teachers' evaluation of their practice teaching in the context of a university-school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the…
Hauan, Nils Petter; DeWitt, Jennifer; Kolstø, Stein Dankert
Materials designed for self-guided experiences such as worksheets and digital applications are widely used as tools to enable interactive science exhibitions to support students' progress towards conceptual understanding. However, there is a need to find expedient ways to evaluate the quality of educational experiences resulting from the use of…
Tucker, Beatrice; Jones, Sue; Straker, Leon
This paper reports the use of an online student evaluation system, Course Experience on the Web (CEW), in a physiotherapy program to improve their Course Experience Questionnaire (CEQ) results. CEW comprises a course survey instrument modeled on the CEQ and a tailored unit survey instrument. Closure of the feedback loop is integral in the CEW…
Gossman, Peter; Horder, Sue
This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…
Simpson, Ken; Tan, Weihua
As the education of international students has developed into a key component of the economic mix for many Western democracies, approaches to the evaluation of success or failure have become increasingly based on the type of buyer-seller relationship that features strongly in the management and marketing literature. As a result, an activity that…
Friedman, Charles P.
Student data banks for ongoing research and evaluation have been implemented by a number of professional schools. Institutions selecting software designs for the establishment of such systems are often faced with making their choice before all the possible uses of the system are determined. Making software design decisions involves "rational"…
Northern, Jebediah J.; O'Brien, William H.; Goetz, Paul W.
Financial stress is commonly experienced among college students and is associated with adverse academic, mental health, and physical health outcomes. Surprisingly, no validated measures of financial stress have been developed for undergraduate populations. The present study was conducted to generate and evaluate a measure of financial stress for…
Johnson, Frances; Sbaffi, Laura; Rowley, Jennifer
This study contributes to an understanding of the role of experience in the evaluation phase of the information search process. A questionnaire-based survey collected data from 1st and 3rd-year undergraduate students regarding the factors that influence their judgment of the trustworthiness of online health information. Exploratory and…
Andiliou, Andria; Murphy, P. Karen
Creative problem solving which results in novel and effective ideas or products is most advanced when learners can analyze, evaluate, and refine their ideas to improve creative solutions. The purpose of this investigation was to examine creative problem solving performance in undergraduate students and determine the tasks that support critical…
Skordis-Worrall, Jolene; Haghparast-Bidgoli, Hassan; Batura, Neha; Hughes, Jane
This study explored the perceptions and experiences of a group of students enrolled in an online course in Economic Evaluation. A mixed methods approach was adopted for the data collection, and thematic analysis was used to synthesize the data collected and highlight key findings. The participants identified several positive and negative perceived…
Joshua, Monday T.; Joshua, Akon M.
This study was designed to assess the attitudes of Nigerian secondary school teachers to student evaluation of teachers (SET), and to find out if the attitudes expressed were influenced by teacher characteristics such as gender, professional status, geographical location, academic qualification and teaching experience. The study was a survey, and…
Paganini, Matteo; Bondì, Michela; Rubini, Alessandro
Ultrasound imaging is a widely used diagnostic technique, whose integration in medical education is constantly growing. The aim of this study was to evaluate chest ultrasound usefulness in teaching respiratory system physiology, students' perception of chest ultrasound integration into a traditional lecture in human physiology, and short-term…
This article investigates the motivations and strategies employed by respondents to a Likert-style course evaluation at a UK university. These attitude surveys, generating large amounts of quantitative data, are commonly used in quality assurance procedures across UK higher education institutions. Similar student survey results are now scrutinised…
Stallings, William A.; Singhal, Sushila
"Does the good researcher tend to be a good teacher, and vice versa?" University administrators contend that teaching and research are equally important, though students claim that researchers neglect teaching and professors claim that only their research efforts are rewarded. In this study, course and instructor evaluations were defined…
Zhang, Hongkui; Wang, Bo; Zhang, Longlu
Explorating reform of the teaching evaluation method for vocational competency-based education (CBE) curricula for medical students is a very important process in following international medical education standards, intensify ing education and teaching reforms, enhancing teaching management, and improving the quality of medical education. This…
Lopes-Murphy, Solange A.
Cultural competence and CQ involve awareness of cultural similarities and differences, knowledge of differences in cultural values, and intercultural encounters. To assess college students' cultural competence and cultural intelligence gains, this experimental study evaluated the impact of two globalization projects on these two constructs. The…
White, Marney A.; Mayer, Margaret; Vanderlind, W. Michael; Allswede, Dana
Background: Postgraduate education is recognized as a time of intense stress. Rates of anxiety and depression are elevated among graduate students, and longitudinal studies have documented increases in clinical symptoms over the course of training. Purpose: The current study was to evaluate whether an academically sponsored self-care intervention…
Spooren, Pieter; Brockx, Bert; Mortelmans, Dimitri
This article provides an extensive overview of the recent literature on student evaluation of teaching (SET) in higher education. The review is based on the SET meta-validation model, drawing upon research reports published in peer-reviewed journals since 2000. Through the lens of validity, we consider both the more traditional research themes in…
Mortelmans, Dimitri; Spooren, Pieter
In this study, the authors report on the validity and reliability of a paper-and-pencil instrument called SET37 used for Student Evaluation of Teaching (SET) in higher education. Using confirmatory factor analysis on 2525 questionnaires, a revalidation of the SET37 shows construct and discriminant validity of the 12 dimensions included in the…
Shields, Shawn P.; Hogrebe, Mark C.; Spees, William M.; Handlin, Larry B.; Noelken, Greg P.; Riley, Julie M.; Frey, Regina F.
We developed an online exam to diagnose students who are underprepared for college-level general chemistry and implemented a program to support them during the general chemistry sequence. This transition program consists of extended-length recitations, peer-led team-learning (PLTL) study groups, and peer-mentoring groups. We evaluated this…
Han, Ng Sook; Li, Ho Ket; Sin, Lee Choy; Sin, Keng Pei
Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence on the effect of reflective writing interventions on the learning of general chemistry lab experiment supports the examination of this concept. The central goal of this exploratory study was to evaluate the students' written…
Miles, Patti; House, Deanna
Purpose: The purpose of this research is to examine the impact of several factors beyond the professor's control and their unique impact on Student Teaching Evaluations (STEs). The present research pulls together a substantial amount of data to statistically analyze several academic historical legends about just how vulnerable STEs are to the…
Full Text Available Fernando Santonja-Medina,1,2 M Paz García-Sanz,3 Francisco Martínez-Martínez,1,2 David Bó,1,2,4 Joaquín García-Estañ,5 1Faculty of Medicine, Department of Traumatology, 2Faculty of Medicine, University Hospital Virgen de la Arrixaca, 3Faculty of Medicine, Department of Education, 4Faculty of Medicine, University Hospital Morales Meseguer, 5Faculty of Medicine, Department of Physiology, University of Murcia, Murcia, Spain Abstract: This article investigates whether a reflexive portfolio is instrumental in determining the level of acquisition of clinical competences in traumatology, a subject in the 5th year of the degree of medicine. A total of 131 students used the portfolio during their clinical rotation of traumatology. The students’ portfolios were blind evaluated by four professors who annotated the existence (yes/no of 23 learning outcomes. The reliability of the portfolio was moderate, according to the kappa index (0.48, but the evaluation scores between evaluators were very similar. Considering the mean percentage, 59.8% of the students obtained all the competences established and only 13 of the 23 learning outcomes (56.5% were fulfilled by >50% of the students. Our study suggests that the portfolio may be an important tool to quantitatively analyze the acquisition of traumatology competences of medical students, thus allowing the implementation of methods to improve its teaching. Keywords: competence-based education, evaluation, assessment, teaching methodologies
Flipped classrooms are a relatively new teaching strategy where the typical lecture and homework elements of a course are reversed. Although flipped classrooms are gaining popularity, evaluations of this type of pedagogical model are limited. The purpose of this study was to investigate student views related to the effectiveness of a flipped…
Deng, Yang; Wang, Houxiong
Attending to practice has become a significant topic in science education today. As scientific argumentation is a typical form of scientific practice as well as an important educational practice, more and more attention has been paid to it by science education researchers. Evaluating students' competence in scientific argumentation is one of the…
Wang, Zuhao; Chi, Shaohui; Luo, Ma; Yang, Yuqin; Huang, Min
Chemical symbol representation is a medium for transformations between the actual phenomena of the macroscopic world and those of the sub-microscopic world. The aim of this study is to develop an instrument to evaluate high school students' chemical symbol representation abilities (CSRA). Based on the current literature, we defined CSRA and…
The purpose of this review is to describe important criteria used to evaluate the effectiveness of Social Skills Training Programs. The analysis defines social skills, discusses causes and effects of social skill deficits, and examines the research establishing criteria described by teachers, administrators, and students. The paper concludes with…
Stroud, Daniel; Olguin, David; Marley, Scott
This article entails a study focused on the relationship between counseling students' negative childhood memories of receiving corrective feedback and current negative self-evaluations when receiving similar feedback in counselor education programs. Participants (N = 186) completed the Corrective Feedback Instrument-Revised (CFI-R; Hulse-Killacky…
Lakhal, Sawsen; Sévigny, Serge; Frenette, Éric
The objective of this study was to verify whether personality (Big Five model) influences performance on the evaluation methods used in business administration courses. A sample of 169 students enrolled in two compulsory undergraduate business courses responded to an online questionnaire. As it is difficult within the same course to assess…
The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…
Background: Many university departments use students' evaluations of teaching (SET) to compare and rank courses. However, absenteeism from class is often nonrandom and, therefore, SET for different courses might not be comparable. Objective: The present study aims to answer two questions. Are SET positively biased due to absenteeism? Do…
Khoshouei, Mahdieh Sadat
The purpose of this study was to evaluate the psychometric properties of the Persian version of the Connor-Davidson Resilience Scale (CD-RISC). The CD-RISC was completed by a sample of 323 Isfahan university students (168 females, 155 males) aged 19-34 years. A maximum likelihood method with an oblique solution resulted in four factors…
Kwok, Jason; Liao, Walter; Baxter, Stephanie
Direct ophthalmoscopy is an important clinical skill that is often poorly performed by medical professionals and students. This is attributable to a declining emphasis on ophthalmology in medical school. We present and evaluate a self-directed approach of teaching ophthalmoscopy to medical students that is suitable for the current medical curriculum. Prospective medical education trial. Ninety-five second-year medical students at Queen's University: 32 in the experimental group and 63 in the control group. The experimental group consisted of medical students who practised ophthalmoscopy with one another using an online peer fundus photograph matching exercise created by the Department of Ophthalmology at Queen's University. To use the program, students first examined a peer with an ophthalmoscope and then selected an online photograph of a fundus corresponding to that of the examinee. The program notifies students if a correct selection is made. To encourage use of the program, students participated in a 2-week ophthalmoscopy competition during their ophthalmology rotation. The control group consisted of students who did not participate in the learning exercise. On assessment at the end of the ophthalmology rotation, the experimental group (n = 32) was more accurate in matching fundus photographs compared with the control group (n = 63) (p = 0.02). Participants were faster at performing ophthalmoscopy at the end of the learning exercise (p peer fundus photographs in a self-directed manner appeared to increase the skill and confidence of medical students in ophthalmoscopy. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.
Li, Qi; Zhou, Rong-hua; Liu, Jin; Lin, Jing; Ma, Er-Li; Liang, Peng; Shi, Ting-wei; Fang, Li-qun; Xiao, Hong
Pre-training evaluation and feedback have been shown to improve medical students' skills acquisition of basic life support (BLS) immediately following training. The impact of such training on BLS skills retention is unknown. This study was conducted to investigate effects of pre-training evaluation and feedback on BLS skills retention in medical students. Three hundred and thirty 3rd year medical students were randomized to two groups, the control group (C group) and pre-training evaluation and feedback group (EF group). Each group was subdivided into four subgroups according to the time of retention-test (at 1-, 3-, 6-, 12-month following the initial training). After a 45-min BLS lecture, BLS skills were assessed (pre-training evaluation) in both groups before training. Following this, the C group received 45 min training. 15 min of group feedback corresponding to students' performance in pre-training evaluation was given only in the EF group that was followed by 30 min of BLS training. BLS skills were assessed immediately after training (post-test) and at follow up (retention-test). No skills difference was observed between the two groups in pre-training evaluation. Better skills acquisition was observed in the EF group (85.3 ± 7.3 vs. 68.1 ± 12.2 in C group) at post-test (p<0.001). In all retention-test, better skills retention was observed in each EF subgroup, compared with its paired C subgroup. Pre-training evaluation and feedback improved skills retention in the EF group for 12 months after the initial training, compared with the control group. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.
Carlisle, Caroline; Ibbotson, Tracy
The evidence base for the effectiveness of problem-based learning (PBL) has never been substantively established, although PBL is a generally accepted approach to learning in health care curricula. PBL is believed to encourage transferable skills, including problem-solving and team-working. PBL was used to deliver a postgraduate research methods module and a small evaluation study to explore its efficacy was conducted amongst the students (n = 51) and facilitators (n = 6). The study comprised of an evaluation questionnaire, distributed after each themed group of PBL sessions, and a group discussion conducted 4 weeks after the conclusion of the module, which was attended by student representatives and the facilitators. Questionnaire data was analysed using SPSS, and a transcript of the interview was subjected to content analysis. The results indicated that students felt that a PBL approach helped to make the subject matter more interesting to them and they believed that they would retain knowledge for a longer period than if their learning had used a more traditional lecture format. Students also perceived that PBL was effective in its ability to enhance students' understanding of the group process. All those involved in the PBL process reinforced the pivotal role of the facilitator. This study indicates that there is potential for PBL to be used beyond the more usual clinical scenarios constructed for health care professional education and further exploration of its use in areas such as building research capability should be undertaken.
Full Text Available The article discusses the interconnection of subjective evaluation of giftedness with status position of university students in the study group. The paper presents a theoretical analysis of approaches to the study giftedness and proves necessity of the study of giftedness subjective assessments. The empirical study included 231 full-time students of the first, third and fifth year of Moscow higher education institute. The paper confirmed the hypothesis that student’s giftedness subjectively evaluated by his (her classmates positively correlated with its position in the study group. To test the hypothesis we used sociometry, referentometry, methodological procedure to define the informal power structure in a group, as well as the author's questionnaire to identify giftedness subjective assessments. The paper analyzes the features of the giftedness subjective assessments of student by his (her groupmates studying the engineering and natural science. Giftedness estimation in the groups of students studying engineering is more associated with the status position of students than in the groups studying natural science
Doyle, Louise; O'Brien, Frances; Timmins, Fiona; Tobin, Gerard; O'Rourke, Frank; Doherty, Lena
Internationally the preparation and ongoing education of nurses continues to evolve in response the changing nature of both nursing and health care. The move into third level structures that has taken place in countries such as the UK and the Republic of Ireland, results in new challenges to the historical fabric of nurse education. One such challenge is monitoring of nursing students' attendance. Viewed by students as a patriarchal and draconian measure, the nursing profession historically value their ability to ensure the public and professional bodies that nursing students fully engage with educational programmes. University class sizes and the increased perception of student autonomy can negate against formalised monitoring systems. This paper reports on an evaluation of one such monitoring system. The findings revealed that attendance was recognised implicitly by nurse educators as an important learning activity within these programmes results and that current methods employed were less than reliable and so did little to appropriately control the phenomenon. Subsequent to the evaluation; a standardised approach to the measurement of absenteeism was employed. Deliberate short-term absence was a feature of this group. Reasons cited included travelling long distances, dissatisfaction with programme timetables and personal reasons. Preventative measures employed included improvement in student timetable delivery.
Sniadecki, Marcin; Kiszkielis, Marta; Wydra, Dariusz
The curriculum of the Medical Faculty is a result of a compromise between the need to upgrade and extend the material and the immutability of study duration. In result of reduction of time for acquisition of basic practical skills. THE AIM OF THE STUDY was to evaluate the current curriculum by students and answer the question: What are the students' expectations of teaching surgery? and to compare the opinion in two academic centers in Poland. The survey embraced 85 students of the Medical Faculty of IV (25.9%), V (22.35%) and VI (51.75%) year of the Medical University of Gdańsk and VI year students of the Pomeranian University of Szczecin (PUM--34%). Students completed a 19-item questionnaire, send by e-mail. Questions were closed (yes / no or grades 1-5) with the option of opinion adding to each item. The Statistica (version 9) package for calculations was used. Differences with ppay attention to the lack of affordable learning materials. Students expect a full "non-corridor" utilization of classes, learn and practice the basic and most frequent activities at the patient. They are dissatisfied with the current training methods, and would be taught in a diverse and active way.
Theron, Maggie; Redmond, Anne; Borycki, Elizabeth M
Both the Internet and social media have become important tools that patients and health professionals, including health professional students, use to obtain information and support their decision-making surrounding health care. Students in the health sciences require increased competence to select, appraise, and use online sources to adequately educate and support patients and advocate for patient needs and best practices. The purpose of this study was to ascertain if second year nursing students have the ability to critically identify and evaluate the quality of online health information through comparisons between student and expert assessments of selected online health information postings using an adapted Trust in Online Health Information scale. Interviews with experts provided understanding of how experts applied the selected criteria and what experts recommend for implementing nursing informatics literacy in curriculums. The difference between student and expert assessments of the quality of the online information is on average close to 40%. Themes from the interviews highlighted several possible factors that may influence informatics competency levels in students, specifically regarding the critical appraisal of the quality of online health information.
Erin A. Phillips
Full Text Available Innovative teaching methods to address emerging practice needs are critical components of effective occupational therapy education. Experiential learning strategies can enhance skill development and translation of knowledge into OT clinical practice. In addition, skills such as coaching may provide important links to health promotion practices. Thirty-two occupational therapy students took part in an experiential project to connect occupational engagement and health for a community of older adults. A pretest/posttest design was used to evaluate program outcomes in student perceived abilities, and narrative reflection papers provided postexperience qualitative information. The students improved in all 10 areas of abilities selfassessment with mean total scores from pretest (M = 42 improving significantly at posttest (M = 58. Themes from reflection papers indicated a positive response to experiential learning and a desire for more opportunities to prepare for clinical practice, including the use of interprofessional training. The students improved in their abilities to use coaching and health promotion strategies through the use of experiential learning methods. Outcomes suggest that experiential learning opportunities are an effective way to enhance student competencies in coaching, improve readiness for wellness programming, and increase student confidence in application of skills in future clinical practice.
Background There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. Methods The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Results Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. Conclusions The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf. PMID:22443807
Full Text Available Purpose: The purpose of this study was evaluation of the current status of medical students' documentation of patient medical records. Methods: We checked the completeness, appropriateness, and accuracy of 95 Subjective-Objective-Assessment-Plan (SOAP notes documented by third-year medical students who participated in clinical skill tests on December 1, 2014. Students were required to complete the SOAP note within 15 minutes of an standard patient (SP-encounter with a SP complaining rhinorrhea and warring about meningitis. Results: Of the 95 SOAP notes reviewed, 36.8% were not signed. Only 27.4% documented the patient’s symptoms under the Objective component, although all students completed the Subjective notes appropriately. A possible diagnosis was assessed by 94.7% students. Plans were described in 94.7% of the SOAP notes. Over half the students planned workups (56.7% for diagnosis and treatment (52.6%. Accurate documentation of the symptoms, physical findings, diagnoses, and plans were provided in 78.9%, 9.5%, 62.1%, and 38.0% notes, respectively. Conclusion: Our results showed that third-year medical students’ SOAP notes were not complete, appropriate, or accurate. The most significant problems with completeness were the omission of students’ signatures, and inappropriate documentation of the physical examinations conducted. An education and assessment program for complete and accurate medical recording has to be developed.
Víctor Patricio Díaz-Narváez
Full Text Available Objectives: To estimate the general empathy levels and the potential for empathic growth in Dentistry students and demonstrate that the empathic erosion model is not med. Material and methods: Exploratory and cross-sectional study. Population: First- to fifth-year Dentistry students at Universidad San Sebastián, Santiago Campus (Chile. The total student population (N was 800. The participants completed the Jefferson Scale of Empathy in its Spanish version for medical students, validated and adapted in Chile. A two-factor analysis of variance (model III was applied to find differences in the means between academic years, between genders, and in the interaction between these two factors. The data were described using simple arithmetic graphs and then processed with SPSS 22.0. The total growth potential was estimated. Results: The Sample (n consisted of 534 students (66.88% of the population studied, 2016. Differences were found between academic years and genders in general empathy and some of its components. Conclusion: The behavior of empathy levels is not in line with the concept of empathic erosion. This suggests that empathic erosion is a particular and not a general phenomenon. There exists a considerable growth potential for empathy and its components. Keywords: Empathy, Dental student, Empathic evaluation
Lee, Young-Mee; Lee, Young Hee
Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students. A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students' self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students' encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment. Students' self-assessed competency of communication skills increased significantly after completion of the course (pcommunication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F61=269.54, pcommunication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.
Nilsson, Mikael; Bolinder, Gunilla; Held, Claes; Johansson, Bo-Lennart; Fors, Uno; Ostergren, Jan
Most clinicians and teachers agree that knowledge about ECG is of importance in the medical curriculum. Students at Karolinska Institute have asked for more training in ECG-interpretation during their undergraduate studies. Clinical tutors, however, have difficulties in meeting these demands due to shortage of time. Thus, alternative ways to learn and practice ECG-interpretation are needed. Education offered via the Internet is readily available, geographically independent and flexible. Furthermore, the quality of education may increase and become more effective through a superior educational approach, improved visualization and interactivity. A Web-based comprehensive ECG-interpretation programme has been evaluated. Medical students from the sixth semester were given an optional opportunity to access the programme from the start of their course. Usage logs and an initial evaluation survey were obtained from each student. A diagnostic test was performed in order to assess the effect on skills in ECG interpretation. Students from the corresponding course, at another teaching hospital and without access to the ECG-programme but with conventional teaching of ECG served as a control group. 20 of the 32 students in the intervention group had tested the programme after 2 months. On a five-graded scale (1- bad to 5 - very good) they ranked the utility of a web-based programme for this purpose as 4.1 and the quality of the programme software as 3.9. At the diagnostic test (maximal points 16) by the end of the 5-month course at the 6th semester the mean result for the students in the intervention group was 9.7 compared with 8.1 for the control group (p = 0.03). Students ranked the Web-based ECG-interpretation programme as a useful instrument to learn ECG. Furthermore, Internet-delivered education may be more effective than traditional teaching methods due to greater immediacy, improved visualisation and interactivity.
Full Text Available Abstract Background Most clinicians and teachers agree that knowledge about ECG is of importance in the medical curriculum. Students at Karolinska Institutet have asked for more training in ECG-interpretation during their undergraduate studies. Clinical tutors, however, have difficulties in meeting these demands due to shortage of time. Thus, alternative ways to learn and practice ECG-interpretation are needed. Education offered via the Internet is readily available, geographically independent and flexible. Furthermore, the quality of education may increase and become more effective through a superior educational approach, improved visualization and interactivity. Methods A Web-based comprehensive ECG-interpretation programme has been evaluated. Medical students from the sixth semester were given an optional opportunity to access the programme from the start of their course. Usage logs and an initial evaluation survey were obtained from each student. A diagnostic test was performed in order to assess the effect on skills in ECG interpretation. Students from the corresponding course, at another teaching hospital and without access to the ECG-programme but with conventional teaching of ECG served as a control group. Results 20 of the 32 students in the intervention group had tested the programme after 2 months. On a five-graded scale (1- bad to 5 – very good they ranked the utility of a web-based programme for this purpose as 4.1 and the quality of the programme software as 3.9. At the diagnostic test (maximal points 16 by the end of the 5-month course at the 6th semester the mean result for the students in the intervention group was 9.7 compared with 8.1 for the control group (p = 0.03. Conclusion Students ranked the Web-based ECG-interpretation programme as a useful instrument to learn ECG. Furthermore, Internet-delivered education may be more effective than traditional teaching methods due to greater immediacy, improved visualisation and
Tao, Jinyuan; Gunter, Glenda; Tsai, Ming-Hsiu; Lim, Dan
Recently, the many robust learning management systems, and the availability of affordable laptops, have made secure laptop-based testing a reality on many campuses. The undergraduate nursing program at the authors' university began to implement a secure laptop-based testing program in 2009, which allowed students to use their newly purchased laptops to take quizzes and tests securely in classrooms. After nearly 5 years' secure laptop-based testing program implementation, a formative evaluation, using a mixed method that has both descriptive and correlational data elements, was conducted to seek constructive feedback from students to improve the program. Evaluation data show that, overall, students (n = 166) believed the secure laptop-based testing program helps them get hands-on experience of taking examinations on the computer and gets them prepared for their computerized NCLEX-RN. Students, however, had a lot of concerns about laptop glitches and campus wireless network glitches they experienced during testing. At the same time, NCLEX-RN first-time passing rate data were analyzed using the χ2 test, and revealed no significant association between the two testing methods (paper-and-pencil testing and the secure laptop-based testing) and students' first-time NCLEX-RN passing rate. Based on the odds ratio, however, the odds of students passing NCLEX-RN the first time was 1.37 times higher if they were taught with the secure laptop-based testing method than if taught with the traditional paper-and-pencil testing method in nursing school. It was recommended to the institution that better quality of laptops needs to be provided to future students, measures needed to be taken to further stabilize the campus wireless Internet network, and there was a need to reevaluate the Laptop Initiative Program.
Galbraith, Craig S.; Merrill, Gregory B.; Kline, Doug M.
In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs) and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques, a neural network analysis and a Bayesian data reduction and classification algorithm, we find…
Hahm, Nadine; Augustin, Sophie; Bade, Claudia; Ammer-Wies, Annett; Bahramsoltani, Mahtab
Veterinary students are confronted with a high workload and an extensive number of examinations. However, the skills students gained in high school cannot serve as satisfactory coping strategies during veterinary training. This disparity can lead to test anxiety, as frequently reported by international surveys. In response, a pilot study was carried out to evaluate the effects of a newly developed training seminar to prevent and/or reduce test anxiety. The seminar was offered on a voluntary basis as a low-threshold intervention to first- and second-year veterinary students at three different veterinary schools in Germany. The intervention was offered in two different designs: in either a block or in a semester course containing cognitive and behavioral approaches as well as skill-deficit methods. By conducting a survey and interviews among the participants it was determined whether the contents of the seminar were perceived as helpful for counteracting test anxiety. The potential of the intervention was evaluated using a German test anxiety questionnaire (PAF). The contents of the training seminar were all assessed as beneficial but evaluated slightly differently by first- and second-year students. The results indicate that the seminar prevents and reduces test anxiety significantly compared to the control group students. The greatest effects were achieved by offering the intervention to first-year students and as a block course. As the participants benefit from the intervention independent of the extent of test anxiety, these results suggest that it may be profitable to integrate a workshop on coping strategies in the veterinary curriculum.
Eduardo de Carvalho Andrade
Full Text Available We use a random-effects model to find the factors that affect the student evaluation of teaching (SET scores. Dataset covers 6 semesters, 496 undergraduate courses related to 101 instructors and 89 disciplines. Our empirical findings are: (i the class size affects negatively the SET score; (ii instructors with more experience are better evaluated, but these gains reduce over time; (iii participating in training programs, designed to improve the quality of teaching, did not increase the SET scores; (iv instructors seem to be able to marginally 'buy' a better evaluation by inflating students' grade. Finally, there are significant changes in the rankings when we adjust the SET score to eliminate the effects of variables beyond instructors' control. Despite these changes, they are not statistically significant.
Sofian, Siti Siryani; Rambely, Azmin Sham
An effectiveness of a game based learning (GBL) can be determined from an application of fuzzy set conjoint analysis. The analysis was used due to the fuzziness in determining individual perceptions. This study involved a survey collected from 36 students aged 16 years old of SMK Mersing, Johor who participated in a Mathematics Discovery Camp organized by UKM research group called PRISMatik. The aim of this research was to determine the effectiveness of the module delivered to cultivate interest in mathematics subject in the form of game based learning through different values. There were 11 games conducted for the participants and students' perceptions based on the evaluation of six criteria were measured. A seven-point Likert scale method was used to collect students' preferences and perceptions. This scale represented seven linguistic terms to indicate their perceptions on each module of GBLs. Score of perceptions were transformed into degree of similarity using fuzzy set conjoint analysis. It was found that Geometric Analysis Recreation (GEAR) module was able to increase participant preference corresponded to the six attributes generated. The computations were also made for the other 10 games conducted during the camp. Results found that interest, passion and team work were the strongest values obtained from GBL activities in this camp as participants stated very strongly agreed that these attributes fulfilled their preferences in every module. This was an indicator of efficiency for the program. The evaluation using fuzzy conjoint analysis implicated the successfulness of a fuzzy approach to evaluate students' perceptions toward GBL.
Full Text Available Distance learning environment with its different approaches has become one of the most researched paradigms in the late years. Different technologies have been developed and introduced into these systems, but at the same time, a spectrum of use-cases has been offered for this model. This paper aims at addressing the most important problem facing with the distance learning eco-system, namely its evaluation. The evaluation process has been undertaken in different European countries, such as Latvia, Lithuania, Serbia, Poland, Belarus, and Romania. The obtained results show that not all of the students are at the same level of readiness when it comes to distance education, there are no criteria developed for the evaluation of the students' readiness to this education model. For the purpose of this study, authors suggest that readiness to distance education includes knowledge, skills, and abilities that are necessary for students to successfully possess while using the technologies of distance education. After the analysis of the results of this research, the authors developed a structure and described elements that define the level of students' readiness to distance education.
Edna Luna Serrano
Full Text Available This work has the purpose of critically evaluate the findings of literature in relation to the administration and use of the teacher’s evaluation instruments in which the students can qualify the efficiency of teaching. The discussion may help orient the use of this kind of instruments within the frame of an evaluation system to improve teaching at college level. The work includes six sections: the discussion context; evaluation of teacher’s efficacy; methodological aspects, i.e, reliability and validity; the use of instruments and the improvement of teacher’s efficacy. It is concluded that evaluative instruments are useful as a system’s information source with use and administration requirements derived from research findings as well as empirical data. Also, establishing the link between evaluation results and the design of new modalities of teacher’s formation is discussed.
Jin, Hui-Qing; Li, Ying-Chun; Zhang, Shu-Lin; Yu, Wan-Sheng
To evaluate the intervention effects for road traffic accident prevention among middle school students through understanding their knowledge, attitude and practice (KAP) on road safety. Students in Grade 1 and Grade 2 from 7 junior and senior middle schools in Ji'nan city were selected as intervention group and students from a middle school in Hefei city served as control group. Education was provided to the intervention group and all the middle school students in Ji'nan city. Changes of KAP on road safety were measured for both groups during the follow-up period, and comparison on KAP for the two groups was carried statistically. The mean scores of road safety knowledge for intervention group improved significantly during the follow-up period (from 0.9 - 3.8), while these indices did not change much in the control group (from 0 - 0.2). Negative attitude on road safety was found in both groups, but less in the intervention group. More students started to admit that middle school students themselves should be responsible for most of the RTAs. Per week frequency of violating traffic rules did not improve, however during the follow-up period on both groups as still 75% to 80% of the students violating the traffic rules less than 2 times per week. Although three kinds and one kind of traffic rules violation seemed to have improved in the intervention group and in the control group, there were still two and three other kinds turned worse in the intervention and in the control group, respectively. Program on road safety education significantly improved the relative knowledge for middle school student and it exerted positive effects in road safety attitude to some extent. However, no significant effect was found in the improvement on their behavior. Education on road safety should be carried out in the early stage of childhood with newer and more effective intervention approaches.
Vidyarthi SurendraK, Nayak RoopaP, GuptaSandeep K
Full Text Available Background: Lecturing is widely used teaching method in higher education. Instructors of large classes may have only option to deliver lecture to convey informations to large group students.Aims and Objectives: The present study was to evaluate the effectiveness/receptivity of interactive lecturing in a large group of MBBS second year students. Material and Methods: The present study was conducted in the well-equipped lecture theater of Dhanalakshmi Srinivasan Medical College and Hospital (DSMCH, Tamil Nadu. A fully prepared interactive lecture on the specific topic was delivered by using power point presentation for second year MBBS students. Before start to deliver the lecture, instructor distributed multiple choice 10 questionnaires to attempt within 10 minutes. After 30 minutes of delivering lecture, again instructor distributed same 10 sets of multiple choice questionnaires to attempt in 10 minutes. The topic was never disclosed to the students before to deliver the lecture. Statistics: We analyzed the pre-lecture & post-lecture questions of each student by applying the paired t-test formula by using www.openepi.com version 3.01 online/offline software and by using Microsoft Excel Sheet Windows 2010. Results: The 31 male, 80 female including 111 students of average age 18.58 years baseline (pre-lecture receptivity mean % was 30.99 ± 14.64 and post-lecture receptivity mean % was increased upto 53.51± 19.52. The only 12 students out of 111 post-lecture receptivity values was less (mean % 25.8± 10.84 than the baseline (mean % 45± 9.05 receptive value and this reduction of receptivity was more towards negative side. Conclusion: In interactive lecture session with power point presentation students/learners can learn, even in large-class environments, but it should be active-learner centered.
French, Brigitte C; Hird, David W; Romano, Patrick S; Hayes, Rick H; Nijhof, Ard M; Jongejan, Frans; Mellor, Dominic J; Singer, Randall S; Fine, Amanda E; Gay, John M; Davis, Radford G; Conrad, Patricia A
While many studies have evaluated whether or not factual information can be effectively communicated using computer-aided tools, none has focused on establishing and changing students' attitudes toward international animal-health issues. The study reported here was designed to assess whether educational modules on an interactive computer CD elicited a change in veterinary students' interest in and attitudes toward international animal-health issues. Volunteer veterinary students at seven universities (first-year students at three universities, second-year at one, third-year at one, and fourth-year at two) were given by random assignment either an International Animal Health (IAH) CD or a control CD, ParasitoLog (PL). Participants completed a pre-CD survey to establish baseline information on interest and attitudes toward both computers and international animal-health issues. Four weeks later, a post-CD questionnaire was distributed. On the initial survey, most students expressed an interest in working in the field of veterinary medicine in another country. Responses to the three pre-CD questions relating to attitudes toward the globalization of veterinary medicine, interest in foreign animal disease, and inclusion of a core course on international health issues in the veterinary curriculum were all positive, with average values above 3 (on a five-point scale where 5 represented strong agreement or interest). Almost all students considered it beneficial to learn about animal-health issues in other countries. After students reviewed the IAH CD, we found a decrease at four universities, an increase at one university, and no change at the remaining two universities in students' interest in working in some area of international veterinary medicine. However, none of the differences was statistically significant.
Full Text Available Background: Breast cancer has been considered as a major health problem in females, because of its high incidence in recent years. Due to the role of breast self-examination (BSE in early diagnosis and prevention of morbidity and mortality rate of breast cancer, promoting student knowledge, capabilities and attitude are required in this regard. This study was conducted to evaluation BSE education in female University students using Health Belief Model. Methods: In this semi-experimental study, 243 female students were selected using multi-stage randomized sampling in 2008. The data were collected by validated and reliable questionnaire (43 questions before intervention and one week after intervention. The intervention program was consisted of one educational session lasting 120 minutes by lecturing and showing a film based on HBM constructs. The obtained data were analyzed by SPSS (version11.5 using statistical paired t-test and ANOVA at the significant level of α = 0.05. Results: 243 female students aged 20.6 ± 2.8 years old were studied. Implementing the educational program resulted in increased knowledge and HBM (perceived susceptibility, severity, benefit and barrier scores in the students (p ≤ 0.01. Significant increases were also observed in knowledge and perceived benefit after the educational program (p ≤ 0.05. ANOVA statistical test showed significant difference in perceived benefit score in students of different universities (p = 0.05. Conclusions: Due to the positive effects of education on increasing knowledge and attitude of university students about BSE, the efficacy of the HBM in BSE education for female students was confirmed.
Sharma, Manjula D; Mendez, Alberto; Sefton, Ian M; Khachan, Joe
We describe the evaluation by students of a scheme of open-ended, research-based group project work which has become a standard component of first-year physics courses at the University of Sydney and is now in its 19th year of operation. Data were gathered from two sources: direct observations of the classes and a written survey. A summary of the classroom observations and the results from a detailed analysis of the survey responses are presented. The feedback from the cohort of approximately 800 students is largely positive but we identify a few discrepancies between stated course goals and the results from the survey. (paper)
McCullough, Moira; English, Brittany; Angus, Megan Hague; Gill, Brian
Alternative student growth measures for teacher evaluation: Implementation experiences of early-adopting districts: State requirements to include student achievement growth in teacher evaluations are prompting the development of alternative ways to measure growth in grades and subjects not covered by state assessments. These alternative growth…
This dissertation addresses theory and practice of evaluation and assessment in university student affairs, by applying logic modeling/program theory to a case study. I intend to add knowledge to ongoing dialogue among evaluation scholars and practitioners on student affairs program planning and improvement as integral considerations that serve…
The US racial profile is changing rapidly, yet the nursing and midwifery professions are not evolving accordingly. The lack of racial and ethnic diversity within these health professions negatively affects efforts to eliminate persistent health disparities. To address this issue, the Midwives of Color Committee (MOCC) of the American College of Nurse-Midwives (ACNM) created a national online mentoring program in 2011 to support midwifery students of color. An evaluation of the program is reported here. This was a descriptive study conducted via online surveys mailed to 44 mentors and 42 mentees who participated in the program during 2012. Categorical survey responses were compared between groups, and open-ended responses were evaluated for common themes. Response rates differed across groups. Half of the mentors responded (50%), while only 38.1% of the mentees responded. The majority of mentors and mentees rated the program as either excellent or good and felt the program should continue. Both mentors and mentees shared similar positive ratings about the effectiveness of the application, speed with which matching occurred, and satisfaction with mentee-mentor match; they also share less favorable ratings regarding frequency of communication, impact of geographic proximity, and academic support need and response. Both groups desired to live closer to one another and communicate more. This study suggests that the online mentoring program for student midwives of color currently being offered should continue but with enhancements to improve the face-to-face mentoring experience, including the use of computer-based technology. Other program improvements are also recommended. To be truly effective, mentoring programs must meet the needs of mentors and mentees; future evaluations should clarify their potential as an important tool for increasing diversity. © 2016 by the American College of Nurse-Midwives.
Lott, Kimberly Hardiman
Alabama Science in Motion (ASIM) is a statewide in-service and outreach program designed to provide in-service training for teachers in technology and content knowledge. ASIM is also designed to increase student interest in science and future science careers. The goals of ASIM include: to complement, enhance and facilitate implementation of the Alabama Course of Study: Science, to increase student interest in science and scientific careers, and to provide high school science teachers with curriculum development and staff development opportunities that will enhance their subject-content expertise, technology background, and instructional skills. This study was conducted to evaluate the goals and other measurable outcomes of the chemistry component of ASIM. Data were collected from 19 chemistry teachers and 182 students that participated in ASIM and 6 chemistry teachers and 42 students that do not participate in ASIM using both surveys and student records. Pre-treatment Chi-Square tests revealed that the teachers did not differ in years of chemistry teaching experience, major in college, and number of classes other than chemistry taught. Pre-treatment Chi-Square tests revealed that the students did not differ in age, ethnicity, school classification, or school type. The teacher survey used measured attitudes towards inquiry-based teaching, frequency of technology used by teacher self-report and perceived teaching ability of chemistry topics from the Alabama Course of Study-Science. The student surveys used were the Test of Science Related Attitudes (TOSRA) and a modified version of the Test of Integrated Process Skills (TIPS). The students' science scores from the Stanford Achievement Test (SAT-9) were also obtained from student records. Analysis of teacher data using a MANOVA design revealed that participation in ASIM had a significantly positive effect on teacher attitude towards inquiry-based teaching and the frequency of technology used; however, there was no
Kaae, Susanne; Sørensen, Ellen Westh; Nørgaard, Lotte Stig
Background Interprofessional collaboration between pharmacists and physicians to conduct joint home medication reviews (HMR) is important for optimizing the medical treatment of patients suffering from chronic illnesses. However, collaboration has proved difficult to achieve. The HMR programme...... "Medisam" was launched in 2009 at the University of Copenhagen with the aim of "developing, implementing and evaluating a collaboration model for HMRs and medicine reconciliations in Denmark". The Medisam programme involves patients, pharmacy internship students, the (pharmacist) supervisor of the pharmacy...... students and physicians. Objective To explore if it was possible through the Medisam programme to obtain a fruitful HMR collaboration between pharmacy internship students and physicians as a means to develop HMR collaboration between trained pharmacists and physicians further. Setting Ten matching pairs...
Chen, Shu-Yueh; Lai, Chen-Chun; Chang, Hui-Mei; Hsu, Hui-Chen; Pai, Hsiang-Chu
Self-reflection (also known as reflection) is an internal process that is difficult to perceive or assess. An instrument that is able to measure self-reflection may serve as a resource for educators to assess the learning process of students and to tailor education approaches to student needs. The aim of this study was to translate the Self-Reflection and Insight Scale (SRIS) into Chinese and evaluate its psychometric properties for use with Taiwanese nursing students. For this cross-sectional study, nursing students were recruited from two nursing schools in southern Taiwan in two phases: Phase 1, which included 361 fourth-year students, and Phase 2, which included 703 fifth-year students. Data were collected in December 2012 and May 2013 using the Chinese version of the SRIS (SRIS-C), Taiwan Critical Thinking Disposition Inventory, and the Perceived Identity as a Nurse Questionnaire, which was developed by the author. In Phase 1, exploratory factor analysis was used to explore the factor structure of the SRIS-C in the fourth-year student participants. In Phase 2, confirmatory factor analysis was used to determine the fitness of the model for the fifth-year student participants. Eight items were deleted from the original SRIS to create the SRIS-C. Thus, the Chinese-version measure had 12 items and two factors (self-reflection and insight) that fit the data well. The Cronbach's alpha coefficients for the total scale and its two subscales were .79, .87, and .83, respectively. The 3-week test-retest reliability was .74. SRIS-C scores correlated significantly with scores on the Taiwan Critical Thinking Disposition Inventory and the Perceived Identity as a Nurse Questionnaire, indicating good convergent validity for the SRIS-C. The current study showed that the SRIS-C has sound psychometric properties. This instrument provides nurse educators with information that may be used to evaluate the self-reflection and insight of students and to develop interventions to
Zaborowicz, Katarzyna; Czarnocińska, Jolanta; Galiński, Grzegorz; Kaźmierczak, Paulina; Górska, Karolina; Durczewski, Paweł
Nutrition is a factor influencing physical and mental fitness. In this study we examine the lifestyle of university students and its impact on nutritional errors. To evaluate the dietary behaviours of students taking into account gender and nutritional knowledge. Using a QEB questionnaire, we were able to evaluate dietary behaviours and nutritional knowledge of respondents. Our analysis was conducted on data obtained from 456 students. We found that nutritional knowledge for women was 34.7% satisfactory and 34.7% good. In contrast, nutritional knowledge for men varied, amounting to 40.2% satisfactory and 25.1% good. The number of meals and their regular consumption did not depend on gender or the nutritional knowledge of students, however, significant differences were recorded for the types of snacks they eat. A greater number of women than men snacked on sweets and biscuits, nuts and seeds, while in the case of salty snacks an opposite trend was observed. A higher level of nutritional knowledge correlated with the number of students snacking on fruit and vegetables instead of salty snacks. Moreover, it was observed that health-promoting behaviours such as not adding sugar to beverages and not adding salt to dishes were more common with women and individuals with a higher level of nutritional knowledge. Women more frequently snack on sweets, biscuits, nuts and seeds. More men snack on salty snacks, add sugar to beverages and add salt to dishes. Individuals with insufficient nutritional knowledge more frequently snack on salty snacks rather than fruit. Students with insufficient nutritional knowledge more often commit nutritional errors.
Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey
Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra
Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed over some 15 years as part of a large national Australian study pertaining to the area of undergraduate laboratories-Advancing Science by Enhancing Learning in the Laboratory. This paper reports on the development of the survey instrument and the evaluation of the survey using student responses to experiments from different institutions in Australia, New Zealand and the USA. A total of 3153 student responses have been analysed using factor analysis. Three factors, motivation, assessment and resources, have been identified as contributing to improved student attitudes to laboratory activities. A central focus of the survey is to provide feedback to practitioners to iteratively improve experiments. Implications for practitioners and researchers are also discussed.
Jansen, Mette Bro
, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as ‘Technical skills’ (=60), ‘Self-learning and critical thinking’ (=27) and ‘Nursing care process’ (=25) competences. Little emphasiswas......) were approached. Methods: Tools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method. Findings: All clinical competence evaluation...... procedures and instruments used in the nursing programmes involvedwere provided in English. A final evaluation of the competenceswas expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools...
Full Text Available Aims: Academic achievement exams have long played an important role in education and so have been always judged, reviewed and restudied. The aim of this study was to investigate the use of different types of academic achievement exams (evaluation methods by faculty of Ilam University of Medical Sciences. Instrument & Methods: In this descriptive and cross-sectional study, faculty members of Ilam University of Medical Sciences in the second semester of 2013-14 academic year (N=90 were studied by total counting. Data were gathered by a researcher made questionnaire by 29 questions that was assessing the application level of educational progress evaluation methods by faculty members. For data analysis, SPSS 16 software was used and descriptive and inferential statistics (Student T test and one-way ANOVA were performed. Findings: 76 of participants (93.8% placed a greater emphasis on the final exam. The most widely used methods for students' progress evaluation was multiple-choice questions (93.8% n=76, and low used assessment method was 360 degree evaluation (4.9% n=4. Comparing of mean scores of participants based on gender and academic degree, were not showed a significant differences, but comparison of the mean scores of participants based on faculty showed a significant difference (p<0.05. Conclusion: With respect to faculty member's emphasis on use and application of the final evaluation results and preferably less effort and common procedures, as well as less variety of evaluation methods of students' progress, paying attention to the new methods of educational achievement evaluation and implementation training courses for teachers is essential.
Full Text Available Abstract Background In Germany, like many other countries, general practice clerkships have only recently become mandatory during medical education. The biggest challenges for the organisation of such clerkships are achieving a minimum level of standardisation, and developing and maintaining a system of quality assurance. The aim of this study is to assess the instructional quality in teaching practices using a benchmark system. Methods Before commencing, students anonymously assessed the importance of core aspects of the mandatory primary care clerkship. After the clerkship, they evaluated learning opportunities and teaching performance. Based on this data, a benchmark system was developed to identify areas of strength and weakness for all practices as well as individual teaching practices. Results A total of 695 students evaluated 97 general practices belonging to a teaching network. Prior to the clerkship, most students considered recognition of frequent diseases (85% and communication skills (65% the most important learning goals. After the clerkship, nearly 90% of students confirmed that the general practitioner (GP was good or excellent at teaching these two goals but only two-thirds thought the GP's teaching performance good or excellent in preventive medicine and screening. In an exemplary analysis, we identified the 2 best and the 2 worst practices that consistently received scores far above or below average, respectively. Conclusion We were able to identify areas of weakness in teaching and identified specific GPs who did not meet the students' needs and expectations. This evaluation seems to be a useful quality assurance tool to identify the potential for improvement and faculty development.
R. P. J. C. Ramanayake
Full Text Available Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Results: Completed questionnaires were returned by 114(99% students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1% followed by learning from patients(91.2%, debate(87.6%, seminar(87.5% and small group discussions(71.9%. They were highly satisfied with the opportunity they had to develop communication skills (95.5% and presentation skills (92.9%. Lesser learning opportunity was experienced for history taking (89.9%, problem solving (78.8% and clinical examination (59.8% skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62% and availability of clinical equipment (53% were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Conclusions: Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.
Moser, F. C.; Allen, M. R.; Clark, J.
The Maryland Sea Grant's Research Experiences for Undergraduate (REU) 12-week summer program is in its 24th year. This estuarine science-focused program has evolved, based in part on our use of assessment tools to measure the program's effectiveness. Our goal is to understand the REU program's effectiveness in such areas as improving student understanding of scientific research, scientific ethics and marine science careers. Initially, our assessment approach was limited to short surveys that used qualitative answers from students about their experience. However, in the last decade we have developed a more comprehensive approach to measure program effectiveness. Currently, we use paired pre- and post-survey questions to estimate student growth during the program. These matching questions evaluate the student's change in knowledge and perception of science research over the course of the summer program. Additionally, we administer several surveys during the 12 weeks of the program to measure immediate responses of students to program activities and to gauge the students' evolving attitudes to customize each year's program. Our 2011 cohort showed consistent improvement in numerous areas, including understanding the nature of science (pre: 4.35, post: 4.64 on a 5 point scale), what graduate school is like (3.71, 4.42), the job of a researcher (4.07, 4.50), and career options in science (3.86, 4.42). Student confidence also increased in numerous skills required for good scientists. To analyze the long-term impact of our program, we survey our alumni to assess graduate degrees earned and career choices. A large percentage (72%) of our tracked alumni have continued on to graduate school, with subsequent careers spanning the academic (51%), public (24%) and private (25%) sectors. These assessments demonstrate that our program is successful in meeting our key objectives of strengthening the training of undergraduates in the sciences and retaining them in marine science
Rollo, Megan E; Collins, Clare E; MacDonald-Wicks, Lesley
Appropriate and effective use of technology within practice is a key competency outlined in Australian dietetics training standards. An e-health skills component (lecture and workshop) was introduced to undergraduate students enrolled in an Australian nutrition and dietetics program. The lecture orientated students to key e-health terms and concepts relating to telehealth and m-health technologies, while the workshop provided an opportunity to apply knowledge. The workshop consisted of four stations with activities relating to (1) orientation to telehealth equipment; (2) comparison of dietetic consultation components completed in person versus remotely via video call; (3) quality assessment of mobile apps; and (4) exploration of advantages and disadvantages, and the ethical, security, and privacy issues relating to use of e-health technologies in dietetic practice. Student experience of the training was evaluated via questionnaire. Forty-five students (62.2% aged ≤19-24 years, 86.7% female) completed the survey. Following the workshop, the level of understanding relating to each key e-health concept improved significantly (p education to support the use of e-health technologies within dietetic practice were rated a high level of importance by most students (78-80%). The majority of students (93.3% to 97.8%) reported a positive experience at each of the four workshop stations, with "informative" the most common word selected to rate each station (37.8% to 44.4% of students across the four stations). The introduction of an e-health skills component resulted in an improved understanding of concepts for using these technologies. These findings provide preliminary support for integration of further e-health training within the dietetics program.
Ramanayake, R P J C; De Silva, A H W; Perera, D P; Sumanasekara, R D N; Gunasekara, R; Chandrasiri, P
Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.
Full Text Available Objective – What do students need and want from library subject guides? Options such as Web 2.0 enhancement are now available to librarians creating subject-specific web pages. Librarians may be eager to implement these new tools, but are such add-ons a priority forstudents? This paper aims to start a dialogue on this issue by presenting the findings of the University of British Columbia (UBC Library’s Subject Guides Working Group (SGWG, which was tasked with assessing current library subject guides in order to make recommendations for the update and future development of UBC Library subject guides.Methods – The working group solicited feedback through a questionnaire that was distributed to undergraduate and graduate students from a variety of disciplines at UBC. The questionnaire included an evaluation of UBC subject guides, as well as guides from other academic libraries that used various platforms such as LibGuides and SubjectsPlus.Results – Respondents to the student questionnaire indicated that a simple and clean layout was of primary importance. Students also desired succinct annotations to resources and limited page scrolling. Meanwhile, few students identified Web 2.0 features such as rating systems and discussion forums as being important for their needs. The working group used the questionnaire data to create a “Top Ten” list of student recommendations.Conclusions – The “Top Ten” list of student recommendations was combined with stakeholder feedback from faculty, liaison librarians and Library Systems and Information Technology representatives to create the SGWG’s final recommendation for subject guide revision and enhancement. For the SGWG these findings called into question the necessity of Web 2.0 technologies within subject guide pages and highlighted the need for further research on the topic of subject guide usability and effectiveness.
Syed Sajid Ali
Full Text Available Self-medication provides low cost alternative for expensive medical management but inappropriate use can cause problems. For Nursing undergraduates such practice has special significance since they have medical knowledge but very superficial and also its application is limited. Hence the present study was planned to evaluate the status of students studying in different years of B.Sc. Nursing.To determine the prevalence, attitude and knowledge of self medication amongst the students of Government Nursing College, Jagdalpur(ChhatisgarhThis questionnaire based study was performed on 142 Nursing students of 1st, 2nd and 3rd year aged between17-24 years. Mean age was found to be 20.5 years (±2.5years. A prevalidated questionnaire was distributed amongst the participants after explaining the purpose of the study and taking informed consent. The results obtained from this study showed that out of 142 students 120 (84.50 % students used self medicationCommonest source of information for self medication were seniors and colleagues 40(33.33%, and the most common indication for self medication was common cold 41(34.16 %.D’cold Total 49(40.83% was the most common medication used as self medication .Only 16 (13.33% students were having the knowledge about content, dose, duration of therapy and adverse drug reaction of the medication that they used. The most common source to obtain medicines for self medication was pharmaceutical store 80 (66.67 %.The findings from this study highlights the striking prevalence of self medication among nursing students, the lack of knowledge and the risks associated with them. We recommend that a global approach must be taken to prevent this problem from escalating which would involve awareness and education regarding the implications of self medication, strategies to prevent the supply of medicines without prescription by pharmacies and strict rules regarding pharmaceutical advertising.
Eccott, Lynda; Greig, Alison; Hall, Wendy; Lee, Michael; Newton, Christie; Wood, Victoria
Interprofessional teams provide the promise of effective, comprehensive and reliable care. Interprofessional education (IPE) promotes students' knowledge and attitudes to support interprofessional teamwork, and problem-based learning formats enable students to gain valuable teamwork experience. To design, implement, and evaluate an interprofessional problem-based learning module in a large Canadian university focusing on the effects of this format on students' knowledge, attitudes, and perceptions. A pre-post mixed-methods research design was used, with a convenience sample of 24 students from medicine, pharmacy, nursing, physical therapy, and occupational therapy. Participants in the module were divided into 5 teams composed of one member from each discipline. Pre-tests were delivered just prior to module participation and post-tests directly followed. Students also participated in focus groups to provide feedback about module content, process, outcomes, and practical considerations. Students' attitudes toward interprofessional teamwork improved from baseline to post-intervention. Mean differences were significant using paired t-tests on confidence in professional role (p <0.001), communication (p = 0.02), understanding roles of others (p = 0.002), identification with the team (p = 0.002), comfort with members (p = 0.047), cooperation with team members (p = 0.004), team perceptions (p = 0.04), decision-making (p <0.001), team efficiency (p <0.001), minimal conflict (p = 0.04), and group contributions (p = 0.03). Focus group themes indicated students were satisfied with the module, perceived increased knowledge about roles and perspectives, greater confidence to collaborate, and increased motivation to engage in intra-curricular IPE. The timing of their exposure within their respective educational programs was identified as important.
Navazesh, Mahvash; Rich, Sandra K; Keim, Robert G
The triple jump examination (TJE) is an oral examination that poses challenges for objective assessment. Student satisfaction levels with faculty assessment can provide information on quality of teaching and students' perceptions of the learning environment. The purpose of this study was to determine scale and interrater reliability of an instrument used by approximately 576 first-year dental students at one U.S. dental school for assessment of their faculty evaluators following midterm and final TJEs over a three-year period. One hundred and one faculty members served as administrators of the TJE with a range of one to 187 times (mean=44.10, median=29, mode=11). The grand mean for six items on a six-point Likert scale was 5.39 with a pooled standard deviation of 1.01. Results indicate positive agreement toward performance of examiners with strong interrater reliability (Average Measures ICC=0.936, Single Measures ICC=0.708) (F5,23475 = 51.564, pperform acceptable assessment from the students' perspective. Overall, these students expressed a high level of satisfaction with TJE faculty performance.
Ullah, Hanif; Khan, Shujaat A; Ali, Sayyad; Karim, Sabiha; Baseer, Abdul; Chohan, Ossam; Hassan, Syed M F; Khan, Kashif M; Murtaza, Ghulam
Self-medication is a serious issue in most parts of the world. This study aims to evaluate self-medication among university students of Abbottabad, Pakistan. This cross-sectional survey study was carried out in COMSATS Institute of Information Technology, Abbottabad during December 1 - December 31,2011. A sample of 275 students was selected for the study using convenience method of sampling. Data were managed and analyzed via SPSS version 16.0. Inferences were drawn using Z-test Out of 268 respondents (male = 61.6%, female = 38.6%), 138 were non-health professional students whereas 130 were health professional students. The prevalence of self-medication was 95.5%. Most common factor (45.7%) responsible for self-medication was "low severity of disease". Most common symptom (50.8%) that caused self-medication and stocking of medicines was "storage of medicines for multi purposes". Some respondents (22.7%) got addicted due to self-medication. Most of the students trust in allopathic medicines system. High prevalence of self-medication can be controlled through regulatory authorities, mass education and availability of health facilities.
Stevens, Brenda J; Kedrowicz, April A
Effective client communication is important for success in veterinary practice. The purpose of this project was to describe one approach to communication training and explore fourth-year veterinary students' communication skills through an evaluation of their interactions with clients during a general practice rotation. Two raters coded 20 random videotaped interactions simultaneously to assess students' communication, including their ability to initiate the session, incorporate open-ended questions, listen reflectively, express empathy, incorporate appropriate nonverbal communication, and attend to organization and sequencing. We provide baseline data that will guide future instruction in client communication. Results showed that students' communication skills require development. Half of the students sampled excelled at open-ended inquiry (n=10), and 40% (n=8) excelled at nonverbal communication. Students needed improvement on greeting clients by name and introducing themselves and their role (n=15), reflective listening (n=18), empathy (n=17), and organization and sequencing (n=18). These findings suggest that more focused instruction and practice is necessary in maintaining an organized structure, reflective listening, and empathy to create a relationship-centered approach to care.
Lucander, Henriette; Knutsson, Kerstin; Salé, Hanna; Jonsson, Anders
This study evaluated a pilot workshop for teaching communication skills to dental students. The methodology is based on an experiential learning approach, the use of realistic clinical scenarios, simulated patients, and an integrated teaching team of both educational researchers and dentists. Furthermore, the methodology was adapted for short workshops, which is thought to offer better possibilities for frequent and effective training of communication skills throughout the curriculum. The work-shop was piloted with groups of six to ten students from the sixth and tenth semesters (n=94). Results show that the majority of students found the tasks meaningful and well aligned with how they perceived their future profession as dentists. Most students also thought that they learned from the task. An interesting finding is that students not only found it instructive to practice how to communicate in authentic situations, but that they generally found the workshop to be thought-provoking while at the same time providing structure and intellectual tools for the future. A possible explanation for this finding is the sharing of explicit criteria for high-quality communication.
Full Text Available The European Higher Education Area (EHEA is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year. Quantitative (conventional survey statistics and qualitative (open coding approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.
Gal, Beatriz; Rubio, Margarita; Iglesias, Eva; González, Purificación
The European Higher Education Area (EHEA) is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year). Quantitative (conventional survey statistics) and qualitative (open coding) approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.
Fajiculay, Jay R; Parikh, Bhavini T; Wright, Casey V; Sheehan, Amy Heck
The purpose of this article is to describe student perceptions of implementation of digital badges in a drug information and literature evaluation course. Two digital badges were developed as voluntary learning opportunities. Student perceptions were obtained through pre- and post-survey instruments consisting of selected questions from the Motivated Strategies for Learning Questionnaire. The response rate was 69% (106/153). At baseline, 53% of respondents agreed that digital badges could help them better understand course material. More students agreed they would share earned digital badges on LinkedIn (68%) than Facebook (19%). Most students who earned digital badges agreed that badges helped increase their confidence in course material (73%), focus on specific learning objectives (55%), look deeper into course competencies (64%), and were a useful adjunct to the traditional teaching method (82%). Digital badges were perceived by students as a positive adjunct to learning and may provide a novel mechanism for development of an electronic skills-based portfolio. Copyright © 2017 Elsevier Inc. All rights reserved.
Salerno, John P; McEwing, Evan; Matsuda, Yui; Gonzalez-Guarda, Rosa M; Ogunrinde, Olutola; Azaiza, Mona; Williams, Jessica R
Public health nursing (PHN) is an essential component of baccalaureate nursing education. In order to build PHN competencies, universities must design and operationalize meaningful clinical activities addressing community and population health. Currently, there is a paucity of literature delineating best practices for promoting competency in PHN. The purpose of this manuscript is to describe a PHN-student health fair program as a means for meeting undergraduate PHN curricular standards, and to report results of an evaluation conducted examining its effectiveness in improving community member's health knowledge. Health fairs were held at community agencies that served the homeless or victims of intimate partner violence. A total of 113 community members that attended a health fair were assessed at baseline and immediate posttest using open-ended questionnaires. The design of the health fairs included a community assessment, intervention, and evaluation flow that followed the nursing process. We report that results from participants surveyed indicated that PHN-student delivered health fairs improved health knowledge among community members in this sample (p = .000). Health fairs conducted by PHN students appear to be promising community health promotion and disease prevention interventions that can serve as an effective strategy for teaching PHN student competencies and facilitating engagement with the community. © 2018 Wiley Periodicals, Inc.
Ayuob, Nasra Naeim; Qadi, Mahdi Ali; El Deek, Basem Salama; Boker, Abdulaziz Mohamed
To evaluate the effect of using peer role-playing in learning the communication skills as a step in the development of the communication skills training course delivered to pre-clinical medical students. This study was conducted at the King Abdulaziz University, Jeddah, Saudi Arabia, between September 2014 and February 2015 and comprised medical students. Mixed methods design was used to evaluate the developed communication skills training course. Tests were conducted before and after the communication skills training course to assess the students' self-reported communication. After the course, the students completed a satisfaction survey. Focus groups were conducted to assess the behavioural and organisational changes induced by the course. SPSS 16 was used for data analysis.. Of the293 respondents, 246(84%) were satisfied with the course. Overall, 169(58%) subjects chose the lectures as the most helpful methods for learning the communication skills while 124(42%) considered practical sessions as the most helpful method. Besides, 237(81%) respondents reported that the role-play was beneficial for their learning, while 219(75%) perceived the video-taped role-play as an appropriate method for assessing the communication skills. Peer role-play was found to be a feasible and well-perceived alternative method in facilitating the acquisition of communication skills..
Silva, Cibele C B Marques da; Toledo, Sonia L P; Silveira, Paulo S P; Carvalho, Celso R F
Advances in information technology have been widely used in teaching health care professionals. The use of multimedia resources may be important for clinical learning and we are not aware of previous reports using such technology in respiratory physical therapy education. Our approach was to evaluate a conventional bronchial hygiene techniques (BHTs) course with an interactive online environment, including multimedia resources. Previous developed audiovisual support material comprised: physiology, physiopathology and BHTs, accessible to students through the Internet in conjunction with BHTs classes. Two groups of students were compared and both attended regular classes: the on-line group (n=8) received access to online resources, while the control group (n=8) received conventional written material. Student's performance was evaluated before and after the course. A preliminary test (score 0 to 10) was applied before the beginning of the course, showing that the initial knowledge of both groups was comparable [online, 6.75 (SD=0.88) vs. control, 6.125 (SD=1.35); p>0.05]. Two weeks after the end of the course, a second test showed that the online group performed significantly better than the control group [respectively, 7.75 (SD=1.28) vs. 5.93 (SD=0.72); p>0.05]. The use of a multimedia online resource had a positive impact on student's learning in respiratory therapy field in which instrumental and manual resources are often used and can be explored using this technology.
Bakr, Mahmoud M; Skerman, Emma; Khan, Usman; George, Roy
To evaluate the knowledge of signs, symptoms and risk factors associated with oral cancer amongst undergraduate dental students and members of the general public. This study was open for a period of six months (Jan-June, 2013) to all undergraduate dental students in the 4th and 5th year of the dental science programme and dental patients attending the School of Dentistry, Griffith University, Australia. The survey evaluated the knowledge and awareness of clinical signs and symptoms and risk factors of oral cancers. A total of 100 undergraduate students and 150 patients provided informed consent and participated in this survey study. Both patients and dental students were aware of the importance of early detection of oral cancer. With the exception of smoking and persistent ulceration, this study indicated that the knowledge about oral cancer, its signs, symptoms and risk factors was limited amongst participants. This study highlights the need to raise awareness and knowledge pertaining to oral cancer, not only in the general community but also amongst those in the dental field. Specific points of concern were the common intraoral sites for oral cancer, erythroplakia as a risk factor, the synergistic action of smoking and alcohol, and HPV (human papilloma virus) as risk factors for oral cancer.
Full Text Available Abstract Background Most of the many computer resources used in clinical teaching of dermatology and venereology for medical undergraduates are information-oriented and focus mostly on finding a "correct" multiple-choice alternative or free-text answer. We wanted to create an interactive computer program, which facilitates not only factual recall but also clinical reasoning. Methods Through continuous interaction with students, a new computerised interactive case simulation system, NUDOV, was developed. It is based on authentic cases and contains images of real patients, actors and healthcare providers. The student selects a patient and proposes questions for medical history, examines the skin, and suggests investigations, diagnosis, differential diagnoses and further management. Feedback is given by comparing the user's own suggestions with those of a specialist. In addition, a log file of the student's actions is recorded. The program includes a large number of images, video clips and Internet links. It was evaluated with a student questionnaire and by randomising medical students to conventional teaching (n = 85 or conventional teaching plus NUDOV (n = 31 and comparing the results of the two groups in a final written examination. Results The questionnaire showed that 90% of the NUDOV students stated that the program facilitated their learning to a large/very large extent, and 71% reported that extensive working with authentic computerised cases made it easier to understand and learn about diseases and their management. The layout, user-friendliness and feedback concept were judged as good/very good by 87%, 97%, and 100%, respectively. Log files revealed that the students, in general, worked with each case for 60–90 min. However, the intervention group did not score significantly better than the control group in the written examination. Conclusion We created a computerised case simulation program allowing students to manage patients in a non
Pereira, Marta Cristiane Alves; Melo, Márcia Regina Antonietto da Costa; Silva, Adriana Serafim Bispo E; Evora, Yolanda Dora Martinez
The learning process mediated by information and communication technology has considerable importance in the current context. This study describes the evaluation of a WebQuest on the theme "Management of Material Resources in Nursing". It was developed in three stages: Stage 1 consisted of its pedagogical aspect, that is, elaboration and definition of content; Stage 2 involved the organization of content, inclusion of images and completion; Stage 3 corresponded to its availability to students. Results confirm the importance of information technology and information as instruments for a mediating teaching practice in the integration between valid knowledge and the complex and dynamic reality of health services. As a result of the students' favorable evaluation of the approximation with the reality of nursing work and satisfaction for performing the activity successfully, the WebQuest method was considered valid and innovating for the teaching-learning process.
Alberto VALENTÍN CENTENO
Full Text Available Teaching statistics course Applied Psychology, was based on different teaching models that incorporate active teaching methodologies. In this experience have combined approaches that prioritize the use of ICT with other where evaluation becomes an element of learning. This has involved the use of virtual platforms to support teaching that facilitate learning and activities where no face-to-face are combined. The design of the components of the course is inspired by the dimensions proposed by Carless (2003 model. This model uses evaluation as a learning element. The development of this experience has shown how the didactic proposal has been positively interpreted by students. Students recognized that they had to learn and deeply understand the basic concepts of the subject, so that they can teach and assess their peers.
Full Text Available In recent years, it has become possible to introduce health science students to statistical packages at an increasingly early stage in their undergraduate studies. This has enabled teaching to take place in a computer laboratory, using real data, and encouraging an exploratory and research-oriented approach. This paper briefly describes a hypertext Computer Based Tutorial (CBT concerned with descriptive statistics and introductory data analysis. The CBT has three primary objectives: the introduction of concepts, the facilitation of revision, and the acquisition of skills for project work. Objective testing is incorporated and used for both self-assessment and formal examination. Evaluation was carried out with a large group of Health Science students, heterogeneous with regard to their IT skills and basic numeracy. The results of the evaluation contain valuable lessons.
Simpson, Ian A.; Singer, Kevin P.; Treagust, David; Zadnik, Marjan G.
This paper describes the development and evaluation of a course in physiotherapy whereby the physics fundamental to the modalities of cold, heat and ultrasound therapies was integrated in lectures and actual physiotherapy activities. The design of the course is described together with the perceptions of physiotherapy students regarding the organisation of the course, safety aspects and how well the integration contributed to their understanding of the physics involved in electrotherapy.
R. P. J. C. Ramanayake; A. H. W. De Silva; D P Perera; R. D. N. Sumanasekara; R Gunasekara; P Chandrasiri
Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachmen...
Nwachukwu, Chika; Lachman, Nirusha; Pawlina, Wojciech
Anatomy learned by active exploration through dissection has many proven benefits including improvement of anatomic knowledge. Decreased laboratory time may affect the quality of dissection and ultimately lower student performance in anatomy translating to lower knowledge acquisition. The aim of this study was to determine whether the quality of students' dissection in teams correlates with their performance in the gross anatomy course. Quality of dissections for each team enrolled in a gross anatomy course at Mayo Medical School was evaluated biweekly using a five-point rubric based on course learning objectives. Assessment of anatomic knowledge was based on sequential laboratory practice practical examination scores, achievements on daily audience response system (ARS) quizzes, and final practical, written, and National Board of Medical Examiners(®) (NBME(®) ) Gross Anatomy and Embryology Subject Examinations. Twelve teams comprising 48 students were included in the study. There was a positive correlation between dissection quality and practice practical examination score (R = 0.83) and a negative correlation between dissection quality and ARS quizzes (R = -0.985). Dissection teams with a passing score on their dissection evaluations (>70%) performed better on their final examinations. Based on an end of course survey, students agreed that dissection evaluations should continue to be a part of the course. This study showed that better quality of dissection was associated with higher scores on practice practical examinations, final practical, written, and NBME examinations. The study demonstrated a positive correlation between dissection evaluations, accompanied by formative feedback during the course, and higher scores on final course assessments. © 2014 American Association of Anatomists.
Secco, M Loretta; Furlong, Karen E; Doyle, Glynda; Bailey, Judy
This study evaluated the Mobile Information Software Evaluation Tool (MISET) with a sample of Canadian undergraduate nursing students (N = 240). Psychometric analyses determined how well the MISET assessed the extent that nursing students find mobile device-based information resources useful and supportive of learning in the clinical and classroom settings. The MISET has a valid three-factor structure with high explained variance (74.7%). Internal consistency reliabilities were high for the MISET total (.90) and three subscales: Usefulness/Helpfulness, Information Literacy Support, and Use of Evidence-Based Sources (.87 to .94). Construct validity evidence included significantly higher mean total MISET, Helpfulness/Usefulness, and Information Literacy Support scores for senior students and those with higher computer competence. The MISET is a promising tool to evaluate mobile information technologies and information literacy support; however, longitudinal assessment of changes in scores over time would determine scale sensitivity and responsiveness. [J Nurs Educ. 2016;55(7):385-390.]. Copyright 2016, SLACK Incorporated.
Shu Hui Cheng
Full Text Available Background: Premenstrual syndrome (PMS is a common condition, and for 5% of women, the influence is so severe as to interfere with their mental health, interpersonal relationships, or studies. Severe PMS may result in decreased occupational productivity. The aim of this study was to investigate the influence of perception of PMS on evaluation of work performance. Methods: A total of 1971 incoming female university students were recruited in September 2009. A simulated clinical scenario was used, with a test battery including measurement of psychological symptoms and the Chinese Premenstrual Symptom Questionnaire. Results: When evaluating employee performance in the simulated scenario, 1565 (79.4% students neglected the impact of PMS, while 136 (6.9% students considered it. Multivariate logistic regression showed that perception of daily function impairment due to PMS and frequency of measuring body weight were significantly associated with consideration of the influence of PMS on evaluation of work performance. Conclusion: It is important to increase the awareness of functional impairments related to severe PMS.
Margolis, Amanda R.; Martin, Beth A.; Mott, David A.
lists to facilitate MTM sessions in the community pharmacy setting. Evaluating the sustainability of using student pharmacists or trained technicians to collect medication lists is needed. PMID:27000165
Margolis, Amanda R; Martin, Beth A; Mott, David A
setting. Evaluating the sustainability of using student pharmacists or trained technicians to collect medication lists is needed. Copyright © 2016 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.
Lim, David W; White, Jonathan S
There remains debate regarding the value of the written comments that medical students are traditionally asked to provide to evaluate the teaching they receive. The purpose of this study was to examine written teaching evaluations to understand how medical students conceptualize teachers' behaviors and performance. All written comments collected from medical students about teachers in the two surgery clerkships at the University of Alberta in 2009-2010 and 2010-2011 were collated and anonymized. A grounded theory approach was used for analysis, with iterative reading and open coding to identify recurring themes. A framework capturing variations observed in the data was generated until data saturation was achieved. Domains and subdomains were named using an in situ coding approach. The conceptual framework contained three main domains: "Physician as Teacher," "Physician as Person," and "Physician as Physician." Under "Physician as Teacher," students commented on specific acts of teaching and subjective perceptions of an educator's teaching values. Under the "Physician as Physician" domain, students commented on elements of their educator's physicianship, including communication and collaborative skills, medical expertise, professionalism, and role modeling. Under "Physician as Person," students commented on how both positive and negative personality traits impacted their learning. This framework describes how medical students perceive their teachers and how they use written language to attach meaning to the behaviors they observe. Such a framework can be used to help students provide more constructive feedback to teachers and to assist in faculty development efforts aimed at improving teaching performance.
Kalam-Salminen, Ly; Valkonen, Marjo-Riitta; Aro, Ilme; Routasalo, Pirkko
The purpose of this comparative study is to describe the differences between Finnish and Estonian students evaluations about their client-centeredness and educational support they received to develop it. Client-centeredness has many positive effects on the quality and effectiveness of care. However, some deficiencies have been identified in the client-centeredness of nursing staff. Research on the subject has been limited, and we lack knowledge of graduating students' competence in client-centeredness and the support of their education to develop it. The sample consisted of 390 undergraduate nursing students, 195 from Finland and 195 from Estonia. The data were collected in 2009 using the structured five-point scale questionnaire. The questionnaire was designed to measure students' client-centeredness and the educational support they received from nursing education. The data were analyzed by the PASW Statistics 18-programme using descriptive statistics, Kolmogorov-Smirnov test and Mann-Whitney U-test. Predominantly, students in both countries evaluated their level of client-centeredness high. The Estonian students generally evaluated their client-centeredness higher compared to the Finnish students. The same applied to support provided by nursing education. The greatest differences were related to education and particularly theoretical teaching. In Estonia, students' client-centeredness manifested itself more in politeness and willingness to serve clients, whereas respecting the clients' values was emphasized in Finland. Students' requisites, referred here as knowledge, skills and abilities to implement client-centered nursing, for client-centeredness had deficiencies, and the support from education was also the weakest regarding these aspects. In future, education on development of nursing activities, acquisition of knowledge and services provided by health care as well as legislation should be enhanced, since these areas proved the most difficult for the students
Morris, Mariana; Jones, T David; Rocha, Maria Jose Alves; Fazan, Rubens; Chapleau, Mark W; Salgado, Helio C; Johnson, Alan Kim; Irigoyen, Maria Claudia; Michelini, Lisete C; Goldstein, David L
The objective of the present study was to conduct a short-term international course on translational physiology for medical students from Wright State University and the University of Iowa. The goals were to 1) provide students with an exposure to the academic, cultural, and medical environments in Brazil; 2) promote awareness of the global medical community; and 3) provide an academic course focused on translational physiology. An evaluation of the students was conducted to determine whether such a short-term course might be useful in the medical curriculum. The 2-wk course was held in the summer of 2005 at the University of São Paulo School of Medicine in Ribeirão Preto, Brazil, for 23 American students. The program included presentations of basic and clinical topics, meetings with medical students, and clinical presentations. The program finished with student attendance at a scientific meeting sponsored by the Brazilian Society of Hypertension. Student surveys evaluated issues related to perceived treatment, Brazilian medical school environment, culture and personal attributes, and career aspirations. The international Medical Sciences Translational Physiology course for medical students provided a brief, but intense, experience. It gave students a picture of the medical environment in Brazil and an appreciation for the differences and similarities in cultures. Most students reported that it was a positive experience that would be beneficial to their careers. In conclusion, a short-term international course provides an efficient means for medical students to experience aspects of global medical science.
Jagannath M. Muzumdar
Full Text Available Objectives: This study aimed at designing and assessing educational materials for adult immunizations through the medium of comics. The study design evaluated the effects of two vaccine information flyers (a CDC flyer vs a flyer designed in Comic medium on participants’ attitude towards the flyers. Methods: A between-group, randomized trial was used to compare the effectiveness of two vaccine information flyers on participants’ attitude towards the flyers. Upon approval from the human subjects review committee, student participants (age ≥18 years were randomly assigned either the CDC or comic flyer. They were then asked to respond to survey items developed to measure the flyers’ effect on participants’ attitude towards the flyer. Items were measured using a 7-point semantic differential scale. Cronbach’s alpha was computed for reliability testing of the study instrument. Independent-samples t-test was used to compare means of the two groups with respect to their attitudes toward the flyer. Results: A total of 170 third-year pharmacy students participated in the study (N = 91 for Comic flyer & N = 79 for CDC flyer. There was a significant difference in attitudes toward the flyer between students who read comic flyers (mean = 6.14; SD = 0.62 and those who read CDC flyers (mean = 4.93; SD = 1.20. Additional comments provided by students further confirmed the quantitative findings of the study. Student responses to the use of comics as a medium of providing information on adult immunization were constructive and encouraging. Conclusion: The study findings showed that the flyer with comics was evaluated more attractive than the CDC flyer. The positive findings of our study could provide a new direction for developing educational materials about adult immunizations. Future research on comics, as a medium of communication, could explore its use as a tool for providing healthcare information to consumers. Type: Original Research
Breuer, Georg; Knipfer, Christian; Huber, Tobias; Huettl, Stephan; Shams, Nima; Knipfer, Kristin; Neukam, Friedrich Wilhelm; Schuettler, Juergen; Stelzle, Florian
Advanced Cardiovascular Life Support (ACLS) in life-threatening situations is perceived as a basic skill for dental professionals. However, medical emergency training in dental schools is often not standardized. The dental students' knowledge transfer to an ACLS setting thus remains questionable. The aim of the study was to evaluate dental pre-doctorate students' practical competence in ACLS in a standardized manner to enable the curriculum to be adapted to meet their particular needs. Thirty dental students (age 25.47 ± 1.81; 16 male/14 female) in their last year of dental studies were randomly assigned to 15 teams. Students' ability to successfully manage ACLS was assessed by a scenario-based approach (training module: Laerdal® ALS Skillmaster). Competence was assessed by means of (a) an observation chart, (b) video analysis and (c) training module analysis (Laerdal HeartSim®4000; Version 1.4). The evaluation was conducted by a trained anesthesiologist with regard to the 2010 guidelines of the European Resuscitation Council (ERC). Only five teams (33.3%) checked for all three vital functions (response, breathing and circulation). All teams initiated cardiopulmonary resuscitation (CPR). Only 54.12% of the compressions performed during CPR were sufficient. Four teams stopped the CPR after initiation. In total, 93% of the teams used the equipment for bag-valve-mask ventilation and 53.3% used the AED (Automated external defibrillator). ACLS training on a regular basis is necessary and, consistent with a close link between dentistry and medicine, should be a standardized part of the medical emergency curriculum for dental students with a specific focus on the deficiencies revealed in this study.